The document proposes a website for a dance studio that utilizes Flash animation and multimedia elements. It describes the existing system of online discussion boards and their disadvantages. The proposed system would have two interfaces - one for administrators to update class and teacher information, and a Flash interface for users. The Flash interface would include a preloader, intro animation, and allow for collaborative multimedia presentations between teachers and students. Other proposed modules include scheduling classes, a customer portal, and delivering videos via streaming. Screenshots provide examples of pages for logging in, administration, user lists, uploading/viewing videos, class schedules, and more. The conclusion evaluates using concepts like third space and hybridity to structure a more democratic and student-centered learning environment for a

1. DYNAMIC FLASH INTERFACE

2. ABSTRACT
The Internet is a suitable tool for distributing information because it is a
communication medium that reaches a wide audience. By using the web to
advertise, companies can easily attract potential customers. Some elements
used for web advertisements include animated graphics and sounds. The aim
for this project is to provide a website that can showcase the elements of a
dance studio. While Flash animation has been around over a decade, it is a
relatively new technology compared to the hypertext markup language. In the
early days, Flash animation provided some entertainment value but did not
contribute to the information sharing focus of the Internet, so it is found on a
small percentage of all websites. In addition, most browsers require a Flash
player plug in to render the Flash animations. Even with frequent upgrading of
Flash players to the latest version for proper compatibility, many companies in
the entertainment prefer using Flash because of its possibilities for multimedia
integration.

3. EXISTING SYSTEM
 This user manual is for someone who would be managing the
website such as a webmaster or admin.
 Online discussion board students have much more time to
formulate and post their response. this gives important
advantage. But it also has disadvantage.
 The flow of the discussion is slower, and sometimes a lot of quick
back and forth, question and answer, can be valuable, as it can
get a lot out at once, and gives a logical flow that’s all seen in a
short time, where all the parts are fresh in the memory.
 Chat can sometimes get a fast flow going, but is harder to keep well
ordered.

4. PROPOSED SYSTEM
 Website contains two distinct interfaces, one for updating class and
teacher information and the other is the Flash interface.
 In the administration section, the web master could update the class and
teacher tables.
 Each page displays the matching section at the top and links to each of
the other sections. The colors are consistent with dark blue on white and
legible font. There are numbers and a bar representing how much of the
Flash document has loaded, so visitors get a sense for how much longer
they have to wait. . Once the preloader is finished, the intro
automatically starts. It is about eight seconds long, and is of a butterfly
traveling across the screen. The butterfly is a movie clip.

5. HARDWARE REQUIREMENTS
 Processor : Pentium Dual Core.
 Hard disk : 40 GB
 Mouse : Logitech.
 RAM : 2GB(minimum)
 Keyboard : 110 keys enhanced.

6. SOFTWARE REQUIREMENTS
 Operating system : Windows7
 IDE : Microsoft Visual Studio .Net 2010
 Front End :Asp.net
 Coding Language : C#
 Backend : SQL Server 2008

8. MODULES
 Scheduling of classes
 Collaborative Multimedia Presentation
 Customer Portal
 Video Delivery Via Streaming

9. SCHEDULING OF CLASSES
Calendar of classes is displayed here which is a
layout with days as fields and displays events
scheduled on that day. You can filter these
calendars by clicking the drop-down box. You can
also change calendar views by choosing the
week, month tab. Arrange or plan (an event) to
take place at a particular time. The process of
creating a schedule - deciding how to order these
tasks and how to commit resources between the
variety of possible tasks.

10. COLLABORATIVE MULTIMEDIA PRESENTATION
The Master can upload the tutorial videos and sound files as
an option. The teacher can authorize other students to be
presenters. All the presenters can control the presentation
and can annotate each video collaboratively. Presenters can
switch the videos forward or rewind by clicking the mouse or
pressing the left and right buttons. Video streaming enables
simultaneous delivery and playback of the video. The length
of the delay is given by the time duration of the pre-roll
buffer, and the required storage is approximately given by
the amount of data in the pre-roll buffer. This is in contrast to
file download where the entire video must be delivered
before playback can begin. In video streaming there usually
is a short delay (usually on the order of 5-15 seconds)
between the start of delivery and the beginning of playback
at the client.

11. CUSTOMER PORTAL
A Customer Portal is a great way for an organization to allow its
customers to login into their dedicated internal system and access
restricted data. Instead of building their own authentication and
security mechanisms, users can use Creator portals. Users can sign
up with their portal and can login into their dedicated portal, access
applications shared to them, submit data, and most importantly, view
and edit only those records which they submitted. You can review
your account, make a payment, enroll in additional classes and/or
email questions to administration. To access your secure account,
enter your User Id along with Password. Video streaming provides a
number of benefits including low delay before viewing starts and low
storage requirements since only a small portion of the video is
stored at the client at any point in time.

12. VIDEO DELIVERY VIA STREAMING
Video delivery by video streaming attempts to
overcome the problems associated with file download
and also provides a significant amount of additional
capabilities. The basic idea of video streaming is to split
the video into parts, transmit these parts in succession,
and enable the receiver to decode and playback the
video as these parts are received, without having to
wait for the entire video to be delivered. Video
streaming can conceptually be thought to consist of the
follow steps: 1) Partition the compressed video into
packets 2) Start delivery of these packets 3) Begin
decoding and playback at the receiver while the video is
still being delivered

13. SCREEN SHOTS
FIG 10.1 LOGIN THE PAGE

14. FIG 10.2 ADMIN PAGE

15. FIG 10.3 USER LIST PAGE

16. FIG 10.4 VIDEO UPLOAD PAGE

17. FIG 10.5 VIDEO LIST PAGE

18. FIG 10.6 CLASS SCHEDULE PAGE

19. FIG 10.7 USER QUERIES PAGE

20. FIG 10.8 REPLAY USER QUERIES PAGE

21. FIG 10.9 MEMBER PAGE

22. FIG 10.10 QUERY POST PAGE

23. FIG 10.11 PLAYING VIDEO PAGE

24. FIG 10.12 NEW USER REGISTRATION PAGE

25. CONCLUSION
Taken together, this research project provided a theoretical and design framework for a
change toward a democratically and dialogically-structured, student-centred learning
environment in a prevocational dance school. It also offered reasons why to look to concepts
of third space and hybridity when trying to clarify our pedagogical goals and challenge
established modes of ballet training. It was found that a hybrid dance course might be a
connecting thread between the disparate parts of curriculum, classroom, and the outside
world, and a bridge between a traditional and educational approach to teaching ballet. The
concepts central to post-colonial theory have helped me to move the discussion beyond
dualities of teacher-centeredness and student–centeredness; in real-life classrooms neat
categories of teacher/student-centred practice collapse in the face of unpredictable, non-
linear classroom environment and the complexity of learning and teaching process. I find
this to be the most important contribution of this small-scale practice-based research.

26. THANK U

27. THANK U TO ALL VIEWERS