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REMARK. When variable names different from XCi1 have been used to design the identity function on the ith component of the color domain C, these names may also i1 be used to simplify the guard de nitions instead of the notation XC . Moreover, instead of using two different variable names (for instance X and Y ) and introducing a guard such as ([X = Y ]) linking them, it may be simpler and equivalent to use only one variable (for instance X) on all the arcs concerned. Also, when a static subclass is a singleton, the notation X = e may be used instead of X {e}. When a guard g appears in the de nition of a transition t, it is interpreted as follows: the transition t is enabled for a color instance c iff the preconditions of t are satis ed for this color instance c (this condition being the classical ring rule), and, in addition, if the guard is true for c (i.e. g(c) = T RU E). A transition guard dynamically speci es the color for which a transition is enabled.

Gathercole, S, Willis, C, Emslie, H, & Baddeley, A (1992) Phonological memory and vocabulary development during the early school years: A longitudinal study Developmental Psychology, 28, 887 898 Gathercole, S E, & Pickering, S J (2000) Assessment of working memory in six- and seven-year-old children Journal of Educational Psychology, 92, 377 390 Gathercole, S E, Pickering, S J, Ambridge, B, & Wearing, H (2004) The structure of working memory from 4 to 15 years of age Developmental Psychology, 40, 177 190 Gaub, M, & Carlson, C L (1997) Gender differences in ADHD: A meta-analysis and critical review Journal of the American Academy of Child & Adolescent Psychiatry, 36, 1036 1045 Gaudieri, P A, Chen, R, Greer, T F, & Holmes, C S (2008) Cognitive function in children with type 1 diabetes: A meta-analysis Diabetes Care, 31, 1892 1897.

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Gauger, L M, Lombardino, L J, & Leonard, C M (1997) Brain morphology in children with speci c language impairment Journal of Speech, Language and Hearing Research, 40, 1272 1284 Gayan, J, & Olson, R K (2001) Genetic and environmental in uences on orthographic and phonological skills in children with reading disabilities Developmental Neuropsychology, 20, 483 507 Gaze, C, Kepley, H O, & Walkup, J T (2006) Co-occurring psychiatric disorders in children and adolescents with Tourette syndrome Journal of Child Neurology, 21, 657 664 Geary, D C (1993) Mathematical disabilities: Cognitive, neuropsychological, and genetic components Psychological Bulletin, 114(2), 345 362 Geary, D C (1994) Children s mathematical development: Research and practical applications Washington, DC: American Psychological Association Geary, D C, Brown, S C, & Samaranayake, V (1991).

Cognitive addition: A short longitudinal study of strategy choice and speed of processing dif culties in normal and mathematically disabled children Developmental Psychology, 27, 787 797 Geary, D C, Hamson, C O, & Hoard, M K (2000) Numerical and arithmetical cognition: A longitudinal study of process and concept de cits in children with learning disability Journal of Experimental Child Psychology, 77, 236 263 Geary, D C, & Hoard, M K (2001) Numerical and arithmetic weakness in learning disabled children: Relation to dsycalculia and dyslexia Aphasiology, 15, 635 647 Geary, D C, Hoard, M K, Byrd-Craven, J, & DeSoto, M C (2004) Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability Journal of Experimental Child Psychology, 88, 121 151 Geary, D C, Hoard, M K, & Hamson, C O (1999).

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Numerical and arithmetical cognition: Patterns of functions and weaknesses in children at risk for a mathematical disability Journal of Experimental Child Psychology, 74, 213 239 Gennarelli, T A, Thibault, L E, & Graham, D I (1998) Diffuse axonal injury: An important form of traumatic brain damage Neuroscientist, 4, 202 215 Gerard, E, & Peterson, B S (2003) Developmental processes and brain imaging studies in Tourette syndrome Journal of Child Neurology, 21, 657 664..

When the United States pushed for greater levels of bilateral trade with China in the 1990s, it was under the assumption that China would become easier to work with as it rose to prosperity If the importer-manufacturer relationship has shown anything, though, it is that the opposite is true As Chinese manufacturers have grown bigger and wealthier, they have managed to nd and to exercise more leverage in their relationships with foreign buyers The manufacturer-importer relationship can be seen as an allegory for the future of relations between the United States and China, and one of the challenges going forward will be learning how to engage China.

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