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Figure 37-6. Metachromatic leukodystrophy. T2-weighted axial MRI of a 3-year-old boy. Abnormal high signal intensity involves the entire centrum ovale but spares the subcortical arcuate bers. (Reproduced by permission from Lee SH, Rao K, Zimmerman RA: Cranial MRI and CT, 3rd ed. New York, McGraw-Hill, 1992.)

string, as shown in boldface here:

tell the application id "com.microsoft.excel" select (range "A1:B4") make new chart sheet at beginning of active workbook with properties {name:"Sales Chart"} tell the chart of sheet "Sales Chart" set the chart type to cylinder column set has title to true tell its chart title set the caption to "Sales Results" tell the font object set the font size to 36 end tell end tell set has legend to false end tell end tell

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Hemi- or Temporal, quadrantanopia, no infrasylvian paresis including angular and supramarginal gyri Conduction Fluent Relatively preserved None Usually none Supramarginal gyrus or insula Global Scant, non uent Very impaired None Hemiplegia usual Large perisylvian or separate frontal and temporal Transcortical motor Non uent Good Largely preserved Variable Anterior or superior to Broca s area Transcortical sensory Fluent Impaired as Wernicke Largely preserved Variable Surrounding Wernicke s area Pure word-deafness Mildly paraphasic or Impaired Impaired None or Bilateral (or left) normal quadrantanopia middle of superior temporal gyrus Pure word-blindness Normal but unable to Normal Normal Right hemianopia; Calcarine and white (and alexia without read aloud unable to read own matter or callosum agraphia) writing (or angular gyrus) Pure word mutism Mute, but able to Normal None None Region of Broca s (aphemia) write area Anomic aphasia Isolated word nding Normal various sites Normal Variable Deep temporal lobe dif culty

12 Finish here 8 4 Start here Multiply by -5 Take additive inverse Add to itself 4 times Get 5 times as far from 0 Start here -4 Finish here Multiply by -3 Take additive inverse Add to itself 2 times Get 3 times as far from 0 -8 -12

Book.xlsx workbook open, change the name of the first worksheet, and then add another worksheet with the name Profits.

Average Annual Return 10.93% 11.69% 13.00% 3.06%

$35.15 (minus costs of trading)

(c) M AX SAT: Given a CNF formula and an integer g, nd a truth assignment that satis es at least g clauses. (d) D ENSE SUBGRAPH: Given a graph and two integers a and b, nd a set of a vertices of G such that there are at least b edges between them. (e) S PARSE SUBGRAPH: Given a graph and two integers a and b, nd a set of a vertices of G such that there are at most b edges between them. (f) S ET

13:

The next step is to put together the application skeleton so that there are real links between cards and decks. This is real code, but with most, if not all, of the application functionality left out. The navigation structure should all be there, so that menu options and choices are all there and working. The actual cards and decks are all created, even if they have no content at this point. This will allow you to test the usability of the application (see how the screens will tie together on the actual phone, determine whether the mock-up is really usable and intuitive, etc.). You can insert dummy code and stub functions wherever you like, to simulate a fully working application.

for tunnel (any volunteers ) and the force measured various levels of wind velocity. The resultmight be as listedin Table l3.l . The relationshipcan be visualizedby plotting force versusvelocity.As in Fig. 13.2, severalfeaturesof the relationshipbear mention. First, the points indicate that the force increases velocity increases. as Second,the points do not increasesmoothly,but exhibit particularlyat the higher velocities.Finally, althoughit may not rather significant scatter, be obvious,the relationshipbetweenforce and velocity may not be linear.This conclusion becomesmore apparentif we assume that force is zero for zero velocity.

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