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In the first step, you will learn how to capture the onscreen Being a completely new technology, there were almost no resources to get you acquainted with this revolutionary platform, until now. This book will show you how to make your very own next-gen 3D games in Flash. If you have ever dreamed of writing Flash enables you to create animations and can also be used to build an interactive, multimedia Web site.

Completely enhanced and revised, this must-have reference covers everything you need to know to learn and master the latest version of Flash. Top Flash trainer and author Todd Perkins provides you with unparalleled comprehensive coverage of tips, tricks, and techniques that you won’t find in any other resource.

For instance, nce, the topic of the interactive video is descriptive. This model is created based on the curriculum needs. It means the video can be adjusted as the curriculum requirements.

The learners have to be able to listen to many kinds of conversation or monologue story about descriptive one. So this interactive video consists of one conversation and one monologue story. One of the models of interactive interac video is as follow: Opening Page Figure 1 First page is the opening page of video. In the second page until the last page see appendixes ,, blue dark color is mostly used. Gale in Dagget, Cobble, Gertel says that learners in high school hool are more interested in darker colors.

As a teacher, it is very important to know the intention of the learners in order to get their attention. Besides choosing the color, choosing the design is also considered. The writer chooses Angry Birds design for this material.

It is chosen because Angry Birds is a popular game for teenager and children at this time. Because students more often feel bored to study listening, encouraging them by giving material based on game can give a positive effect.

In addition, to design the menu page does not have to be consecutive. Because this video is an interactive video, so the operator can go everywhere they need. Like the example video given, the menu list is not arranged consecutively. This is not matter because the learning process will not be bothered. The operator canan clicks the questions button easily after finishing the discussion part.

Later on, the questions session should ask the information in the dialogue. In this video, the questions are about every information in the dialogue. They are knowledge and comprehension levels. These levels are about the definition, concepts and descriptions that is available in the dialogue. By using these two levels of questions, the target of listening listening can be obtained, that is, knowing the information deeply. To operate the video is very simple.

In the menu, there are four buttons. Dialogue1 is a conversation that will be discussed. Then, in discussion, there will be cut of the dialogue1.

The conversation has been chunked into each statement by each speaker. After finishing the discussion, go back to the main menu to choose the next dialogue. It is the question about all the conversations before. Based on the model of interactive video given, students can be encouraged by seeing the video. They will be interested to listen to the material because it is not boring material anymore. This video is designed by using colorful pictures.

They just feel that they are playing Angry Bird together in the classroom. The first one is pre-teaching. The second one is whilst teaching. In whilst teaching, teacher plays the video and discusses the content of the video with the students.

The third is post-teaching. In post teaching, teacher gives the conclusion and reflection to the students. Pre-teaching The first one one teacher greets and prepares the students. Greeting the students is important to know how the students are. Besides that, teacher has to make sure that the students are ready to study by their attendance in the classroom. The color is blue and it is rather er small.

Based on the example, the students can think and guess why the teacher gives them that example. Therefore in their mind, the teacher may describe about something and the topic is descriptive. This example directs thethe students to think critically. After that, teacher asks the students some questions. The questions are about the topic given. Now the teacher directs them to the main topic in the conversation that will appear. How does it look like?

The last, the teacher introduces the content and what happen in the conversation in order to direct the students to focus on the material. Her son just moved to his new apartment. His mother called him to know everything in his new apartment. So, listen to the conversation carefully.

Whilst Teaching First thing to do in applying interactive video is by playing the video. Teacher plays the video in front of the class and all of the students watch the video together.

At the first play, the students will see the topic of the material as the picture in the appendix1. Then the teacher goes to the menu page see appendix 2. It is a dialogue that students have to understand. As mentioned in the background, students need to train to listen to a good pronunciation so that the conversation is taken from people who speak English as their mother language.

This way can help help students to be familiar with English spoken from a good speaker. In order to make students sure about the dialogue, the conversation plays twice. As suggested by Harmer that playing listening audio once may not be enough. To play the dialogue twice is very easy. Teacher only needs to click one button and the dialogue will be played. After that, the teacher asks the students whether the students can get all of the point of the conversation. If more than one third of the students said no, the discussion will be lead.

They are asked to mention which part that they cannot get. After students mention it, the teacher comes back to the second page see appendix2.

In the page, the teacher goes to the discussion session. This session is about the cut of the conversation. Each sentence has been separated as the picture given. Figure 3 This model is the cut of the conversation. So the students will not destructed by another statement. It can also help students to focus on which part that they cannot understand.

Motion graphics designers and visual effects artists use Flash Professional to create interactive content with design fidelity and expressive motion. Using pinning support for inverse kinematics with the Bone tool, they deliver short-form video content, advanced animations, and professionalquality productions for delivery virtually anywhere.

Deliver to desktop computers. Your content displays with a consistent look and feel across operating systems and browsers. Deliver to mobile devices. Deliver content that plays back on millions of devices worldwide, and reach audiences on smartphones that run Android 2.

Produce immersive content optimized for tablet devices. Take advantage of touch input and gesture-based actions that enhance the user experience. Deliver to Internet-enabled televisions. Extend the reach of your content into consumers Internet-connected living rooms, with immersive experiences and applications that run on Adobe AIR for the Digital Home. Efficient workflows for multi-target content Simplify the creation and management of multiple FLA files that are created for a single project, but that target multiple devices.

Share code and assets across documents and device targets to efficiently create, test, package, and deploy content for a wide range of screens and devices. For example, symbols modified in one document update across other documents. The New Project dialog box has been enhanced to include a Default Document section, which allows you to specify a document name, target player, and ActionScript version.

With Flash Professional CS5. The Project panel also makes it easier to manage multiple files that belong to the same project. Designers spend much of their time adjusting a single design to work at multiple sizes. Everything on the stage, including symbols and motion paths across all scenes, are scaled. There are also controls for limiting scaling to unlocked or visible layers.

By checking the Scale Content With Stage option, you can easily resize artwork and timeline data to work at different sizes. Enhanced layer controls Flash Professional CS5. Copy and paste layers including ones with motion and inverse kinematics armatures to a different timeline or even to a different FLA document.

You can also cut and duplicate layers, and even copy and paste folders. Copying layers between documents makes it easy to move content between different files in the same project. Symbol rasterization Complex vector artwork can take a toll on the processors of mobile devices, degrading rendering performance.

Flash Professional CS5. The Convert To Bitmap command allows you to convert selected artwork on the stage to a bitmap. Once converted, the artwork is no longer editable in Flash Professional, although you can edit it in Adobe Photoshop software. The Export As Bitmap command is a display property that you can apply to movie clip symbols. With this setting enabled, chosen symbols are rendered as bitmaps on stage when the project is published, with the benefit that the symbol remains editable.

Drag the pick whip to a movie clip on the stage to insert the instance name of your target movie clip into the code. Achieve extraordinary web design Explore the wider world of web design and development with Adobe Creative Suite 5.

Get a more comprehensive toolset at an appealing price. A single, easy-to-use panel in Dreamweaver CS5. Build rich content for devices with support for the jquery mobile framework. Take advantage of mobile templates, contextual code hinting, and the ability to quickly insert objects into a design. Build standalone applications targeted at multiple platforms.

Leverage mobile-ready components optimized for performance and touch input. Enjoy a full designer-developer workflow. Work collaboratively and confidently on shared Flex based projects with a new bidirectional workflow that allows designers who use Flash Catalyst CS5. For more info, see Adobe Creative Suite 5. Upon selecting a snippet from the Code Snippets panel, you can view a description or preview the underlying ActionScript code on a heads-up display HUD before you apply it.

In addition, the code snippets themselves are formatted to help novice and inexperienced programmers parse the code and apply it quickly. Typographic formatting and rollovers indicate areas of editability. The pick whip tool appears when you position your mouse over a movie clip placeholder in the code. Streamlined publishing and document settings Save time with a newly designed and more efficient Publish Settings dialog box, which you can now access directly from the Properties panel.

Select multiple formats on the left and edit the corresponding settings on the right. New to the dialog box is the ability to publish a SWC file to a path of your choice without having to publish the SWF file. In addition, the dialog box now returns relative paths when selecting a publish destination so that files can be more easily shared across teams.

You can also change the version of Flash Player, ActionScript version, and stage size directly from the Properties panel. The Document Settings dialog box also features a new Auto Save feature, which automatically saves your file at specified intervals, on a per-document basis.

Pinning support for inverse kinematics With this new release, Flash Professional continues to offer a powerful interactive design toolset that allows for creative exploration and implementation.

You can now lock, or pin, bones to the stage, allowing you to place restrictions on the movements of selected bones. In addition, you can now create multiple spans or armatures on a single layer, and you can more easily define more complex movement of armatures, such as walk cycles.

Customer-requested enhancements Flash Professional CS5. A new Loop button helps make it easier to repeatedly review a part of your animation. A new conflict resolution dialog box appears when symbols of the same name are imported to the Library, offering the option to place duplicate items into a new folder. TLF text support for style sheets, just like Classic text. Support for tab stops.

Align text to tabs, and to enter tab characters in TLF text fields on stage. The tab ruler allows tab stops to be added, deleted, moved, or to have their tab type changed. These enhancements improve the use of TLF on Android mobile devices. A new compiler caching feature to help reduce the compile time of documents that use embedded fonts and MP3 sound files, allowing you to deploy rich content faster.

In previous versions, these items would recompile each time you tested or published a movie, even if nothing had changed. In Flash Professional CS5. Set break points and use trace statements to test the content directly on the device. You can also package AIR for Android apps and publish directly to the device. Click on the first image on the left, and press F8 or right click and select Convert to Symbol.

A box Covert to Symbol shows up. In the name section, type btn1 and select the Type as button. Then click OK. Repeat the above three steps for all the pictures at the bottom of the stage, one by one. But, keep in mind to change the btn1, button 1 to btn2, button 2 and so on for the remaining pictures.

Convert to symbol Instance name D. Setting corresponding pictures for the buttons 1. Select the second, third and fourth Timeline sections of the thumbnail layer. You can select them all at a time by holding the Ctrl key from the keyboard and selecting them. Right click on the selected Timeline sections and select Insert Frame. You will notice frames inserted in the thumbnail layers. From the Timeline select the first frame of Picture layer.

After you select the first layer, go to properties panel change the name to pic1. Once you change the name, you will see small red flag in the first frame of the Picture layer. Now drag the first picture from the Library panel. Make sure that the picture must correspond to the small pictures that are on the bottom of the stage. Go to properties panel and change the dimensions of the picture. W: px, H: px, X: 82 and Y: 0. You will notice that the picture will be aligned at the middle of the stage right above the small pictures.

After you change the dimension of the first picture, right click on the second frame of the Picture layer select Insert Blank Keyframe. Repeat steps 4, 5 and 6 for the remaining pictures.



Adobe flash professional cs5 pdf free download


Mohanaad Shakir , Ridha Omar. Laily Amin Fajariyah. Mohanaad Alnaseery. Leanne Walsh. Ekawati Dukut. Dimitris Rinis. Cynthia S Wiseman. Izzati Rozman. Jocelyn Wishart. Enjang Juanda. Hudu Zakaria. Katie Crossman , Geoffrey G Pinchbeck. Dawn Bikowski , Greg Kessler. Susana Sotillo.

Ian Witten , Shaoqun Wu. Rasha Essam. Angela Chang. Gumawang Jati. Tatiana Babenko. Cathrine-Mette Mork.

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Click here to sign up. Download Free PDF. Kiki Mitna Havid Ardi. Related Papers. Machinima: Why think’games’ when thinking film. European Journal of Dental Education The development of an exemplar e-module for the continuing professional development of European dentists. Recommended website. Materi yang dikembangkan ini berbasis video interaktif. Pada video interaktif ini dikumpulkan satu paket materi yang terdiri dari percakapan-percakapan percakapan dari native speaker dan soal-soal soal latihan untuk melatih kemampuan listening siswa.

Siswa akan termotivasi untuk belajar karena desain video yang yang hampir menyerupai sebuah game dan mereka juga dapat langsung berinteraksi dengan video untuk bebas memutar dan memilih bagian yang diinginkan atau diperlukan. Pemilihan materi yang sesuai dengan kebutuhan siswa diharapkan mampu mengatasi kesulitan mereka dalam listening.

Introduction Listening is one of important skills in interpersonal relationship. Everybody has to be able to listen and catch what the speaker said in order to communicate well. As Mathews says, listening perhaps is the most precious skill for everyone in order to interact with other person.

It shows that how meaningful listening is in daily life. It will be hard for people to communicate if they cannot listen to others.

Furthermore, Wilson says that there are four causes of why listening ing is difficult. Firstly, it is because of the characteristics of the message. Next, it is because of the characteristics of listener. Each learner has different way to study.

Last, the characteristics of the environment are also influenced. Weather in the room can influence the ability of the students to capture the conversation. Based on preliminary inary observation and informal interview to some students in some senior high schools, there are some problems they faced in learning listening.

In some schools, sometimes, teacher reads some texts and students complete C-Test Test with the words they heard. Actually, Actually, listening material that is read by the teacher has several weaknesses. First, there will be vocabulary misspronounce.

The second one is the speed of conversation. The last is the tone of the conversation. Different tone will give the different meaning meaning and later can lead misunderstanding. Furthermore, it seems that some schools or teachers also have problem related to material that provide a good pronunciation.

As students rarely listen to a good conversation like the real American, British or Australian do also make them difficult to face the listening material in National Examination Ujian Ujian Nasional. Nasional Another case in some schools, listening material is not well arranged and attractive enough to encourage the learners to listen.

Thus, students said that learning listening is boring and difficult. Based on Tomlinson , materials should have ability to attract the students and teachers, the materials should be able to motivatee learners, and the materials should match with administrative requirements such as standardization and preparation for an examination.

It means, students can be motivated to learn by the interesting materials and suitable with the curriculum. Nowadays, students, moreover, senior high school students are more interested to study with fun atmosphere. They will be easily to be bored in learning if the situation does not support su them.. So, listening material should also be able to provide fun atmosphere in the learning since one of the characteristics of the students is learning in fun atmosphere.

Based on the problems above, it can be seen that one of the most important things ngs in listening is the appropriate material. The material has to be suitable with the characteristics of the students. To fulfill the characteristics of the students, material based technology is suggested. It is supported by Meskill , technologyy is perceived as enlargement to the process of language acquisition. It is because the language can be acquired by using audio or video.

One of the applications that can be used to create listening material is by using Adobe Flash Professional CS5. It is proposed to try solving these problems. Adobe Flash Professional CS5 is software to create animation, animation, video or pictures. The users of this media can import music, another video, and some pictures or may be create an animation by their own.

In addition, listening materials will gather in one uniformity in form of interactive video. It is called interactive video because students or the operator can interact with the video by clicking clicking the buttons available in the video. A good conversation will be settled on it and the material can be adjusted based on the curriculum.

This video gives the easiness to the users. The use of timeline is to lay-out the sequence of the frames. Any change animation has to be in a keyframe. Creating the Image thumbnail A. Setting up Stage for the Pictures 1. At the top right side of the screen, you will see a drop-down menu as labeled in the figure below. Then, click on the drop-down menu at the top right of the white screen called Stage as shown in the figure below you see at the center of the screen. Select the option Fit in window from the list that appears, to set the size of stage.

Getting Pictures 1. Choose any four pictures from your computer, but make sure they are larger than pixels in size. The type is written next to the name the image was saved as. Importing pictures to Flash CS5 Stage 1. Firstly, Click on File at the top-left corner of the screen.

Select the option Import, and then choose Import to library from the list. Select all the pictures in the folder, and click open. You will now have the names of the four pictures inside the Library Panel in a list under the Name section similar to the example below.

Library Panel Name Section 4. Click on the Thumbnail layer to select it, and then go back to the Library and drag the first pictures from the name section to the stage. These values will be template values.

Once you change the dimension of the picture, the picture will move out of your stage. So use your mouse to find the constrained picture out of your stage. Drag the picture to the bottom left corner of the stage. Repeat steps 4,5 and 6 for the remaining images and drag them to the bottom of the stage such that they are in a row, and are approximately equally spaced as shown below.

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Still using Flash CS3 Professional? Gain control over individual animation attributes with object-based animation, which applies tweens directly to objects instead of to keyframes. Easily make changes to motion with Bezier handles. Animate 2D objects through 3D space with exciting new 3D translation and rotation tools, which allow you to animate along the x, y, and z axes. Apply local or global transformations to any object. Leverage the Adobe Media Encoder to benefit from advanced video capabilities including embedded cue points, alpha channel support, and high-quality codecs.

Authoring for Adobe AIR. Deliver interactive experiences to the desktop with new integrated capability to publish to the Adobe AIR runtime. New Adobe Creative Suite interface. Boost your efficiency with intuitive panel docking and spring-loaded behaviors that streamline your interaction with tools throughout the Adobe Creative Suite editions.

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All other trademarks are the property of their respective owners Adobe Systems Incorporated. All rights reserved. Adobe Flash Professional CS6 Create and deliver rich, engaging experiences across devices Generate sprite sheets for enhanced game development workflow and deliver apps with a prepackaged Adobe AIR captive.

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