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E to T please
1.       eniser
87 posts
 26 Jan 2014 Sun 05:30 pm

The other major epistemological issue to be addressed by case study is where to draw the boundaries – what to include and what to exclude and, thus, what is the claim to knowledge that is being made – what is it a case of? Too often the boundaries of a case have been assumed to be coterminous with the physical location of the school or the factory or whatever the focus of interest was. But of course schooling involves parents and, perhaps, local employers; manufacturing involves suppliers, customers, etc. Drawing boundaries around a phenomenon under study is not so easy. Also, institutions have histories and memories manifested through the understandings and actions of individuals. Likewise policies impinge on practice, teachers do not just ‘choose’ what to teach and how to teach it. Similarly our understandings of what schools or other institutions are for are generated in particular social and historical circumstances, as are our understandings of the nature of professionalism and the proper role for nurses, doctors, teachers, etc. So case studies need to pay attention to the social and historical context of action, as well as the action itself (Ragin and Becker, 1992). Thus drawing the boundaries of a case is not straightforward and involves crucial decisions. These are informed in different ways by different disciplinary assumptions and are currently practised differently in different professional contexts.

Çevirirseniz çok büyük yardımınız dokunacak. Teşekkürler hepinize...

2.       tunci
7149 posts
 26 Jan 2014 Sun 07:30 pm

 

Quoting eniser

The other major epistemological issue to be addressed by case study is where to draw the boundaries – what to include and what to exclude and, thus, what is the claim to knowledge that is being made – what is it a case of? Too often the boundaries of a case have been assumed to be coterminous with the physical location of the school or the factory or whatever the focus of interest was. But of course schooling involves parents and, perhaps, local employers; manufacturing involves suppliers, customers, etc. Drawing boundaries around a phenomenon under study is not so easy. Also, institutions have histories and memories manifested through the understandings and actions of individuals. Likewise policies impinge on practice, teachers do not just ‘choose’ what to teach and how to teach it. Similarly our understandings of what schools or other institutions are for are generated in particular social and historical circumstances, as are our understandings of the nature of professionalism and the proper role for nurses, doctors, teachers, etc. So case studies need to pay attention to the social and historical context of action, as well as the action itself (Ragin and Becker, 1992). Thus drawing the boundaries of a case is not straightforward and involves crucial decisions. These are informed in different ways by different disciplinary assumptions and are currently practised differently in different professional contexts.

Çevirirseniz çok büyük yardımınız dokunacak. Teşekkürler hepinize...

 

Başlangıcı yapayım dedim, ilk kısımdan biraz çevirdim. Kırmızı renkli kısmı. Umarım geri kalan kısmı da çevirir arkadaşlar. [ I tried the first part in red ]

 

" Vaka incelemesiyle ele alınan diğer başlıca epistemolojik konu ise sınırların nerede çekileceğidir ; neyin dahil edip neyin hariç tutulacağı ve böylece üretilen bilgiye ait iddianın mahiyeti ve ne gibi durumları [vakaları] içereceğidir.

Bir vakanın sınırları  sıklıkla , okulun  veya fabrikanın fiziksel yeriyle  ya da ilginin odağı neyse aynı sınırları paylaştıkları varsayılmıştır. Ama, tabii ki eğitim ebeveynleri ve belki de yerel işverenleri kapsar. Üretim ise tedarikçi ve müşterileri kapsar, vs..."

 

3.       tunci
7149 posts
 26 Jan 2014 Sun 07:31 pm

 

Quoting eniser

The other major epistemological issue to be addressed by case study is where to draw the boundaries – what to include and what to exclude and, thus, what is the claim to knowledge that is being made – what is it a case of? Too often the boundaries of a case have been assumed to be coterminous with the physical location of the school or the factory or whatever the focus of interest was. But of course schooling involves parents and, perhaps, local employers; manufacturing involves suppliers, customers, etc. Drawing boundaries around a phenomenon under study is not so easy. Also, institutions have histories and memories manifested through the understandings and actions of individuals. Likewise policies impinge on practice, teachers do not just ‘choose’ what to teach and how to teach it. Similarly our understandings of what schools or other institutions are for are generated in particular social and historical circumstances, as are our understandings of the nature of professionalism and the proper role for nurses, doctors, teachers, etc. So case studies need to pay attention to the social and historical context of action, as well as the action itself (Ragin and Becker, 1992). Thus drawing the boundaries of a case is not straightforward and involves crucial decisions. These are informed in different ways by different disciplinary assumptions and are currently practised differently in different professional contexts.

Çevirirseniz çok büyük yardımınız dokunacak. Teşekkürler hepinize...

 

Başlangıcı yapayım dedim, ilk kısımdan biraz çevirdim. Kırmızı renkli kısmı. Umarım geri kalan kısmı da çevirir arkadaşlar. [ I tried the first part in red ]

 

" Vaka incelemesiyle ele alınan diğer başlıca epistemolojik konu ise sınırların nerede çekileceğidir ; neyin dahil edip neyin hariç tutulacağı ve böylece üretilen bilgiye ait iddianın mahiyeti ve ne gibi durumları [vakaları] içereceğidir.

Bir vakanın sınırları  sıklıkla , okulun  veya fabrikanın fiziksel yeriyle  ya da ilginin odağı neyse aynı sınırları paylaştıkları varsayılmıştır. Ama, tabii ki eğitim ebeveynleri ve belki de yerel işverenleri kapsar. Üretim ise tedarikçi ve müşterileri kapsar, vs..."

 

4.       tunci
7149 posts
 27 Jan 2014 Mon 12:45 am

 

The second part ; [ikinci kısım ]

 

Drawing boundaries around a phenomenon under study is not so easy. Also, institutions have histories and memories manifested through the understandings and actions of individuals. Likewise policies impinge on practice, teachers do not just ‘choose’ what to teach and how to teach it. Similarly our understandings of what schools or other institutions are for are generated in particular social and historical circumstances, as are our understandings of the nature of professionalism and the proper role for nurses, doctors, teachers, etc.

Araştırmaya konu olan bir olgunun etrafına sınırlar çizmek pek de kolay değildir.  Aynı zamanda , kurumların, bireylerin eylemleri ve anlayışları yoluyla tecelli eden belli bir  hafıza ve geçmişleri vardır. Hakeza, politikaların uygulama üzerinde belli etkileri olup öğretmenler sadece neyi nasıl öğreteceklerini seçmezler. Benzer şekilde başka kurumlar ya da okullarla ilgili anlayışımız  belli içtimai ve tarihi koşulların sonucu meydana gelir.Öğretmenler, doktorlar, hemşirelere..vs  has uygun görevlerin ve profesyonelliğin doğası gereği bir anlayışımızın olması gibi.


5.       tunci
7149 posts
 27 Jan 2014 Mon 01:21 am

 

Son kısım [ Last Part] ;

 

 

. So case studies need to pay attention to the social and historical context of action, as well as the action itself (Ragin and Becker, 1992). Thus drawing the boundaries of a case is not straightforward and involves crucial decisions. These are informed in different ways by different disciplinary assumptions and are currently practised differently in different professional contexts.

 

Bu yüzdendir ki , vaka incelemeleri, eylemin kendisinin yanısıra , onun tarihsel ve sosyal bağlamının [şartlarının]  mühimsenmesini gerektirir. [Ragin ve Becker, 1992]. Bu sebepten, bir vakanın sınırlarını çizmek kolay değildir, kritik kararlar içerir. Bunlar, farklı disiplin edici varsayımlarla,  farklı yollarla bilinmekte ve  halihazırda bunlar değişik profesyonel bağlamlarda değişik şekillerde uygulanmaktadır.

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