The aim of relating this process metaphorically to that of tapestry we ترجمة - The aim of relating this process metaphorically to that of tapestry we الإنجليزية كيف أقول

The aim of relating this process me

The aim of relating this process metaphorically to that of tapestry weaving was to
aid our own understanding of the complexities and inter-relatedness of each important strand
of the process, and to emphasise the dreaming and artistic aspects of the curriculum design
process in combination with the necessary requirements of the administrator to get the
programs to the accreditation-worthy stage. Additionally, by recording our experience with
academic processes, curriculum re-design, collaboration within the tertiary sector and the
essential inter-play with external accreditation bodies by means of the metaphor, we hope to
share our experiences with others charged with similar curriculum design tasks. Our process
has been recorded and reflected upon utilising auto-ethnography which, according to Dyson
(2007), is a ‘framework for perceiving the rise in consciousness facilitated by the use of
metaphor, as one moves through the ‘Landscape of Action’ and the ‘Landscape of
Consciousness’, to the ‘Landscape of Transformation’’ (p36). The development of the
process is highlighted by means of a series of diagrams (Figures 1, 2 and 3) based on Dyson’s
framework for the tapestry metaphor utilised in relating the emergence of our program
redevelopment.
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النتائج (الإنجليزية) 1: [نسخ]
نسخ!
The aim of relating this process metaphorically to that of tapestry weaving was toaid our own understanding of the complexities and inter-relatedness of each important strandof the process, and to emphasise the dreaming and artistic aspects of the curriculum designprocess in combination with the necessary requirements of the administrator to get theprograms to the accreditation-worthy stage. Additionally, by recording our experience withacademic processes, curriculum re-design, collaboration within the tertiary sector and theessential inter-play with external accreditation bodies by means of the metaphor, we hope toshare our experiences with others charged with similar curriculum design tasks. Our processhas been recorded and reflected upon utilising auto-ethnography which, according to Dyson(2007), is a 'framework for perceiving the rise in consciousness facilitated by the use ofmetaphor, as one moves through the 'Landscape of Action' and the 'Landscape ofConsciousness', to the 'Landscape of Transformation'' (p36). The development of theprocess is highlighted by means of a series of diagrams (Figures 1, 2 and 3) based on Dyson'sframework for the tapestry metaphor utilised in relating the emergence of our programredevelopment.
يجري ترجمتها، يرجى الانتظار ..
النتائج (الإنجليزية) 2:[نسخ]
نسخ!
The aim of this process relating to Metaphorically That of tapestry weaving was to
aid our own understanding of the complexities and inter-Relatedness of each important strand
of the process, and to Emphasise the dreaming and artistic aspects of the curriculum design
process in combination with the Necessary requirements of the administrator to get the
programs to the accreditation stage-worthy. Additionally, by recording our experience with
academic processes, curriculum re-design, collaboration Within the tertiary sector and the
essential inter-play with external accreditation bodies by means of the metaphor, we hope to
share our experiences with others charged with similar curriculum design Tasks . Our process
has Been Recorded and Reflected upon Utilising auto-ethnography Which, According to Dyson
(2,007), is a 'framework for perceiving the rise in Consciousness facilitated by the use of
metaphor, as one moves thru the 'Landscape of Action' and the 'Landscape of
Consciousness ', to the' Landscape of Transformation '' (p36). The development of the
process is is highlighted by means of a series of diagrams (Figures 1, 2 and 3) based on Dyson's
framework for the tapestry metaphor Utilised in relating the Emergence of our program
redevelopment.
يجري ترجمتها، يرجى الانتظار ..
 
لغات أخرى
دعم الترجمة أداة: الآيسلندية, الأذرية, الأردية, الأفريقانية, الألبانية, الألمانية, الأمهرية, الأوديا (الأوريا), الأوزبكية, الأوكرانية, الأويغورية, الأيرلندية, الإسبانية, الإستونية, الإنجليزية, الإندونيسية, الإيطالية, الإيغبو, الارمنية, الاسبرانتو, الاسكتلندية الغالية, الباسكية, الباشتوية, البرتغالية, البلغارية, البنجابية, البنغالية, البورمية, البوسنية, البولندية, البيلاروسية, التاميلية, التايلاندية, التتارية, التركمانية, التركية, التشيكية, التعرّف التلقائي على اللغة, التيلوجو, الجاليكية, الجاوية, الجورجية, الخؤوصا, الخميرية, الدانماركية, الروسية, الرومانية, الزولوية, الساموانية, الساندينيزية, السلوفاكية, السلوفينية, السندية, السنهالية, السواحيلية, السويدية, السيبيوانية, السيسوتو, الشونا, الصربية, الصومالية, الصينية, الطاجيكي, العبرية, العربية, الغوجراتية, الفارسية, الفرنسية, الفريزية, الفلبينية, الفنلندية, الفيتنامية, القطلونية, القيرغيزية, الكازاكي, الكانادا, الكردية, الكرواتية, الكشف التلقائي, الكورسيكي, الكورية, الكينيارواندية, اللاتفية, اللاتينية, اللاوو, اللغة الكريولية الهايتية, اللوكسمبورغية, الليتوانية, المالايالامية, المالطيّة, الماورية, المدغشقرية, المقدونية, الملايو, المنغولية, المهراتية, النرويجية, النيبالية, الهمونجية, الهندية, الهنغارية, الهوسا, الهولندية, الويلزية, اليورباية, اليونانية, الييدية, تشيتشوا, كلينجون, لغة هاواي, ياباني, لغة الترجمة.

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