Mouse monoclonal antibodies directed against Pichinde virus (PCV) were produced to evaluate their application as vehicles for the delivery of antiviral drugs or toxins to virus-infected cells. Four monoclonal antibodies, PC4.9A6, PC4.9D3, PC4.7C2, and PC4.8D3, were of the IgG2a subisotype and reacted with acetone-fixed and live PCV-infected Vero-76 cells. In vivo stained splenic macrophages derived from PCV-infected hamsters that had been injected with fluorescein-labeled PC4.9A6 (FITC9A6) demonstrated a 400% increase in total fluorescence over similarly treated, non-infected cells when analyzed by flow cytometry. This is an indication that FITC-9A6 does have some ability to specifically target PCV infected cells in vivo. Radioimmunoprecipitation of viral proteins showed that all the antibodies precipitated two different PCV proteins, one of 64,000 daltons and another of 38,000 daltons. These proteins are, respectively, PCV ix nucleoprotein (NP) and a breakdown product of NP that is present in PCV infected cells. An immunofluorescent assay (IFA) for PCV was developed. This IFA was used for antiviral drug assays against PCV. The assay was performed by adding fluorescein-labeled anti-PCV monoclonal antibody to fixed, virus infected cells at 24 h after infection and counting the fluorescent cells. The 50% effective dose (EDso) for ribavirin against PCV using this IFA was 6.0 IJ. g/ml. The EDso of ribavirin using inhibition of marginal PCV cytopathogenic effect after 12 days was 6.0 IJ. g/ml and using plaque reduction after 5 days is 2.5 IJ. g/ml, indicating that this IFA was of comparable sensitivity. An immunotoxin (IT) was produced by the conjugation of gelonin to PC4.9A6. This IT was tested in vivo in PCV-infected MHA hamsters. It was not active against the disease at the dosage tested and by the intraperitoneal (i.p.) treatment route employed in this study. The positive control, ribavirin, administered i.p. for 14 days at a dosage of 40 mg/ ml significantly increased the number of survivors. Three of 5 IT toxicity control animals developed some humoral response that inhibited PC4.9A6 binding to infected cells. They did not show any humoral response to the gelonin moiety of the IT.

In 2012, Seminaries and Institutes of Religion (S&I), a division of The Church Educational System of The Church of Jesus Christ of Latter-day Saints, introduced a self-directed professional development program that allowed educators to obtain two certification credentials by completing 12 certification projects per credential. This qualitative study used phenomenology to examine the following question: “What are S&I educators’ experiences with self-directed learning in doing certification projects?” Data were obtained through one-on-one, semistructured interviews with seven professionalS&I educators who described their lived experiences with this phenomenon. Self-directed learning theory, as influenced by andragogy, provided the theoretical and conceptual framework for this study and contributed to the analysis and interpretation of the data and findings. Findings indicate that personal and contextual factors influence how self-directed learning for purposes of professional development is experienced; understanding program requirements, expectations, and processes, and possessing sufficient motivation and justification, facilitate involvement in this form of self-directed learning; collaborative learning can be used in self-directed learning and can lead to improved learning and practice-related outcomes; and self-directed learning for purposes of professional development can result in meaningful learning experiences, changes in instructional practice, and perceived professional growth, especially when aligned with compelling professional learning needs and interests. This study concluded by offering recommendations for potentially facilitating S&I educators’ involvement in self-directed learning in doing certification projects and for increasing the impact of such projects on educators’ professional growth.

Resistance to chemotherapeutic drugs is a major obstacle in the treatment of leukemia and multiple myeloma. We have previously found that myeloma and leukemic cells in transition from low-density log phase conditions to high-density plateau phase conditions exhibit a substantial export of endogenous topoisomerase II alpha from the nucleus to the cytoplasm. In order for topoisomerase-targeted chemotherapy to function, the topoisomerase target must have access to the nuclear DNA. Therefore, the nuclear export of topoisomerase II alpha may contribute to drug resistance, and defining this mechanism may lead to methods to preclude this avenue of resistance. In the current report, we have defined nuclear export signals for topoisomerase II alpha at amino acids 1017-1028 and 1054-1066, using FITC labeled BSA-export signal peptide conjugates microinjected into the nuclei of HeLa cells. Functional confirmation of both signals (1017-1028 and 1054-1066) was provided by transfection of human myeloma cells with plasmids containing the gene for a full-length human FLAG-topoisomerase fusion protein, mutated at hydrophobic amino acid residues in the export signals. Of the six putative export signals tested, the two sites above were found to induce export into the cytoplasm. Export by both signals was blocked by treatment of the cells with leptomycin B, indicating that a CRM-1 dependent pathway mediates export. Site-directed mutagenesis of two central hydrophobic residues in either export signal in full-length human topoisomerase blocked export of recombinant FLAG-topoisomerase II alpha, indicating that both signals may be required for export. Interestingly, this pair of nuclear export signals (1017-1028 and 1054-1066) also defines a dimerization domain of the topoisomerase II alpha molecule.

Si les alliances stratégiques ont fait l’objet de plusieurs recherches en management stratégique, l’appréciation de ce phénomène en situation de stress demeure très peu explorée. Cette thèse étudiera le concept des alliances stratégiques stressées, qu’elle développe en élargissant la perspective stratégique du stress des organisations. Selon la littérature traitant les relations interentreprises, l'alliance stratégique est considérée comme une forme de coopération instable, présentant un risque et impliquant une relation inéquitable. Elle subit l’action et la présence de plusieurs forces internes et externes, qui menacent sa survie, au risque de déséquilibres ou de dysfonctionnements, contributeurs des difficultés. De ce fait, les partenaires doivent appréhender des mesures d’adaptations, des ajustements et des négociations. La revue de la littérature de l’échec et de l’instabilité des alliances établie en se basant sur le modèle SMOCS (Smida, 1995) nous a permis de suggérer les trois principaux facteurs de stress à savoir : les objectifs, les ressources et l’environnement. Une méthode de recherche qualitative fondée sur des entretiens semi-directifs est adoptée. La visée de la recherche est exploratoire. Ancrée dans le paradigme interprétativiste, elle repose sur un mode de raisonnement abductif. La démarche adoptée s’appuie sur l’analyse de 40 entretiens semi-directifs réalisés auprès d’alliances managers, de directeurs d’alliances et de consultants. Les résultats de notre recherche montrent que les partenaires oscillent entre convergence et divergence d’objectifs, entre volonté de partage et domination du management, entre diffusion et rétention de connaissances et ressources, et pour finir, entre loyauté et opportunisme. L’alliance stratégique exige la recherche constante d’un équilibre délicat et menacé notamment par l’exaspération des tensions. S’inscrivant dans cette logique, l’alliance stratégique est donc, une organisation stressée et figure parmi les événements les plus stressants pour les entreprises, du fait, qu’elle soit capable d’activer simultanément plusieurs facteurs de stress. Nous notons que le stress est positif, si les adaptations, ajustements et négociations sont réussies cependant, qu’il sera négatif dans le cas d’échec de ces derniers. Il s’agit d’un apport aux recherches sur la dynamique des relations d’alliances suite à un processus de négociations. Nous apportons ainsi une description claire de la situation d’adaptation de l’alliance s’agissant d’une situation de stress. Ce travail présente comme intérêt un apport conceptuel, celui d’une alliance stressée ainsi que de ses différents facteurs de stress. L’intérêt managérial réside dans le diagnostic de la situation de stress des alliances. / While strategic alliances have been the subject of several studies in strategic management, this phenomenon under stress remains little explored. This thesis will study the concept of stressed strategic alliances, which it develops by enlarging the strategic perspective of stress in organizations. It emerges from the review of the literature that the strategic alliance is an unstable inter-company form, a risky and inequitable strategy. It undergoes the action and the presence of several internal and external forces that menace its survival, under risk of imbalances or dysfunctions that contribute to difficulties. Therefore, the partners must understand adaptive measures, adjustments and negotiations. The review of the literature of the failure and instability of alliances established based on the model SMOCS (Smida, 1995) allowed us to suggest the three principle factors of stress, i.e., objectives, resources and environment. A qualitative research method based on semi-directed interviews was adopted. The research goal is exploratory. Anchored in an interpretive paradigm, the target follows abductive reasoning. The adopted approach is based on analysis of 40 semi-directed interviews held with alliance managers, directors and consultants. The results of our research show that partners vacillate between convergence and divergence of objectives, between the will to share and to dominate management, between diffusion and retention of knowledge and resources, and finally, between loyalty and opportunism. The strategic alliance demands constant search of a delicate equilibrium threatened notably by aggravation of tensions. In this logic, the strategic alliance is thus a stressed organization and figures among the most stressful events for companies; it is capable of simultaneously activating several stress factors. We find that stress is positive if the adaptations, adjustments and negotiations are successful, but that it is negative in the case of their failure. This study contributes to the research on the dynamics of alliance relationships following a process of negotiations. We thus contribute a clear description of the situation of adaptation of the alliance under a situation of stress. This work presents a conceptual contribution, that of the stressed alliance as well as its different factors of stress. Managerial interest resides in the diagnostic of the situation of stress in alliances.

The long-term regular use of tobacco and hazardous alcohol use are responsible for significant mortality and morbidity as well as social and economic harm in Australia each year. There is necessary the more cost-efficient primary prevention strategies are equally, if not more important. Youth have been identified as an important primary prevention target group in public health initiatives designed to reduce drug-related harm. Strengthening parents' capacity to reduce children's risk of alcohol, tobacco and other drug-related harm is also recognised as an important strategy. The first chapter of this thesis introduces this public health issue, provides a summary of the present state of play regarding parent-training intervention research, and presents the research hypotheses. A comprehensive review of the epidemiological, empirical, and theoretical literature pertaining to this research is presented in Chapter 2. Recreational alcohol, tobacco and other drug (ATOD) use results in some 23 000 deaths (representing around 18% of all deaths) and the premature loss of some 160 000 person-years of life each year in Australia. The social consequences have been estimated to cost the Australian community almost $19 billion annually. The prevalence of young people in these data is also cause for concern. In Western Australia (WA), nearly one third of the alcohol-related deaths in the period 1993-1995 occurred in people aged less than 25 years. In 1995 in WA, alcohol use was responsible for almost two thirds of all drug-related deaths in those aged 15-34 years. Furthermore, road crashes accounted for almost half (45%) of the deaths among those aged under 25 years in WA and alcohol was a leading factor in these crashes. There is agreement that the use of ATODs is a learned behaviour and therefore broadbased psychosocial theories offer the most promising explanation for its onset. / Recent research addressing adolescent ATOD-use initiation has focused on the concepts of adolescent vulnerability and resilience. This Social Development Model identifies several social factors that are posited to predict or be protective of ATOD use (and other hazardous behaviours) during childhood and adolescence. While parents are not the only social influence on children, they provide the primary social learning environment for children and as such, can play an important role in whether or not their children initiate ATOD use. Four major groups of parenting risk and protective factors are evident from the literature. These include parental modelling of ATOD use, the normative standards parents set regarding ATOD use, their parenting style and family management techniques, and the nature of parent-child communication. The provision of skills training consistent with the concepts of 'authoritative parenting' is supported in the literature as a means to reduce the likelihood of children engaging in hazardous behaviours. Such training is promoted as being an effective and enduring strategy for reducing youth behaviours, such as regular use of tobacco and hazardous use of alcohol and/or other drugs, that have the potential to cause substantial health, social, and financial harm. Few ATOD programs focussing on parenting skills (particularly parent-child communication) were found to have been subjected to rigorous efficacy or effectiveness studies. Of those subjected to empirical investigation, most were constrained by methodological shortcomings and/or difficulties in recruiting and maintaining substantial parent participation. / Seeking ways to recruit and engage a high percentage of Australian parents in such a program is an important area for investigation because, while they may be difficult to reach, parents have persuasive and powerful influences on children's health behaviour. Potential predictors of parental participation were identified in the literature and a consultation process with parents was undertaken to determine their needs and preferences as well as strategies to recruit and engage a greater proportion of parents. The methodology of this research therefore comprised a small Exploratory Study followed by a larger efficacy trial. The Exploratory Study involved consultation with eight small groups of parents regarding the design and content of an ATOD educational intervention. The methodology of this consultation is presented in detail in Chapter 3. A questionnaire and structured group discussions of parents' responses were used to collect quantitative and qualitative data regarding their opinions and preferences regarding the frequency, intensity, time and type of an ATOD-related educational intervention. The results of the consultation with parents and a concurrent discussion of how each finding relates to previous research are presented in Chapter 4. Of the 213 parents/guardians invited, 110 responded, of which 72 indicated they would attend one of the discussion groups. While the attendance at the discussion groups was very low (response rate of 24% n=51), the total number of parents consulted exceeded or was equivalent to similar formative research. / Parents reported they worry about the potential harm associated with ATOD use by children and probably underestimate their own children's vulnerability and ATOD-use experiences. They wanted to be involved in the planning phases of parent-oriented ATOD-related educational interventions. Parents also identified numerous barriers for their participation in educational programs. They identified flexibility and convenience regarding intervention delivery as being essential and preferred interventions to be home-based. The parents reported that any intervention directed at parents should be supported by parents, non-judgemental, simple, time-efficient, easy to use, fun, colourful and interactive. Parents recommended that practical communication skills (such as how to talk with children, how to raise the topic and what topics to talk about) be addressed in the intervention. Parents also recommended a range and combination of strategies to promote and maintain parent involvement, such as rewarding children of parents who participate. The second part of this research involved merging the exploratory data with information from previous similar research to develop a drug-related educational intervention for parents. A parent-directed ATOD educational intervention, designed to assist parents to talk with their Year 6 children about smoking cigarettes and drinking alcohol, was developed and implemented. Its feasibility and impact on parent-child drug-related communication were evaluated in a randomised comparison trial. The methods utilised in this trial are detailed in Chapter 5. Seven data collection instruments were developed and standardised data collection procedures were established. Demographic, process and impact data were collected. Schools were randomly selected and randomly assigned to one of three study conditions. / Parents were recruited from schools. Intervention-group 1 was given a choice of learn-at-home drug education materials and Intervention-group 2 received learn-at-home drug education materials but were not given a choice. The Comparison-group parents were not exposed to the intervention. Completeness of the dissemination and implementation of the intervention were assessed, as were dose-response effects. Validity analyses of the parent-directed intervention indicated that the theoretical domains were adequately covered and the messages intended for parents were unambiguous. The student and parent questionnaires were also found to be valid and reliable. Data were obtained from 69.1% (n=830) and 24.5% (n=294) of the study sample (n=1201) at the first and second follow-ups respectively. Sample parents were successfully identified at both follow-ups and parent-child communication data were accurately matched (Chapter 6). At the first follow-up parents in Intervention-group 1 were more likely than parents in the Comparison Group, to have ever talked with their Year 6 child about smoking cigarettes; talked more recently; reported high parent-child engagement during such communication; and to have talked about more of the four specified tobacco-related topics in the two weeks prior to data collection. In addition, there were positive dose-response relationships for these dependent variables. While there were no significant differences between study conditions (Intervention- group 2 versus Comparison Group was marginally significant) regarding the duration of the last parent-child discussion about smoking cigarettes, there were positive dose-response effects. / Likewise, compared to Comparison-group parents, those in Intervention-groups 1 and 2 were more likely to have ever talked with their Year 6 child about drinking alcohol at the first follow-up, to Comparison-group parents, those in Intervention-group 1 were also more likely to have talked with their Year 6 children more recently about drinking alcohol. Parents in both of the Intervention Groups were more likely than parents in the Comparison Group, to have reported: talking about drinking alcohol for a longer duration; having higher parent-child engagement during such communication; and talking about more of the three nominated alcohol-related topics. Additionally, there were positive dose-response relationships for the alcohol-related dependent variables. Furthermore, while dose-response effects were evident between the high and/or middle intervention-dose categories and the low-dose category, there were no differences between the middle and high categories for any of the dependent tobacco- or alcohol-related dependent variables. No statistically significant differences were found between the responses of parents who were offered a choice of intervention materials (Intervention-group 1) and those who were not (Intervention-group 2). The overall agreement between parents and their children to equivalent parent-child communication variables, at both baseline and first follow-up was low. Furthermore, the range of parent-child agreement between the items varied considerably. At the first follow-up, however, there appeared to be slightly increased levels of agreement between Intervention-group parents and their children, than there was between Comparison-group parents and their children. / At the second follow-up the proportion of parents who had talked about none of the specified tobacco-related topics was low but there were no significant differences between the study conditions. There were, however, significant differences in the intended direction between study conditions with regard to how many of the specified alcohol-related topics parents reported discussing with their children. The likelihood of Type III error appeared to be minimal and indicators of parent and intervention itself and The findings of this study, discussed in Chapter 7, support the conclusion that parents of 10-11 year-old children are receptive to participating in a home-based drug-related educational intervention. The learn-at-home drug-related educational intervention implemented in this study appeared to have a significant impact on their drug-related communication with their Year 6 children. This study also identified strategies to enhance the recruitment and retention of participants in parent-training interventions, which are challenges inherent in parent-based intervention research. Despite identified limitations, this intervention appears to be a promising approach in the primary prevention of ATOD-related problems in Australia.

Beginning in 1978, the learning paradigm of the Faculty of Agriculture at the (now) University of Western Sydney - Hawkesbury was progressivly altered from the classical didactic approach to, by 1985, a student self-directed, experiential learning environment. This entailed shifting from a faculty-perceived narrow agricultural production perspective to one of a multi-discplinary rural development focus. The focus of this systems inquiry is that of a marketer examining a well-established faculty task (function), with the objective of determining how well that task is being performed, and what (if any) remedial action is indicated. The inquiry indicates that there has been a failure to maximise potential in the faculty subsystem that is responsible for communication with concerned publics. The failure is general, in that it was not confined just to communication with employers of faculty outputs. All publics were involved; the faculty's separate messages were not being sensibly delivered to employers, prospective students, undergraduates, academic peers, and government. Analysis of the issues led to the development of a marketing (information) strategy that recognises the need to re-order the faculty's information-formulation and delivery subsystem. A series of proposals is advanced for consideration and debate by the Action Research Team as to which of these several actions should be considered as desirable and feasible for implementation. The estimated costs of implementation of the plan are presented on an item by item basis. / Master of Science (Hons)

This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.

This thesis contends that trainee counsellors are disempowered when they are expected to conform to the patterns provided by the trainer or agency. Empowerment results from the encouragement of the trainee to develop his/her own eclectic approach to their counselling, and this is only possible if a range of elective training programs are made available. This thesis also contends that no one agency or trainer is in a position to provide such a range of counselling approaches, and trainees should be motivated to use the service of other agencies, as well as being involved in independent studies. This inquiry proposes that one of the most effective foundations for the development of effective counsellors is the active encouragement of the trainee's self-awareness and the exploration of the trainee's inner life. If the success or failure of counselling depend on the ability of the counsellor to create an environment in which the client can explore his/her own issues, then it requires counsellors who have been empowered to make this discovery for themselves. This thesis also shows the author's own transformational journey, from a directed learner to a self-directed learner, and this paradigm shift in his own life has become the motivating force for empowering others to move into a position where they can exercise their own choices, and be empowered through participatory and transformative learning approaches. / Master of Science (Hons)

This research was in the area of self-directed learning, largely resulting from the researcher's experience with it whilst in Australia. However, the intent of this study was to consider factors which would affect the implementation of self-directed learning principles into the Philippine context. Education in the Philippines can be described as primarily engaged in the transmission of knowledge. The structure and culture of education in the Philippines is one that largely supports a teacher-directed learning environment. Students are conditioned to be dependent on teachers and are used to studying with the security of a clear structural plan with very limited opportunities to apply self-directed learning principles. This approach to education produces static knowledge and denies the expression and cultivation of the learner. Hence, there is a need to promote self-directed learning as part of the curriculum. In attempting to introduce self-directed learning (SDL) in the Philippines, it is important to analyse student and instructor characteristics which could influence the extent to which it is applied in the undergraduate university curriculum. This research project gathers in-depth information on the conduciveness of integrating self-directed learning in the undergraduate curriculum of De La Salle University (DLSU) in the Philippines. This exploratory study aimed to respond to the statement "What is the level of readiness for self-directed learning of undergraduate students from De La Salle University? What are the student's perceptions of education, their role in the educational process, the role of peers and the role of their instructors? What is the instructor's education orientation? What are the perception of instructors on the purpose of education, the nature of learners, characteristics of learning experiences, management of learning experiences, evaluation and the relationship between the educators and learners and between learners themselves? Are these perceptions similar and would it be possible to introduce self-directed learning principles to an undergraduate curriculum for traditional students in De La Salle University?" The response to these questions could be used in determining whether self-directed learning principles could in fact be applied in the Philippines, as well as determine the appropriate balance of pedagogical and andragogical instruction techniques. Twenty-three instructors and one hundred students from De La Salle University in the Philippines participated in the study. Instructors completed the Educational Orientation Questionnaire and students completed the Self-Directed Learning Readiness Survey. Follow up intewiews were also conducted to confirm findings resulting from the survey. Findings indicate that instructors have an orientation that is a combination of both pedagogical and andragogical techniques and that students perceive themselves as having self-directed learning readiness. As a number of learning situations already utilise andragogical and self-directed learning principles, the challenge is to promote and encourage SDL and implement it on a wider scope. Some recommendations have been included in this research on how to implement it in De La Salle University.

As embedded systems designers increasingly turn to programmable logic technologies in place of off-the-shelf microprocessors, there is a growing interest in the development of optimised custom processing cores that can be designed on a per-application basis. FPGAs blur the traditional distinction between hardware and software and offer the promise of application specific hardware acceleration. But realizing this in a general sense requires a significant departure from traditional embedded systems development flows. Whereas off-the-shelf processors have a fixed architecture, the same cannot be said of purpose-built FPGA-based processors. With this freedom comes the challenge of empirically determining the optimal boundary point between hardware and software. The fluidity of the hardware/software partition also poses an interesting challenge for compiler developers. This thesis presents a tool and methodology that addresses these codesign challenges in a new way. Described as 'compiler-directed codesign', it makes use of a suitably modified compiler to help direct the development of a custom processor core on a per-application basis. By exposing the compiler's internal representation of a compiled target program, visibility into those instructions, and hardware resources, that are most sought after by the compiler can be gained. This information is then used to inform further processor development and to determine the optimal partition between hardware and software. At each design iteration, the machine model is updated to reflect the available hardware resources, the compiler is rebuilt, and the target application is compiled once again. By including the compiler 'in-the-loop' of custom processor design, developers can accurately quantify the impact on performance caused by the addition or removal of specific hardware resources and iteratively converge on an optimal solution. Compiler Directed Codesign has advantages over existing codesign methodologies because it offers both a concrete point from which to begin the partitioning process as well as providing quantifiable and rapid feedback of the merits of different partitioning choices. When applied to an Adaptive PCM Encoder/Decoder case study, the Compiler Directed Codesign technique yielded a custom processor core that was between 36% and 73% smaller, consumed between 11% to 19% less memory, and performed up to 10X faster than comparable general-purpose FPGA-based processor cores. The conclusion of this work is that a suitably modified compiler can serve a valuable role in directing hardware/software partitioning on a per-application basis.