Large Language Model Standards

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Large Language Model Standards

June 9, 2025
mike@standardsmichigan.com
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Perhaps the World Ends Here | Joy Harjo

 

The world begins at a kitchen table. No matter what, we must eat to live.
The gifts of earth are brought and prepared, set on the table.
So it has been since creation, and it will go on.
We chase chickens or dogs away from it. Babies teethe at the corners. They scrape their knees under it.
It is here that children are given instructions on what it means to be human.
We make men at it, we make women.
At this table we gossip, recall enemies and the ghosts of lovers.
Our dreams drink coffee with us as they put their arms around our children.
They laugh with us at our poor falling-down selves and as we put ourselves back together once again at the table.
This table has been a house in the rain, an umbrella in the sun.
Wars have begun and ended at this table. It is a place to hide in the shadow of terror.
A place to celebrate the terrible victory.
We have given birth on this table, and have prepared our parents for burial here.
At this table we sing with joy, with sorrow. We pray of suffering and remorse. We give thanks.
Perhaps the world will end at the kitchen table, while we are laughing and crying, eating of the last sweet bite.

 

Standards and benchmarks for evaluating large language models (LLMs). Some of the most commonly used benchmarks and standards include:

  1. GLUE (General Language Understanding Evaluation): GLUE is a benchmark designed to evaluate and analyze the performance of models across a diverse range of natural language understanding tasks, such as text classification, sentiment analysis, and question answering.
  2. SuperGLUE: SuperGLUE is an extension of the GLUE benchmark, featuring more difficult language understanding tasks, aiming to provide a more challenging evaluation for models.
  3. CoNLL (Conference on Computational Natural Language Learning): CoNLL has historically hosted shared tasks, including tasks related to coreference resolution, dependency parsing, and other syntactic and semantic tasks.
  4. SQuAD (Stanford Question Answering Dataset): SQuAD is a benchmark dataset for evaluating the performance of question answering systems. It consists of questions posed on a set of Wikipedia articles, where the model is tasked with providing answers based on the provided context.
  5. RACE (Reading Comprehension from Examinations): RACE is a dataset designed to evaluate reading comprehension models. It consists of English exam-style reading comprehension passages and accompanying multiple-choice questions.
  6. WMT (Workshop on Machine Translation): The WMT shared tasks focus on machine translation, providing benchmarks and evaluation metrics for assessing the quality of machine translation systems across different languages.
  7. BLEU (Bilingual Evaluation Understudy): BLEU is a metric used to evaluate the quality of machine-translated text relative to human-translated reference texts. It compares n-gram overlap between the generated translation and the reference translations.
  8. ROUGE (Recall-Oriented Understudy for Gisting Evaluation): ROUGE is a set of metrics used for evaluating automatic summarization and machine translation. It measures the overlap between generated summaries or translations and reference summaries or translations.

These benchmarks and standards play a crucial role in assessing the performance and progress of large language models, helping researchers and developers understand their strengths, weaknesses, and areas for improvement.

Yann Lecun & Lex Fridman: Limits of LLMs

New topic for us; time only to cover the basics.  We have followed language, generally, however — every month — because best practice discovery and promulgation in conceiving, designing, building, occupying and maintaining the architectural character of education settlements depends upon a common vocabulary.  The struggle to agree upon vocabulary presents an outsized challenge to the work we do.

Large language models hold significant potential for the building construction industry by streamlining various processes. They can analyze vast amounts of data to aid in architectural design, structural analysis, and project management. These models can generate detailed plans, suggest optimized construction techniques, and assist in cost estimation. Moreover, they facilitate better communication among stakeholders by providing natural language interfaces for discussing complex concepts. By harnessing the power of large language models, the construction industry can enhance efficiency, reduce errors, and ultimately deliver better-designed and more cost-effective buildings.

Join us today at the usual hour.  Use the login credentials at the upper right of our home page.

Related:

print(“Python”)

Standards January: Language

Standard for Large Language Model Agent Interface

 

Gig Workers

June 8, 2025
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Places of Worship

June 8, 2025
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“The Church is not a gallery for the exhibition of eminent Christians,

but a school for the education of imperfect ones.”

— Henry Ward Beecher

WEBCAST Committee Action Hearings, Group A #2

 

2024 International Building Code: Chapter 3 Occupancy Classification and Use

In the International Code Council catalog of best practice literature we find the first principles for safety in places of worship tracking in the following sections of the International Building Code (IBC):

Section 303 Assembly Group A

“303.1.4:  Accessory religious educational rooms and religious auditoriums with occupant loads less than 100 per room or space are not considered separate occupancies.”   This informs how fire protection systems are designed.

Section 305 Educational Group E

“305.2.1: Rooms and spaces within places of worship proving such day care during religious functions shall be classified as part of the primary occupancy.”  This group includes building and structures or portions thereof occupied by more than five children older than 2-1/2 years of age who receive educational, supervision or personal care services for fewer than 24 hours per day.

Section 308 Institutional Group I

“308.5.2: Rooms and spaces within places of religious worship providing [Group I-4 Day Care Facilities] during religious functions shall be classified as part of the primary occupancy.   When [Group I-4 Day Care Facilities] includes buildings and structures occupied by more than five persons of any age who receive custodial care for fewer than 24 hours per day by persons other than parents or guardians, relatives by blood, marriage or adoption, and in a place other than the home of the person cared for.

Tricky stuff — and we haven’t even included conditions under which university-affiliated places of worship may expected to be used as community storm shelters.

"This We'll Defend."

2024/2025/2026 ICC CODE DEVELOPMENT SCHEDULE

Public response to Committee Actions taken in Orlando in April will be received until July 8th.

Because standard development tends to be a backward-looking domain it is enlightening to understand the concepts in play in previous editions.  The complete monograph of proposals for new building safety concepts for places of worship for the current revision cycle is linked below:

 2021/2022 Code Development: Group B

A simple search on the word “worship” will reveal what ideas are in play.  With the Group B Public Comment Hearings now complete ICC administered committees are now curating the results for the Online Governmental Consensus Vote milestone in the ICC process that was completed December 6th.   Status reports are linked below:

2018/2019 Code Development: Group B

Note that a number of proposals that passed the governmental vote are being challenged by a number of stakeholders in a follow-on appeals process:

2019 Group B Appeals

A quick review of the appeals statements reveals some concern over process, administration and technical matters but none of them directly affect how leading practice for places of worship is asserted.

We are happy to get down in the weeds with facility professionals on other technical issues regarding other occupancy classes that are present in educational communities.   See our CALENDAR for next Construction (Ædificare) colloquium open to everyone.

Issue: [17-353]

Category: Chapels

Colleagues: Mike Anthony, Jack Janveja, Richard Robben, Larry Spielvogel


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Colloquy (July)

June 7, 2025
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Open agenda; Not Too Organized. Whatever anyone wants to talk about.  We do this once every month.  Use the login credentials at the upper right of our home page.

 

Summer Hours at our State Street Office: 8:30 AM – 4:00 PM

Join us for lunch 11:45 AM – 1:15 PM every Wednesday at the University of Michigan Business School

 

Retrodiction

Education & Healthcare Facility Electrotechnology Committee

 

 

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June 6, 2025
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Abide with Me

June 6, 2025
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Henry Francis Lyte  1847

Abide with me; fast falls the eventide;
The darkness deepens; Lord with me abide.
When other helpers fail and comforts flee,
Help of the helpless, O abide with me.

Swift to its close ebbs out life’s little day;
Earth’s joys grow dim; its glories pass away;
Change and decay in all around I see;
O Thou who changest not, abide with me.

Not a brief glance I beg, a passing word,
But as Thou dwell’st with Thy disciples, Lord,
Familiar, condescending, patient, free.
Come not to sojourn, but abide with me.

Come not in terror, as the King of kings,
But kind and good, with healing in Thy wings;
Tears for all woes, a heart for every plea.
Come, Friend of sinners, thus abide with me.

Thou on my head in early youth didst smile,
And though rebellious and perverse meanwhile,
Thou hast not left me, oft as I left Thee.
On to the close, O Lord, abide with me.

I need Thy presence every passing hour.
What but Thy grace can foil the tempter’s power?
Who, like Thyself, my guide and stay can be?
Through cloud and sunshine, Lord, abide with me.

I fear no foe, with Thee at hand to bless;
Ills have no weight, and tears no bitterness.
Where is death’s sting? Where, grave, thy victory?
I triumph still, if Thou abide with me.

Hold Thou Thy cross before my closing eyes;
Shine through the gloom and point me to the skies.
Heaven’s morning breaks, and earth’s vain shadows flee;
In life, in death, O Lord, abide with me.

Sacred Spaces

Standards Minnesota

St. Olaf Facilities Department

 

Art, Design & Fashion Studios

June 6, 2025
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Art presents a different way of looking at things than science; 

one which preserves the mystery of things without undoing the mystery.

Sir Roger Scruton

 

 

NFPA 1 Second Draft Meeting (A2026) June 2 – 3, 2025

“Interior de Ateliê” 1898 Rafael Frederico

We are guided by four interdependent titles that set the standard of care for safety and sustainability of occupancies supporting the fine arts in education communities.

(1)  Chapter 43: Spraying, Dipping and Coating Using Flammable or Combustible Material of NFPA 1: Fire Code.   As a “code” the public has free access to the current 2021 Edition , and Chapter 43 at the link below:

NFPA 1 Fire Code / Chapter 43 Spraying, Dipping and Coating Using Flammable or Combustible Materials

You get a sense of the back-and-forth among the technical committee members from the transcripts of committee activity linked below:

First Revisions Report (282 pages)

Our interest lies in fire safety provisions for educational occupancies with activity involving paint, chemicals used with paint (art studios) and Class III combustible materials (garment design & prototyping).

(2) NFPA also has another title — NFPA 33 Standard for Spray Application Using Flammable or Combustible Materials — provides more detail for instructional and facility maintenance operations activity.

(3) NFPA 101 Life Safety Code, much of which is derived from NFPA 1 (See: “How the Fire Code and Life Safety Code Work Together“)

(4) Finally, the International Code Council develops a competitor title — 2021 International Fire Code — which also provides fire safety standards for art, design and fashion studio safety.  The IFC is developed in the Group A tranche of titles:

2021/2022 Code Development Group A

2024/2025/2026 ICC CODE DEVELOPMENT SCHEDULE

We encourage direct participation by education industry user-interests in the ICC and the NFPA code development process.  A user interest in education community would have a job title similar to the following: Principal, Dean, President, Chief of Business Operations, Facility Manager, Trade Shop Foreman.

Harvard University

We maintain all four titles identified in this post on the standing agenda of our Prometheus (fire safety) and Fine Arts colloquia.   See our CALENDAR for the next online meeting; open to everyone.

Issue: [10-31] [16-64]

Category: Fire Safety

Colleagues: Mike Anthony, Josh Evolve, Marcelo Hirschler


More

Northeastern University: Safety Guide for Art Studios

Princeton University: Art Safety

University of Chicago Art Studio Safety Policy

 

Hot Dog University

June 5, 2025
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The iconic American “street food” traces its origin to 19th century German immigrants who brought frankfurters from their homeland.

In the 1860s, the term “hot dog” emerged in reference to these sausages being sold in buns at street carts. The popularity of hot dogs soared during the late 19th and early 20th centuries particularly at baseball games where the hot dog is virtually synonymous.at the sport.

In many college towns push cart hot dog vendors may be welcomed and even embraced as part of the local food scene. They can add variety and convenience for students, faculty, and staff by offering affordable and quick meal options. These towns may have regulations and policies in place to support and accommodate such vendors.

The case against hot dogs as a food primarily revolves around health concerns and potential risks associated with their consumption. Some of the key arguments include:

Processed meat and additives: Hot dogs are often made from processed meats that can contain additives, preservatives, and high levels of sodium. These additives, such as nitrates and nitrites, have been linked to increased risks of certain health issues, including cancer and heart disease.

High in unhealthy fats: Hot dogs are typically high in saturated and trans fats, which can contribute to elevated cholesterol levels and increase the risk of cardiovascular diseases.

Potential for contamination: There have been instances of foodborne illnesses associated with hot dogs, such as outbreaks of bacterial contamination, including E. coli or Listeria monocytogenes. Improper handling, storage, or undercooking can increase the risk of such contamination.

Allergens and dietary restrictions: Hot dogs often contain common allergens like wheat, soy, and dairy. Additionally, they may not be suitable for individuals with dietary restrictions or preferences, such as vegetarians, vegans, or those following specific religious or cultural dietary guidelines.

Environmental impact: The production and consumption of hot dogs contribute to environmental concerns. The meat industry, including processed meat production, is associated with greenhouse gas emissions, land degradation, and water pollution.

These arguments against hot dogs do not necessarily apply to all hot dogs or to every individual. Moderation, choosing healthier options, and considering individual dietary needs and preferences can help mitigate some of the concerns associated with hot dog consumption.

Paul Mitchell The School | Tinley Park

Relevant codes, standards and regulations:

Food Safety and Inspection Service: Federal Meat Inspection Act

U.S. Department of Agriculture: Hot Dogs and Food Safety

Codex Alimentarius

Nourriture d’automne

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