NEWS AND ANNOUNCEMENTS

PEDIATRICS ◽  
1969 ◽  
Vol 43 (6) ◽  
pp. 1059-1063
Keyword(s):  
Rehabilitation Medicine ◽  
Joint Diseases ◽  
Closing Date ◽  
Written Examination ◽  
Common Problems

American Board of Pediatrics The closing date for receipt of applications for the 1970 written examination in pediatrics is January 31, 1970. The written examination will be held May 15, 1970. Please Note: These are changes in dates from those published for 1969. Nerve and Muscle Problem: A postgraduate course in "Common Problems of Nerve and Muscle" will be given June 25-27, 1969 by the Saul R. Korey Department of Neurology, the Department of Rehabilitation Medicine, and the Department of Medicine of the Albert Emstein College of Medicine, and the Department of Orthopedics of the Hospital for Joint Diseases.

Review of How to Help Children With Common Problems.

1981 ◽  
Vol 26 (7) ◽  
pp. 564-564
Author(s):  
Barclay Martin
Keyword(s):  
Common Problems

Explanatory Annotation of Literary Texts and the Reader: Seven Types of Problems

2017 ◽  
Vol 11 (2) ◽  
pp. 212-232 ◽  
Author(s):  
Matthias Bauer ◽  
Angelika Zirker
Keyword(s):  
Text Comprehension ◽  
Best Practice ◽  
Literary Texts ◽  
Structured Information ◽  
Digital Methods ◽  
Common Problems

While most literary scholars wish to help readers understand literary texts by providing them with explanatory annotations, we want to go a step further and enable them, on the basis of structured information, to arrive at interpretations of their own. We therefore seek to establish a concept of explanatory annotation that is reader-oriented and combines hermeneutics with the opportunities provided by digital methods. In a first step, we are going to present a few examples of existing annotations that apparently do not take into account readerly needs. To us, they represent seven types of common problems in explanatory annotation. We then introduce a possible model of best practice which is based on categories and structured along the lines of the following questions: What kind(s) of annotations do improve text comprehension? Which contexts must be considered when annotating? Is it possible to develop a concept of the reader on the basis of annotations—and can, in turn, annotations address a particular kind of readership, i.e.: in how far can annotations be(come) individualised?

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