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Effective Learning After Acquired Brain Injury provides clear
guidance on delivering productive educational programmes for
adolescents and adults with acquired brain injury (ABI). Written
for the non-specialist, the book provides an accessible overview of
the neuropsychological deficits resulting from ABI and the ways in
which these can affect an individual's ability to learn and to
benefit from educational programmes. This is the first book of its
kind to focus on the adaptation of educational programmes for
adults rather than children. The authors explain how to take the
results of a neuropsychological assessment as a guide in order to
construct a cognitive profile and to create individually tailored
educational plans and rehabilitation programmes. They also describe
specific strategies that can be taught or utilised, and ways in
which they can be set out in a simple plan. The book includes an
extensive collection of resources which can be reproduced for the
reader's own use. Effective Learning After Acquired Brain Injury
will be an invaluable resource for general facilitators, clinicians
and practitioners who provide educational opportunities in
rehabilitation centres for individuals with a variety of
neurological conditions, and also for those delivering education in
forensic settings. It will maximise the quality of teaching, and
the person's potential to learn, and improve the success rate of
rehabilitation programmes and those aimed at reducing offending.
Effective Learning After Acquired Brain Injury provides clear
guidance on delivering productive educational programmes for
adolescents and adults with acquired brain injury (ABI). Written
for the non-specialist, the book provides an accessible overview of
the neuropsychological deficits resulting from ABI and the ways in
which these can affect an individual's ability to learn and to
benefit from educational programmes. This is the first book of its
kind to focus on the adaptation of educational programmes for
adults rather than children. The authors explain how to take the
results of a neuropsychological assessment as a guide in order to
construct a cognitive profile and to create individually tailored
educational plans and rehabilitation programmes. They also describe
specific strategies that can be taught or utilised, and ways in
which they can be set out in a simple plan. The book includes an
extensive collection of resources which can be reproduced for the
reader's own use. Effective Learning After Acquired Brain Injury
will be an invaluable resource for general facilitators, clinicians
and practitioners who provide educational opportunities in
rehabilitation centres for individuals with a variety of
neurological conditions, and also for those delivering education in
forensic settings. It will maximise the quality of teaching, and
the person's potential to learn, and improve the success rate of
rehabilitation programmes and those aimed at reducing offending.
Research into metaphor has become one of the fastest-growing and important areas of language research over the past twenty years, and metaphor is now recognized as central to language and language use. The implications of these findings are only just beginning to be felt in applied linguistics and this book conveys the excitement of metaphor study to a wider applied linguistic audience of researchers, trainers, program developers and postgraduate students.
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Agent-Oriented Information Systems II - 6th International Bi-Conference Workshop, AOIS 2004, Riga, Latvia, June 8, 2004 and New York, NY, USA, July 20, 2004, Revised Selected Papers (Paperback, 2005 ed.)
Paolo Bresciani, Paolo Giorgini, Brian Henderson-Sellers, Graham Low, Michael Winikoff
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R1,624
Discovery Miles 16 240
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Ships in 10 - 15 working days
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Information systems have become the backbone of all kinds of
organizations - day. In almost every sector - manufacturing,
education, health care, government and businesses large and small -
information systems are relied upon for - eryday work,
communication, information gathering and decision-making. Yet, the
in?exibilities in current technologies and methods have also
resulted in poor performance, incompatibilities and obstacles to
change. As many organizations are reinventing themselves to meet
the challenges of global competition and e-commerce, there is
increasing pressure to develop and deploy new technologies that are
?exible, robust and responsive to rapid and unexpected change.
Agent concepts hold great promise for responding to the new
realities of - formation systems. They o?er higher-level
abstractions and mechanisms which address issues such as knowledge
representation and reasoning, communication, coordination,
cooperation among heterogeneous and autonomous parties, p- ception,
commitments, goals, beliefs, intentions, etc., all of which need
conc- tual modelling. On the one hand, the concrete implementation
of these concepts can lead to advanced functionalities, e.g., in
inference-based query answering, transaction control, adaptive work
?ows, brokering and integration of disparate information sources,
and automated communication processes. On the other hand, their
rich representational capabilities allow for more faithful and ?-
ible treatments of complex organizational processes, leading to
more e?ective requirements analysis and architectural/detailed
design.
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