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About 10,000 papers for “Intermediate language”

CAPSL Intermediate Language

G. Denker, J. Millen · 1999

specification of the translation, with an executable version in Maude, meets the need for unambiguous CAPSL semantics. There are areas still under development, especially surrounding the specification and semantics of goals. Due to the experimental activity, design choices are constantly being reexamined and debated. Two are discussed further here: invertibility and session identifiers. Invertibility Generality is an important goal for CAPSL. The "invertible" relation brings us closer to this goal by making it possible to axiomatize the invertibility properties of new operators. We think it is a reasonable task for specifiers to include this property for operators they define, but we also have considered whether invertibility properties can be inferred from the functional axioms. For example, the axiom sd(K, se(K, X)) = X in the symmetric key typespec implies an invertibility relation for se. In the future, we might be able to recognize opportunities like this so that the analyst w...

Cited by 0

Intermediate : language practice

Michael Vince · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · 2010

Acompanha CD-ROM.

Cited by 0Open access

Introducing Intermediate Language

Simon Robinson · Apress eBooks · 2004

Intermediate Language (IL)—which is also known as Common Intermediate Language (CIL) and as Microsoft Intermediate Language (MSIL)—lies at the core of .NET. Whatever language you use to write your source code in, it will, if it's to run under the auspices of the .NET Framework, end up as IL. So if you want to understand at an advanced level how .NET works, then knowing a bit about IL is a huge advantage.KeywordsVisual StudioIntermediate LanguageType SafetyString ReferenceUnsigned IntegerThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Cited by 0

Intermediate Language: Digging Deeper

Simon Robinson · Apress eBooks · 2004

In this chapter, I'll carry on where I left off at the end of Chapter 1. In Chapter 1 you learned many of the principles on which IL is based: IL assembly syntax, the concept of the evaluation stack, and how to code a simple procedural program in IL. However, I haven't yet introduced object-oriented programming in IL. In the previous chapter, everything you did was essentially procedural. You did see how to define classes, but in the examples in Chapter 1, I was generally careful to use only static methods. This chapter will rectify that by discussing how to define and use types in IL, including defining instance fields, methods, properties, and constructors. I'll also show you how to code some more advanced .NET constructs such as delegates—and the chapter will end by applying what you've learned and then examining and compare the IL emitted by the C#, VB, and C++ compilers.KeywordsObject ReferenceException HandlingReference TypeIntermediate LanguagePrevious CodeThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Cited by 0

Concurrent typed intermediate language

Luís Miguel Cardoso Lourenço, João Costa Seco, Francisco Martins · 2013

Typed assembly languages have been designed to ensure safety on low-level code, avoiding the dynamic loading of erroneous code, generated by unreliable compilers, thus compromising the correct behavior of virtual machines and processors. Among the most challenging errors to detect are errors related to concurrent behaviors and thread synchronization. We present a typed intermediate language for a stack-based virtual machine, comprising a primitive object model and native support for concurrency. By using primitives to deal with concurrency, we establish a more abstract level where it is possible to represent and enforce a linear discipline on thread values, and pave the way for more sophisticated type based aliasing and concurrency analyses.

Cited by 0

The ruby intermediate language

Michael Furr, Jong-hoon An, Jeffrey S. Foster et al. · ACM SIGPLAN Notices · 2009

Ruby is a popular, dynamic scripting language that aims to "feel natural to programmers" and give users the "freedom to choose" among many different ways of doing the same thing. While this arguably makes programming in Ruby easier, it makes it hard to build analysis and transformation tools that operate on Ruby source code. In this paper, we present the Ruby Intermediate Language (RIL), a Ruby front-end and intermediate representation that addresses these. RIL includes an extensible GLR parser for Ruby, and an automatic translation into an easy-to-analyze intermediate form. This translation eliminates redundant language constructs, unravels the often subtle ordering among side effecting operations, and makes implicit interpreter operations explicit. We also describe several additional useful features of RIL, such as a dynamic instrumentation library for profiling source code and a dataflow analysis engine. We demonstrate the usefulness of RIL by presenting a static and dynamic analysis to eliminate null pointer errors in Ruby programs. We hope that RIL's features will enable others to more easily build analysis tools for Ruby, and that our design will inspire the of similar frameworks for other dynamic languages.

Cited by 1

The ruby intermediate language

Michael Furr, Jong-hoon An, Jeffrey S. Foster et al. · 2009

Ruby is a popular, dynamic scripting language that aims to "feel natural to programmers" and give users the "freedom to choose" among many different ways of doing the same thing. While this arguably makes programming in Ruby easier, it makes it hard to build analysis and transformation tools that operate on Ruby source code. In this paper, we present the Ruby Intermediate Language (RIL), a Ruby front-end and intermediate representation that addresses these. RIL includes an extensible GLR parser for Ruby, and an automatic translation into an easy-to-analyze intermediate form. This translation eliminates redundant language constructs, unravels the often subtle ordering among side effecting operations, and makes implicit interpreter operations explicit. We also describe several additional useful features of RIL, such as a dynamic instrumentation library for profiling source code and a dataflow analysis engine. We demonstrate the usefulness of RIL by presenting a static and dynamic analysis to eliminate null pointer errors in Ruby programs. We hope that RIL's features will enable others to more easily build analysis tools for Ruby, and that our design will inspire the of similar frameworks for other dynamic languages.

Cited by 24

On Intermediate Language Instruction

Tommy R. Anderson · TESOL Quarterly · 1968

The aural-oral approach to second-language teaching is based on, among many other things, the assumption that language learning can proceed best if the student is first prepared to respond to and in his new language as he would have to respond if he were to be confronted with a native speaker of that language with whom he had to communicate. Thus the initial stage of second-language learning usually aims to build up what may be described as the ability to carry on a conversation. This conversational ability is rarely the ultimate object of second-language instruction, however, and the student soon reaches a stage where he begins to try to achieve whatever his own ultimate object may have been. He may want access to its literature or to the culture of the people who speak it. Or he may want to get an education in it which he would be denied using only his native language. In either case there will be a perceptible shift of interest toward reading and writing, and these two skills tend to dominate the intermediate and advanced levels of second-language instruction. Unfortunately, this produces a real discontinuity in the instructional process. By their very nature, reading and writing are not as amenable to close structural control and massive practice as are the conversational skills. Two of the reasons for this are the relatively larger part of conversation which is phatic in nature and the relatively smaller units which make up the typical conversation. Because so much of real conversation is phatic, it is possible to play-act the same thing repeatedly without any overwhelming sense of unreality. And because the typical units of conversation-greetings, leave-takings, question-and-answer sequences, instruction-and-response sequences, statement-and-contradiction sequences, and the like-are so short, both linguistically and temporally, a lot of practice can be achieved in a short time. On the other hand, very little in reading and writing except parts of personal letters or greeting cards, for example, can be properly described as phatic; most of the reading and writing we do has other purposes. And almost any structural unit of the written language goes beyond the three or four sentences that suffice to describe most conversational units. The discontinuity between the conversation-dominated initial stages and the reading-and-writing dominated later stages of second-language study, then, is real, and intermediate level materials must somehow wrestle with it. Many of the processes by which this discontinuity is bridged are obvious. At first, reading and writing are kept as close as possible to the conversational level. Reading selections are short and are prepared for by oral practice. Often they are followed up by oral questioning. The first work

Cited by 0

ILP : intermediate language for pictures

Hagen, Paul, Hagen, T., Klint, Paul et al. · Centrum Wiskunde & Informatica (CWI), the national research institute for mathematics and computer science in the Netherlands · 1980

Cited by 2Open access