Spelling suggestions: "subject:"[een] CLASS DIAGRAM"" "subject:"[enn] CLASS DIAGRAM""
11 |
UML 2.0 with VizzAnalyzerModesto, Francisco January 2007 (has links)
Analyzing software contains two different tasks. First of all we are analyzing the software and try to calculate some metrics for software quality. Then those results have to be presented to the software engineers. VizzAnalyzer is a tool for analysis and visualization of software. It visualization allow not for a standardized diagram representation. Therefore it is difficult for others to understand, and we need to explain the meaning of our non-standard diagram elements. The solution is to use a standardized representation which can be understood by both sides. UML is such a collection of intuitively diagrams with standardized elements. Their meaning is clear to most software engineers. We extended our analysis tool, the VizzAnalyzer, allowing it to view software systems as UML Class diagrams. We reused the existing plug-in architecture to connect our analysis tool with yEd, a graph visualization program. This plug-in is responsible for exchanging the data between the two applications. We solve this conversion defining an UML Class Diagram Model and the mapping function between this model and the Common Meta-Model used by VizzAnalyzer and our Class Diagram Model. After that, we export this Class Diagram Model to a format suitable for yEd to display. Now we can generate Class Diagrams with the VizzAnalyzer tool. This will allow a better communication of the results derived by different analysis with the software engineers. This thesis describes the evolution of different alternatives and the design and implementation of our solution.
|
12 |
Semantic Inconsistency and Computational Intractability in Transitive Abstraction RulesKaynak, Cihan 11 August 2008 (has links)
No description available.
|
13 |
Magic Draw įrankio išplėtimas klasių diagramų ir būsenų mašinų derinimo galimybėmis / Extension of Magic Draw tool for reconciliation of class diagrams and state machinesBira, Saulius 16 July 2008 (has links)
Modeliais paremtos architektūros (MDA) technologijos panaudojimo tikslas – automatizuoti kuriamos programų sistemos kuriamų modelių transformavimą ir kodo generavimą. Norint atlikti sukurtų modelių korektišką transformavimą, reikia užtikrinti modelių pilnumą ir suderinamumą tarpusavyje. Šie modeliai aprašomi UML modeliavimo kalba. Magistriniame darbe nagrinėjama nuo platformos nepriklausančio modelio kūrimo stadija, modelio klasių ir būsenų mašinų suderimo galimybės ir būsenų mašinų korektiškumo ir išbaigtumo metodikos. Taip pat bus pateikiamas sprendimas atliktas MagicDraw aplinkoje įskiepio pagalba. / The main goal of Model Driven Architecture (MDA) is the automation of software development process. According this technology, we need to create platform independent model (PIM), after that transform it to platform specific model (PSM); from PSM model we can generate program code. To do that, we need to ensure static and dynamic completeness of PIM. All these models are described using UML modeling language. In this work correctness and completeness of PIM is achieved by analyzing compatibility of class diagrams and state machines, as well as correctness and completeness of state machines themselves. To solve this problem, algorithms were created and implemented in a plug-in for MagicDraw CASE tool.
|
14 |
Verslo taisyklių vaizdavimas informacinės sistemos lygmenyje / Representation of Business Rules at Information System LevelVasiliauskas, Valentas 18 June 2009 (has links)
Baigiamajame magistro darbe nagrinėjamas verslo taisyklių vaizdavimas informacinės sistemos lygmenyje. Pateikiamas bendras verslo taisyklių supratimas, jų svarba bei tipai. Nagrinėjama, kokie metodai naudojami verslo taisyklėms atvaizduoti informacinės sistemos lygmenyje. Aprašomi šių metodų privalumai ir trūkumai. Nustatoma, kad tinkamiausias verslo taisyklių atvaizdavimo metodas yra UML klasių diagrama naudojama kartu su OCL kalba. Nagrinėjamos problemos, su kuriomis susiduria naudotojas užrašydamas OCL išraiškas. Sukuriamas įrankis, išsprendžiantis šias problemas. Šis įrankis leidžia naudotojui generuoti keturias dažniausiai naudojamas OCL išraiškas. Baigiamojo darbo pabaigoje pateikiamos išvados. Darbas sudarytas iš tokių pagrindinių dalių: įvado, verslo taisyklių užrašymo IS lygmenyje analizės, OCL išraiškų užrašymo metodo patobulinimo, išvadų, literatūros sąrašo. Darbo apimtis – 75 puslapiai teksto be priedų, 40 paveikslėliai, 7 lentelės, 27 bibliografiniai šaltiniai. Atskirai pridedami darbo priedai. / In final master thesis representation of business rules at information system level is analyzed. General understanding about business rules, its importance and types is described. It is analyzed, which methods are used for business rules representation at information system level. Is described the advantages and disadvantages of this methods. It is identified that the best method of business rules representation is UML class diagram using with OCL language. Problems, which occurs when user is trying to write OCL expression, is analyzed. Tool, which let to avoid this problems, is created. This tool helps user to generate four most used OCL expressions. Conclusions are represented in the end of master thesis. Structure: introduction, analysis of business rules representation at information system level, improvement of OCL expression representation method, conclusions and references. Thesis consists of: 75 pages text without appendixes, 40 pictures, 7 tables, 27 bibliographical entries. Appendixes included.
|
15 |
A Concept-Driven Approach to Object-Oriented Analysis and DesignVen Yu Sien Unknown Date (has links)
The Unified Modelling Language (UML) and object-oriented analysis and design (OOAD) have become essential topics in both academia and industry. UML is the accepted standard modelling language for describing object-oriented (OO) systems for analysis and design, and many UML CASE tools have been built and are used in academia and industry. OO technology and UML is an ongoing area of research, and many applications have been developed using OO technology. However, observations on current software development practices in some computer companies have shown that many OO software developers are not adopting recognised OOAD techniques. Both information technology (IT) students at higher educational institutions and professionals have in general found difficulty in grasping OO concepts, and the role that UML diagrams play in the design of the analysis and design solution. They particularly find difficulty in performing abstractions of real-world problems within the context of OOAD. They are unable to effectively build class diagrams from the problem domain because they essentially do not know ‘what’ to model. They therefore prefer to start coding software applications before building the analysis and design artifacts. Most of these students invariably prefer to focus on the implementation phase of a software development lifecycle and consider the preceding analysis and design phases superfluous. The overall goal of this thesis is to contribute to a significant improvement in the way students and software developers analyse and design their OO systems. We present a new approach by introducing concept mapping as a tool to help novices in OOAD produce more appropriate UML class and sequence diagrams. The class and sequence diagrams are selected because they represent the essential static and behavioural aspects of a problem domain. The former is fundamental to the OO modelling process and the latter is one of the most widely used dynamic diagrams in UML. Concept mapping is a popular tool used in education for facilitating learning, comprehension and the development of knowledge. Within the context of OOAD, we propose to use concept maps as a graphical representation of fundamental concepts, and their relationships and responsibilities within a problem domain. A static concept map derived from expanded use cases (use case narratives) can subsequently evolve into a class diagram containing information on classes, attributes, associations and generalisation-specialisation hierarchies. A dynamic concept map derived from an expanded use case can evolve into a sequence diagram containing information on the interaction of objects (and their messages) to fulfil the responsibilities of a particular scenario of the use case. In this thesis, a study is initially conducted to investigate in detail the difficulties undergraduate students have when producing UML class and sequence diagrams. The results of the study reveal and confirm some of the fundamental problems that students have with OO modelling. In order to address these problems, a concept-driven approach is developed to help novices produce more appropriate UML class and sequence diagrams. The effectiveness of this approach is evaluated by three different experiments. The data from these experiments is analysed and there is sufficient statistical evidence to support the claim that the participants produce more appropriate class and sequence diagrams after being taught concept mapping techniques. As a result of this positive outcome, a set of guidelines is developed for teaching OO modelling with concept maps. These guidelines could be integrated into existing OOAD courses to help software engineering educators resolve some of the difficulties they face when teaching OOAD.
|
16 |
A Concept-Driven Approach to Object-Oriented Analysis and DesignVen Yu Sien Unknown Date (has links)
The Unified Modelling Language (UML) and object-oriented analysis and design (OOAD) have become essential topics in both academia and industry. UML is the accepted standard modelling language for describing object-oriented (OO) systems for analysis and design, and many UML CASE tools have been built and are used in academia and industry. OO technology and UML is an ongoing area of research, and many applications have been developed using OO technology. However, observations on current software development practices in some computer companies have shown that many OO software developers are not adopting recognised OOAD techniques. Both information technology (IT) students at higher educational institutions and professionals have in general found difficulty in grasping OO concepts, and the role that UML diagrams play in the design of the analysis and design solution. They particularly find difficulty in performing abstractions of real-world problems within the context of OOAD. They are unable to effectively build class diagrams from the problem domain because they essentially do not know ‘what’ to model. They therefore prefer to start coding software applications before building the analysis and design artifacts. Most of these students invariably prefer to focus on the implementation phase of a software development lifecycle and consider the preceding analysis and design phases superfluous. The overall goal of this thesis is to contribute to a significant improvement in the way students and software developers analyse and design their OO systems. We present a new approach by introducing concept mapping as a tool to help novices in OOAD produce more appropriate UML class and sequence diagrams. The class and sequence diagrams are selected because they represent the essential static and behavioural aspects of a problem domain. The former is fundamental to the OO modelling process and the latter is one of the most widely used dynamic diagrams in UML. Concept mapping is a popular tool used in education for facilitating learning, comprehension and the development of knowledge. Within the context of OOAD, we propose to use concept maps as a graphical representation of fundamental concepts, and their relationships and responsibilities within a problem domain. A static concept map derived from expanded use cases (use case narratives) can subsequently evolve into a class diagram containing information on classes, attributes, associations and generalisation-specialisation hierarchies. A dynamic concept map derived from an expanded use case can evolve into a sequence diagram containing information on the interaction of objects (and their messages) to fulfil the responsibilities of a particular scenario of the use case. In this thesis, a study is initially conducted to investigate in detail the difficulties undergraduate students have when producing UML class and sequence diagrams. The results of the study reveal and confirm some of the fundamental problems that students have with OO modelling. In order to address these problems, a concept-driven approach is developed to help novices produce more appropriate UML class and sequence diagrams. The effectiveness of this approach is evaluated by three different experiments. The data from these experiments is analysed and there is sufficient statistical evidence to support the claim that the participants produce more appropriate class and sequence diagrams after being taught concept mapping techniques. As a result of this positive outcome, a set of guidelines is developed for teaching OO modelling with concept maps. These guidelines could be integrated into existing OOAD courses to help software engineering educators resolve some of the difficulties they face when teaching OOAD.
|
17 |
Procesně řízená organizace / Process driven organizationVandírková, Jana January 2016 (has links)
The subject of the master thesis Process driven organization is using UML language and BPMN methodology to model business processes of the selected organization, followed by using obtained diagrams organization for upgrade any of modeled diagram existing business processes leading to prosperity of the selected organization.
|
18 |
Test management in a PLM system contextGonzález Corona, Alicia, Melle, Daniel January 2023 (has links)
The purpose of this final project work is to explore how tests are managed during the development of mechatronic products at a manufacturing company. This study aims to develop an information model and a process model that can be used in a PLM system. The research method used is a case study at Husqvarna Group. The different test departments in the Huskvarna site are studied. For that, two rounds of semistructured interviews and document studies are conducted to collect primary and secondary data. For each round, six interviews are conducted with experienced employees and then, a verification meeting is held. During the qualitative analysis, different keywords are highlighted and displayed in an activity and class diagram to represent the as-is test management process at the case company. Later, it is compared to the literature, and a proposal is made based on the results.
|
19 |
[pt] CONCEITOS CENTRAIS E COMPONENTIZAÇÃO DE DIAGRAMAS DE CLASSE UML REPRESENTADOS EM GRAFO / [en] CORE CONCEPTS AND COMPONENTIZATION OF UML CLASS DIAGRAMS REPRESENTED IN GRAPH23 December 2021 (has links)
[pt] O objetivo do trabalho é o desenvolvimento de uma aplicação web capaz de realizar diferentes análises de diagramas UML. Umas dascaracterísticas da ferramenta é a compatibilidade com outras ferramentas de edição de diagramas UML. Para isto, foi implementado um parser genérico XMI que importa driagramas de classe e gera um grafo orientado equivalente. Com a posse do grafo, são realizados estudos capazes de adicionar informações extras aos diagramas. O primeiro estudo é a identificação de quais clases compõesm o core concept (classes de alta importância para o sistema). Outro estudo é a clusterização deste grafo a fim de agrupar classes em propostas de componentes. Por fim, são discutidas estimativas de importância, do grau de coesão, além de métricas de acoplamento e tamanho do diagrama como um todo e dos componetes gerados. / [en] The goal of this dissertation is to develop a web application that explores different analysis of UML diagrams. One of the main features of this tool is the compatibility with other tools that create UML diagrms. In order to do that, we implemented a generic XMI parser that import class diagrams and provides as result a directed graph. With this graph in hand, we conducted studies that provide extra information regrading this diagram. The first study is the identification of the classes that can be considered core concepts (defining the important classes of the system). The other study permorms graph clustering, aiming to create groups pf classes, making it possible to generate components. Finally, we discuss estimates of importance and degree of cohesion, as well as size and coupling metrics of the diagram as a whole and the generated components.
|
20 |
On the Road to a Software Profession : Students’ Experiences of Concepts and ThresholdsBoustedt, Jonas January 2010 (has links)
Research has shown that there are gaps in knowledge between newly hired and experienced professionals and that some of these gaps are related to concepts, such as the concepts of object orientation. This problem, and the fact that most computer science majors want to work in the software industry, leads to questions regarding why these gaps exist and how students can be better prepared for their future careers. Against this background, this thesis addresses two theme-based perspectives that focus on students' views of concepts in Computer Science. The first theme-based perspective investigated the existence of potential Threshold Concepts in Computer Science. Such concepts should be troublesome, transformative, irreversible, and integrative. Qualitative methods have been mainly used and empirical data have been collected through semi-structured interviews, concept maps, and written stories. The results identified two Threshold Concepts, suggested several more, and then described the ways in which these concepts have transformed students. The second theme-based perspective took a phenomenographic approach to find the variation in how students understand concepts related to the software profession. Data were collected via semi-structured interviews. In one study the interviews were held in connection with role-playing where students took on the role of a newly hired programmer. The results show a variety of ways to experience the addressed phenomena in the student collective, ranging from superficial views that often have a practical nature to more sophisticated understandings that reflect a holistic approach, including a professional point of view. Educators can use the results to emphasize concepts that are important from students' perspectives. The phenomenographic outcome spaces can help teachers to reflect upon their own ways of seeing contrasted with student conceptions. I have indicated how variation theory can be applied to open more sophisticated ways of seeing, which in this context stresses the professional aspects to help students prepare for becoming professional software developers.
|
Page generated in 0.0268 seconds