The Student and Parent Green Card GuideVaughan de Kirby is a 1981 Cum Laude graduate of Thomas Jefferson School of Law and is admitted to practice before the United States Supreme Court. He is a licensed attorney in the District of Columbia and the states of California, Texas and Maryland. Vaughan is an attorney, writer, educator and speaker whose goal is to empower his readers and clients with the information they need to make the best legal decisions for themselves and their families. As the son of an immigrant, Vaughan understands the critical importance of his clients¿ immigration concerns. Vaughan has served as an adjunct professor of law at Empire College of Law in Santa Rosa, California and is the author of numerous best-selling Consumer Guides, including Investors Path To A Green Card, and Business Owners Guide to the United States Residency L-1 Visa. Co-author Hendrik Pretorius was born in South Africa and also spent large parts of his childhood in Argentina and Mexico. Hendrik is fluent in English, Afrikaans, and Spanish. Hendrik immigrated to the United States in the year 2000 and subsequently gained his U.S. Citizenship. Hendrik¿s diverse background combined with his knowledge of specialized U.S. immigration law and procedures equips him well to assist individuals and families throughout the complexities of this green card process. Hendrik can be reached for consultation directly at 00-1-415-221-2345 or via e-mail at HP@dekirby.net.

In an era of intense interest in educational reform, spurred by increasing global competition for jobs and advancement, it is more critical than ever to understand the nature of learning. And although much attention is paid to differences between learners, short shrift is often given to cognitive functions that characterize successful learning for all students. Yet these are the very functions that determine the difference between successful and rewarding learning versus merely “doing” without truly learning. Firmly grounded in the principles of neuropsychology, Beyond Individual Differences analyzes both successful and unproductive learning in terms of the brain’s organizing processes – that is, its unconscious sifting, selecting, and meaning-making that enable students to incorporate and build on what they’ve learned in the past. At the same time, it explores the learning situations that cause organization to break down and offers several preventive strategies. Key areas of coverage include: The complex role of mental organization in learning and education. Specific organizing processes and the links to success or failure in learning. Information/cognitive overload. The student’s experience of learning and its impact on development. Accommodating a range of individual differences in the classroom. Practices for supporting students’ unconscious organizing processes. Beyond Individual Differences is essential reading for a wide range of professionals and policy makers as well as researchers and graduate students in school and clinical child psychology, special and general education, social work and school counseling, speech therapy, and neuropsychology.