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2 This is the factor by which mean-square noise voltage vn in Fig. N.4 would have to be multiplied to produce the observed (S/N )out from the interconnect if the interconnect were noiseless. The part due to the interconnect (removing the 2 source noise) will be vn (f2 1). When the interconnect noise is referred further back the chain, what added noise, driving the module with output impedance Zs (Source in Fig. N.4), would

incoming information during the performance of a complex cognitive task (Baddeley, 2000); thus, working memory requires one to attend to, concentrate on, and manipulate auditory information In addition, early research demonstrated that children with SLI experienced dif culty repeating sentences of increasing length (Menyuk & Looney, 1972) and performed more poorly on the Token Test as the length of the command increased (Tallal, 1975) Further, it has been demonstrated that children with SLI experienced de cient immediate auditory working memory as the linguistic/semantic demands of the tasks increased; in contrast, immediate visual working memory was spared (M J Cohen et al, 1999) In one of the rst studies designed to examine learning and immediate recall of pictured objects, children with SLI had decreased verbal short-term storage capacity, presumably due to diminished ability to process, organize, and maintain information in working memory (Sininger, Klatzky, & Kirchner, 1989).

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If we take the example of a fixed 250 kVAR bank with a phase-to-phase voltage of U n = 5.5 kV fed by a network with a maximum short-circuit power of S sc = 250 MVA . We have:

ni es facts, gures, information needs, and gaps, while a black hat symbolizes judgment and caution. Other companies encourage employees to use explicit call outs or emoticons, while Lands End includes a translation by a native speaker in many e-mail communications with its Asian employees. Companies work differently, too. Understanding that there are major differences in how companies work can surprise people even at the highest levels of a company. Dif culties can arise on any front, from managerial behavior to notions of what size of a staff is required. For example, when General Motors and Fiat announced that they would jointly develop and market products, marketing vice presidents from both sides gathered to discuss how the teams would work together. Fiat s representative said that GM s head of public relations tells us that they have about 600 people working PR. Well, once we nally included all of our secretaries and delivery people, we came up with a padded total of 50 on our side. In reality, we ve only got ve, maybe six for the whole world. 2

Studies employing different list learning procedures, such as the California Verbal Learning Test Children s Version (CVLT-C) (Shear, Tallal, & Delis, 1992) and the Rey Auditory Verbal Learning Test (Records, Tomblin, & Buckwalter, 1995) as well as a study that used a digit-span backward test (D Williams et al, 2000) provide further support for the diminished verbal capacity theory While research to date appears to support the contention that children with SLI exhibit poorer performance on auditory short-term memory tasks and auditory working memory tasks, little available research has looked at auditory long-term retention and visual/ nonverbal learning and memory in this population In one study, the children with SLI were not signi cantly impaired on the delayed free recall component (20-minute delay) of the CVLT-C (Shear et al, 1992).

This nding would appear to indicate that although the children with SLI were less ef cient in learning the word list, their delayed recall of the list was not signi cantly below that of the normal children It is not clear whether these children have a dysfunctional immediate auditory/verbal working memory system or merely give the appearance of having dysfunctional auditory/verbal memory as a secondary manifestation of the SLI (M J Cohen et al, 1997) Research has found that children with auditory short-term memory de cits have impaired expressive language ability (N J Cohen et al, 2000), lagged behind their counterparts on standardized measures of language by 18 to 24 months (S Gathercole & Baddeley, 1989, 1990), have dif culty learning the phonological form of new words (Baddeley, Papagno, & Vallar, 1988; Newbury et al.

Once the platform-speci c code is identi ed and refactored, the nal stage is to add an installer to create the installation le for the device. This involves creating a Net60 Genesis project. In a manner similar to the Setup Project in Visual Studio, Genesis is a project type and gathers the components required from the project dependencies as well as the bootstrap code and CLR binaries into a single package. This package is then built and signed and the resulting SIS le can be installed in the same way as any other Symbian application. Net60 makes it very easy to take existing code from the Windows Mobile Compact Framework and migrate it onto Symbian devices with the minimum amount of rewriting or refactoring whilst retaining the commercial advantages of C# and the .NET Platform. For more information on writing device-independent .NET applications or porting .NET applications from the desktop to mobile devices, see msdn.microsoft.com/en-us/magazine/cc163387.aspx or visit the Red Five Labs website at www.red velabs.com.

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