2. There are two types of defects: Design and Implementation.
a. Design defects are a direct reflection on the Software Architect's inability to properly design a robust program, or to interpret Business Requirements.

Perhaps someone's inability, but you must understand at least two things, 1) Software Architects don't dictate the robustness of a program, they only implement it.  Robustness often costs and is not required.  If my market for a product is for a small English only group, is a defect that is was not designed to be easily translated to French?  If it did not meet the original design and testing specifications then it would never get out to the public.  Should you say that nothing is a defect simply because it was not planed for, or should plan for everything and never release a program?  You make the assumption people know their business requirements and understand how to implement them using rigid logic.  Remember, software design is a business , if you do as asked you get paid, even if it is ridiculous.  It is not the software designers job to fully understand the business process, just like it is not an architects business to understand why you want a specif ic design element. If you decide you want a house that looks like a giant piece of steaming animal waste, the it is the architects job to bring your dream to life, just as you asked for it.  HE may point out that it looks like crap, and that certain things like solar gain and water drainage can be more efficiently handled by other designs, but if the client says that they want crap, that is what they will get, with no absolution.

b. Implemetation defects are a direct reflection on the developer's inability to either do what he/she is told, or his/her inability to ask questions about requirements they do not understand.

Again, you make the assumption that the people they are asking questions to know the answers.  Or that they even know the questions to ask.  If you design an application and you ask " hey are there any government or agency regulations I need to know about?" and get a no, well it is not their job to look any further.  If it was then they would be an industry lawyer not a software designer.  All parties involved should do what they can to know all points and facilitate understanding, however you must also understand where your time is best spent and what the scope of your work is.  If the people who want the software say, " I don' t know, could you find out?" then the software developer should get a quote from an industry lawyer and pass it up, but the hundreds of hours used to do the research your self would bring incomplete results and waste your budget.

3. When software defects kill people, the Software Engineering industry will have no choice but to become a credible engineering discipline like mechanical engineering, electrical engineering, and architecture with the accompanying reviews and professional certifications.

That is like saying every person who hangs dry wall needs to be a licensed civil engineer.  The people who need to be are, and the people who are not are not.  But it is the responsibility of the buyer to understand that they can not higher an unlicensed general contractor to designee and build a commercial high rise.  Nor should you pay a professor in fluid dynamics to unclog your toilet.  There is not one stander because there is not one kind of software.  The world is complex, get over it.   Do I believe the that society for professional engineers will one day license software engineers…   Maybe , but more likely they would license computer engine ers who would then specialize .  And that is a ways off, right now there are a number of engineering disciplines that are purely state regulated, such as Fire Protection.  Really, much outside Civil, Electrical, Mechanical, Chemical, Industrial, Environmental , and Aerospace , don't bank on seeing it any time soon.

This sort of reminds me of one of my engineering professors though ; the first day of class he looked out across the room and said "I am sure many of you think you will get an 'A ' in my class.  What is an A?  90%?  If you strive and achieve a 90% you should get an 'A ' right? Wrong your engineers! If you get it 90% correct 10% of all the planes fall out of the sky at any given time and you are responsible for the deaths of hundreds of thousands of people!   Your playing with peoples lives now, you need to be 100% correct at all times to even pass my class!  (Indecently I think with the curve an ' A' was 65% or better ;)

Of course my static's professor' s favorite exercise was giving you a bridge design and seeing who could cut the most material out and keep it standing.  The goal was usually 10% cost savings or better without total collapse per the recommended design factors. :)

ymmv,
C.G.

On 7/1/07, George Toft < george@georgetoft.com> wrote:

http://georgetoft.com/georgeslaw.shtml
From my college days . . .

"Hey, Grampa, tell us the story about 80 column punch cards, and why a
good rubber band was your best friend. You mean you couldn't just talk
to the computer?"

"Well, Sonny, columns 1-5 were for your numeric labels. A 'C' in column
6 meant it was a continuation from the previous line, and your code went
in columns 7-72. Columns 73-80 were your card sequence number and it was
optional. Nobody liked to put numbers there because if we moved a block
of code, we would have to resequence the cards. Screw that - just make
sure you had a good rubber band, and another one as a backup in case the
first one broke. Gives you a whole new meaning of data backup, huh."

"Grampa, what was the deal with column 1 on the printer?"

"Oh, yeah. Put a 1 in column 1 and the printer won't advance. Print
about 10 lines with this:
1====================================================
and all of the print wheels on the line printer would line up and the
strikers would synchronize and go WHOMP WHOMP WHOMP and shake the whole
computer center. Heh, heh, heh. The computer operators would jump out of
their skin - they definitely knew when I ran a job."

"Grampa, what's a line printer?"



George Toft, CISSP, MSIS
623-203-1760




Mark Jarvis wrote:
> (repost using email address I signed up with)
>
> In 1960 (+ or - a year) I took a programming class at ASU where we used
> the LGP-30.  It had a 1000 (1024?) word drum and each word was 32 bits.
> The drum was the main memory--there was no other storage.  It had
> 16--yes 16!--instructions with paper tape input and typewriter output
> and it had a one or two inch oscilloscope where you could watch the
> instructions execute.  Part of each instruction was the address of the
> next instruction to be executed.  Too few today have the assembly
> language background to appreciate the oddities of  the machine, but it
> had some doozies.  Five years later I had graduated and was working at
> Motorola Semiconductor on McDowell and transferred into the computer
> section of the QC department.  We had a GE 205 computer with 8192 20 bit
> words of memory.  If I remember correctly, a single word memory access
> took 36 microseconds.  When sorting 30 row, 12 column table using the
> Shell sort algorithm, the console lights made a several second long
> pattern that was quite easy to spot.  BTW, the 205 was the entry level
> knockoff of the GE215 box.  Since the 215 had a memory cycle time of 18
> microseconds, GE added a bunch of circuit boards to steal every other
> clock cycle to make the machine slower so they could lease it for less.
> Go figure!
>
> Yes, for lots of years I used decks of cards for both programs and
> data.  If you had any sense, you sequenced your cards in col 73-80 so
> that when (not if--when) the deck was dropped, a few passes through the
> sorter would fix things--and you initially sequenced by 10s or 20s to
> allow for later additions.
>
> While I wouldn't take anything for the experiences of those years, I
> wouldn't go back to them for anything either.
>
> Mark Jarvis
>
> Jim wrote:
>
>
>>Lynn Newton wrote:
>>
>>
>>
>>>But I'm sure there are a number of subscribers to this list
>>>who can one-up me with "I remember when" stories, by margins
>>>of several years at least.
>>>
>>>
>>
>>I don't know if this would be in the one up category, but I remember
>>being a high school freshman in 1981 and spending time after school in
>>the math teacher's room messing around with his TRS80 with a whopping
>>4KB RAM and running programs stored on cassette tape.
>>
>>
>>
>
>
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>
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Carlos Macedo Gomes
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