Quotes

"Dialogue is mutual search for a new reality, not debate to win with stronger arguments. In a dialogue propositions are pointers toward a common new reality; not against each other to win a verbal battle, but complementing each other in an effort to accommodate legitimate goals of all parties, inspired by theories and values, and constructive-creative-concrete enough to become a causa finalis". Galtuung


"I use the concept of affect as away of talking about a margin of manouverability, the 'where we might be able to go' and 'what we might be able to do' in every present situation. I guess 'affect' is a word I use for 'hope': Massumi


"A discourse is a system of words, actions, rules, beliefs, and institutions that share common values. Particular discourses sustain particular worldviews. We might even think of a discourse as a worldview in action. Discourses tend to be invisible--taken for granted as part of the fabric of reality."Fairclough


Emergence is “the principle that entities exhibit properties which are meaningful only when attributed to the whole, not to its parts.” Checkland


"What the designer cares about is whether the user perceives that some action is possible (or in the case of perceived non-affordances, not possible)." Norman




Tuesday 28 September 2010

Bipolarity … or not? Some Conceptual Problems Relating to Bipolar Rating Scales

Conceptual Problems Relating to Bipolar Rating Scales 

Author: Mantz Yorke

Abstract

Bipolar rating scales find considerable use in educational research, whether in formal instruments or as ad hoc scales produced by respondents (for example, in elicited repertory grids), and the data generated are often subjected to statistical analysis. This article examines the concept of bipolarity from primarily a linguistic perspective, taking particular inspiration from Lyons's contributions to the field and from the much earlier work of Ogden. It is argued that the conceptual quality of bipolar scales may be open to serious question, thus rendering statistical and qualitative analyses more problematic than many would prefer.


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DOI: 10.1080/01411920120037126
Article Requests: Order Reprints : Request Permissions
Published in: journal British Educational Research Journal, Volume 27, Issue April 2001 , pages 171 - 186

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