One student’s desire to get involved with the water community eventually led to the creation of the a student chapter of AWWA at West Virginia University. Read more about Kara Cunningham’s journey in #AWWAConnections.https://t.co/f8X2yFcciBpic.twitter.com/IjLwg038Os
Manufacturers are required to meet the NEC and CEC electrical codes to have their food equipment sold and used in the United States and Canada. Watch our video for more details. pic.twitter.com/d0vUf4zUl2
“…A land-grant university (also called land-grant college or land-grant institution) is an institution of higher education in the United States designated by a state to receive the benefits of the Morrill Acts of 1862 and 1890.
The Morrill Acts funded educational institutions by granting federally controlled land to the states for them to sell, to raise funds, to establish and endow “land-grant” colleges. The mission of these institutions as set forth in the 1862 Act is to focus on the teaching of practical agriculture, science, military science, and engineering (though “without excluding… classical studies”), as a response to the industrial revolution and changing social class. This mission was in contrast to the historic practice of higher education to focus on a liberal arts curriculum. A 1994 expansion gave land grant status to several tribal colleges and universities….”
The Morrill Land-Grant Act has not undergone significant changes in its core structure within the past decade. However, there have been important developments and discussions surrounding its implementation, particularly regarding the use of land originally designated under the Act.
One key area of focus has been the ongoing management of trust lands associated with land-grant universities. Investigations have revealed that many of these lands continue to generate substantial revenue, often through activities such as fossil fuel production, mining, timber sales, and agriculture.
For instance, between 2018 and 2022, trust lands associated with land-grant universities generated over $6.7 billion in revenue. These investigations have also highlighted the historical context of how these lands were acquired, often from Indigenous nations, sparking ongoing debates about equity and restitution.
📢 REMINDER
If you are seeking eligibility for the Farmer Bridge Assistance Program, ensure your 2025 acreage reporting is factual and accurate by 5 PM ET on Dec. 19, 2025. Qualifying FBA payments are scheduled to be released by Feb. 28, 2026. https://t.co/ABBRK1b9xhpic.twitter.com/cLHZI2zeLq
Several universities associated with the Morrill Land-Grant Act continue to generate significant revenue from fossil fuels, timber, and agricultural activities. Here are some examples:
Washington State University (WSU): WSU benefits from timber sales on its trust lands, which have generated over $1.1 billion in revenue from 1889 to 2022. These lands are used for timber production, grazing, and other activities (Grist).
University of Arizona: The university’s trust lands are involved in grazing, timber, and fossil fuel production. These lands generate revenue through leases for activities such as mining and oil extraction (Grist).
University of Texas: The Permanent University Fund, which includes land-grant lands, generates revenue primarily through oil and gas production. The University of Texas system benefits significantly from these fossil fuel activities (Grist).
University of Wyoming: Like other land-grant institutions, the University of Wyoming manages trust lands that produce revenue through activities like coal mining and grazing (Grist).
These activities raise important questions about the environmental and ethical implications of continuing to use land-grant trust lands in this manner, especially given the historical context of how these lands were acquired.
The language of the Internet is shaped by large language models, international standards, and software platforms developed by people from many linguistic backgrounds. The challenge is not that many contributors are non-native English speakers — and that is a serious cultural problem — the challenge is ensuring that, despite the differences in how English is taught, understood and used — technical English remains precise, stable, and consistently interpreted.
Ambiguous wording, subtle shifts in meaning, or differing cultural assumptions can introduce confusion into engineering, law, medicine, and public policy when replicated at Internet scale. The remedy is not linguistic exclusivity but stronger standards: carefully defined vocabularies, consensus terminology, authoritative style guides, and rigorous editorial review by diverse experts.
English has become the principal working language of science, engineering, and commerce because it supports a vast body of technical literature and international collaboration. Preserving its precision is therefore a matter of stewardship. As AI systems increasingly generate and interpret technical information, maintaining a common, standards-based engineering English will become as important as maintaining reliable communication networks themselves.
4-H is a U.S.-based network of youth organizations whose mission is “engaging youth to reach their fullest potential while advancing the field of youth development”. Its name is a reference to the occurrence of the initial letter H four times in the organization’s original motto head, heart, hands, and health, which was later incorporated into the fuller pledge officially adopted in 1927. In the United States, the organization is administered by the National Institute of Food and Agriculture of the United States Department of Agriculture.
The Society of College and University Planning was founded in 1965 at the University of Michigan in Ann Arbor during an informal gathering of campus planners frustrated with the lack of professional exchange in their emerging field. Rapid postwar enrollment growth and massive campus expansion projects had created urgent needs for long-range physical planning, yet few institutions had dedicated planners or shared knowledge.
A small group, led by University of Michigan planners George J. Bruha and Frederick W Mayer met in Ann Arbor to discuss common challenges facing other State of Michigan settlements; joined by Stanford, Ohio State and the University of Illinois. They decided to create a formal organization to foster collaboration, research, and professional development. In 1966, with Michigan’s support, SCUP was officially established as a nonprofit with its first office on the Ann Arbor campus. Its founding principle—integrated planning linking academics, finances, and facilities—remains central today.
Early operations benefited from administrative support (aegis) provided by the University of Michigan, including office space and resources in Ann Arbor. This arrangement persisted until a financial crisis in the late 1970s (1976–1980), during which SCUP relocated to New York.
The decoupling—marking full operational and administrative independence from the University of Michigan—occurred in 1980, when SCUP returned to Ann Arbor as a self-sustaining nonprofit headquartered at a separate location –1330 Eisenhower Place — less than a mile walk from Standards Michigan‘s front door at 455 East Eisenhower.
* Of the 220 ANSI Accredited Standards Developers, the State of Michigan ranks 3rd in the ranking of U.S. states with the most ANSI-accredited standards developers (ASDs) headquartered there; behind the Regulatory Hegemons of California and ChicagoLand and excluding the expected cluster foxtrot of non-profits domiciled in the Washington-New York Deep State Megalopolis. Much of Michigan’s presence in the private consensus standards space originates from its industrial ascendency through most of the 1900’s.
“I know that I am mortal by nature, and ephemeral;
but when I trace at my pleasure the windings to and fro of the heavenly bodies,
I no longer touch Earth with my feet:
I stand in the presence of Zeus himself and take my fill of ambrosia.”
— Ptolemy, “Mathematike Syntaxis” 150 A.D
Galileo Demonstrating His Telescope In 1609
Planetariums in schools and colleges play a central in enhancing astronomy and astrophysics education. They provide immersive experiences that can ignite students’ interest and curiosity about the universe, making complex astronomical concepts more comprehensible and engaging. Observatories do much that but with direct access to telescopes and other observational tools — frequently away from campus — thus allowing them to engage in hands-on learning and real-time data collection.
Establishing research and teaching programs present special occupancy challenges. The cost of high-quality telescopes and equipment, along with the need for a suitable location with minimal light pollution, can be substantial. Additionally, schools require trained staff to guide students in using the equipment and interpreting data. Weather conditions and geographical location also impact the effectiveness of observatories. Despite these hurdles, the educational value of observatories is immense, providing students with unique opportunities to explore the universe and cultivate a passion for scientific inquiry.
The International Building Code includes various sections that address safety requirements relevant to observatories and planetariums. Key parts of the IBC that cover these requirements include:
Chapter 3: Use and Occupancy Classification
Section 303: Assembly Group A. Planetariums and observatories often fall under Assembly Group A due to their function as places where people gather for educational and entertainment purposes. Specific occupancy types and associated requirements will be detailed here.
Chapter 4: Special Detailed Requirements Based on Use and Occupancy
Section 410: Stages, Platforms, and Technical Production Areas. While not specific to planetariums, this section provides guidance on assembly spaces, which may be applicable to the design and safety considerations for the auditorium areas in planetariums.
Chapter 11: Accessibility
Section 1103: Scoping Requirements. This section ensures that buildings are accessible to individuals with disabilities, which is crucial for public facilities like planetariums and observatories.
Section 1104: Accessible Routes. Requirements for accessible paths to ensure ease of access to and within the facility.
Chapter 12: Interior Environment
Section 1203: Ventilation. Adequate ventilation is essential in enclosed spaces like planetariums to ensure air quality and comfort.
Section 1205: Lighting. Ensuring appropriate lighting levels and types, which is crucial in areas like control rooms and observational spaces.
Chapter 15: Roof Assemblies and Rooftop Structures
Section 1509: Rooftop Structures. Covers the installation and safety of rooftop observatories, which can include structural requirements and access considerations.
Chapter 16: Structural Design
Section 1604: General Design Requirements. Ensures that the structure can support both the static and dynamic loads associated with heavy equipment like telescopes.
Section 1607: Live Loads. Specific load requirements for observatory equipment and public assembly areas.
These chapters collectively ensure that planetariums and observatories are designed and constructed with safety, accessibility, and functionality in mind. For detailed information, it is recommended to refer to the latest edition of the IBC and consult with a professional knowledgeable in building codes and standards.
World Astronomy Day is Saturday, and to celebrate we are showing off some of our favorite pictures of the Albion College Observatory. The Albion College Observatory was constructed from 1883-1884 under the direction of Dr. Samuel Dickie. #ThrowbackThursday#TBT#MyAlbionpic.twitter.com/ixgtAMlP4z
Designing and building a telescope for teaching and light research at a college or university requires a detailed consideration of both the telescope itself and the supporting infrastructure. Here are the central architectural features:
Telescope Structure:
Optical System:
Aperture Size: A medium to large aperture (typically 0.5 to 1.5 meters) to gather sufficient light for educational and light research purposes.
Type of Telescope: Reflecting (Newtonian, Cassegrain, or Ritchey-Chrétien) or refracting telescope, chosen based on specific educational and research needs.
Mount: A sturdy, precise mount (equatorial or alt-azimuth) to support the telescope and ensure smooth tracking of celestial objects.
Enclosure:
Dome or Roll-Off Roof: A protective structure to house the telescope, with a retractable roof or dome to allow for unobstructed viewing.
Material: Weather-resistant materials such as aluminum or fiberglass, designed to protect the telescope from the elements.
Control Systems:
Computerized Controls: For automatic tracking and alignment of celestial objects, often including software for scheduling and managing observations.
Remote Operation Capabilities: Allowing students and researchers to control the telescope remotely for data collection and analysis.
Support Infrastructure:
Observation Deck:
Viewing Platforms: Elevated platforms around the telescope for students to observe through the telescope and participate in hands-on learning.
Safety Features: Railings and non-slip surfaces to ensure safety during nighttime observations.
Control Room:
Location: Adjacent to the telescope enclosure, with visibility to the telescope for direct supervision.
Equipment: Computers, monitors, data storage, and communication equipment to control the telescope and process observational data.
Classroom and Lab Spaces:
Multipurpose Rooms: For lectures, demonstrations, and data analysis related to astronomy and telescope use.
Laboratory Equipment: Spectrometers, cameras, photometers, and other instruments for conducting light research and analyzing data collected from the telescope.
Data Processing and Storage:
Computing Facilities: High-performance computers and software for analyzing astronomical data.
Data Storage Solutions: Secure and scalable storage for large volumes of observational data.
Accessibility Features:
Elevators and Ramps: To provide access to all areas of the facility, including the observation deck and control room.
Adapted Equipment: Adjustable eyepieces and controls to accommodate users with disabilities.
Lighting:
Red Lighting: Low-intensity red lights for night-time use to preserve night vision while allowing safe movement.
Exterior Lighting: Shielded lighting around the facility to minimize light pollution and ensure optimal observing conditions.
By integrating these architectural features, a college or university can create a functional and effective observatory that supports both teaching and light research in astronomy.
Designing and building a planetarium for public use involves careful consideration of various architectural features to ensure functionality, aesthetics, and a positive visitor experience. Here are the central architectural features required:
Dome Structure:
Shape and Size: The dome must be a perfect hemisphere to provide an unobstructed view of the projected sky. The size should be large enough to accommodate the intended audience while ensuring good visibility from all seating positions.
Material: Typically constructed from aluminum or fiberglass, with an inner surface coated to enhance the projection quality.
Projection System:
Projectors: High-resolution digital projectors or traditional optical-mechanical projectors are essential for displaying realistic night skies, astronomical phenomena, and educational shows.
Sound System: High-quality surround sound systems to complement visual projections, enhancing the immersive experience.
Seating Arrangement:
Tilted Seats: Reclined and tiered seating ensures all viewers have an unobstructed view of the dome.
Accessibility: Include spaces for wheelchairs and accessible seating to accommodate all visitors.
Control Room:
Location: Typically located at the rear or side of the planetarium for ease of access and control.
Equipment: Houses computers, projection equipment, sound systems, and control panels for show operations.
Entrance and Exit Points:
Flow Management: Design multiple entrances and exits to manage the flow of visitors efficiently and safely, avoiding congestion.
Accessibility: Ensure entrances and exits are accessible for all, including ramps and elevators as needed.
Lobby and Reception Area:
Ticketing and Information Desks: Central area for purchasing tickets, obtaining information, and gathering before shows.
Displays and Exhibits: Interactive exhibits and displays related to astronomy and science to engage visitors while they wait.
Lighting:
Adjustable Lighting: Capability to control lighting levels to facilitate different show requirements, including complete darkness for optimal viewing.
Safety Lighting: Emergency lighting and pathway lights for safe movement in low-light conditions.
Climate Control:
HVAC Systems: Efficient heating, ventilation, and air conditioning to maintain a comfortable environment for visitors and protect sensitive equipment.
Acoustic Design:
Soundproofing: Proper insulation and soundproofing to ensure external noise does not disrupt shows and internal sound is clear.
Acoustic Treatment: Materials and design features to enhance sound quality and reduce echoes within the dome.
Educational and Interactive Spaces:
Classrooms and Labs: Spaces for educational programs, workshops, and hands-on activities related to astronomy.
Interactive Kiosks: Digital kiosks with interactive content to engage visitors in learning about astronomy and space science.
Accessibility Features:
Elevators and Ramps: For easy access to different levels of the planetarium.
Signage and Information: Clear signage in multiple languages and formats (e.g., braille) to assist all visitors.
Exterior Design:
Aesthetic Appeal: The exterior should be inviting and reflect the scientific and educational purpose of the planetarium.
Landscaping: Incorporate outdoor spaces, such as gardens or open-air exhibits, that complement the planetarium experience.
Parking and Transportation:
Ample Parking: Provide sufficient parking spaces, including spots for buses and accessible parking.
Public Transit Access: Ensure the planetarium is accessible via public transportation for the convenience of all visitors.
These architectural features are essential to create a functional, welcoming, and educational environment in a planetarium for public use.
Michigan Technological University | Houghton County
Summer occupies a surprisingly small place in the orchestral imagination. Winter has storms and Christmas; spring has awakening; autumn brings harvest, melancholy and departure. Summer, by contrast, often appears indirectly—as heat, evening, landscape or memory.
Gershwin’s Summertime became perhaps the season’s most familiar American expression, while Barber found summer in the remembered voices and warm night air of Knoxville: Summer of 1915. Delius gave us A Song of Summer and Summer Night on the River.
Still’s Summerland belongs naturally in this slender company. Perhaps summer resists composition because its characteristic activity is precisely the suspension of activity: long days asking little of us.
This is the second movement of William Grant Still’s *Three Visions*, composed in 1936 and originally written for piano. Set between the troubled atmosphere of *Dark Horsemen* and the luminous *Radiant Pinnacle*, it imagines a place of repose beyond earthly difficulty.
The music moves slowly, carried by long melodic lines and harmonies that seem to suspend ordinary time.
Still later arranged the work for other instruments, and it has proved especially adaptable to strings and wind ensembles. Its warmth is neither idle nor sentimental. There is movement beneath the stillness: a summer landscape understood less as a season than as a state of rest.
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
