David Parnas


David Lorge Parnas is a Canadian early pioneer of software engineering, who developed the concept of information hiding in modular programming, which is an important element of object-oriented programming today. He is also noted for his advocacy of precise documentation.

Life

Parnas earned his Ph.D. at Carnegie Mellon University in electrical engineering. Parnas also earned a professional engineering license in Canada and was one of the first to apply traditional engineering principles to software design.
He worked there as a professor for many years. He also taught at the University of North Carolina at Chapel Hill, at the Department of Computer Science of the Technische Universität Darmstadt, the University of Victoria, Queen's University in Kingston, Ontario, McMaster University in Hamilton, Ontario, and University of Limerick.
David Parnas received a number of awards and honors:

Modular design

In modular design, his double dictum of high cohesion within modules and loose coupling between modules is fundamental to modular design in software. However, in Parnas's seminal 1972 paper On the Criteria to Be Used in Decomposing Systems into Modules, this dictum is expressed in terms of information hiding, and the terms cohesion and coupling are not used. He never used them.

Technical activism

Dr Parnas took a public stand against the US Strategic Defense Initiative in the mid 1980s, arguing that it would be impossible to write an application of sufficient quality that it could be trusted to prevent a nuclear attack. He has also been in the forefront of those urging the professionalization of "software engineering". Dr. Parnas is also a heavy promoter of ethics in the field of software engineering.

Stance on academic evaluation methods

Parnas has joined the group of scientists which openly criticize the number-of-publications-based approach towards ranking academic production. On his November 2007 paper Stop the Numbers Game, he elaborates on several reasons on why the current number-based academic evaluation system used in many fields by universities all over the world is flawed and, instead of contributing to scientific progress, it leads to knowledge stagnation.