At the barbershop, it’s OK not to be OK

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At the barbershop, it’s OK not to be OK

May 1, 2024
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Pronunciation

May 1, 2024
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Flicker Characterization of Energy Saving Lamps

May 1, 2024
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Photometric Flicker Characterization Study on Energy Saving Lamps Under Wide Variation Voltage AC Network

 

Rizally Priatmadja

PT PLN (Persero), Jl. Trunojoyo Blok M I/135 Kebayoran Baru, Jakarta, Indonesia

Pascal Dupuis

Kawantech S.A.S, 6 Rue Françoise d’Eaubonne, Toulouse, France

Ngapuli I. Sinisuka

School of Electrical Engineering and Informatics, Bandung Institute of Technology, Jalan Ganesha 10, Bandung, Indonesia

Georges Zissis

Université de Toulouse, Laplace, UMR 5213 (CNRS, INPT, UPS), 118 rte de Narbonne, Toulouse, France

 

Abstract:  With the advent of Solid State Lighting came a renewed interest in the study of flicker. Potential effects include brightness enhancement, but also discomfort, ocular fatigue, phantom and stroboscopic effects. Both IEEE and IEC developed new metrics, but at the time of writing no firm consensus has been reached. Yet previous lamp studies in the Laplace laboratory showed that various flicker phenomenon are present on different lamps, but this feature is not documented. This paper focus on flicker changes w.r.t. applied voltage. The Indonesian power grid network is indeed characterized by large voltage variations; our purpose is to detect which lamps may exhibit too elevated flicker levels during out of nominal excursion and map such behavior with other electrical characteristics.

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International Standardization Organization Technical Committee 274 Light and Lighting | Strategic Business Plan

Harmonic Impacts on the Electrical Distribution Network by the Broad Usage of LED Lamps

LED lighting — Reduce the power consumption and increase the users comfort

Variation of discharge parameters versus cold spot temperature in a 50 Hz AC operated fluorescent lamp

The tale of a tea rookie: London Fog

April 30, 2024
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Software Engineering Ethics Education

April 30, 2024
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Four Opportunities for SE Ethics Education

Alicia M. Grubb
Smith College, Northampton, Massachusetts

 

Abstract:  Many software engineers direct their talents towards software systems which do not fall into traditional definitions of safety critical systems, but are integral to society (e.g., social media, expert advisor systems). While codes of ethics can be a useful starting point for ethical discussions, codes are often limited in scope to professional ethics and may not offer answers to individuals weighing competing ethical priorities. In this paper, we present our vision for improving ethics education in software engineering. To do this, we consider current and past curricular recommendations, as well as recent efforts within the broader computer science community. We layout challenges with vignettes and assessments in teaching, and give recommendations for incorporating updated examples and broadening the scope of ethics education in software engineering.
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Smith College | Hampshire County Massachusetts

Sam Altman: OpenAI

There are no generally accepted best practices specifically tailored for Artificial General Intelligence (AGI) development, mainly because AGI remains largely theoretical and hasn’t been achieved yet. However, there are various principles, guidelines, and best practices within the broader field of artificial intelligence and machine learning that could inform AGI development efforts. Some of these include:

Ethical AI Principles: Many organizations and research institutions have proposed ethical principles for AI development, focusing on issues like fairness, transparency, accountability, and safety. These principles could be adapted and extended to AGI development.

Safety Guidelines: Concepts like AI alignment, robustness, and safety engineering are crucial for AGI development to ensure that the system behaves in desirable ways and doesn’t pose risks to humanity.

Interdisciplinary Approach: AGI development may require insights from various fields such as computer science, cognitive science, neuroscience, philosophy, and psychology. Collaborative efforts among experts from different disciplines can help in shaping best practices for AGI.

Research Ethics: Guidelines for conducting ethical research in areas like human subjects research, data privacy, and responsible publication are relevant for AGI development as well, especially considering the potential societal impacts of AGI.

Transparency and Openness: Promoting transparency and open research practices can help in fostering trust and collaboration within the AGI research community. Open access to data, code, and research findings can facilitate progress in AGI development while mitigating risks.

Risk Assessment and Mitigation: AGI researchers should consider potential risks and unintended consequences of their work, such as job displacement, economic disruption, and existential risks. Developing strategies for risk assessment and mitigation is essential.

Continuous Learning and Adaptation: AGI systems are expected to be capable of learning and adapting autonomously. Therefore, best practices for continual learning, model updating, and adaptation in AI systems are relevant for AGI development.

While there may not be specific standards or best practice literature exclusively dedicated to AGI, integrating insights and principles from related fields can guide responsible and effective AGI research and development. Additionally, as progress is made in AI research, new standards and best practices may emerge to address the unique challenges of AGI.

Pediatric & Daycare

April 29, 2024
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“Kindergarten” 1885 Johann Sperl

Join us today when we examine the state of the literature that governs the safety and performance of occupancies designed and operated for the care of children specifically; family support generally.  There is a fair amount of overlap in the safety and performance principles in the titles which frequently reference each other; all of them responding to unintended incidents, innovation and new discoveries.

In hospitals and clinics, the titles we follow — and engage with proposed revisions — are listed below:

  1. NFPA 99: Health Care Facilities Code: NFPA 99 provides specific requirements for the safe and effective operation of healthcare facilities, including those serving pediatric patients.
  2. American Academy of Pediatrics Guidelines: While not legally binding, guidelines provided by organizations like the AAP offer best practices for pediatric care, including safety considerations.
  3. The Joint Commission Standards for the Accreditation of Children’s Hospitals: The Joint Commission sets standards for healthcare organizations and programs in the United States. Compliance with these standards ensures the safety and quality of care provided to pediatric patients.
  4. ISO Healthcare Organization Management 
  5. International Building Codes
  6. IEEE Education & Healthcare Facilities Committee

Since the ASHRAE catalog is growing to encompass every occupancy on earth; we keep pace with it;  There’s never not something happening there is not relevant to our work:

Energy Standard for *Sites* and Buildings

Day Care

Hoover Institution: The De-Population Bomb

To repeat a statement made throughout the Standards Michigan facility: We place the Underwriters Laboratory and ASTM International best practice catalogs at a lower priority because the business models of those organizations deal primarily with product standards — not interoperability standards.   You will see UL and ASTM labels on many, many products within pediatric and daycare environments but, as a user-interest, we do not have the resources to engage with the UL and ASTM suite product-by-product; essential as they may be.

Ensuring the safety of children in daycare centers involves compliance with various codes and standards in the United States. Here are some key ones:

  1. International Fire Code (IFC): The IFC includes provisions for fire prevention and protection measures in buildings, including daycare centers. It addresses fire detection, alarm systems, fire extinguishing equipment, and evacuation planning.
  2. Americans with Disabilities Act (ADA): The ADA sets requirements for accessibility in public accommodations, including daycare centers. It includes provisions for accessible routes, entrances, restrooms, and other facilities to accommodate children with disabilities.
  3. National Fire Protection Association (NFPA) 101: Life Safety Code: NFPA 101 provides requirements for the design, construction, and operation of buildings to protect occupants from fire and other hazards. It covers aspects such as means of egress, fire protection systems, and emergency planning.
  4. NFPA 1: Fire Code: NFPA 1 addresses fire prevention measures in various occupancies, including daycare centers. It includes requirements for fire alarm systems, fire extinguishers, emergency lighting, and other fire safety features.
  5. ASTM F2373 – Standard Consumer Safety Performance Specification for Public Use Play Equipment for Children 6 Months through 23 Months: This standard specifies safety requirements for play equipment commonly found in daycare centers, ensuring the safety of young children during play activities.
  6. National Association for the Education of Young Children (NAEYC) Standards: While not legally binding, NAEYC sets voluntary accreditation standards for childcare programs, focusing on quality, safety, and child development.

Governmental agencies at all levels incorporate these titles — partially or whole cloth — present additional, typically more rigorous requirements.

Of course, the primary hazard we address is the presence of reliable of safe and economical electricity.  All of the foregoing titles depend upon electricity so we deal with the technical literature on electricity on a near-continuous basis.

Use the login credentials at the upper right of our homepage.

 

 

American College of Obstetricians and Gynecologists

April 29, 2024
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Founded in 1951, ACOG is a membership organization for obstetrician–gynecologists. The College produces practice guidelines for health care professionals and educational materials for patients, provides practice management and career support, facilitates programs and initiatives to improve women’s health, and advocates for members and patients.

It provides several educational tracks for member certification and licensing largely derived from federal regulations. It also invites proposals from members about organizational priorities; one such linked below:

Abortion Misinformation Campaign

The link above also proves that no matter how well educated an organization’s members, the leadership of the organization is capable of shenanigans with federal law that leaves the regulation of abortion to states; closer to the cultural norms of local communities.

Related:

“A half truth is a full lie” — so goes the adage.  In service of telling the full story — only half of which is told in the RFP linked above — a map of states is linked below.

Interactive Map: Abortion Laws by State

 

“Gelukkige Koningsdag!” Stamppot

April 27, 2024
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Stamppot is a Dutch comfort food known for its simplicity and versatility. It combines mashed potatoes with various vegetables, typically leafy greens like kale (boerenkool), endive (andijvie), or sauerkraut (zuurkool), and often includes bacon or sausage.

The name “stamppot” comes from the Dutch words “stampen” (to mash) and “pot” (pot). The dish is prepared by mashing the boiled potatoes and vegetables together in a single pot. The result is a  slightly chunky mixture of mashed potatoes and vegetables.

There are many variations of stamppot, depending on the vegetables used. The most common types include boerenkool stamppot (kale stamppot), andijvie stamppot (endive stamppot), and zuurkool stamppot (sauerkraut stamppot). Each variation has its own distinct flavor and texture.

Stamppot runs deep in the Netherlands and is considered a staple of Dutch cuisine. It’s a dish that brings people together, especially during the traditional “Hutspot Day” (Hutspotfeest) celebrations in some regions.

 

Related: Dutch Student Stew

“Dutch Student Stew” also known as “Hutspot” in Dutch. It’s a traditional Dutch dish that consists of mashed potatoes, carrots, and onions, often flavored with salt, pepper, and sometimes bacon. It’s a hearty and simple comfort food that has been popular in the Netherlands for many years. The name “Dutch Student Stew” might be a colloquial or humorous reference to the fact that it’s an easy and inexpensive dish to prepare, making it suitable for students or anyone on a budget.

Nederland

OB-GYN Welcome

April 27, 2024
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Gallery: University-Affiliated Healthcare Enterprises

The main building of the University of Minnesota Medical Center was established in 1997 through a merger with University Hospitals and Clinics and Fairview Health Services.  It has approximately 1300 beds.

Standards Minnesota

Operations Desk

April 25, 2024
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