Final Report - A Reflection

FINALLY!!!!!!!

The Final Project is finished.  After a full year of research, writing, and playing (or rather, "seriously playing"), I will be submitting my Final Project to my assigned Thesis Readers tomorrow.  I decided to write my Reflection on the last day, in order to allow myself enough time to reflect on the experience as a whole.  Rather than repeating myself, I will post my Reflection on here, as it offers me a great sense of closure on the project.  Thank you to everyone who read these posts, your support is greatly appreciated!

This Final Project has been one of the most challenging, yet most rewarding experiences of my entire life.  Through this entire process, I have learned as much about myself as I have about video games and literacy.  I cannot say this project has been easy, but I can say that I have enjoyed researching and writing about my topic consistently.   At this point, I would like to take a step back, and reflect on the development of this project, and discuss my journey in detail.

            First of all, the required Thesis Colloquium course from the Fall 2011 semester provided me with a great deal of moral support heading into the initial steps of research and writing.  The selected books, required posts, and group discussions with my fellow MA candidates provided a great starting point.  I felt like I was not alone in the writing process, as a lot of the students shared the same fears and concerns as me, wondering where they could find the time to write while working, or asking what their timeline should look like.  The class was almost like a support group, as we discussed what research methods worked best for us.  However, nothing could truly prepare me for the amount of work that had to be done.

            I had never written anything even remotely close in length to this Final Project throughout my academic career.  I believe the longest essay I wrote as an undergrad was just over 30 pages.  As I began writing initial chapters during the Colloquium, I found it very useful to express my ideas using the Production Blog simultaneously.  My Thesis Adviser and I agreed that a blog would be great to include as a part of the project since it would fit in with the multimedia aspect of the Final Project, but I could never have imagined that this blog would allow me to do so much.  I could speak in an informal voice, and did not have to worry about that academic tone.  This way, my ideas were organized in such a way that I felt comfortable reading through the posts again, and using the ideas from there in the written portion of the project.   

            While I ultimately was hoping for more feedback in the comments section of my blog, I unfortunately could not attract willing participants despite posting the link for the blog on my Facebook wall, on my Twitter account, on the Thesis Colloquium Moodle board.  While friends, family, and classmates would happily discuss the topic with me in person, I could not convince anyone to join in the online discussion.  As for another drawback to the Production Blog, after the first few months, it became cumbersome to have to write the same material twice—once in the draft of my Final Project and again in the blog.  By February, the bulk of my research had already been completed, so there was no need to try and flesh my ideas out in the blog.  It was at this point that the blog transitioned more into a monthly check-in for myself, where I could express where I felt that I was in the development process.  I still found the blog useful, but only as a way to express my thoughts and concerns as I neared closer to the due date.

             As for the written portion of this project, I felt that generating content was not a huge issue.  I conducted months worth of research, and had a great deal of material to work with.  As I wrote more pages though, my ideas began to jumble together—I often would repeat similar ideas or phrases, and my Stages were not nearly as defined in the first few drafts.  Through a great deal of revision, and extensive work with both my Thesis Adviser and my personal readers whom I selected, I was able organize my argument from start to finish, without the Stages overlapping one another.  The editing and revision process was constant, running all the way up to the day before the project was due. Luckily, I remembered the lessons from the Colloquium that stated how I would constantly nitpick over word choice or grammatical decisions.  With this knowledge, I was able to realize the draft I handed in was my best effort, and I am indeed comfortable with handing it in. 

            As for the DVD component, this portion of the project caused me infinitely more stress than the written thesis.  When I first decided on adding a video component when initially wrote the Thesis Proposal, I incorrectly assumed that because there were so many user-submitted videos on YouTube of video game footage, creating a video like this myself would be simple.  Selecting games and buying the recording equipment (a Personal Video Recorder or PVR) was simple enough, but the PVR’s recording software that came with it produced a trying experience to say the least.  This software did not include a program to upload my videos to a YouTube, did not possess any form of audio control to balance out my recorded audio with the video game footage, and most frustrating of all, the HD video format that the files would record as would not play on all DVD players.  For the longest time, I thought that the DVD was doomed, because I could hear audio, but could not see any video whenever I played my first few test DVDs.  Only after several conversations with both Best Buy’s Geek Squad and the Hauppauge customer service line was I able to learn that the file format was only readable on newer DVD players such as those found on the Macs at Trinity’s campus.  With that knowledge in mind, I handed in copies of the DVD with the HD footage, but informed my readers that I do have lower quality versions of the video if they experience difficulty.

            Despite these setbacks, I am still very proud of the DVD, as the gameplay footage assigns a visual/auditory experience.  With the exception of Shadow of the Colossus, the selected games all involve quite a bit of reading in order to appreciate the narrative of the game.  The intent all along was to incorporate these video games in such a way that the elements of narrativity could be readily on display, and I firmly believe this was accomplished through the sample videos.  While I may gripe about minor details (quality of footage, inability to adjust volume within the video), I think the DVD was a great success, and in the end, demonstrates how important it is to stay on the cutting edge of technology.  If I had a newer PVR device, many of the issues I experienced would have been easily resolved.  Nonetheless, I was able to complete the DVD and turn this project into a truly multimedia affair, one that showed the power of video game narratives through a variety of platforms working together in unison. 

            In closing, I would like to reiterate how grateful I am to everyone mentioned in the Acknowledgements section, and to apologize to those who were left unnamed that assisted me during this demanding process.  Your support has helped me produce a Final Project that I am proud of, and has enabled me to take the last step necessary in receiving my MA in English.  I think that even in writing this reflection, I still have not fully grasped what I have accomplished just yet.  I believe this project is a strong representation of the skills and knowledge that I have gained over the course of my tenure at Trinity, a period in my life that I have enjoyed thoroughly.  I will remember this experience for the rest of my life and look forward to the opportunities that will follow.    

Progress Report 7: Marching On!

As you could probably imagine, this blog is being posted a wee bit late because I am going crazy trying to finish everything up!!!  Hysteria aside, I cannot believe how close we are to the deadline!  I still have quite a bit of refinement/editing/organizing to do, but I feel like I am in great shape and ready to turn the project in on time.

Now, to review this past month, I can't believe how much was accomplished!  First, the DVD.  Oh man, the DVD that I would love to punch in the face.  I had no idea that this lovely PVR device came with such crappy recording software.  I cannot add powerpoint slides that are synched up with sound, I can't just add the video to YouTube, and for whatever reason, cannot record the footage in an HD format that is readable by all DVD players.  The gameplay footage looks great, so the PVR itself did a wonderful job, but it looks like the software it came with is outdated.  After I contacted the customer support line for the PVR's company, Hauppauge, I was informed that for a menial fee (read: not menial at all), I could get the latest and greatest software that "could" resolve my problems.  Rather than wasting money just to end up with the same results and/or further formatting issues, I am going to have to make the most of what I have. I have a working "rough draft" of the video, and am in the process of editing it for the 16th.

As for the written component, all I have left to write is my conclusion and reflection.  I reorganized my paper in a massive way at the recommendation of my Adviser, and I could not be happier with the result.  She was 100% correct, as the paper flows much much much better now.  I still want to read through for coherence and organization once more.  I still have a lot of work to complete in a short span, but I am upbeat and ready to complete my Master's once and for all!

Progress Report 6: A Fast February

February may be a quick month, but I can happily say that a lot was accomplished in this short span!  I got a chance to meet with my advisor, and we have developed a game plan that I feel will allow me to complete my project in time, and to be very satisfied with the end product.  Some highlights from our first 2012 meeting:

• My current organization of "Stages" in my essay may need to be reconsidered.  The first section takes an almost defensive stance by immediately going into the learning principles of video games.  Why not go into how games are currently utilized in classrooms before going into these mechanics?
• More info is needed on English classrooms and teaching.  This is rectified in Stage 3 (which was not "completed" in time), but again may need to be reordered and reorganized for the final product.

Some great advice moving into the final month and a half of the project!  I continued working for the remainder of the month, and have tentatively finished Stage 3, although I will still need to review this for errors, typos, organization, etc.  At this point, I am generating a lot of content, and want to get as much out as possible.  From there, it is much easier to chop parts that don't work, to add sources, or to restructure the argument.

Another major development this month comes in the form of my HD PVR, a device which enables me to record video game footage as I play it.  The device also comes with video editing software which allows me to incorporate PowerPoint presentations and audio recordings, and burn the final product onto a DVD.  While I may an English major instead of a techie, it seems straightfoward enough to produce an excellent video component to the final project.  I've tested out a few sample video game recordings, and there is a bit of a delay from my controller actions to the screen itself.  The delay may help though, as I want viewers to be able to see text on the screen in order to emphasize the reading component of my sample games.  Through practice and meticulous timing, I think I can handle this to create decent video footage. 

I am currently at 45 pages, and am very excited to be nearing the end of this final project.  I have one more stage to complete, tentatively titled "Stage 4 – The Narrativity of Video Games:  What Makes a Good Literary Game."  I am aiming for a grand total of roughly 65 pages, which coupled with the production blog and the DVD will make a strong final project that I am and will always be proud of.  If I have any major updates from now until the beginning of March, I shall return on here to post/brag/rant about.  Until then, thank you all again for your support!

Progress Report 5: Please Press Restart

January was by far the most difficult month yet in terms of writing my thesis.  Work continues to weigh down on my spirits, and has required much more of my time (and gasoline) than it had in any of the previous months.  If I were still in the Thesis Colloquium, I wonder if I could have accomplished more than I had?  The blog posts slowed down considerably, and my actual writing was nearly nonexistent.  My third section, "Video Game Rhetoric and Serious Play" never really got off the ground until the very end of the month, when I met with my thesis advisor for the first time in a month. 

All of that is a thing of the past now as we enter the final 11 weeks of the Final Project though!  I can firmly say that I am inspired once more, and cannot wait to tear into this next section.  I have conducted more research in the past two weeks than in the previous past two months-- I have loads of information relevant to Barry Brummet's theories on Rhetoric, on South Korean society and the impact of StarCraft, as well as on the Serious Play Conference and the types of educational games that were on display there.  I have scheduled regular biweekly meetings with my professor, and feel that these will be the extra boost I need in order to get work done, as I would feel like an idiot to show up without any progress.  Also, I am back to tutoring at MCC again, which means access to their library/EBSCOHOST has been renewed!  I will keep on working hard, and will check back in periodically to report how things are going.

That being said, although this blog is a component of the Final Project, the posts are going to slow down considerably.  The majority of the research has been completed, so I won't have many new thoughts to add on here.  While there are new games, new articles, and new blog posts coming out on a daily basis, I have to have a cut off date where I stop adding little tidbits to try and beef up the argument, and instead focus on strengthening the argument I have already made with better phrasing, more persuasive language, and unique to this project, with a convincing and well crafted video component.  I want to thank everyone who has checked in on here, who has left me comments or spoken to me about the blog, and who has supported me through the biggest challenge of my academic career.  I will still post Progress Reports on here, just for those who want to see how the project is coming along, and may put a couple insightful things here and there.  Thank you all again!

Janet Murray & Marc Prensky

Nothing crazy today, just wanted to report that I have two new sources that I am going to be reviewing.  First is Janet Murray and her book Hamlet on the Holodeck.  She has been calling for a need to appreciate video and computer games as a storytelling medium since the early 90s, so I am fairly certain I can make good use of her work!

My other source meanwhile is Marc Prensky, who I actually have two sources from.  I have already reviewed his essay "Digital Natives, Digital Immigrants" and am awaiting my copy of his book Digital Game-Based Learning. In his Digital Natives essay, he says that the reason students are not succeeding in reading print is because they are "spend their entire life surrounded by and using computers, video games" and are then forced to "unplug" themselves from their comfort zone (1).  I love this argument, and can honestly see this is the students I tutor at MCC.  I hate showing my age here, but my younger tutees come in with tablets, laptops, or flash drives, and want me to write comments in their Word document to help remind them. Meanwhile, the older generation of students come in with print outs, their textbooks, and will write notes to themselves all over their drafts.  It is a small example, I know, but these subtle differences are just the beginning. PowerPoint and videos have enhanced the college classroom in such a way that digital natives can succeed.  So naturally, English, the class that teaches students how to read print, will be the class that these modern students struggle through the most.

Prensky argues that video games can teach a great number of lessons in the classroom, something I have already discussed in a couple ways for the high school English class.  From Prensky's biography, I learned that he is actually an educational game designer himself!  There have been English classroom-oriented computer games since I was a child (Reader Rabbit has been around in various iterations since the 80's), but I doubt high school students will enjoy being humilated by a dancing and singing rabbit congratulating them on spelling words correctly.  Instead, we must retain that "cool" factor with modern games that students/players could see themselves purchasing on their own.  But, I think developers like Prensky could create games that adolescents would feel comfortable with, and could enjoy.  They could show narrative elements without patronizing students.  I will have to do more research to see if maybe he is already in the process of doing this. 

Narrativity: An Ending

Well that didn't take too long after all, did it!

I think I have some great ideas to go forward with.  I am going to discuss Character, Narrative Space, Pacing, and Interactivty & Immersion as my key elements.  I think this section is going to be the most translatable to DVD as well.  I always knew that I'd want to show examples of good games or what makes up good games, but now I think Abbott's discussion has inspired me to break down elements that are unique to video game narratives. 

I have made a preliminary outline plan as follows for this hypothetical DVD and elements:

Character - This is going to relate to the focus on identity that I have already written about.  Players can relate very easily to video game characters since the character require input to do anything.  Games that allow character creation and/or relationship systems will be strong examples.  Some games to keep in mind for this are The Sims, WoW, or Dragon Age.

Narrative Space - I am not sure if narrative space is the best word, but am using it for now.  Narrative space is something that is created in a reader's mind, where the space in which a video game world takes place is already pre-coded.  Anyway, the best video game narrative space is going to be a very detailed world.  Some games to keep in mind for this are WoW, one of the Final Fantasies, Zelda, LittleBigPlanet, or any other games that have "personality."

Pacing - This is going to tie in a bit with gameplay/interactivity/immersion because the pacing is broken up into period of watching and periods of playing.  Games can take what is great about film, and add a layer of "hands-on" to it.  Also, I'm pretty sure all games are required to have captioning, I am trying to think of any that don't have captions on by default.  So while there is voice acting in newer games, there is still text.  And of course the older titles definitely relied on text to add personality.  This can be a benefit in the classroom!  Some games to remember for this are Final Fantasy titles, StarCraft, Portal, and Half-Life.

Gameplay/Interactivity/Immersion - I already touched on this last post, but it dawned on me that I can relate this to New Literacy studies a la James Paul Gee!  New Literacy studies call for multi-literacy, and regard the teaching of said multi-literacy to still be the responsibility of English classrooms, so what better way to become digitally literate than via entertaining video games?  I will have to flesh that out some more.  But Heavy Rain is a lock for this category, since I am very biased in favor of this game.  I just think the way David Cage and co. present their story, this is the way of the future, this is how story and play will be married and applied in the classroom. 

There is definitely a need for refinement in these elements.  And if I am serious about making the DVD with footage from these games, I am going to have to be quick about choosing them, and getting to a point within each game that clearly demonstrates the chosen element of narrativity.  I still think it's amusing that my homework is going to consist of playing some of my favorite titles, and still love this topic thankfully!

Narrativity - A Beginning

I started reading through H. Porter Abbott's "Cambridge Introduction to Narrative" and am a little overwhelmed by the amount of detail that he has placed in here.  Literally, any element of story or narrative-- and according to Abbott there is a huge difference between the two -- is listed out in painstaking detail. 

At the suggestions of my Adviser, I am looking at Abbott's discussion on narrativity.  As Washington and Lee University English professor Suzanne Keen words it, narrativity is “the set of qualities marking a narrative” (Abbott 25).  The definitive elements of this narrativity vary depending entirely on the individual scholar, as the matter of narrative is entirely subjective.  Another scholar, Marie-Laure Ryan, says that narrativity is the "ability to bring a world to life" (Abbott 25).  Video games clearly have elements of narrative that accomplish both of these definitions, but I think it will be pretty boring if I just come up with a big list of narrative elements.  I think I am going to review more of Abbott's book and try coming up with elements that are specific to video games, or function differently than they do in print.  I already know that Gameplay or Interactivity & Immersion will be one element of narrativity that I want to explain.  It is the key difference between print and video game, so I will explain how playing belongs in an English classroom. 

Welp, that leaves me with some homework.  I am housesitting for my neighbors this week, so it will be nice and quiet for the next few days.  And it also means that I could get away with doing this without anyone giving me a weird look.  Once I'm finished dancing, it's back to work!

You Gotta BE the Book!

I have to thank Jess (one of the only people who actually reads this blog by the way!) for lending me her copy of Jeffrey Wilhelm's You Gotta BE the Book!  What an inpsiring read-- it approaches English education in a way that I, as someone who often sees himself as a non-traditional English educator wannabe, can readily relate to.  Wilhelm tells his own personal narrative, how he evolved from a traditional English educator who, in his own words, thought he knew how to teach reading and knew how to teach writing (1).  However, that all changed when he had his first class of students who all detested English class.  While these students shook his very ideology of teaching in the English language arts, he steeled his resolve, and sought to discover what could "help reluctant readers to reconceive of reading as a creative and personally meaningful pursuit" (10).


Although Wilhelm never mentions video games explicitly, games can work in the same ways that Wilhelm's proposed alternatives do. For example, Wilhelm said that his students detested the "passive act of receiving someone else’s meaning" as opposed to making their own meaning (13).  Video games are set up in such a way that the player control the protagonist's every action.  The player moves the action at their own pace, and can work through the events of the game at his or her own pace.  The player can make their own meaning, or at least have the illusion of making their own decisions (since everything is already precoded).  This especially evident of Heavy Rain (there is a reason I keep coming back to that game in these posts!) because the narratives that players experience are decided by the player's own decisions. 


Another issue Wilhelm brings up is students' "inability to visualize the story world…to relate to characters…or to connect the literature to life" (103).  Good video games are a great stepping stone to help struggling readers envision the story world, to construct their own narrative space.  Good video games are extremely detailed, with its own denizens, atmosphere, and landscapes.  Again, by comparing good video games to literature, it can greatly assist in readers' ability to imagine the world in which story characters can exist.


I am thrilled with this book, and will have to reread it before adding it to the Final Project. 

 

Revisiting Serious Play

I had made a couple posts back in September about Serious Games, specifically about an article that was a Socratic Dialogue between Dr. Geoffrey Rockwell and Dr. Kevin Kee as a plenary presentation to the 2009 Interacting with Immersive Worlds Conference at Brock University in St. Catharines, Canada.   Well, the time has come to revisit this lovely dialogue in order to support the argument about the rhetoric of video games.  In order to establish that play can be serious, I will be reviewing the arguments made by these gentlemen in their mock argument, some of the assertion I made in those previous posts, and looking at the presentations made at the Serious Play Conference.

I am going to have to review the presentations made at the conference and check back in.  From what I have seen so far, there are a wide variety of subject areas, including games for learning, simulations, military games, health industry games, and corporate games as well.  This is an excellent shot in the arm for the thesis, as all of these subject areas would seem like the unlikeliest candidates for games, as they are all of the "important" or "serious" realms of our lives, not a place for fun.  Instead, learning through fun games can inspire all types of learners-- whether it is to teach certain skills to the members of the armed services, or to train health care professionals in new regulations or budgetary practices, this conference is aimed at producing effective yet entertaining media that is the wave of the future.  This will support the fact that video games do have a place in the classroom, and that there is indeed a form of serious play.  Even the games that are entirely fun can be appreciated and understood in literary terms-- I think that once the "Rhetoric & Serious Play" section of the thesis is finished, it will naturally lead right into the "Narrativity of Games" section.

Barry Brummet's Rhetoric

Last month, all of my posts revolved around Barry Brummet, and I didn't really expound upon any of his basic ideas regarding rhetoric to begin with!  A lot of great information came from this man's book Rhetoric in Popular Culture, so I thought it'd be a good idea to backtrack for a moment, and explain what his ideas are.  Basically, Brummet believes that rhetoric isn't just words that can persuade us, but instead rhetoric is the way in which "signs" can influence us.  A sign can be anything really, any object or event that causes you to think of something else.  For example, this blog post can mean a number of things to me:  It's a reminder that I am behind schedule with my project as whole, it serves as inspiration to read more books since I whipped through Brummet's quickly, and it represents a grade for me as well.  No one else reading this post will have the same associations that I have with the blog-- instead, they may think of their own blogs that they post and how that blog is better than mine, it may remind them of Socrates or other rhetoricians, or maybe the reader has a deep hatred of video games, and this blog just serves as a tool to induce anger for them.  The possibilities are endless!

The way Brummet's ideas tie into video games, as I mentioned in last month's posts, is how cultures or groups within cultures can form shared meanings from signs.  That is the state of video games in the United States today-- there are both gamers and nongamers, where those who play video games view titles like WoW or Madden '12 in a different light than someone who has never played a game in his or her life.  Furthermore, the nongaming majority forms an idea of what the gaming community is like-- whether or not those ideas are actually correct do not matter to the masses, as the opinion becomes widely shared as a stereotype of sorts. 

That is why the contrast to South Korea is so sharp.  In the US, so little value is placed on this recreational activity, while activities that require physical gifts are turned into media circuses (I'm looking at you Super Bowl XLVI).  Both are games that children can play, but our culture has deemed that playing sports is a serious activity, one that warrants respect, and concurrently, wealth.  South Korea meanwhile feels that being able to master games like StarCraft, which requires hand-eye coordination and a lightning-quick mind in order to outmanuever one's opponent, is a serious form of play.  They didn't always feel this way, but a shift in culture led to a wide acceptance by the entire population.  There is nothing saying something like this cannot happen in the United States, specifically for educational purposes.  We've seen several examples of this throughout the blogs, which I will not rehash at this point.  But as more and more minds are expanded, and the younger population is exposed to these technologies in a constructive manner, video games in the classroom may ultimately become just as normal as airing StarCraft matches in South Korea.

Lucid Sense of Action

I know, I know- not many updates as of late, and I apologize!  There is a lot of work to be done at my actual job, and I hope the thesis does not suffer as a result of it.  I am currently reading a few different books, and promise to reflect on them in upcoming posts. 

But the point of this post is to refer back to what James Paul Gee called a Lucid Sense of Action, meaning that players don't really pay attention to the narrative of a game, but can understand why the character must complete whatever his or her objective is.  I argued against this fully, pointing to sites like fanfiction.net, and to games like WoW which have a huge amount of lore, or RPGs like the Final Fantasy series that are driven entirely by the storyline.  While I am not going to go back on my word that stories are of the utmost importance, I have finally experienced what Gee is talking about here in the form of Call of Duty:  Modern Warfare 3.  As I play along the single player campaign mode, there are jaw-dropping cinematics, intense gunfights, and a great overarching story that keeps the action coming at a insanely fast speed.  However, when I control characters like Yuri or Frost, I don't really think about the story of the game at all.  Instead, I am thinking mainly about the various mission objectives, how to meet them, and appreciating (aka shouting out in shock) the game's impressive visuals and explosions. 

This doesn't change much for my argument, but I thought it would be smart to at least acknowledge that Gee does have a point.  There are games that are experienced in this fashion, where you can lose sight of what's going on quite easily.  But I don't know if Gee ever played Heavy Rain, where the storyline is the game.  With the player making major decisions for the four protagonists, driving the plot forward in the process, you as a player are not afforded the luxury of forgetting what the narrative is, even during the most intense scenes of the game.   I think for the sake of the thesis, I would have to point to not only using good games in the English classroom, but also those that do enforce theme, narrative, and strong/memorable characters. 

Progress Report 4: It's A New Year - December Reflections

Well then, last month's argument took a sudden turn, didn't it!  I hadn't expected to delve that far into the rhetoric of the game, but Barry Brummet's ideas work very well in this case.  The thesis committee, or anyone else who hasn't played video games, needs to know that the language created around video game culture by those on the outside looking in is what's responsible for the negative connotations associated with gaming.  Also, they need to know that our culture's opinion is not the only one out there-- video gaming is cherished, with great players hailed as national treasures in South Korea.  I don't think this is too much of a sidestep, as this information will assist in making the argument to include games in the classroom, as it will allow readers to see the cause of their skewed perceptions and view what other cultures believe.

I have a lot of work to do, but I am happy to note that I will begin meeting with my thesis advisor on a weekly or biweekly basis.  I met my goal of 30 pages by the end of December (I am currently on page 31, and haven't finished with my section on Rhetoric/Serious Play), and am very pleased with my progress.  But I am not pleased with my lack of reading, too many distractions have allowed the print sources to pile up, even though my scholarly web journals are still coming along nicely.  I don't want this to be a "Wikidemic" project, as difficult as this might prove since there are so few texts on the material out there. 

Lastly, I am going to start looking into a Macbook, as the purchase may have to be made in order to get my video up and running.  I will start storyboarding ideas for what the video presentation will entail, and how to go about recording this alongside the project.