PDF Page 570: Outlets for educational occupancies (STDMi comment)
PDF Page 52: Demand factors for schools (Definition of schools/colleges should correlate with ICC and ASHRAE occupancies — our historical claim and proposals).
PDF Page 539: “Meeting rooms” should recognize school occupancies according to ICC.
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 advocacy 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 1; among them:
Article 206 Signaling Circuits
Article 300 General Requirements for Wiring Methods and Materials
Article 590 Temporary Installations
Chapter 7 Specific Conditions for Information Technology
Chapter 9 Conductor Properties Tables
Public Input on the 2029 Edition will be received until April 9, 2026.
Page 522/523: 305.2 Group E, day care facilities for five or fewer children.
Page 624: Group E Security
Page 1440: Storm Shelters
§
Today at the usual hour we review a selection of global building codes and standards that guide best practice for safety, accessibility, and functionality for day care facilities; with special interest in the possibilities for co-locating square footage into the (typically) lavish unused space in higher education facilities.
Use the login credentials at the upper right of our home page.
Today we review the codes and standards that apply to the instructional and research facilities that support nursing science and practice. There is no single organization with a best practice catalog as there are in other disciplines we follow. Best practice is inspired by the inherited wisdom of practitioners, faculty and students who work alongside other members of healthcare provider teams.
Use the login credentials at the upper right of our home page.
Safety and sustainability for any facility begins with an understanding of who shall occupy the built environment and how. University settings, with mixed-use phenomenon arising spontaneously and temporarily, often present challenges. Educational communities are a convergent settings for families; day care facilities among them. First principles regarding occupancy classifications for day care facilities appear in Section 308 of the International Building Code, Institutional Group I; linked below:
The ICC Institutional Group I-4 classification includes buildings and structures occupied by more than five persons of any age who received custodial care for fewer than 24 hours per day by persons other than parents or guardian, relatives by blood, marriage or adoption, and in a place other than the home of the person cared far. This group includes both adult and child day care.
We maintain focus on child day care. Many educational communities operate child day care enterprises for both academic study and/or as auxiliary (university employee benefit) enterprises.
Princeton University Child Care Center
Each of the International Code Council code development groups fetch back to a shared understanding of the nature of the facility; character of its occupants and prospective usage patterns.
The 2024 revision of the International Building code is in production now. Ahead of the formal, market release of the Group A tranche of titles you can sample the safety concepts in play during this revision with an examination of the documents linked below:
Search on the terms “day care” and “daycare” in the link at the top of this page to get a sample of the prevailing concepts; use of such facilities as storm shelters, for example.
“The Country School” | Winslow Homer
We encourage our safety and sustainability colleagues to participate directly in the ICC Code Development process. We slice horizontally through the disciplinary silos (“incumbent verticals”) created by hundreds of consensus product developers every week and we can say, upon considerable authority that the ICC consensus product development environment is one of the best in the world. Privately developed standards (for use by public agencies) is a far better way to discover and promulgate leading practice than originating technical specifics from legislative bodies. CLICK HERE to get started. Contact Kimberly Paarlberg (kpaarlberg@iccsafe.org) for more information.
There are competitor consensus products in this space — Chapter 18 Day-Care Occupancies in NFPA 5000 Building Construction and Safety Code, for example; a title we maintain the standing agenda of our Model Building Code teleconferences. It is developed from a different pool of expertise under a different due process regime. See our CALENDAR for the next online meeting; open to everyone.
The founding of many education communities is inspired by faith communities. In many of them the place of worship was the very first building. College and university chapels are central places of worship for students, staff and faculty, and provide a space for solitude and reflection. A place for feeling at home in the world.
There are several hundred technical standards, or parts of standards, that govern how churches and chapels are made safe and sustainable. Owing to innovations in construction, operation and management methods, those standards move, ever so slightly, on a near-daily basis. They are highly interdependent; confounded by county-level adaptations; and impossible to harmonize by adoption cycle. That movement tracked here as best we can within the limit of our resources and priorities. That’s why it’s best to simply click into our daily colloquia if you have a question or need guidance.
The image criteria of our WordPress theme does not permit many images of college and university chapels to be shown fully-dimensioned on sliders or widget galleries. We reproduce a few of the outsized images here and leave the complexities of financing, designing, building and maintaining of them in a safe and sustainable manner for another day. CLICK HERE for the links to our Sacred Space Standards workspace.
Click on any image for author attribution, photo credit or other information*.
Traditional Hanukkah foods (Spoon University) are often fried or cooked in oil, symbolizing the miracle of the oil that lasted eight days in the rededication of the Second Temple in Jerusalem.
Latkes (Potato Pancakes): Grated potatoes mixed with onions, eggs, and flour, then fried until crispy. They are often served with applesauce or sour cream.
Sufganiyot (Jelly-filled Doughnuts): Deep-fried doughnuts filled with jelly or custard and dusted with powdered sugar. They represent the oil that miraculously burned for eight days.
Brisket: Slow-cooked beef brisket is a popular main course for Hanukkah dinners.
Applesauce: Often served as a topping for latkes or as a side dish.
Matzo Ball Soup: While traditionally associated with Passover, some families also serve matzo ball soup during Hanukkah. It consists of light, fluffy dumplings made from matzo meal in a chicken broth.
Kugel: A baked casserole dish that can be sweet or savory, made with noodles, potatoes, or other ingredients.
Chocolate Gelt: Chocolate coins wrapped in gold or silver foil, often used in the game of dreidel.
Dreidel Cookies: Cookies shaped like the spinning top used in the traditional Hanukkah game of dreidel.
Cheese: In reference to the story of Judith, who is said to have fed cheese to an enemy general to make him thirsty and then gave him wine to make him drunk.
“Everyone begins as a child by liking Weather. You learn the art of disliking it as you grow up. Noticed it on a snowy day? The grown-ups are all going about groaning and saying it is ‘dreadful’ and they are nearly always worrying about some awful thing or other happening because of the snow. But the children? They are out in it, throwing snowballs, building snowmen, sliding down slopes on toboggans—having a marvelous time.” — C.S. Lewis (‘That Hideous Strength – A Modern Fairy Tale for Grownups, 1945)
One-hundred-twenty-five years ago, hardy and hard-working Finnish Lutheran immigrants founded a school in Michigan’s Upper Peninsula. Their lives were marked by a gritty quality captured in the Finnish term, sisu – grit and perseverance in the face of adversity. Citing financial difficulties related to demographic changes, the Board of Trustees announced that the Class of 2023 was Finlandia’s final graduating class.
“The Board of Trustees and University President Timothy Pinnow stated the extremely difficult decision is the result of an intensive analysis of Finlandia’s operations after exploring all potentially feasible strategic alternatives, including the rigorous search for new partnerships and reorganization of the institution’s finances. With financial challenges impacting liberal arts colleges throughout the country, Finlandia is no exception….
The combination of demographic changes, with fewer high school graduates available, a steep decrease in interest in going to college among those graduates, a dwindling endowment, and an unbearable debt load have made Finlandia no longer viable…
…Finlandia University has finalized eight Teach-Out Agreements with Adrian College, Bay College, Michigan Technological University, Northeast Wisconsin Technical College, Northern Michigan University, University of Dubuque, Waldorf University, and Wartburg College. Several non-partnering institutions have also made commitments to supporting FinnU students in incredible ways…”
Last year, Finlandia University awarded over 3 million dollars to dreamers, achievers and future entrepreneurs. See if you qualify for Finlandia’s Rise Together Free Tuition Scholarship by visiting https://t.co/7Mbd7e6iLSpic.twitter.com/09LBPPg8cG
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
.jpg)
