The Life Threatened Child and the Life Enhancing Clown: Towards a Model of Therapeutic Clowning

In the last decade, there has been a rapid growth in the presence of clowns in hospitals, particularly in pediatric settings. The proliferation of clowns in health care settings has resulted in varying levels of professionalism and accountability. For this reason, there is a need to examine various forms of clowning, in particular therapeutic clowning in pediatric settings. The purpose of this article is to address what therapeutic clowning is and to describe the extent to which it can provide a complementary form of health care. In an attempt to apply theory to practice, the article will draw upon the experiences of a therapeutic clown within a pediatric setting while providing a historical and theoretical account of how clowns came to be in hospitals. Toward this end, a proposed model of therapeutic clowning will be offered which can be adapted for a variety of settings where children require specialized forms of play in order to enhance their coping, development and adjustment to life changes. Finally, current research on clowning in children's hospitals will be reviewed including a summary of findings from surveys administered at the Hospital for Sick Children

Shared task proposal: Instruction giving in virtual worlds

This paper reports on the results of the working group “Virtual Environ-ments ” at the Workshop on Shared Tasks and Comparative Evaluation for NLG. This working group discussed the use of virtual environments as a platform for NLG evaluation, and more specifically of the generation of in

Generating Instructions in Virtual Environments (GIVE): A Challenge and an Evaluation Testbed for NLG

Would it be helpful or detrimental for the field of NLG to have a generally accepted competition? Competitions have definitely advanced the state of the art in some fields of NLP, but the benefits sometimes come at the price of over-competitiveness, and there is a danger of overfitting systems to the concrete evaluation metrics. Moreover, it has been argued that there are intrinsic difficulties in NLG that make it harder to evaluate than other NLP tasks (Scott and Moore, 2006)

The First Challenge on Generating Instructions in Virtual Environments

This paper describes the First Challenge on Generating Instructions in Virtual Environments (GIVE-1). GIVE is a shared task for generation systems which give real-time natural-language instructions to users in a virtual 3D world. These systems are evaluated by connecting users and NLG systems over the Internet. We describe the design and results of GIVE-1 as well as the participating NLG systems, and validate the experimental methodology by comparing the results collected over the Internet with results from a more traditional laboratory-based experiment.25 page(s

The software architecture for the First Challenge on Generating Instructions in Virtual Environments.

The GIVE Challenge is a new Internet-based evaluation effort for natural language generation systems. In this paper, we motivate and describe the software infrastructure that we developed to support this challenge

Report on the First NLG Challenge on Generating Instructions in Virtual Environments (GIVE)

We describe the first installment of the Challenge on Generating Instructions in Virtual Environments (GIVE), a new shared task for the NLG community. We motivate the design of the challenge, describe how we carried it out, and discuss the results of the system evaluation

Report on the Second NLG Challenge on Generating Instructions in Virtual Environments (GIVE-2)

We describe the second installment of the Challenge on Generating Instructions in Virtual Environments (GIVE-2), a shared task for the NLG community which took place in 2009-10. We evaluated seven NLG systems by connecting them to 1825 users over the Internet, and report the results of this evaluation in terms of objective and subjective measures

The voices of children and young people during COVID-19: A critical review of methods

Aim: Critically review research methods used to elicit children and young people's views and experiences in the first year of COVID-19, using an ethical and child rights lens.Methods: A systematic search of peer- reviewed literature on children and young peo-ple's perspectives and experiences of COVID-19. LEGEND (Let Evidence Guide Every New Decision) tools were applied to assess the quality of included studies. The critical review methodology addressed four ethical parameters: (1) Duty of care; (2) Children and young people's consent; (3) Communication of findings; and (4) Reflexivity.Results: Two phases of searches identified 8131 studies; 27 studies were included for final analysis, representing 43,877 children and young people's views. Most studies were from high-income countries. Three major themes emerged: (a) Whose voices are heard; (b) How are children and young people heard; and (c) How do research-ers engage in reflexivity and ethical practice? Online surveys of children and young people from middle-class backgrounds dominated the research during COVID-19. Three studies actively involved children and young people in the research process; two documented a rights- based framework. There was limited attention paid to some ethical issues, particularly the lack of inclusion of children and young people in re-search processes.Conclusion: There are equity gaps in accessing the experiences of children and young people from disadvantaged settings. Most children and young people were not in-volved in shaping research methods by soliciting their voicesThe Icelandic Research Fund, grant no. 217579-051Pre-print (óritrýnt handrit

A many-analysts approach to the relation between religiosity and well-being

The relation between religiosity and well-being is one of the most researched topics in the psychology of religion, yet the directionality and robustness of the effect remains debated. Here, we adopted a many-analysts approach to assess the robustness of this relation based on a new cross-cultural dataset (N=10,535 participants from 24 countries). We recruited 120 analysis teams to investigate (1) whether religious people self-report higher well-being, and (2) whether the relation between religiosity and self-reported well-being depends on perceived cultural norms of religion (i.e., whether it is considered normal and desirable to be religious in a given country). In a two-stage procedure, the teams first created an analysis plan and then executed their planned analysis on the data. For the first research question, all but 3 teams reported positive effect sizes with credible/confidence intervals excluding zero (median reported β=0.120). For the second research question, this was the case for 65% of the teams (median reported β=0.039). While most teams applied (multilevel) linear regression models, there was considerable variability in the choice of items used to construct the independent variables, the dependent variable, and the included covariates