44 resultados para Sticker
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This report is submitted in compliance with Administrative Rule 761-401.18(3), Discontinuance, and discusses seven special registration plates established by the legislature in 2011. This rule requires the department to report to the legislature if any of the special registration plates subject to this rule have not been placed into production because the department has not received the minimum number of paid applications (250) required to produce the plates under Iowa Code section 321.34, subsections 20C, 25 and 26 as amended by 2011 Iowa Acts, House File 651, section 2.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
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1. 1. Some parameters (glycolysis, respiration, levels of glycolytic enzymes) of the lymphoid cells from the Sticker's lymphosarcoma were established in order to better define the biochemical behavior of the venereal tumor of the dog. 2. 2. For comparative purposes lymphocytes from peripheral blood of normal tumor-bearing dogs were also studied. 3. 3. Lactic acid produced by the tumor cells during aerobic glycolysis is liberated in the reaction medium. 4. 4. Oxygen uptake is enhanced in the presence of succinate, but not with pyruvate, α-ketoglutarate, or malate as substrates. 5. 5. Higher levels of some of the enzymes from the glycolytic pathways as well as differences on the physicochemical and kinetic properties of the glycolytic regulatory enzymes are found in Sticker's tumor cells, when compared with the lymphocytes from peripheral blood of normal and tumor-bearing dogs. 6. 6. A fructose-bisphosphate positively modulated pyruvatekinase is found in the tumor cells. © 1987.
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In this paper we discuss the problem of how to discriminate moments of interest on videos or live broadcast shows. The primary contribution is a system which allows users to personalize their programs with previously created media stickers-pieces of content that may be temporarily attached to the original video. We present the system's architecture and implementation, which offer users operators to transparently annotate videos while watching them. We offered a soccer fan the opportunity to add stickers to the video while watching a live match: the user reported both enjoying and being comfortable using the stickers during the match-relevant results even though the experience was not fully representative.
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National Highway Traffic Safety Administration, Washington, D.C.
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Inscriptions: Verso: [stamped] Photograph by Freda Leinwand. [463 West Street, Studio 229G, New York, NY 10014].
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In studies of mirror-self-recognition subjects are usually surreptitiously marked on their head, and then presented with a mirror. Scores of studies have established that by 18 to 24 months, children investigate their own head upon seeing the mark in the mirror. Scores of papers have debated what this means. Suggestions range from rich interpretations (e.g., the development of self-awareness) to lean accounts (e.g., the development of proprioceptivevisual matching), and include numerous more moderate proposals (e.g., the development of a concept of one's face). In Study 1, 18-24-monthold toddlers were given the standard test and a novel task in which they were marked on their legs rather than on their face. Toddlers performed equivalently on both tasks, suggesting that passing the test does not rely on information specific to facial features. In Study 2, toddlers were surreptitiously slipped into trouser legs that were prefixed to a highchair. Toddlers failed to retrieve the sticker now that their legs looked different from expectations. This finding, together with the findings from a third study which showed that self-recognition in live video feedback develops later than mirror selfrecognition, suggests that performance is not solely the result of proprioceptive-visual matching.
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Dissertação de Mestrado apresentada ao Instituto de Contabilidade e Administração do Porto para a obtenção do grau de Mestre em Marketing Digital, sob orientação da professora Mestre Anabela Ribeiro
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This workshop aims at stimulating children’s oral language skills by involving them on playing and creating different language games or activities using the t-stories interface. The interface allows recording and playing audio on the stories’ modules, as well as recording and playing based on identification with NFC tags that can be used as sticker on objects, paper, or other materials and placed in different locations. After the presentation of t-stories by the workshop facilitators, children will have the opportunity to explore the interface on their own, then they will be asked to participate in different language games, whereby they actively create their own content. Afterwards children will be challenged to imagine and create activities for their peers.
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Diplomityössä tutkitaan kolmea erilaista virtausongelmaa CFD-mallinnuksella. Yhteistä näille ongelmille on virtaavana aineena oleva ilma. Lisäksi tapausten perinteinen mittaus on erittäin vaikeaa tai mahdotonta. Ensimmäinen tutkimusongelma on tarrapaperirainan kuivain, jonka tuotantomäärä halutaan nostaa kaksinkertaiseksi. Tämä vaatii kuivatustehon kaksinkertaistamista, koska rainan viipymäaika kuivausalueella puolittuu. Laskentayhtälöillä ja CFD-mallinnuksella tutkitaan puhallussuihkun nopeuden ja lämpötilan muutoksien vaikutusta rainan pinnan lämmön- ja massansiirtokertoimiin. Tuloksena saadaan varioitujen suureiden sekä massan- ja lämmönsiirtokertoimien välille riippuvuuskäyrät, joiden perusteella kuivain voidaan säätää parhaallamahdollisella tavalla. Toinen ongelma käsittelee suunnitteilla olevan kuparikonvertterin sekundaarihuuvan sieppausasteen optimointia. Ilman parannustoimenpiteitä käännetyn konvertterin päästöistä suurin osa karkaa ohi sekundaarihuuvan. Tilannetta tutkitaan konvertterissa syntyvän konvektiivisen nostevirtauksen eli päästöpluumin sekä erilaisten puhallussuihkuratkaisujen CFD-mallinnuksella. Tuloksena saadaan puhallussuihkuilla päästöpluumia poikkeuttava ilmaverho. Suurin osa nousevasta päästöpluumista indusoituu ilmaverhoon ja kulkeutuu poistokanavaan. Kolmas tutkittava kohde on suunnitteilla oleva kuparielektrolyysihalli, jossa ilmanvaihtoperiaatteena on luonnollinen ilmanvaihto ja mekaaninen happosumun keräysjärjestelmä. Ilmanvaihtosysteemin tehokkuus ja sisäilman virtaukset halutaan selvittää ennen hallin rakentamista. CFD-mallinnuksella ja laskentayhtälöillä tutkitaan lämpötila- ja virtauskentät sekä hallin läpi virtaava ilmamäärä ja ilmanvaihtoaste. Tulo- ja poistoilma-aukkojen mitoitukseen ja sijoitukseen liittyvät suunnitteluarvot varmennetaan sekä löydetään ilmanvaihdon ongelmakohdat. Ongelmakohtia tutkitaan ja niille esitetään parannusehdotukset.
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Saima Harmaja f. 8.5.1913 i Helsingfors d. 21.4.1937 i Helsingfors Saima Harmaja har framstått som den finska litteraturens prototyp för det tragiskt romantiska diktarödet. Hennes karriär som lyriker varade i bara fem år (1932-1937) och resulterade i fyra diktsamlingar. Mest kritikerrosad i produktionen var hennes debutsamling Huhtikuu (sv. April) från 1932. Harmaja skrev traditionell poesi med slutrim, som tematiskt kretsade kring naturen och kärleken. Hon diktade drömmande lyriskt samt beskrev sina sorger, glädjeämnen och glödande längtansfulla stämningar. Mindre uppmärksamhet har getts åt hennes mera sensuella dikter och den raka självironiska humor som ibland sticker ut i texten. Dessa dikter är tydligt påverkade av Edith Södergrans lyrik. Författarmyten kring Harmajas person är framför allt en följd av hennes postumt utgivna dagböcker. http://www.kansallisbiografia.fi/kb/artikkeli/5582/
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Young girl, Mary. Ambrotype? Ca. 1850s? Approximate age 9-12 years old. Rose coloured cheeks. Elaborate brass matting with decorative brass border in wooden case. 8.5mm x 9.5mm (blue sticker on front of case).
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Young girl, Martha. Approximate age 6-9 years old. Ambrotype? Ca. 1850s? Brass matting with brass border. Wooden case. Photograph very faded. 8.5mm x 9.5mm (yellow sticker with “x” on front of case).
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Estas ilustraciones enseñan a los niños pequeños a percibir el paso del tiempo a través de las actividades que realizan a lo largo de todo el día, desde el momento de despertar hasta la hora de acostarse. El desayuno, el colegio, la merienda, el recreo, la lectura por la tarde y la cena marcan las otras partes en que se divide el día. También aprenden las horas que marca el reloj tanto las horas en punto, como las medias y los cuartos.