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[null,"1.","Record Nr.",null,"UNINA9910861093803321"]
[null,null,"Autore",null,"Haney Beth"]
[null,null,"Titolo",null,"Aesthetic Procedures: Nurse Practitioner's Guide to Cosmetic Dermatology / / by Beth Haney"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer International Publishing : , : Imprint : Springer, , 2024"]
[null,null,"ISBN",null,"9783031514401"]
[{"$nulls":4},"3031514408"]
[null,null,"Edizione",null,"[2nd ed. 2024.]"]
[null,null,"Descrizione fisica",null,"1 online resource (257 pages)"]
[null,null,"Disciplina",null,"616.5"]
[null,null,"Soggetti",null,"Nursing - Study and teaching"]
[{"$nulls":4},"Dermatology"]
[{"$nulls":4},"Nursing Education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Preface -- Acknowledgement -- About the author -- Section1: Foundations of Aesthetics -- Chapter 1: The History of Beauty -- Chapter 2: Skin and Facial Anatomy -- Chapter 3: The Aging Face -- Chapter 4: Psychological Aspects of Aesthetics -- Section 2: Acne and Non-invasive Treatments -- Chapter 5: Topical Preparations and Prescription Medications in Aesthetics -- Chapter 6: Microdermabrasion -- Chapter 7: Permanent and Semi-permanent Micro-Pigment Treatments -- Chapter 8: Superficial Chemical Peels -- Chapter 9: Acne -- Section 3: Minimally Invasive Procedures: Neurotoxins -- Chapter 10: Pharmacology of Neurotoxins: OnabotulinumtoxinA(Botox®), AbobotulinumtoxinA(Dysport®), IncobotulinumtoxinA(Xeomin®), DaxibotulinumtoxinA-lanm(Daxxify ®), and PrabotulinumtoxinA-xvfs (Jeuveau™) -- Chapter 11: Reconstitution and Dosing of Neurotoxins -- Chapter 12: Indications for Neurotoxin: Upper Face -- Chapter 13: Indications for Neurotoxins:Lower Face and Neck -- Chapter 14: Neurotoxins: Other Uses and Future Possibilities -- Chapter 15: Neurotoxin Adverse Reactions -- SECTION 4: Minimally Invasive Procedures: Temporary Dermal Fillers -- Chapter 16: Pharmacology of Temporary Dermal Fillers -- Chapter 17: Indications and Placement of Temporary Dermal Fillers -- Chapter 18: Complications and Corrections of Temporary Dermal Fillers -- Section 5: Laser and Light-Based Treatments and Skin Tightening -- Chapter 19: Laser and Light-Based Treatments -- Chapter 20: Non-surgical "]
[{"$nulls":4},"Facial Skin Tightening -- Index."]
[null,null,null,"Sommario/riassunto","This second edition is a resource that offers guidance to advanced practice providers who are experienced or novice aesthetic practitioners and would like to improve their aesthetic practice and enhance patient safety and satisfaction. This new book reviews skin structure and anatomy, what happens as facial structures age, the effects of aging coupled with environmental exposures, pharmacology of medications used in aesthetics, light-based device properties, patient selection, danger zones, complications, new treatments, and benefits of treatments. In addition, it includes suggestions on how to communicate with patients to achieve successful outcomes. Aesthetic Procedures: Nurse Practitioner's Guide to Cosmetic Dermatology provides practitioners a one-source resource to attain more in-depth learning about cosmetic dermatology. Although there are several texts on individual aspects of aesthetic medicine, there is no all-inclusive book for advanced practice providers. This book also affords the primary care practitioner the opportunity to add minimally invasive cosmetic dermatology procedures to their practice and perform the treatments safely, efficiently and effectively while avoiding common mistakes and minimizing complication risks. Education and hands-on practice and training are paramount in creating a safe patient environment and as more clinicians turn to aesthetics to augment their practice, this book will be a valuable resource for practitioners all over the world. ."]
[null,"2.","Record Nr.",null,"UNINA9910831848303321"]
[null,null,"Autore",null,"Fendt Tanja"]
[null,null,"Titolo",null,"Schülervorstellungen im Zentrum des Unterrichtsgespräches : : Ko-konstruktive Lernprozesse im Chemieunterricht / / Tanja Fendt . Volume 30"]
[null,null,"Pubbl/distr/stampa",null,"[s.l.] : , : Bamberg University Press, , 2019"]
[null,null,"ISBN",null,"9783863096366"]
[{"$nulls":4},"3863096363"]
[null,null,"Descrizione fisica",null,"1 online resource (1 p.)"]
[null,null,"Collana",null,"Schriften aus der Fakultät Humanwissenschaften"]
[null,null,"Soggetti",null,"Education / Teaching Methods & Materials / Science & Technology"]
[{"$nulls":4},"Education"]
[null,null,"Lingua di pubblicazione",null,"Tedesco"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Sommario/riassunto","Based on the need in teacher training and further education to deal with student ideas in class, this study has set itself the goal of examining the complex interaction of teacher and student contributions against the background of co-constructive learning processes using the example of chemistry lessons. A theoretical framework was chosen (Chapter 2) that explains learning processes on the basis of moderate constructivism and creates a connection to co-construction processes through social interaction. The conceptual change approach understands learning as a change of ideas and describes conducive conditions for learning processes. From this, conclusions such as characteristics of constructivist learning environments and the importance of student ideas as learning tools are shown. The concept of co-construction is defined for this work and applied to learning processes in groups. Characteristics of co-constructive conversations take up the handling of student ideas in class discussions and lead over to the importance of the conversation conducted by the teacher. The questions (Chapter 3) take up the complexity of the research subject by considering several levels. At the level of the discussions, on the one hand the content of the teacher and student contributions and on the other hand the function of the contributions in the co-construction process are examined. The level of the learner shows individual learning processes and the perception of "]
[{"$nulls":4},"the role of the teacher in the discussions. The level of the teacher is the focus of the investigation. Your goals and method decisions are the subject of the questions on didactic structuring. The didactic reconstruction model was chosen as the research framework (Chapter 4), as it can grasp the issues from multiple perspectives thanks to the triplet of professional clarification, learner perspectives and didactic structuring. The data collection and evaluation was carried out with different variants of the qualitative content analysis. Based on the technical clarification (Chapter 5), the learner's perspectives (Chapter 6) could be examined. The content analysis of the conversations showed that learning processes take place and that the students develop technical explanations for the chemical issues. The formal analysis indicated that student and teacher contributions met the criteria for successful, co-constructive discussions. Identified conversation patterns and detailed analyzes of teacher and student contributions show exemplary conditions that are conducive to co-construction processes."]