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.

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.

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.