title: The Design of a Two Level Code Generator

authors: Byrne, Michael

abstract: The Rcode intermediate code used in the University of Waikato Portable Language Implementation Project (PLIP) compiler system has been designed to represent the source program independently of the source language and the target machine environment, with only sufficient structural information to ensure that efficient target machine code can be represented. Like many such intermediate codes, significant work is still required to produce target machine code. This study has investigated the design and use of a second intermediate code that divides the code generator into two phases, based on the observation that generation of target machine code will have many similarities for machines that are architecturally similar. This code is a Generic Action Set (GAS) code that represents common architectural family. The first phase is the generation of GAS code and its optimisation, and is common for all machines in the family. The second phase is the generation of target machine code from GAS code. It has been recognised that generation of target machine code for machines in the family will still involve many similarities, abstraction but machine idiosyncrasies make difficult. However the development of adequate "fluid" abstractions portability definition for machines in the family to assist of compiler code has been studied, using the provided for the GAS family as a basis for the level of abstraction. 
Producing a code generator for a new machine will often involves very little effort, if one already exists for a similar machine.

text: The Design of a Two Level Code Generator The Rcode intermediate code used in the University of Waikato Portable Language Implementation Project (PLIP) compiler system has been designed to represent the source program independently of the source language and the target machine environment, with only sufficient structural information to ensure that efficient target machine code can be represented. Like many such intermediate codes, significant work is still required to produce target machine code. This study has investigated the design and use of a second intermediate code that divides the code generator into two phases, based on the observation that generation of target machine code will have many similarities for machines that are architecturally similar. This code is a Generic Action Set (GAS) code that represents common architectural family. The first phase is the generation of GAS code and its optimisation, and is common for all machines in the family. The second phase is the generation of target machine code from GAS code. It has been recognised that generation of target machine code for machines in the family will still involve many similarities, abstraction but machine idiosyncrasies make difficult. However the development of adequate "fluid" abstractions portability definition for machines in the family to assist of compiler code has been studied, using the provided for the GAS family as a basis for the level of abstraction. 
Producing a code generator for a new machine will often involves very little effort, if one already exists for a similar machine.

year: 1987

title: The development of a national curriculum in technology for New Zealand

authors: Jones, Alister

abstract: New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research.

text: The development of a national curriculum in technology for New Zealand New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research.

year: 2003

title: Restorying the individual: The cultural dimension of special education in three Te Arawa sites

authors: Macfarlane, Angus H

subjects: Māori special education

abstract: On the basis of observation of three Te Arawa educational sites, it is argued here that a central characteristic of successful programmes that attend to Māori students with special needs is cultural-centredness. Significant aspects of that culture-centredness are outlined here, aspects that, it is argued, are fundamental to the process of restorying that is, it is argued, critical to the success of many Māori students, particularly those with special needs.

text: Restorying the individual: The cultural dimension of special education in three Te Arawa sites On the basis of observation of three Te Arawa educational sites, it is argued here that a central characteristic of successful programmes that attend to Māori students with special needs is cultural-centredness. Significant aspects of that culture-centredness are outlined here, aspects that, it is argued, are fundamental to the process of restorying that is, it is argued, critical to the success of many Māori students, particularly those with special needs.

year: 2002-09