In the knowledge economy, a firm’s intellectual capital represents the only sustainable source of competitive advantage. Intellectual capital manifests itself, predominantly, in the individual and collective competencies of employees in organizations. Hence, the ability to learn and to manage learning becomes critical to the success of organizations. Firm’s adopting knowledge management initiat...

Research among rank and file members of the Osher Lifelong Learning Institute in Portland, Maine was conducted to investigate the perceived benefits of participation in a peer-governed and taught elder learning program. Interviews were conducted with 45 long-term members of the program by 6 focus groups. Benefits were reported in 4 categories: intellectual stimulation, experiencing a nurturing ...

Neurofibromatosis Type 1 (NF-1) is an autosomal dominant disorder that occurs in approximately 1 out of every 3000 live bir ths. Common physical features include cafe au lait spots, skinfold freckling, iris hamartomas, and the growth of benign and malignant tumors (Gutmann, 2002). The gene associated with NF-1 has been mapped to the long arm of chromosome 17 and is usually classified as a tumor...

BACKGROUND The present study examined whether the learning benefits of an external focus of attention (i.e., on the movement effect) relative to an internal focus (i.e. on the movement), found previously in non-disabled children and adults would also be found in children with intellectual disabilities (IDs). METHODS Participants (n = 24; average age: 12.2 years) with mild intellectual deficie...

This paper presents a case study where competitive e-learning strategies are used in the teaching of an undergraduate Database course in order to develop, in university students, the capacity to actively research and to lead their own learning process. The experience has been carried out in the spring semester (February-June 2007) and is based on the use of the QUEST system. This tool for activ...

Studies over the past three decades have shown that learning difficulties are not only determined by neurological disorders, but also by motivational and/or socio-cognitive factors Among these factors, implicit theories of intelligence (also referred to as conceptions, mindsets or beliefs about intelligence) are key elements. The belief that intelligence is fixed (entity theory), as opposed to ...