4.6 Was the telephone an immediate success?
This unit is for designers, engineers, technologists and anyone interested in designing and inventing. It is also for managers and consumers interested in innovation and technical change. The unit will show you how design and innovation can create a more sustainable future. It will also help you understand how innovation comes about and will encourage thinking about environmental and social challenges for the future.
4.5 Was the telephone invented in response to a need or because of developments in technology?
This unit is for designers, engineers, technologists and anyone interested in designing and inventing. It is also for managers and consumers interested in innovation and technical change. The unit will show you how design and innovation can create a more sustainable future. It will also help you understand how innovation comes about and will encourage thinking about environmental and social challenges for the future.
4.4 What was innovative about the telephone?
This unit is for designers, engineers, technologists and anyone interested in designing and inventing. It is also for managers and consumers interested in innovation and technical change. The unit will show you how design and innovation can create a more sustainable future. It will also help you understand how innovation comes about and will encourage thinking about environmental and social challenges for the future.
4.3 Who invented the telephone?
This unit is for designers, engineers, technologists and anyone interested in designing and inventing. It is also for managers and consumers interested in innovation and technical change. The unit will show you how design and innovation can create a more sustainable future. It will also help you understand how innovation comes about and will encourage thinking about environmental and social challenges for the future.
2.1 Anti-Semitism and Hitler
This unit explores the Holocaust, as the destruction of European Jewry is commonly known. The mass killing represented by the Holocaust raises many questions concerning the development of European civilisation during the twentieth century. This unit, therefore, covers essential ground if you wish to understand this development.
Next steps
Latin is the basis for many languages in the world. This unit will provide you with a general introduction to learning Latin allowing you to assess whether you would like to learn more. You will look at the links that exist between Latin and English, examine the structure of sentences and gain an awareness of the fundamentals of pronunciation in Latin.
Next steps After completing this unit you may wish to study another OpenLearn Study Unit or find out more about this topic. Here are some suggestions: If you wish to study formally at The Open Universi
Activity 26 Mainstream photographers, as we have seen, identified with traditions in the fine arts and aspirations of refinement and moral improvement. However, fairground and seaside operators exploited photography as a form of cheap popular entertainment. This and the fact that itinerants usually worked on spec rather than to commission ensured that they were generally viewed with contempt by the photographic establishment. Contempt pervades the article entitled ‘Five minutes in a photogra
5.6.1 Young adults Look closely at Images 54 and 55. Can you identify the two features which distinguished a girl from a young woman in the Victorian and Edwardian period? 5.5.4 Confirmation You may find it difficult to read the verso text, so here it is for you. The handwriting reads: F.E. Field aged 15; Amynora Field aged 11. 5.5.3 Birthdays 5.5.2 Skirts and breeching Look carefully at Images 46, 47 and 48. 5.5.1 Christening The christening dress here identifies the occasion. In the normal course of events, Victorian couples would produce their 5.5 Rites of passage Most portraits, however, were taken to celebrate rites of passage, su 5.4 Special occasions Special occasions could include events of family, local or national significance. Those wealthy enough to attend important balls an 5.3 Prized possessions Prized possessions also feature in the family album. Family pets, cats and dogs were frequently taken to be photographed in the studio and often appear in portraits taken outside 5.2 Records of achievement The Victorian family album validated success. In keeping with the theme of idealization, our ancestors courted the camera to commemorate events 5.1 Capturing commemorative events This section explores the events commemorated in photographs. Begin by listing the occasions when we choose to use our cameras today. It might help to think back over the times when you have used your camera i 4.12 Key concepts We can conclude that the ideas relating to idealization, positive characterization and sexual stereotyping had a significant influence on the treatment of all 4 components of the portrait: expression, pose, background accessories and lighting. Victorian family photographs (like most other primary sources) are therefore selective, partial and biased. Early photographers regarded it as part of their proper function to emphasize those aspects that were considered at the time to be good and 4.11 Colouring The photographic print could also be ‘improved’ by the application of colour on the surface of the finished print. In the 1840s painters of mi
Activity 20
Activity 19
