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The place/transition Petri CNu = Pu , Tu , P reu , P ostu , which is unfolded from CN , is de ned by: Pu = p P,cp C(p) (p, cp ) is the set of places Tu = t T,ct C(t) (t, ct ) is the set of transitions P reu is the forward incidence function, and P ostu is the backward incidence function, de ned from Pu Tu to N by: - Preu (p, cp )(t, ct ) = Pre(p, t)(ct )(cp ), - Postu (p, cp )(t, ct ) = Post(p, t)(ct )(cp ) The unfolded marking is similarly de ned DEFINITION 710 Let CN be a colored net and m one of its markings The unfolded marking corresponding to m in the unfolded net CN is the marking mu de ned by: p, cp Pu , mu p, cp = m(p) cp ..

Knowing what the payroll system can and should do is an important step in establishing and maintaining an ef cient payroll department However, it is also important for the payroll manager to have a comprehensive understanding of how a basic computerized payroll system operates, regardless of whether the department has their own system or relies on an outside vendor or service bureau for their processing needs (b) How Does It Work First, let us assess the basic system setup and terminology The rst step in computerized payroll processing is to establish a computer le for all employees on the payroll In computer parlance, a le is a collection of records, and a record is a collection of data elements Data elements are the speci c items of information necessary to identify and pay a particular employee correctly (ie.

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We have given formulas, in Section 2.3.3, for determining maximums and minimums and variances of cascade gains based on mismatches and on estimates of variances for individual modules. But, if we compose a unilateral module from

FIGURE 5.4 Array of subarrays and the location of grating lobes. (a) Subarrays in rectangular grid. (b) Grating lobe locations for (a). (c) Subarrays in triangular grid. (d) Grating lobe locations for (c). The dark circles represents grating lobe locations of the array of individually fed elements. The unfilled circles are the additional grating lobe locations due to subarray groupings.

[4 | 4 6 | 3 2 6] {

range overall on other measures of disinhibition and response organization (Mahone et al, 2001) Similarly, a sample of adults with TS plus OCD showed de cits on measures of response inhibition and performance monitoring as compared to controls but did not show de cits in measures of memory or attention and still scored within the average range on most tasks (S V Muller et al, 2003) Channon et al (2003) found impairment on a measure of inhibition among a group of adolescents with TS alone, but impairment on a measure of multitasking was observed only for adolescents with TS plus ADHD; no groups showed signi cant impairment in rule following or set shifting Similarly, in one study, it was found that among children with comorbid tic disorders and ADHD, de cits in executive function (ie.

, cognitive exibility, sustained attention, interference control, impulse control) were explained by ADHD rather than by the presence of tic symptoms (Roessner, Becker, Banaschewski, & Rothenberger, 2007) In another sample, children with tic disorders alone performed similarly to the control group on measures of vigilance, signal detection, reaction time, and information processing while children with tic disorders plus ADHD showed de cits on these measures (Shin et al, 2001) Using the Behavior Rating Inventory of Executive Function (BRIEF) Parent Form, children with comorbid TS and ADHD were rated as more impaired than children with TS only and controls on indices of working memory, inhibition, metacognition, behavior regulation, and global executive function Notably, children with TS only and controls were rated similarly on all of these scales except for working memory, where children with TS alone showed mild impairment relative to controls (Mahone et al, 2002).

Attention de cits have been hypothesized since TS may interfere with the child s ability to maintain attention due to the effort and concentration required to suppress tics (Jankovic, 2001; Lewandowski, 2005) This notion is supported by data indicating that children with TS had greater dif culty maintaining attention on a continuous performance test when trying to suppress their tics (Conelea & Woods, 2008a) This dif culty also may manifest as attention problems in the classroom when children are attempting to suppress their tics during academic tasks Children with TS showed no de cits in planning as measured by the Tower of Hanoi, cognitive exibility as measured by the Wisconsin Card Sorting Test, or inhibition as measured by the Stroop task; this pattern was observed for TS children with no comorbidity and for TS children with comorbid ADHD and/or OCD (Ozonoff & Jensen, 1999a).

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