title: Developing equivalent Chinese and English scale-point labels for rating scales used in survey research

authors: Au, Wing-tung

subjects: agreement

abstract: Rating scales are the most frequently-used response tool in surveys, and the scale levels are commonly described with words [verbal scale-point labels (VSPL)]. In this study, Chinese VSPL were identified which employ five-point scales that are psychometrically equivalent to English VSPL. In several bilingual studies, a total of 61 Chinese and 44 English items addressing intensity, frequency, and agreement rating modalities were tested. For each VSPL, three aspects were measured: position between minimum and maximum, familiarity, and appeal. The correspondence between pertinent Chinese and English words was also assessed. Based on these findings, we recommend specific VSPL that are best-suited for achieving equivalence between Chinese and English in rating scales.

text: Developing equivalent Chinese and English scale-point labels for rating scales used in survey research Rating scales are the most frequently-used response tool in surveys, and the scale levels are commonly described with words [verbal scale-point labels (VSPL)]. In this study, Chinese VSPL were identified which employ five-point scales that are psychometrically equivalent to English VSPL. In several bilingual studies, a total of 61 Chinese and 44 English items addressing intensity, frequency, and agreement rating modalities were tested. For each VSPL, three aspects were measured: position between minimum and maximum, familiarity, and appeal. The correspondence between pertinent Chinese and English words was also assessed. Based on these findings, we recommend specific VSPL that are best-suited for achieving equivalence between Chinese and English in rating scales.

year: 2010

title: A modest addendum to the english sediment core meta-database

authors: Woodhouse, Eleanor L.

abstract: Compilations of previous studies provide researchers with a source of valuable secondary data for re-analysis, an access route to identify relevant literature and an opportunity to systematically evaluate the research which is conducted and published. Recently Suggitt et al. (2015 Veg Hist Archbot 24, 743–747) presented a valuable compilation of core records for England. Here we present an extended version of this English Sediment Core Meta-database which includes data for 100 additional cores and improves the consistency of presentation. Despite these additions there are clearly large gaps remaining. Maximising the value of such meta-databases requires a community effort and we hope that this contribution will be a first step towards achieving this.

text: A modest addendum to the english sediment core meta-database Compilations of previous studies provide researchers with a source of valuable secondary data for re-analysis, an access route to identify relevant literature and an opportunity to systematically evaluate the research which is conducted and published. Recently Suggitt et al. (2015 Veg Hist Archbot 24, 743–747) presented a valuable compilation of core records for England. Here we present an extended version of this English Sediment Core Meta-database which includes data for 100 additional cores and improves the consistency of presentation. Despite these additions there are clearly large gaps remaining. Maximising the value of such meta-databases requires a community effort and we hope that this contribution will be a first step towards achieving this.

year: 2017

title: Problem based learning and New Zealand legal education

authors: Mackinnon, Jacquelin

subjects: law

abstract: The literature (and e-literature) on Problem Based Learning in Law suggests that this approach has been adopted with enthusiasm by some lecturers in the United Kingdom, Europe and Hong Kong. This article will explore the adoption of PBL approaches through the literature in order to draw some conclusions about the nature of PBL approaches in law and their relationship with institutional approaches to legal education. Problem Based Learning approaches are not visible in New Zealand. The article discusses the reasons for PBL's invisibility and PBL's appropriateness in the New Zealand legal education context now and in the future of legal work. Part of the New Zealand context is the participation of the indigenous people in legal education and consideration is given to whether PBL can benefit Māori law students. 
It is suggested that PBL approaches to learning law promote: 
	Contextualisation
	Interdisciplinarity
	Integration of prior personal and/or professional knowledge
	Collaboration
	Enquiry skills
	Reflection and transition
	Self directed learning and self assessment
	Praxis.

Problem Based Learning requires and fosters reflexive participants, who are sufficiently conceptually literate to read and critique key aspects of the social order and to understand their own, and others' status and role in it. Reflexivity contributes to humanist as well as legal solutions to complex human problems. PBL approaches are consistent with legal education in an increasingly global employment market.

text: Problem based learning and New Zealand legal education The literature (and e-literature) on Problem Based Learning in Law suggests that this approach has been adopted with enthusiasm by some lecturers in the United Kingdom, Europe and Hong Kong. This article will explore the adoption of PBL approaches through the literature in order to draw some conclusions about the nature of PBL approaches in law and their relationship with institutional approaches to legal education. Problem Based Learning approaches are not visible in New Zealand. The article discusses the reasons for PBL's invisibility and PBL's appropriateness in the New Zealand legal education context now and in the future of legal work. Part of the New Zealand context is the participation of the indigenous people in legal education and consideration is given to whether PBL can benefit Māori law students. 
It is suggested that PBL approaches to learning law promote: 
	Contextualisation
	Interdisciplinarity
	Integration of prior personal and/or professional knowledge
	Collaboration
	Enquiry skills
	Reflection and transition
	Self directed learning and self assessment
	Praxis.

Problem Based Learning requires and fosters reflexive participants, who are sufficiently conceptually literate to read and critique key aspects of the social order and to understand their own, and others' status and role in it. Reflexivity contributes to humanist as well as legal solutions to complex human problems. PBL approaches are consistent with legal education in an increasingly global employment market.

year: 2006-06-01