Unified Modeling Language (UML) is recognized as a de facto standard for modeling various typesof systems. However, its lack of formal semantics hinders the ability to perform formal verification, which is crucial to ensure the correctness of the models throughout the modeling process. Rebeca isan actor-based modeling language designed to formally verify reactive concurrent systems. Previous work has attempted to bridge the gap and provide a translation to take advantage of both UML and Rebeca’s benefits. These methods either require multiple UML diagrams and an understanding of Rebeca, or lack implementation solutions. We conducted experiments to explore the potential of zero-shot and few-shot learning with ChatGPT-4 as a tool for automating the translation from UML state diagrams to Rebeca code. The results indicated that the translation from UML state diagrams to Rebeca code can be partially made and they are not sufficient to derive correct Rebeca models. To mitigate this, we augment state diagrams with metadata, which resulted in the generated code having minor errors and requiring slight adjustments to be able to be compiled in the Rebeca model checking tool, Afra. The conclusion is that ChatGPT-4 can potentially facilitate the process of transforming UML state diagrams into executable Rebeca code with minimal additional information. We provide a translation procedure of Rebeca code to UML state diagrams, a conceptual mapping of them in reverse, and a dataset that can be used for further research. The dataset and the results are published in the GitHub repositoryof our project

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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.

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.

Visualisering av statistik är ett tydligt sätt att presentera data som annars kan ses som svår att tyda och analysera. Med hjälp av visualiseringar på webben kan man nå ut till många och det är ett smidigt sätt att ta med sig och dela med sig av information. Denna rapport bygger på ett experiment där olika JavaScriptbibliotek jämförs baserat på tiden det tar att rita ut diagram av olika storlekar och typer. Linjediagram, punktdiagram och stapeldiagram skapas med de olika biblioteken. Vilka bibliotek som jämförs väljs ut utifrån ett antal kriterier och Chart.js, Google Charts och Plotly.js är de som uppfyller alla krav. Undersökningar där utritningstiden mäts genomförs och resultaten visar att Chart.js är snabbast på att rita ut diagram i de flesta mätningarna. Det finns signifikanta skillnader mellan alla diagrammätningar förutom mellan Linjediagram 2 skapat med Chart.js och Linjediagram 2 skapat med Plotly.js samt Plotly.js Stapeldiagram 1 och Plotly.js Stapeldiagram 5. Mätningarna visar också att diagram som baseras på större datamängd, i de flesta fall, också har längre utritningstid än diagram baserade på mindre datamängd.

Presented thesis entitled “Cleanliness of components management implementation” with analysis of the currently applied cleanliness management system in the organization, identification of the root causes of contamination in production, suggestion of the possible solution and recommendation of actions. All material presented in this thesis were collected in Mann+Hummel (CZ) s.r.o., a producer of filters and fluid circuits for automotive industry.

The thesis deals with the analysis of quality management system in a selected organization and with tasks assigned by the organization's quality manager. The company is Aspera, spol. s r.o., specifically its metal manufacturing centre Aspera Technology in České Budějovice. The thesis is divided into a theoretical and a practical part. The theoretical part is based on study of scientific literature and focuses on quality definition, history of quality management, quality management system principles and concepts and quality management tools, especially process flowchart, Pareto diagram and FMEA. The practical part describes the company, its manufacturing centre and its quality management system. The next part deals with the three assigned tasks. First, designated company processes are described and visualized in the form of flowcharts. Second, weak points and risks of these processes are analysed using FMEA and corrective actions are recommended. Third, the most significant internal defects are identified using Pareto chart and cost analysis. At the end of the thesis some suggestions for improvement are provided. The suggestions were observed during an internship in the company and should enhance the quality management system and help the overall operation of the company processes.

One of the first analytical tools that can be used to analyze data is the graphical representation. The time that is used as a measure in tasks in a wide range is problematic to grasp, and its mapping is not easy. In demographics, some tools, such as the Lexis diagram, are used. However, the list of graphical tools can be extended by diagrams that look at the time measure in different ways. Their use can be demonstrated not only on demographic data but also on non-demographic data and the modern statistical program R can be used too.

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.

System Dynamics is a powerful approach to understanding the behaviour of complex systems. This thesis is focused on a simulation model, that goes from principles of System Dynamics and the model will solve the problem of insufficient number of applicants that meet a specific set of project requirements, which are defined by the government agency, CzechInvest. The project, CzechEkoSystem, is mainly focused on efficient development of small and medium sized enterprises based on their pioneering business model. The thesis begins by describing the basic theories of System Dynamics that are introduced and elaborated on, within the particular tools of the simulation model problem statement. Then key terms about the CzechEkoSystem project are introduced. In the conclusion, results and recommendations for increasing the portfolio of pioneering small and medium sized enterprises are presented.