https://wiki.cdot.senecacollege.ca/w/api.php?action=feedcontributions&user=Gwan7&feedformat=atomCDOT Wiki - User contributions [en]2024-03-28T17:41:28ZUser contributionsMediaWiki 1.30.0https://wiki.cdot.senecacollege.ca/w/index.php?title=Team_LoL&diff=75984Team LoL2011-12-12T04:16:15Z<p>Gwan7: /* Final Draft */</p>
<hr />
<div>{{BTH740 Index | 20113}}<br />
<br />
= Team LoL =<br />
*[mailto:wtan5@learn.senecac.on.ca?subject=bth740 William Tan]<br />
*[mailto:gwan7@learn.senecac.on.ca?subject=bth740 Gerald Wan]<br />
*[mailto:jmillar2@learn.senecac.on.ca?subject=bth740 Jeremy Millar]<br />
*[mailto:samoote@learn.senecac.on.ca?subject=bth740 Brock Moote]<br />
<br />
*[mailto:wtan5@learn.senecac.on.ca;gwan7@learn.senecac.on.ca;jmillar2@learn.senecac.on.ca;samoote@learn.senecac.on.ca;?subject=bth740_research Mail All]<br />
<br />
= Thesis Statement =<br />
<br />
==== <u>Thesis</u> ====<br />
<br />
<br />
* '''"Why do people sacrifice their privacy in order to achieve social validation?"'''<br />
<br />
'''<u>Possible Research Topics:</u>'''<br />
<br />
* Why do people go above and beyond what they would normally consider doing for views and money through youtube partnership?<br />
* Why are people obsessed with social networking services?<br />
* Why are people obsessed with using computers as a means of interaction rather than real life experiences?<br />
<br />
==== <u>Keywords</u> ====<br />
<br />
privacy, social networking, facebook, myspace, twitter, youtube, google, amazon, digg, blogs, social validation, emotional dependancy, loneliness, self-esteem, computers replacing social experiences, <br />
<br />
==== <u>Bibliography</u> ====<br />
<br />
<br />
'''Primary'''<br />
* Physical Survey<br />
* Online Survey<br />
<br />
'''Secondary'''<br />
<br />
Jones, Harvey, and Hiram Soltren, José "Facebook: Threats to Privacy"* [http://www.google.ca/url?sa=t&rct=j&q=facebook%20threats%20to%20privacy&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.112.3154%26rep%3Drep1%26type%3Dpdf&ei=l1GvTuCVMaHc0QH52riaAQ&usg=AFQjCNHAc7KfTPs6kpDEmXEtWFhwW2WrHA]<br />
* How facebook effects privacy<br />
* Serious flaws in their systems<br />
* Statistical analysis of Facebook data from MIT, Harvard, NYU, and the University of Oklahoma<br />
<br />
Goettke, Richard, and Christiana, Joseph "Privacy and Online Social Networking Websites"<br />
[http://www.google.ca/url?sa=t&rct=j&q=social%20networking%20and%20lack%20of%20privacy&source=web&cd=1&ved=0CB8QFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.92.1380%26rep%3Drep1%26type%3Dpdf&ei=tkyvTsnWPMT40gHJ_bjdAQ&usg=AFQjCNGZrqlg]<br />
* myspace and facebook online advertising<br />
* default privacy policies not doing enough for user<br />
* how much information a typical user of a social networking site makes widely available both knowingly and unknowingly<br />
<br />
Bakari, Akil II "The Theory of Social Validation" [http://www.psychologytoday.com/blog/communication-central/200909/the-theory-social-validation]<br />
<br />
* Social Valivdation and what it means<br />
* User reviews on amazon.com and other web 2.0 websites<br />
* Does social validation solely reside on the internet or does it take place in real life as well.<br />
<br />
Pauline Dakin , "Monitor Facebook use by teens " [http://www.cbc.ca/news/health/story/2011/03/28/facebook-social-media-teens-children.html]<br />
<br />
* Health risks from social media<br />
* Facebook Depression<br />
* Harassment<br />
<br />
Nic Cove, How Teens Use Media [http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf]<br />
<br />
* Ephebiphobia is the irrational fear of youth<br />
<br />
Melissa McNamara, Teens Are Wired ... And, Yes, It's OK [http://www.cbsnews.com/stories/2006/06/09/gentech/main1698246.shtml]<br />
<br />
* Effects of social media on teens<br />
<br />
= Research Notes =<br />
<u>'''Initial Research Notes On Selected Thesis'''</u><br />
<br />
Social networking has become fairly popular in the recent years. It has both positvely and negatively affected the adolesence stage of growing up. As a matter of fact many teenagers do not make the best decision when it comes to privacy and sometimes the circumstances of their actions will influence their future. It is impossible to prevent youth and teenagers from sign up for Facebook and very difficult to monitor their activity. While a majority of the users will change their profile to private, out of those 23 millions users a few million will still leave their page accessible to strangers. Similarly, some users will sacrifice the need for privacy in order to achieve social validation. Social validation is basically the need to be acknolewdged by others (The Theory of Social Validation: Why you're not great until someone says you are). Many teenagers will use social networking to boost their self-esteem; others will go to the point on posting embarassing pictures of friends or themselves in order for the moment of weakness to be accepted <br />
<br />
<u>'''Secondary Research'''</u><br />
<br />
[http://www.youtube.com/user/Live#p/a/f/1/MwGh7asegXE Mike Relm's YouTube Live Experience]<br />
* as you can see in this video he is going beyond the norm to gain views and provide entertainment. <br />
<br />
[http://www.thestar.com/news/insight/article/930153--is-the-internet-detrimental-to-human-relationships Is the internet detrimental to human relationship]<br />
<br />
[http://www.cnbc.com/id/39618344 the facebook Obsession]<br />
* are we hard wired to stay connected<br />
* social media allows us to avoid face to face contact<br />
[http://www.onlineschools.org/blog/facebook-obsession/ Statistics of facebook Obsession]<br />
<br />
<br />
== Prioritized Note Record ==<br />
<br />
<br />
1. The Theory of Social Validation || [http://www.psychologytoday.com/blog/communication-central/200909/the-theory-social-validation Click Here] || Gerald ||<br />
<br />
This article from Baraki Akil II is basically what we are trying to prove. According to him and other’s statements it is not only being done through social networking but in our everyday life. An example from this article refers to Michael Jordan as how he wanted to demonstrate his skills to other great players. This need for acknowledgement fueled him to be the best through his college and NBA years.|| Deductive<br />
<br />
2. Facebook: Threats to Privacy || [http://www.google.ca/url?sa=t&rct=j&q=facebook%20threats%20to%20privacy&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.112.3154%26rep%3Drep1%26type%3Dpdf&ei=l1GvTuCVMaHc0QH52riaAQ&usg=AFQjCNHAc7KfTPs6kpDEmXEtWFhwW2WrHA Click Here] || William || <br />
<br />
This research defines the potential hazards of privacy issues in regards to Facebook. With the many fine prints of Facebook, we should tend to wonder why Facebook is such a popular hit amongst the social networking phenomenon. Some potential answers are found in the article such as Information spreads faster through a Social Network Sites than through a real-life network but harms the users when information goes to the wrong people. While there are statistics showing surveys done within a school and the collection of data it provides proves worthy in our thesis. There are also results such as amount of user that tends to read privacy concerns.|| Deductive<br />
<br />
3. CIPPIC Vs Facebook || [http://www.priv.gc.ca/cf-dc/2009/2009_008_0716_e.cfm Click Here] || William || <br />
<br />
This article is a PIPEDA case study amongst the CIPPIC against the Facebook. This goes in depth of the possible solution and the out comings of Facebook and its controversial privacy issues and data sharing.<br />
This also shows that a lot of users do not take the time to read and understand the user agreements for all the social networking. They only think of the outer layer in which to keep in contact with friends. But overall they are leaking out information about one’s self and could cause identity thefts. Users are tends to click on the check box then to rather read the full text inside the text box.<br />
|| Deductive<br />
<br />
4. Teens Are Wired …And, Yes, It’s OK || [http://www.cbsnews.com/stories/2006/06/09/gentech/main1698246.shtml Click Here] || Gerald || <br />
<br />
This article basically shows how teenagers are very quick at adapting to new technology without worrying about the consequences. It also states that teens have a biological need to separate from their parents and the online world is a good way to do it. Teenagers do not really think about privacy and tends to post anything online. They post events, pictures and feeling for everyone to see, while back in the days a secret diary was kept. Teens do not realize that once they hit “send” they are broadcasting their message to thousands of people. A study from Pew Study mentioned that 50% of teens have replied back to strangers. Similarly technology allows teen to get validation from any weird or antisocial attitude or belief they might have. Furthermore parents wants to help their kids but they do not know how to do it, and if they do they are not comfortable spying on their kids. For some online bullying is the same as bullying when no computers existed. || Deductive<br />
<br />
5. Monitor Facebook use by Teens || [http://www.cbc.ca/news/health/story/2011/03/28/facebook-social-media-teens-children.html Click Here] || Gerald || <br />
<br />
This article demonstrate how Facebook can have an impact on teenagers. Dr. Bruce Ballon mentioned that if an individual is attached to Facebook strongly enough, it can change their mood. It all depends on the individual and their interaction with the social networking tool. This source can be very interesting for our research as it will show how people who are emotionally involve will go too far to try to be accepted. || Abductive<br />
<br />
6. How Teens Use Media || [http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf Click Here] || Jeremy ||<br />
<br />
This article outlines how teens are relatively similar to adults, when it comes to media statistics, and how they use the internet even less then the average adult. Although there are many myths that view teens as different complete entities from the rest of the world, they are just as much humans as the rest of us are. Teens have the same general interest as adults; American Idol is the most popular tv show among teens, as well as adults. Although this research has plenty validation and research of it’s own to back it up, some of the research seems to miss what we are looking at. Yes, the average teen may use the internet less then the average adult, but teens to young adults make up the majority of the population that use social media sites such as facebook and twitter. We are looking at the validity of social pressures on people, and younger people take more actions to do something about these pressures then older people. || Deductive<br />
<br />
7. Facebook Me: Collective self-esteem || [http://jiad.org/download?p=100 Click Here] || Brock ||<br />
<br />
This paper delves into the idea that we need facebook to increase our self-esteem in this day and age. It touches on the "need to belong" which is a fundamental human motivation. Social networking sites create a place for us to "belong" and communicate with each other, which is part of the reason why they are so popular. The article also speaks about Social networking sites. They are very interesting in that they rely solely on users creating content and viewing other peoples content. When you are not on a social networking site you will not be viewed as part of the collective.<br />
<br />
==Projects Proposals==<br />
<br />
<br />
<br />
<br />
<br />
<br />
= Final Draft =<br />
<br />
[http://zenit.senecac.on.ca/wiki/imgs/BTH740_Team_LoL.pdf BTH740 Team LoL Final Draft]</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=Team_LoL&diff=75983Team LoL2011-12-12T04:15:46Z<p>Gwan7: /* Final Draft */</p>
<hr />
<div>{{BTH740 Index | 20113}}<br />
<br />
= Team LoL =<br />
*[mailto:wtan5@learn.senecac.on.ca?subject=bth740 William Tan]<br />
*[mailto:gwan7@learn.senecac.on.ca?subject=bth740 Gerald Wan]<br />
*[mailto:jmillar2@learn.senecac.on.ca?subject=bth740 Jeremy Millar]<br />
*[mailto:samoote@learn.senecac.on.ca?subject=bth740 Brock Moote]<br />
<br />
*[mailto:wtan5@learn.senecac.on.ca;gwan7@learn.senecac.on.ca;jmillar2@learn.senecac.on.ca;samoote@learn.senecac.on.ca;?subject=bth740_research Mail All]<br />
<br />
= Thesis Statement =<br />
<br />
==== <u>Thesis</u> ====<br />
<br />
<br />
* '''"Why do people sacrifice their privacy in order to achieve social validation?"'''<br />
<br />
'''<u>Possible Research Topics:</u>'''<br />
<br />
* Why do people go above and beyond what they would normally consider doing for views and money through youtube partnership?<br />
* Why are people obsessed with social networking services?<br />
* Why are people obsessed with using computers as a means of interaction rather than real life experiences?<br />
<br />
==== <u>Keywords</u> ====<br />
<br />
privacy, social networking, facebook, myspace, twitter, youtube, google, amazon, digg, blogs, social validation, emotional dependancy, loneliness, self-esteem, computers replacing social experiences, <br />
<br />
==== <u>Bibliography</u> ====<br />
<br />
<br />
'''Primary'''<br />
* Physical Survey<br />
* Online Survey<br />
<br />
'''Secondary'''<br />
<br />
Jones, Harvey, and Hiram Soltren, José "Facebook: Threats to Privacy"* [http://www.google.ca/url?sa=t&rct=j&q=facebook%20threats%20to%20privacy&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.112.3154%26rep%3Drep1%26type%3Dpdf&ei=l1GvTuCVMaHc0QH52riaAQ&usg=AFQjCNHAc7KfTPs6kpDEmXEtWFhwW2WrHA]<br />
* How facebook effects privacy<br />
* Serious flaws in their systems<br />
* Statistical analysis of Facebook data from MIT, Harvard, NYU, and the University of Oklahoma<br />
<br />
Goettke, Richard, and Christiana, Joseph "Privacy and Online Social Networking Websites"<br />
[http://www.google.ca/url?sa=t&rct=j&q=social%20networking%20and%20lack%20of%20privacy&source=web&cd=1&ved=0CB8QFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.92.1380%26rep%3Drep1%26type%3Dpdf&ei=tkyvTsnWPMT40gHJ_bjdAQ&usg=AFQjCNGZrqlg]<br />
* myspace and facebook online advertising<br />
* default privacy policies not doing enough for user<br />
* how much information a typical user of a social networking site makes widely available both knowingly and unknowingly<br />
<br />
Bakari, Akil II "The Theory of Social Validation" [http://www.psychologytoday.com/blog/communication-central/200909/the-theory-social-validation]<br />
<br />
* Social Valivdation and what it means<br />
* User reviews on amazon.com and other web 2.0 websites<br />
* Does social validation solely reside on the internet or does it take place in real life as well.<br />
<br />
Pauline Dakin , "Monitor Facebook use by teens " [http://www.cbc.ca/news/health/story/2011/03/28/facebook-social-media-teens-children.html]<br />
<br />
* Health risks from social media<br />
* Facebook Depression<br />
* Harassment<br />
<br />
Nic Cove, How Teens Use Media [http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf]<br />
<br />
* Ephebiphobia is the irrational fear of youth<br />
<br />
Melissa McNamara, Teens Are Wired ... And, Yes, It's OK [http://www.cbsnews.com/stories/2006/06/09/gentech/main1698246.shtml]<br />
<br />
* Effects of social media on teens<br />
<br />
= Research Notes =<br />
<u>'''Initial Research Notes On Selected Thesis'''</u><br />
<br />
Social networking has become fairly popular in the recent years. It has both positvely and negatively affected the adolesence stage of growing up. As a matter of fact many teenagers do not make the best decision when it comes to privacy and sometimes the circumstances of their actions will influence their future. It is impossible to prevent youth and teenagers from sign up for Facebook and very difficult to monitor their activity. While a majority of the users will change their profile to private, out of those 23 millions users a few million will still leave their page accessible to strangers. Similarly, some users will sacrifice the need for privacy in order to achieve social validation. Social validation is basically the need to be acknolewdged by others (The Theory of Social Validation: Why you're not great until someone says you are). Many teenagers will use social networking to boost their self-esteem; others will go to the point on posting embarassing pictures of friends or themselves in order for the moment of weakness to be accepted <br />
<br />
<u>'''Secondary Research'''</u><br />
<br />
[http://www.youtube.com/user/Live#p/a/f/1/MwGh7asegXE Mike Relm's YouTube Live Experience]<br />
* as you can see in this video he is going beyond the norm to gain views and provide entertainment. <br />
<br />
[http://www.thestar.com/news/insight/article/930153--is-the-internet-detrimental-to-human-relationships Is the internet detrimental to human relationship]<br />
<br />
[http://www.cnbc.com/id/39618344 the facebook Obsession]<br />
* are we hard wired to stay connected<br />
* social media allows us to avoid face to face contact<br />
[http://www.onlineschools.org/blog/facebook-obsession/ Statistics of facebook Obsession]<br />
<br />
<br />
== Prioritized Note Record ==<br />
<br />
<br />
1. The Theory of Social Validation || [http://www.psychologytoday.com/blog/communication-central/200909/the-theory-social-validation Click Here] || Gerald ||<br />
<br />
This article from Baraki Akil II is basically what we are trying to prove. According to him and other’s statements it is not only being done through social networking but in our everyday life. An example from this article refers to Michael Jordan as how he wanted to demonstrate his skills to other great players. This need for acknowledgement fueled him to be the best through his college and NBA years.|| Deductive<br />
<br />
2. Facebook: Threats to Privacy || [http://www.google.ca/url?sa=t&rct=j&q=facebook%20threats%20to%20privacy&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.112.3154%26rep%3Drep1%26type%3Dpdf&ei=l1GvTuCVMaHc0QH52riaAQ&usg=AFQjCNHAc7KfTPs6kpDEmXEtWFhwW2WrHA Click Here] || William || <br />
<br />
This research defines the potential hazards of privacy issues in regards to Facebook. With the many fine prints of Facebook, we should tend to wonder why Facebook is such a popular hit amongst the social networking phenomenon. Some potential answers are found in the article such as Information spreads faster through a Social Network Sites than through a real-life network but harms the users when information goes to the wrong people. While there are statistics showing surveys done within a school and the collection of data it provides proves worthy in our thesis. There are also results such as amount of user that tends to read privacy concerns.|| Deductive<br />
<br />
3. CIPPIC Vs Facebook || [http://www.priv.gc.ca/cf-dc/2009/2009_008_0716_e.cfm Click Here] || William || <br />
<br />
This article is a PIPEDA case study amongst the CIPPIC against the Facebook. This goes in depth of the possible solution and the out comings of Facebook and its controversial privacy issues and data sharing.<br />
This also shows that a lot of users do not take the time to read and understand the user agreements for all the social networking. They only think of the outer layer in which to keep in contact with friends. But overall they are leaking out information about one’s self and could cause identity thefts. Users are tends to click on the check box then to rather read the full text inside the text box.<br />
|| Deductive<br />
<br />
4. Teens Are Wired …And, Yes, It’s OK || [http://www.cbsnews.com/stories/2006/06/09/gentech/main1698246.shtml Click Here] || Gerald || <br />
<br />
This article basically shows how teenagers are very quick at adapting to new technology without worrying about the consequences. It also states that teens have a biological need to separate from their parents and the online world is a good way to do it. Teenagers do not really think about privacy and tends to post anything online. They post events, pictures and feeling for everyone to see, while back in the days a secret diary was kept. Teens do not realize that once they hit “send” they are broadcasting their message to thousands of people. A study from Pew Study mentioned that 50% of teens have replied back to strangers. Similarly technology allows teen to get validation from any weird or antisocial attitude or belief they might have. Furthermore parents wants to help their kids but they do not know how to do it, and if they do they are not comfortable spying on their kids. For some online bullying is the same as bullying when no computers existed. || Deductive<br />
<br />
5. Monitor Facebook use by Teens || [http://www.cbc.ca/news/health/story/2011/03/28/facebook-social-media-teens-children.html Click Here] || Gerald || <br />
<br />
This article demonstrate how Facebook can have an impact on teenagers. Dr. Bruce Ballon mentioned that if an individual is attached to Facebook strongly enough, it can change their mood. It all depends on the individual and their interaction with the social networking tool. This source can be very interesting for our research as it will show how people who are emotionally involve will go too far to try to be accepted. || Abductive<br />
<br />
6. How Teens Use Media || [http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf Click Here] || Jeremy ||<br />
<br />
This article outlines how teens are relatively similar to adults, when it comes to media statistics, and how they use the internet even less then the average adult. Although there are many myths that view teens as different complete entities from the rest of the world, they are just as much humans as the rest of us are. Teens have the same general interest as adults; American Idol is the most popular tv show among teens, as well as adults. Although this research has plenty validation and research of it’s own to back it up, some of the research seems to miss what we are looking at. Yes, the average teen may use the internet less then the average adult, but teens to young adults make up the majority of the population that use social media sites such as facebook and twitter. We are looking at the validity of social pressures on people, and younger people take more actions to do something about these pressures then older people. || Deductive<br />
<br />
7. Facebook Me: Collective self-esteem || [http://jiad.org/download?p=100 Click Here] || Brock ||<br />
<br />
This paper delves into the idea that we need facebook to increase our self-esteem in this day and age. It touches on the "need to belong" which is a fundamental human motivation. Social networking sites create a place for us to "belong" and communicate with each other, which is part of the reason why they are so popular. The article also speaks about Social networking sites. They are very interesting in that they rely solely on users creating content and viewing other peoples content. When you are not on a social networking site you will not be viewed as part of the collective.<br />
<br />
==Projects Proposals==<br />
<br />
<br />
<br />
<br />
<br />
<br />
= Final Draft =<br />
<br />
[http://zenit.senecac.on.ca/wiki/index.php/File:BTH740_Team_LoL.pdf BTH740 Team LoL Final Draft]</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=File:BTH740_Team_LoL.pdf&diff=75982File:BTH740 Team LoL.pdf2011-12-12T04:14:48Z<p>Gwan7: </p>
<hr />
<div></div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=Team_LoL&diff=74085Team LoL2011-11-15T06:03:22Z<p>Gwan7: </p>
<hr />
<div>{{BTH740 Index | 20113}}<br />
<br />
= Team LoL =<br />
*[mailto:wtan5@learn.senecac.on.ca?subject=bth740 William Tan]<br />
*[mailto:gwan7@learn.senecac.on.ca?subject=bth740 Gerald Wan]<br />
*[mailto:jmillar2@learn.senecac.on.ca?subject=bth740 Jeremy Millar]<br />
*[mailto:samoote@learn.senecac.on.ca?subject=bth740 Brock Moote]<br />
<br />
*[mailto:wtan5@learn.senecac.on.ca;gwan7@learn.senecac.on.ca;jmillar2@learn.senecac.on.ca;samoote@learn.senecac.on.ca;?subject=bth740_research Mail All]<br />
<br />
= Thesis Statement =<br />
<br />
==== <u>Thesis</u> ====<br />
<br />
<br />
* '''"Why do people sacrifice their privacy in order to achieve social validation?"'''<br />
<br />
'''<u>Possible Research Topics:</u>'''<br />
<br />
* Why do people go above and beyond what they would normally consider doing for views and money through youtube partnership?<br />
* Why are people obsessed with social networking services?<br />
* Why are people obsessed with using computers as a means of interaction rather than real life experiences?<br />
<br />
==== <u>Keywords</u> ====<br />
<br />
privacy, social networking, facebook, myspace, twitter, youtube, google, amazon, digg, blogs, social validation, emotional dependancy, loneliness, self-esteem, computers replacing social experiences, <br />
<br />
==== <u>Bibliography</u> ====<br />
<br />
<br />
'''Primary'''<br />
* Physical Survey<br />
* Online Survey<br />
<br />
'''Secondary'''<br />
<br />
Jones, Harvey, and Hiram Soltren, José "Facebook: Threats to Privacy"* [http://www.google.ca/url?sa=t&rct=j&q=facebook%20threats%20to%20privacy&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.112.3154%26rep%3Drep1%26type%3Dpdf&ei=l1GvTuCVMaHc0QH52riaAQ&usg=AFQjCNHAc7KfTPs6kpDEmXEtWFhwW2WrHA]<br />
* How facebook effects privacy<br />
* Serious flaws in their systems<br />
* Statistical analysis of Facebook data from MIT, Harvard, NYU, and the University of Oklahoma<br />
<br />
Goettke, Richard, and Christiana, Joseph "Privacy and Online Social Networking Websites"<br />
[http://www.google.ca/url?sa=t&rct=j&q=social%20networking%20and%20lack%20of%20privacy&source=web&cd=1&ved=0CB8QFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.92.1380%26rep%3Drep1%26type%3Dpdf&ei=tkyvTsnWPMT40gHJ_bjdAQ&usg=AFQjCNGZrqlg]<br />
* myspace and facebook online advertising<br />
* default privacy policies not doing enough for user<br />
* how much information a typical user of a social networking site makes widely available both knowingly and unknowingly<br />
<br />
Bakari, Akil II "The Theory of Social Validation" [http://www.psychologytoday.com/blog/communication-central/200909/the-theory-social-validation]<br />
<br />
* Social Valivdation and what it means<br />
* User reviews on amazon.com and other web 2.0 websites<br />
* Does social validation solely reside on the internet or does it take place in real life as well.<br />
<br />
Pauline Dakin , "Monitor Facebook use by teens " [http://www.cbc.ca/news/health/story/2011/03/28/facebook-social-media-teens-children.html]<br />
<br />
* Health risks from social media<br />
* Facebook Depression<br />
* Harassment<br />
<br />
Nic Cove, How Teens Use Media [http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf]<br />
<br />
* Ephebiphobia is the irrational fear of youth<br />
<br />
Melissa McNamara, Teens Are Wired ... And, Yes, It's OK [http://www.cbsnews.com/stories/2006/06/09/gentech/main1698246.shtml]<br />
<br />
* Effects of social media on teens<br />
<br />
= Research Notes =<br />
<u>'''Initial Research Notes On Selected Thesis'''</u><br />
<br />
Social networking has become fairly popular in the recent years. It has both positvely and negatively affected the adolesence stage of growing up. As a matter of fact many teenagers do not make the best decision when it comes to privacy and sometimes the circumstances of their actions will influence their future. It is impossible to prevent youth and teenagers from sign up for Facebook and very difficult to monitor their activity. While a majority of the users will change their profile to private, out of those 23 millions users a few million will still leave their page accessible to strangers. Similarly, some users will sacrifice the need for privacy in order to achieve social validation. Social validation is basically the need to be acknolewdged by others (The Theory of Social Validation: Why you're not great until someone says you are). Many teenagers will use social networking to boost their self-esteem; others will go to the point on posting embarassing pictures of friends or themselves in order for the moment of weakness to be accepted <br />
<br />
<u>'''Secondary Research'''</u><br />
<br />
[http://www.youtube.com/user/Live#p/a/f/1/MwGh7asegXE Mike Relm's YouTube Live Experience]<br />
* as you can see in this video he is going beyond the norm to gain views and provide entertainment. <br />
<br />
[http://www.thestar.com/news/insight/article/930153--is-the-internet-detrimental-to-human-relationships Is the internet detrimental to human relationship]<br />
<br />
[http://www.cnbc.com/id/39618344 the facebook Obsession]<br />
* are we hard wired to stay connected<br />
* social media allows us to avoid face to face contact<br />
[http://www.onlineschools.org/blog/facebook-obsession/ Statistics of facebook Obsession]<br />
<br />
<br />
== Prioritized Note Record ==<br />
<br />
<br />
1. The Theory of Social Validation || [http://www.psychologytoday.com/blog/communication-central/200909/the-theory-social-validation Click Here] || Gerald ||<br />
<br />
This article from Baraki Akil II is basically what we are trying to prove. According to him and other’s statements it is not only being done through social networking but in our everyday life. An example from this article refers to Michael Jordan as how he wanted to demonstrate his skills to other great players. This need for acknowledgement fueled him to be the best through his college and NBA years.|| Deductive<br />
<br />
2. Facebook: Threats to Privacy || [http://www.google.ca/url?sa=t&rct=j&q=facebook%20threats%20to%20privacy&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.112.3154%26rep%3Drep1%26type%3Dpdf&ei=l1GvTuCVMaHc0QH52riaAQ&usg=AFQjCNHAc7KfTPs6kpDEmXEtWFhwW2WrHA Click Here] || William || <br />
<br />
This research defines the potential hazards of privacy issues in regards to Facebook. With the many fine prints of Facebook, we should tend to wonder why Facebook is such a popular hit amongst the social networking phenomenon. Some potential answers are found in the article such as Information spreads faster through a Social Network Sites than through a real-life network but harms the users when information goes to the wrong people. While there are statistics showing surveys done within a school and the collection of data it provides proves worthy in our thesis. There are also results such as amount of user that tends to read privacy concerns.|| Deductive<br />
<br />
3. CIPPIC Vs Facebook || [http://www.priv.gc.ca/cf-dc/2009/2009_008_0716_e.cfm Click Here] || William || <br />
<br />
This article is a PIPEDA case study amongst the CIPPIC against the Facebook. This goes in depth of the possible solution and the out comings of Facebook and its controversial privacy issues and data sharing.<br />
This also shows that a lot of users do not take the time to read and understand the user agreements for all the social networking. They only think of the outer layer in which to keep in contact with friends. But overall they are leaking out information about one’s self and could cause identity thefts. Users are tends to click on the check box then to rather read the full text inside the text box.<br />
|| Deductive<br />
<br />
4. Teens Are Wired …And, Yes, It’s OK || [http://www.cbsnews.com/stories/2006/06/09/gentech/main1698246.shtml Click Here] || Gerald || <br />
<br />
This article basically shows how teenagers are very quick at adapting to new technology without worrying about the consequences. It also states that teens have a biological need to separate from their parents and the online world is a good way to do it. Teenagers do not really think about privacy and tends to post anything online. They post events, pictures and feeling for everyone to see, while back in the days a secret diary was kept. Teens do not realize that once they hit “send” they are broadcasting their message to thousands of people. A study from Pew Study mentioned that 50% of teens have replied back to strangers. Similarly technology allows teen to get validation from any weird or antisocial attitude or belief they might have. Furthermore parents wants to help their kids but they do not know how to do it, and if they do they are not comfortable spying on their kids. For some online bullying is the same as bullying when no computers existed. || Deductive<br />
<br />
5. Monitor Facebook use by Teens || [http://www.cbc.ca/news/health/story/2011/03/28/facebook-social-media-teens-children.html Click Here] || Gerald || <br />
<br />
This article demonstrate how Facebook can have an impact on teenagers. Dr. Bruce Ballon mentioned that if an individual is attached to Facebook strongly enough, it can change their mood. It all depends on the individual and their interaction with the social networking tool. This source can be very interesting for our research as it will show how people who are emotionally involve will go too far to try to be accepted. || Abductive<br />
<br />
6. || Title || [LINK Click Here] || Name || Comment || Inductive/Deductive/Abductive<br />
<br />
<br />
==Projects Proposals==</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=Team_LoL&diff=74084Team LoL2011-11-15T06:02:50Z<p>Gwan7: </p>
<hr />
<div>{{BTH740 Index | 20113}}<br />
<br />
= Team LoL =<br />
*[mailto:wtan5@learn.senecac.on.ca?subject=bth740 William Tan]<br />
*[mailto:gwan7@learn.senecac.on.ca?subject=bth740 Gerald Wan]<br />
*[mailto:jmillar2@learn.senecac.on.ca?subject=bth740 Jeremy Millar]<br />
*[mailto:samoote@learn.senecac.on.ca?subject=bth740 Brock Moote]<br />
<br />
*[mailto:wtan5@learn.senecac.on.ca;gwan7@learn.senecac.on.ca;jmillar2@learn.senecac.on.ca;samoote@learn.senecac.on.ca;?subject=bth740_research Mail All]<br />
<br />
= Thesis Statement =<br />
<br />
==== <u>Thesis</u> ====<br />
<br />
<br />
* '''"Why do people sacrifice their privacy in order to achieve social validation?"'''<br />
<br />
'''<u>Possible Research Topics:</u>'''<br />
<br />
* Why do people go above and beyond what they would normally consider doing for views and money through youtube partnership?<br />
* Why are people obsessed with social networking services?<br />
* Why are people obsessed with using computers as a means of interaction rather than real life experiences?<br />
<br />
==== <u>Keywords</u> ====<br />
<br />
privacy, social networking, facebook, myspace, twitter, youtube, google, amazon, digg, blogs, social validation, emotional dependancy, loneliness, self-esteem, computers replacing social experiences, <br />
<br />
==== <u>Bibliography</u> ====<br />
<br />
<br />
'''Primary'''<br />
* Physical Survey<br />
* Online Survey<br />
<br />
'''Secondary'''<br />
<br />
Jones, Harvey, and Hiram Soltren, José "Facebook: Threats to Privacy"* [http://www.google.ca/url?sa=t&rct=j&q=facebook%20threats%20to%20privacy&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.112.3154%26rep%3Drep1%26type%3Dpdf&ei=l1GvTuCVMaHc0QH52riaAQ&usg=AFQjCNHAc7KfTPs6kpDEmXEtWFhwW2WrHA]<br />
* How facebook effects privacy<br />
* Serious flaws in their systems<br />
* Statistical analysis of Facebook data from MIT, Harvard, NYU, and the University of Oklahoma<br />
<br />
Goettke, Richard, and Christiana, Joseph "Privacy and Online Social Networking Websites"<br />
[http://www.google.ca/url?sa=t&rct=j&q=social%20networking%20and%20lack%20of%20privacy&source=web&cd=1&ved=0CB8QFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.92.1380%26rep%3Drep1%26type%3Dpdf&ei=tkyvTsnWPMT40gHJ_bjdAQ&usg=AFQjCNGZrqlg]<br />
* myspace and facebook online advertising<br />
* default privacy policies not doing enough for user<br />
* how much information a typical user of a social networking site makes widely available both knowingly and unknowingly<br />
<br />
Bakari, Akil II "The Theory of Social Validation" [http://www.psychologytoday.com/blog/communication-central/200909/the-theory-social-validation]<br />
<br />
* Social Valivdation and what it means<br />
* User reviews on amazon.com and other web 2.0 websites<br />
* Does social validation solely reside on the internet or does it take place in real life as well.<br />
<br />
Pauline Dakin , "Monitor Facebook use by teens " [http://www.cbc.ca/news/health/story/2011/03/28/facebook-social-media-teens-children.html]<br />
<br />
* Health risks from social media<br />
* Facebook Depression<br />
* Harassment<br />
<br />
Nic Cove, How Teens Use Media [http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf]<br />
<br />
* Ephebiphobia is the irrational fear of youth<br />
<br />
Melissa McNamara, Teens Are Wired ... And, Yes, It's OK [http://www.cbsnews.com/stories/2006/06/09/gentech/main1698246.shtml]<br />
<br />
* Effects of social media on teens<br />
<br />
= Research Notes =<br />
<u>'''Initial Research Notes On Selected Thesis'''</u><br />
<br />
Social networking has become fairly popular in the recent years. It has both positvely and negatively affected the adolesence stage of growing up. As a matter of fact many teenagers do not make the best decision when it comes to privacy and sometimes the circumstances of their actions will influence their future. It is impossible to prevent youth and teenagers from sign up for Facebook and very difficult to monitor their activity. While a majority of the users will change their profile to private, out of those 23 millions users a few million will still leave their page accessible to strangers. Similarly, some users will sacrifice the need for privacy in order to achieve social validation. Social validation is basically the need to be acknolewdged by others (The Theory of Social Validation: Why you're not great until someone says you are). Many teenagers will use social networking to boost their self-esteem; others will go to the point on posting embarassing pictures of friends or themselves in order for the moment of weakness to be accepted <br />
<br />
<u>'''Secondary Research'''</u><br />
<br />
[http://www.youtube.com/user/Live#p/a/f/1/MwGh7asegXE Mike Relm's YouTube Live Experience]<br />
* as you can see in this video he is going beyond the norm to gain views and provide entertainment. <br />
<br />
[http://www.thestar.com/news/insight/article/930153--is-the-internet-detrimental-to-human-relationships Is the internet detrimental to human relationship]<br />
<br />
[http://www.cnbc.com/id/39618344 the facebook Obsession]<br />
* are we hard wired to stay connected<br />
* social media allows us to avoid face to face contact<br />
[http://www.onlineschools.org/blog/facebook-obsession/ Statistics of facebook Obsession]<br />
<br />
<br />
== Prioritized Note Record ==<br />
<br />
<br />
1. The Theory of Social Validation || [http://www.psychologytoday.com/blog/communication-central/200909/the-theory-social-validation Click Here] || Gerald ||<br />
<br />
This article from Baraki Akil II is basically what we are trying to prove. According to him and other’s statements it is not only being done through social networking but in our everyday life. An example from this article refers to Michael Jordan as how he wanted to demonstrate his skills to other great players. This need for acknowledgement fueled him to be the best through his college and NBA years.|| Deductive<br />
<br />
2. Facebook: Threats to Privacy|| [http://www.google.ca/url?sa=t&rct=j&q=facebook%20threats%20to%20privacy&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.112.3154%26rep%3Drep1%26type%3Dpdf&ei=l1GvTuCVMaHc0QH52riaAQ&usg=AFQjCNHAc7KfTPs6kpDEmXEtWFhwW2WrHA Click Here] || William || <br />
<br />
This research defines the potential hazards of privacy issues in regards to Facebook. With the many fine prints of Facebook, we should tend to wonder why Facebook is such a popular hit amongst the social networking phenomenon. Some potential answers are found in the article such as Information spreads faster through a Social Network Sites than through a real-life network but harms the users when information goes to the wrong people. While there are statistics showing surveys done within a school and the collection of data it provides proves worthy in our thesis. There are also results such as amount of user that tends to read privacy concerns.|| Deductive<br />
<br />
3. CIPPIC Vs Facebook|| [http://www.priv.gc.ca/cf-dc/2009/2009_008_0716_e.cfm Click Here] || William || <br />
<br />
This article is a PIPEDA case study amongst the CIPPIC against the Facebook. This goes in depth of the possible solution and the out comings of Facebook and its controversial privacy issues and data sharing.<br />
This also shows that a lot of users do not take the time to read and understand the user agreements for all the social networking. They only think of the outer layer in which to keep in contact with friends. But overall they are leaking out information about one’s self and could cause identity thefts. Users are tends to click on the check box then to rather read the full text inside the text box.<br />
|| Deductive<br />
<br />
4. Teens Are Wired …And, Yes, It’s OK || [http://www.cbsnews.com/stories/2006/06/09/gentech/main1698246.shtml Click Here] || Gerald || <br />
<br />
This article basically shows how teenagers are very quick at adapting to new technology without worrying about the consequences. It also states that teens have a biological need to separate from their parents and the online world is a good way to do it. Teenagers do not really think about privacy and tends to post anything online. They post events, pictures and feeling for everyone to see, while back in the days a secret diary was kept. Teens do not realize that once they hit “send” they are broadcasting their message to thousands of people. A study from Pew Study mentioned that 50% of teens have replied back to strangers. Similarly technology allows teen to get validation from any weird or antisocial attitude or belief they might have. Furthermore parents wants to help their kids but they do not know how to do it, and if they do they are not comfortable spying on their kids. For some online bullying is the same as bullying when no computers existed. || Deductive<br />
<br />
5. Monitor Facebook use by Teens || [http://www.cbc.ca/news/health/story/2011/03/28/facebook-social-media-teens-children.html Click Here] || Gerald || <br />
<br />
This article demonstrate how Facebook can have an impact on teenagers. Dr. Bruce Ballon mentioned that if an individual is attached to Facebook strongly enough, it can change their mood. It all depends on the individual and their interaction with the social networking tool. This source can be very interesting for our research as it will show how people who are emotionally involve will go too far to try to be accepted. || Abductive<br />
<br />
6. || Title || [LINK Click Here] || Name || Comment || Inductive/Deductive/Abductive<br />
<br />
<br />
==Projects Proposals==</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=Team_LoL&diff=74066Team LoL2011-11-15T03:55:40Z<p>Gwan7: </p>
<hr />
<div>{{BTH740 Index | 20113}}<br />
<br />
= Team LoL =<br />
*[mailto:wtan5@learn.senecac.on.ca?subject=bth740 William Tan]<br />
*[mailto:gwan7@learn.senecac.on.ca?subject=bth740 Gerald Wan]<br />
*[mailto:jmillar2@learn.senecac.on.ca?subject=bth740 Jeremy Millar]<br />
*[mailto:samoote@learn.senecac.on.ca?subject=bth740 Brock Moote]<br />
<br />
*[mailto:wtan5@learn.senecac.on.ca;gwan7@learn.senecac.on.ca;jmillar2@learn.senecac.on.ca;samoote@learn.senecac.on.ca;?subject=bth740_research Mail All]<br />
<br />
= Thesis Statement =<br />
<br />
==== <u>Thesis</u> ====<br />
<br />
<br />
* '''"Why do people sacrifice their privacy in order to achieve social validation?"'''<br />
<br />
'''<u>Possible Research Topics:</u>'''<br />
<br />
* Why do people go above and beyond what they would normally consider doing for views and money through youtube partnership?<br />
* Why are people obsessed with social networking services?<br />
* Why are people obsessed with using computers as a means of interaction rather than real life experiences?<br />
<br />
==== <u>Keywords</u> ====<br />
<br />
privacy, social networking, facebook, myspace, twitter, youtube, google, amazon, digg, blogs, social validation, emotional dependancy, loneliness, self-esteem, computers replacing social experiences, <br />
<br />
==== <u>Bibliography</u> ====<br />
<br />
<br />
'''Primary'''<br />
* Physical Survey<br />
* Online Survey<br />
<br />
'''Secondary'''<br />
<br />
Jones, Harvey, and Hiram Soltren, José "Facebook: Threats to Privacy"* [http://www.google.ca/url?sa=t&rct=j&q=facebook%20threats%20to%20privacy&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.112.3154%26rep%3Drep1%26type%3Dpdf&ei=l1GvTuCVMaHc0QH52riaAQ&usg=AFQjCNHAc7KfTPs6kpDEmXEtWFhwW2WrHA]<br />
* How facebook effects privacy<br />
* Serious flaws in their systems<br />
* Statistical analysis of Facebook data from MIT, Harvard, NYU, and the University of Oklahoma<br />
<br />
Goettke, Richard, and Christiana, Joseph "Privacy and Online Social Networking Websites"<br />
[http://www.google.ca/url?sa=t&rct=j&q=social%20networking%20and%20lack%20of%20privacy&source=web&cd=1&ved=0CB8QFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.92.1380%26rep%3Drep1%26type%3Dpdf&ei=tkyvTsnWPMT40gHJ_bjdAQ&usg=AFQjCNGZrqlg]<br />
* myspace and facebook online advertising<br />
* default privacy policies not doing enough for user<br />
* how much information a typical user of a social networking site makes widely available both knowingly and unknowingly<br />
<br />
Bakari, Akil II "The Theory of Social Validation" [http://www.psychologytoday.com/blog/communication-central/200909/the-theory-social-validation]<br />
<br />
* Social Valivdation and what it means<br />
* User reviews on amazon.com and other web 2.0 websites<br />
* Does social validation solely reside on the internet or does it take place in real life as well.<br />
<br />
Pauline Dakin , "Monitor Facebook use by teens " [http://www.cbc.ca/news/health/story/2011/03/28/facebook-social-media-teens-children.html]<br />
<br />
* Health risks from social media<br />
* Facebook Depression<br />
* Harassment<br />
<br />
Nic Cove, How Teens Use Media [http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf]<br />
<br />
* Ephebiphobia is the irrational fear of youth<br />
<br />
Melissa McNamara, Teens Are Wired ... And, Yes, It's OK [http://www.cbsnews.com/stories/2006/06/09/gentech/main1698246.shtml]<br />
<br />
* Effects of social media on teens<br />
<br />
= Research Notes =<br />
<u>'''Initial Research Notes On Selected Thesis'''</u><br />
<br />
Social networking has become fairly popular in the recent years. It has both positvely and negatively affected the adolesence stage of growing up. As a matter of fact many teenagers do not make the best decision when it comes to privacy and sometimes the circumstances of their actions will influence their future. It is impossible to prevent youth and teenagers from sign up for Facebook and very difficult to monitor their activity. While a majority of the users will change their profile to private, out of those 23 millions users a few million will still leave their page accessible to strangers. Similarly, some users will sacrifice the need for privacy in order to achieve social validation. Social validation is basically the need to be acknolewdged by others (The Theory of Social Validation: Why you're not great until someone says you are). Many teenagers will use social networking to boost their self-esteem; others will go to the point on posting embarassing pictures of friends or themselves in order for the moment of weakness to be accepted <br />
<br />
<u>'''Secondary Research'''</u><br />
<br />
[http://www.youtube.com/user/Live#p/a/f/1/MwGh7asegXE Mike Relm's YouTube Live Experience]<br />
* as you can see in this video he is going beyond the norm to gain views and provide entertainment. <br />
<br />
[http://www.thestar.com/news/insight/article/930153--is-the-internet-detrimental-to-human-relationships Is the internet detrimental to human relationship]<br />
<br />
[http://www.cnbc.com/id/39618344 the facebook Obsession]<br />
* are we hard wired to stay connected<br />
* social media allows us to avoid face to face contact<br />
[http://www.onlineschools.org/blog/facebook-obsession/ Statistics of facebook Obsession]<br />
<br />
<br />
== Prioritized Note Record ==<br />
<br />
{| class="wikitable sortable" border="1"<br />
|+ Sources<br />
! Position !! Title !! Original Link !! Who !! Additional Comments/Thoughts !! Type of conclusions<br />
|-<br />
| 1 || The Theory of Social Validation || [http://www.psychologytoday.com/blog/communication-central/200909/the-theory-social-validation Click Here] || Gerald || This article from Baraki Akil II is basically what we are trying to prove. According to him and other’s statements it is not only being done through social networking but in our everyday life. An example from this article refers to Michael Jordan as how he wanted to demonstrate his skills to other great players. This need for acknowledgement fueled him to be the best through his college and NBA years.|| Deductive<br />
|-<br />
| 2 || Title || [LINK Click Here] || B || Comment || Inductive/Deductive/Abductive<br />
|-<br />
| 3 || Title || [LINK Click Here] || B || Comment || Inductive/Deductive/Abductive<br />
|-<br />
| 4 || Teens Are Wired …And, Yes, It’s OK || [http://www.cbsnews.com/stories/2006/06/09/gentech/main1698246.shtml Click Here] || Gerald || This article basically shows how teenagers are very quick at adapting to new technology without worrying about the consequences. It also states that teens have a biological need to separate from their parents and the online world is a good way to do it. Teenagers do not really think about privacy and tends to post anything online. They post events, pictures and feeling for everyone to see, while back in the days a secret diary was kept. Teens do not realize that once they hit “send” they are broadcasting their message to thousands of people. A study from Pew Study mentioned that 50% of teens have replied back to strangers. Similarly technology allows teen to get validation from any weird or antisocial attitude or belief they might have. Furthermore parents wants to help their kids but they do not know how to do it, and if they do they are not comfortable spying on their kids. For some online bullying is the same as bullying when no computers existed. || Deductive<br />
|-<br />
| 5 || Monitor Facebook use by Teens || [http://www.cbc.ca/news/health/story/2011/03/28/facebook-social-media-teens-children.html Click Here] || Gerald || This article demonstrate how Facebook can have an impact on teenagers. Dr. Bruce Ballon mentioned that if an individual is attached to Facebook strongly enough, it can change their mood. It all depends on the individual and their interaction with the social networking tool. This source can be very interesting for our research as it will show how people who are emotionally involve will go too far to try to be accepted. || Abductive<br />
|-<br />
| 6 || Title || [LINK Click Here] || B || Comment || Inductive/Deductive/Abductive<br />
|}<br />
<br />
==Projects Proposals==</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=Team_LoL&diff=73246Team LoL2011-11-03T04:33:57Z<p>Gwan7: </p>
<hr />
<div>{{BTH740 Index | 20113}}<br />
<br />
= Team LoL =<br />
*[mailto:wtan5@learn.senecac.on.ca?subject=bth740 William Tan]<br />
*[mailto:gwan7@learn.senecac.on.ca?subject=bth740 Gerald Wan]<br />
*[mailto:jmillar2@learn.senecac.on.ca?subject=bth740 Jeremy Millar]<br />
*[mailto:samoote@learn.senecac.on.ca?subject=bth740 Brock Moote]<br />
<br />
*[mailto:wtan5@learn.senecac.on.ca;gwan7@learn.senecac.on.ca;jmillar2@learn.senecac.on.ca;samoote@learn.senecac.on.ca;?subject=bth740_research Mail All]<br />
<br />
= Thesis Statement =<br />
<br />
==== <u>Thesis</u> ====<br />
<br />
<br />
* '''"Why do people sacrifice their privacy in order to achieve social validation?"'''<br />
<br />
'''<u>Possible Research Topics:</u>'''<br />
<br />
* Why do people go above and beyond what they would normally consider doing for views and money through youtube partnership?<br />
* Why are people obsessed with social networking services?<br />
* Why are people obsessed with using computers as a means of interaction rather than real life experiences?<br />
<br />
==== <u>Keywords</u> ====<br />
<br />
privacy, social networking, facebook, myspace, twitter, youtube, google, amazon, digg, blogs, social validation, emotional dependancy, loneliness, self-esteem, computers replacing social experiences, <br />
<br />
==== <u>Bibliography</u> ====<br />
<br />
<br />
'''Primary'''<br />
* Physical Survey<br />
* Online Survey<br />
<br />
'''Secondary'''<br />
<br />
Jones, Harvey, and Hiram Soltren, José "Facebook: Threats to Privacy"* [http://www.google.ca/url?sa=t&rct=j&q=facebook%20threats%20to%20privacy&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.112.3154%26rep%3Drep1%26type%3Dpdf&ei=l1GvTuCVMaHc0QH52riaAQ&usg=AFQjCNHAc7KfTPs6kpDEmXEtWFhwW2WrHA]<br />
* How facebook effects privacy<br />
* Serious flaws in their systems<br />
* Statistical analysis of Facebook data from MIT, Harvard, NYU, and the University of Oklahoma<br />
<br />
Goettke, Richard, and Christiana, Joseph "Privacy and Online Social Networking Websites"<br />
[http://www.google.ca/url?sa=t&rct=j&q=social%20networking%20and%20lack%20of%20privacy&source=web&cd=1&ved=0CB8QFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.92.1380%26rep%3Drep1%26type%3Dpdf&ei=tkyvTsnWPMT40gHJ_bjdAQ&usg=AFQjCNGZrqlg]<br />
* myspace and facebook online advertising<br />
* default privacy policies not doing enough for user<br />
* how much information a typical user of a social networking site makes widely available both knowingly and unknowingly<br />
<br />
Bakari, Akil II "The Theory of Social Validation" [http://www.psychologytoday.com/blog/communication-central/200909/the-theory-social-validation]<br />
<br />
* Social Valivdation and what it means<br />
* User reviews on amazon.com and other web 2.0 websites<br />
* Does social validation solely reside on the internet or does it take place in real life as well.<br />
<br />
Pauline Dakin , "Monitor Facebook use by teens " [http://www.cbc.ca/news/health/story/2011/03/28/facebook-social-media-teens-children.html]<br />
<br />
* Health risks from social media<br />
* Facebook Depression<br />
* Harassment<br />
<br />
Nic Cove, How Teens Use Media [http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf]<br />
<br />
* Ephebiphobia is the irrational fear of youth<br />
<br />
Melissa McNamara, Teens Are Wired ... And, Yes, It's OK [http://www.cbsnews.com/stories/2006/06/09/gentech/main1698246.shtml]<br />
<br />
* Effects of social media on teens<br />
<br />
= Research Notes =<br />
<u>'''Initial Research Notes On Selected Thesis'''</u><br />
<br />
Social networking has become fairly popular in the recent years. It has both positvely and negatively affected the adolesence stage of growing up. As a matter of fact many teenagers do not make the best decision when it comes to privacy and sometimes the circumstances of their actions will influence their future. It is impossible to prevent youth and teenagers from sign up for Facebook and very difficult to monitor their activity. While a majority of the users will change their profile to private, out of those 23 millions users a few million will still leave their page accessible to strangers. Similarly, some users will sacrifice the need for privacy in order to achieve social validation. Social validation is basically the need to be acknolewdged by others (The Theory of Social Validation: Why you're not great until someone says you are). Many teenagers will use social networking to boost their self-esteem; others will go to the point on posting embarassing pictures of friends or themselves in order for the moment of weakness to be accepted <br />
<br />
<u>'''Secondary Research'''</u><br />
<br />
[http://www.youtube.com/user/Live#p/a/f/1/MwGh7asegXE Mike Relm's YouTube Live Experience]<br />
* as you can see in this video he is going beyond the norm to gain views and provide entertainment. <br />
<br />
[http://www.thestar.com/news/insight/article/930153--is-the-internet-detrimental-to-human-relationships Is the internet detrimental to human relationship]<br />
<br />
[http://www.cnbc.com/id/39618344 the facebook Obsession]<br />
* are we hard wired to stay connected<br />
* social media allows us to avoid face to face contact<br />
[http://www.onlineschools.org/blog/facebook-obsession/ Statistics of facebook Obsession]<br />
<br />
==Projects Proposals==</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=Team_LoL&diff=73015Team LoL2011-11-01T04:28:00Z<p>Gwan7: </p>
<hr />
<div>{{BTH740 Index | 20113}}<br />
<br />
= Team LoL =<br />
*[mailto:wtan7@learn.senecac.on.ca?subject=bth740 William Tan]<br />
*[mailto:gwan7@learn.senecac.on.ca?subject=bth740 Gerald Wan]<br />
*[mailto:jmillar29@learn.senecac.on.ca?subject=bth740 Jeremy Millar]<br />
*[mailto:samoote7@learn.senecac.on.ca?subject=bth740 Brock Moote]<br />
<br />
*[mailto:wtan7@learn.senecac.on.ca;gwan79@learn.senecac.on.ca;jmillar2@learn.senecac.on.ca;samoote@learn.senecac.on.ca;?subject=bth740_research Mail All]<br />
<br />
= Web Sites Reviewed =<br />
#<br />
#<br />
#<br />
<br />
= Thesis Statement =<br />
<br />
==== <u>Thesis</u> ====<br />
<br />
<br />
'''Primary''' <br />
* Research the trend of social networking and why people sacrifice their privacy in order to achieve social validation.<br />
<br />
'''Secondary'''<br />
* Why do people go above and beyond what they would normally consider doing for views and money through youtube partnership?<br />
<br />
==== <u>Keywords</u> ====<br />
<br />
privacy, social networking, facebook, myspace, twitter, youtube, google, amazon, digg, blogs<br />
<br />
==== <u>Bibliography</u> ====<br />
<br />
<br />
'''Primary'''<br />
<br />
Jones, Harvey, and Hiram Soltren, José "Facebook: Threats to Privacy"* [http://www.google.ca/url?sa=t&rct=j&q=facebook%20threats%20to%20privacy&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.112.3154%26rep%3Drep1%26type%3Dpdf&ei=l1GvTuCVMaHc0QH52riaAQ&usg=AFQjCNHAc7KfTPs6kpDEmXEtWFhwW2WrHA ]<br />
* How facebook effects privacy<br />
* Serious flaws in their systems<br />
* Statistical analysis of Facebook data from MIT, Harvard, NYU, and the University of Oklahom<br />
<br />
Goettke, Richard, and Christiana, Joseph "Privacy and Online Social Networking Websites"<br />
[http://www.google.ca/url?sa=t&rct=j&q=social%20networking%20and%20lack%20of%20privacy&source=web&cd=1&ved=0CB8QFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.92.1380%26rep%3Drep1%26type%3Dpdf&ei=tkyvTsnWPMT40gHJ_bjdAQ&usg=AFQjCNGZrqlgvQMwwIxQVzfseLk2C37iOQ> link ]<br />
* myspace and facebook online advertising<br />
* default privacy policies not doing enough for users<br />
* how much information a typical user of a social networking site makes widely available both knowingly and unknowingl<br />
<br />
<br />
'''Secondary'''<br />
<br />
Bakari, Akil II "The Theory of Social Validation"<br />
[http://www.psychologytoday.com/blog/communication-central/200909/the-theory-social-validation link]<br />
* Social Validation and what it means<br />
* User reviews on amazon.com and other web 2.0 websites<br />
* Does social validation solely reside on the internet or does it take place in real life as well.<br />
<br />
Pauline Dakin , "Monitor Facebook use by teens "<br />
[http://www.cbc.ca/news/health/story/2011/03/28/facebook-social-media-teens-children.html link]<br />
* Health risks from social media<br />
* Facebook Depression<br />
* Harassment<br />
<br />
Nic Cove, How Teens Use Media[http://blog.nielsen.com/nielsenwire/reports/nielsen_howteensusemedia_june09.pdf link]<br />
* Ephebiphobia is the irrational fear of youth<br />
<br />
Melissa McNamara, Teens Are Wired ... And, Yes, It's OK[http://www.cbsnews.com/stories/2006/06/09/gentech/main1698246.shtml link]<br />
* Effects of social media on teens<br />
<br />
= Research Notes =<br />
<u>'''Initial Research Notes On Selected Thesis'''</u><br />
<br />
Social networking has become fairly popular in the recent years. It has both positvely and negatively affected the adolesence stage of growing up. As a matter of fact many teenagers do not make the best decision when it comes to privacy and sometimes the circumstances of their actions will influence their future. It is impossible to prevent youth and teenagers from sign up for Facebook and very difficult to monitor their activity. While a majority of the users will change their profile to private, out of those 23 millions users a few million will still leave their page accessible to strangers. Similarly, some users will sacrifice the need for privacy in order to achieve social validation. Social validation is basically the need to be acknolewdged by others (The Theory of Social Validation: Why you're not great until someone says you are). Many teenagers will use social networking to boost their self-esteem; others will go to the point on posting embarassing pictures of friends or themselves in order for the moment of weakness to be accepted <br />
<br />
<u>'''Secondary Research'''</u><br />
<br />
[http://www.youtube.com/user/Live#p/a/f/1/MwGh7asegXE Mike Relm's YouTube Live Experience]<br />
* as you can see in this video he is going beyond the norm to gain views and provide entertainment. <br />
<br />
==Projects Proposals==</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=Unkown&diff=72192Unkown2011-10-18T14:12:35Z<p>Gwan7: </p>
<hr />
<div>{{BTH740 Index | 20113}}<br />
<br />
= Project Title Here =<br />
*[mailto:@learn.senecac.on.ca?subject=bth740 ]<br />
*[mailto:@learn.senecac.on.ca?subject=bth740 ]<br />
*[mailto:@learn.senecac.on.ca?subject=bth740 ]<br />
*[mailto:@learn.senecac.on.ca?subject=bth740 ]<br />
[mailto:@learn.senecac.on.ca;@learn.senecac.on.ca;@learn.senecac.on.ca;@learn.senecac.on.ca;?subject=bth740_research eMail All]<br />
<br />
= Web Sites Reviewed =<br />
#<br />
#<br />
#<br />
<br />
= Thesis Statement =<br />
==== Thesis ====<br />
==== Keywords ====<br />
==== Bibliography ====<br />
<br />
= Research Notes =</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=Team_LoL&diff=72095Team LoL2011-10-17T16:38:09Z<p>Gwan7: </p>
<hr />
<div><br />
{{BTH740 Index | 20113}}<br />
<br />
= Team LoL =<br />
*[mailto:wtan7@learn.senecac.on.ca?subject=bth740 William Tan]<br />
*[mailto:gwan7@learn.senecac.on.ca?subject=bth740 Gerald Wan]<br />
*[mailto:jmillar29@learn.senecac.on.ca?subject=bth740 Jeremy Millar]<br />
*[mailto:samoote7@learn.senecac.on.ca?subject=bth740 Brock Moote]<br />
<br />
*[mailto:wtan7@learn.senecac.on.ca;gwan79@learn.senecac.on.ca;jmillar2@learn.senecac.on.ca;samoote@learn.senecac.on.ca;?subject=bth740_research Mail All]<br />
<br />
= Web Sites Reviewed =<br />
#<br />
#<br />
#<br />
<br />
= Thesis Statement =<br />
==== Thesis ====<br />
==== Keywords ====<br />
==== Bibliography ====<br />
<br />
= Research Notes =<br />
==Projects Proposals==</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=Team_LoL&diff=72094Team LoL2011-10-17T16:37:33Z<p>Gwan7: </p>
<hr />
<div><br />
<br />
{{BTH740 Index | 20113}}<br />
<br />
= Team LoL =<br />
*[mailto:wtan7@learn.senecac.on.ca?subject=bth740 William Tan]<br />
*[mailto:gwan7@learn.senecac.on.ca?subject=bth740 Gerald Wan]<br />
*[mailto:jmillar29@learn.senecac.on.ca?subject=bth740 Jeremy Millar]<br />
<br />
*[mailto:samoote7@learn.senecac.on.ca?subject=bth740 Brock Moote]<br />
<br />
[mailto:wtan7@learn.senecac.on.ca;gwan79@learn.senecac.on.ca;jmillar2@learn.senecac.on.ca;samoote@learn.senecac.on.ca;?subject=bth740_research Mail All]<br />
<br />
= Web Sites Reviewed =<br />
#<br />
#<br />
#<br />
<br />
= Thesis Statement =<br />
==== Thesis ====<br />
==== Keywords ====<br />
==== Bibliography ====<br />
<br />
= Research Notes =<br />
==Projects Proposals==<br />
===UI Changes===<br />
* <br />
* <br />
* <br />
<br />
===Innateness Towards Technology===<br />
* <br />
<br />
===Emotional Attachment / Addiction to computers / tech / games===<br />
* <br />
* <br />
* <br />
<br />
===Gender / Culture of Computers===<br />
*</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=BTH740_Research_Projects_20113&diff=72090BTH740 Research Projects 201132011-10-17T16:32:43Z<p>Gwan7: </p>
<hr />
<div>{{BTH740 Index | 20113}}<br />
<br />
= Project Summary =<br />
The research project for this course is a team project. Each team has up to four members. Select teams so that your team has some degree of heterogeneity. If possible, your members should not all share the same background or hold the same views.<br />
<br />
Each project has two parts. <br />
<br />
* Proposal and Presentation<br />
<br />
* Research Report and Final Presentation<br />
<br />
== Suggested Topic ==<br />
One option this semester is web sites. Your team selects three web sites of well-established international corporations.<br />
<br />
* For the first part, your team develops critical views of the selected sites based on the material presented in this course and personal viewpoints. Each criticism highlights the deficiencies of the site and includes a description of the member's background and how it has influenced the evaluation. Team members comment on each other's views. Each team submits a written document that describes its criticism in detail. Each team presents a summary of its findings to the class.<br />
<br />
* For the second part, each team develops recommendations on how to improve the three sites and draws on the design material presented in the second half of the course, on research, and on the work of other teams in the course. Each team submits a written research paper that includes its criticism and its recommendations and presents a summary of its paper to the class.<br />
<br /><br />
<br /><br />
<br />
= Presentation Schedules =<br />
== Stage 1 ==<br />
{| border="1" width="500px"<br />
|-<br />
|<b>Team Name</b><br />
|<b>Date and Time</b><br />
|-<br />
|-<br />
|<br />
|Tuesday November 1 9:55PM<br />
|-<br />
|<br />
|Tuesday November 1 10:10PM<br />
|-<br />
|<br />
|Tuesday November 1 10:25PM<br />
|-<br />
|<br />
|Tuesday November 1 10:40PM<br />
|-<br />
|<br />
|Tuesday November 1 10:55PM<br />
|-<br />
|<br />
|Tuesday November 1 11:10PM<br />
|-<br />
|<br />
|Tuesday November 1 11:25PM<br />
|-<br />
|<br />
|Thursday November 3 9:55PM<br />
|-<br />
|<br />
|Thursday November 3 10:10PM<br />
|-<br />
|Team LoL<br />
|Thursday November 3 10:25PM<br />
|-<br />
|<br />
|Thursday November 3 10:40PM<br />
|-<br />
|<br />
|Thursday November 3 10:55PM<br />
|-<br />
|<br />
|Thursday November 3 11:10PM<br />
|-<br />
|Team Ether<br />
|Thursday November 3 11:25PM<br />
|-<br />
|}<br />
<br />
== Stage 2 ==<br />
{| border="1" width="500px"<br />
|-<br />
|<b>Team Name</b><br />
|<b>Date and Time</b><br />
|-<br />
|-<br />
|<br />
|Tuesday December 6 9:55PM<br />
|-<br />
|<br />
|Tuesday December 6 10:10PM<br />
|-<br />
|<br />
|Tuesday December 6 10:25PM<br />
|-<br />
|<br />
|Tuesday December 6 10:40PM<br />
|-<br />
|<br />
|Tuesday December 6 10:55PM<br />
|-<br />
|<br />
|Tuesday December 6 11:10PM<br />
|-<br />
|<br />
|Tuesday December 6 11:25PM<br />
|-<br />
|<br />
|Thursday December 8 9:55PM<br />
|-<br />
|<br />
|Thursday December 8 10:10PM<br />
|-<br />
|<br />
|Thursday December 8 10:25PM<br />
|-<br />
|<br />
|Thursday December 8 10:40PM<br />
|-<br />
|<br />
|Thursday December 8 10:55PM<br />
|-<br />
|<br />
|Thursday December 8 11:10PM<br />
|-<br />
|<br />
|Thursday December 8 11:25PM<br />
|-<br />
|}<br />
<br /><br />
<br />
= Student List =<br />
Add your personal information to the student list below along with your team membership and add a separate page describing your team's research project.<br />
<br />
To add a page for your research project:<br />
* add an entry to the table below with the name of your project<br />
* select the project name<br />
** if the page does not exist, a new page will be created - copy the contents of the [[BTH740 Sample Research Project Page|Sample Research Project Page]] into the textbox of your research project page<br />
** if the page exists, the page should appear<br />
<br /><br />
Use the following format for your table entry:<br />
<br /><br />
<pre>|[[User:WUN | FN]]||LN||[[TPN |TN]]||[mailto:LID@learn.senecac.on.ca?subject=BTH740 LID]<br />
|-</pre><br />
<br /><br />
Replace the placeholders with your own information:<br />
<br />
* WUN: Your Wiki User name<br />
* FN: Your First Name<br />
* LN: Your Last Name<br />
* TPN: Your Research Project Page Name on wiki<br />
* TN: Your Research Project name<br />
* LID: Your seneca email ID (learn id)<br />
<br /><br />
<br /><br />
<br />
{| class="wikitable sortable" border="1" cellpadding="5"<br />
|+ <big>List of Research Projects - Fall of 2011</big><br />
! First Name !! Last Name !! Project Name !! Seneca Id<br />
|-<br />
|[[User:Chris s| Chris]]||Szalwinski||[[BTH740 Sample Research Project Page|Project Page Name]]||[mailto:chris.szalwinski@senecac.on.ca?subject=bth740 chris.szalwinski]<br />
|-<br />
|[[User:Gkrilov| Greg]]||Krilov||[[Sapientiam Petamus|Sapientiam Petamus]]||[mailto:gkrilov@learn.senecac.on.ca?subject=bth740 gkrilov]<br />
|-<br />
|[[User:asalga | Andor]]||Salga||[[Sapientiam Petamus|Sapientiam Petamus]]||[mailto:asalga@learn.senecac.on.ca?subject=bth740 asalga]<br />
|-<br />
|[[User:gbatumbya| Grace]]||Batumbya||[[Sapientiam Petamus|Sapientiam Petamus]]||[mailto:gsbatumb@learn.senecac.on.ca?subject=bth740 gsbatumb]<br />
|-<br />
|[[User:mbuttu| Mohammed]]||Buttu||[[Sapientiam Petamus|Sapientiam Petamus]]||[mailto:mbuttu@learn.senecac.on.ca?subject=bth740 mbuttu]<br />
|-<br />
|[[User:wtan5| William]]||Tan||[[Team LoL]]||[mailto:wtan5@learn.senecac.on.ca?subject=bth740 wtan5]<br />
|-<br />
|[[User:gwan7| Gerald]]||Wan||[[Team LoL]]||[mailto:gwan7@learn.senecac.on.ca?subject=bth740 gwan7]<br />
|-<br />
|[[User:jmiller2| Jeremy]]||Millar||[[Team LoL]]||[mailto:jmiller2@learn.senecac.on.ca?subject=bth740 jmillar2]<br />
|-<br />
|[[User:samoote| Brock]]||Moote||[[Team LoL]]||[mailto:samoote@learn.senecac.on.ca?subject=bth740 samoote]<br />
|-<br />
|[[User:errichard| Rick]]||Eyre||[[Team Awesome]]||[mailto:errichard@learn.senecac.on.ca?subject=bth740 errichard]<br />
|-<br />
|[[User:szahmad| Shayan]]||Ahmad||[[Team Awesome]]||[mailto:szahmad@learn.senecac.on.ca?subjet=bth740 szahmad]<br />
|-<br />
|[[User:bmckie| Brad]]||McKie||[[Team Awesome]]||[mailto:bmckie@learn.senecac.on.ca?subject=bth740 bmckie]<br />
|-<br />
<br />
|[[User:jbraffoul| Jordan]]||Raffoul||[[Team Awesome]]||[mailto:jbraffoul@learn.senecac.on.ca?subject=bth740 jbraffoul]<br />
<br />
|-<br />
|[[User:dhempstead| Daniel]]||Hempstead||[[Unkown]]||[mailto:dhempstead@learn.senecac.on.ca?subject=bth740 dhempstead]<br />
|-<br />
|[[User:mbarciak| Mark]]||Barciak||[[Unkown]]||[mailto:mbarciak@learn.senecac.on.ca?subject=bth740 mbarciak]<br />
|-<br />
|[[User:Ben| Ben]]||Chalovich||[[Unkown]]||[mailto:bjchalovich@learn.senecac.on.ca?subject=bth740 bjchalovich]<br />
|-<br />
|[[User:Cwtseng | Ching Wei]]||Tseng||[[Project Name|Project Name]]||[mailto:cwtseng@learn.senecac.on.ca?subject=bth740 cwtseng]<br />
|-<br />
|[[User:dlo9 | Derek]]||Lo||[[Project Name|Project Name]]||[mailto:dlo9@learn.senecac.on.ca?subject=bth740 dlo9]<br />
|-<br />
|[[User:ejarvelaez | Ed]]||Arvelaez||[[Project Name|Project Name]]||[mailto:ejarvelaez@learn.senecac.on.ca?subject=bth740 ejarvelaez]<br />
|-<br />
|[[User:dlau10| Dixon]]<br />
|Lau<br />
|rowspan="4"|[[Random|Random]]<br />
|[mailto:dlau10@learn.senecac.on.ca?subject=BTH740 dlau10]<br />
|-<br />
|[[User:MiniXO| Edward]]<br />
|Sin<br />
|[mailto:esin@learn.senecac.on.ca?subject=BTH740 esin]<br />
|-<br />
|[[User:mlam19|Matthew]]<br />
|Lam<br />
|[mailto:mlam19@learn.senecac.on.ca?subject=BTH740 mlam19]<br />
|-<br />
|[[User:dacallow| Kaitlyn]]<br />
|Callow<br />
|[mailto:kaitlyn.callow@senecac.on.ca?subject=BTH740 dacallow]<br />
|-<br />
|[[User:zabloom| Zackary]]||Bloom||[[Team Undecided]]||[mailto:zabloom@learn.senecac.on.ca?subject=bth740 zabloom]<br />
|-<br />
|[[User:kkleung15| Ken]]||Leung||[[Team Undecided]]||[mailto:kkleung15@learn.senecac.on.ca?subject=bth740 kkleung15]<br />
|-<br />
|[[User:wkliew| Kit]]||Liew||[[Team Undecided]]||[mailto:wkliew@learn.senecac.on.ca?subject=bth740 wkliew]<br />
|-<br />
|[[User:abhatnagar| Anurag]]||Bhatnagar||[[Team Undecided 2]]||[mailto:abhatnagar@learn.senecac.on.ca?subject=bth740 abhatnagar]<br />
|-<br />
|[[User:abhatnagar1| Abhishek]]||Bhatnagar||[[Team Undecided 2]]||[mailto:abhatnagar1@learn.senecac.on.ca?subject=bth740 abhatnagar1]<br />
|-<br />
|[[User:mendoza| Michelle]]||Mendoza||[[Team Undecided 2]]||[mailto:mamendoza1@learn.senecac.on.ca?subject=bth740 mamendoza1]<br />
|-<br />
|[[User:kmbarnhart| Kyle]]||Barnhart||[[Team Ether]]||[mailto:kmbarnhart@learn.senecac.on.ca?subject=bth740 kmbarnhart]<br />
|-<br />
|[[User:qxu26| Qian]]||Xu||[[Team Ether]]||[mailto:qxu26@learn.senecac.on.ca?subject=bth740 qxu26]<br />
|-<br />
|[[User:skats| Sharon]]||Kats||[[Team Ether]]||[mailto:skats@learn.senecac.on.ca?subject=bth740 skats]<br />
|}</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=BTH740_Research_Projects_20113&diff=72089BTH740 Research Projects 201132011-10-17T16:29:43Z<p>Gwan7: </p>
<hr />
<div>{{BTH740 Index | 20113}}<br />
<br />
= Project Summary =<br />
The research project for this course is a team project. Each team has up to four members. Select teams so that your team has some degree of heterogeneity. If possible, your members should not all share the same background or hold the same views.<br />
<br />
Each project has two parts. <br />
<br />
* Proposal and Presentation<br />
<br />
* Research Report and Final Presentation<br />
<br />
== Suggested Topic ==<br />
One option this semester is web sites. Your team selects three web sites of well-established international corporations.<br />
<br />
* For the first part, your team develops critical views of the selected sites based on the material presented in this course and personal viewpoints. Each criticism highlights the deficiencies of the site and includes a description of the member's background and how it has influenced the evaluation. Team members comment on each other's views. Each team submits a written document that describes its criticism in detail. Each team presents a summary of its findings to the class.<br />
<br />
* For the second part, each team develops recommendations on how to improve the three sites and draws on the design material presented in the second half of the course, on research, and on the work of other teams in the course. Each team submits a written research paper that includes its criticism and its recommendations and presents a summary of its paper to the class.<br />
<br /><br />
<br /><br />
<br />
= Presentation Schedules =<br />
== Stage 1 ==<br />
{| border="1" width="500px"<br />
|-<br />
|<b>Team Name</b><br />
|<b>Date and Time</b><br />
|-<br />
|-<br />
|<br />
|Tuesday November 1 9:55PM<br />
|-<br />
|<br />
|Tuesday November 1 10:10PM<br />
|-<br />
|<br />
|Tuesday November 1 10:25PM<br />
|-<br />
|<br />
|Tuesday November 1 10:40PM<br />
|-<br />
|<br />
|Tuesday November 1 10:55PM<br />
|-<br />
|<br />
|Tuesday November 1 11:10PM<br />
|-<br />
|<br />
|Tuesday November 1 11:25PM<br />
|-<br />
|<br />
|Thursday November 3 9:55PM<br />
|-<br />
|<br />
|Thursday November 3 10:10PM<br />
|-<br />
|Team LoL<br />
|Thursday November 3 10:25PM<br />
|-<br />
|<br />
|Thursday November 3 10:40PM<br />
|-<br />
|<br />
|Thursday November 3 10:55PM<br />
|-<br />
|<br />
|Thursday November 3 11:10PM<br />
|-<br />
|Team Ether<br />
|Thursday November 3 11:25PM<br />
|-<br />
|}<br />
<br />
== Stage 2 ==<br />
{| border="1" width="500px"<br />
|-<br />
|<b>Team Name</b><br />
|<b>Date and Time</b><br />
|-<br />
|-<br />
|<br />
|Tuesday December 6 9:55PM<br />
|-<br />
|<br />
|Tuesday December 6 10:10PM<br />
|-<br />
|<br />
|Tuesday December 6 10:25PM<br />
|-<br />
|<br />
|Tuesday December 6 10:40PM<br />
|-<br />
|<br />
|Tuesday December 6 10:55PM<br />
|-<br />
|<br />
|Tuesday December 6 11:10PM<br />
|-<br />
|<br />
|Tuesday December 6 11:25PM<br />
|-<br />
|<br />
|Thursday December 8 9:55PM<br />
|-<br />
|<br />
|Thursday December 8 10:10PM<br />
|-<br />
|<br />
|Thursday December 8 10:25PM<br />
|-<br />
|<br />
|Thursday December 8 10:40PM<br />
|-<br />
|<br />
|Thursday December 8 10:55PM<br />
|-<br />
|<br />
|Thursday December 8 11:10PM<br />
|-<br />
|<br />
|Thursday December 8 11:25PM<br />
|-<br />
|}<br />
<br /><br />
<br />
= Student List =<br />
Add your personal information to the student list below along with your team membership and add a separate page describing your team's research project.<br />
<br />
To add a page for your research project:<br />
* add an entry to the table below with the name of your project<br />
* select the project name<br />
** if the page does not exist, a new page will be created - copy the contents of the [[BTH740 Sample Research Project Page|Sample Research Project Page]] into the textbox of your research project page<br />
** if the page exists, the page should appear<br />
<br /><br />
Use the following format for your table entry:<br />
<br /><br />
<pre>|[[User:WUN | FN]]||LN||[[TPN |TN]]||[mailto:LID@learn.senecac.on.ca?subject=BTH740 LID]<br />
|-</pre><br />
<br /><br />
Replace the placeholders with your own information:<br />
<br />
* WUN: Your Wiki User name<br />
* FN: Your First Name<br />
* LN: Your Last Name<br />
* TPN: Your Research Project Page Name on wiki<br />
* TN: Your Research Project name<br />
* LID: Your seneca email ID (learn id)<br />
<br /><br />
<br /><br />
<br />
{| class="wikitable sortable" border="1" cellpadding="5"<br />
|+ <big>List of Research Projects - Fall of 2011</big><br />
! First Name !! Last Name !! Project Name !! Seneca Id<br />
|-<br />
|[[User:Chris s| Chris]]||Szalwinski||[[BTH740 Sample Research Project Page|Project Page Name]]||[mailto:chris.szalwinski@senecac.on.ca?subject=bth740 chris.szalwinski]<br />
|-<br />
|[[User:Gkrilov| Greg]]||Krilov||[[Sapientiam Petamus|Sapientiam Petamus]]||[mailto:gkrilov@learn.senecac.on.ca?subject=bth740 gkrilov]<br />
|-<br />
|[[User:asalga | Andor]]||Salga||[[Sapientiam Petamus|Sapientiam Petamus]]||[mailto:asalga@learn.senecac.on.ca?subject=bth740 asalga]<br />
|-<br />
|[[User:gbatumbya| Grace]]||Batumbya||[[Sapientiam Petamus|Sapientiam Petamus]]||[mailto:gsbatumb@learn.senecac.on.ca?subject=bth740 gsbatumb]<br />
|-<br />
|[[User:mbuttu| Mohammed]]||Buttu||[[Sapientiam Petamus|Sapientiam Petamus]]||[mailto:mbuttu@learn.senecac.on.ca?subject=bth740 mbuttu]<br />
|-<br />
|[[User:wtan5| William]]||Tan||[[Team LoL]]||[mailto:wtan5@learn.senecac.on.ca?subject=bth740 wtan5]<br />
|-<br />
|[[User:gwan7| Gerald]]||Wan||[[Team LoL]]||[mailto:gwan7@learn.senecac.on.ca?subject=bth740 gwan7]<br />
|-<br />
|[[User:jmiller2| Jeremy]]||Miller||[[Team LoL]]||[mailto:jmiller2@learn.senecac.on.ca?subject=bth740 jmiller2]<br />
|-<br />
|[[User:samoote| Brock]]||Moote||[[Team LoL]]||[mailto:samoote@learn.senecac.on.ca?subject=bth740 ]<br />
|-<br />
|[[User:errichard| Rick]]||Eyre||[[Team Awesome]]||[mailto:errichard@learn.senecac.on.ca?subject=bth740 errichard]<br />
|-<br />
|[[User:szahmad| Shayan]]||Ahmad||[[Team Awesome]]||[mailto:szahmad@learn.senecac.on.ca?subjet=bth740 szahmad]<br />
|-<br />
|[[User:bmckie| Brad]]||McKie||[[Team Awesome]]||[mailto:bmckie@learn.senecac.on.ca?subject=bth740 bmckie]<br />
|-<br />
<br />
|[[User:jbraffoul| Jordan]]||Raffoul||[[Team Awesome]]||[mailto:jbraffoul@learn.senecac.on.ca?subject=bth740 jbraffoul]<br />
<br />
|-<br />
|[[User:dhempstead| Daniel]]||Hempstead||[[Unkown]]||[mailto:dhempstead@learn.senecac.on.ca?subject=bth740 dhempstead]<br />
|-<br />
|[[User:mbarciak| Mark]]||Barciak||[[Unkown]]||[mailto:mbarciak@learn.senecac.on.ca?subject=bth740 mbarciak]<br />
|-<br />
|[[User:Ben| Ben]]||Chalovich||[[Unkown]]||[mailto:bjchalovich@learn.senecac.on.ca?subject=bth740 bjchalovich]<br />
|-<br />
|[[User:Cwtseng | Ching Wei]]||Tseng||[[Project Name|Project Name]]||[mailto:cwtseng@learn.senecac.on.ca?subject=bth740 cwtseng]<br />
|-<br />
|[[User:dlo9 | Derek]]||Lo||[[Project Name|Project Name]]||[mailto:dlo9@learn.senecac.on.ca?subject=bth740 dlo9]<br />
|-<br />
|[[User:ejarvelaez | Ed]]||Arvelaez||[[Project Name|Project Name]]||[mailto:ejarvelaez@learn.senecac.on.ca?subject=bth740 ejarvelaez]<br />
|-<br />
|[[User:dlau10| Dixon]]<br />
|Lau<br />
|rowspan="4"|[[Random|Random]]<br />
|[mailto:dlau10@learn.senecac.on.ca?subject=BTH740 dlau10]<br />
|-<br />
|[[User:MiniXO| Edward]]<br />
|Sin<br />
|[mailto:esin@learn.senecac.on.ca?subject=BTH740 esin]<br />
|-<br />
|[[User:mlam19|Matthew]]<br />
|Lam<br />
|[mailto:mlam19@learn.senecac.on.ca?subject=BTH740 mlam19]<br />
|-<br />
|[[User:dacallow| Kaitlyn]]<br />
|Callow<br />
|[mailto:kaitlyn.callow@senecac.on.ca?subject=BTH740 dacallow]<br />
|-<br />
|[[User:zabloom| Zackary]]||Bloom||[[Team Undecided]]||[mailto:zabloom@learn.senecac.on.ca?subject=bth740 zabloom]<br />
|-<br />
|[[User:kkleung15| Ken]]||Leung||[[Team Undecided]]||[mailto:kkleung15@learn.senecac.on.ca?subject=bth740 kkleung15]<br />
|-<br />
|[[User:wkliew| Kit]]||Liew||[[Team Undecided]]||[mailto:wkliew@learn.senecac.on.ca?subject=bth740 wkliew]<br />
|-<br />
|[[User:abhatnagar| Anurag]]||Bhatnagar||[[Team Undecided 2]]||[mailto:abhatnagar@learn.senecac.on.ca?subject=bth740 abhatnagar]<br />
|-<br />
|[[User:abhatnagar1| Abhishek]]||Bhatnagar||[[Team Undecided 2]]||[mailto:abhatnagar1@learn.senecac.on.ca?subject=bth740 abhatnagar1]<br />
|-<br />
|[[User:mendoza| Michelle]]||Mendoza||[[Team Undecided 2]]||[mailto:mamendoza1@learn.senecac.on.ca?subject=bth740 mamendoza1]<br />
|-<br />
|[[User:kmbarnhart| Kyle]]||Barnhart||[[Team Ether]]||[mailto:kmbarnhart@learn.senecac.on.ca?subject=bth740 kmbarnhart]<br />
|-<br />
|[[User:qxu26| Qian]]||Xu||[[Team Ether]]||[mailto:qxu26@learn.senecac.on.ca?subject=bth740 qxu26]<br />
|-<br />
|[[User:skats| Sharon]]||Kats||[[Team Ether]]||[mailto:skats@learn.senecac.on.ca?subject=bth740 skats]<br />
|}</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=Team_LoL&diff=72088Team LoL2011-10-17T16:28:37Z<p>Gwan7: Created page with 'Team LoL: William Gerald Jeremy Brock'</p>
<hr />
<div>Team LoL:<br />
William<br />
Gerald<br />
Jeremy<br />
Brock</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=BTH740_Research_Projects_20113&diff=72087BTH740 Research Projects 201132011-10-17T16:27:39Z<p>Gwan7: </p>
<hr />
<div>{{BTH740 Index | 20113}}<br />
<br />
= Project Summary =<br />
The research project for this course is a team project. Each team has up to four members. Select teams so that your team has some degree of heterogeneity. If possible, your members should not all share the same background or hold the same views.<br />
<br />
Each project has two parts. <br />
<br />
* Proposal and Presentation<br />
<br />
* Research Report and Final Presentation<br />
<br />
== Suggested Topic ==<br />
One option this semester is web sites. Your team selects three web sites of well-established international corporations.<br />
<br />
* For the first part, your team develops critical views of the selected sites based on the material presented in this course and personal viewpoints. Each criticism highlights the deficiencies of the site and includes a description of the member's background and how it has influenced the evaluation. Team members comment on each other's views. Each team submits a written document that describes its criticism in detail. Each team presents a summary of its findings to the class.<br />
<br />
* For the second part, each team develops recommendations on how to improve the three sites and draws on the design material presented in the second half of the course, on research, and on the work of other teams in the course. Each team submits a written research paper that includes its criticism and its recommendations and presents a summary of its paper to the class.<br />
<br /><br />
<br /><br />
<br />
= Presentation Schedules =<br />
== Stage 1 ==<br />
{| border="1" width="500px"<br />
|-<br />
|<b>Team Name</b><br />
|<b>Date and Time</b><br />
|-<br />
|-<br />
|<br />
|Tuesday November 1 9:55PM<br />
|-<br />
|<br />
|Tuesday November 1 10:10PM<br />
|-<br />
|<br />
|Tuesday November 1 10:25PM<br />
|-<br />
|<br />
|Tuesday November 1 10:40PM<br />
|-<br />
|<br />
|Tuesday November 1 10:55PM<br />
|-<br />
|<br />
|Tuesday November 1 11:10PM<br />
|-<br />
|<br />
|Tuesday November 1 11:25PM<br />
|-<br />
|<br />
|Thursday November 3 9:55PM<br />
|-<br />
|<br />
|Thursday November 3 10:10PM<br />
|-<br />
|<br />
|Thursday November 3 10:25PM<br />
|- <br />
|<br />
|Thursday November 3 10:40PM<br />
|-<br />
|<br />
|Thursday November 3 10:55PM<br />
|-<br />
|<br />
|Thursday November 3 11:10PM<br />
|-<br />
|Team Ether<br />
|Thursday November 3 11:25PM<br />
|-<br />
|}<br />
<br />
== Stage 2 ==<br />
{| border="1" width="500px"<br />
|-<br />
|<b>Team Name</b><br />
|<b>Date and Time</b><br />
|-<br />
|-<br />
|<br />
|Tuesday December 6 9:55PM<br />
|-<br />
|<br />
|Tuesday December 6 10:10PM<br />
|-<br />
|<br />
|Tuesday December 6 10:25PM<br />
|-<br />
|<br />
|Tuesday December 6 10:40PM<br />
|-<br />
|<br />
|Tuesday December 6 10:55PM<br />
|-<br />
|<br />
|Tuesday December 6 11:10PM<br />
|-<br />
|<br />
|Tuesday December 6 11:25PM<br />
|-<br />
|<br />
|Thursday December 8 9:55PM<br />
|-<br />
|<br />
|Thursday December 8 10:10PM<br />
|-<br />
|<br />
|Thursday December 8 10:25PM<br />
|-<br />
|<br />
|Thursday December 8 10:40PM<br />
|-<br />
|<br />
|Thursday December 8 10:55PM<br />
|-<br />
|<br />
|Thursday December 8 11:10PM<br />
|-<br />
|<br />
|Thursday December 8 11:25PM<br />
|-<br />
|}<br />
<br /><br />
<br />
= Student List =<br />
Add your personal information to the student list below along with your team membership and add a separate page describing your team's research project.<br />
<br />
To add a page for your research project:<br />
* add an entry to the table below with the name of your project<br />
* select the project name<br />
** if the page does not exist, a new page will be created - copy the contents of the [[BTH740 Sample Research Project Page|Sample Research Project Page]] into the textbox of your research project page<br />
** if the page exists, the page should appear<br />
<br /><br />
Use the following format for your table entry:<br />
<br /><br />
<pre>|[[User:WUN | FN]]||LN||[[TPN |TN]]||[mailto:LID@learn.senecac.on.ca?subject=BTH740 LID]<br />
|-</pre><br />
<br /><br />
Replace the placeholders with your own information:<br />
<br />
* WUN: Your Wiki User name<br />
* FN: Your First Name<br />
* LN: Your Last Name<br />
* TPN: Your Research Project Page Name on wiki<br />
* TN: Your Research Project name<br />
* LID: Your seneca email ID (learn id)<br />
<br /><br />
<br /><br />
<br />
{| class="wikitable sortable" border="1" cellpadding="5"<br />
|+ <big>List of Research Projects - Fall of 2011</big><br />
! First Name !! Last Name !! Project Name !! Seneca Id<br />
|-<br />
|[[User:Chris s| Chris]]||Szalwinski||[[BTH740 Sample Research Project Page|Project Page Name]]||[mailto:chris.szalwinski@senecac.on.ca?subject=bth740 chris.szalwinski]<br />
|-<br />
|[[User:Gkrilov| Greg]]||Krilov||[[Sapientiam Petamus|Sapientiam Petamus]]||[mailto:gkrilov@learn.senecac.on.ca?subject=bth740 gkrilov]<br />
|-<br />
|[[User:asalga | Andor]]||Salga||[[Sapientiam Petamus|Sapientiam Petamus]]||[mailto:asalga@learn.senecac.on.ca?subject=bth740 asalga]<br />
|-<br />
|[[User:gbatumbya| Grace]]||Batumbya||[[Sapientiam Petamus|Sapientiam Petamus]]||[mailto:gsbatumb@learn.senecac.on.ca?subject=bth740 gsbatumb]<br />
|-<br />
|[[User:mbuttu| Mohammed]]||Buttu||[[Sapientiam Petamus|Sapientiam Petamus]]||[mailto:mbuttu@learn.senecac.on.ca?subject=bth740 mbuttu]<br />
|-<br />
|[[User:wtan5| William]]||Tan||[[Team LoL]]||[mailto:wtan5@learn.senecac.on.ca?subject=bth740 wtan5]<br />
|-<br />
|[[User:gwan7| Gerald]]||Wan||[[Team LoL]]||[mailto:gwan7@learn.senecac.on.ca?subject=bth740 gwan7]<br />
|-<br />
|[[User:jmiller2| Jeremy]]||Miller||[[Team LoL]]||[mailto:jmiller2@learn.senecac.on.ca?subject=bth740 jmiller2]<br />
|-<br />
|[[User:samoote| Brock]]||Moote||[[Team LoL]]||[mailto:samoote@learn.senecac.on.ca?subject=bth740 ]<br />
|-<br />
|[[User:errichard| Rick]]||Eyre||[[Team Awesome]]||[mailto:errichard@learn.senecac.on.ca?subject=bth740 errichard]<br />
|-<br />
|[[User:szahmad| Shayan]]||Ahmad||[[Team Awesome]]||[mailto:szahmad@learn.senecac.on.ca?subjet=bth740 szahmad]<br />
|-<br />
|[[User:bmckie| Brad]]||McKie||[[Team Awesome]]||[mailto:bmckie@learn.senecac.on.ca?subject=bth740 bmckie]<br />
|-<br />
<br />
|[[User:jbraffoul| Jordan]]||Raffoul||[[Team Awesome]]||[mailto:jbraffoul@learn.senecac.on.ca?subject=bth740 jbraffoul]<br />
<br />
|-<br />
|[[User:dhempstead| Daniel]]||Hempstead||[[Unkown]]||[mailto:dhempstead@learn.senecac.on.ca?subject=bth740 dhempstead]<br />
|-<br />
|[[User:mbarciak| Mark]]||Barciak||[[Unkown]]||[mailto:mbarciak@learn.senecac.on.ca?subject=bth740 mbarciak]<br />
|-<br />
|[[User:Ben| Ben]]||Chalovich||[[Unkown]]||[mailto:bjchalovich@learn.senecac.on.ca?subject=bth740 bjchalovich]<br />
|-<br />
|[[User:Cwtseng | Ching Wei]]||Tseng||[[Project Name|Project Name]]||[mailto:cwtseng@learn.senecac.on.ca?subject=bth740 cwtseng]<br />
|-<br />
|[[User:dlo9 | Derek]]||Lo||[[Project Name|Project Name]]||[mailto:dlo9@learn.senecac.on.ca?subject=bth740 dlo9]<br />
|-<br />
|[[User:ejarvelaez | Ed]]||Arvelaez||[[Project Name|Project Name]]||[mailto:ejarvelaez@learn.senecac.on.ca?subject=bth740 ejarvelaez]<br />
|-<br />
|[[User:dlau10| Dixon]]<br />
|Lau<br />
|rowspan="4"|[[Random|Random]]<br />
|[mailto:dlau10@learn.senecac.on.ca?subject=BTH740 dlau10]<br />
|-<br />
|[[User:MiniXO| Edward]]<br />
|Sin<br />
|[mailto:esin@learn.senecac.on.ca?subject=BTH740 esin]<br />
|-<br />
|[[User:mlam19|Matthew]]<br />
|Lam<br />
|[mailto:mlam19@learn.senecac.on.ca?subject=BTH740 mlam19]<br />
|-<br />
|[[User:dacallow| Kaitlyn]]<br />
|Callow<br />
|[mailto:kaitlyn.callow@senecac.on.ca?subject=BTH740 dacallow]<br />
|-<br />
|[[User:zabloom| Zackary]]||Bloom||[[Team Undecided]]||[mailto:zabloom@learn.senecac.on.ca?subject=bth740 zabloom]<br />
|-<br />
|[[User:kkleung15| Ken]]||Leung||[[Team Undecided]]||[mailto:kkleung15@learn.senecac.on.ca?subject=bth740 kkleung15]<br />
|-<br />
|[[User:wkliew| Kit]]||Liew||[[Team Undecided]]||[mailto:wkliew@learn.senecac.on.ca?subject=bth740 wkliew]<br />
|-<br />
|[[User:abhatnagar| Anurag]]||Bhatnagar||[[Team Undecided 2]]||[mailto:abhatnagar@learn.senecac.on.ca?subject=bth740 abhatnagar]<br />
|-<br />
|[[User:abhatnagar1| Abhishek]]||Bhatnagar||[[Team Undecided 2]]||[mailto:abhatnagar1@learn.senecac.on.ca?subject=bth740 abhatnagar1]<br />
|-<br />
|[[User:mendoza| Michelle]]||Mendoza||[[Team Undecided 2]]||[mailto:mamendoza1@learn.senecac.on.ca?subject=bth740 mamendoza1]<br />
|-<br />
|[[User:kmbarnhart| Kyle]]||Barnhart||[[Team Ether]]||[mailto:kmbarnhart@learn.senecac.on.ca?subject=bth740 kmbarnhart]<br />
|-<br />
|[[User:qxu26| Qian]]||Xu||[[Team Ether]]||[mailto:qxu26@learn.senecac.on.ca?subject=bth740 qxu26]<br />
|-<br />
|[[User:skats| Sharon]]||Kats||[[Team Ether]]||[mailto:skats@learn.senecac.on.ca?subject=bth740 skats]<br />
|}</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=User:Gwan7&diff=70221User:Gwan72011-09-29T13:15:08Z<p>Gwan7: Blanked the page</p>
<hr />
<div></div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=GAM666/DPS901Student_List_20113&diff=70164GAM666/DPS901Student List 201132011-09-29T12:29:12Z<p>Gwan7: /* Student List for Fall of 2011 */</p>
<hr />
<div>{{GAM666/DPS901 Index | 20113}}<br />
== Student List for Fall of 2011 ==<br />
<!--<br />
Make sure you have done the following before you add your name here:<br />
<br />
<br />
* You have a registered name for IRC; irc.freenode.net server.<br />
* You have a blog for GAM666/DPS901 either by filtering your posts or a dedicated blog. (Optional)<br />
** Please make sure your blog feed to Planet CDOT is filtered by a keyword or category so that only blog posts related to our work in GAM666/DPS901 are posted on the planet<br />
--><br />
<br />
Please add your information to the student list below by adding the following to the end of table code (if you are a student in GAM666/DPS901, Fall of 2011).<br /><br />
<big><pre>|[[User:WUN | FN]]||LN||[[TPN |TN]] ||<br />
SUB||[mailto:LID@learn.senecac.on.ca?subject=SUB LID]||[[Special:Contributions/WUN | WUN]]||IN||[BURL BN]<br />
|-</pre></big><br />
Replace the following with your own information when adding the row to the table: <br /><br />
* WUN: Your Wiki User name<br />
* FN: Your First Name<br />
* LN: Your Last Name<br />
* TPN: Your Team/Project Page Name on wiki<br />
* TN: Your Team name<br />
* SUB: Your Subject(example: DPS901)<br />
* LID: Your seneca email ID (learn id)<br />
* IN: Your IRC '''Registered''' Nickname <br />
* BURL: Your Blog URL (if you do have one)<br />
* BN: Your Blog Title<br />
<br />
<!--<br />
Do not add your row unless you have all the required information described above.<br />
--><br />
<br />
If your information is not added to the following table, your assignment mark will be penalized.<br />
<br />
{| class="wikitable sortable" border="1" cellpadding="5"<br />
|+ GAM666/DPS901 - Fall of 2011 student list<br />
! First Name !! Last Name !! Team Name !! Subject !! Seneca Id !! wiki id !! IRC nick !! Blog URL !! Repository<br />
|-<br />
|[[User:Chris Szalwinski | Chris]]||Szalwinski||[[GAM666/DPS901 Sample Team Page|Team Name]]||GAM666||[mailto:chris.szalwinski@senecac.on.ca?sujbect=gam666 chris.szalwinski]||[[Special:Contributions/Chris Szalwinski | Chris Szalwinski]]|| || ||<br />
|-<br />
|[[User:gbatumbya | Grace]]||Batumbya ||[[GAM666/DPS901 |Team Name]]||DPS901||[mailto:gsbatumb@learn.senecac.on.ca?sujbect=dps901 gsbatumb]||[[Special:Contributions/gbatumbya | Grace Batumbya]]|| || ||<br />
|-<br />
|[[User:Minooz | Minoo]]||Ziaei||[[GAM666/DPS901 Sample Team Page|Team Name]]||GAM666||[mailto:mziaei1@learn.senecac.on.ca?sujbect=gam666 mziaei1]||[[Special:Contributions/Minooz | Minooz]]|| || ||<br />
|-<br />
|[[User:Tqyu | Tony]]||Yu||[[GAM666/DPS901 |Team Name]]||DPS901||[mailto:tqyu@learn.senecac.on.ca?sujbect=dps901 tqyu]||[[Special:Contributions/tqyu|Tqyu]]|| || ||<br />
|-<br />
|[[User:jcheung23 | Jonathan]]||Cheung||[[GAM666/DPS901 Sample Team Page|N/A]]||GAM666||[mailto:jcheung23@learn.senecac.on.ca?subject=gam666 jcheung23]||[[Special:Contributions/jcheung23| Jonathan Cheung]]|| jcheung23 || ||<br />
|-<br />
|[[User:sdowne | Scott]]||Downe||[[GAM666/DPS901 Sample Team Page|Team Name]]||GAM666||[mailto:scott.downe@senecac.on.ca?sujbect=gam666 sdowne]||[[Special:Contributions/sdowne | sdowne]]|| scott/sdowne || ||<br />
|-<br />
|[[User:adhamala | Aayush]]||Dhamala||[[GAM666/DPS901 Sample Team Page|Team A]]||GAM666||[mailto:adhamala@learn.senecac.on.ca?sujbect=gam666 adhamala]||[[Special:Contributions/adhamala | adhamala]]|| Aayush Dhamala || ||<br />
|-<br />
|[[User:Artur_Shinkevich | Artur]]||Shinkevich||[[GAM666/DPS901 |Team Name]]||GAM666||[mailto:ashinkevich@learn.senecac.on.ca ashinkevich]||[[Special:Contributions/Artur Shinkevich | Artur Shinkevich]]|| || ||<br />
|-<br />
|[[User:nkuznetsov | Nikita]]||Kuznetsov||[[GAM666/DPS901 |Team A]]||DPS901||[mailto:nkuznetsov@learn.senecac.on.ca nkuznetsov]||[[Special:Contributions/Nikita Kuznetsov | Nikita Kuznetsov]]|| || ||<br />
|-<br />
|[[User:Sean Tracy | Sean]]||Tracy||[[GAM666/DPS901 Sample Team Page|C Major]]||GAM666||[mailto:sftracy"@"learn.senecac.on.ca sftracy]||[[Special:Contributions/Sean Tracy | Sean Tracy]]|| || ||<br />
|-<br />
|[[User:Jeremy Millar | Jeremy]]||Millar||[[GAM666/DPS901 Sample Team Page|Team LoL]]||GAM666||[mailto:jmillar2@learn.senecac.on.ca?sujbect=dps901 jeremy.millar]||[[Special:Contributions/Jeremy Millar | Jeremy Millar]]|| || ||<br />
|-<br />
|[[User:gwan7 | Gerald]]||Wan||[[GAM666/DPS901 |Team LoL]]||DPS901||[mailto:gwan7@learn.senecac.on.ca gwan7]||[[Special:Contributions/Gerald Wan| Gerald Wan]]|| || ||</div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=GAM666/DPS901_Project_Requirements_20113&diff=70150GAM666/DPS901 Project Requirements 201132011-09-29T12:26:07Z<p>Gwan7: /* Appointment Schedule for Proposal Acceptance */</p>
<hr />
<div>{{GAM666/DPS901 Index | 20113}}<br />
= Due Dates =<br />
{| border="1"<br />
|-<br />
|Proposal outline and team members selected<br />
|September 29<br />
|-<br />
|Proposal completed and members roles selected<br />
|October 11<br />
|-<br />
|Member branches with updated Framework sample ready<br />
|October 11<br />
|-<br />
|Approval meeting with instructor<br />
|October 11-14<br />
|-<br />
|Project Review meeting with instructor<br />
|November 15-18<br />
|-<br />
|Final game presentation<br />
|December 6 and 8<br />
|}<br />
<br /><br />
<br /><br />
<br />
= Project Requirements =<br />
<br />
Your game involves a real-time audio-visual experience in some sort of 3-D world. The user must be able to control at least some aspects of the game with a controller, and there must be some use of sound, both in the background and in response to some action in your game. The user should have control over which display devices, resolution and input devices are used at any time during the game. Your game may however offer only a subset of the available resolutions and input devices. Finally, your design code must differ significantly from the samples presented in class and you must identify the unique elements of your code in your submission logs. Each game is a team effort. The structure of each team is up to the team members. Each member must contribute their own work in a selected area or areas of their choosing. All members should contribute to the design part of the assignment.<br />
<br />
== Phase 1 ==<br />
<br />
The first phase is a 200-300 word informal, written proposal of what you intend to implement in your game: what you imagine your game doing. Your description should identify the objects in your game and include one or more illustrations of your design. The illustrations may be hand-drawn and scanned. Include in your illustrations a map of what you envisage the 3D world of your game will look like, with 3-dimensional coordinates of all of the major points in the world. Your map includes all of the "actors" (moving objects) in the world. Identify the coordinates as realistically as possible, being aware that you may need to scale them up or down as you implement your design.<br />
<br />
Submit the written proposal on your wiki team-page under '''Proposal''' and '''Map of the World of the Game'''.<br />
<br />
Before continuing phase 1, please do the following<br />
# Read [[Hints for Using SVN to collaborate on school projects]]<br />
# Update your team's wiki page with your team's repository path information under '''Repo Path'''<br />
# Create a directory with your seneca id under the branch sub-directory of your team's repository. This will be your home directory for development; for details see: [http://zenit.senecac.on.ca/wiki/index.php/Hints_for_Using_SVN_to_collaborate_on_school_projects#Directory_Structure Directory Structure]<br />
# One of your team members should export svn://zenit.senecac.on.ca/dpsgam/trunk/Framework into the trunk of your team's repository<br />
#: For detailed steps see [[Hints for Using SVN to collaborate on school projects#Start_the_project_by_continuing_an_existing_work | Start the project by continuing an existing work]]<br />
<br />
Each team member should have their own successfully compiled version of the Framework sample in their own workspace in the branch sub-directory of their team's repository.<br />
Branch submission path: svn://zenit.senecac.on.ca/gam666dps901_113??/branches/SenecaID/Framework <br />
<br />
: ''Start doing the above by branching the Framework into svn://zenit.senecac.on.ca/gam666dps901_113??/branches/SenecaID/Framework. See here for help: [http://zenit.senecac.on.ca/wiki/index.php/Hints_for_Using_SVN_to_collaborate_on_school_projects#Preparing_Branches.2Fworkspace_for_development Preparing Branches/workspace for development]''<br />
<br />
<br />
The source code for the upgraded Framework sample should include the following updates:<br />
* your own name in the caption for the dialog box<br />
* your team name in the window title<br />
<br />
<br />
Merge all of the team members' Framework workspaces back to trunk so that the caption of the dialog box shows all of the names of the team members. See [http://zenit.senecac.on.ca/wiki/index.php/Hints_for_Using_SVN_to_collaborate_on_school_projects#Merging_your_work_back_to_trunk Merging your work back to trunk] for details<br />
<br />
<br />
The purpose of this first phase of the project is twofold:<br />
* to define your game in both scope and detail and thereby to give your instructor some idea of your design, so that your instructor can give you some feedback whether what you intend is too simple, too complex, or about right<br />
* to show your instructor that you are ready to work with your own branch of your team's repository and ready to start modifying the framework to suit your team's design.<br />
<br />
Your team should decide its own group to individual ratio for grading purposes and post the agreed ratio on its project page.<br />
<br />
Your team should arrange a time and date to meet with your instructor to review your proposal and to identify the different responsibilities of the team members. This meeting should take place during week 6 of the semester.<br />
<br />
== Phase 2 ==<br />
<br />
The second phase releases a draft of your game without sound or input control. <br />
<br />
This is your last opportunity to amend your original proposal, modify your design, and obtain your instructor's feedback on your progress.<br />
<br />
== Phase 3 ==<br />
<br />
The third phase presents your completed game with sound and input control to the class. Your presentation includes a demonstration of how the game plays along with an explanation of the innovative aspects that your team members have implemented. Each team has no more than 30 minutes to showcase its game.<br />
<br /><br />
<br /><br />
<br /><br />
<br />
= Suggested Upgrades to the Framework =<br />
<br />
The Framework that you download from the course repository consists of around 12,000 source lines of code. This version of the Framework is only a starting point and provides a set of fallback/default positions for your course project. There are many opportunities to refactor different parts depending upon what your game design requires and what your personal interests are. Decisions to focus on certain parts reflect the areas with which you wish to become familiar. Listed below are some areas that you should consider in deciding where to devote your energy. If you wish to add items to this list, consult your instructor.<br />
<br />
Each team will introduce its own upgrades to the Framework. The nature of these upgrades will vary from team to team. Each team member is responsible for a thorough understanding of at least one particular upgrade.<br />
<br />
Two upgrades are mandatory, while some are challenging:<br />
* mandatory upgrades are in '''bold'''<br />
* challenging upgrades are followed by an *<br />
<br />
== Design Class ==<br />
# '''game play logic'''<br />
<br />
== Object Class Hierarchy ==<br />
# '''design new objects'''<br />
# import a model script from GAM667<br />
# create billboards – clouds, smoke<br />
# add stock objects<br />
# detect collisions between reference frames *<br />
<br />
== Camera Class ==<br />
# comprehensive camera motion<br />
<br />
== Display Class ==<br />
# introduce fog<br />
# change render state<br />
<br />
== Light Class ==<br />
# introduce emissive light<br />
<br />
== Graphic Class ==<br />
# improve texturing<br />
# create new graphic representation for new objects<br />
<br />
== SoundCard Class ==<br />
# sound effects on buffers and optimizing performance<br />
<br />
== Window API Branch ==<br />
# improve controller input and user dialog<br />
# replace DirectInput with XInput *<br />
<br />
== Direct API Branch ==<br />
# implement an OpenGL 3.0 version *<br />
# create an Open Audio version *<br />
# use Direct2D for fonts *<br />
# replace Direct3D9 with Direct3D10 *<br />
# replace Direct3D9 with Direct3D11 *<br />
# COLLADA<br />
<br />
== Framework ==<br />
# context – implement a database *<br />
# save the current state of the model to a file and restore from a file<br />
# implement a scene graph<br />
# performance optimizations *<br />
<br />
= Appointment Schedule for Proposal Acceptance =<br />
{| border="1"<br />
|-<br />
|Team Name<br />
|Date and Time<br />
|-<br />
|Team LoL<br />
|Tuesday October 11 11:40AM<br />
|-<br />
|<br />
|Tuesday October 11 12:00PM<br />
|-<br />
|<br />
|Wednesday October 12 11:40AM<br />
|-<br />
|<br />
|Wednesday October 12 12:00PM<br />
|-<br />
|<br />
|Thursday October 13 11:40AM<br />
|-Team A<br />
|<br />
|Thursday October 13 12:00PM<br />
|-<br />
|<br />
|Friday October 14 11:40AM<br />
|-<br />
|}<br />
<br /><br />
<br />
= Appointment Schedule for Reviewing Progress =<br />
{| border="1"<br />
|-<br />
|Team Name<br />
|Date and Time<br />
|-<br />
|<br />
|Tuesday November 15 11:40AM<br />
|-<br />
|<br />
|Tuesday November 15 12:00PM<br />
|-<br />
|<br />
|Wednesday November 16 11:40AM<br />
|-<br />
|<br />
|Wednesday November 16 12:00PM<br />
|-<br />
|<br />
|Thursday November 17 11:40AM<br />
|-<br />
|<br />
|Thursday November 17 12:00PM<br />
|-<br />
|<br />
|Friday November 18 11:40AM<br />
|-<br />
|}<br />
<br /><br />
<br />
= Presentation Schedule =<br />
{| border="1"<br />
|-<br />
|Team Name<br />
|Date and Time<br />
|-<br />
|-<br />
|<br />
|Tuesday December 6 8:15AM<br />
|-<br />
|<br />
|Tuesday December 6 8:45AM<br />
|-<br />
|<br />
|Tuesday December 6 9:15AM<br />
|-<br />
|<br />
|Thursday December 8 8:15AM<br />
|-<br />
|<br />
|Thursday December 8 8:45AM<br />
|-<br />
|<br />
|Thursday December 8 9:15AM<br />
|-<br />
|}<br />
<br /></div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=GAM666/DPS901_Project_Requirements_20113&diff=70146GAM666/DPS901 Project Requirements 201132011-09-29T12:25:24Z<p>Gwan7: /* Appointment Schedule for Proposal Acceptance */</p>
<hr />
<div>{{GAM666/DPS901 Index | 20113}}<br />
= Due Dates =<br />
{| border="1"<br />
|-<br />
|Proposal outline and team members selected<br />
|September 29<br />
|-<br />
|Proposal completed and members roles selected<br />
|October 11<br />
|-<br />
|Member branches with updated Framework sample ready<br />
|October 11<br />
|-<br />
|Approval meeting with instructor<br />
|October 11-14<br />
|-<br />
|Project Review meeting with instructor<br />
|November 15-18<br />
|-<br />
|Final game presentation<br />
|December 6 and 8<br />
|}<br />
<br /><br />
<br /><br />
<br />
= Project Requirements =<br />
<br />
Your game involves a real-time audio-visual experience in some sort of 3-D world. The user must be able to control at least some aspects of the game with a controller, and there must be some use of sound, both in the background and in response to some action in your game. The user should have control over which display devices, resolution and input devices are used at any time during the game. Your game may however offer only a subset of the available resolutions and input devices. Finally, your design code must differ significantly from the samples presented in class and you must identify the unique elements of your code in your submission logs. Each game is a team effort. The structure of each team is up to the team members. Each member must contribute their own work in a selected area or areas of their choosing. All members should contribute to the design part of the assignment.<br />
<br />
== Phase 1 ==<br />
<br />
The first phase is a 200-300 word informal, written proposal of what you intend to implement in your game: what you imagine your game doing. Your description should identify the objects in your game and include one or more illustrations of your design. The illustrations may be hand-drawn and scanned. Include in your illustrations a map of what you envisage the 3D world of your game will look like, with 3-dimensional coordinates of all of the major points in the world. Your map includes all of the "actors" (moving objects) in the world. Identify the coordinates as realistically as possible, being aware that you may need to scale them up or down as you implement your design.<br />
<br />
Submit the written proposal on your wiki team-page under '''Proposal''' and '''Map of the World of the Game'''.<br />
<br />
Before continuing phase 1, please do the following<br />
# Read [[Hints for Using SVN to collaborate on school projects]]<br />
# Update your team's wiki page with your team's repository path information under '''Repo Path'''<br />
# Create a directory with your seneca id under the branch sub-directory of your team's repository. This will be your home directory for development; for details see: [http://zenit.senecac.on.ca/wiki/index.php/Hints_for_Using_SVN_to_collaborate_on_school_projects#Directory_Structure Directory Structure]<br />
# One of your team members should export svn://zenit.senecac.on.ca/dpsgam/trunk/Framework into the trunk of your team's repository<br />
#: For detailed steps see [[Hints for Using SVN to collaborate on school projects#Start_the_project_by_continuing_an_existing_work | Start the project by continuing an existing work]]<br />
<br />
Each team member should have their own successfully compiled version of the Framework sample in their own workspace in the branch sub-directory of their team's repository.<br />
Branch submission path: svn://zenit.senecac.on.ca/gam666dps901_113??/branches/SenecaID/Framework <br />
<br />
: ''Start doing the above by branching the Framework into svn://zenit.senecac.on.ca/gam666dps901_113??/branches/SenecaID/Framework. See here for help: [http://zenit.senecac.on.ca/wiki/index.php/Hints_for_Using_SVN_to_collaborate_on_school_projects#Preparing_Branches.2Fworkspace_for_development Preparing Branches/workspace for development]''<br />
<br />
<br />
The source code for the upgraded Framework sample should include the following updates:<br />
* your own name in the caption for the dialog box<br />
* your team name in the window title<br />
<br />
<br />
Merge all of the team members' Framework workspaces back to trunk so that the caption of the dialog box shows all of the names of the team members. See [http://zenit.senecac.on.ca/wiki/index.php/Hints_for_Using_SVN_to_collaborate_on_school_projects#Merging_your_work_back_to_trunk Merging your work back to trunk] for details<br />
<br />
<br />
The purpose of this first phase of the project is twofold:<br />
* to define your game in both scope and detail and thereby to give your instructor some idea of your design, so that your instructor can give you some feedback whether what you intend is too simple, too complex, or about right<br />
* to show your instructor that you are ready to work with your own branch of your team's repository and ready to start modifying the framework to suit your team's design.<br />
<br />
Your team should decide its own group to individual ratio for grading purposes and post the agreed ratio on its project page.<br />
<br />
Your team should arrange a time and date to meet with your instructor to review your proposal and to identify the different responsibilities of the team members. This meeting should take place during week 6 of the semester.<br />
<br />
== Phase 2 ==<br />
<br />
The second phase releases a draft of your game without sound or input control. <br />
<br />
This is your last opportunity to amend your original proposal, modify your design, and obtain your instructor's feedback on your progress.<br />
<br />
== Phase 3 ==<br />
<br />
The third phase presents your completed game with sound and input control to the class. Your presentation includes a demonstration of how the game plays along with an explanation of the innovative aspects that your team members have implemented. Each team has no more than 30 minutes to showcase its game.<br />
<br /><br />
<br /><br />
<br /><br />
<br />
= Suggested Upgrades to the Framework =<br />
<br />
The Framework that you download from the course repository consists of around 12,000 source lines of code. This version of the Framework is only a starting point and provides a set of fallback/default positions for your course project. There are many opportunities to refactor different parts depending upon what your game design requires and what your personal interests are. Decisions to focus on certain parts reflect the areas with which you wish to become familiar. Listed below are some areas that you should consider in deciding where to devote your energy. If you wish to add items to this list, consult your instructor.<br />
<br />
Each team will introduce its own upgrades to the Framework. The nature of these upgrades will vary from team to team. Each team member is responsible for a thorough understanding of at least one particular upgrade.<br />
<br />
Two upgrades are mandatory, while some are challenging:<br />
* mandatory upgrades are in '''bold'''<br />
* challenging upgrades are followed by an *<br />
<br />
== Design Class ==<br />
# '''game play logic'''<br />
<br />
== Object Class Hierarchy ==<br />
# '''design new objects'''<br />
# import a model script from GAM667<br />
# create billboards – clouds, smoke<br />
# add stock objects<br />
# detect collisions between reference frames *<br />
<br />
== Camera Class ==<br />
# comprehensive camera motion<br />
<br />
== Display Class ==<br />
# introduce fog<br />
# change render state<br />
<br />
== Light Class ==<br />
# introduce emissive light<br />
<br />
== Graphic Class ==<br />
# improve texturing<br />
# create new graphic representation for new objects<br />
<br />
== SoundCard Class ==<br />
# sound effects on buffers and optimizing performance<br />
<br />
== Window API Branch ==<br />
# improve controller input and user dialog<br />
# replace DirectInput with XInput *<br />
<br />
== Direct API Branch ==<br />
# implement an OpenGL 3.0 version *<br />
# create an Open Audio version *<br />
# use Direct2D for fonts *<br />
# replace Direct3D9 with Direct3D10 *<br />
# replace Direct3D9 with Direct3D11 *<br />
# COLLADA<br />
<br />
== Framework ==<br />
# context – implement a database *<br />
# save the current state of the model to a file and restore from a file<br />
# implement a scene graph<br />
# performance optimizations *<br />
<br />
= Appointment Schedule for Proposal Acceptance =<br />
{| border="1"<br />
|-<br />
|Team Name<br />
|Date and Time<br />
|-<br />
|<br />
|Tuesday October 11 11:40AM<br />
|- Team LoL<br />
|<br />
|Tuesday October 11 12:00PM<br />
|-<br />
|<br />
|Wednesday October 12 11:40AM<br />
|-<br />
|<br />
|Wednesday October 12 12:00PM<br />
|-<br />
|<br />
|Thursday October 13 11:40AM<br />
|-<br />
|<br />
|Thursday October 13 12:00PM<br />
|-<br />
|<br />
|Friday October 14 11:40AM<br />
|-<br />
|}<br />
<br /><br />
<br />
= Appointment Schedule for Reviewing Progress =<br />
{| border="1"<br />
|-<br />
|Team Name<br />
|Date and Time<br />
|-<br />
|<br />
|Tuesday November 15 11:40AM<br />
|-<br />
|<br />
|Tuesday November 15 12:00PM<br />
|-<br />
|<br />
|Wednesday November 16 11:40AM<br />
|-<br />
|<br />
|Wednesday November 16 12:00PM<br />
|-<br />
|<br />
|Thursday November 17 11:40AM<br />
|-<br />
|<br />
|Thursday November 17 12:00PM<br />
|-<br />
|<br />
|Friday November 18 11:40AM<br />
|-<br />
|}<br />
<br /><br />
<br />
= Presentation Schedule =<br />
{| border="1"<br />
|-<br />
|Team Name<br />
|Date and Time<br />
|-<br />
|-<br />
|<br />
|Tuesday December 6 8:15AM<br />
|-<br />
|<br />
|Tuesday December 6 8:45AM<br />
|-<br />
|<br />
|Tuesday December 6 9:15AM<br />
|-<br />
|<br />
|Thursday December 8 8:15AM<br />
|-<br />
|<br />
|Thursday December 8 8:45AM<br />
|-<br />
|<br />
|Thursday December 8 9:15AM<br />
|-<br />
|}<br />
<br /></div>Gwan7https://wiki.cdot.senecacollege.ca/w/index.php?title=GAM666/DPS901Student_List_20103&diff=44446GAM666/DPS901Student List 201032010-09-14T22:54:09Z<p>Gwan7: </p>
<hr />
<div>{{GAM666/DPS901 Index | 20103}}<br />
== GAM666/DPS901 Student List for Fall of 2010 ==<br />
<br />
Make sure you have the following done before you add your name here:<br />
<br />
* You have a registered name for IRC; irc.freenode.net server.<br />
* You have a blog for GAM666/DPS901 either by filtering your posts or a dedicated blog. (Optional)<br />
** Please make sure you blog feed to Planet CDOT is filtered by a keyword or category so only blog posts related to our work in GAM666/DPS901 is posted on the planet<br />
<br />
Please add your information to the student list table below by adding the following to the end of table code (if you are a student in GAM666/DPS901, Fall of 2010).<br /><br />
<big><pre>|[[User:WUN | FN]]||LN||[[TPN |TN]] ||<br />
SUB||[mailto:LID@learn.senecac.on.ca?subject=SUB LID]||[[Special:Contributions/WUN | WUN]]||IN||[BURL BN]<br />
|-</pre></big><br />
Replace the following with your own information when adding the row to the table: <br /><br />
* WUN: Your Wiki User name<br />
* FN: Your First Name<br />
* LN: Your Last Name<br />
* TPN: Youre Team/Project Page Name on wiki<br />
* TN: Your Team name<br />
* SUB: Your Subject(example: DPS901)<br />
* LID: Your seneca email ID (learn id)<br />
* IN: Your IRC '''Registered''' Nickname <br />
* BURL: Your Blog URL (if you do have one)<br />
* BN: Your Blog Title<br />
<br />
Do Not add your row unless you have all the required above information.<br />
<br />
If your information is not added to the following line, your work and assignments will not be marked.<br />
<br />
{| class="wikitable sortable" border="1" cellpadding="5"<br />
|+ GAM666/DPS901 - Fall of 2010 student list<br />
! First Name !! Last Name !! Team Name !! Subject !! Seneca Id !! wiki id !! IRC nick !! Blog URL<br />
|-<br />
|[[User:fardad | fardad]]||Soleimanloo||[[GAM666/DPS901 Sample Team Page|Team Name]]||GAM666||[mailto:fardad.soleimanloo@senecac.on.ca?sujbect=gam666 fardad.soleimanloo]||[[Special:Contributions/fardad | fardad]]||fardad||[http://seneblog.fardad.com Fardad's Seneca Blog]<br />
|-<br />
<br />
|-<br />
|[[User:Yujin.jeong | YuJin]]||Jeong||[[Team_Blam|Team Blam]]||GAM666||[mailto:yjeong@senecac.on.ca?sujbect=gam666 yjeong]||[[Special:Contributions/yujin.jeong | yujin.jeong]]||_YJ||[http://yujinjeong.wordpress.com Spirit & Soul]<br />
|-<br />
<br />
<br />
|-<br />
|[[User:rjalexander | Ryan]]||Alexander||[[GAM666/DPS901 Sample Team Page Ill Fix Later|Team Name]]||GAM666||[mailto:rjalexander@senecac.on.ca]||[[Special:Contributions/rjalexander| rjalexander]]||tdot||[http://oopblog.tdotshack.net Tdots's Seneca Blog]<br />
|-<br />
<br />
|-<br />
|[[User:caangus | Corey]]||Angus||[[GAM666/DPS901 Sample Team Page Ill Fix Later|Team Name]]||GAM666||[mailto:caangus@senecac.on.ca]||[[Special:Contributions/caangus| caangus]]||caangus||[no blog]<br />
|-<br />
<br />
|-<br />
|[[User:Apliats | Aleh]]|| Pliats ||[[GAM666/DPS901 Sample Team Page Ill Fix Later|Team Name]]||GAM666||[mailto:apliats@learn.senecac.on.ca apliats]||[[Special:Contributions/apliats | apliats]]||oleg_pliats||[http://oleg-oop.blogspot.com Aleh Pliats]<br />
|-<br />
<br />
|-<br />
|[[User:dsventura | Dan]]||Ventura||[[GAM666/DPS901 Sample Team Page|Team Name]]||GAM666||[mailto:dsventura@learn.senecac.on.ca dsventura]||[[Special:Contributions/dsventura| dsventura]]||danman||N/A<br />
|-<br />
<br />
|-<br />
|[[User:dmmcgrath | Damien]]||Mcgrath||[[Team_Zombie|Team Zombie]]||GAM666||[mailto:dmmcgrath@learn.senecac.on.ca dmmcgrath]||[[Special:Contributions/dmmcgrath| dmmcgrath]]||Vandesdelca||N/A<br />
|-<br />
<br />
|-<br />
|[[User:qfeng5 | Qing]]||Feng||[[Team_Zombie|Team Zombie]]||GAM666||[mailto:qfeng5@learn.senecac.on.ca qfeng5]||[[Special:Contributions/qfeng5| qfeng5]]||zxcvbnm||N/A<br />
|-<br />
<br />
|-<br />
|[[User:dperit | David]]||Perit||[[Team_Blam|Team Blam]]||GAM666||[mailto:drperit@learn.senecac.on.ca drperit]||[[Special:Contributions/dperit| dperit]]||dperit||<br />
|-<br />
<br />
|-<br />
|[[User:ajcondinho | Andrew]]||Condinho||[[Team_Blam|Team Blam]]||GAM666||[mailto:ajcondinho@learn.senecac.on.ca ajcondinho]||[[Special:Contributions/ajcondinho| ajcondinho]]||Dueraim||[http://ajcondinho.blogspot.com/ Andrew's Blog]<br />
|-<br />
<br />
|-<br />
|[[User:asamimi | Ali]]||Samimi||[[GAM666 Wild Sparrows|Wild Sparrows]]||GAM666||[mailto:asamimi@learn.senecac.on.ca asamimi]||[[Special:Contributions/asamimi|asamimi]]||asa_||[http://asa.veryusefulinfo.com/ The Door]<br />
|-<br />
<br />
|-<br />
|[[User:kjkim | Kijeong]]||Kim||[[GAM666 Wild Sparrows|Wild Sparrows]]||GAM666||[mailto:kjkim@learn.senecac.on.ca kjkim]||[[Special:Contributions/kjkim|kjkim]]|| TonyKim ||[http://kijeongkim.blogspot.com/ Blog]<br />
|-<br />
<br />
|-<br />
|[[User:shengwei | Shengwei]]||Wang ||[[GAM666 Wild Sparrows|Wild Sparrows]]||GAM666||[mailto:swang94@learn.senecac.on.ca swang94]||[[Special:Contributions/shengwei | shengwei]]|| shengwei || [http://shengwei-seneca.blogspot.com/ Shengwei's blog]<br />
|-<br />
<br />
|-<br />
|[[User:xlu44 | Xiongwen ]]||LU||[[GAM666 Wild Sparrows|Wild Sparrows]]||GAM666||[mailto:xlu44@learn.senecac.on.ca?sujbect=gam666 xlu44]||[[Special:Contributions/xlu44 | xlu44]]||xlu44||[http://myoop344blog.blogspot.com/]<br />
|-<br />
<br />
|-<br />
|[[User:cwdesautels | Carl]]||Desautels ||[[GAM666/DPS901 Sample Team Page Ill Fix Later|Team Name]]||GAM666||[mailto:cwdesautels@senecac.on.ca cwdesautels]||[[Special:Contributions/cwdesautels | cwdesautels]]|| n/a ||[http://cwd89.blogspot.com Carl]<br />
|-<br />
<br />
|-<br />
|[[User:dacallow | Kaitlyn]]||Callow||[[PAGE TBA |Name TBA]]||DPS901||[mailto:dacallow@senecac.on.ca dacallow]||[[Special:Contributions/dacallow| dacallow]]||Kaitlyn||[http://blog.kaitlyncallow.com Kaitlyn's Rambling Ramblings]<br />
|-<br />
<br />
|-<br />
|[[User:kmbarnhart| Kyle]]||Barnhart||[[PAGE TBA |Name TBA]]||DPS901||[mailto:kmbarnhart@senecac.on.ca kmbarnhart]||[[Special:Contributions/kmbarnhart| kmbarnhart]]||kmbarnhart||None<br />
|-<br />
<br />
|-<br />
|[[User:Mbarciak| Mark]]||Barciak||[[PAGE TBA |Name TBA]]||DPS901||[mailto:mbarciak@senecac.on.ca mbarciak]||[[Special:Contributions/mbarciak| mbarciak]]||mbarciak||None<br />
|-<br />
<br />
|-<br />
|[[User:Aroizin| Alex]]||Roizin||[[PAGE TBA |Name TBA]]||GAM666||[mailto:aroizin@learn.senecac.on.ca aroizin]||[[Special:Contributions/aroizin| aroizin]]||aroizin||None<br />
|-<br />
<br />
|-<br />
|[[User:JBoelen| James]]||Boelen||[[- |-]]||DPS901||[mailto:jboelen@learn.senecac.on.ca jboelen]||[[Special:Contributions/jboelen| JBoelen]]||Athrus||None<br />
|-<br />
<br />
|-<br />
|[[User:Jbraffoul| Jordan]]||Raffoul||[[DPS901 Cerebral Thought |Cerebral Thought]]||DPS901||[mailto:jbraffoul@learn.senecac.on.ca jbraffoul]||[[Special:Contributions/jbraffoul| jbraffoul]]||jbraffoul||None<br />
|-<br />
<br />
<br />
|-<br />
|[[User:Vladimir | Volodymyr]]||Dryzhepolov||[[GAM666 SheetBrix Robotix|SheetBrix Robotix]]||GAM666||[mailto:vdryzhepolov@learn.senecac.on.ca vdryzhepolov]||[[Special:Contributions/vladimir | vladimir]]||Vovko||[http://www.drizhepolov.com/blog Vladimir Drizhepolov Blog]<br />
|-<br />
<br />
|-<br />
|[[User:peleaning | Pete]]||Leaning||[[Team_zombie|Team Zombie]]||GAM666||[mailto:peleaning@learn.senecac.on.ca?sujbect=gam666 pete ]||[[Special:Contributions/peleaning | peleaning]]||peleaning||[http://blockrockinpete.blogspot.com Pete's blog]<br />
|-<br />
<br />
|-<br />
|[[User:gmok| Geoffrey]]||Mok||[[- |-]]||GAM666||[mailto:gmok@learn.senecac.on.ca gmok]||[[Special:Contributions/gmok| gmok]]||gmok||[http://geoffrey-mok.blogspot.com gmok's blog]<br />
|-<br />
|-<br />
|[[User:szahmad| Shayan]]||Ahmad||[[DPS901 - Cerebral Thought |Cerebral Thought]]||DPS901||[mailto:szahmad@learn.senecac.on.ca Shayan Ahmad]||[[Special:Contributions/szahmad| szahmad]]||szahmad||[http://zaf1.wordpress.com Shayan's Blog]<br />
|-<br />
<br />
|-<br />
|[[User:sweerdenburg| Steven]]||Weerdenburg||[[PAGE TBA |Name TBA]]||DPS901||[mailto:sweerdenburg@learn.senecac.on.ca sweerdenburg]||[[Special:Contributions/sweerdenburg| sweerdenburg]]||Steven||[http://sweerdenburg.wordpress.com/ Steven's Blog]<br />
|-<br />
<br />
<br />
|-<br />
|[[User:Scborges| Steve]]||Borges||[[- |-]]||GAM666||[mailto:scborges@learn.senecac.on.ca scborges]||[[Special:Contributions/Scborges| Scborges]]||Steve||None<br />
|-<br />
<br />
<br />
|-<br />
|[[User:gwan7| Gerald]]||Wan||[[DPS901 - Cerebral Thought |Cerebral Thought]]||DPS901||[mailto:gwan7@learn.senecac.on.ca Gerald Wan]||[[Special:Contributions/gwan7|gwan7]]||gwan7||None<br />
|-</div>Gwan7