Aesthetic Training Research Articles

Aesthetics training facility unveils state-of-the-art renovation

Aesthetics training facility unveils state-of-the-art renovation

Navigating the minefield of medical aesthetics training opportunities

When it comes to finding training for the administration of cosmetic procedures, practitioners should focus on the quality of teaching and educational content, rather than how convenient or cheap the courses are. Brian Franks, an experienced trainer in botulunum toxin and dermal filler treatments, gives aesthetic nurses his top tips for finding a course that ticks all the necessary boxes

A Meta-Analytic Investigation of Objective Learner Control in Web-based Instruction

Research examining learner control of adult web-based instruction has been inconsistent, showing both positive and negative effects on learning outcomes. In addition, the specific implementation decisions made across studies that are labeled “learner control” often differ dramatically. The purpose of the present study was to provide a theoretical framework by which to understand objective learner control and to empirically test it. In this study, a nine-dimensional hierarchical framework of objective learner control was developed from an extensive literature review. This framework includes instructional control (skip, supplement, sequence, pace, practice, and guidance control), style control (i.e., control of aesthetic training characteristics), and scheduling control (time and location control). Hypothesized effects were tested meta-analytically. Findings suggested that (1) types of learner control are almost always confounded in experimental learner control research; (2) objective learner control is not a multidimensional construct but instead of a set of related design choices; (3) across types, learner control is generally effective in skill training but varies greatly in knowledge training and in terms of reactions; and (4) sequence control is the only type that generally does not harm either learning or reactions across contexts. Given the significant confounding present in most of the literature, learner control researchers are recommended to isolate specific control features. Practitioners should identify specific targeted outcomes and choose features according to those goals. This is the first study to propose and test a theoretically derived framework of objective learner control, providing a roadmap for research and state-of-the-art practice.

FUTURE BACHELORS’ TECHNOLOGY OF PROJECT LEARNING IN DESIGN GROUPS AS A MEANS OF INNOVATIVE TEACHING ACTIVITIES SUBJECT’S TRAINING

The article is devoted to the bachelor’s preparation, the basic conceptual idea of is to achieve efficiency and social and educational importance of integrative cultural and educational space as a system to ensure the teachers’ readiness to innovative professional work at school. The solution to this problem is in the competence-based approach to students’ design activity in the conditions of design groups as a means of mastering professionalvaluable innovative technologies of socialization of pupils and methodological tools of their motivation to the designer's creativity. The article notes that the process of mastering the future bachelors of professional competence in the design group based on the multidisciplinary integration and implemented in an environment of a complex interaction of its epistemological (scientifictheoretical) and value (spiritual practice) aspects. They are based on the integration of knowledge of different areas of science, the disclosure of the relationship and interdependence of general scientific, social, technological, aesthetic, economic, environmental, educational, psychological and other problems in the system of global problems of general and professional culture of the future teacher, teaching them values of subjectivation. Diversity and structure of such an interrelation and interdependence in project activities of students due to the specifics of scientific, aesthetic, design, technological, technical and economic means to achieve the desired, socially significant result of project activities. It also stems from the need of didactic thinking by students of dialectical nature monism categories and the principles of technology and aesthetics, and innovative teaching technologies and methods of students' teaching and the technological development of the world in accordance with the design principles of their development as active and creative subjects of social and labor relations. This article emphasizes that such a hike to the individual, paired or group (cooperative learning) curriculum design and creative activities at the university is considered the moral foundation of social development and creative subjectification small design teams of the future teachers of pedagogical ideals of a unified system. In this regard, project learning for future bachelors Design Group as substantive and procedural components of prescribed curriculum 44.03.05 "Pedagogical education" profile "Technology" aesthetic training at the university, is a key area of its initiation to human and professional values that form the basis of the cultural environment and therefore - one of the highest forms of socialization of the person as a teacher.

Scalp Aesthetics Training

1. Bryce Cleveland (info{at}scalp-aesthetics.com) 1. Phoenix, Arizona, USA Scalp Aesthetics is a company that started off in a small office in Rochester, New York, that has grown with the increasing popularity of scalp micropigmentation (SMP). By implanting small amounts of pigment into the

O Teatro como Palco do Filosofar: Bases para uma Pedagogia Renovada

The present paper is based on the theatrical universe in its scenic dimension and literary perspective it explores a renewed pedagogy in the teaching of Philosophy at high school. It is intended in this work to highlight the foundations of the investigation that will be carried out at the Balleteatro – Professional School during 2 years with high school students in order to test new Philosophy teaching methodologies through the theatre. We intend therefore to value the close relationship that theatre has always maintained with Philosophy and in that approach to fundament the need for a philosophical education that effectively uses a set of methods and exercises that support the demand of the rational activity that Philosophy obliges as well as the sensorial delight provided by theatre, establishing in this way a closerelationship between the Philosophy teaching and the ethical sensibility and aesthetics training of students.

The sensitive knowledge of dance

Abstract In this article I will discuss the dancer’s physical potential and the sensitive knowledge (‘la connaissance sensible’) that emerges from dance practice. For this, I take Lévi-Strauss’ (2010) theory of the ‘savage mind’ as a reference. This theory is important to understand how the discipline of dance does not need to be justified through modern science (Lévi-Strauss 2010). It is understood that dance operates from sensitive knowledge, while modern science is expressed through the intelligible. I will point out how the dancer operates the sensitive, or dancing, thought, stressing that this type of knowledge is created through interest in how to use it and not through interest in how it serves, or what it means. I will then explain how, through sensitive knowledge, dancers propose new challenges during their aesthetic training in order to develop new body technologies, thereby increasing their expressive potential. For this, dancers need to develop body acuity. In other words, I will discuss the processes that dancers use to transform the perception of the self and of the world through danced gestures. In this process, the dancer is always looking for new challenges; he/she constantly deals with new risks in order to discover new knowledge. I will also discuss the problem that dance faces in traditional academia, which disregards sensitive knowledge and values scientific knowledge.

Training in medical aesthetics: why do we need it and how can we make it better?

In an unregulated industry, where many treatments are being provided by individuals who are not very competent or experienced, high-quality training on the use of products and operation of machines is key. Although the Department of Health and Health Education have looked into what is needed to improve standards in the sector, Barbara Freytag believes there is still some way to go to resolve critical issues

Aesthetic training for plastic surgery trainees

Aesthetic training for plastic surgery trainees

Aesthetic training for plastic surgery trainees

Aesthetic training for plastic surgery trainees

Training in aesthetics: who, what and why

Training in aesthetics: who, what and why

Reconceptualizing and Theorizing “Omnivorousness”

Scores of sociological studies have provided evidence for the association between broad cultural taste, or omnivorousness, and various status characteristics, such as education, occupation, and age. Nevertheless, the literature lacks a consistent theoretical foundation with which to understand and organize these empirical findings. In this article, we offer such a framework, suggesting that a mechanism-based approach is helpful for examination of the origins of the omnivore-univore taste pattern as well as its class-based distribution. We reground the discussion of this phenomenon in Distinction (Bourdieu 1984), conceptualizing omnivorous taste as a transposable form of the aesthetic disposition available most readily to individuals who convert early aesthetic training into high cultural capital occupational trajectories. After outlining the genetic mechanisms that link the aesthetic disposition to early socialization trajectories, we identify two relational mechanisms that modulate its manifestation (either enhancing or inhibiting it) after early socialization.

Plastic Surgery Training: Evaluating Patient Satisfaction with Facial Fillers in a Resident Clinic

Resident cosmetic surgery clinics, or "chief clinics," are arguably the most effective way to provide cosmetic surgery training. Approximately 70% of plastic surgery training programs utilize a "chief resident clinic" to augment their cosmetic surgery experience, even though a quantitative outcome scale is lacking to guide education. We report the use of the FACE-Q, a novel patient outcome tool, to evaluate patients' satisfaction with nonsurgical facial rejuvenation performed by residents. The FACE-Q "Satisfaction with Facial Appearance Overall Scale" was administered to patients prior to and 1week after undergoing nonsurgical facial rejuvenation performed by plastic surgery residents. All patients received nonsurgical facial rejuvenation with botulinum toxin A and hyaluronic acid as part of resident facial aesthetics training. Eleven patients completed the pre- and postinjection FACE-Q survey. Average overall facial appearance satisfaction scores of 47.6 pre- and 51.1 postinjection were found (p<0.037), with a total possible score of 68. Ten patients (91%) reported feeling satisfied or very satisfied with the overall appearance of their face following injection. Despite resident inexperience and patient awareness that novices were performing the procedures, our experience supports use of the FACE-Q to optimize and endorse resident cosmetic surgery clinics. The learning curve for facial cosmetic procedures can be adversely affected by limited time available or exposure to improvement variables when initially performing the procedure. It is imperative to any technique that direct, and preferably quantitative, feedback is given so that an immediate modification can be generated and successive patient outcomes improved. This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266 .

Appearance concerns comparisons among persons with body dysmorphic disorder and nonclinical controls with and without aesthetic training

Body dysmorphic disorder (BDD) concerns may be on a continuum with normal appearance concerns, differing only quantitatively. As emerging evidence suggests that an increased aesthetic sensitivity plays a role in BDD, individuals with BDD ( n = 50) were compared with a control group of individuals with an education or employment in art and design related fields ( n = 50) and a control group of individuals without aesthetic training ( n = 50). Participants completed a demographic questionnaire and a series of measures for depression, BDD symptomatology, and body image. Most controls (with and without aesthetic training) reported appearance concerns and expressed comparable ideals to those with BDD. However, BDD participants differed by using negative, emotive, and morally based descriptions for their defect(s), spending a greater time preoccupied with their defect(s) causing increased interference with functioning, performing appearance-related behaviors more frequently, and experiencing greater distress when performing those behaviors.

The role of aesthetic sensitivity in body dysmorphic disorder.

Individuals with a higher aesthetic sensitivity may be more vulnerable to developing body dysmorphic disorder (BDD). Aesthetic sensitivity has 3 components: (a) perceptual, (b) emotional, and (c) evaluative. Individuals with BDD (n = 50) were compared with a control group of individuals with an education or employment in art and design related fields (n = 50) and a control group of individuals without aesthetic training (n = 50). A facial photograph of each participant was manipulated to create a 9-image symmetry continuum. Presented with the continuum on a computer, participants were required to select and rate the image representing their self-actual, self-ideal, idea of perfect, most physically attractive, most pleasure, and most disgust. Control symmetry continua examined the specificity of the disturbance. As predicted, BDD participants displayed no distortion in their perceptual processing but were disturbed in their negative emotional/evaluative processing of their self-image. A significant discrepancy between their self-actual and self-ideal, resulting from an absent self-serving bias in their self-actual (a bias exhibited by controls) appears to be the source of their disturbance. They also overvalued the importance of appearance and self-objectified. These aesthetic evaluations may predispose individuals to BDD and/or maintain the disorder.

Managing Motivation

This article examines workplace posters and Pivot Man Letters (illustrated stories for foremen) sold to employers by the Seth Seiders Syndicate in the 1920s. The article analyzes the Syndicate’s efforts to hone and market its products as versatile forms of emotional conditioning in the workplace. It also analyzes the Syndicate’s corporate photograph album to demonstrate its promotion of similar motivational techniques within its own sales force. By adapting an older good/bad worker dichotomy to emerging ideas about aesthetic training, the Syndicate provided managers with a form of motivational aesthetics consistent with both traditional and newer management conceptions of the worker.

Sustained Experiential Learning: Modified Monasticism and Pilgrimage

AbstractThis article outlines a template for sustained experiential learning designed to provide a context for learning the affective and performative as well as intellectual power of religion. This approach was developed for a traditional academic framework, adapting pedagogies developed for experiential learning, aesthetic training, and study abroad, and draws on personal experiences of teaching East Asian religions. The approach integrates intellectual learning with out of class experience to stimulate and enrich the highly personal and often significant questions that may arise upon studying religion and encountering religious practices both in and out of the classroom.

Facial aesthetic training

Facial aesthetic training

Aesthetic surgical training in the U.K. independent sector—the clients' view: results of a survey on 155 private patients

Aesthetic surgical training in the U.K. independent sector—the clients' view: results of a survey on 155 private patients

Effects of computer icons and figure/background area ratios and color combinations on visual search performance on an LCD monitor

This study investigated the effects of figure/background color combinations, the type of computer icon and the figure/background area ratio on visual search performance on a liquid crystal display (LCD) screen. Participants had to search for the target item in a circle stimulus array, which had a diameter of 20 cm and included one target and 19 distracters. Results showed that these three independent variables significantly affected the visual search performance. The search times for EMAIL and SAVE computer icons were significantly shorter than that for a PRINT computer icon. Visual search performance was better for computer icons with a 90% figure/background area ratio than for a 70% ratio. However, no difference in search time between 90% and 50% ratios or between 70% and 50% ratios was observed. Color combinations also significantly affected the visual search performance and white/yellow and white/blue color combinations for the figure/background resulted in better performance than black/blue and black/yellow combinations. However, no difference in search time was observed for participants with and without esthetic training. The implications of the results are applicable to design icons for the interfacing of computers and communication information.