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Institution

Ryerson University

EducationToronto, Ontario, Canada
About: Ryerson University is a education organization based out in Toronto, Ontario, Canada. It is known for research contribution in the topics: Population & Poison control. The organization has 7671 authors who have published 20164 publications receiving 394976 citations. The organization is also known as: Ryerson Polytechnical Institute & Ryerson Institute of Technology.


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TL;DR: The authors employed response surface regressions based on simulation experments to calculate asymptotic distribution functions for the likelihood ratio tests for cointegration proposed by Johansen and provided tables of critical values that are very much more accurate than those available previously.
Abstract: This paper employs response surface regressions based on simulation experments to calculate asymptotic distribution functions for the likelihood ratio tests for cointegration proposed by Johansen The paper provides tables of critical values that are very much more accurate than those available previously However the principal contributions of the paper are a set of data les that contain estimated asymptotic quantiles obtained from response surface estimation and a computer program for utilizing them This program which is freely available via the Internet can easily be used to calculate asymptotic critical values and P values Graphs of some of the tabulated distribution functions are also provided An empirical example motivated by the European Economic and Monetary Union proposed in the Maastricht Treaty suggests that not all the countries of the European Union may qualify initially for participation in the EMU.

1,841 citations

Journal ArticleDOI
TL;DR: A systematic survey on the use of gamification in published theoretical reviews and research papers involving interactive systems and human participants is presented and points of departure are suggested for continued empirical investigations of gamified practice and its effects.
Abstract: Gamification has drawn the attention of academics, practitioners and business professionals in domains as diverse as education, information studies, human-computer interaction, and health. As yet, the term remains mired in diverse meanings and contradictory uses, while the concept faces division on its academic worth, underdeveloped theoretical foundations, and a dearth of standardized guidelines for application. Despite widespread commentary on its merits and shortcomings, little empirical work has sought to validate gamification as a meaningful concept and provide evidence of its effectiveness as a tool for motivating and engaging users in non-entertainment contexts. Moreover, no work to date has surveyed gamification as a field of study from a human-computer studies perspective. In this paper, we present a systematic survey on the use of gamification in published theoretical reviews and research papers involving interactive systems and human participants. We outline current theoretical understandings of gamification and draw comparisons to related approaches, including alternate reality games (ARGs), games with a purpose (GWAPs), and gameful design. We present a multidisciplinary review of gamification in action, focusing on empirical findings related to purpose and context, design of systems, approaches and techniques, and user impact. Findings from the survey show that a standard conceptualization of gamification is emerging against a growing backdrop of empirical participants-based research. However, definitional subjectivity, diverse or unstated theoretical foundations, incongruities among empirical findings, and inadequate experimental design remain matters of concern. We discuss how gamification may to be more usefully presented as a subset of a larger effort to improve the user experience of interactive systems through gameful design. We end by suggesting points of departure for continued empirical investigations of gamified practice and its effects. We present findings from a survey of the gamification literature.Theoretical findings suggest that gamification is a distinct concept.Conceptual foundations tend to converge on psychological theories of motivation.Early applied work suggests positive-leaning but mixed results.Empirical work on specific elements with direct ties to theory and stronger experimental designs is needed.

1,585 citations

Proceedings Article
26 Jan 1998
TL;DR: StackGuard is described: a simple compiler technique that virtually eliminates buffer overflow vulnerabilities with only modest performance penalties, and a set of variations on the technique that trade-off between penetration resistance and performance.
Abstract: This paper presents a systematic solution to the persistent problem of buffer overflow attacks. Buffer overflow attacks gained notoriety in 1988 as part of the Morris Worm incident on the Internet. While it is fairly simple to fix individual buffer overflow vulnerabilities, buffer overflow attacks continue to this day. Hundreds of attacks have been discovered, and while most of the obvious vulnerabilities have now been patched, more sophisticated buffer overflow attacks continue to emerge. We describe StackGuard: a simple compiler technique that virtually eliminates buffer overflow vulnerabilities with only modest performance penalties. Privileged programs that are recompiled with the StackGuard compiler extension no longer yield control to the attacker, but rather enter a fail-safe state. These programs require no source code changes at all, and are binary-compatible with existing operating systems and libraries. We describe the compiler technique (a simple patch to gcc), as well as a set of variations on the technique that trade-off between penetration resistance and performance. We present experimental results of both the penetration resistance and the performance impact of this technique.

1,536 citations

Journal ArticleDOI
TL;DR: This article explicates how Narrative Inquiry may be lived in health-care education and practice, with a primary focus on nursing, and illuminate how it supports graduate students, the next generation of narrative inquirers, through a Narrative inquiry Works-in-Progress group.
Abstract: Narrative Inquiry is a research methodology that we adapted over the past two decades from Canadian higher education and curriculum studies to nursing research, education, and health-care practice. The Narrative Inquiry we use originated from Connelly and Clandinin in the 1990s, and rests on John Dewey's philosophy that experience is relational, temporal, and situational, and as such, if intentionally explored, has the potential to be educational. More specifically, it is only when experience is reflected upon and reconstructed that it has the potential to reveal the construction of identity, knowledge, and the humanness of care. Congruent with the expectation that nurses are reflective practitioners and knowledge-makers, Narrative Inquiry provides a means to enhance, not only quality of care, but quality of experience of those in our care: in education, our students, and in practice, our patients. In this article, we explicate how Narrative Inquiry may be lived in health-care education and practice, with a primary focus on nursing. We illuminate how we support our graduate students, the next generation of narrative inquirers, through a Narrative Inquiry Works-in-Progress group.

1,273 citations

Journal ArticleDOI
01 Feb 2012-Sleep
TL;DR: The Consensus Sleep Diary was the result of collaborations with insomnia experts and potential users and is intended as a living document which still needs to be tested, refined, and validated.
Abstract: Study objectives: To present an expert consensus, standardized, patient-informed sleep diary. Methods and results: Sleep diaries from the original expert panel of 25 attendees of the Pittsburgh Assessment Conference(1) were collected and reviewed. A smaller subset of experts formed a committee and reviewed the compiled diaries. Items deemed essential were included in a Core sleep diary, and those deemed optional were retained for an expanded diary. Secondly, optional items would be available in other versions. A draft of the Core and optional versions along with a feedback questionnaire were sent to members of the Pittsburgh Assessment Conference. The feedback from the group was integrated and the diary drafts were subjected to 6 focus groups composed of good sleepers, people with insomnia, and people with sleep apnea. The data were summarized into themes and changes to the drafts were made in response to the focus groups. The resultant draft was evaluated by another focus group and subjected to lexile analyses. The lexile analyses suggested that the Core diary instructions are at a sixth-grade reading level and the Core diary was written at a third-grade reading level. Conclusions: The Consensus Sleep Diary was the result of collaborations with insomnia experts and potential users. The adoption of a standard sleep diary for insomnia will facilitate comparisons across studies and advance the field. The proposed diary is intended as a living document which still needs to be tested, refined, and validated.

1,261 citations


Authors

Showing all 7846 results

NameH-indexPapersCitations
Eleftherios P. Diamandis110106452654
Michael D. Taylor9750542789
Peter Nijkamp97240750826
Anthony B. Miller9341636777
Muhammad Shahbaz92100134170
Rakesh Kumar91195939017
Marc A. Rosen8577030666
Bjorn Ottersten81105828359
Barry Wellman7721934234
Bin Wu7346424877
Xinbin Feng7241319193
Roy Freeman6925422707
Xiaokang Yang6851817663
Amir H. Gandomi6737522192
Konstantinos N. Plataniotis6359516695
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
20241
2023240
2022338
20211,773
20201,708
20191,490