DOCSLIB.ORG

Farsi Translation of the Empathy Quotient 1 Exploring the Psychometric Properties of the Empathy Quotient for Farsi Speakers

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Farsi Translation of the Empathy Quotient 1 Exploring the Psychometric Properties of the Empathy Quotient for Farsi Speakers Farsi Translation of the Empathy Quotient 1 Exploring the Psychometric Properties of the Empathy Quotient for Farsi Speakers Stefanie Wind, Parvaneh Yaghoubi Jami, Behzad Mansouri University of Alabama, Tuscaloosa July 2018 (Manuscript accepted to be published in Current Psychology) Farsi Translation of the Empathy Quotient 2 Abstract Although researchers have studied empathy among many populations, there are few studies in which researchers have focused on empathy among Farsi speakers. We explore the psychometric properties of a Farsi translation of the Empathy Quotient (EQ), and compare the degree to which the items function in a comparable way to the English version of the items. We used Rasch measurement theory to examine the psychometric properties of the EQ in terms of item ordering, item fit, and differences between Farsi-speakers and English speakers related to the overall locations of participants within the two language subgroups and the consistency of item ordering between the two subgroups. Overall, the results suggested that the Farsi translation of the EQ demonstrated acceptable psychometric properties for measuring empathy among Farsi speakers. However, several items appeared to function differently across the two translations. We discuss our findings in terms of their implications for research and practice. Keywords: empathy; Farsi; survey translation; Rasch measurement theory; personality assessment Farsi Translation of the Empathy Quotient 3 Exploring the Psychometric Properties of the Empathy Quotient for Farsi Speakers The ability to empathize with others is of utmost important for face-to-face interaction in society. Empathy is broadly defined as the ability to understand others’ feelings and thoughts and adaptively respond to others’ emotions, which will result in promoting prosocial behavior (Iacoboni, 2009; Spreng, McKinnon, Mar, & Levine, 2009). The psychological literature on empathy attests two aspects of empathy: affective and cognitive empathy (Davis, 1983). Affective empathy is a “shared emotional response between observer and stimulus person” (Feshbach, 1975, p. 26), and cognitive empathy is defined as "empathic role-taking emotions or vicarious emotions, resulted from mentally placing oneself in another's position and feeling what the other might feel in that situation" (Thoits, 1989, p. 328). Researchers and practitioners have used the terms affective empathy and cognitive empathy interchangeably with emotional empathy and perspective taking, respectively (Lawrence, Shaw, Baker, Baron- Cohen, & David, 2004). Measuring Empathy There are several ways to measure a psychological construct like empathy including, but not limited to, observation, manipulated experimental laboratory experiments, other- reported questionnaires, and self-reported questionnaires (Zhou, Valiente, & Eisenberg, 2003). Among these methods, several researchers have developed self-reported questionnaires to measure affective and cognitive empathy (de Wied et al., 2007). The most frequently used questionnaires include the following: Empathy Scale (Hogan, 1969; cognitive empathy), Questionnaire Measure of Emotional Empathy (Mehrabian & Epstein, 1972; affective empathy), Balanced Emotional Empathy Scale (Mehrabian, 1996; emotional empathy), Interpersonal reactivity Index (Davis, 1983; affective and cognitive empathy), Jefferson Scale of Physician Empathy (Hojat, et al., 2001; empathy in medical students), and Empathy Quotient (Baron-Cohen & Wheelwright, 2004). In previous studies researchers have evaluated the psychometric properties of these questionnaires, including indicators of their reliability and validity (See Chlopan, McCain, Carbonell, & Hagen, 1985; Spreng et al., 2009). For instance, Mehrabian and Epstein (1972) originally designed the Questionnaire Measure of Emotional Empathy to measure affective empathy. However, Mehrabian, Young, and Sato (1988) claimed that this questionnaire actually measures emotional arousability—thus opening criticisms to the validity of its interpretation and use as a measure of empathy. One empathy questionnaire that has caught many researchers’ attention is the Empathy Quotient (EQ; Baron-Cohen & Wheelwright, 2004). Specifically, many researchers have recognized the EQ as a useful measure of empathy as a result of the following characteristics: (1) acceptable evidence of validity and reliability found in studies with English- and non-English-speaking populations (discussed further below), (2) simple scoring system and interpretation, (3) self- administration format, and (4) the proposed cut-off score for identifying people with different levels of empathy (Baron-Cohen & Wheelwright, 2004). Farsi Translation of the Empathy Quotient 4 Although the EQ was originally designed for clinical purposes, such as investigating empathy in populations who may exhibit a lack of empathy as a sign of psychological disorders such as autism and depersonalization (Lawrence, et al., 2004), many researchers have used this questionnaire to explore empathy within typical-developing populations (e.g., Dimitrijević, Hanak, Vukosavljević-Gvozden, & Opačić, 2012; Kosonogov, 2014). Moreover, several researchers have challenged the assumption of a lack of empathy in such populations, especially among individuals with autism (e.g., Rueda, Fernández-Berrocal, & Baron-Cohen, 2015). Previous Psychometric Evaluations of the Empathy Quotient In previous studies in which researchers have evaluated the psychometric properties of the EQ, researchers have focused primarily on the dimensionality of this instrument. Accordingly, several researchers have applied techniques related to factor analysis, including principal components analysis (PCA; Lawrence, et al., 2004; Preti, et al., 2011), exploratory factor analysis (EFA; Kosonogov, 2014), and confirmatory factor analysis (CFA; Berthoz, Wessa, Kedia, Wicker, & Grèzes, 2008; Groen, Fuermaier, Den Heijer, Tucha, & Althaus, 2015; Muncer, & Ling, 2006). Across these studies, researchers reported that responses to the EQ could be explained using three factors: (1) cognitive empathy, (2) emotional reactivity, and (3) social skills. We provided a summary of these studies in Table 1. However, the number of items included in the three-factor model, along with the specific items associated with each factor structure, varied across studies. For example, Lawrence et al. (2004) reported a three-factor model based on 28 items with strong correlations between all of the factors. Groen et al. (2015) and Berthoz et al. (2008) confirmed this 28-item model using Dutch and French translations of the EQ. One the other hand, Kosonogov (2014) tested Lawrence et al.’s (2004) model using a Russian version of the EQ and found only 21 items that fit the three-factor model. Likewise, Muncer and Ling (2006) used the English version of the EQ and found a 15-item version to be the best-fitting model. Later, Kim and Lee (2010) confirmed the 15-item version with Korean population. Similarly, Gouveia, Milfont, Gouveia, Neto, and Galvão (2012) also reported that the 15-item EQ fit best among a Portuguese sample. More recently, Allison and her colleagues (2011) questioned the effectiveness of using factor analysis for evaluating the dimensionality of the EQ. Specifically, these researchers noted that half of the EQ items are designed to produce “agreement” and the other half “disagreement” responses. Thus, applying factor analysis, which is sensitive to direction of response options, may lead to unreliable results. Collecting responses from 5,377 participants, these authors explored the psychometric properties of the EQ using the Rasch Rating Scale model (Andrich, 1978), along with point-biserial correlations and CFA. They found the EQ has an exceptional Rasch item reliability (.99) as well as a high person reliability of separation index (.92), which provided additional evidence for the validity and reliability of the EQ. Furthermore, both Rasch analysis and PCA supported the unidimensional structure of the EQ (Allison, Baron-Cohen, Wheelwright, Stone, & Muncer, 2011). Farsi Translation of the Empathy Quotient 5 Translations of the Empathy Quotient According to Hambleton and Kanjee (1995), translating psychological assessments across languages has three major benefits. First, it can enhance the fairness of an assessment; by translating instruments, the chance of introducing construct-irrelevant variance related to language, including comprehension issues, can be reduced. Second, researchers can use translated versions of an instrument in comparative and cross-cultural studies in order to measure the same construct across populations with different language and cultural backgrounds. Third, using translations of an existing instrument is often more efficient than developing a new instrument. However, efforts are needed to empirically verify that the translated version is comparable in interpretation. The EQ was originally developed in English. However, previous research includes numerous examples of translations of the EQ. Researchers have translated the EQ for two main reasons: (1) to test the psychometric properties of the EQ in populations other than English-speakers, and (2) to explore empathy among various populations. To the best of our knowledge, researchers have translated the EQ into Chinese (Guan, Jin, & Qian, 2012), Dutch (Groen, et al., 2015), French (Berthoz, et al., 2008), Italian (Preti, et al., 2011), Japanese (Wakabayashi, et al., 2007), Korean (Kim & Lee, 2010), Portuguese (Gouveia, et al.,
Load more

Recommended publications
  • Lesson Plans and Resources for There There by Tommy Orange
    Lesson Plans and Resources for There There by Tommy Orange Table of Contents 1. Overview and Essential Questions 2. In-Class Introduction 3. Common Core Standards Alignment 4. Reader Response Questions 5. Literary Log Prompts + Worksheets 6. Suggested Analytical Assessments 7. Suggested Creative Assessments 8. Online Resources 9. Print Resources - “How to Talk to Each Other When There’s So Little Common Ground” by Tommy Orange - Book Review from The New York Times - Book Review from Tribes.org - Interview with Tommy Orange from Powell’s Book Blog These resources are all available, both separately and together, at www.freelibrary.org/onebook Please send any comments or feedback about these resources to [email protected]. OVERVIEW AND ESSENTIAL QUESTIONS The materials in this unit plan are meant to be flexible and easy to adapt to your own classroom. Each chapter has discussion questions provided in a later section. Through reading the book and completing any of the suggested activities, students can achieve any number of the following understandings: - A person’s identity does not form automatically – it must be cultivated. - Trauma is intergenerational -- hardship is often passed down through families. - A physical place can both define and destroy an individual. Students should be introduced to the following key questions as they begin reading. They can be discussed both in universal terms and in relation to specific characters in the book: Universal - How has your family cultivated your identity? How have you cultivated it yourself?
    [Show full text]
  • Unit 5: Understanding and Resolving Guest Problems
    Unit 5: Understanding and Resolving Guest Problems Project Hotel T.E.A.C.H Curriculum Center for Immigrant Education and Training (ACE) LaGuardia Community College Hotel TEACH Lesson Plan Unit 5, Lesson 1 Career Counseling: Listening with Empathy Objectives Sts will learn to resolve problems and listen empathetically for improved customer service. EFF Skill Sets addressed Cooperate with Others: Try to adjust one’s actions to take into the account the needs of others and/or the task to be accomplished. Industry Skill Sets addressed Resolve Guest Problems Exceed Customer Expectations Activity 1: Empathy Skills T introduces another important component of active listening: empathy. T asks the Sts to define “empathy.” As Sts call out answers, T leads responses towards the following definition and writes it on the board. Empathy is the ability to recognize and understand the emotions, beliefs, moods and desires of another person. Empathy is often characterized as the ability to “put oneself into another’s shoes.” T elicits from Sts the reasons why it would be important for hotel workers to have empathy. Some examples might be as follows: 1. Listening empathetically makes people feel as if they are truly being heard and that their needs will be taken care of. 2. Listening with empathy gives guests a positive experience of the hotel and of you as a worker. Guests will always remember the worker who truly listened and cared about their problem, as opposed to the worker who offers a quick solution. 3. When you acknowledge how people are feeling, you reassure them that they are understood.
    [Show full text]
  • Prism Vol. 9, No. 2 Prism About Vol
    2 021 PRISMVOL. 9, NO. 2 | 2021 PRISM VOL. 9, NO. 2 NO. 9, VOL. THE JOURNAL OF COMPLEX OPER ATIONS PRISM ABOUT VOL. 9, NO. 2, 2021 PRISM, the quarterly journal of complex operations published at National Defense University (NDU), aims to illuminate and provoke debate on whole-of-government EDITOR IN CHIEF efforts to conduct reconstruction, stabilization, counterinsurgency, and irregular Mr. Michael Miklaucic warfare operations. Since the inaugural issue of PRISM in 2010, our readership has expanded to include more than 10,000 officials, servicemen and women, and practi- tioners from across the diplomatic, defense, and development communities in more COPYEDITOR than 80 countries. Ms. Andrea L. Connell PRISM is published with support from NDU’s Institute for National Strategic Studies (INSS). In 1984, Secretary of Defense Casper Weinberger established INSS EDITORIAL ASSISTANTS within NDU as a focal point for analysis of critical national security policy and Ms. Taylor Buck defense strategy issues. Today INSS conducts research in support of academic and Ms. Amanda Dawkins leadership programs at NDU; provides strategic support to the Secretary of Defense, Chairman of the Joint Chiefs of Staff, combatant commands, and armed services; Ms. Alexandra Fabre de la Grange and engages with the broader national and international security communities. Ms. Julia Humphrey COMMUNICATIONS INTERNET PUBLICATIONS PRISM welcomes unsolicited manuscripts from policymakers, practitioners, and EDITOR scholars, particularly those that present emerging thought, best practices, or train- Ms. Joanna E. Seich ing and education innovations. Publication threshold for articles and critiques varies but is largely determined by topical relevance, continuing education for national and DESIGN international security professionals, scholarly standards of argumentation, quality of Mr.
    [Show full text]
  • ASD-Covert-Foreign-Money.Pdf
    overt C Foreign Covert Money Financial loopholes exploited by AUGUST 2020 authoritarians to fund political interference in democracies AUTHORS: Josh Rudolph and Thomas Morley © 2020 The Alliance for Securing Democracy Please direct inquiries to The Alliance for Securing Democracy at The German Marshall Fund of the United States 1700 18th Street, NW Washington, DC 20009 T 1 202 683 2650 E [email protected] This publication can be downloaded for free at https://securingdemocracy.gmfus.org/covert-foreign-money/. The views expressed in GMF publications and commentary are the views of the authors alone. Cover and map design: Kenny Nguyen Formatting design: Rachael Worthington Alliance for Securing Democracy The Alliance for Securing Democracy (ASD), a bipartisan initiative housed at the German Marshall Fund of the United States, develops comprehensive strategies to deter, defend against, and raise the costs on authoritarian efforts to undermine and interfere in democratic institutions. ASD brings together experts on disinformation, malign finance, emerging technologies, elections integrity, economic coercion, and cybersecurity, as well as regional experts, to collaborate across traditional stovepipes and develop cross-cutting frame- works. Authors Josh Rudolph Fellow for Malign Finance Thomas Morley Research Assistant Contents Executive Summary �������������������������������������������������������������������������������������������������������������������� 1 Introduction and Methodology ��������������������������������������������������������������������������������������������������
    [Show full text]
  • Latest Release file from the Application Is Conveniently Packaged As an Executable Self-Contained JAR file
    JAMI Supplemental Material Release 1.0 Andrea Hornakova, Markus List, Jilles Vreeken, Marcel Schulz Jul 01, 2020 Contents 1 General Description 1 1.1 Conditional Mutual Information.....................................1 2 Installation 3 3 Usage 4 4 Input 6 4.1 Expression data..............................................6 5 Output 8 6 Usage Examples 9 6.1 Downloading example data.......................................9 6.2 Using JAMI with the triplet format...................................9 6.3 Using JAMI with the set format.....................................9 6.4 Using JAMI for a subset of genes or a single gene........................... 10 7 Use case: A ceRNA network constructed from TCGA breast cancer data 11 8 Using JAMI in R 15 9 Performance and Advantages over CUPID 16 10 Dealing with zero expression values 19 11 References 24 Bibliography 25 i CHAPTER 1 General Description This document describes the usage of the JAMI software. Source code and executables are available on github. The goal of JAMI is to infer ceRNA networks from paired gene and miRNA expression data. The ceRNA hypothesis proposed by Salmena et al. [Salmena2011] suggests that mRNA transcript are in competition over a limited pool of miRNAs they share binding sites for. A competing endogenous RNA is thus a mRNA that excerts regulatory control over the expression of other mRNAs (coding or non-coding genes) via draining them of repressive miRNAs. To quantify the regulatory effect of one gene (the modulator) over another gene (the target) via a specific miRNA, Sumazin et al. [Sumazin2011] proposed the use of conditional mutual information, which was implemented as part of the CUPID software [Chiu2015] implemented in Matlab.
    [Show full text]
  • Traffic Safety Resource Prosecutors Miriam Norman- TSRP
    Traffic Safety Resource Prosecutors Miriam Norman- TSRP Re: Potential Impeachment Disclosure (PID) of WSP Toxicology Laboratory Date: August 7, 2020 We have received information from the WSP Toxicology Laboratory that is potential impeachment information (“PII”). This PID (potential impeachment disclosure) relates environmental contamination of portions of the WSP Toxicology Laboratory of methamphetamine. By environmental contamination, we mean that the methamphetamine level found in various areas exceeded the levels specified in WAC 246-205-541. The environmental contamination possibly contaminated some blood samples during the extraction process. In March of 2018, the toxicology laboratory took over laboratory and office space from the crime lab. The toxicology laboratory moved one ethanol instrument into that space. In addition, extractions of evidence were to be conducted in that space. Prior to becoming toxicology laboratory space, the crime lab used one of the lab areas to house a methamphetamine production laboratory for training purposes; this information was not known to the Toxicology laboratory at the time. It is hypothesized that this use resulted in environmental contamination of the area. During the extraction process performed in the contaminated area, analysts observed that some preliminary tests were positive for methamphetamine, while confirmation tests were negative for methamphetamine. There is a possibility that these “false presumptive positives” were due to the environmental contamination. The environmental methamphetamine contamination did not affect any results reported by the toxicology laboratory for two reasons: First, the one ethanol instrument in the room cannot read/detect methamphetamine. The ethanol instruments can only detect volatiles not drugs. Second, as to the drug cases, the toxicology laboratory discovered this environmental contamination due to the drug testing process.
    [Show full text]
  • Bulloch Times (Statesboro News-Statesboro Eagle)
    Georgia Southern University Digital Commons@Georgia Southern Bulloch County Newspapers (Single Issues) Bulloch County Historical Newspapers 12-22-1949 Bulloch Times (Statesboro News-Statesboro Eagle) Notes Condition varies. Some pages missing or in poor condition. Originals provided for filming by the publisher. Gift of tS atesboro Herald and the Bulloch County Historical Society. Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/bulloch-news- issues Recommended Citation "Bulloch Times (Statesboro News-Statesboro Eagle)" (1949). Bulloch County Newspapers (Single Issues). 2511. https://digitalcommons.georgiasouthern.edu/bulloch-news-issues/2511 This newspaper is brought to you for free and open access by the Bulloch County Historical Newspapers at Digital Commons@Georgia Southern. It has been accepted for inclusion in Bulloch County Newspapers (Single Issues) by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. EIGHT DULUX:B TIMBS AND STATESBoRO Nh.vs �,1 ." , ·Z��\�) -.'. « • The True Memon.1 Social • Clubs • 18 AN UNWRI1TEN BU1'. RIAl­ QURNT STORY THAT OF ALL TEN YEARS AGO 18 .BEST IN LIFE. From Bulloeh Tim.... , Dec. .1989. 21, flF.RVICE MIS Flmmett Scott has ned In retui Our work to relied � preparation for census of Bal- helps loch Irom a VISit In county, George HIli, of Savannah spmt which to Sylvama, WHERE NEEDED 'Personal prompts you erect and Tm ner have Purely Wade Brewton, Claxton, (STATESBORO C Hodges and LUCIUS An­ tbe stone as an act of NBWS-STATBBBORO , reverenee opened offices In Statesboro. '\ EAGLE) •. (}HE£nNC' derson Wei e business VISitors In Ata •• I and devotion • • • Our kid sale advertised to 8etweenUs experieoc.
    [Show full text]
  • Tivoli 329 2, 7, 2020 Call to Order (9:49)
    CCD Student Government Association Agenda; Tivoli 329 2, 7, 2020 I. Call to Order (9:49) II. Roll Call President – Teagan Divel Student Rep. – Hugo Zuniga-Sierra Vice President – Lorraine Seals-Williams Student Rep. – Lena Lund Treasurer – VACANT SACAB Rep. – Jami Helmig SSAC Rep. – Emanuel Walker SACAB Rep. – Vacant SSAC Rep. – Sergio Cisneros-Arteaga Lowry Rep. – Vacant AMC Rep. – Caleb Boyd Secretary – Don Dang Student Rep. – Melissa De La O Advisor – Kathryn Mahoney Student Rep. – Kelly Shanley Advisor – Ashley Jaramillo Student Rep. – Amber Maler Parliamentarian – Vacant III. Approval of Agenda and Minutes: Approved agenda 2/7 IV. Guests: Jennifer Arreola - Student V. Reports A. President’s Report: B. Vice-President’s Report: C. Treasurer’s Report: D. Secretary’s Report: E. Advisor’s Report: F. SACAB Report: G. SSAC Report: H. Student Rep. Reports: I. Committee Report (Budget, Events, Engagement): J. Special Committee Report (Elections) VI. Unfinished Business/General Orders VII. New Business 1. Retreat Recap – What did we each learn about our leadership/communication skills? Discussed our feelings on retreat. 2. Meeting Norms – The process of how each meeting will be ran. Expectations. Meetings at 9:00 in the Senate room. Finish at 10:30 because there will be another meeting. Sending reports and new business items two days before. Meetings start on the dot! Don’t interrupted and save questions for the end. Two minutes report. Just an update. New business will be voting and questions, or feedback. New business will be rebuttal. Reports is a QUICK update. Follows up will be in new business. Fill out report form beforehand to help.
    [Show full text]
  • 12:59:05 from Rob Greenhaw to All Panelists : Hello! Good to See You
    12:59:05 From Rob Greenhaw to All panelists : Hello! Good to see you all 12:59:06 From Ann Marie Batista to All panelists : This is Ann Marie Batista from Huntsville, AL 12:59:23 From Ann Marie Batista to All panelists : I apologize - my camera is not working on my laptop. 12:59:30 From Dawn Thieman to All panelists : Welcome Ann Marie 12:59:35 From Kelly Klocke to All panelists : Hi, everyone! 12:59:43 From Daisy Barrón Collins to All panelists : Hola! 13:00:02 From Kim Song to All panelists : Hi everyone. Welcome to this webinar. 13:00:10 From Kim Song to All panelists : Ann, 13:00:16 From Kim Song to All panelists : Ann, 13:00:27 From Ann Marie Batista to All panelists : We are planning summer support for our ELs and I am wondering what other districts or schools are planning using a distance learning model. 13:00:31 From Cindy Gibbs to All panelists : One of the biggest "problems" we are having is lack of participation with online learning, especially ESOL students. 13:00:49 From Kim Song to All panelists : I am sorry that your video is not working. If your audio works,it is fine. We will send you the recorded webinar discussion. 13:00:54 From Laura Gardner to All panelists : Hi Lisa and all! I'm looking forward to this! 13:02:42 From Celia Golon to All panelists : Kindergarten Dual Language teacher 13:02:51 From Angela Newbury to All panelists : Is this recorded because I'm not seeing any options to make sure I am muted and see if I can turn off the video on my computer.
    [Show full text]
  • Virtual Excursions – Web Conferencing
    Virtual excursions Create amazing STEM engagement programs online Technical set up | Best practice Partnering for impact | Engaging community Evaluate & Iterate ABOUT THE MANUAL About Inspiring Australia Inspiring Australia is the national strategy for public engagement with STEM and contributes to the Government’s vision to engage all Australians with science. Since 2009, the initiative supported by Commonwealth, State and Territory Governments facilitates science engagement programs and supports communities in diverse ways including through fostering influential networks to connect science to big audiences and delivering grant programs to organisations, groups and individuals. Inspiring Australia science engagement activities connect with people nationwide to: • build an awareness and appreciation of science • celebrate the excitement of science and scientific discovery • enhance capability and skills • improve science communication. In 2020, global events forced many organisations to adapt their large scale events and STEM engagement for online delivery modes. Inspiring Australia state programs have developed this online training opportunity to assist community partners to transition their programs to online delivery. This manual draws on the expertise of specialists in online education and STEM communication backed by research to deliver the tools, techniques and tips to help practitioners develop rich, deep and meaningful online STEM engagement. The Virtual Excursions training package has been coordinated for national delivery by Inspiring Australia NSW. It is produced and delivered by Fizzics Education, Sydney Science Education and Refraction Media with support from the Office of the NSW Chief Scientist & Engineer and state Inspiring Australia programs in NSW, ACT, QLD, WA and SA. © Inspiring Australia. Published by Refraction Media on 11 May 2020.
    [Show full text]
  • ACT 2019 Annual Meeting Program
    American College of Toxicology Program Phoenix, Arizona jw marriott desert ridge American College of Toxicology President’s Message n behalf of the American College of Toxicology and Council, it is my pleasure to welcome you to our 40th Annual Meeting in sunny Phoenix, Arizona, at the JW Marriott Desert Ridge. We trust you will enjoy the venue and environs as much as you will be intrigued by the science and pleased by the collegial atmosphere of the meeting. oThis 40th meeting since the founding of ACT in 1977, with the first Annual Meeting being held in 1979, is a very special one commemorating our history and success. We will host a special celebration at 5:30 pm on Sunday highlighting the past 40 years and featuring people who contributed to events instrumental in shaping the College to its present form. All registrants are welcome and encouraged to attend this celebratory event being held immediately before the Welcome Reception. The American College of Toxicology is a society of professionals from industry, government, and academia. The mission of the College is to educate, lead, and serve scientists by promoting an exchange of information and perspectives on safety assessment and new developments related to applied toxicology. The Annual Meeting is the heart of ACT. This week, you will discover why the meeting has become the preferred venue for practicing toxicologists. This November gathering brings together a community of toxicologists at a small venue conducive to idea exchange, professional networking, and continuing education. Our first-rate Scientific Sessions are member driven and organized to maximize learning opportunities.
    [Show full text]
  • Transcript: Developer on Fire - Empathy in the Problem Space
    Dave Rael has been podcasting about software development since June 2015. In our chat, the key turning point was when he said, "algorithms are neutral." I explained how they're not, starting around eleven minutes in. Developer on Fire Podcast Episode 265 ... just two transposed digits away from episode 256! (transcript coming soon) Transcript below See To Fix a Broken Internet by Louise Lief for more about algorithms. Dave chats with a different guest each episode and publishes up to 10 episodes a month.With so many episodes, you might think each person's message gets lost in there--but Dave does a fabulous job of breaking down each episode into descriptive topics, giving you shortcuts to the audio on those topics, and listing plenty of links that were referenced during each episode. The information is all there, but you still have to poke around looking for keywords. transcript: Developer on fire - empathy in the problem space Dave: I’m stoked to present today’s special guest, Indi Young. It’s a pleasure to have you here Indi. Let’s light this thing up. How does that sound to you? Indi: Awesome! [laughs] Dave: Indi Young has written two books which are loved by thousands of practitioners and referenced by many curriculums. She has presented at 40+ conferences globally. In 2001, she was founder of the UX agency Adaptive Path. She got her start as a software engineer with a Computer Science BS in 1987. In her early projects, she realized that there was a gap between what her team knew as engineers and creators and what people were trying to ultimately accomplish.
    [Show full text]