Torch

Dr David Parker

Lecturer

Faculty and Department

  • Faculty of Science and Engineering
  • Department of Computer Science and Technology

Summary

David Parker thinks that referring to himself in the third person is weird outside of the context of formal paper writing. It reminds him of a great sketch by Mitchell and Webb about Caesar. Am I Caesar?

Journal Article

Variability management in safety-critical systems design and dependability analysis

de Oliveira, A. L., Braga, R., Masiero, P., Parker, D., Papadopoulos, Y., Habli, I., & Kelly, T. (2019). Variability management in safety-critical systems design and dependability analysis. Journal of software : evolution and process, 31(8), https://doi.org/10.1002/smr.2202

Variability management in safety-critical systems design & dependability analysis

De Oliveira, A. L., Braga, R., Masiero, P., Parker, D., Papadopoulos, Y., Habli, I., & Kelly, T. (2019). Variability management in safety-critical systems design & dependability analysis. Journal of software : evolution and process, 31(8), https://doi.org/10.1002/smr.2202

A model-based extension to HiP-HOPS for dynamic fault propagation studies

Kabir, S., Papadopoulos, Y., Walker, M., Parker, D., Aizpurua, J. I., Lampe, J., & Rüde, E. (2017). A model-based extension to HiP-HOPS for dynamic fault propagation studies. Lecture notes in computer science, 10437 LNCS, 163-178. https://doi.org/10.1007/978-3-319-64119-5_11

A Study of Automatic Allocation of Automotive Safety Requirements in Two Modes: Components and Failure Modes

Parker, D., Godof, A., Papadopoulos, Y., & Saintis, L. (2018). A Study of Automatic Allocation of Automotive Safety Requirements in Two Modes: Components and Failure Modes. SAE Technical Papers, 2018-April, https://doi.org/10.4271/2018-01-1076

Constraints and autonomy for creativity in extracurricular gamejams and curricular assessment

Grey, S., Parker, D., & Gordon, N. (2018). Constraints and autonomy for creativity in extracurricular gamejams and curricular assessment. Research in Learning Technology, 26, https://doi.org/10.25304/rlt.v26.2023