Dan Pilone's UML 2. Use this book to decipher the many UML diagrams you'll encounter on the path to delivering a modern software system. Using OCL, you can specify more narrowly the functionality described in a given diagram by recording limits that are the result of business rules and other factors.
The UML 2. It's near impossible to memorize all aspects of UML, and with this book along, you won't have to. The book demonstrates how Java applications, no matter how small, can benefit from some design during their construction.
Fully road-tested by students on the authors' own courses, the book shows how these complementary technologies can be used effectively to create quality software. It requires no prior knowledge of object orientation, though readers must have some experience of Java or other high level programming language. This book covers object technology; object-oriented analysis and design; and implementation of objects with Java. It includes two case studies dealing with library applications.
This object modelling environment allows readers to prepare and edit various UML diagrams. ROME can be used alongside a Java compiler to generate Java code from a UML class diagram then compile and run the resulting application for hands-on learning. This text would be a valuable resource for undergraduate students taking courses on O-O analysis and design, O-O modelling, Java programming, and modelling with UML.
This text can also be utilized in short technical courses or short, intensive management courses. This textbook shows how to use both the principles of software engineering as well as the practices of various object-oriented tools, processes, and products. Using a step by step case study to illustrate the concepts and topics in each chapter, this book emphasizes practical experience: participants can apply the techniques learned in class by implementing a real-world software project.
Popular Books. End of Days by Brad Taylor. The Summer Proposal by Vi Keeland. It Ends with Us by Colleen Hoover. The Maid by Nita Prose. New eBooks. Search Engine. Every integrated software development environment in the world--open-source, standards-based, and proprietary--now supports UML and, more importantly, the model-driven approach to software development. Whether you're creating a desktop application or an enterprise system, complexity is the big hairy monster you must manage.
Whether you're looking to use UML as a blueprint language, a sketch tool, or as a programming language, this book will give you the need-to-know information on how to apply UML to your project. Topics covered include:Capturing your system's requirements in your model to help you ensure that your designs meet your users' needsModeling the parts of your system and their relationshipsModeling how the parts of your system work together to meet your system's requirementsModeling how your system moves into the real world, capturing how your system will be deployed Engaging and accessible, this book shows you how to use UML to craft and communicate your project's design.
Regardless of the software process or methodology you use, this book is the one source you need to get up and running with UML 2. Kim Hamilton is a senior software engineer at Northrop Grumman, where she's designed and implemented a variety of systems including web applications and distributed systems, with frequent detours into algorithms development.
The correct answer is b ; the method called method belongs to class B and the association arrow should point towards the class B. It is interesting to observe that there was no significant difference between the results of 1st and 2nd level answers; one would expect that 2nd level students would perform better. Even in the case of the two students who answered c the method is misplaced. The sequence diagram consisted of three objects each one of different class and two operations.
The correct answer is c ; the method named method belongs to class B and the method named other belongs to class C. Both association arrows should point towards classes B and C. There was again no significant difference between the results of 1st and 2nd level students. In the single wrong answer d still one of the methods is misplaced. A possible explanation could be the order of the questions.
From the fifteen 15 students who answered correctly the first question only, two 2 answered wrongly the second one; the rest 13 answered correctly both questions. Seven 7 students, who answered wrongly the first question, answered correctly the second. It might be the case that they realized the error they have done. Note that students were not allowed to change their answers once answering the first question.
Another possible explanation could be the richer context of the second question. What we might regard as a more complex context could have caused students more thinking and eventually the conclusion to the correct answer. From the results of the quiz, one may draw the conclusion that misplacing methods is indeed a frequent student mistake. The task of creating a design class diagram from a sequence diagram may not be a trivial problem for the students. Students performed several tasks in which they had to draw class diagrams and sequence diagrams.
Occasionally students were asked to use the support of the consistency checking feature in order to correct their design mistakes. After using the tool, the students were asked to complete the same short quiz again the answers were reordered to avoid memorizing their first answer.
The results of both questions are provided in Tables 3 and 4. Note, that although in the quiz the answers were reordered for the sake of the comparison we use the same answer letters as in the first quiz.
However it is more important to examine whether individual students improved. Second question Unfortunately we may not draw a similar conclusion from the analysis of the second question. Table 6 summarizes the comparison results. Although, in the simple context of the 1st question the tool helped the students to improve their answers, it did not influence significantly the results of the 2nd question.
Possible reasons for that result may be a the order of questions significant increase of correct answers before using the tool in the 2nd question and b the feedback provided by the tool in cases like the second one is more cluttered; students have difficulties in understanding the reported errors. This unique feature substantially supports students in the process of correctly assimilating the taught concepts.
This result is more evident and statistically significant in simple cases. We strongly believe that this enhancement will improve the educational value of the tool.
Version 2. The concept of hierarchical design: the views of computer science and engineering students By George Alexiou. Adamopoulou, L. The concept of hierarchical design: the views of computer science and engineering students. IEEII, pp.
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