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1.
Rev. bras. cir. plást ; 34(2): 250-259, apr.-jun. 2019. ilus, tab
Artigo em Inglês, Português | LILACS | ID: biblio-1015983

RESUMO

Introdução: Muito se discute sobre a formação do cirurgião plástico na especialização médica nacional e internacionalmente. Há necessidade da busca por melhoras e padronização na formação visando o futuro da especialidade. Métodos: Foi avaliado protocolo preenchido no Congresso Brasileiro de Cirurgia Plástica (Belo Horizonte) por especializandos do terceiro ano. Resultados: Foram distribuídos 230 protocolos. 113 protocolos foram incluídos. A amostra incluiu 71 homens e 41 mulheres. 34 eram de serviços cadastrados pela Sociedade Brasileira de Cirurgia Plástica (SBCP) e 71 eram de serviços cadastrados pelo Ministério da Educação e SBCP. 96 afirmaram que em seus serviços são realizados procedimentos puramente estéticos, com média de 54,3% de procedimentos estéticos. O procedimento com menos confiança em realizar foi transplante capilar, e mais confiança foi abdominoplastia. Área de interesse mais requisitada foi rinoplastia e a menos foi abdominoplastia. Os especializandos estão regularmente satisfeitos com seus programas, com média de 3,89, em uma escala de 1 a 5. O procedimento que deve ser mais realizado foi rinoplastia, sendo necessário, do ponto de vista deles, realizar mais de 10 procedimentos. Os especializandos sentem-se bem preparados pela programa, com média de 3,8 em uma escala de 1 a 5. 65% deles acham necessário fazer fellow, sendo o mais requisitado de mastologia. O procedimento mais realizado foi mamoplastia redutora. A maioria dos especializandos quer trabalhar em clínica privada. Conclusão: Visando aprimorar a formação acadêmica, é necessário que os serviços credenciados se adequem aos requisitos necessários para a boa formação dos especializandos.


Introduction: Much has been discussed about the training of a plastic surgeon nationally and internationally. There is a need to improve and standardize training to ensure the future of this specialty. Methods: Questionnaires were filled by third year trainees at the Brazilian Congress of Plastic Surgery (Belo Horizonte). Results: A total of 230 questionnaires were distributed and 113 were included in the study. The respondents included 71 men and 41 women; 34 were from institutions recognized by the Brazilian Society of Plastic Surgery (SBCP) and 71 were from institutions recognized by the Ministry of Education and the SBCP. Ninety-six respondents revealed that purely aesthetic procedures were conducted in their institutions, with an average of 54.3% of aesthetic procedures. The respondents had the least confidence in performing hair transplants and the most confidence in performing an abdominoplasty. The topic most requested for training was rhinoplasty and the least requested was abdominoplasty. The trainees were fairly satisfied with their programs, with an average satisfaction level of 3.89, on a scale of 1 to 5. The procedure that needed to be performed more frequently was rhinoplasty (more than 10 procedures). Most trainees felt that the program prepared them to practice surgeries, with an average of 3.8 on a scale of 1 to 5. Further, 65% found it necessary to have a fellowship, with mastology being the most requested. The most common procedure was reduction mammoplasty. Most of the trainees wanted to work in a private clinic. Conclusion: In order to improve the level of education, the accredited institutions should meet the requirements necessary for good preparation of the trainees.


Assuntos
Humanos , Cirurgia Plástica/educação , Cirurgia Plástica/métodos , Cirurgia Plástica/ética , Avaliação da Capacidade de Trabalho , Inquéritos e Questionários/estatística & dados numéricos , Educação Continuada/métodos , Educação Continuada/organização & administração , Avaliação Educacional/métodos , Estética/educação , Cirurgiões/educação , Cirurgiões/estatística & dados numéricos
3.
Pensar prát. (Impr.) ; 21(4)out.-dez.2018.
Artigo em Português | LILACS | ID: biblio-969992

RESUMO

O texto foi orientado pelas interfaces entre dança e educação, a fim de problematizar as dimensões ético-estéticas do corpo no contexto do ensino da dança na escola. Especificamente, atentou-se à reflexão sobre o ensino da dança na escola e à discussão referente à dimensão ético-estética do corpo que se instaura como elemento educacional para se pensar a dança como meio para unir sensibilidade à racionalidade. Para tanto, a pesquisa, de caráter bibliográfico, foi guiada por leituras de obras relacionadas à dança, à educação e ao sentido éticoestético do corpo. Concluiu-se que a educação ético-estética por meio da dança pode contribuir para a valorização do sensível e da criação na cultura do corpo como formas de mudança no paradigma da dança no tempo-espaço escolar.


The text was oriented by the interfaces between dance and education, in order to problematize the ethical and aesthetic dimensions of the body in the context of the teaching of dance in the school. Specifically, it focused on the reflection on the teaching of dance in the school and the discussion regarding the ethical-aesthetic dimension of the body is established as an educational element to think of dance as a means to unite sensitivity to rationality. To do so, the research, of bibliographic character, was guided by readings of works related to dance, to education to the ethical-aesthetic sense of the body. It was concluded that ethical-aesthetic education through dance can contribute to the appreciation of the sensitive and the creation in the culture of the body as forms of change in the paradigm of dance in school time-space.


El texto fue orientado por las interfaces entre danza y educación, a fin de problematizar las dimensiones ético-estéticas del cuerpo en el contexto de la enseñanza de la danza en la escuela. Específicamente, se atentó a la reflexión sobre la enseñanza de la danza en la escuela ya la discusión referente a la dimensión ético-estética del cuerpo se instaura como elemento educativo para pensar la danza como medio para unir sensibilidad a la racionalidad. Para ello, la investigación, de carácter bibliográfico, fue guiada por lecturas de obras relacionadas a la danza, a la educación al sentido ético-estético del cuerpo. Se concluyó que la educación ético-estética por medio de la danza puede contribuir a la valorización de lo sensible y de la creación en la cultura del cuerpo como formas de cambio en el paradigma de la danza en el tiempo-espacio escolar.


Assuntos
Educação Física e Treinamento , Corpo Humano , Características Culturais , Dança/educação , Estética/educação
4.
Plast Surg Nurs ; 38(1): 17-24, 2018.
Artigo em Inglês | MEDLINE | ID: mdl-29494408

RESUMO

The risk of infection is a concern for all medical aesthetic industry and all providers. Steps to reduce the risk and improve patient outcomes begin with vigilance to proper aseptic technique and being less concerned about the "beauty image" to attract new patients. This article is based on the guidelines outlined in Infection Prevention and Control for Clinical Office Practice by Public Health Ontario.


Assuntos
Estética/educação , Controle de Infecções/normas , Toxinas Botulínicas Tipo A/uso terapêutico , Preenchedores Dérmicos/uso terapêutico , Higiene das Mãos/métodos , Humanos , Controle de Infecções/métodos , Fármacos Neuromusculares/uso terapêutico , Ontário , Equipamento de Proteção Individual , Poliésteres/uso terapêutico
5.
Plast Surg Nurs ; 38(1): 25-30, 2018.
Artigo em Inglês | MEDLINE | ID: mdl-29494409

RESUMO

Looks matter! "Almost from the moment of birth, each of us is judged-silently, unconsciously, and nearly instantly on the basis of everything that goes into the mix of qualities known as "physical attractiveness" (). Aging may be one of the most foreseeable facts of life. As aesthetic providers, we routinely hear concerns about the effects of aging on our looks; it is important that we address these concerns. How do we set our client/provider relationship up for success by providing superb aesthetic solutions to the age-old challenges that we are faced with every day? Having an advanced clinical knowledge, a thorough aesthetic analysis, and an aesthetic plan specific to the client's needs ensure success. The aesthetic plan requires a shift from a two-dimensional to a three-dimensional approach as well as a shift from one product and/or procedure to combination therapy. Providing safe treatments, establishing trust, managing expectations, producing positive outcomes, and creating an engaging experience will ensure loyalty, future treatments, referrals, and a long-term client/provider relationship.


Assuntos
Estética/educação , Relações Enfermeiro-Paciente , Planejamento de Assistência ao Paciente , Encaminhamento e Consulta/normas , Humanos
6.
Br Dent J ; 222(12): 949-953, 2017 Jun 23.
Artigo em Inglês | MEDLINE | ID: mdl-28642541

RESUMO

Aim Recently, more and more dentists have found themselves engaging in the delivery of non-surgical facial aesthetics (NSFA) as part of their regular practice routine. NSFA is a growing field in aesthetic medicine that is practised by a range of clinicians including doctors, dentists and registered prescriber nurses and is an industry estimated to be worth over £3 billion in the UK alone. In the past few years, several public scandals in aesthetic medicine have prompted reactions by several bodies including the Government and Royal Colleges. With Health Education England (HEE) having recently released standards in education, it is clear that a shift in attitude towards training is imminent. With a large volume of dentists making up this NSFA workforce it is reasonable to consider the stance of undergraduate training and the relevance of the existing knowledge within dentistry in the context of the HEE standards.Method All dental schools in the UK were contacted to establish the range of subjects taught within the curriculum, with particular reference to those relevant to NSFA. The two largest aesthetic pharmacies were contacted regarding numbers of registered dentists they serve.Results Twelve out of 16 dental schools responded. Two-thirds of responding dental schools do not cover NSFA in their curricula. However, many dental schools cover related subjects including: facial anatomy/material science/neuromuscular junction physiology (100%), anatomy of the aging face (66%), pharmacology of botulinum toxin (25%) and ethical-legal implications of aesthetic dentistry/NSFA (50%/42% respectively).Conclusion Dentists are well placed to deliver NSFA given their background in relevant subjects and surgical training. With the emergence and growth of such a large multi-disciplinary field it is crucial that dentistry is not left behind. Just as most dental schools have embraced the evolution of cosmetic dentistry and implantology, it would be prudent to consider that training standards around NSFA are reflected in both undergraduate curricula and appropriate post-graduate clinical training for dentistry.


Assuntos
Educação em Odontologia/métodos , Estética/educação , Face , Currículo , Estética Dentária , Humanos , Reino Unido
7.
PLoS One ; 10(5): e0124159, 2015.
Artigo em Inglês | MEDLINE | ID: mdl-25945789

RESUMO

Can knowledge help viewers when they appreciate an artwork? Experts' judgments of the aesthetic value of a painting often differ from the estimates of naïve viewers, and this phenomenon is especially pronounced in the aesthetic judgment of abstract paintings. We compared the changes in aesthetic judgments of naïve viewers while they were progressively exposed to five pieces of background information. The participants were asked to report their aesthetic judgments of a given painting after each piece of information was presented. We found that commentaries by the artist and a critic significantly increased the subjective aesthetic ratings. Does knowledge enable experts to attend to the visual features in a painting and to link it to the evaluative conventions, thus potentially causing different aesthetic judgments? To investigate whether a specific pattern of attention is essential for the knowledge-based appreciation, we tracked the eye movements of subjects while viewing a painting with a commentary by the artist and with a commentary by a critic. We observed that critics' commentaries directed the viewers' attention to the visual components that were highly relevant to the presented commentary. However, attention to specific features of a painting was not necessary for increasing the subjective aesthetic judgment when the artists' commentary was presented. Our results suggest that at least two different cognitive mechanisms may be involved in knowledge- guided aesthetic judgments while viewers reappraise a painting.


Assuntos
Atitude , Estética/psicologia , Pinturas/psicologia , Adulto , Atenção , Estética/educação , Feminino , Humanos , Masculino , Pinturas/educação
9.
Rev. psicoanál. (Madr.) ; (75): 219-228, 2015.
Artigo em Espanhol | IBECS | ID: ibc-148350

RESUMO

A un año de la publicación de La aprehensión de la belleza, el autor realiza una reconstrucción histórica de la travesía psicoanalítica desde Freud hasta Bion, pasando por Melanie Klein, una ruta que reconsidera la relación entre el psicoanálisis y el arte, como también el importante rol de la belleza en las relaciones íntimas, sobre todo entre la madre y el bebé. En el breve ensayo de Meltzer aparecen otros conceptos pertinentes: la teoría de las pasiones, los ataques al vínculo, el desarrollo infantil como «aprendizaje de la experiencia», lo cual modifica de manera significativa la actitud hacia la niñez entre quienes crían bebés. El ensayo continúa permitiendo que los poetas románticos hablen directamente. El conflicto estético se encuentra en la fase final del análisis, cuando surgen sentimientos estéticos junto con las pasiones de la vida (vínculos L, H, K) y se manifiesta también la «capacidad negativa» (Keats, 1817, p.60) «que hace posible tolerar la duda y la incertidumbre, sin una búsqueda irritada de las razones ni los hechos» (AU)


At a year's distance from the publication of Tbe Apprehension of Beauty, the author traces a historical reconstruction of the psychoanalytic journey from Freud to Bion via Melanie Klein -a route which reconsiders the re!ationship between psychoanalysis and art, as well as the important role of beauty in intimate relations, above all between mother and baby. Other concepts appear pertinently in Meltzer's short essay: the theoty of passions, the attack on links, infantile development as "learning from experience" which modifies significantly the attitude to childhood of those who bring up babies. The essay continues allowing the romantic poets to speak directly. The aesthetic conflict is found in the final phase of analysis, when aesthetic feelings arise together with live passions (link L, H, K) and "negative capability" (Keats) is also manifested, "which renders possible the toleration of doubt and uncertainty without irritable reaching after fact and reason (AU)


Assuntos
Humanos , Masculino , Feminino , Psicanálise/educação , Psicanálise , Estética/psicologia , Teoria Freudiana , Desenvolvimento Infantil/fisiologia , Conhecimento de Resultados (Psicologia) , Homossexualidade Masculina/psicologia , Transtornos da Personalidade/psicologia , Psicanálise/métodos , Psicanálise/normas , Estética/educação , Arte , Desenvolvimento Infantil/classificação , Sublimação Psicológica , Homossexualidade Masculina/genética , Transtornos da Personalidade/terapia
12.
Eur Rev Med Pharmacol Sci ; 18(21): 3166-73, 2014.
Artigo em Inglês | MEDLINE | ID: mdl-25487924

RESUMO

OBJECTIVE: This paper shows the importance of the methodization in teaching facial dermal filling on the training of physicians who intend to work or are already working in the area of facial aesthetics. METHODS: The methodology is based on the procedures performed in Iz Clinic of Plastic Surgery from 2007 to 2010, where the results of the use of dermal filling products were observed. RESULTS: We chose the hyaluronic acid for the methodization of education. Even being a safe procedure, the dermal filling needs to be done by trained professionals because some complications may occur. The theoretical discussion of facial anatomy, physiology and classification of aging, rheological characteristics of products and application techniques underpin the practical part, in which the live demo or supervision of the procedure is performed. The idealization of classes, both theoretical and practical, proposed in this work proved to be of great value in teaching physicians. CONCLUSIONS: The success of this method can be seen from the results achieved by students and by observing the drop in reports of adverse effects. After learning the techniques of facial dermal filling with products based on hyaluronic acid, a doctor may perform this therapy with other fillers, with harmonious results.


Assuntos
Técnicas Cosméticas , Estética/educação , Face/cirurgia , Ácido Hialurônico/administração & dosagem , Envelhecimento da Pele/efeitos dos fármacos , Cirurgia Plástica/educação , Cirurgia Plástica/métodos , Feminino , Humanos , Ácido Hialurônico/efeitos adversos , Masculino
14.
Plast Surg Nurs ; 34(2): 62-9, 2014.
Artigo em Inglês | MEDLINE | ID: mdl-24887344

RESUMO

The final installment of this 3-part series of articles on becoming an aesthetic provider centers on the steps necessary to maximize an aesthetic medical practice and tips for optimal client outcomes. We discuss the importance of education for the aesthetic provider, the staff, and the client, as well as how to create client loyalty. On the basis of years of experience, "pearls and pitfalls" are discussed, so the novice, intermediate, and advanced aesthetic providers can minimize mistakes and maximize their success in this exciting and growing profession.


Assuntos
Estética/educação , Pessoal de Saúde/educação , Satisfação do Paciente , Humanos , Aprendizagem
15.
Movimento (Porto Alegre) ; 19(3): 275-294, jul.-set. 2013.
Artigo em Português | LILACS | ID: lil-688989

RESUMO

Neste trabalho questionamo-nos acerca das formas e limites da expansão da noção de corpo na dança cênica ocidental das últimas décadas.Ocupamo-nos da transformação da escrita na dança contemporânea através da identificação e confronto de quatro aspectos complementares: a filosofia do corpo na teoria e na prática coreográficas; as técnicas de consciência corporal nos modos de formação e composição; o diálogo da dança com outras artes e, acontrovérsia de um paradigma ontológico onde o corpo se debate com o movimento quanto objeto da dança.


In this paper we inquire about the forms and limits of the expansion of the notion of body in the Western stage dance in recent decades. It deals with the transformation of writing in contemporary dance through the identification and comparison of four complementary aspects: the philosophy of the body in theory and choreographic practice, techniques of body awareness in the modes of formation and composition, dialogue between dance and other arts, and the controversy of an ontological paradigm where the body struggles with movement for being objet of the dance.


En este trabajo nos interrogamos sobre las formas y los límites de la expansión de la noción de cuerpo en ladanza escénica occidental de las últimas décadas. Se aborda la transformación de la escritura en la danza contemporânea a través de la identificación y confrontación de cuatro aspectos complementarios: la filosofía del cuerpo en la teoría y en La práctica coreográficas, las técnicas de conciencia corporal en los procesos de formación y composición, el diálogo de La danza con otras artes y el debate epistemológico entre El cuerpo y el movimiento como objeto/s de la danza.


Assuntos
Arte , Dança , Estética/educação , Cinésica
16.
J Psychiatr Ment Health Nurs ; 20(3): 253-62, 2013 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-22519506

RESUMO

The manner in which the arts can enhance the practical, therapeutic concerns of mental health professionals is becoming well established in the health care literature. What gets discussed less frequently, however, are those aesthetic frameworks that propose to give an account of the possible 'meaning' and 'purpose' of art. In response, this paper will elucidate the aesthetic theory of the Hungarian philosopher Georg Lukács and will suggest that his concept of specific particularity enables an understanding of how art, and literature, poetry and drama in particular, can be employed as an educational resource that can contribute to the development of the 'emotional capabilities' of practitioners. However, insofar as Lukács' works are philosophically complex and challenging, his concept of specific particularity will be discussed within the context of Samuel Beckett's dramatic work Ohio Impromptu. In doing so, it will be suggested that Ohio Impromptu is not only productive for the elucidation of Lukács' aesthetics, but also illustrates how the arts provides practitioners with a valuable educative opportunity to engage with, and critically reflect upon, a multiplicity of affective dimensions, thereby enhancing the practitioner's ability to move towards achieving an empathic understanding of, and 'emotional resonance' with, those receiving mental health care.


Assuntos
Atitude do Pessoal de Saúde , Emoções , Estética/educação , Estética/psicologia , Pessoal de Saúde/educação , Psiquiatria/educação , Empatia , Humanos , Filosofia , Relações Profissional-Paciente
18.
Movimento (Porto Alegre) ; 18(1): 189-203, jan.-mar. 2012.
Artigo em Português | LILACS | ID: lil-647277

RESUMO

Ao analisar os projetos dos cursos de dança e educação física (UFBA, UNICAMP), identificamos a dimensão estética presente. Especialmente nos cursos de dança aparece a ideia que pretende cumprir novas metas estéticas, e isso chama a atenção, já que é comum vermos anunciadas metas sociais, culturais, educacionais, políticas etc., mas não as metas estéticas. Com a intenção de compreender diferentes sentidos e significados da dessa dimensão destacamos fragmentos dos projetos para análise do sentido estético na dança.


In reviewing the designs of dance classes and physical education (UFBA, UNICAMP), we identify the dimension of aesthetic. Especially in dance courses appears the idea of a new course that aims to meet aesthetic goals, and it draws attention, since it is common to see announced targets society, culture, education, politic, but not the aesthetic goals. With the intention to understand the different meanings of the aesthetic dimension, highlight pieces of projects to analyze the aesthetic in dance.


Al revisar los proyectos de formación en danza y en educación física (UFBA, UNICAMP), se identifica la dimensión de la estética. Especialmente en los cursos de danza aparece la idea que tiene la intención de alcanzar los objetivos estéticos, y llama la atención, ya que suelen estar presentes objetivos sociales, culturales, educativos, políticos, pero no con respecto a la estética. Con la intención de comprender los diferentes significados de esa dimensión destacamos partes de los proyectos para analizar la estética en la danza.


Assuntos
Humanos , Masculino , Feminino , Adolescente , Adulto , Currículo , Dança/educação , Dança/normas , Instituições de Ensino Superior , Educação Física e Treinamento , Estética/educação
19.
J Urban Hist ; 37(2): 256-77, 2011.
Artigo em Inglês | MEDLINE | ID: mdl-21299024

RESUMO

In the history of city planning, the dichotomy between the aesthetic aspirations of the City Beautiful and City Practical movements is overstated. The aesthetic impulse did not disappear but persisted as an important thread through the development of comprehensive planning approaches into the 1920s. The nexus between beauty and utility was negotiated and expressed across four main discourses: broad social improvement, aesthetic functionality, economic rationality, and holistic design. Ultimately, beauty became wedded to utility within the very nature of the comprehensive city plan itself. The work of the leading city planner John Nolen is central to an understanding of these historic continuities and informed the early evolution of city planning theory and practice. Nolen's challenge to the City Beautiful paradigm, while still retaining an artistic sensibility, reaestheticizes scholars' appreciation of the City Practical.


Assuntos
Planejamento de Cidades , Saúde Holística , Saúde Pública , Responsabilidade Social , Árvores , Beleza , Cidades/economia , Cidades/etnologia , Cidades/história , Cidades/legislação & jurisprudência , Planejamento de Cidades/economia , Planejamento de Cidades/educação , Planejamento de Cidades/história , Planejamento de Cidades/legislação & jurisprudência , Estética/educação , Estética/história , Estética/psicologia , Teoria Ética/história , Jardinagem/economia , Jardinagem/educação , Jardinagem/história , História do Século XX , Saúde Holística/história , Saúde Pública/economia , Saúde Pública/educação , Saúde Pública/história , Saúde Pública/legislação & jurisprudência , Racionalização , Mudança Social/história , Reforma Urbana/economia , Reforma Urbana/educação , Reforma Urbana/história , Reforma Urbana/legislação & jurisprudência
20.
J Urban Hist ; 36(6): 771-91, 2010.
Artigo em Inglês | MEDLINE | ID: mdl-21140940

RESUMO

As Milwaukee's chief park planner in the early to mid-twentieth century, Charles Whitnall responded to the various underlying ideologies of the period within which he worked. His preference for parks was a political and physical response to and remedy for the industrialized and heavily congested city he called home. By examining the Progressive Era discourse associated with planning, this article situates Whitnall's work within the political, aesthetic, and environmental contexts of geographic thought that influenced his plans for Milwaukee. In promoting a physical awareness associated with the natural features of the region and responding to the sociopolitical framework of contemporaries such as Ebenezer Howard, Whitnall incorporated a sense of compassion within his planning. He responded to the preexisting beer gardens of Pabst and Schlitz, as well as Olmsted-designed park spaces, by advocating for decentralization as part of a broader socialist agenda that had swept through Milwaukee during the early 1900s.


Assuntos
Planejamento de Cidades , Logradouros Públicos , Recreação , Mudança Social , Reforma Urbana , Planejamento de Cidades/economia , Planejamento de Cidades/educação , Planejamento de Cidades/história , Planejamento de Cidades/legislação & jurisprudência , Estética/educação , Estética/história , Estética/psicologia , Geografia/economia , Geografia/educação , Geografia/história , História do Século XX , Política , Logradouros Públicos/economia , Logradouros Públicos/história , Logradouros Públicos/legislação & jurisprudência , Saúde Pública/economia , Saúde Pública/educação , Saúde Pública/história , Saúde Pública/legislação & jurisprudência , Recreação/economia , Recreação/história , Recreação/fisiologia , Recreação/psicologia , Mudança Social/história , Reforma Urbana/economia , Reforma Urbana/educação , Reforma Urbana/história , Reforma Urbana/legislação & jurisprudência , Wisconsin/etnologia
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