By pursuing autonomy and monopoly, the principle characteristics of a profession, emergency management can achieve professionalization. Two basic processes, namely accreditation and certification (individual credentialing through education or training or both), are responsible for formal advancement towards a profession of emergency management (Oyola-Yemaiel & Wilson 2005, p
By pursuing autonomy and monopoly, the principle characteristics of a profession, emergency management can achieve professionalization. Two basic processes, namely accreditation and certification (individual credentialing through education or training or both), are responsible for formal advancement towards a profession of emergency management (Oyola-Yemaiel & Wilson 2005, p
The sum of the components of the required knowledge should be equitable to the complete disaster or hazard manager. The question as to whether the emergency manager can be able to know enough regarding what is at stake arises (Phillips, 2005, p
For instance the disaster studies consist of different knowledge from psychology to sociology, to geology, to geography. Therefore the creation of an academic discipline which emphasizes on life and property protection and reducing the suffering of humans caused by nature's forces is perceived as noble (Smithson, 1990, p
It is therefore reasonable for the accent of the academic institutions that it is indeed a noble effort in edifying the students on the knowledge that will be useful in life and property protection from the forces of man and nature. More and more emergency managers are required currently because of the incremented threats and risks from technological causes therefore information and discovery in a multi- and inter-disciplinary approach is essential (Wilson, 1999, p
The scholars work in their study of hazards and disasters is highly salient currently despite the low prominence historically of research in hazards in most disciplines of social sciences. The relevance of academic knowledge to the practice of emergency management is more evident with the emerging new role of emergency managers (Woodbury, 2005, p
It is therefore reasonable for the accent of the academic institutions that it is indeed a noble effort in edifying the students on the knowledge that will be useful in life and property protection from the forces of man and nature. More and more emergency managers are required currently because of the incremented threats and risks from technological causes therefore information and discovery in a multi- and inter-disciplinary approach is essential (Wilson, 1999, p
These organizations had to rethink their strategies and restructure their activities in order to face the technological challenges. (Borgman, 2000) The major technological challenges that were being faced by the academic libraries are listed below; Invisible Infrastructure Due to the evolution of the networked world, people stopped going to the physical campuses of libraries as they wanted all the information online
In addition to that, the Academic libraries also had to frame proper strategies and policies, to ensure that the present human resource skills are in alignment with the expectations and requirements of the library operations and activities. (Foo, Chaudry, Majid & Logan, 2002) Organizational Structure Academic libraries, at that time, had a vertical organizational structure that consisted of rigid hierarchies
The major challenges faced by the academic libraries in this era were the technological challenges and the economic challenges. (Maponya, 2004)Both of these categories have been discussed in detail in the following section; Technological Challenges Faced by Academic Libraries The knowledge-based economy of 1990s laid an ever increasing emphasis on the influential role that is being played by information and technology
What resources will I need? In order to achieve the above writing mechanism there is need to have the support of academic resources and this I intend to consult the library extensively, attend the English classes and use the lessons appropriately, be a frequent visitor of English.com website, use the various online writing tutors or courses, have a frequent reference to the dictionary, use the free online spellchecker to help me identify my faults and use the word counter to be sure my academic paper are of the recommended length (Richard Yates, 2008)
For instance, 91 pupils from three schools in Romania were measured on their metacognitive skills, by using the Junior Metacognitive Awareness Inventory. The findings indicate that generally both girls and boys use their metacognitive skills in learning (Ciascai & Lavinia, 2011)
Metacognitive information can be labeled as what we recognize in regards of our own cognitive procedures. Procedural, declarative, and conditional knowledge could all be looked at as being considered sub-modules of metacognitive knowledge (Schraw, 2001)
Metacognitive information can be labeled as what we recognize in regards of our own cognitive procedures. Procedural, declarative, and conditional knowledge could all be looked at as being considered sub-modules of metacognitive knowledge (Schraw, 2001)
Metacognitive information can be labeled as what we recognize in regards of our own cognitive procedures. Procedural, declarative, and conditional knowledge could all be looked at as being considered sub-modules of metacognitive knowledge (Schraw, 2001)
Metacognitive information can be labeled as what we recognize in regards of our own cognitive procedures. Procedural, declarative, and conditional knowledge could all be looked at as being considered sub-modules of metacognitive knowledge (Schraw, 2001)
Metacognitive information can be labeled as what we recognize in regards of our own cognitive procedures. Procedural, declarative, and conditional knowledge could all be looked at as being considered sub-modules of metacognitive knowledge (Schraw, 2001)
For instance, meta-memory is thoroughly associated to metacognition, chiefly cognitive knowledge. Meta-memory is "information in regards to memory processes and fillings," and involves two constituents that carefully reflect the declarative and procedural features of cognitive knowledge (Sperling & Murphy, 2002)
Nevertheless, educationalists may not be aware with methods for teaching and measuring metacognition, mainly among college students. Constituent Elements of Metacognition In contrast, routine knowledge includes consciousness and management of cognition, together with knowledge about approaches (Vrugt & Oort, 2008)
Metacognition is usually described as the activity of controlling and monitoring controlling one's cognition. It can further be defined as what we know about our cognitive processes and how we use these processes in order to learn and remember (Yanyan, 2010)