- The Ancient Middle East 3500-600 B.C. - Crete and Greece c. 2900-300 B.C. - Etruria and Rome c. 800 B.C.-A.D. 400 - The Early Middle Ages c. 300-1300 - The Late Middle Ages c. 1300-1500 - The Italian Renaissance c. 1400-1600 - The Northern Renaissance c. 1500-1600 - The Seventeenth Century 1600-1700 - The Eighteenth Century 1700-1800 - The Directoire Period and the Empire Period 1790-1820 - The Romantic Period 1820-1850 - The Crinoline Period 1850-1869 - The Bustle Period and Nineties 1870-1900 - The Edwardian Period and World War I 1900-1920 - The Twenties, Thirties, and World War II 1920-1947 - The New Look and Beyond 1947-1960 - The Sixties and Seventies: Style Tribes Emerge 1960-1980 - The Eighties and Nineties: Affluence and Information - The 21st Century: The New Millennium - Over 500 four-color photographs and illustrations - Updated text to 2008 - Additional influences from one period or civilization to another, including influences from other cultures - Index - updated and organized to be utilized as glossary with terms defined and page numbers printed in boldface - Instructor's Guide provides sources for visuals, websites, teaching strategies and evaluation techniques - PowerPoint Presentation contains interactive visual presentation with links to Internet
survey of historic costume powerpoint presentation
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- The Ancient Middle East 3500-600 B.C. - Crete and Greece c. 2900-300 B.C. - Etruria and Rome c. 800 B.C.-A.D. 400 - The Early Middle Ages c. 300-1300 - The Late Middle Ages c. 1300-1500 - The Italian Renaissance c. 1400-1600 - The Northern Renaissance c. 1500-1600 - The Seventeenth Century 1600-1700 - The Eighteenth Century 1700-1800 - The Directoire Period and the Empire Period 1790-1820 - The Romantic Period 1820-1850 - The Crinoline Period 1850-1869 - The Bustle Period & Nineties 1870-1900 - The Edwardian Period and World War I 1900-1920 - The Twenties, Thirties, and World War II 1920-1947 - The New Look and Beyond 1947-1960 - The Sixties and Seventies: Style Tribes Emerge 1960-1980 - The Eighties and Nineties: Affluence, Information, and a New Millennium 1980-2003 - Objects from the fine and applied arts in various time periods - Recurring themes and concepts in dress - Relates revivals of styles from each era to their earlier historic sources - Illuminating commentary from journals, letters, and periodicals from each period - Chronological line drawings of major garments from the Ancient Middle East (3500-600 B.C.) through Late Middle Ages (c. 1300-1500) in tables - Illustrates, in tables spanning from 1870 through 1995, undergarments for men, women, and children - Extensive bibliographies, pronunciation guides, and glossary terms - More than 580 black-and-white and color photographs, pictorial tables, & illustrations - Instructor's Guide provides information about the sources of supplementary slide and video materials, as well as suggested teaching strategies and evaluative techniques -PowerPoint Presentation provides the basis for classroom lecture and discussion; compatible with PC and Mac platforms
Teaching Fashion Studies is the definitive resource for instructors of fashion at the undergraduate level and beyond. The first of its kind, it offers extensive, practical support for both seasoned instructors and those at the start of an academic career, in addition to interdisciplinary educators looking to integrate fashion into their classes. Informed by the latest research in the field and written by an international team of experts, Teaching Fashion Studies equips educators with a diverse collection of exercises, assignments, and pedagogical reflections on teaching fashion across disciplines. Each chapter offers an assignment, with guidance on how to effectively implement it in the classroom, as well as reflections on pedagogical strategies and student learning outcomes. Facilitating the integration of practice and theory in the classroom, topics include: the business of fashion; the media and popular culture; ethics and sustainability; globalization; history; identity; trend forecasting; and fashion design.
This updated edition presents a practical introduction to differentiation and explains how to differentiate instruction in a wide range of settings to provide variety and challenge. Chapters focus on evaluation in a differentiated classroom and how to manage both behavior and work tasks. The book includes connections to Common Core State Standards. Digital content includes a PowerPoint presentation for professional development, customizable forms from the book, and curriculum maps, workcards, and matrix plans.
Table of contents Annette Leßmöllmann and Thomas Gloning Preface – V Annette Leßmöllmann and Thomas Gloning Introduction to the volume – XI I Perspectives of research on scholarly and science communication Gregor Betz and David Lanius 1 Philosophy of science for science communication in twenty-two questions – 3 Friederike Hendriks and Dorothe Kienhues 2 Science understanding between scientific literacy and trust: contributions from psychological and educational research – 29 Hans-Jürgen Bucher 3 The contribution of media studies to the understanding of science communication – 51 Mike S. Schäfer, Sabrina H. Kessler and Birte Fähnrich 4 Analyzing science communication through the lens of communication science: Reviewing the empirical evidence – 77 Hannah Schmid-Petri and Moritz Bürger 5 Modeling science communication: from linear to more complex models – 105 Gábor Á. Zemplén 6 The contribution of laboratory studies, science studies and Science and Technology Studies (STS) to the understanding of scientific communication – 123 Nina Janich 7 The contribution of linguistics and semiotics to the understanding of science communication – 143 Britt-Marie Schuster 8 The contribution of terminology research to the understanding of science communication – 167 Thorsten Pohl 9 The study of student academic writing – 187 II Text types, media, and practices of science communication Thomas Gloning 10 Epistemic genres – 209 Luc Pauwels 11 On the nature and role of visual representations in knowledge production and science communication – 235 Henning Lobin 12 The lecture and the presentation – rhetorics and technology – 257 Sylvia Jaworska 13 Spoken language in science and the humanities – 271 Gerd Fritz 14 Scholarly reviewing – 289 Gerd Fritz 15 Scientific controversies – 311 Thomas Gloning 16 Symbolic notation in scientific communication: a panorama – 335 Michel Serfati † 17 The rise of symbolic notation in scientific communication: the case of mathematics – 357 Benedetto Lepori and Sara Greco 18 Grant proposal writing as a dialogic process – 377 III Science, scientists, and the public Wolf-Andreas Liebert 19 Communicative strategies of popularization of science (including science exhibitions, museums, magazines) – 399 Sharon Dunwoody 20 Science journalism – 417 Holger Wormer 21 Teaching science journalism as a blueprint for future journalism education – 439 Charlotte Autzen and Emma Weitkamp 22 Science communication and public relations: beyond borders – 465 Philipp Schrögel and Christian Humm 23 Science communication, advising, and advocacy in public debates – 485 Philipp Niemann, Laura Bittner, Christiane Hauser and Philipp Schrögel 24 Forms of science presentations in public settings – 515 IV Historical perspectives on science communication Thomas Gloning 25 Historical perspectives on internal scientific communication – 547 Michael Prinz 26 Academic teaching: the lecture and the disputation in the history of erudition and science – 569 Monika Hanauska 27 Historical aspects of external science communication – 585 V Science communication: present and future Martina Franzen 28 Reconfigurations of science communication research in the digital age – 603 Peter Reuter and Andreas Brandtner 29 The library in a changing world of scientific communication – 625 Mareike König 30 Scholarly communication in social media – 639 Annette Leßmöllmann 31 Current trends and future visions of (research on) science communication – 657