Carnegie Mellon University

About: Carnegie Mellon University is a education organization based out in Pittsburgh, Pennsylvania, United States. It is known for research contribution in the topics: Computer science & Robot. The organization has 36317 authors who have published 104359 publications receiving 5975734 citations. The organization is also known as: CMU & Carnegie Mellon.

A formal basis for architectural connection

Abstract: As software systems become more complex, the overall system structure—or software architecture—becomes a central design problem. An important step toward an engineering discipline of software is a formal basis for describing and analyzing these designs. In the article we present a formal approach to one aspect of architectural design: the interactions among components. The key idea is to define architectural connectors as explicit semantic entities. These are specified as a collection of protocols that characterize each of the participant roles in an interaction and how these roles interact. We illustrate how this scheme can be used to define a variety of common architectural connectors. We further provide a formal semantics and show how this leads to a system in which architectural compatibility can be checked in a way analogous to type-checking in programming languages.

Capability Maturity Model for Software

Abstract: This article provides an overview of the Capability Maturity Model® for Software (Software CMM®) and the concepts of software process maturity. (Capability Maturity Model and CMM are registered in the U.S. Patent and Trademark Office.) It contains a background discussion of why process is crucial to organizational and project success, a description of the development of the CMM, a detailed summary of the model, and a description of the model's use for process improvement and the evaluation of software suppliers; describes the use of the CMM in the context of the SEI's IDEALSM (IDEAL is a service mark of Carnegie Mellon University) approach to process improvement; summarizes some of the strengths and weaknesses of the current model and its use; characterizes the state of the practice and the return on investment for software process improvement; and concludes with a discussion of likely future directions for CMM-like models. Keywords: capability maturity model; trademark; Carnegie Mellon University; principles; total quality management; software; maturity model; uses; key process improvement; case studies

Organizational Learning: From Experience to Knowledge

Abstract: Organizational learning has been an important topic for the journal Organization Science and for the field. We provide a theoretical framework for analyzing organizational learning. According to the framework, organizational experience interacts with the context to create knowledge. The context is conceived as having both a latent component and an active component through which learning occurs. We also discuss current and emerging research themes related to components of our framework. Promising future research directions are identified. We hope that our perspective will stimulate future work on organizational learning and knowledge.

Trajectories of boys' physical aggression, opposition, and hyperactivity on the path to physically violent and nonviolent juvenile delinquency.

Abstract: A semi-parametric mixture model was used with a sample of 1,037 boys assessed repeatedly from 6 to 15 years of age to approximate a continuous distribution of developmental trajectories for three externalizing behaviors. Regression models were then used to determine which trajectories best predicted physically violent and nonviolent juvenile delinquency up to 17 years of age. Four developmental trajectories were identified for the physical aggression, opposition, and hyperactivity externalizing behavior dimensions: a chronic problem trajectory, a high level near-desister trajectory, a moderate level desister trajectory, and a no problem trajectory. Boys who followed a given trajectory for one type of externalizing problem behavior did not necessarily follow the same trajectory for the two other types of behavior problem. The different developmental trajectories of problem behavior also led to different types of juvenile delinquency. A chronic oppositional trajectory, with the physical aggression and hyperactivity trajectories being held constant, led to covert delinquency (theft) only, while a chronic physical aggression trajectory, with the oppositional and hyperactivity trajectories being held constant, led to overt delinquency (physical violence) and to the most serious delinquent acts.