361 Mp4
Download File ===== https://tiurll.com/2tkkQ7
In Safari on iOS (for all devices, including iPad), where the user may be on a cellular network and be charged per data unit, preload and autoplay are disabled. No data is loaded until the user initiates it.
UPDATE: according to , autoplay was disabled in some versions of Chrome on Android too. However, \"muted autoplay\" is supported by Chrome for Android as of version 53, and is supported by Safari on iOS 10 and later.
Hello - I have created a PG ( -playground.com/#05UVJI#38) attempting to enable transparency on the alpha channel so that the background is transparent. The video I am using is from Blue alien planet rotating with alpha channel - Free HD Video Clips & Stock Video Footage at Videezy!. The video is hosted on imgur.
Hello @msDestiny14 - Thanks for looking at this. I believe the video in the PG you found ( -playground.com/#SUU0KB#361) has transparent alpha channel or the creator removed the background using video editor tools. I substituted my video link and still get a solid background as can seen in -playground.com/#SUU0KB#362
Without this channel, you can only work with the rgb values and apply some computation to determine if a pixel must be discarded or not, as in the PG. Using a pure green (for eg) background in your video would help because your colors are quite different from it, so the discard process would produce less artifacts.
Hi - Thanks for responding. I agree that it would be better to start with an mp4/webm with alpha channel. That is what I was trying to do in -playground.com/#05UVJI#38 (please see opening question in this thread). The mp4 in the PG supposedly has a transparent alpha channel. However, I could not seem to enable a transparent background. Is the code in the PG correct
How do you export a .MP4 video through Adobe Media Encoder with a transparent background I understand when you add to render queue you choose the RGB+Alpha channel. But where is this option in Adobe Media Encoder Project Specs: Format .MP4 Frame...
Hi,Your understanding is not correct. If hardware decoding is not run, you will not see NVENC and NVENC1. So hardware decoding is enabled in both uridecodebin and playbin. The GPU loading is from other plugin(maybe nveglglessink).
Hi Dane ,I mean how to play local mp4 files infinite loop by uridecodebin.I will take the deepstream_test3_app sample case for example. When I get a GST_MESSAGE_EOS signal in bus_call, I need to replay the video instead of quitting.
We're working on enhancing Exiv2 to read metadata from video files as well. Unfortunately, the format of the metadata information stored in video files varies from camera to camera, and Camera Manufactures as well. So we would like to collect a set of sample videos for testing to ensure that Exiv2 will be able to read the metadata from the widest possible set of files.
If you have a camera that can record videos, you can help by recording a short video and attaching it to this Forum post ( ), as a reply. The video can be as short as you like (1 second is fine) and can be at low resolution since we're only interested in the metadata. Please keep the video file less than 5 megabytes in size if possible. When you attach the file, please enter the name of your camera in the text box labeled \"Optional Description\". Please attach only self made videos. Also, we need permission to publish (publicly on a wiki page) the video, that you submit. So if you contribute, we would be considering that you have permitted the publishing of the video as well.
The 4 video files that I have attached are also stored on clanmills.com. We can read the meta data using the WebReady code which is currently in the gsoc13 branch and will be promoted to the trunk in September 2014.
Because I consider studying basic as the best way to develop our skills and check the improvements, I wanted to explore basic forms for this independent project. Like all the basic aspects for products was geometric shapes, I also believed that geometric shapes could be the basic step for making soft sculptures and inflatables. Therefore, for this independent project, my goal was to create a series of three-dimensional, geometric shapes in soft forms in order to explore various forms from the repetition of simple patterns.
Since there was no such an opportunity for checking our improvements through this whole semester during class, this independent project was a great chance to see what I have learned from each assignment for me.
The image above is the selection of geometric shapes that I created for the project. I wanted to create them as the warm-up activity before heading to complicated forms. However, the endless repetition of geometric shapes was really challenging for fabric. Since every corner and edge should be sewed perfectly for the complicated forms, I kept failing to complete forms that have more than 10 sides. Therefore, I changed the goal of this independent project for exploring simple three dimensional geometric forms with different types of fabric.
With many differences, I did enjoy the experience of making geometric shapes with different types of fabric that we have used in class. I really liked how all the geometric shapes in soft forms feel like a sphere ball without any sharp edges and corners. I would love to explore the simple geometric forms in various types of fabric such as cotton, silk, velvet, canvas, denim, and hard paper. For hard paper and canvas, I would like to challenge some complicated forms that I failed for this project, since they have hard surfaces to easily create sharp edges and corners.
After our tour of the costume creation studio in Purnell, I was inspired to create an animal mask stylized with low-poly geometries after seeing a rabbit and fox mask with the same design. I chose to create a deer mask, since I had wanted to add color and the antlers of a deer give a majestic presence that I wanted to enhance with color.
From my exploration of deer head models, I did find a model of a deer skull that I thought would make an impressive model, although not a mask. Therefore, I went ahead and made the deer skull. Starting with the digital template, I scaled the model up to the size I had wanted, and printed them on 11 x 17 inch construction paper I had cut out.
I then began constructing my model, carefully cutting out each piece and gluing them together. I first made one half of the head, then the other, and then piecing them together down the middle. I then made the antlers, leaving one slightly unfinished. After our critique, I actually preferred the unfinished look to what I had originally planned. I remember a comment during my critique mentioned that the raw look of the model is what made it unique, and differentiated it from something that could have been bought premade. I also ended up making a display stand from wire so that it could be put up on a wall.
From this project, I learned a lot about how to approach papercraft, about techniques to gluing that would ensure a proper hold between pieces, about ways to create straight and clean folds, and a little about 3D modeling as well. If I were to make the project again, I would definitely look more into 3D modeling, and perhaps use a faster drying glue to speed the construction process.
Overall, the process of creating these outfits proved to be more difficult than I initially thought it would be. I was used to making clothes out of plastic which is something that usually comes after learning basic pattern making with conventional materials.
I had learned to sew by making outfits out of PVC, a material that has different qualities than regular clothing materials, especially when I comes to being stretchy/wearable. The next step for me was to learn how to make clothing that could be worn everyday, comfortably.
The problems I encountered were mainly about sizing and patterning. As individual pieces, the clothes could work, however as an outfit the silk pieces did not look as put together as they should have.
The final project was an opportunity to truly explore an interest of mine. I chose to look at the form and qualities of air dancers, the inflatable tubes found typically outside car stores. Initially, I thought the form was simple: air entered a tube and the weight of the top made it fall over and reassert itself once pressure rebuilt. However, I came to learn how complicated this form was, and all the factors involved in replicating the motion. After much trial and error, I decided to downscale the project to make fabrication and testing much easier. Once I did this, there was already a different quality to the inflatables. At the size, the tubes were much more sporadic, flailing, and agitated which lends to a very different experience than the large ones. I then explored several ways to modify the original shape. I tried making a round base, splitting the top, and splitting the bottom. Each one had very different behaviors reflected by the air flows. Overall, I learned a lot of about the material, air, and the relationship between that material and air.
For this assignment, I started with broad ideas of media arts to incorporate into inflatables as the medium. At first, it was challenging to find a way to narrow down what kind of inflatable shape I want to focus. However, it was easier when I simply thought about what I want to convey through this project to my classmates who are my audience.
Since it was my first time to combine video media and inflatable, I think it took some time to figure out how they interact and what synergy they create by existing as a whole. This project left me opened up the potential area to research more on media arts and artists who are involved in the field.
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(A) A reddish elevated lesion with a diameter of 1.5 cm and an opening on the greater curvature of the gastric upper body. (B) Endoscopic ultrasonography of the lesion showing a downward papillary growth into an anechoic cystic space of approximately 2 cm in size in the deep mucosal and submucosal layers. (C) During endoscopic submucosal dissection, the dissection plane is secured between the tumor and the proper muscle layer using a clip attached with dental floss. (D) The resected specimen. 59ce067264
https://www.kvcetbme.com/group/mysite-200-group/discussion/2eabd216-6b10-4689-860b-0a332660591c