KMi Seminars
The Concern Manipulation Environment
This event took place on Thursday 17 November 2005 at 11:00

Harold Ossher IBM Thomas J. Watson Research Centre, Hawthorne, New York, USA

The Concern Manipulation Environment (CME) is an Eclipse open-source project aimed at supporting aspect-oriented software development across the software lifecycle. It supports working with concerns, including crosscutting concerns, as first-class entities that occur within and across artifacts of different kinds. Current CME tools support querying software, defining concerns based on queries, modeling concerns, navigating and visualizing software from multiple points of view based on concerns, and composing aspects and other concerns. Java and Ant artifacts are currently supported, and the architecture is designed to facilitate addition of new kinds of artifacts.

A key goal of the CME is to serve as an integrating platform for multiple contributors and AOSD approaches. This will allow developers to leverage the respective benefits of various approaches, and aid researchers in developing and experimenting with new approaches. The CME includes, as one of these approaches, the next stage of research and development on multi-dimensional separation of concerns and Hyper/J.

In this talk I will discuss the use of concerns across the software lifecycle, demonstrate some of the CME tools, and give a brief overview of the architecture of the CME. I will then focus on the support for composition, including recently-added support for high-level, Hyper/J-like composition.

Related Links:
Concern Manipulation Environment (CME)
Aspect-Oriented Software Development (AOSD)

 
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Knowledge Management is...


Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.