“The Tower of Babel” 1563 | Pieter Bruegel the Elder
Widely accepted definitions (sometimes “terms of art”) are critical in building codes because they ensure clarity, consistency, and precision in communication among architects, engineers, contractors, and regulators. Ambiguity or misinterpretation of terms like “load-bearing capacity,” “fire resistance,” “egress” or “grounding and bonding” could lead to design flaws, construction errors, or inadequate safety measures, risking lives and property.
“Standardized” definitions — by nature unstable — create a shared language that transcends local practices or jargon, enabling uniform application and enforcement across jurisdictions. Today at the usual hour we explore the nature and the status of the operational language that supports our raison d’êtreof making educational settlements safer, simpler, lower-cost and longer-lasting.
NIST continues its Standards Curriculum program through the Standards Coordination Office Curricula Development Cooperative Agreement Program (SCO CD CAP), formerly known as the Standards Services Curricula Development Cooperative Agreement Program. This ongoing initiative, started in 2012 (initially as Education Challenge Grants), funds U.S. colleges and universities to develop and integrate undergraduate and/or graduate-level curricula on documentary standards, standards development, and standardization into courses, modules, seminars, and learning resources. The University of Michigan is a past recipient of a standards education award through this program.
The most recent funding round was for Fiscal Year 2025 (FY25):
The Notice of Federal Funding Opportunity (NOFO) was released on January 14, 2025.
Applications were due by April 14, 2025.
NIST anticipated awarding up to 8 grants, each up to $100,000, with project periods of up to 3 years (potentially extending into 2027–2028).
Projects funded under FY25 involve curriculum development and implementation that may continue into 2026 and beyond, including required workshops.
As of early 2026, no new Notice of Federal Funding Opportunity (NOFO) has been announced for FY2026. The program has historically issued funding rounds annually or near-annually, with recent awards in prior years (e.g., 2024 awards totaling over $1.1 million to 8 universities). However, due to proposed budget reductions for NIST in FY2026, future rounds may be impacted or delayed.
The Standards Coordination Office of the National Institute of Standards and Technology conducts standards-related programs, and provides knowledge and services that strengthen the U.S. economy and improve the quality of life. Its goal is to equip U.S. industry with the standards-related tools and information necessary to effectively compete in the global marketplace.
Every year it awards grants to colleges and universities through its Standards Services Curricula Cooperative Agreement Program to provide financial assistance to support curriculum development for the undergraduate and/or graduate level. These cooperative agreements support the integration of standards and standardization information and content into seminars, courses, and learning resources. The recipients will work with NIST to strengthen education and learning about standards and standardization.
The 2019 grant cycle will require application submissions beforeApril 30, 2019 (contingent upon normal operation of the Department of Commerce). Specifics about the deadline will be posted on the NIST and ANSI websites. We will pass on those specifics as soon as they are known.
The winners of the 2018 grant cycle are Bowling Green State University, Michigan State University, Oklahoma State University, and Texas A&M University. (Click here)
The University of Michigan received an award during last year’s grant cycle (2017). An overview of the curriculum — human factors in automotive standards — is linked below:
Information about applying for the next grant cycle is available at this link (Click here) and also by communicating with Ms. Mary Jo DiBernardo (301-975-5503; maryjo.dibernardo@nist.gov)
LEARN MORE:
Click here for link to the previous year announcement.
Conan O’Brien on comics who just say “fuck Trump” all the time:
“You’re being co-opted because you’re so angry. You’ve been lulled. It’s like a siren leading you into the rocks. You’ve been lulled into just saying ‘F Trump. F Trump. F Trump. Screw this guy.’ And I think you’ve…
1. 🇺🇸 Harvard University
=2. 🇺🇸 MIT
=2. 🇬🇧 University of Oxford
=4. 🇺🇸 Stanford University
=4. 🇬🇧 University of Cambridge
6. 🇺🇸 University of California, Berkeley
7. 🇺🇸 Princeton University
8. 🇨🇳 Tsinghua University
9. 🇺🇸 Yale… pic.twitter.com/9FSPPrQzNr
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Transportation Research Institute Driver Interface Group
Department of Industrial and Operations Engineering, University of Michigan, Ann Arbor, MI, USA
Abstract. Research problem: Readability equations are widely used to compute how well readers will be able to understand written materials. Those equations were usually developed for nontechnical materials, namely, textbooks for elementary, middle, and high schools. This study examines to what extent computerized readability predictions are consistent for highly technical material – selected Society of Automotive Engineers (SAE) and International Standards Organization (ISO) Recommended Practices and Standards relating to driver interfaces. Literature review: A review of original sources of readability equations revealed a lack of specific criteria in counting various punctuation and text elements, leading to inconsistent readability scores. Few studies on the reliability of readability equations have identified this problem, and even fewer have systematically investigated the extent of the problem and the reasons why it occurs. Research questions:
(1) Do the most commonly used equations give identical readability scores?
(2) How do the scores for each readability equation vary with readability tools?
(3) If there are differences between readability tools, why do they occur?
(4) How does the score vary with the length of passage examined?
ICYMI. The OED has recently been updated with:
new words, phrases and senses added
more than 1,000 entries revised
new audio files and pronunciation transcriptions from Northern England and North-Eastern England
and more!
Randall Thompson’s “Frostiana” is a choral cycle based on the poems of Robert Frost. The cycle consists of settings for mixed chorus and piano, and it was premiered in 1959. “Frostiana” was commissioned to celebrate the bicentennial of the town of Amherst, Massachusetts, and it features seven of Frost’s poems set to music by Thompson.
“Stopping by Woods on a Snowy Evening” is one of the poems included in the “Frostiana” cycle. The composition captures the reflective and contemplative mood of Frost’s poem, where the narrator pauses to admire the beauty of a snowy evening in a quiet forest. Randall Thompson’s musical setting adds another layer to Frost’s words, enhancing the emotional impact of the poem.
Thompson’s approach in “Frostiana” is characterized by its accessibility and tonal clarity. His settings aim to convey the meaning and atmosphere of Frost’s poetry through the expressive power of choral music. The entire “Frostiana” cycle is a celebration of both Thompson’s skill as a composer and Frost’s enduring contribution to American literature.
“Stopping by Woods on a Snowy Evening”
By Robert Frost
This is one of my favourite English poems. It is vivid, melancholic, and wistful. The imagery and the final lines have stuck with me for years.
Ernest Renan (1823-1892) was a French philosopher, historian, and scholar of religion. He is best known for his work on nationalism and the relationship between language, culture, and identity. The language of technology– and the catalog of codes, standards, guidelines, recommended practices and government regulations rest upon a common understanding of how things can and should work separately. The essay is widely cited:
In our domain we routinely see technical agreement and disagreement among stakeholders resolved, or left unresolved because of definitions — even when discussion is conducted in English. We keep the topic of language (Tamil (மொழி) — since it is one of the most widely spoken languages on earth) on our aperiodic Language colloquia. See our CALENDAR for the next online meeting; open to everyone.
English and French are the two most prominent diplomatic languages, especially in historical and international contexts. They have long been the primary languages of diplomacy due to their widespread use in international organizations and historical influence.
English: Dominates in modern diplomacy, international law, and global organizations. It is the working language in many international forums, including the United Nations, NATO, and the Commonwealth of Nations.
French: Traditionally known as the “language of diplomacy,” French was the dominant diplomatic language until the 20th century. It remains a significant language in international relations, particularly within the United Nations, the European Union, and many African nations.
While other languages like Spanish, Arabic, Russian, and Chinese are also used in diplomatic contexts and are official languages of the United Nations, English and French are the most universally recognized and utilized in diplomatic settings.
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New update alert! The 2022 update to the Trademark Assignment Dataset is now available online. Find 1.29 million trademark assignments, involving 2.28 million unique trademark properties issued by the USPTO between March 1952 and January 2023: https://t.co/njrDAbSpwBpic.twitter.com/GkAXrHoQ9T
