how to create barcode in using c# PART 3 in Microsoft Office

Generating QR Code in Microsoft Office PART 3

510 PART 3
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unpleasant nasality; often, if the defect is severe, there is an audible escape of air through the nose The aforementioned developmental abnormalities of speech are sometimes associated with disturbances of higher-order language processing Rapin and Allen have described a number of such disturbances In one, which they call the semantic pragmatic syndrome, a failure to comprehend complex phrases and sentences is combined with uent speech and well-formed sentences that are, however, lacking in content The syndrome resembles Wernicke or transcortical sensory aphasia (Chap 23) In another, semantic retrieval-organization syndrome, a severe anomia blocks word nding in spontaneous speech A mixed expressive-receptive disorder may also be seen as a developmental abnormality; it contains many of the elements of acquired Broca s aphasia (page 417) Developmental Dyslexia (Congenital Word Blindness) This condition, rst described by Hinshelwood in 1896, becomes manifest in an older child who lacks the aptitude for one or more of the speci c skills necessary to derive meaning from the printed word Also de ned as a signi cant discrepancy between measured intelligence and reading achievement (Hynd et al), it has been found in 3 to 6 percent of all schoolchildren There are several excellent writings on the subject, to which the interested reader is referred for a detailed account (Orton; Critchley and Critchley; Rutter and Martin; Kinsbourne; Shaywitz; Rosenberger) The main problem is an inability to read words and also to spell and to write them, despite the ability to see and recognize letters There is no loss of the ability to recognize the meaning of objects, pictures, and diagrams According to Shaywitz, these children lack an awareness that words can be broken down into individual units of sound and that each segment of sound is represented by a letter or letters This has been summarized as a problem in phonologic processing, referring to the smallest unit of spoken language, the phoneme, and the inability of dyslexic individuals to appreciate a correspondence between phonemes and their written representation (graphemes) A defect in the decoding of acoustic signals is one postulated mechanism In addition to the essential visuoperceptual defect, some individuals also manifest a failure of sequencing ability, lack of phonemic segmentation, and altered cognitive processing of langauge De Renzi and Luchelli have also noted a de cit of verbal and visual memory Much of what has been learned about dyslexia applies to native speakers of English more so than to those who speak Romance languages English is more complex phonologically than most other languages for example, using 1120 graphemes to represent 40 phonemes, in contrast to Italian, which uses 33 graphemes to represent 22 phonemes (see Paulesu) Children with native orthographic languages, such as Chinese and Japanese, apparently have a far lower incidence of dyslexia Often, before the child enters school, reading failure can be anticipated by a delay in attending to spoken words, dif culty with rhyming games, and speech characterized by frequent mispronunciations, hesitations, and dys uency; or there may be a delay in learning to speak or in attaining clear articulation In the early school years there are dif culties in copying, color naming, and formation of number concepts as well as the persistent reversal of letters Writing appears to be defective because of faulty perception of form and a kind of constructional and directional apraxia Not infrequently, there is an associated vagueness about the serial order of letters in the alphabet and months in the year, as well as dif culty with numbers (acalculia) and an inability to spell and to read music
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The complex of symptoms of dyslexia, dyscalculia, nger agnosia, and right-left confusion, found in a few of these children, is interpreted as a developmental form of the Gerstmann syndrome (page 402) Lesser degrees of dyslexia are more common than the severe ones and are found in a large segment of the school population Some 10 percent of schoolchildren have some degree of this disability, but the problem is complex because the condition is unquestionably in uenced by the way reading is taught This disorder is stable and persistent; however, as a result of effective methods of training, only a few children are unable to read at all after many years in school This form of language disorder, unattended by other neurologic signs, is strongly familial, being almost in conformity with an autosomal dominant or sex-linked recessive pattern Loci on chromosomes 6 and 15 have been implicated but not con rmed There is also a statistically higher incidence of left-handedness among these persons and members of their families Shaywitz et al have suggested that the reported predominance of reading disabilities in boys (male-to-female ratios of 2:1 to 5:1) represents a bias in subject selection many more boys than girls being identi ed because of associated hyperactivity and other behavioral problems; but this does not seem the entire explanation to us Our casual clinical experience suggests that there is a genuine male preponderance An estimated 12 to 24 percent of dyslexic children will also have an attention-de cit disorder (see further on) In the study of dyslexic and dysgraphic children, a number of other apparently congenital developmental abnormalities have been documented, such as inadequate perception of space and form (poor performance on form boards and in tasks requiring construction); inadequate perception of size, distance, and temporal sequences and rhythms; and inability to imitate sequences of movements gracefully, as well as degrees of clumsiness and reduced pro ciency in all motor tasks and games (the clumsy-child syndrome as described by Gubbay et al and mentioned earlier in the chapter under Delays in Motor Development ) These disorders may also occur in brain-injured children; hence there may be considerable dif culty in separating simple delay or arrest in development from a pathologic process in the brain However, in the majority of dyslexic children these additional features are absent or so subtle as to require special testing for their detection A few careful morphometric studies provide insight into the basis of this disorder Galaburda and associates have studied the brains of four males (ages 14 to 32 years) with developmental dyslexia In each case there were developmental anomalies of the cerebral cortex, consisting of neuronal ectopias and architectonic dysplasias, located mainly in the perisylvian regions of the left hemisphere Also, all of the brains were characterized by relative symmetry of the planum temporale, in distinction to the usual pattern of cerebral asymmetry, favoring the planum temporale of the left side Similar changes have been described in three women with developmental dyslexia (Humphreys et al) CT scanning of larger numbers of dyslexic patients (as well as some patients with autism and developmental speech delay) have demonstrated an increased prevalence of relative symmetry (reversed or atypical asymmetry) of the temporal planes of the two hemispheres (Rosenberger; Hynd et al) It is important to note, however, that not all patients with developmental dyslexia (or autism) show this anomalous anatomic asymmetry (Rumsey et al) In other studies, a number of variable alterations of cortical organization have been found, most notably, in one case, an enlargement of the minicolumns in the
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