title: Constructing integrated software development environments with dependency graphs

authors: Grundy, John C.

subjects: computer science

abstract: Integrated software development environments need to support multiple textual and graphical views of software products under development. MViews, a new model for constructing such environments, provides abstractions for representing the abstract syntax of a program as graphs and for viewing and manipulating these graphs in concrete textual and graphical forms. Graphs are used to represent software system structures using components (graph nodes) and relationships (graph edges). These graph components are modified by graph operations to construct and modify a program. Views of these graph components are rendered and manipulated in either graphical or textual forms. Consistency management between updated graph components is supported by a novel update record mechanism. MViews graphs are dependency graphs: updates to graph components are broadcast to related components as update records. These dependent components, or the inter-connecting relationships, respond to these update records and update the dependent components appropriately. This mechanism is used to support inter-component consistency management, and in particular provides a novel way keeping textual and graphical views of software development consistent. This mechanism can also be used as the basis of a wide range of other software development environment facilities. MViews has been reused to implement a variety of integrated environments and examples of these environments are discussed.

text: Constructing integrated software development environments with dependency graphs Integrated software development environments need to support multiple textual and graphical views of software products under development. MViews, a new model for constructing such environments, provides abstractions for representing the abstract syntax of a program as graphs and for viewing and manipulating these graphs in concrete textual and graphical forms. Graphs are used to represent software system structures using components (graph nodes) and relationships (graph edges). These graph components are modified by graph operations to construct and modify a program. Views of these graph components are rendered and manipulated in either graphical or textual forms. Consistency management between updated graph components is supported by a novel update record mechanism. MViews graphs are dependency graphs: updates to graph components are broadcast to related components as update records. These dependent components, or the inter-connecting relationships, respond to these update records and update the dependent components appropriately. This mechanism is used to support inter-component consistency management, and in particular provides a novel way keeping textual and graphical views of software development consistent. This mechanism can also be used as the basis of a wide range of other software development environment facilities. MViews has been reused to implement a variety of integrated environments and examples of these environments are discussed.

year: 1994-03

title: Editorial: “Grammar wars” – Beyond a truce

authors: Locke, Terry

subjects: grammar knowledge

abstract: Any special issue of a journal is an acknowledgement of a conversation that needs to be had. The conversation in this double issue of English Teaching: Practice and Critique has had a multiplicity of prompts, some of which I will refer to in this introduction, others of which will be referred to by the contributors to this issue (Part 1). In respect of this journal as a forum, the conversation will spill over into Volume 5, Number 1 (May, 2006). This editorial should be thought of as a work in progress; contributions to Part 2 have yet to arrive in my email basket and cannot be referred to here. Some of my own prompts in initiating this conversation have their origins close to home – in my experiences as a teacher, teacher educator and researcher in the New Zealand context. It is a context that has had its own share of social upheaval and educational “reform” in the last twenty years (Locke, 2000, 2001 and 2004). In the larger context of struggles over administrative, curriculum and assessment policy and practice, questions of “grammar” and “language” have not been prominent on the radar screen.

text: Editorial: “Grammar wars” – Beyond a truce Any special issue of a journal is an acknowledgement of a conversation that needs to be had. The conversation in this double issue of English Teaching: Practice and Critique has had a multiplicity of prompts, some of which I will refer to in this introduction, others of which will be referred to by the contributors to this issue (Part 1). In respect of this journal as a forum, the conversation will spill over into Volume 5, Number 1 (May, 2006). This editorial should be thought of as a work in progress; contributions to Part 2 have yet to arrive in my email basket and cannot be referred to here. Some of my own prompts in initiating this conversation have their origins close to home – in my experiences as a teacher, teacher educator and researcher in the New Zealand context. It is a context that has had its own share of social upheaval and educational “reform” in the last twenty years (Locke, 2000, 2001 and 2004). In the larger context of struggles over administrative, curriculum and assessment policy and practice, questions of “grammar” and “language” have not been prominent on the radar screen.

year: 2005

title: Te Kauwhanganui o Tāwhiao

authors: Teinakore, Tiare Kata

abstract: Wiremu Tarapīpipi Te Waharoa Tamihana: Kaiwhakawahi Kīngi

I te tau 1892 i kite a Tāwhiao i te hinga mai o te iwi Māori i te rau o te patu a te Pākehā, ka whakatūngia mai ko tōna whare pāremata a Te Kauwhanganui hei pīkau i ēnei taumahatanga. He whare pāremata tēnei i whakatūngia mai i te rohe tonu o Ngāti Hauā, he whare pāremata mō ngā iwi Māori puta noa i Aotearoa, he whare whakatau nawe, he whare whakature kaupapa, he punanga tēnei mō te iwi Māori. Ko Te Kauwhanganui te tāhuhu o tēnei tuhinga whakapae, engari, ko te aronga nui, ko te takenga mai o Te Kauwhanganui i tēwhea ao, te ao Māori, te ao Pākehā rānei? I konei mahuta mai ai ko te kaupapa matua o tēnei tuhinga.
“I pūtake mai Te Kauwhanganui o Tāwhiao i te ao Māori tūturu, i ngā whakaaweawe rānei o te mana whakahaere o te Pākehā?”
Ko tēnei kaupapa ka rukuhia atu mā te huri kōaro ki te rangahau i te mana whakahaere o te ao Māori tūturu. Ka rangahautia ko te mana whakahaere o te iwi Māori i mua i te taenga mai o te Pākehā, kia mahea ai te kite he aha rā ngā tikanga o te ao Māori tūturu. Ka hūpeke atu ki te taenga mai o te Pākehā ki Aotearoa, ka whakaatu i ngā whakaaweawe mana whakahaere o te Pākehā i tōia mai e te Pākehā, ko Te Tiriti o Waitangi, ko Te Kawenata motuhake o Aotearoa ēnei. Ka whakaatu hoki i te pānga o ēnei whakaaweawe ki ngā kōkiritanga, ki ngā whakahoki a te Māori ki Te Tiriti o Waitangi me Te Kawenata motuhake o Aotearoa. Kātahi ka whakamāramahia ngā tikanga o Te Kauwhanganui me te tautoko o ngā pou kōrero i ēnei whakamārama. Ka whakamutua ake me te tātari i ngā hua o ēnei kimihanga, kia taea te kite ko tēwhea te ao ka pūtake mai Te Kauwhanganui, mai i te ao Māori tūturu, mai i ngā whakaaweawe rānei o te mana whakahaere o te Pākehā.

text: Te Kauwhanganui o Tāwhiao Wiremu Tarapīpipi Te Waharoa Tamihana: Kaiwhakawahi Kīngi

I te tau 1892 i kite a Tāwhiao i te hinga mai o te iwi Māori i te rau o te patu a te Pākehā, ka whakatūngia mai ko tōna whare pāremata a Te Kauwhanganui hei pīkau i ēnei taumahatanga. He whare pāremata tēnei i whakatūngia mai i te rohe tonu o Ngāti Hauā, he whare pāremata mō ngā iwi Māori puta noa i Aotearoa, he whare whakatau nawe, he whare whakature kaupapa, he punanga tēnei mō te iwi Māori. Ko Te Kauwhanganui te tāhuhu o tēnei tuhinga whakapae, engari, ko te aronga nui, ko te takenga mai o Te Kauwhanganui i tēwhea ao, te ao Māori, te ao Pākehā rānei? I konei mahuta mai ai ko te kaupapa matua o tēnei tuhinga.
“I pūtake mai Te Kauwhanganui o Tāwhiao i te ao Māori tūturu, i ngā whakaaweawe rānei o te mana whakahaere o te Pākehā?”
Ko tēnei kaupapa ka rukuhia atu mā te huri kōaro ki te rangahau i te mana whakahaere o te ao Māori tūturu. Ka rangahautia ko te mana whakahaere o te iwi Māori i mua i te taenga mai o te Pākehā, kia mahea ai te kite he aha rā ngā tikanga o te ao Māori tūturu. Ka hūpeke atu ki te taenga mai o te Pākehā ki Aotearoa, ka whakaatu i ngā whakaaweawe mana whakahaere o te Pākehā i tōia mai e te Pākehā, ko Te Tiriti o Waitangi, ko Te Kawenata motuhake o Aotearoa ēnei. Ka whakaatu hoki i te pānga o ēnei whakaaweawe ki ngā kōkiritanga, ki ngā whakahoki a te Māori ki Te Tiriti o Waitangi me Te Kawenata motuhake o Aotearoa. Kātahi ka whakamāramahia ngā tikanga o Te Kauwhanganui me te tautoko o ngā pou kōrero i ēnei whakamārama. Ka whakamutua ake me te tātari i ngā hua o ēnei kimihanga, kia taea te kite ko tēwhea te ao ka pūtake mai Te Kauwhanganui, mai i te ao Māori tūturu, mai i ngā whakaaweawe rānei o te mana whakahaere o te Pākehā.

year: 2013