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This content is accessible to paid subscribers. To view it please enter your password below or send mike@standardsmichigan.com a request for subscription details.
The Carnegie Classification of Institutions of Higher Education, or simply the Carnegie Classification, is the framework for classifying colleges and universities in the United States. Created in 1970, it is named after and was originally created by the Carnegie Foundation for the Advancement of Teaching, but responsibility for the Carnegie Classification was transferred to Indiana University‘s Center for Postsecondary Research, in 2014.
The framework primarily serves educational and research purposes, where it is often important to identify groups of roughly comparable institutions. The classification includes all accredited, degree-granting colleges and universities in the United States that are represented in the National Center for Education Statistics Integrated Postsecondary Education Data System.
The Carnegie Classification of Institutions of Higher Education ®
The world’s first building codes were put in action in ancient Babylon by King Hammurabi around 1754 BCE. The codes were a subset of the larger Code of Hammurabi and were designed to regulate the construction of buildings in the city of Babylon. These codes emerged from a time of great social and economic change in Babylon. The city* was rapidly expanding, and the construction of new buildings was essential for accommodating the growing population.
Famously, building unsafe buildings carried “risk” to the builder:
“If a builder builds a house for someone, and does not construct it properly, and the house which he built falls in and kills its owner, then that builder shall be put to death.” (Law 229, Sacred Texts)
Fast forward 3700 years and construction litigation is Big Business. According to research by one of the first names in construction dispute research (Arcadis) the the average cost of construction disputes in North America is $19.6 million with an average length of was 15.2 months (2020 data).
When university-affiliated healthcare facilities are included in the count, the education industry is the largest non-residential building construction market in the United States at about $100 billion every year.
We meet at the usual time today for a status check on public commenting opportunities on best practice titles that set the standard of care for designing, building and operating the physical spaces of education communities. In the past we have limited our coverage to the International Code Council suite. Today we expand our interest to other model building codes; a few of them listed below:
Minimum Design Loads and Associated Criteria for Buildings and Other Structures (7-16)
Building Construction and Safety Code
National Building Code of Canada
To a surprising degree these bodies borrow safety concepts from one another; owing to field experience, technological changes. response to government regulation regarding disasters and accessibility, among others. Some of the concepts we have been tracking:
Use of education facilities as storm shelters
Occupancy classifications
Carbon monoxide detection and alarms
Electric vehicle power supply from new buildings
Daylight responsive lighting controls
Scope of work in alterations
Enhanced classroom acoustics
Security (door locking, access, etc.)
Assemblies, laboratories, sport facilities, etc, etc, etc.
(Plenty to do)
We will pick through the transcript of the ICC Group B Public Comment Monograph to estimate the state of the debate ahead of this month’s meetings in Lexington:
Our meeting today at 11 AM/ET is open to everyone. Use the login credentials at the upper right of our home page.
LEARN MORE:
Videography:
How is occupant load determined by the Life Safety Code
ADA Size and Clearance Requirements for Doors
Birth of Building Codes: Building Code of Hammurabi
Cambridge University Press: Roman Builders – A Study in Architectural Process
* The modern-day name of Babylon is Al Hillah, which is a city in central Iraq, about 85 kilometers south of Baghdad. It is located on the east bank of the Euphrates River and was once an important cultural and political center in ancient Mesopotamia.
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This content is accessible to paid subscribers. To view it please enter your password below or send mike@standardsmichigan.com a request for subscription details.
The retreat of state funding at public institutions paired with the growing concerns surrounding vulture capitalism that has weaponized philanthropic gift-giving (i.e., distinguished chairs, scholarships and fellowships, academic research centers, faculty lines, campus maintenance) means educators must find ways to teach students about the importance of using their knowledge and skillsets to promote public interests and improve lives. The term vulture capitalism is used here as it relates to donor influence to critique the types of donors (individuals, foundations, and corporations) who use gift-giving to advance conservative, elitist agendas that serve privatized interests at the expense of public interests (Carey, 2019; Mintz, 2019). Vulture capitalism and donor (gift-giving), as a case study, provide instructors and students constructive opportunities to reflect on how hegemonic power operates in and impacts our daily lives. To do so, the article begins by reflecting on a few examples of harmful donor influence to demonstrate how discussions concerning vulture capitalism can stimulate important conversations surrounding power, hegemony, and institutional oppression. It is argued that critical communication pedagogy (CCP) assists instructors who wish to teach students how to discuss issues of power and hegemony in contemporary communication classrooms. CCP offers a pragmatic approach to addressing and examining how power operates through a consideration of language and discourse. This article highlights three major tenets of CCP to propose an in-class activity that stresses the importance of dialogic reflexivity in classroom conversations concerning hegemony, power, and communication.
Integrating Blockchain, Smart Contract-Tokens, and IoT to Design a Food Traceability Solution
Abstract: Information asymmetry exists amongst stakeholders in the current food supply chain. Lack of standardization in data format, lack of regulations, and siloed, legacy information systems exasperate the problem. Global agriculture trade is increasing creating a greater need for traceability in the global supply chain. This paper introduces Harvest Network, a theoretical end-to-end, vis a vie “farm-to-fork”, food traceability application integrating the Ethereum blockchain and IoT devices exchanging GS1 message standards. The goal is to create a distributed ledger accessible for all stakeholders in the supply chain. Our design effort creates a basic framework (artefact) for building a prototype or simulation using existing technologies and protocols [1]. The next step is for industry practitioners and researchers to apply AGILE methods for creating working prototypes and advanced projects that bring about greater transparency.
PURCHASE INFORMATION: IEEE Digital Library
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/njrDAbSpwB pic.twitter.com/GkAXrHoQ9T
— USPTO (@uspto) July 13, 2023
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