‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺑﺨﺶ ﻧﻬﻢ‬
‫ﻣﻌﺮﻓﻲ‬
‫ﺯﺑﺎﻥ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﻣﺪﻟﺴﺎﺯﻱ‬
‫‪UML‬‬
‫ﻣﻨﺒﻊ ‪:‬‬
‫‪OMG Unified Modeling Language, Version 1.3, June 1999‬‬
‫‪ ‐١‬ﻣﻘﺪﻣﻪ‪٩٩ .......................................................................................................................................................‬‬
‫‪ ‐٢‬ﺗﺎﺭﻳﺨﭽﻪ ‪٩٩ ..................................................................................................................................................‬‬
‫‪ ‐٣‬ﺩﻳﺎﮔﺮﺍﻣﻬﺎﻱ ‪١٠٠ ................................................................................................................................. UML‬‬
‫‪ ‐١‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ‪١٠١ ...................................................................................................................... Use Case‬‬
‫‪ ‐٢‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﻛﻼﺱ ‪١٠٢ .............................................................................................................................‬‬
‫‪ ‐١‐٢‐٣‬ﻛﻼﺱ ‪١٠٣ ...........................................................................................................................‬‬
‫‪ ‐٢‐٢‐٣‬ﺭﻭﺍﺑﻂ ﻣﺎﺑﻴﻦ ﻛﻼﺳﻬﺎ ﻭ ﺍﺷﻴﺎﺀ ‪١٠٤ ........................................................................................‬‬
‫‪ ‐٣‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﺗﻌﺎﻣﻞ ‪١٠٥ ..............................................................................................................................‬‬
‫ﺍﻟﻒ ‐ ﺩﻳﺎﮔﺮﺍﻡ ﺗﺮﺗﻴﺐ ‪١٠٥ ..................................................................................................................‬‬
‫ﺏ‐ ﺩﻳﺎﮔﺮﺍﻡ ﻫﻤﻜﺎﺭﻱ ‪١٠٦ ..................................................................................................................‬‬
‫‪ ‐٤‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﺑﺴﺘﻪ ‪١٠٧ ................................................................................................................................‬‬
‫‪ ‐٥‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﺣﺎﻟﺖ ‪١٠٨ ..............................................................................................................................‬‬
‫‪ ‐٦‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﻓﻌﺎﻟﻴﺖ ‪١٠٩ ............................................................................................................................‬‬
‫‪ ‐٧‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﺁﺭﺍﻳﺶ ﻗﻮﺍ ‪١١١ .......................................................................................................................‬‬
‫‪٩٨‬‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺑﺨﺶ ﻧﻬﻢ‬
‫ﻣﻌﺮﻓﻲ‬
‫ﺯﺑﺎﻥ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﻣﺪﻟﺴﺎﺯﻱ‬
‫‪UML‬‬
‫‪ ‐١‬ﻣﻘﺪﻣﻪ‬
‫‪ (١) UML‬ﻣﺴﺘﻘﻴﻤﹰﺎ ﺭﻭﺷﻬﺎﻱ ‪ Rumbaugh ، Booch‬ﻭ ‪ Jacobson‬ﺭﺍ ﺑﺎ ﻫﻢ ﺍﺩﻏﺎﻡ ﻛﺮﺩﻩ ﺍﺳﺖ‪ ،‬ﺍﻣﺎ ﻣﺤﺪﻭﺩﻩ ﺁﻥ‬
‫ﺑﻴﺸﺘﺮ ﺍﺯ ﺳﻪ ﻣﺘﺪﻟﻮﮊﻱ ﻓﻮﻕ ﺍﺳﺖ‪ UML .‬ﻫﻤﺎﻧﻄﻮﺭ ﻛﻪ ﺍﺯ ﻧﺎﻣﺶ ﭘﻴﺪﺍ ﺍﺳﺖ ﻳﻚ ﺯﺑﺎﻥ ﻣﺪﻟﺴﺎﺯﻱ ﺍﺳﺖ ﺗﺎ ﻳﻚ‬
‫ﻣﺘﺪﻟﻮﮊﻱ‪ .‬ﺑﻄﻮﺭ ﻣﻌﻤﻮﻝ‪ ،‬ﻫﺮ ﻣﺘﺪﻟﻮﮊﻱ ﺷﺎﻣﻞ ﺣﺪﺍﻗﻞ ﻳﻚ ﺯﺑﺎﻥ ﻣﺪﻟﺴﺎﺯﻱ ﻭ ﻳﻚ ﭘﺮﻭﺳﻪ ﺳﺎﺧﺖ ﺍﺳﺖ‪.‬ﺯﺑﺎﻥ‬
‫ﻣﺪﻟﺴﺎﺯﻱ ﺷﺎﻣﻞ ﻧﻤﻮﺩﺍﺭﻫﺎﻳﻲ ﺍﺳﺖ ﻛﻪ ﻫﺮ ﻣﺘﺪﻟﻮﮊﻱ ﺑﺮﺍﻱ ﻧﻤﺎﻳﺶ ﺗﺤﻠﻴﻞ ﻭ ﻃﺮﺍﺣﻲ ﺳﻴﺴﺘﻢﻫﺎ ﺍﺯ ﺁﻥ ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﻣﻲﻛﻨﺪ‪ .‬ﺍﻣﺎ ﻳﻚ ﭘﺮﻭﺳﻪ ﺳﺎﺧﺖ ﺷﺎﻣﻞ ﺩﺳﺘﻮﺭﺍﺕ‪ ،‬ﺭﺍﻫﻨﻤﺎﻳﻲ ﻫﺎ ﻭ ﻗﺪﻡ ﻫﺎﻱ ﻻﺯﻡ ﺑﺮﺍﻱ ﺍﻧﺠﺎﻡ ﺗﺤﻠﻴﻞ ﻭ ﻃﺮﺍﺣﻲ‬
‫ﺳﻴﺴﺘﻢﻫﺎ ﻣﻲﺑﺎﺷﺪ‪ .‬ﺍﻓﺮﺍﺩﻱ ﻛﻪ ﻳﻚ ﻣﺘﺪﻟﻮﮊﻱ ﺭﺍ ﺑﻪ ﻛﺎﺭ ﻣﻲ ﺑﺮﻧﺪ ﻣﻌﻤﻮ ﹰﻻ ﺑﻴﺸﺘﺮ ﺑﺎ ﺯﺑﺎﻥ ﻣﺪﻟﺴﺎﺯﻱ ﺁﻥ ﺳﺮﻭﻛﺎﺭ‬
‫ﺩﺍﺭﻧﺪ‪.‬ﻫﺪﻑ ﻃﺮﺍﺣﺎﻥ ‪ UML‬ﺑﻴﺸﺘﺮ ﺗﺪﻭﻳﻦ ﻳﻚ ﺯﺑﺎﻥ ﻣﺪﻟﺴﺎﺯﻱ ﺷﻲﮔﺮﺍ ﺑﻮﺩﻩ ﺗﺎ ﺍﺭﺍﺋﻪ ﻳﻚ ﭘﺮﻭﺳﻪ ﺳﺎﺧﺖ‬
‫ﺍﺳﺘﺎﻧﺪﺍﺭﺩ‪ ،‬ﺍﮔﺮ ﭼﻪ ﻃﺮﺍﺣﺎﻥ ‪ UML‬ﻳﻚ ﭘﺮﻭﺳﻪ ﺳﺎﺧﺖ ﺑﻪ ﻧﺎﻡ ‪ (٢) USDP‬ﺭﺍ ﻧﻴﺰ ﺍﺭﺍﺋﻪ ﺩﺍﺩﻩﺍﻧﺪ‪.‬‬
‫‪ ‐٢‬ﺗﺎﺭﻳﺨﭽﻪ‬
‫‪ UML‬ﻳﻚ ﺯﺑﺎﻥ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﺑﺮﺍﻱ ﻧﻤﺎﻳﺶ‪ ،‬ﺍﻳﺠﺎﺩ ﻭ ﻣﺴﺘﻨﺪﺳﺎﺯﻱ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﻧﺮﻡﺍﻓﺰﺍﺭﻱ ﻣﺒﺘﻨﻲ ﺑﺮ ﺭﻭﺷﻬﺎﻱ‬
‫ﺷﻲﮔﺮﺍ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻗﺒﻞ ﺍﺯ ‪ UML‬ﻧﻴﺰ ﺭﻭﺷﻬﺎﻱ ﺷﻲﮔﺮﺍﻳﻲ ﻣﺘﻌﺪﺩﻱ ﺗﻮﺳﻂﺍﻓﺮﺍﺩﻣﺨﺘﻠﻒ ﺑﺮﺍﻱ ﻣﺪﻝ ﺳﺎﺯﻱ‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺷﺊﮔﺮﺍ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺑﻮﺩ‪ .‬ﺍﺗﻔﺎﻗﻲ ﻛﻪ ﺑﺎﻋﺚ ﺍﻳﺠﺎﺩ ‪ UML‬ﺷﺪ ﺑﺪﻳﻦﺻﻮﺭﺕ ﺑﻮﺩ ﻛﻪ ‪، Rumbough‬‬
‫ﻃﺮﺍﺡ ﻣﺘﺪﻟﻮﮊﻱ ‪ OMT‬ﺑﻪ ﺷﺮﻛﺖ ‪ Rational‬ﻛﻪ ﻣﺘﻌﻠﻖ ﺑﻪ ‪ Booch‬ﺑﻮﺩ ﭘﻴﻮﺳﺖ ﻭ ﺁﻧﻬﺎ ﺗﻼﺵ ﺧﻮﺩﺭﺍ ﺑﺮﺍﻱ ﺍﻳﺠﺎﺩ‬
‫ﻳﻚ ﺯﺑﺎﻥ ﻣﺪﻟﺴﺎﺯﻱ ﺷﻲﮔﺮﺍﻱ ﻣﺘﺤﺪﺍﻟﺸﻜﻞ ﺑﻜﺎﺭ ﮔﺮﻓﺘﻨﺪ‪ .‬ﺗﺮﻛﻴﺐ ﺩﻭﻣﺘﺪﻟﻮﮊﻱ ﻭ ﺍﻳﺠﺎﺩ ﺯﺑﺎﻥ‪ UML‬ﺍﻋﺘﺒﺎﺭ ﻭﻳﮋﻩﺍﻱ‬
‫ﺑﻪ ﺁﻥ ﺑﺨﺸﻴﺪ‪ .‬ﺩﺭﺳﺎﻝ ‪ ، ١٩٩٥‬ﺷﺮﻛﺖ ‪ Rational‬ﺁﻣﺎﺩﻩ ﺑﻮﺩ ﺗﺎ ﺍﻭﻟﻴﻦ ﻣﺴﺘﻨﺪﺍﺕ ‪) UML‬ﻧﺴﺨﻪ ‪( ٠,٨‬ﺭﺍ ﺍﺭﺍﺋﻪ‬
‫ﻧﻤﺎﻳﺪ‪ ،‬ﺍﻣﺎ ﺩﺭ ﻳﻚ ﺍﻗﺪﺍﻡ ﻧﺎﮔﻬﺎﻧﻲ ﺍﻣﺘﻴﺎﺯ ﺷﺮﻛﺖ ‪ Jacobson‬ﺭﺍ ﻛﻪ ﻣﺎﻟﻚ ‪ Objectory‬ﺑﻮﺩ‪ ،‬ﺧﺮﻳﺪﺍﺭﻱ ﻧﻤﻮﺩ‪ .‬ﭘﺲ‬
‫ﺍﺯ ﺍﻳﻦ ﺍﻗﺪﺍﻡ‪ ،‬ﺷﺮﻛﺖ ‪ Rational‬ﺑﺎ ﺗﺮﻛﻴﺐ ﺳﻪ ﻣﺘﺪﻟﻮﮊﻱ ﺳﻄﺢ ﺑﺎﻻ ﻗﺎﺩﺭ ﺑﻪ ﺍﺭﺍﺋﻪ ﻳﻚ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﺩﺭ ﺭﻭﺷﻬﺎﻱ‬
‫ﺷﻲﮔﺮﺍ ﺑﻮﺩ‪.‬‬
‫‪1. Unified Modeling Language‬‬
‫‪2. Unified Software Development Process‬‬
‫‪٩٩‬‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺩﺭ ﺳﺎﻝ ‪ UML ، ١٩٩٧‬ﺑﻌﻨﻮﺍﻥ ﻳﻚ ﺯﺑﺎﻥ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﻣﺪﻟﺴﺎﺯﻱ ﺷﻲﮔﺮﺍ ﺍﺯ ﻃﺮﻑ ﮔﺮﻭﻩ ‪ (٣) OMG‬ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪ‪.‬‬
‫ﻣﻬﻤﺘﺮﻳﻦ ﻗﺎﺑﻠﻴﺖ ﺍﻳﻦ ﺯﺑﺎﻥ ﺍﺭﺍﺋﻪ ﻣﺪﻟﻬﺎﻳﻲ ﺑﺼﻮﺭﺕ ﺩﻳﺎﮔﺮﺍﻡ ﺑﺮﺍﻱ ﻛﻞ ﭼﺮﺧﻪ ﺣﻴﺎﺕ ﻧﺮﻡ ﺍﻓﺰﺍﺭ ﺍﺳﺖ ﻭ‬
‫ﻣﻴﺘﻮﺍﻧﺪﺑﺼﻮﺭﺕ ﻳﻚ ﺯﺑﺎﻥ ﺍﺭﺗﺒﺎﻃﻲ ﺑﻴﻦ ﺗﻤﺎﻡ ﮔﺮﻭﻫﻬﺎﻱ ﻳﻚ ﺗﻴﻢ ﭘﺮﻭﮊﻩ ﺍﺳﺘﻔﺎﺩﻩ ﺷﻮﺩ‪ .‬ﺍﺯ ﻗﺎﺑﻠﻴﺘﻬﺎﻱ ﺩﻳﮕﺮ ﺁﻥ‬
‫ﺍﻳﻨﺴﺖ ﻛﻪ ﺳﺎﺯﮔﺎﺭﻱ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﺍﻏﻠﺐ ﺭﻭﺷﻬﺎﻱ ﻣﺘﺪﺍﻭﻝ ﻣﺎﻧﻨﺪ ‪ Booch ، OMT‬ﻭ‪ OOSE‬ﺣﻔﻆ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﺯ ﺩﻳﺪ ﻣﺴﺘﻨﺪﺳﺎﺯﻱ‪ UML ،‬ﻗﺎﺩﺭ ﺍﺳﺖ ﻛﻞ ﭼﺮﺧﻪ ﺣﻴﺎﺕ ﺳﻴﺴﺘﻢ ﺭﺍ ﺩﺭ ﻗﺎﻟﺐ ﻧﻤﻮﺩﺍﺭﻫﺎﻳﻲ ﺑﺼﻮﺭﺕ ﻛﻠﻲ ﻭ ﻗﺎﺑﻞ‬
‫ﻓﻬﻢ ﺍﺭﺍﺋﻪ ﻧﻤﺎﻳﺪ ﻛﻪ ﻣﻴﺘﻮﺍﻧﺪ ﻣﺴﺘﻘﻞ ﺍﺯ ﻣﺘﺪﻟﻮﮊﻱ ﺳﺎﺧﺖ ﺍﺭﺍﺋﻪ ﺷﻮﺩ ﻫﺮﭼﻨﺪ ﻛﻪ ﺑﺮﺧﻲ ﺍﺯ ﻣﺘﺪﻟﻮﮊﻳﻬﺎ ﺩﻳﺎﮔﺮﺍﻣﻬﺎﻱ‬
‫ﺧﺎﺹ ﺧﻮﺩ ﺭﺍ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻣﺎ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺰﺩﻳﻜﻲ ﻣﺘﺪﻟﻮﮊﻳﻬﺎﻱ ﺷﺊﮔﺮﺍ ﻭ ﺷﺒﺎﻫﺖ ﺩﻳﺎﮔﺮﺍﻣﻬﺎﻱ ﺁﻧﻬﺎ ﻣﻲﺗﻮﺍﻥ ‪ UML‬ﺭﺍ‬
‫ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻣﺘﺪﻟﻮﮊﻱﻫﺎﻱ ﺷﺊﮔﺮﺍ ﺍﺳﺘﻔﺎﺩﻩ ﻧﻤﻮﺩ‪.‬‬
‫ﺷﺮﻛﺘﻬﺎﻳﻲ ﻣﺎﻧﻨﺪ‪ Unisys, Rational, Oracle, IBM, Microsoft, HP‬ﻭ ‪ ...‬ﺍﺯ ﺷﺮﻛﺘﻬﺎﻳﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﺍﺯ‪UML‬‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩﻩ ﻭ ﺁﻥ ﺭﺍ ﭘﺸﺘﻴﺒﺎﻧﻲ ﻣﻲﻧﻤﺎﻳﻨﺪ‪.‬‬
‫‪ ‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﻫﺎﻱ ‪UML‬‬
‫ﻳﻜﻲ ﺍﺯ ﺑﺰﺭﮔﺘﺮﻳﻦ ﺍﻫﺪﺍﻑ ﻃﺮﺍﺣﻲ ﺑﺮﻧﺎﻣﻪ ﻫﺎﻱ ﺳﻴﺴﺘﻢ ﻧﺮﻡ ﺍﻓﺰﺍﺭﻱ ﺍﻳﺠﺎﺩ ﺑﺮﻧﺎﻣﻪ ﻫﺎﻱ ﺻﺤﻴﺢ ﺍﺳﺖ ﺑﻪ ﻧﺤﻮﻱ ﻛﻪ‬
‫ﻧﻴﺎﺯﻫﺎﻱ ﻛﺎﺭﺑﺮﺍﻥ ﺭﺍ ﺑﺪﺭﺳﺘﻲ ﻭ ﺑﺎ ﻫﺰﻳﻨﻪ ﻗﺎﺑﻞ ﻗﺒﻮﻟﻲ ﺑﺮﺁﻭﺭﺩﻩ ﻧﻤﺎﻳﺪ‪ .‬ﻓﻬﻢ ﻧﻴﺎﺯﻫﺎﻱ ﻛﺎﺭﺑﺮﺍﻥ ﻛﻪ ﻣﺴﺘﻠﺰﻡ ﺍﻳﺠﺎﺩ‬
‫ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺁﻧﻬﺎﺳﺖ‪ ،‬ﻳﻜﻲ ﺍﺯ ﻧﻜﺎﺕ ﻛﻠﻴﺪﻱ ﺩﺭ ﺍﻳﺠﺎﺩ ﻧﺮﻡ ﺍﻓﺰﺍﺭﻫﺎﻱ ﻣﻔﻴﺪ ﻣﻲﺑﺎﺷﺪ‪ .‬ﺭﻭﺷﻲ ﻛﻪ ﺩﺭ ‪ UML‬ﺑﺮﺍﻱ‬
‫ﻧﺸﺎﻥ ﺩﺍﺩﻥ ﺍﻳﻦ ﺧﻮﺍﺳﺘﻪﻫﺎ ﺑﻜﺎﺭﮔﺮﻓﺘﻪ ﻣﻲﺷﻮﺩ ‪ Use Case‬ﻧﺎﻡ ﺩﺍﺭﺩ‪ .‬ﻣﺠﻤﻮﻋﻪ ﺗﻤﺎﻣﻲ‪ Use Case‬ﻫﺎ‪ ،‬ﺗﺼﻮﻳﺮ‬
‫ﺧﺎﺭﺟﻲ ﺳﻴﺴﺘﻢ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻲﺩﻫﺪ‪ .‬ﻳﻚ ﻣﺠﻤﻮﻋﻪ ﺧﻮﺏ ﺍﺯ ‪ Use Case‬ﻫﺎ ﻭﻗﺘﻲ ﺣﺎﺻﻞ ﺧﻮﺍﻫﺪ ﺷﺪ ﻛﻪ ﻃﺮﺍﺡ‬
‫ﺑﺪﺍﻧﺪ ﻛﺎﺭﺑﺮﺍﻥ ﭼﻪ ﭼﻴﺰﻱ ﺍﺯ ﺳﻴﺴﺘﻢ ﻣﻲﺧﻮﺍﻫﻨﺪ‪ Use Case .‬ﻫﺎ ﻫﻤﭽﻨﻴﻦ ﺍﺑﺰﺍﺭ ﺧﻮﺑﻲ ﺑﺮﺍﻱ ﭘﻴﺸﺒﺮﺩ ﭘﺮﻭﮊﻩ‬
‫ﻣﻲﺑﺎﺷﻨﺪ ﺯﻳﺮﺍ ﺳﺎﺧﺖ ﺳﻴﺴﺘﻢ ﺑﻪ ﻃﺮﻳﻖ ﺗﻜﺮﺍﺭﻱ ﺭﺍ ﻛﻨﺘﺮﻝ ﻣﻲﻛﻨﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺍﺯ ﻗﺎﺑﻠﻴﺘﻬﺎﻱ ﻭﻳﮋﻩ ﻣﺘﺪﻟﻮﮊﻳﻬﺎﻱ‬
‫ﺷﺊﮔﺮﺍ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﻣﻲﺗﻮﺍﻥ ﻳﻚ ﻣﺠﻤﻮﻋﻪﺍﻱ ﺍﺯ ﻧﻴﺎﺯﻫﺎ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﻧﻤﻮﺩﻩ ﻭ ﻃﺮﺍﺣﻲ ﻭ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﺁﻧﺮﺍ ﺑﻪ ﭘﻴﺶ‬
‫ﺑﺮﺩ ﻭ ﺑﺪﻳﻦ ﺻﻮﺭﺕ ﺳﺎﺧﺖ ﺳﻴﺴﺘﻢ ﺑﻪﺻﻮﺭﺕ ﺍﻓﺰﺍﻳﺸﻲ ﺭﺍ ﻣﻘﺪﻭﺭ ﻣﻲﺳﺎﺯﺩ ﻫﻤﭽﻨﻴﻦ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻳﻦ ﻛﻪ ﺗﻴﻢ‬
‫ﻃﺮﺍﺡ ﻭ ﺑﺮﻧﺎﻣﻪﻧﻮﻳﺲ ﺩﺭ ﻫﺮ ﻣﺮﺣﻠﻪ ﺑﺎ ‪ Use Case‬ﻫﺎ ﺳﺮﻭﻛﺎﺭ ﺩﺍﺭﺩ‪ ،‬ﺩﺭ ﻫﺮ ﻣﺮﺣﻠﻪ ﺍﻣﻜﺎﻥ ﺑﺎﺯﮔﺸﺖ ﺳﺮﻳﻊ ﺑﻪ‬
‫ﻣﺮﺍﺣﻞ ﻗﺒﻞ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﺭﻭﺵ ﺧﻮﺩ ﺗﻜﻨﻴﻚ ﺑﺎ ﺍﺭﺯﺷﻲ ﺍﺳﺖ‪ ،‬ﺯﻳﺮﺍ ﻧﺘﺎﻳﺞ ﺭﺍ ﻣﺮﺣﻠﻪ ﺑﻪ ﻣﺮﺣﻠﻪ ﺑﻪ ﻛﺎﺭﺑﺮ ﺑﺎﺯ‬
‫ﺧﻮﺭ ﻣﻲﺩﻫﺪ‪ .‬ﺩﺭ ﺍﺩﺍﻣﻪ ﺍﻳﻦ ﺑﺨﺶ‪ ،‬ﺩﻳﺎﮔﺮﺍﻡﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ‪ UML‬ﺑﺮﺍﻱ ﻣﺪﻝ ﺳﺎﺯﻱ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﻧﺮﻡ ﺍﻓﺰﺍﺭﻱ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﺷﻮﺩ ﺑﻪ ﺻﻮﺭﺕ ﺍﺟﻤﺎﻟﻲ ﻣﻌﺮﻓﻲ ﻣﻲﮔﺮﺩﺩ‪.‬‬
‫‪3. Object Management Group‬‬
‫‪١٠٠‬‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫‪ ‐١‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ‪Use Case‬‬
‫ﺩﺭ ﺳﺎﺩﻩﺗﺮﻳﻦ ﺣﺎﻟﺖ‪ Use Case‬ﻫﺎ ﺑﻮﺳﻴﻠﻪ ﻣﺼﺎﺣﺒﻪ ﺑﺎ ﻛﺎﺭﺑﺮﺍﻥ ﻭ ﺍﻧﺘﻈﺎﺭﺍﺗﻲ ﻛﻪ ﺁﻧﻬﺎ ﺍﺯ ﺳﻴﺴﺘﻢ ﺩﺍﺭﻧﺪ ﺗﻌﺮﻳﻒ‬
‫ﻣﻲﺷﻮﺩ‪ .‬ﺑﺮﺍﻱ ﻧﻤﺎﻳﺶ ﺍﻃﻼﻋﺎﺕ ﻣﺮﺑﻮﻁ ﺑﻪ ﻧﻴﺎﺯﻫﺎﻱ ﻛﺎﺭﺑﺮﺍﻥ ﻛﻪ ﺩﺭ ﻗﺎﻟﺐ ‪ Use Case‬ﻫﺎﺟﻤﻊﺁﻭﺭﻱ ﺷﺪﻩ ﺍﺳﺖ‬
‫ﺍﺯ ﺩﻳﺎﮔﺮﺍﻡ ‪ Use Case‬ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﺷﻮﺩ‪ .‬ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ١‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺍﻳﻦ ﺩﻳﺎﮔﺮﺍﻡ ﺭﺍ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ‬
‫ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ‐ ١‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺩﻳﺎﮔﺮﺍﻡ ‪Use Case‬‬
‫ﻧﻤﺎﺩﻫﺎﻱ ﺁﺩﻣﻚ ﻛﻪ ﺩﺭ ﺷﻜﻞ ﺩﻳﺪﻩ ﻣﻲﺷﻮﺩ‪ ،‬ﺑﺎﺯﻳﮕﺮ )‪ (٤‬ﻧﺎﻣﻴﺪﻩ ﻣﻲﺷﻮﻧﺪ‪ .‬ﻫﺮ ﺑﺎﺯﻳﮕﺮ ﻣﻲﺗﻮﺍﻧﺪ ﻳﻚ ﻛﺎﺭﺑﺮﺳﻴﺴﺘﻢ‬
‫ﺑﺎﺷﺪ ﻛﻪ ﻧﻘﺶ ﻳﺎ ﻧﻘﺶﻫﺎﻳﻲ ﺭﺍ ﺩﺭ ﺳﻴﺴﺘﻢ ﺑﺎﺯﻱ ﻣﻲ ﻛﻨﺪ‪ .‬ﻳﻚ ﺑﺎﺯﻳﮕﺮ ﻟﺰﻭﻣﻲ ﻧﺪﺍﺭﺩ ﺣﺘﻤﹰﺎ ﻳﻚ ﺍﻧﺴﺎﻥ ﺑﺎﺷﺪ‪ ،‬ﻳﻚ‬
‫ﺳﻴﺴﺘﻢ ﺧﺎﺭﺟﻲ ﻧﻴﺰ ﻣﻴﺘﻮﺍﻧﺪ ﻳﻚ ﺑﺎﺯﻳﮕﺮ ﺑﺎﺷﺪ‪.‬‬
‫ﭼﻬﺎﺭ ﻧﻮﻉ ﺭﺍﺑﻄﻪ ﺩﺭ ﺩﻳﺎﮔﺮﺍﻡ ‪ Use Case‬ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻛﻪ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬
‫ﺍﻟﻒ‐ ﺭﺍﺑﻄﻪ ‪ : Communication‬ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﻳﻚ ﺑﺎﺯﻳﮕﺮ‪ ،‬ﻳﻚ ‪ Use Case‬ﺭﺍ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﺪ‪.‬‬
‫‪4. Actor‬‬
‫‪١٠١‬‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺏ‐ ﺭﺍﺑﻄﻪ ‪ : Extend‬ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﺩﻭ ‪ Use Case‬ﻛﻪ ﺣﺎﻻﺕ ﺧﺎﺹ ﻳﻜﻲ ﺩﺭ ﺩﻳﮕﺮﻱ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺝ‐ ﺭﺍﺑﻄﻪ ‪ : Uses‬ﺷﺒﻴﻪ ‪ Extend‬ﻣﻲ ﺑﺎﺷﺪ ﻭﻟﻲ ﺩﺭ ﺍﻳﻨﺠﺎ ﺣﺎﻻﺕ ﺧﺎﺹﺭﺍ ﺩﺭ ﻳﻚ ‪ Use Case‬ﻗﺮﺍﺭ‬
‫ﻧﻤﻲﺩﻫﺪ‪ ،‬ﺑﻠﻜﻪ ﺍﮔﺮ ﺭﻓﺘﺎﺭﻱ ﺩﺭ ﭼﻨﺪ ‪ Use Case‬ﻣﺸﺘﺮﻙ ﺑﺎﺷﺪ‪ ،‬ﺁﻧﺮﺍ ﺟﺪﺍ ﻛﺮﺩﻩ ﻭ ﺩﺭ‬
‫ﻳﻚ ‪ Use Case‬ﻣﺠﺰﺍ ﻗﺮﺍﺭ ﻣﻲﺩﻫﻨﺪ‪.‬‬
‫‪ ‐ ٢‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﻛﻼﺱ‬
‫ﺩﻳﺎﮔﺮﺍﻡ ﻛﻼﺱ ﻳﻜﻲ ﺍﺯ ﺩﻳﺎﮔﺮﺍﻣﻬﺎﻱ ﻣﻬﻢ ﻭ ﺍﺳﺎﺳﻲ ﺩﺭ ﻣﺘﺪﻟﻮﮊﻳﻬﺎﻱ ﺷﻲﮔﺮﺍ ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﻫﺮ ﻣﺘﺪﻟﻮﮊﻱ ﺣﺎﻻﺕ‬
‫ﻣﺨﺘﻠﻔﻲ ﺍﺯ ﺁﻧﺮﺍ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﻛﻨﺪ‪ .‬ﺩﻳﺎﮔﺮﺍﻡ ﻛﻼﺱ ﺷﺎﻣﻞ ﺍﺷﻴﺎﺀ ﻭ ﺭﻭﺍﺑﻂ ﻣﺎﺑﻴﻦ ﺁﻧﻬﺎ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺩﻳﺎﮔﺮﺍﻡ‬
‫ﻛﻼﺱ ﺷﺎﻣﻞ ﺻﻔﺎﺕ ﻭ ﺭﻓﺘﺎﺭ ﻛﻼﺱﻫﺎ ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫ﺩﺭ ﺩﻳﺎﮔﺮﺍﻡ ﻛﻼﺱ ﺍﮔﺮ ﻓﻘﻂ ﺍﺷﻴﺎﺀ )ﻳﻌﻨﻲ ﻧﻤﻮﻧﻪﻫﺎﻱ ﻛﻼﺱ ﻫﺎ( ﻭ ﺭﻭﺍﺑﻂ ﺁﻧﻬﺎ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺷﻮﺩ‪ ،‬ﺁﻥ ﺭﺍ ﺩﻳﺎﮔﺮﺍﻡ‬
‫ﺷﻲﺀ )‪ (٥‬ﮔﻮﻳﻨﺪ‪ .‬ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ٢‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺩﻳﺎﮔﺮﺍﻡ ﻛﻼﺱ ﺭﺍ ﻧﻤﺎﻳﺶ ﻣﻲﺩﻫﺪ‪ .‬ﺩﺭ ﺍﺩﺍﻣﻪ ﻣﻔﺎﻫﻴﻤﻲ ﻛﻪ ﺩﺭ ﺩﻳﺎﮔﺮﺍﻡ‬
‫ﻛﻼﺱ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﺷﻮﺩ ﺑﻄﻮﺭ ﻣﺨﺘﺼﺮ ﺷﺮﺡ ﺩﺍﺩﻩ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ‐٢‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺩﻳﺎﮔﺮﺍﻡ ﻛﻼﺱ‬
‫‪5. Object Diagram‬‬
‫‪١٠٢‬‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫‪ ‐١‐٢‐٣‬ﻛﻼﺱ‬
‫ﻛﻼﺱ‪ ،‬ﻣﺸﺨﺼﻪﺍﻱ ﺑﺮﺍﻱ ﻣﺠﻤﻮﻋﻪﺍﻱ ﺍﺯ ﺍﺷﻴﺎﺀ ﺑﺎ ﺻﻔﺎﺕ‪ ،‬ﺭﻓﺘﺎﺭ ﻭ ﺭﻭﺍﺑﻂ ﻣﺸﺎﺑﻪ ﻣﻲﺑﺎﺷﺪ‪ UML .‬ﺑﺮﺍﻱ ﻧﻤﺎﻳﺶ‬
‫ﻛﻼﺱ ﺍﺯ ﻧﻤﺎﺩ ﻣﺴﺘﻄﻴﻞ ﺳﻪ ﻗﺴﻤﺘﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﺪ‪ .‬ﻗﺴﻤﺖ ﻓﻮﻗﺎﻧﻲ ﺍﻳﻦ ﻧﻤﺎﺩ ﺑﺮﺍﻱ ﻧﻤﺎﻳﺶ ﻣﺸﺨﺼﺎﺕ ﻧﺎﻡ‬
‫ﻛﻼﺱ‪ ،‬ﻗﺴﻤﺖ ﻣﻴﺎﻧﻲ ﺑﺮﺍﻱ ﻧﻤﺎﻳﺶ ﻣﺸﺨﺼﺎﺕ ﺻﻔﺎﺕ ﻭ ﻗﺴﻤﺖ ﺗﺤﺘﺎﻧﻲ ﺑﺮﺍﻱ ﻧﻤﺎﻳﺶ ﻣﺸﺨﺼﺎﺕ ﺭﻓﺘﺎﺭ ﻭ‬
‫ﺍﻋﻤﺎﻝ ﻛﻼﺱ ﺑﻜﺎﺭ ﻣﻲ ﺭﻭﺩ‪ .‬ﺑﺮﺧﻲ ﻋﻨﺎﺻﺮ ﻛﻪ ﺍﺯ ﻧﻈﺮ ﻣﻔﻬﻮﻡ ﺷﺒﻴﻪ ﻛﻼﺱ ﻫﺴﺘﻨﺪ ﻧﻴﺰ ﺍﺯ ﻫﻤﻴﻦ ﻧﻤﺎﺩ ﻭ ﺧﻮﺍﺹ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﻨﺪ‪.‬‬
‫ﻛﻼﺱﻫﺎﻱ ﻣﺸﺘﻖ ﺷﺪﻩ ﺍﺯ ﻳﻚ ﻛﻼﺱ ﻣﻌﻤﻮ ﹰﻻ ﺑﺎ ﻣﻔﻬﻮﻡ ﻛﻠﻴﺸﻪ‬
‫)‪(٦‬‬
‫ﺑﻴﺎﻥ ﻣﻲﺷﻮﺩ‪ .‬ﺍﻳﻦ ﻣﻔﻬﻮﻡ ﺩﺭ ‪ UML‬ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﺯﻳﺎﺩﻱ ﺩﺍﺭﺩ ﻭ ﺣﺎﻻﺕ ﺧﺎﺹ ﻭ ﻣﺨﺘﻠﻒ ﺍﺯ ﻳﻚ ﭼﻴﺰ ﺭﺍ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ‪ .‬ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻔﻲ ﻛﻪ ﺍﺯ ﻧﻈﺮ ﻣﻔﻬﻮﻣﻲ ﺷﺒﻴﻪ‬
‫ﻛﻼﺱ ﻫﺴﺘﻨﺪ ﺑﺎ ﺫﻛﺮ ﻳﻚ ﻛﻠﻴﺸﻪ‪ ،‬ﺩﺭ ﻗﺴﻤﺖ ﻧﺎﻡ ﻛﻼﺱ ﻣﺸﺨﺺ ﻣﻲﺷﻮﻧﺪ‪ .‬ﺳﻪ ﻧﻤﻮﻧﻪ ﺍﺯ ﺍﻳﻦ ﻣﻔﺎﻫﻴﻢ‪ ،‬ﺗﺎﻳﭗ )‪،(٧‬‬
‫ﻛﻼﺱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ )‪ ، (٨‬ﻭ ﻭﺍﺳﻂ )‪ (٩‬ﻧﺎﻡ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺗﺎﻳﭗ‪ ،‬ﻧﺸﺎﻥﺩﻫﻨﺪﻩ ﻳﻚ ﻧﻘﺶ ﻗﺎﺑﻞ ﺗﻐﻴﻴﺮ ﺍﺳﺖ ﻛﻪ ﻳﻚ ﺷﺊ ﻣﻲﺗﻮﺍﻧﺪ ﺍﻧﺘﺨﺎﺏ ﻛﻨﺪ ﻭ ﺳﭙﺲ ﺁﻧﺮﺍ ﻛﻨﺎﺭ ﺑﮕﺬﺍﺭﺩ‪ .‬ﻳﻚ‬
‫ﻛﻼﺱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ‪ ،‬ﻧﺸﺎﻥﺩﻫﻨﺪﺓ ﺳﺎﺧﺘﺎﺭ ﻓﻴﺰﻳﻜﻲ ﻭ ﺗﻮﺍﺑﻊ ﻳﻚ ﺷﺊ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﻳﻚ ﺯﺑﺎﻥ‪ ،‬ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﻣﻲﺷﻮﺩ ﻭ‬
‫ﻗﺎﺑﻞ ﺗﻐﻴﻴﺮ ﻧﻴﺴﺖ‪ .‬ﻳﻚ ﺷﺊ ﻣﻲ ﺗﻮﺍﻧﺪ ﺩﺍﺭﺍﻱ ﭼﻨﺪﻳﻦ ﺗﺎﻳﭗ ﺑﺎﺷﺪ ﺍﻣﺎ ﻓﻘﻂ ﻳﻚ ﻛﻼﺱ ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﺩﺍﺭﺩ‪ .‬ﺑﻴﻦ ﻳﻚ‬
‫ﺗﺎﻳﭗ ﻭ ﻳﻚ ﻛﻼﺱ ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﻣﻲ ﺗﻮﺍﻥ ﺭﺍﺑﻄﻪ ‪ Realize‬ﺑﺮﻗﺮﺍﺭ ﻧﻤﻮﺩ ﻛﻪ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﻳﻚ ﺗﺎﻳﭗ ﺗﻮﺳﻂ ﻛﺪﺍﻡ‬
‫ﻛﻼﺱ ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻳﻚ ﻭﺍﺳﻂ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ﺍﻋﻤﺎﻝ ﻳﻚ ﻛﻼﺱ ﺍﺳﺖ ﻛﻪ ﻗﺎﺑﻞ ﺭﻭﻳﺖ ﺗﻮﺳﻂ ﺩﻳﮕﺮﺍﻥ‬
‫ﺍﺳﺖ‪ .‬ﻭﺍﺳﻄﻬﺎ ﻓﺎﻗﺪ ﺻﻔﺖ‪،‬ﺣﺎﻟﺖ ﻭ ﺭﻭﺍﺑﻂ ﺍﻧﺠﻤﻨﻲ ﻫﺴﺘﻨﺪ ﻭ ﻓﻘﻂ ﺷﺎﻣﻞ ﺍﻋﻤﺎﻝ ﻣﻲﺑﺎﺷﻨﺪ‪ .‬ﻭﺍﺳﻄﻬﺎ ﻣﻲ ﺗﻮﺍﻧﻨﺪ‬
‫ﺭﻭﺍﺑﻂ ﻛﻠﻲ‪ /‬ﺍﺧﺘﺼﺎﺻﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﻛﻼﺱ ﭘﺎﺭﺍﻣﺘﺮﻱ )‪(١٠‬ﻣﻌﺮﻑ ﻛﻼﺳﻲ ﺍﺳﺖ ﻛﻪ ﺗﻌﺪﺍﺩﻱ ﭘﺎﺭﺍﻣﺘﺮ ﺩﺍﺷﺘﻪ ﻭﻟﻲ ﻣﻲﺗﻮﺍﻧﺪ ﺧﺎﻧﻮﺍﺩﻩﺍﻱ ﺍﺯ ﻛﻼﺳﻬﺎ ﺭﺍ‬
‫ﺗﻌﺮﻳﻒ ﻛﻨﺪ‪ .‬ﻫﺮ ﻛﻼﺱ ﺍﺯ ﺍﻳﻦ ﺧﺎﻧﻮﺍﺩﻩ ﺑﺎ ﺗﻌﺮﻳﻒ ﻣﻘﺎﺩﻳﺮ ﻭﺍﻗﻌﻲ ﭘﺎﺭﺍﻣﺘﺮﻫﺎ‪ ،‬ﻣﺸﺨﺺ ﻣﻲﺷﻮﺩ‪ .‬ﻳﻚ ﻛﻼﺱ‬
‫ﭘﺎﺭﺍﻣﺘﺮﻱ ﺑﺎ ﻫﻤﺎﻥ ﻧﻤﺎﺩ ﻛﻼﺱ ﻧﻤﺎﻳﺶ ﺩﺍﺩﻩ ﻣﻲﺷﻮﺩ‪ .‬ﻛﻼﺳﻬﺎﻳﻲ ﻛﻪ ﺑﻪ ﻳﻚ ﻛﻼﺱ ﭘﺎﺭﺍﻣﺘﺮﻱ ﻣﺤﺪﻭﺩ ﻳﺎ ﻣﻘﻴﺪ‬
‫ﻣﻲﺷﻮﻧﺪ‪ ،‬ﻋﻨﺎﺻﺮ ﻣﻘﻴﺪ)‪ (١١‬ﻧﺎﻣﻴﺪﻩ ﻣﻲﺷﻮﻧﺪ‪.‬‬
‫‪6. Stereotype‬‬
‫‪7. Type‬‬
‫‪8. Implementation Class‬‬
‫‪9. Interface Class‬‬
‫‪10. Parameterized Class‬‬
‫‪11. Bound Element‬‬
‫‪١٠٣‬‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺷﺊ ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﻳﻚ ﻛﻼﺱ ﺍﺳﺖ ﻛﻪ ﺻﻔﺎﺗﺶ ﺩﺍﺭﺍﻱ ﻣﻘﺎﺩﻳﺮ ﺣﻘﻴﻘﻲ ﻫﺴﺘﻨﺪ‪ .‬ﻧﻤﺎﺩ ﺷﺊ ﻣﺎﻧﻨﺪ ﻧﻤﺎﺩ ﻛﻼﺱ ﺍﺳﺖ‬
‫ﻛﻪ ﺩﺭ ﺯﻳﺮ ﻧﺎﻡ ﺁﻥ ﺧﻂ ﻛﺸﻴﺪﻩ ﻣﻲﺷﻮﺩ‪ .‬ﻳﻚ ﺷﺊ ﻣﺮﻛﺐ )‪ (١٢‬ﺷﺊ ﺳﻄﺢ ﺑﺎﻻﻳﻲ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺩﺭﻭﻥ ﺧﻮﺩ ﺩﺍﺭﺍﻱ‬
‫ﺷﺊ ﻫﺎﻳﻲ ﺍﺳﺖ ﻛﻪ ﺍﻳﻦ ﺷﺊ ﻫﺎ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺩﺍﺭﺍﻱ ﺭﻭﺍﺑﻂ ﻓﻲ ﻣﺎﺑﻴﻦ ﺑﺎﺷﻨﺪ‪.‬‬
‫‪ ٢‐٢‐٣‬ﺭﻭﺍﺑﻂ ﻣﺎﺑﻴﻦ ﻛﻼﺳﻬﺎ ﻭ ﺍﺷﻴﺎﺀ‬
‫ﺩﺭ ﺯﻳﺮ ﺑﻪ ﺍﻧﻮﺍﻉ ﺭﻭﺍﺑﻂ ﺑﻴﻦ ﻛﻼﺳﻬﺎ ﻭ ﺍﺷﻴﺎﺀ ﺍﺷﺎﺭﻩ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺍﻟﻒ‐ ﺭﺍﺑﻄﻪ ﺍﻧﺠﻤﻨﻲ‬
‫ﻳﻚ ﺭﺍﺑﻄﻪ ﺍﻧﺠﻤﻨﻲ ﻣﻲﺗﻮﺍﻧﺪ ﺑﻴﻦ ﺩﻭ ﻛﻼﺱ ﻭ ﻳﺎ ﭼﻨﺪ ﻛﻼﺱ ﺑﺮﻗﺮﺍﺭ ﺷﻮﺩ‪ .‬ﻣﺸﺨﺼﺎﺕ ﻛﻠﻲ ﺍﻳﻦ ﺭﺍﺑﻄﻪ‬
‫ﺗﻮﺳﻂ ﭼﻨﺪ ﺧﺼﻴﺼﻪ ﺗﻌﻴﻴﻦ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﻣﻘﺪﺍﺭ ﻛﺜﺮﺕ‪ ،‬ﺗﺮﺗﻴﺐ‪ ،‬ﻋﻼﻣﺖ ﺟﻬﺖ ﻭ‬
‫ﻣﺸﺨﺼﻪ ﺍﺟﻤﺎﻉ‬
‫)‪(١٣‬‬
‫)‪(١٤‬‬
‫ﺏ‐ ﺭﺍﺑﻄﻪ ﺩﺭ ﺑﺮﮔﻴﺮﻱ‬
‫ﺍﻳﻦ ﺭﺍﺑﻄﻪ ﻳﻚ ﺭﺍﺑﻄﻪ ﻗﻮﻳﺘﺮ ﺍﺯ ﺭﺍﺑﻄﻪ ﺍﺟﻤﺎﻉ ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﺩﺭ ﺁﻥ ﻭﺟﻮﺩ ﻛﻼﺱ ﺟﺰﺀ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﻭﺟﻮﺩ‬
‫ﻛﻼﺱ ﻛﻞ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺭﺍﺑﻄﻪ ﺩﺭﺑﺮﮔﻴﺮﻱ ﺑﺎ ﻳﻚ ﺧﻂ ﺭﺍﺳﺖ ﻛﻪ ﺩﺭ ﻃﺮﻑ ﻛﻼﺱ ﻛﻞ ﻳﻚ ﻟﻮﺯﻱ ﺗﻮﭘﺮ ﻗﺮﺍﺭ‬
‫ﺩﺍﺭﺩ ﻧﻤﺎﻳﺶ ﺩﺍﺩﻩ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺝ‐ ﺭﺍﺑﻄﻪ ﻛﻠﻲ‐ ﺍﺧﺘﺼﺎﺻﻲ‬
‫)‪(١٥‬‬
‫ﺭﺍﺑﻄﻪﺍﻱ ﺍﺳﺖ ﻛﻪ ﺑﻴﻦ ﻳﻚ ﻛﻼﺱ ﻋﻤﻮﻣﻲ ﻭ ﻛﻼﺳﻬﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﺁﻥ ﻛﻼﺱ ﺑﺮﻗﺮﺍﺭ ﻣﻲﺷﻮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﻧﻮﻉ‬
‫ﺭﺍﺑﻄﻪ‪ ،‬ﻛﻼﺱ ﻫﺎﻱ ﺍﺧﺘﺼﺎﺻﻲ ﺗﻤﺎﻣﻲ ﺧﺼﻮﺻﻴﺎﺕ ﻛﻼﺱ ﻋﻤﻮﻣﻲ ﺭﺍ ﺑﻪ ﺍﺭﺙ ﺑﺮﺩﻩ ﻭ ﻋﻼﻭﻩ ﺑﺮﺁﻥ‬
‫ﻣﻲﺗﻮﺍﻧﻨﺪ ﻳﻜﺴﺮﻱ ﺧﺼﻮﺻﻴﺎﺕ ﺩﻳﮕﺮ ﺭﺍ ﻧﻴﺰ ﺗﻌﺮﻳﻒ ﻧﻤﺎﻳﻨﺪ‪ .‬ﺍﻳﻦ ﺭﺍﺑﻄﻪ ﺭﺍ ﺭﺍﺑﻄﺔ ﺍﺭﺙﺑﺮﻱ ﻧﻴﺰ ﻣﻲﻧﺎﻣﻨﺪ‪.‬‬
‫ﺩ‐ ﺭﺍﺑﻄﻪ ﻭﺍﺑﺴﺘﮕﻲ‬
‫ﺍﻳﻦ ﺭﺍﺑﻄﻪ ﻳﻚ ﺭﺍﺑﻄﻪ ﻣﻌﻨﺎﻳﻲ ﺭﺍ ﺑﻴﻦ ﺩﻭ ﻋﻨﺼﺮ ﺗﻌﺮﻳﻒ ﻣﻲﻛﻨﺪ ﻛﻪ ﺗﻐﻴﻴﺮ ﺩﺭ ﻳﻚ ﻋﻨﺼﺮ ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﺎﻋﺚ‬
‫ﺗﻐﻴﻴﺮﺍﺗﻲ ﺩﺭ ﻋﻨﺼﺮ ﺩﻳﮕﺮ ﺷﻮﺩ‪ .‬ﺍﺯﺍ ﻧﻮﺍﻉ ﺍﻳﻦ ﺭﻭﺍﺑﻂ ﻣﻴﺘﻮﺍﻥ ﺑﻪ ‪ bind , uses‬ﺍﺷﺎﺭﻩ ﻧﻤﻮﺩ‪.‬‬
‫‪12. Composit Object‬‬
‫‪13. Aggregation‬‬
‫)‪14. Composition (Whole-Part‬‬
‫‪15. Generalization / Specialization‬‬
‫‪١٠٤‬‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﻫـ‐ ﺭﺍﺑﻄﻪ ‪Realize‬‬
‫ﺭﺍﺑﻄﻪﺍﻱ ﺍﺳﺖ ﻛﻪ ﺑﻴﻦ ﻛﻼﺱ ﭘﻴﺎﺩﻩﺳﺎﺯﻱ ﻭ ﺗﺎﻳﭗ ﺑﺮﻗﺮﺍﺭ ﻣﻲﺷﻮﺩ‪.‬‬
‫‪ ‐٣‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﺗﻌﺎﻣﻞ‬
‫ﺩﻳﺎﮔﺮﺍﻡ ﺗﻌﺎﻣﻞ‬
‫)‪(١٦‬‬
‫ﺑﻴﺎﻧﮕﺮ ﺭﻓﺘﺎﺭ ﺍﺷﻴﺎﺀ ﺩﺭ ﺭﻭﺍﺑﻂ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺍﺳﺖ‪ .‬ﻣﻌﻤﻮ ﹰﻻ ﻫﺮ ﺩﻳﺎﮔﺮﺍﻡ ﺗﻌﺎﻣﻞ‪ ،‬ﺭﻓﺘﺎﺭ ﻳﻚ‬
‫‪ Use Case‬ﺭﺍ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ‪ .‬ﺩﻳﺎﮔﺮﺍﻡ ﺗﻌﺎﻣﻞ ﺧﻮﺩ ﺑﻪ ﺩﻭ ﻧﻮﻉ ﺩﻳﺎﮔﺮﺍﻡ ﺗﺮﺗﻴﺐ )‪ (١٧‬ﻭ ﺩﻳﺎﮔﺮﺍﻡ ﻫﻤﻜﺎﺭﻱ )‪ (١٨‬ﺗﻘﺴﻴﻢ‬
‫ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺍﻟﻒ ‐ ﺩﻳﺎﮔﺮﺍﻡ ﺗﺮﺗﻴﺐ‬
‫ﻳﻚ ﻧﻤﻮﻧﻪ ﺍﺯ ﺍﻳﻦ ﺩﻳﺎﮔﺮﺍﻡ ﺩﺭ ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ٣‬ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻋﻤﻠﻴﺎﺕ ﺑﺼﻮﺭﺕ ﺍﺭﺳﺎﻝ ﭘﻴﺎﻡ ﻣﺎ ﺑﻴﻦ‬
‫ﺍﺷﻴﺎ ﺍﻧﺠﺎﻡ ﻣﻲﮔﻴﺮﺩ‪ .‬ﺗﺮﺗﻴﺐ ﺍﺭﺳﺎﻝ ﭘﻴﺎﻡ ﺍﺯ ﺑﺎﻻﺑﻪ ﭘﺎﻳﻴﻦ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻫﺮ ﭘﻴﺎﻡ ﺩﺍﺭﺍﻱ ﻳﻚ ﻧﺎﻡ ﺑﻮﺩﻩ ﻭ ﻣﻲﺗﻮﺍﻧﺪ‬
‫ﭘﺎﺭﺍﻣﺘﺮ ﻭ ﺍﻃﻼﻋﺎﺕ ﻛﻨﺘﺮﻟﻲ ﻧﻴﺰ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺩﻭ ﻧﻮﻉ ﺍﻃﻼﻋﺎﺕ ﻛﻨﺘﺮﻟﻲ ﻣﻴﺘﻮﺍﻧﺪ ﺩﺭﻛﻨﺎﺭ ﭘﻴﺎﻡ ﻧﻮﺷﺘﻪ ﺷﻮﺩ‪،‬‬
‫ﻳﻜﻲ ﺷﺮﻁ ﺍﺭﺳﺎﻝ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﺑﺮ ﺁﻭﺭﺩﻩ ﺷﺪﻥ ﺁﻥ ﭘﻴﺎﻡ ﺍﺭﺳﺎﻝ ﻣﻲﺷﻮﺩ ﻭ ﺩﻳﮕﺮﻱ ﻋﻼﻣﺖ ﺗﻜﺮﺍﺭ ﺍﺳﺖ ﻛﻪ‬
‫ﻣﺸﺨﺺ ﻣﻲ ﻛﻨﺪ ﭘﻴﺎﻡ ﭼﻨﺪ ﻣﺮﺗﺒﻪ ﺑﻪ ﺍﺷﻴﺎ ﻓﺮﺳﺘﺎﺩﻩ ﻣﻲﺷﻮﺩ‪.‬‬
‫‪16. Interaction Diagram‬‬
‫‪17. Sequence Diagram‬‬
‫‪18. Collaboration Diagram‬‬
‫‪١٠٥‬‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ‐ ٣‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺩﻳﺎﮔﺮﺍﻡ ﺗﺮﺗﻴﺐ‬
‫ﺏ ‐ ﺩﻳﺎﮔﺮﺍﻡ ﻫﻤﻜﺎﺭﻱ‬
‫ﺩﺭ ﺩﻳﺎﮔﺮﺍﻡ ﻫﻤﻜﺎﺭﻱ‪ ،‬ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﺍﺷﻴﺎ ﺑﺪﻭﻥ ﺩﺭﻧﻈﺮ ﮔﺮﻓﺘﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﻣﻲﺷﻮﺩ‪ .‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺍﻳﻦ‬
‫ﺩﻳﺎﮔﺮﺍﻡ ﺩﺭ ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ٤‬ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪١٠٦‬‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ‐٤‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺩﻳﺎﮔﺮﺍﻡ ﻫﻤﻜﺎﺭﻱ‬
‫‪ ‐٤‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﺑﺴﺘﻪ‬
‫)‪(١٩‬‬
‫ﺩﻳﺎﮔﺮﺍﻡ ﺑﺴﺘﻪ ﺑﺮﺍﻱ ﺗﺠﺰﻳﻪ ﻳﻚ ﺳﻴﺴﺘﻢ ﺑﺰﺭﮒ ﺑﻪ ﺍﺟﺰﺍﺀ ﻛﻮﭼﻜﺘﺮ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺩﻳﺎﮔﺮﺍﻡ ﻋﻴﻦ ﺩﻳﺎﮔﺮﺍﻡ‬
‫ﻛﻼﺱ ﻣﻲﺑﺎﺷﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺩﻳﺎﮔﺮﺍﻡ ﭼﻨﺪﻳﻦ ﻛﻼﺱ ﺩﺭ ﻗﺎﻟﺐ ﻳﻚ ﻭﺍﺣﺪ ﺳﻄﺢ ﺑﺎﻻﺗﺮ ﺑﻪ ﻧﺎﻡ ﺑﺴﺘﻪ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﻣﻲﺷﻮﻧﺪ‪.‬‬
‫ﻣﻲﺗﻮﺍﻥ ﺑﺼﻮﺭﺕ ﺗﺮﻛﻴﺒﻲ ﺩﺭﻳﻚ ﺩﻳﺎﮔﺮﺍﻡ‪ ،‬ﺑﺴﺘﻪﻫﺎ ﻭ ﻛﻼﺱﻫﺎ ﺭﺍ ﺑﺎ ﻫﻢ ﻧﻤﺎﻳﺶ ﺩﺍﺩ‪ .‬ﺑﻴﻦ ﺑﺴﺘﻪﻫﺎ ﻣﻴﺘﻮﺍﻥ ﺭﻭﺍﺑﻂ‬
‫ﻭﺍﺑﺴﺘﮕﻲ ﺑﺮﻗﺮﺍﺭ ﻛﺮﺩ‪ .‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﻳﻚ ﺩﻳﺎﮔﺮﺍﻡ ﺑﺴﺘﻪ ﺩﺭ ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ، ٥‬ﻧﻤﺎﻳﺶ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪19. Package Diagram‬‬
‫‪١٠٧‬‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ‐ ٥‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺩﻳﺎﮔﺮﺍﻡ ﺑﺴﺘﻪ‬
‫‪ ‐٥‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﺣﺎﻟﺖ‬
‫)‪(٢٠‬‬
‫ﺩﻳﺎﮔﺮﺍﻡ ﺣﺎﻟﺖ ﻳﻜﻲ ﺍﺯ ﺩﻳﺎﮔﺮﺍﻣﻬﺎﻱ ﻣﺮﺳﻮﻡ ﺩﺭ ﺗﻮﺻﻴﻒ ﺭﻓﺘﺎﺭ ﺳﻴﺴﺘﻢ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺍﺯ ﺩﻳﺎﮔﺮﺍﻡ ﺣﺎﻟﺖ ﻣﻲﺗﻮﺍﻥ ﺑﺮﺍﻱ‬
‫ﻧﻤﺎﻳﺶ ﺣﺎﻻﺕ ﻣﺨﺘﻠﻔﻲ ﺍﺯ ﻧﻤﻮﻧﻪ ﻫﺎﻱ ﻛﻼﺱ ﺍﺳﺘﻔﺎﺩﻩ ﻧﻤﻮﺩ‪ .‬ﻫﺮ ﺣﺎﻟﺖ ﺑﺎ ﻧﻤﺎﺩ ﻣﺴﺘﻄﻴﻞ ﺧﻮﺍﺑﻴﺪﻩ ﺑﺎ ﮔﻮﺷﻪ ﻫﺎﻱ‬
‫ﻣﺪﻭﺭ ﻧﻤﺎﻳﺶ ﺩﺍﺩﻩ ﻣﻲﺷﻮﺩ‪ .‬ﺩﺭ ﺩﺍﺧﻞ ﻣﺴﺘﻄﻴﻞ ﻧﺎﻡ ﺣﺎﻟﺖ ﻧﻮﺷﺘﻪ ﻣﻲﺷﻮﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺍﮔﺮ ﺩﺭ ﻳﻚ ﺣﺎﻟﺖ‪ ،‬ﻋﻤﻠﻲ‬
‫ﺍﻧﺠﺎﻡ ﺷﻮﺩ ﺩﺭ ﺍﻳﻨﺼﻮﺭﺕ ﺑﻪ ﺷﻜﻞ ‪ Do / Activity‬ﻧﻮﺷﺘﻪ ﻣﻴﺸﻮﺩ‪ .‬ﺍﻧﺘﻘﺎﻝ ﺑﻴﻦ ﺣﺎﻟﺘﻬﺎ ﻣﻲﺗﻮﺍﻧﺪ ﻫﻤﺮﺍﻩ ﺑﺎ ﻋﻤﻠﻲ‬
‫ﺑﺎﺷﺪ ﻛﻪ ﺑﺎ ﻓﺮﻣﺖ ”‪ “Event + [ Guard ] / Action‬ﻧﻮﺷﺘﻪ ﻣﻴﺸﻮﺩ‪ .‬ﺩﺭ ﺁﻧﺠﺎ ‪ Event‬ﻫﻤﺎﻥ ﺭﻭﻳﺪﺍﺩﻱ ﺍﺳﺖ ﻛﻪ‬
‫ﺑﺎﻋﺚ ﺍﻧﺘﻘﺎﻝ ﻣﻲﺷﻮﺩ‪ Guard .‬ﻧﻴﺰ ﺷﺮﻃﻲ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺻﻮﺭﺕ ﺑﺮﻗﺮﺍﺭﻱ ﺁﻥ‪ ،‬ﺍﻧﺘﻘﺎﻝ ﺻﻮﺭﺕ ﻣﻴﮕﻴﺮﺩ ﻭ ‪Action‬‬
‫ﻋﻤﻠﻲ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺣﻴﻦ ﺍﻧﺘﻘﺎﻝ ﺻﻮﺭﺕ ﻣﻴﮕﻴﺮﺩ‪ .‬ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ٦‬ﻳﻚ ﺩﻳﺎﮔﺮﺍﻡ ﺣﺎﻟﺖ ﺭﺍ ﻧﻤﺎﻳﺶ ﻣﻲﺩﻫﺪ‪.‬‬
‫‪20. State Diagram‬‬
‫‪١٠٨‬‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ‐٦‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺩﻳﺎﮔﺮﺍﻡ ﺣﺎﻟﺖ‬
‫‪ ‐٦‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﻓﻌﺎﻟﻴﺖ‬
‫ﺍﻳﻦ ﺩﻳﺎﮔﺮﺍﻡ ﻫﻤﺎﻧﻨﺪ ﻓﻠﻮﭼﺎﺭﺕ ﻣﻲ ﺑﺎﺷﺪ ﺑﺎ ﺍﻳﻦ ﺗﻔﺎﻭﺕ ﻛﻪ ﺩﺭ ﻓﻠﻮ ﭼﺎﺭﺕ ﺗﻤﺎﻣﻲ ﺍﻋﻤﺎﻝ ﺑﺼﻮﺭﺕ ﺗﺮﺗﻴﺒﻲ ﺫﻛﺮ‬
‫ﻣﻲﺷﻮﺩ‪ .‬ﻭﻟﻲ ﺩﺭ ﺍﻳﻨﺠﺎ ﻣﻲ ﺗﻮﺍﻥ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﻣﻮﺍﺯﻱ ﺭﺍ ﻧﻤﺎﻳﺶ ﺩﺍﺩ‪ .‬ﺩﻳﺎﮔﺮﺍﻣﻬﺎﻱ ﻓﻌﺎﻟﻴﺖ ﺑﺮﺍﻱ ﻣﺪﻝ ﻛﺮﺩﻥ‬
‫ﺭﻓﺘﺎﺭﻫﺎﻱ)ﻣﺘﺪﻫﺎﻱ( ﭘﻴﭽﻴﺪﻩ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﺷﻮﺩ‪ .‬ﺷﻜﻞ ﺷﻤﺎﺭﺓ ‪ ٧‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺍﻳﻦ ﻧﻮﻉ ﺩﻳﺎﮔﺮﺍﻡ ﺭﺍ ﻧﻤﺎﻳﺶ ﻣﻲﺩﻫﺪ‪.‬‬
‫‪١٠٩‬‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ‐٧‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺩﻳﺎﮔﺮﺍﻡ ﻓﻌﺎﻟﻴﺖ‬
‫ﺩﺭ ﺍﻳﻦ ﺩﻳﺎﮔﺮﺍﻡ ﺍﻧﺘﻘﺎﻟﻬﺎ ﺍﺯ ﺑﺎﻻ ﺑﻪ ﭘﺎﻳﻴﻦ ﺻﻮﺭﺕ ﻣﻲﮔﻴﺮﺩ‪ .‬ﻋﻼﻣﺖ * ﺩﺭ ﻧﻤﻮﺩﺍﺭ ﺑﺪﻳﻦ ﻣﻌﻨﻲ ﺍﺳﺖ ﻛﻪ ﻓﻌﺎﻟﻴﺖ‬
‫ﻣﻮﺭﺩ ﻧﻈﺮ ﺑﺮﺍﻱ ﭼﻨﺪﻳﻦ ﻋﻨﺼﺮ ﻣﻴﺘﻮﺍﻧﺪ ﺑﺼﻮﺭﺕ ﻣﻮﺍﺯﻱ ﺍﻧﺠﺎﻡ ﺷﻮﺩ‪ .‬ﺧﻄﻮﻁ ﺍﻓﻘﻲ ﺑﺮﺍﻱ ﺳﻨﻜﺮﻭﻥ ﻛﺮﺩﻥ ﻋﻤﻠﻴﺎﺕ‬
‫ﻣﻮﺍﺯﻱ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﺷﻮﺩ‬
‫‪١١٠‬‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﺮﺑﻴﺖ ﻣﺪﺭﺱ ‐ ﮔﺮﻭﻩ ﻛﺎﻣﭙﻴﻮﺗﺮ‬
‫‪ ‐٧‐٣‬ﺩﻳﺎﮔﺮﺍﻡ ﺁﺭﺍﻳﺶ ﻗﻮﺍ‬
‫ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ‬
‫)‪(٢١‬‬
‫ﺍﻳﻦ ﺩﻳﺎﮔﺮﺍﻡ ﺭﺍﺑﻄﻪ ﺑﻴﻦ ﺍﺟﺰﺍﺀ ﻧﺮﻡﺍﻓﺰﺍﺭﻱ ﻭ ﺳﺨﺖﺍﻓﺰﺍﺭﻱ ﺭﺍ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ‪ .‬ﺍﻳﻦ ﺩﻳﺎﮔﺮﺍﻡ ﻣﺤﻞ ﺧﻮﺑﻲ ﺑﺮﺍﻱ‬
‫ﻧﻤﺎﻳﺶ ﺍﻧﺘﻘﺎﻝ ﺍﺷﻴﺎﺀ ﻭ ﺍﺟﺰﺍﺀ ﺩﺭ ﻳﻚ ﺳﻴﺴﺘﻢ ﺗﻮﺯﻳﻊ ﺷﺪﻩ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻫﺮ ﮔﺮﻩ‬
‫)‪(٢٢‬‬
‫ﺩﺭ ﺩﻳﺎﮔﺮﺍﻡ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ﻳﻚ‬
‫ﻭﺍﺣﺪ ﻣﺤﺎﺳﺒﺎﺗﻲ ﻣﻲﺑﺎﺷﺪ‪ .‬ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ٨‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺍﻳﻦ ﺩﻳﺎﮔﺮﺍﻡ ﺭﺍ ﺑﺮﺍﻱ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺑﻴﻦ ﺷﺒﻜﻪﺍﻱ ﻳﻚ ‪ PC‬ﻭ‬
‫ﻳﻚ ﺳﺮﻭﻳﺴﮕﺮ ‪ Unix‬ﻧﻤﺎﻳﺶ ﻣﻲﺩﻫﺪ‪.‬‬
‫ﺷﻜﻞ ﺷﻤﺎﺭﻩ ‪ ‐ ٨‬ﻧﻤﻮﻧﻪﺍﻱ ﺍﺯ ﺩﻳﺎﮔﺮﺍﻡ ﺁﺭﺍﻳﺶ ﻗﻮﺍ‬
‫‪21. Deployment Diagram‬‬
‫‪22. Node‬‬
‫‪١١١‬‬