Skip to main content

Video: Effects in Flex 4 (MAX Session)

Effects in Flex 4, the talk I gave earlier this week at Adobe MAX, is now available from Adobe TV. This is pretty awesome; I've never known talk recording to be published so soon after the actual event (in this case, actually published while the event was still going on).


The talk covers the overall architecture of the new effects in Flex 4, covering all of the new effects classes and also (my favorite part) the underlying details of how it all works, using the Animate class, the underlying Animation class, and all of the low-level helper classes. Lots of nitty-gritty details for those that care (and those that don't). If you saw my FlashCamp talk that I posted last June, you'll recognize some of the information and demos, but this talk goes into a lot more detail on the architecture and underlying details since I had more time to do so. For the code-hungry folks in the audience, I showed many demos throughout the talk to illustrate how the concepts and classes actually work in real code.


Here's the video. I show a lot of demos during the talk with plenty of code wading, so you might want to pop the player into fullscreen mode (look for the icon in the lower-right of the player).



Many of the demos are already posted in other CodeDependent posts, others are ones that I developed for MAX and have not yet published. But I will push these demos out eventually as well - look for future posts that cover these other demos in more detail.


Be sure to check out the other MAX talks, too. There was some great stuff at MAX this year, and it's pretty cool that we've posted the talks for all of the folks that couldn't make the conference, or had conflicts with other sessions, or simply couldn't stumble early enough for morning sessions after late night sessions in the bar the night before.


Enjoy.

Comments

Popular posts from this blog

Benefits Of Healthy eating Turmeric every day for the body

One teaspoon of turmeric a day to prevent inflammation, accumulation of toxins, pain, and the outbreak of cancer.  Yes, turmeric has been known since 2.5 centuries ago in India, as a plant anti-inflammatory / inflammatory, anti-bacterial, and also have a good detox properties, now proven to prevent Alzheimer's disease and cancer. Turmeric prevents inflammation:  For people who

Women and children overboard

It's the  Catch-22  of clinical trials: to protect pregnant women and children from the risks of untested drugs....we don't test drugs adequately for them. In the last few decades , we've been more concerned about the harms of research than of inadequately tested treatments for everyone, in fact. But for "vulnerable populations,"  like pregnant women and children, the default was to exclude them. And just in case any women might be, or might become, pregnant, it was often easier just to exclude us all from trials. It got so bad, that by the late 1990s, the FDA realized regulations and more for pregnant women - and women generally - had to change. The NIH (National Institutes of Health) took action too. And so few drugs had enough safety and efficacy information for children that, even in official circles, children were being called "therapeutic orphans."  Action began on that, too. There is still a long way to go. But this month there was a sign that

Not a word was spoken (but many were learned)

Video is often used in the EFL classroom for listening comprehension activities, facilitating discussions and, of course, language work. But how can you exploit silent films without any language in them? Since developing learners' linguistic resources should be our primary goal (well, at least the blogger behind the blog thinks so), here are four suggestions on how language (grammar and vocabulary) can be generated from silent clips. Split-viewing Split-viewing is an information gap activity where the class is split into groups with one group facing the screen and the other with their back to the screen. The ones facing the screen than report on what they have seen - this can be done WHILE as well as AFTER they watch. Alternatively, students who are not watching (the ones sitting with their backs to the screen) can be send out of the classroom and come up with a list of the questions to ask the 'watching group'. This works particularly well with action or crime scenes with