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.
This book is a collection of detailed studies of recent construction projects that will help all architects learn and expand the possibilities of their own work. Projects have been selected for their use of innovative techniques, and these insights could help overcome problems, reduce a project's cost, speed up work on site or help with an idea that is hard to achieve. Each project within the book consists of striking detailed drawings, supplemented by color photographs and explanatory text. These details are an excellent way to see how others are using new materials and techniques that may be relevant to an architect's own work. It can seem daunting for a student, or even a qualified architect, to see high-quality, interesting buildings when the project or daily workload is a lot more humdrum. This book demystifies construction and spreads knowledge of good practice. The author is well known as he has a biweekly feature in Building Design, the UK's most read magazine by architects. The projects have been carefully selected from those published and have been adapted and expanded to create a really useful reference.
Forced to go with her father to a house on Cape Cod where divorced parents spend "Together Time" with their kids, teenaged Tracy finds the experience bearable after meeting a local boy named Kevin.
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