I can’t even describe how insane this is for any Indiana fan but especially if you’re from Bloomington and have seen the turnaround not just in the program but in the city 😭😭
“I have no words.”@IndianaFootball WR Charlie Becker went from barely playing to star receiver making the biggest plays of the National Championship. pic.twitter.com/qlW2AHlojP
Indiana University’s Bloomington campus is renowned for its signature architecture featuring Indiana limestone, a high-quality, light-colored stone (geologically Salem Limestone) quarried locally in nearby Monroe and Lawrence Counties. This durable, fine-grained material has been the dominant building stone since the late 19th century, creating a unified, harmonious aesthetic that blends seamlessly with the surrounding natural landscape.
The campus’s core, particularly the historic “Old Crescent” area, showcases buildings from various eras constructed almost entirely of this limestone. Styles range from Richardsonian Romanesque and Gothic Revival in early structures like Maxwell Hall (1890s) and the iconic Sample Gates (1987, Gothic-inspired arches), to Collegiate Gothic influences, Art Deco elements in mid-20th-century designs like Woodburn Hall (1940), and Classical touches in landmarks such as the Lilly Library (1960). Even modern additions often incorporate limestone cladding to maintain visual continuity.
This extensive use of local limestone not only reflects regional heritage and fire-resistant practicality but also contributes to the campus’s reputation as one of America’s most beautiful, with its pale, timeless facades enhancing green spaces and historic charm. (148 words)
The Indiana University satellite campus in Indianapolis, now known as Indiana University Indianapolis, traces its roots to 1891 when IU first offered classes in the city. It expanded through various extension programs, including the IU School of Medicine (1903) and other professional schools.
In 1969, Indiana University and Purdue University merged their Indianapolis operations to form Indiana University–Purdue University Indianapolis (IUPUI), prompted by then-Mayor Richard Lugar’s push for a strong urban university to boost education, economic growth, job creation, and graduate retention in Indiana.
As IUPUI, it became Indiana’s premier urban research institution, emphasizing health sciences, research, and community impact, with major assets like the nation’s largest medical school and significant economic contributions.
In 2024, following a 2022 agreement, IUPUI split: IU Indianapolis emerged as a fully independent core IU campus on July 1, 2024, focusing on health sciences, liberal arts, business, law, and more. Its goals include becoming one of the nation’s preeminent urban research universities (achieving R1 status in 2025), driving innovation, workforce development, high-end research, and leading in an innovation-led economy for central Indiana and beyond.
As of fall 2025 (the most recent official census data from September 2025) IU Indy has 20,677 total students enrolled. This reflects growth in its second year as an independent IU campus following the 2024 split from IUPUI, including 2,699 undergraduate beginner (first-year) students, up about 10.7% from the prior year. The student body draws from all 92 Indiana counties, 49 states plus D.C., and 136 countries, with 93% Indiana residents.
For staff and faculty: Specific post-split figures for IU Indianapolis alone are not as prominently detailed in recent public reports, but the campus historically (and currently) employs over 2,500 academic staff/faculty based on legacy IUPUI data and ongoing operations as a major urban research institution.
Broader IU system-wide faculty and staff exceed 21,000, but campus-level breakdowns emphasize IU Indy’s focus on health sciences and research roles. Note that exact employee counts can vary by source and include part-time/instructional roles; for the latest precise numbers, check IU Indianapolis’s institutional research or official fact sheets.
Utilizing real-world sports industry practices, Jags in the Sports Innovation Institute capstone course pitched fan engagement ideas to executives from the Indiana Pacers, ranging from immersive arena experiences to digital enhancements. 👔🏀
The University of Michigan has supported the voice of the United States education facility industry since 1993 — the second longest tenure of any voice in the United States. That voice has survived several organizational changes but remains intact and will continue its Safer-Simpler-Lower Cost-Longer Lasting priorities on Code Panel 3 in the 2029 Edition.
Today, during our customary “Open Door” teleconference we will examine the technical concepts under the purview of Code Panel 15; among them:
Article 120 Part VI
Article 517 Health Care Facilities
Article 518 Assembly Occupancies
Article 520 Theaters…and Performance Areas
Article 522 Control Systems for Permanent Amusement Attractions
Article 525 Carnivals, Circuses, Fairs and Similar Events
Since the lifespan of educational buildings make the building core and shell susceptible to multiple changes not typically associated with commercial buildings, additional pathways should be placed in areas where the core and shell components of the facility are likely to re-main for extended periods of time
It is recommended that all areas of an educational building have wireless coverage unless prohibited
The Illumination Engineering Societyis one of the first names in standards-setting organizations with a catalog routinely referenced in design guidelines and construction projects. Because of the money flow into illumination technologies worldwide the IES occupies a domain that is relatively crowded:
National Electrical Manufacturers and Medical Imaging Association; whose interest lies in leveling the playing field for about 300 electrical equipment manufacturers
Institute for Electrical and Electronic Engineers; whose interest lies in the research activity in seeing sciences, the luminescence sources and the power chain
American Society of Heating and Refrigeration Engineers; whose interest lies in energy conservation
National Fire Protection Association; whose interest lies in fire safety of lighting systems within building premises.
International Code Council; whose interest lies in pulling together all of the relevant standards for lighting egress paths of the built environment
International Electrotechnical Commission; whose interest lies in the administration of global electrical and electronic technologies
International Commission on Illumination; the international authority on light, illumination, colour, and colour spaces
There are others. With illumination power requirement on a downward trajectory where footcandles can be driven at information & communication technology voltage and current levels; we find relatively new entrants into the market with deep pockets and for good reason. In a typical building, the interior lighting load is the major electrical load (on the order of 40 percent) and a major contributor to the functionality of the building. There are a number of other trade associations that are participants in research and open source standards for faster moving parts of the illumination science. We will cover these in future, related posts.
Last year a new standardization project was launched by the IES. From the project prospectus:
IES LP-2-201x, Designing Quality Lighting for People in Outdoor Environments (new standard)
Project Need: This document is not intended to supersede existing IES application RPs, rather it will link the various documents together, augmenting them in subject areas not otherwise covered, including but not limited to sidewalks, bikepaths, pedestrian paths, parks, outdoor malls, pedestrian-only business districts, plazas, amphitheaters, large outdoor gathering areas, campuses, pedestrian bridges, and pedestrian underpasses.
Stakeholders: Lighting practitioners, electrical engineers, civic planners, civil engineers, architects, community-based planning groups, general public. Lighting recommendations for non-vehicular pedestrian applications using recommendations beyond illuminance only, which ultimately fails to provide a complete guideline for the visual experience of pedestrian-based tasks. The RP will be a comprehensive approach for light levels, glare, adaptation, spectrum, and contrast while addressing safety, timing, and perceived security. Application of these recommendations will ultimately enhance the pedestrian’s visual experience while also respecting the environment.
Soon to be released, a related product covering technical specifics of a familiar battleground — lighting controls:
The consultation closed May 24th and the agenda of the committee writing this standard is being administered. Very often technical committees are receptive to new ideas after a comment deadline if those ideas are submitted to a committee member directly. We invite anyone with an interest in this topic to click in to any of our daily colloquia to begin that process.
Not far into the future: individually controlled luminaires responsive to the use of campus pathways. There are already some pilot projects on higher education campuses.
A few other technical committees relevant to educational communities should be identified, though we will sort through the standards setting activity in separate posts:
We always encourage direct participation by space planners, workpoint experts and academic unit facility managers in IES standards development process. Contact: Patricia McGillicuddy, (917) 913-0027, pmcgillicuddy@ies.org. 120 Wall Street, Floor 17, New York, NY.
We coordinate most of our electrotechnology standards advocacy with the IEEE Education & Healthcare Facilities Committee which meets 4 times monthly in European and American time zones. Its meeting agendas and login credentials are available on its website. Since illumination technologies are present in all spaces in education communities, IES consensus products will appear on the standing agenda of most disciplines. See our CALENDAR.
Illustration from 1913 showing Pythagoras teaching a class of women. Pythagoras believed that women should be taught philosophy as well as men and many prominent members of his school were women.Our practice is fairly structured as our Syllabus reveals. Once a month we like to break form and throw our agenda “open”. Unstructured. Completely determined by the interest of our clients, colleagues and followers. Use the login credentials at the upper right of our home page.
* Lyndon B. Johnson played a significant role in the passage of the Education Acts of 1965, which consisted of two key pieces of legislation: the Elementary and Secondary Education Act (ESEA) and the Higher Education Act (HEA).
As President of the United States, Johnson made education reform a priority of his administration and saw it as a means of addressing poverty and inequality in America. He signed the ESEA into law in April 1965, which was designed to provide funding to schools serving low-income students and aimed to close the achievement gap between disadvantaged students and their more affluent peers. The ESEA also provided funds for teacher training and other educational programs.
In November of the same year, Johnson signed the HEA into law, which provided funding for college and university education and sought to make higher education more accessible to all Americans.
Together, these Education Acts of 1965 were a significant achievement for Johnson’s administration and played a crucial role in expanding educational opportunities for millions of Americans. They marked a major shift in federal education policy and helped to establish the federal government’s role in shaping education policy in the United States.
The problem of this dissertation was to compare and evaluate the conceptions of God in the thinking of Paul Tillich and Henry Nelson Wieman.
The concept of God was chosen because of the central place which it occupies in any religion; and because of the ever-present need to interpret and clarify the God-concept. Tillich and Wieman were chosen because they represent different types of theology; and because each of them, in the last few years, has had an increasing influence upon theological and philosophical thought.
B. The Methods of Procedure
Several methods of procedure were employed in the investigation of the problem stated for this dissertation. First, the expository method was used. In this method the investigator sought to give a comprehensive and sympathetic exposition of the conceptions of God held by Wieman and Tillich. Second, the comparative method was employed. Here the thought of Wieman and Tillich was brought together with a view to determining their convergent and divergent points. Third, the critical method was employed. The investigator sought to give a critical evaluation of the conceptions of God held by Wieman and Tillich. In seeking to give this critical appraisal, two norms were employed: (i) adequacy in expressing the religious values of historic Christianity; and (ii) adequacy in meeting the requirements of consistency and coherence.
It was necessary to begin the study with a discussion of the methodologies of Tillich and Wieman, since the question of method is of such vital importance in theological and philosophical construction.
Throughout his theology Tillich undertakes the difficult task of setting forth a systematic theology which is at the same time an apologetic. The method used to effect this apologetic task is the “method of correlation.” This method shows the interdependence between the ultimate questions to which philosophy is driven and the answers given in the Christian message. In this method question and answer determine each other. Philosophy and theology are not separated, and they are not identical, but they are correlated.
The method which Wieman employs is the “scientific method.” He contends that this is the only method by which truth can be obtained, whether in the field of common sense, science, philosophy, or religion. The scientific method is defined as the method in which sensory observation, experimental behavior, and rational inference are working together. The methodologies of Tillich and Wieman are quite antithetical at many points. Wieman’s scientific method is basically naturalistic. Tillich’s method of correlation seeks to overcome the conflict between the naturalistic and supernaturalistic methods.
It was necessary to begin the exposition of Tillich’s conception of God with a discussion of his ontology as a whole, since it is his ultimate conviction that God is “being-itself.” It was also necessary to include a section on Wieman’s theory of value in the exposition of his conception of God, since he holds that God is supreme value and supreme source of value.
C. Conclusions
The following theses may be stated as conclusions drawn from this investigation of the conceptions of God in the thinking of Tillich and Wieman.
Tillich’s basic and most persistent definition of God is “being-itself,” esse ipsum. In affirming that God is being-itself, Tillich is denying that God is a being beside other beings. In this conception he intends to convey the idea of power of being. God is the power of being in everything and above everything.
Wieman’s basic definition of God is the “creative event.” This definition is an amplification of what Wieman means when he speaks of God as growth. He further defines God as “supreme value” and as “the unlimited connective growth of value-connections.” But these definitions seem to have three different meanings. […] At this point Wieman has failed to be consistently empirical.
Both Tillich and Wieman agree that God is an undeniable reality. […] Both sacrifice too much for the sake of getting rid of a troublesome question.
Both Tillich and Wieman deny the category of personality to God. […] In this respect Tillich’s thought is somewhat akin to the impersonalism of Oriental Vedantism. “Being-itself” is a pure absolute, devoid of consciousness and life.
[… continuing to point 13 …] Wieman’s ultimate pluralism fails to satisfy the rational demand for unity. Tillich’s ultimate monism swallows up finite individuality in the unity of being. A more adequate view is to hold a quantitative pluralism and a qualitative monism. In this way both oneness and manyness are preserved.
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
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