DOCSLIB.ORG

Play-Centric Games Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Play-Centric Games Education COVER FEATURE Play-Centric Games Education Tracy Fullerton USC School of Cinema-Television The interactive media program at the USC School of Cinema-Television combines a broad liberal arts education with the technical expertise needed to create games that provide players with a narratively rich and emotionally immersive experience. n the past few decades, interactive entertainment has more than 80 such programs exist in North America grown to rival Hollywood in both market size and cul- alone. Recognizing the overwhelming interest in guide- tural impact. Game industry revenue has increased at lines for teaching game design, the International Game double-digit rates for years and recently eclipsed Developers Association (www.igda.org) established a I domestic theatrical box office receipts. Studies indicate committee to help educators craft a curriculum that that 90 percent of US households with children have rented reflects the real-world creative process of professional or owned a videogame or computer game,1 and that young game designers. The “IGDA Curriculum Framework” people in the US spend an average of 20 minutes per day sidebar describes this committee’s efforts. playing videogames.2 Digital games are now the second Unfortunately, many of today’s programs exclusively most popular form of entertainment after television. address the technical aspects of game design. Such pro- The extraordinary imagery in today’s games, which is grams effectively prepare students for entry-level positions comparable to that found in film and TV, coupled with in the game industry, such as a 3D animator, but, by depriv- its increasing complexity and realism, have broadened ing them of a broad liberal arts education, do not encour- the appeal of electronic entertainment to include adults age the kind of critical thinking necessary to transcend as well as adolescents and children. To fully realize the existing boundaries of content and expression. Nor does expressive potential of these sophisticated platforms and a tools-focused curriculum offer a rigorous exploration of satisfy the demand for more challenging and immersive history, theory, and practice as is typically found in the gaming experiences, the industry is looking to the next study of film, music, architecture, theater, and other arts. generation of designers and visual storytellers. Skeptics may question whether game design should be Similar to the explosion of interest in screenwriting and taught beside more established disciplines. However, games directing that accompanied the growth of the film and TV predate computer science, and, as cultural historian Johan industries, many creative thinkers today see interactive Huizinga asserts, play may in fact predate culture itself,3 entertainment as the most innovative and culturally per- making game design one of the oldest arts rather than the tinent mode of expression available to them. Skyrocketing newest. In addition, while film programs abound on col- sales of videogames and computer games have likewise lege campuses today, similar doubts were raised about spurred interest in game design as a career path. studying the “flickers” in the industry’s early days. In Hamlet on the Holodeck: The Future of the GAMES EDUCATION TODAY Narrative in Cyberspace, Janet Murray, an internation- Major universities around the world now offer degree ally recognized digital media theorist, points to a future programs in game design in response to student demand; in which games enjoy the same level of prestige currently 36 Computer Published by the IEEE Computer Society 0018-9162/06/$20.00 © 2006 IEEE IGDA Curriculum Framework Today’s game industry is filled with people who care pas- that require working within cross-disciplinary teams and sionately about the future of their medium. Many of them understanding aesthetic goals not traditionally covered in belong to the International Game Developers Association, such courses. which has formed several committees to focus on issues Visual design: Designing, creating, and analyzing the visual important to the industry, including diversity, business components of games.This topic includes visual design funda- practices, quality of life, and education. mentals across a broad range of media. Content areas The industry recognizes that digital games have changed include history, analysis, and production of traditional art dramatically over the past 30 years and will likely continue media as well as other design disciplines including architec- to evolve. Next-generation game developers will need very ture and industrial design and time-based media like anima- different skills than previous designers to lead that process tion, and filmmaking. Special emphasis is on how visual wisely and effectively. aesthetics play a role in the player’s experience of the game. In an effort to shift games education away from the existing Audio design: Designing and creating sound and sound environ- trade school model to a more comprehensive, humanistic ments.This topic includes various theoretical and practical approach, the IGDA education committee spent three years audio-related areas such as recording studio skills, sound exploring the needs of publishers, developers, students, and editing and mixing, electronic sound generation, sound envi- academic institutions to develop its Curriculum Framework ronment creation, music theory and history, and music com- (www.igda.org/academia/curriculum_framework.php). position. Special emphasis is on the role of the audio Comprised of more than 50 professional games educators experience within the larger context of a game. As with and industry veterans from around the world, the commit- visual design, this topic focuses on design fundamentals tee espouses an expansive and forward-thinking template rather than on specific technical knowledge. for games education that includes numerous core topics. Interactive storytelling:Traditional storytelling and the chal- Critical game studies: Analysis and history of electronic and lenges of interactive narrative.Writers and designers of inter- nonelectronic games.The primary goal of this topic is to active works need a solid understanding of traditional develop and refine a vocabulary for articulating game aes- narrative theory, character development, plot, dialogue, thetics, including the distinctive features unique to games as backstory, and world creation as well as experimental well as those shared with other forms of media and culture. approaches to storytelling in literature, theater,and film that Games and society: Understanding how games reflect and have relevance to games. In addition, interactive storytelling construct individuals and groups.This topic offers key sociolog- requires familiarity with new tools and techniques, including ical, anthropological, cultural, and psychological insights into the technical aspects of writing for this new medium, algo- worldwide gaming culture. It includes scholarly work on rithmic storytelling, and collaborative story construction. online economies and community building, fan cultures and Game production: Practical challenges of managing game their creative reworkings of game content, the role of play in development. Games are among the most complex forms of human culture, and the relationship between online and software, and game development and publishing are intricate offline identity. collaborative efforts. Along with the technical challenges, Game design: Principles and methodologies behind the rules this topic addresses issues of design documentation, content and play of games.This topic addresses fundamental concepts creation, team roles, group dynamics, risk assessment, people behind the design of electronic and nonelectronic games. It management, and process management. is a detailed study of how games function to create experi- Business of gaming: Economic, legal, and policy aspects of games. ences, including rule design, play mechanics, game balancing, This topic examines the ways games are funded, marketed, and social game interaction, and the integration of visual, audio, sold and the relationships among publishers, developers, dis- tactile, and textual elements into the total game experience. tributors, marketers, and retailers. Market and industry trends, Game programming: Aspects of traditional computer science licensing management, the dynamics of company and product modified to address the technical aspects of gaming.This topic value, and business differences between major game platforms includes mathematics, programming techniques, algorithm are all important aspects of the business of gaming. design, game-specific programming, and the technical aspects While the IGDA education committee acknowledges that of game testing, much of which could be taught under the no single program can effectively address each and every core auspices of a traditional computer science curriculum. topic within the Curriculum Framework, the members agree However,games present specific programming challenges that these are all essential to a well-rounded games education. accorded cinema.4 “Every age,” she writes, “seeks out ines a “great procedural virtuoso” capable of using the the appropriate medium in which to confront the unan- intrinsic properties of digital media to evoke experiences swerable questions of human existence.” Murray imag- that a book or film cannot capture in the same way. June 2006 37 By offering a formal, well-designed games education • analytical, creative writing, and critical thinking skills
Load more

Recommended publications
  • The Last Lecture by Randy Pausch Study Guide English I Please Type Your Answers in a Separate Document (.Doc) to Be Uploaded To
    The Last Lecture by Randy Pausch Study Guide English I Please type your answers in a separate document (.doc) to be uploaded to turnitin.com when we begin class. You will need to keep this digital copy saved and backed up. I. THE LAST LECTURE 1. What is the purpose of the “Last Lecture” college professors? 2. Even though she had always been his “cheerleader”, why did Professor Pausch’s wife not want him to deliver a Last Lecture? 3. Why did Jai finally give in and agree that Randy could give the Last Lecture at Carnegie Mellon? 4. The professor decided that he did not want the lecture to center on his pancreatic cancer, but to center on what two things instead? 5. What did Randy Pausch decide made him unique? 6. When you think of a speech, words come to mind. What is unusual about the “speech” that Randy Pausch prepared? 7. What is “The Elephant in the Room” that Randy Pausch introduces at the beginning of his speech? 8. How does Randy demonstrate to his audience that right now he is still in relatively good health? 9. Why did the Pausch family move from Pittsburgh to Virginia? 10. How did showing the CT scans and demonstrating his good health get Randy Pausch’s speech off to a good start? II. REALLY ACHIEVING YOUR CHILDHOOD DREAMS 11. Pausch’s parents did not lavish him with gifts, trips, or niceties of any kind, yet he claims to have won the parent lottery. Why? 12. Randy Pausch’s father used to say, “Just because you are in the driver’s seat, doesn’t mean you have to run people over.” Explain what he meant by that.
    [Show full text]
  • Heading for a High Note 5 S L a V I C K Na M E D Ar T I S T O F Th E Ye a R , Di S P L a Y S Wo R K S a T PCA
    PIPER10/08 Issue 4 I NTROSPECT I VE PROGRAMS ENHANCE FI RST -YEAR EXPER I ENCE Heading for a High Note 5 S LAV I CK NAMED ART I ST O F THE YEAR , DI SPLA Y S WORKS AT PCA 9 STUDENTS TEST UPDATED BRA I LLE WRITING TUTOR 11 RO bbi NS SPREADS MESSAGE O F UN I T Y Homecoming, Kickoff Look To The Future n Heidi Opdyke As alumni return to campus to remember the past and reacquaint themselves with the university as it is today, Dave Bohan, associate vice president for advancement and executive director of the capital campaign, hopes they also look to the future. “Alumni come back to reconnect with classmates, see former faculty and get a sense of today’s Carnegie Mellon,” Bohan said, “but we also want to show them about where the university is going.” Bohan is looking forward to “Celebrate Our Future: Carnegie Mellon’s Capital Campaign Kickoff” on Friday, PRICE OF BILLY COURTESY B I ll Y PRICE IS ONE OF THE PERFORMERS W ITH A CARNE G IE ME ll ON CONNECTION W HO W I ll BE AT THE CAPITA L CAMPAI G N Oct. 24, which promises to be a blast. K ICKOFF AT 8 P . M . FRIDAY , OCT . 24. AS PART OF HOMECOMIN G , A ll STUDENTS , FACU L TY AND STAFF ARE INVITED TO C ONTINUED ON PA G E THREE ATTEND THE PARTY AND SHOU L D RE G ISTER AT www . CMU . EDU / BTHERE . Candidates McCain, Obama Need Wide Voter Appeal, Skinner Says n Kelli McElhinny In less than a month, millions of Skinner, the Republicans and Democrats Americans will head to the polls in will need to attract voters outside of a historic election featuring the first their traditional constituencies.
    [Show full text]
  • A Second Chance a Short Film by Paul Hopkins & Joel Suzuki
    A Second Chance a short film by paul hopkins & joel suzuki TRAINER’S GUIDE A Second Chance a short film by paul hopkins & joel suzuki TRAINER’S GUIDE A Second Chance Trainer’s Guide © Copyright 2008 Paul Hopkins and Star Thrower Distribution. All rights reserved under International and Pan-American Copyright Conventions. No part of this book, video, DVD, or CD-ROM may be reproduced in any form, or by any means, electronic or mechanical, including photocopying, unless specifically permitted in the text or by written permission from the publisher. Address all inquiries to: Star Thrower Distribution Corporation 26 East Exchange Street, Suite 600, St. Paul, MN 55101 Toll-Free: 800.242.3220 ✤ Email: [email protected] ✤ Fax: 651.602.0037 ✤ Web: www.starthrower.com just for the trainer: why tell stories? t a deep level, if you are a trainer, you know people don’t want more information. They are up to atheir eyeballs in information. As a trainer, having a story to tell is the most valuable skill you can develop to help others learn. It is through the stories you tell that your audiences determine if they hold the same values that you do. It is through listening to your stories that they relate to your teaching. Ultimately, you should tell your own story. But we know that is not always easy. For this reason, Star Thrower has created four stories to help you “tell a story.” Each of these stories is about creating a second chance. The purpose is not to introduce more information, only to reinforce the idea that people can create a second chance.
    [Show full text]
  • Remembering Randy
    Remembering Randy A Celebration of the Life and Legacy of Randy Pausch September 22, 2008 4:30-6 p.m. Rangos Ballroom Carnegie Mellon University “ Brick walls are there for a reason: To prove how badly we want something.” Randy Pausch In every place he worked, Randy Pausch brought Wonderland to life. Randy invented Alice, the programming environment that taught students from middle school to college to program while telling their stories with animated characters. He created the course Building Virtual Worlds, in which students learned to work in interdisciplinary teams to create interactive worlds. He went on to co-found the Carnegie Mellon Entertainment Technology Center, where students and colleagues are inspired to combine technology and art to create new processes, tools, and vision for storytelling and entertainment. His research with colleagues in cognitive science, perception, and human-computer interaction broke new ground in understanding people’s interactions with technology. He inspired our community to be more ambitious, more collaborative, more inclusive, and to be courageous and joyful. At Carnegie Mellon, we have always known that Randy Pausch was a truly special person. Just over a year ago, millions more became aware of Randy when he delivered a lecture that made the world stop and pay attention. It became an Internet sensation viewed by millions, an inter- national media story, and a best-selling book that has been published in 35 languages. To this day, people everywhere continue to talk about Randy, share his message and put his life lessons into action in their own lives. Today, we come together on the Carnegie Mellon campus that Randy held dear to pay him tribute, to acknowledge the profound impact he has made on each of us, and to celebrate his colorful life and enduring legacy.
    [Show full text]
  • Advanced English 10 Suggested Summer Reading List “We Read to Know We Are Not Alone.” ~ C.S
    Advanced English 10 Suggested Summer Reading List “We read to know we are not alone.” ~ C.S. Lewis Dear future 10th graders, In looking forward to next year, the 10th grade English team has put together a suggested summer reading list for the Advanced class. We know that a lot of people like to read over the summer, so we wanted to offer this list to you in case you would like to add one to your own summer reading list. You will be required to read, and write a paper about one of the following books. 1. Girl, Interrupted by Susanna Kaysen - “In the late 1960s, the author spent ​ ​ ​ nearly two years on the ward for teenage girls at McLean Hospital, a renowned psychiatric facility. Her memoir encompasses horror and razor-edged perceptions, while providing vivid portraits of her fellow patients and their keepers.” 2. A Long Way Gone by Ishmael Beah - “The devastating story of war through ​ ​ ​ the eyes of a child soldier. Beah tells how, at the age of twelve, he fled attacking rebels and wandered a land rendered unrecognizable by violence. By thirteen, he’d been picked up by the government army, and became a soldier.” 3. Fist, Stick, Knife, Gun by Geoffrey Canada - “Recreating his childhood world ​ ​ ​ in the South Bronx and examining current crime legislation, the author offers an analysis of how a chain of events set in motion by 1960s drug laws has led to the child violence on the streets today.” 4. I Am Malala by Malala Yousafzai - “When the Taliban took control of the ​ ​ ​ Swat Valley in Pakistan, one girl spoke out.
    [Show full text]
  • Randy Pausch, Carnegie Mellon Professor
    July 26, 2008 Randy Pausch, 47, Dies; His ‘Last Lecture’ Inspired Many to Live With Wonder By DOUGLAS MARTIN Randy Pausch, the professor whose “last lecture” made him a Lou-Gehrig-like symbol of the beauty and briefness of life, died Friday at his home in Chesapeake, Va. He was 47, and had lived five months longer than the six months a doctor gave him as an upside limit last August. The cause was metastasized pancreatic cancer, Carnegie Mellon University announced. Professors are sometimes asked to give lectures on what wisdom they would impart if they knew it was their last chance. Soon after Dr. Pausch (pronounced powsh), a computer science professor at Carnegie Mellon, accepted that challenge, he learned he had months to live. He hesitated, then went ahead with the lecture, on Sept. 18, 2007. He said he intended to have fun and advised others to do the same. He spoke of the importance of childlike wonder. But Dr. Pausch did not omit things that would break just about anybody’s heart. He spoke of his love for his wife, Jai, and had a birthday cake for her wheeled on stage. He spoke of their three young children, saying he had made his decision to speak mostly to leave them a video memory — to put himself in a metaphorical bottle that they might someday discover on a beach. As the video of his lecture spread across the Web and was translated into many languages, Dr. Pausch also became the co-author of a best-selling book and a deeply personal friend, wise, understanding and humorous, to many he never met.
    [Show full text]
  • Acknowledgments the Last Lecture from Randy Pausch
    Acknowledgments The Last Lecture From Randy Pausch As an academic, Randy Pausch would have loved to have footnotes on almost every page of “The Last Lecture,” explaining the origin of each anecdote and data point. But he knew it wasn’t meant to be that type of book, so he was grateful to have this space online to offer his heartfelt thanks to those who made the book possible by inspiring him, advising him and supporting him — in this project and all through his life. Randy didn’t have the energy to finish these acknowledgments before he died. But he had spoken to me, his coauthor, about the people he’d like to thank. He had similar conversations with Jessica Hodgins, his close friend and Carnegie Mellon colleague. Together, in the days after Randy’s death, Jessica and I were able to put together this list. It’s possible we’ve missed a few names Randy would have wanted here, but as he said, the good thing about posting online is that it’s possible to make additions. So who did Randy want to acknowledge? It’s clear in the book how much he admired his parents, Virginia and Fred Pausch. He had been passing along bits of their wisdom to friends and students for years, but he was honored to have this unexpected chance to share their wisdom with the wider world. His family helped give this book life by creating some of his happiest memories. And so thanks go to his sister, Tammy Mason, his brother-in-law Al Mason, his niece Laura Woolley and nephews Christopher Woolley and Micajah Mason, his adopted sister Ruby Lu and her husband Brian Viard, his brothers- and sisters-in-law Bob and Jane Glasgow and Rick and Julie Glasgow, and an uncle and aunt, Willie and Karen Colston.
    [Show full text]
  • An Academic's Field Guide to Electronic Arts Observations Based on a Residency in the Spring Semester of 2004
    An Academic's Field Guide to Electronic Arts Observations based on a residency in the spring semester of 2004 Randy Pausch Professor of Computer Science, HCI, and Design Co-Director, Entertainment Technology Center Carnegie Mellon University etc.cmu.edu [email protected] Executive Summary The Studios at Electronic Arts (EA) have future staffing needs for more than 1,000 new hires each year, and EA would like to fill 75% of these positions with university graduates. EA currently fills only 10% of new positions from universities, traditionally preferring to hire people with industry experience. Many universities have expressed a desire to train people for employment at EA; in that spirit, I spent the spring semester of 2004 in residence at Electronic Arts educating myself about their needs. This document contains my observations about EA, tailored for an academic audience. I conclude with curricular recommendations for a two-year Masters-level curriculum containing students from different undergraduate backgrounds. I discuss what has worked at Carnegie Mellon’s Entertainment Technology Center and what might work in a more traditional setting. Facts academics should know about EA: • EA plans to fill over 1,000 positions/year in the near future. • EA has traditionally hired 10% of new hires from universities and wants to increase that number to 75%. • Making games at EA is a team sport: between 20 and 200 people work on each game. • EA is a huge company, bigger than Apple and Pixar combined. EA has a $15B market capitalization and $3B/year in revenues. • EA is a ruthless meritocracy with a brutally honest culture, especially for critique and feedback.
    [Show full text]
  • Pausch's People
    PIPER9/08 Issue 3 CENTER RESEAR C HES TE C HNOLOGIES TO GO “Pausch’s People” Walk to Honor Professor 4 CHINESE PLAY TO OP EN SEASON 5 STUDENT FILLS ONLINE ARABI C NI C HE 6 THE BIG PI C TURE 7 BREAKING THE BRAIN ’ S CODE Carnegie Mellon Earns Reaccreditation For 10 More Years n Catherine Davidson Carnegie Mellon has been officially reaccredited by the Middle States Commission on Higher Education (MSCHE), with the next full review not required until 2017-18 — the longest interval under Middle States’ rules. This news, which came in late June, was not really a surprise to anyone. The university has been accredited since 1921, and has steadily supported the PHOTO BY GLENN BROOKES peer-review approach to evaluation. I N HONOR O F THE LATE PRO F ESSOR RANDY PAUSCH , TEAM PAUSCH ’ S PEO P LE RAISED $19,257 F OR THE PICK UP THE But this year was different. P ACE F OR PANCREATIC CANCER EVENT ON SUNDAY , AUG . 17, AT NORTH PARK . THAT AMOUNT INCLUDES A $ 1 0 , 0 0 0 During 2006 and 2007, in response DONATION F ROM CRO W N CASTLE , A CELL - TO W ER COM P ANY IN CHARLOTTE , N.C., W HERE “LAST LECTURE ” CO - AUTHOR to concerns about how well higher J E ff REY ZASLO W RECENTLY S P OKE . CO - ORGANIZERS VIVIAN LEE AND CLEAH SCHLUETER SAID MORE THAN 100 education was preparing students for the MEM B ERS O F THE CARNEGIE MELLON COMMUNITY ATTENDED THE PANCREATIC CANCER ACTION NET W ORK 5K WALK , global economy, the U.S.
    [Show full text]
  • The Last Lecture. Hyperion: New York
    Citation: Pausch, R. & Zaslow, J. (2008). The Last Lecture. Hyperion: New York. Synopsis: “You can’t change the cards we are dealt, just how we play the hand”, now famous words from the late Prof. Randy Pausch of Carnegie Mellon University. The Last Lecture is a book consisting of sixty-one brief put poignant lessons, stories, examples that can add to the development and depth of any leader’s personality, style, philosophy, and perspective. Dr. Pausch does not specifically target any certain audience; he simple speaks to you as a person, an educator, a leader, a parent, a husband. Having accomplished many of his childhood dreams, he preaches the lessons he has learned along the way while providing his own insight for the reader to take away. From lessons of; choosing between being a Tigger or an Eeyore; to never forgetting your goals; how to overcoming obstacles; how to utilize time; being a team; to motivating those around you. Dr. Pausch’s advice becomes something of a treasure because as the book is titled, The Last Lecture , it was based on his last lecture as a professor at Carnegie Mellon University. The last lecture series asks nominated professors to construct a talk of what they would say to their peers, students, family, if they knew they were going to die and this would indeed be their last lecture. Dr. Pausch had the unique opportunity of dealing with the realization of that he was indeed going to die and this would be his last lecture in the classroom, having been diagnosed with pancreatic cancer and told he had months to live weeks before his lecture date.
    [Show full text]
  • The-Last-Lecture.Pdf
    The Last Lecture The Last Lecture Randy Pausch Professor, Carnegie Mellon with Jeffrey Zaslow [2] With thanks to my parents who allowed me to dream, and with hopes for the dreams my children will have. The Last Lecture Contents Introduction 6 I. THE LAST LECTURE 8 II. REALLY ACHIEVING YOUR CHILDHOOD DREAMS 26 III. ADVENTURES…AND LESSONS LEARNED 64 IV. ENABLING THE DREAMS OF OTHERS 112 V. IT’S ABOUT HOW TO LIVE YOUR LIFE 138 VI. FINAL REMARKS 210 Acknowledgments 231 About the Authors 232 [4] The Last Lecture [5] The Last Lecture Introduction I HAVE AN engineering problem. While for the most part I’m in terrific physical shape, I have ten tumors in my liver and I have only a few months left to live. I am a father of three young children, and married to the woman of my dreams. While I could easily feel sorry for myself, that wouldn’t do them, or me, any good. So, how to spend my very limited time? The obvious part is being with, and taking care of, my family. While I still can, I embrace every moment with them, and do the logistical things necessary to ease their path into a life without me. The less obvious part is how to teach my children what I would have taught them over the next twenty years. They are too young now to have those conversations. All parents want to teach their children right from wrong, what we think is important, and how to deal with the challenges life will bring.
    [Show full text]
  • Summary for Randy Pausch Lecture: Time Management
    Summary for Randy Pausch Lecture: Time Management Who is Randy Pausch? Randolf Frederick Pausch was born in Baltimore on Oct. 23, 1960. (Martin, 2008) Pausch had been a professor of computer science, human-computer interaction and design at Carnegie Mellon. With a drama professor, he founded the university's Entertainment Technology Center, which teams students from the arts with those in technology to develop projects. (Nelson, 2008) He died in his home on 25th of July, 2008. He was 47 and had lived five months longer than the six months a doctor gave him as an upside limit following a recurrence of pancreatic cancer. What was he known for? Pausch delivered his "Last Lecture", titled "Really Achieving Your Childhood Dreams", at CMU on September 18, 2007. The lecture made him gain public fame and was later known as “The Last Lecture”. Also, Pausch expanded it into a best-selling book, “The Last Lecture”. He was also known to be the leader of researchers who created Alice, a revolutionary way to teach computer programming. (Randy’s story, n.d.) 5 points that I liked in his talk. The first and main point that I like in his talk, was really how he used his sense of humour during the whole lecture, he wasn’t just able to send the important message to every single person watching, but it showed how passionate he is about what he is doing. Despite the fact that he was told he is going to die soon, he still knew that he can enjoy every single moment left in his life.
    [Show full text]