1972 ◽  
Vol 4 (1) ◽  
pp. 23-28
Author(s):  
Llewellyn Ligocki

After Sir Walter Scott made the historical novel popular with his Waverley novels, many other writers, including the major novelists Dickens and Thackeray and the minor novelists Ainsworth, G. P. R. James, Bulwer-Lytton, and Reade, took up the form. But while the major novelists are credited with artistry in their use of history, the minor ones are generally regarded as hacks who used history indiscriminately in any way they wished in order to “make saleable novels.” The disparaging criticism of William Harrison Ainsworth's use of history exemplifies this unreflective critical tendency.For several probable reasons, critics have not been inclined to credit Ainsworth with using history responsibly; however, none of the reasons is based on an examination of his sources: his rapid ascension and decline as an important literary figure, his popularity with the common reading public, and his failure to progress artistically after his first few good novels. His artistic growth seems to have ended in 1840, forty-one years before the publication of his last novel. These critics have seen him as a “manufacturer of fiction,” and therefore not responsible in his treatment of historical fact and his use of historical documents, even though time and place are of crucial importance to Ainsworth. One could hardly regard Ainsworth more incorrectly. A close reading of Ainsworth's historical sources demonstrates that Ainsworth's history is extremely reliable in both generalities and particulars; his alterations, usually minor, serve only to adumbrate his concept of history as cycle. Thus, even though he is a novelist and not a historian, the faithful revelation of the past is central to his work. He examines history carefully in order to present truths about life and in order to demonstrate how history reveals these truths.


2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Gianpaolo Maso ◽  
Monica Piccoli ◽  
Marcella Montico ◽  
Lorenzo Monasta ◽  
Luca Ronfani ◽  
...  

The aim of the study was to identify which groups of women contribute to interinstitutional variation of caesarean delivery (CD) rates and which are the reasons for this variation. In this regard, 15,726 deliveries from 11 regional centers were evaluated using the 10-group classification system. Standardized indications for CD in each group were used. Spearman’s correlation coefficient was used to calculate (1) relationship between institutional CD rates and relative sizes/CD rates in each of the ten groups/centers; (2) correlation between institutional CD rates and indications for CD in each of the ten groups/centers. Overall CD rates correlated with both CD rates in spontaneous and induced labouring nulliparous women with a single cephalic pregnancy at term (P=0.005). Variation of CD rates was also dependent on relative size and CD rates in multiparous women with previous CD, single cephalic pregnancy at term (P<0.001). As for the indications, “cardiotocographic anomalies” and “failure to progress” in the group of nulliparous women in spontaneous labour and “one previous CD” in multiparous women previous CD correlated significantly with institutional CD rates (P=0.021,P=0.005, andP<0.001, resp.). These results supported the conclusion that only selected indications in specific obstetric groups accounted for interinstitutional variation of CD rates.


2018 ◽  
Vol 58 (6) ◽  
pp. 620-628 ◽  
Author(s):  
Jenny M. Yang ◽  
Jon A. Hyett ◽  
Kevin Mcgeechan ◽  
Hala Phipps ◽  
Bradley S. Vries

2020 ◽  
Vol 222 (4) ◽  
pp. 342.e1-342.e4 ◽  
Author(s):  
Wayne R. Cohen ◽  
Emanuel A. Friedman
Keyword(s):  

1986 ◽  
Vol 21 (5) ◽  
pp. 591-597
Author(s):  
Alice M. Lipson

Adult illiteracy stems from failure to progress at early stages of reading development, often because of lack of language experience and stimulation.


2018 ◽  
Vol 14 (2) ◽  
pp. 130-137
Author(s):  
Annah Anikie Molosiwa ◽  
Dipotso Galeforolwe

Several studies conducted among the San communities in Botswana have attributed failure to progress in school by the San children to inappropriate languages of instruction, insensitivity of the school culture and curriculum to their culture and learning styles. These studies have not really looked at all the contextual issues that influence child behaviour and development to the extent that they achieve their learning status. The aim of this study was therefore to investigate San’s child-rearing practices and how they transmit their cultural practices to their children. Data were gathered qualitatively through narratives, focus group discussions and interviews. The results revealed that the San are yearning for an educational system that is inclusive of their cultural practices and language, as well as having San teachers in their schools.


2020 ◽  
Vol 77 (1) ◽  
pp. 178-188 ◽  
Author(s):  
Charalampos Siotos ◽  
Rachael M. Payne ◽  
Amr Mirdad ◽  
Kalliopi Siotou ◽  
Scott D. Lifchez ◽  
...  

2013 ◽  
Author(s):  
Rosemary Mander
Keyword(s):  

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