Academic literature on the topic 'Cosmetology teachers'

Providing cosmetology and fashion training for teachers and TK Nasyatul Aisyiyah students is a form of Higher Education Tri Dharma conducted. Makeup and fashion training is a form of training that is useful for teachers to provide methods of dressing and dressing both in everyday life, beautiful and stout, and so forth. Whereas for students is to describe or introduce how to dress and make up that is good and reasonable. The expected outcome of this dedication is that teachers and students are able to teach and understand and understand what kind of dressing and good dress is.

The amount of public attention to skin beauty makes the industry and educational institutions in the field of beauty thrive today. UNP as an educational institution that has a Department of Cosmetology and Beauty needs to carry out continuous renewal of the science of beauty to be able to produce educators who are able to compete. Target audiences are lecturers, teachers, technicians and students of 10 UNP makeup and beauty. This activity aims to increase the knowledge and skills regarding the latest skin care so that it can follow the developments. This training is carried out with the lecture method, question and answer, demonstration, training and assignment. The material provided is 1) Viewing the theory of skin anatomy and skin care cosmetics, 2) Demonstrating skin analysis, the operation of beauty equipment (facial), 3) the practice of facial skin care according to the given job sheet. Broadly speaking, this activity runs and can add insight and skills of participants about skin care, beauty and cosmetic tools in accordance with the current development and provide opportunities to increase income by doing skin care at UNP beauty salons.

Methods for teaching contemporary makeup design involve drawing on paper, which requires considerable time and is difficult to edit. To change the makeup color, one must redraw their entire makeup design again, which is both inefficient and not environmentally friendly. Furthermore, design drawings are difficult to preserve. However, computer graphic design has not been used in the teaching of makeup design drawing; instead, learners rely on knowledge from professors and the experience they accumulate through practicing drawing on paper. Computer graphic design software allows users to experiment with various color designs, lines, and shading options before finalizing their makeup design. Thus, this study sought to employ such technology to improve upon conventional hand drawing practice techniques. The experiment was divided into a preliminary experiment and main experiment, where a two-stage questionnaire was conducted. In the preliminary experiment, the researchers compared the time required to complete the hand-drawn and computer-drawn makeup designs. The results revealed that the hand-drawn designs required almost double time than computer-drawn designs to complete. Additionally, time-lapse photography was taken during the computer drawing process; the photos were used to explain—to participants in a digital drawing group in the main experiment—the digital drawing makeup design procedures and the required operation time. The first stage of the main experiment comprised a brush selection experiment. The participants, 39 students from a cosmetology department, completed a Likert-scale questionnaire. They also performed item analysis to discuss and select drawing tools from a graphic design software, which met the requirements for makeup design pertaining to the eyebrow, eyeshadow, eyeliner, blush, nose contour, and lips. The software allowed the students to experiment with different colors in their design and immediately displays the results. In the second stage, an experiment on optimizing brush arrangements was performed by 10 experts, all of whom were teachers from the department of cosmetology, had at least 5 years of teaching experience, and had obtained a Level B (advanced level) Beauty Technician Certificate. Data from a Likert-scale questionnaire were analyzed and narrative analysis was conducted to determine the rating and evaluation priorities for standards pertaining to the eyebrows, eyeshadow, eyeliners, blush, nose contour, and lips. The requirement for design symmetry was achieved by using the mirror function of the software. This function was useful: it enabled students to complete their makeup design in approximately half the time. This study transformed the conventional learning method through interdisciplinary integration, established novel and innovative teaching models, and provides crucial insights into future research on improving teaching practice.

Modernization of the educational process at the postgraduate stage using modern computer technologies is extremely urgent. The purpose of the study was to analyze the experience of distance learning of pharmacists-interns at the department of Organization and Economics of Pharmacy, drug technology and pharmacoeconomics and to substantiate promising directions for conducting distance education of pharmacists. Methods – questioning, interviewing of pharmacists-interns, questionnaire development. A special questionnaire has been developed and the method of individual questioning has explored the possibilities of distance learning of the pharmacist-interns at the postgraduate stage. The questionnaire included the passport part: the age, the form of training of the pharmacist-intern, the former place of work; A special part on the questions blocks under study. A survey was conducted of 128 pharmacists-interns: 72 full-time study form and 56 people of external study form. The questioning was conducted by each individual pharmacist individually, so it can be considered independent. As a result of the survey, we found out that about 61% of the pharmacists-interns do not have previous experience in distance learning. However, 81.5% are ready to independently study the topics of interest to them on pharmaceutical topics: New drugs registered in Ukraine, rational use of medicines, pharmaceutical care and assistance, etc. 67% of the surveyed pharmacists-interns believe that knowledge control is better done after the development/study of each topic, and 33% is better at the end of the study of the thematic cycle. The optimal ways of conducting distance learning are established: two-way on-line interaction, publications on the educational program website, two-way interactive video. At the Department of the Organization and Economics of Pharmacy, the Technology of Medicines and Pharmacoeconomics, experience has been accumulated and a system for studying pharmacoeconomics has been created and activities conducted by the Ukrainian Department of UCOPOR. Considerable attention is paid to the use of information and communication technologies from pharmacoeconomics for distance learning on the basis of the home site from pharmacoeconomics (www.uspor.org.ua), and 6 instructional modules on pharmacoeconomics developed by teachers in cooperation with international specialists are available on the international website ISPOR in Ukrainian. Prospective directions of the further development of postgraduate education, taking into account the results of questioning of pharmacists-interns can be the development of distance learning technologies, which will be actively introduced both in the preparation of the pharmacists-interns, and for the pharmacists-trainees of the training cycles, thematic improvement. It is established that more than 80% of pharmacists-interns are ready to independently study the topics of interest to them on pharmaceutical topics: New drugs registered in Ukraine, rational use of medicines, Pharmaceutical care and assistance, Pharmaceutical cosmetology and Pharmaceutical legislation To control and evaluate the self-mastered material, 67% of interrogated interveners interviewed believe that it is advisable to conduct it after processing / studying each topic. It has been established that the optimal methods for conducting distance learning are: two-way on-line interaction, publications on the educational program site and two-way interactive video. Teachers of the Department of the Organization and Economics of Pharmacy, drug technology and pharmacoeconomics have developed a special distance learning program with pharmacoeconomics based on international modules, which is designed to provide knowledge and skills on the methodology of pharmacoeconomic research.

The history of the Joseph Pilsudski University of Physical Education in Warsaw has had its beginnings only ten years after the end of the First World War. Historically, it was a time of the establishing the Second Polish Republic, as a result of the Versailles Treaty (1918). It was not a periodconducive to such ambitious investments, but after regaining independence, there was de-termination to resurrect in a free country –at all costs –the cultural life, education and sport, in aim to bring up the young generation in accordance with the latest European principles.The year 2019 was a special year, due to the 90th anniversary of the establishment of the Józef Piłsudski University of Physical Education in Warsaw. In the years 1929–2019, the walls of the university left more than 50,000 graduates, numerous doctors and habilitated doctors were pro-moted, and serious research and development potential was built. Currently, at the five faculties, study about 4,557 students. All graduates are highly qualified to meet the needs of the 21st century society: they are employed as teachers, trainers, instructors, physiotherapists, nurses, cosmetolo-gists and occupational therapy specialists -they are highly appreciated in Poland and other countries in Europe. On the occasion of the Jubilee, numerous scientific conferences, symposia, publications, exhibitions, sporting and cultural events were organized, for highlighting the tradition and summa-rizing the achievements of the Joseph Pilsudski University of Physical Education.

This study concerns on how reading text material are developed for vocational school. This study was conducted by using Research and Development (R & D) design through six phases; gathering information and data, analyzing data, designing new materials, validating by experts, revising, and final product. The subject of this research was class XI SMK N 10 Medan consisting of 22 students. Instrumentations for collecting data were questionnaire and interview. After analyzing the data, the researcher got the students’ need in learning English in term of vocation that they have. The data were gathered by administering interview and distributing questionnaire to 25 respondents to get the students’ needs. The interview and questionnaire results prove that the students need English reading materials which contain English for cosmetology major. Thus, developing materials were procedure text. The developed teaching material were related to the vocation that the students had; it was beauty major. The products have been validated by experts. The average scores are 4,25 from English subject teacher and 4,17 English lecturer. It means the developing materials categorized as relevant or appropriate for students of beauty major grade XI.

碩士
國立中正大學
成人及繼續教育研究所
102
This thesis is a research of career development of cosmetology adult teachers by qualitative research. It consist of reference review, contributing factor of their career transition, professional development, career difficulty and coping , and an induction of cosmetology adult teacher career development which all acquired by semi-structured interviews. The results provide beautician, beauty educational institutions and future researchers a reference. The conclusions are as following: A.From subject experts to adult teachers is an expected or unexpected career transition. It is a career transition that doing different works content in the same professional field. B.Career transition contribution factors of beauticians from subject experts to adult teachers: (a) including individual, work and interpersonal factors. (b)the most important contributing factors are outstanding achievement, industry awareness and social capital. C.Cosmetology adult teachers are self-directed learners. The main motivations of learning are social capital, teaching mission, personal interests and work requirements. D.On-job training is the main training methods in their early career development. Growth groups shape cosmetology adult teachers’ teaching style. In the later period, formal education is a way that they can construct their teaching system. E.Learning content including professional knowledge and skills, adult education and business management. Through the learning, they expand their knowledge and vision, and enrich their teaching. F.The cosmetology adult teachers’ need of professional knowledge and skill differ from each career development stage. The beauty industry knowledge is the main learning content in early career; through the middle career, they try to create learning opportunities by self; in the later career, they deepen the professional field and exchange cross-industry. G.Career difficulties of cosmetology adult teachers contain personal factors, work factors and family factors. They consider career difficulty as challenge and growing. H.Coping of cosmetology adult teachers including change of motions /attitude/spirituality, task adjustment, assistance and resources, and problem solving and growth, excluding negative emotions. I.Teaching career development stages of cosmetology adult teachers: preteaching and competency building stage, exploration and adjustment stage, and transformation and expansion stage. Survival stage and decelerating stage are not occurring. (a)Preteaching and competency building stage: cumulative teaching experience and methods; obtain teaching opportunities. (b)Exploration and adjustment stage: develop a teaching style by exploration; adjust teaching style by classroom reaction. (c)Transformation and expansion stage: teaching and professional field expanding; philosophy of education transforming. Key word: cosmetology adult teacher, career development, teacher career development, professional development

碩士
國立雲林科技大學
技術及職業教育研究所碩士班
91
The purpose of this study was to investigate the department of cosmetology teachers in vocational high schools of their professional career development as well as the specialized growth demand situation in Taiwan. This study focused on six main goals: 1. Investigate the current situation within the department of cosmetology and teachers’ professional career development. 2. Investigate the department of cosmetology teachers’ professional development in specialized growth demand. 3. Investigate the department of cosmetology teachers’ variables: different backgrounds and relations to professional development. 4. Investigate the department of cosmetology teachers’ variables: different backgrounds and relations to specialized growth demand. 5. Investigate the department of cosmetology teachers’ relationship between professional career development and specialized growth demand. 6. Based upon findings, the researcher specifically proposed a feasible suggestion that will give the educational administration departments and the correlation organization, a plan for teachers within the cosmetology department and future references to the professional development program. The main study technique used was the questionnaire survey, “the department of cosmetology teachers in the vocational high school of their career profession development and the specialized growth demand situation” was designed by the researcher. The participants in this study were current cosmetology professional teachers in national non-private and private vocational high schools. A grand total of 329 questionnaires were mailed to prospective participants, 205 sets of questionnaires were returned, and the response rate was 62.3%. Of the 205 returned questionnaires, 187 individuals sent back appropriately completed questionnaires, and the effective ratio was 56.8%. The data were analyzed by t-test, one-way ANOVA, product-moment correlation and multiple stepwise regression analysis. The Statistical Package for Social Sciences (SPSS) for Windows version 10.0 was used to compute the statistics. The researcher obtained the following conclusion: 1. Currently, the departments of cosmetology teachers in vocational high schools are in the stage of "profession study" and "profession investment". 2. The department of cosmetology teachers in the vocational high schools though various stratification plans have demands for specialized growth that are very high. 3. Above the 20-year period of service, teaching at public schools, cosmetology teachers comparatively favor the "profession investment" in the profession development condition, but the private school teachers, in the aspect of "profession setback" and "profession shift", were higher than the public schools. 4. The private school teachers, the training school graduation teachers and the teachers who graduated from department of cosmetology had a high demanded in the administrative knowledge. 5. The teachers who graduated from department of cosmetology, who were specialized and qualified teachers (technical teachers) had higher demands in "teaching knowing energy" and "the specialized knowledge energy". 6. Teachers’ professional development condition in the stage of study and the investment had a specialized growth demand that was higher. 7. The background variables of teachers’ professional career development to the function of teacher specialized growth forecast function in, most have the forecast strength by "professional career study". According to the above conclusion, this study below causes the researcher to propose the following suggestions: 1. Suggestion for national department of education a political institution: 1.1 Pay more attention to the vocational high school to improve looks, the urgency in which the department teacher takes advanced courses, and also the opportunity to have the plans, which conform to the teacher, specialized growth demand activity. 1.2 Provide better communication and consultation pipeline to the teachers in their professional career. 1.3 Enhance administrative correlation knowledge to the private school teachers and teachers who had graduated from college major in cosmetology. 1.4 Provide an opportunity to current teachers who have not obtained the qualified cosmetology teacher degree; take advanced courses, in order to improve their teaching ability. 2. Suggestions for schools: 2.1 The school initiative plan is appropriate for teacher specialized growth development through the study curriculum. 2.2 Encourage the teachers to participate in the school and outside the school extracurricular professional career development, and promote teaching research to improve teaching quality. 3. Suggestions for the department of cosmetology teachers: 3.1 The teachers, in their professional career teaching, should participate in their own initiative and take advanced courses to improve their specialized and professional growth. 3.2 Planning increases the second teaching specialty to prepare the vocational high school, high school and the community school changes. 4. Suggestions for future research:

碩士
中國文化大學
生活應用科學系
99
The purpose of this study was to investigate the relative analysis of the perception of professional role, career commitment and career experience of vocational high school teachers in cosmetology department. This study mainly employed a questionnaire investigation method. The subjects examined focused on cosmetology department teachers from 78 vocational high schools throughout Taiwan. A total 347 effective questionnaires were received at the rate of 69.4%. The methods of statistic analysis adopted in the questionnaires are descriptive statistics, t-test, one-way ANOVA, Scheffé method, Pearson’s product-moment correlation etc., which led this study to the expected conclusion as follows: 1. The level of teachers’ perception of professional role reached criteria of high-intermediate, while career commitment indicated advanced level and career experience intermediate level . 2. Perceptions of professional role of vocational high school teachers in cosmetology department were obviously diverse in terms of ages, educational background, marital status, instruction area and position served. 3. Career commitments of vocational high school teachers in cosmetology department were significantly differentiated based on different ages, educational backgrounds, marriage statuses, and instruction areas. 4. Teachers’ career experiences were evidently varied on account of age, educational background, marital status, and position served. 5. The perception of professional role, career commitment and career experience were positively related to one another. 6. The results based on this research propose to provide vocational high school teachers in cosmetology department with relative suggestions for the references of teachers, related educational units and future researchers.