Notre Dame in Ireland: Chef David’s Scones

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Notre Dame in Ireland: Chef David’s Scones

July 1, 2026
mike@standardsmichigan.com
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“…I have spread my dreams under your feet;

Tread softly because you tread on my dreams.”

–W.B. Yeats | ‘He Wishes for the Cloths of Heaven’

The history of scones is believed to have originated in Scotland. The name “scone” is said to come from the Dutch word “schoonbrot,” which means “beautiful bread.” Scones have a long and interesting history that dates back several centuries.

Originally, scones were not the sweet, buttery treats we know today. Instead, they were simple unleavened oatcakes or griddle cakes made from barley, oats, or wheat. These early scones were baked on griddles or stovetops rather than being oven-baked.

As time went on, the recipe for scones evolved, and they became more commonly associated with Scotland and England. The Scottish version of scones was typically round and made with oats. They were cooked on a griddle or in a pan and then cut into triangular sections, which were known as “bannocks.” These bannocks were the ancestors of the modern scone.

In the 19th century, with the advent of baking powder and modern ovens, scones began to be baked instead of griddle-cooked. The addition of baking powder allowed scones to rise and become lighter and fluffier. The ingredients were refined to include flour, butter, milk or cream, and a leavening agent like baking powder. This marked the shift from the traditional oat-based scone to the more recognizable wheat-based scone we know today.

Scones’ popularity spread beyond Scotland and England, and they became a common teatime treat across the United Kingdom and other English-speaking countries. The addition of raisins, currants, or other dried fruits, as well as sugar, transformed scones into the sweet delicacies that are commonly enjoyed today, often served with clotted cream and jam in the classic English afternoon tea.

In the United States, scones have also become popular, with various regional and cultural variations. American scones may be larger, sweeter, and have a wider variety of flavor options, such as blueberry, cranberry-orange, or chocolate chip.  Today, scones continue to be beloved treats enjoyed for breakfast, brunch, afternoon tea, or as a delightful snack with a cup of tea or coffee. Their history reflects centuries of evolution and cultural influence, making them a delightful and enduring part of baking traditions worldwide.

The University of Notre Dame stands as the preeminent center of Christian faith in higher education across the American Midwest. Founded in 1842 by the Congregation of Holy Cross in northern Indiana, it was established explicitly as a Catholic institution to serve immigrant communities and promote intellectual and moral formation rooted in the Gospel.

Its identity is embodied in iconic landmarks like the Basilica of the Sacred Heart, the Grotto of Our Lady of Lourdes, and the Golden Dome, which visibly integrate faith into campus life. With roughly 80-85% Catholic undergraduates, daily Masses, vibrant chaplaincy, and theology programs of national distinction, Notre Dame cultivates a disciplined synthesis of academic excellence and Catholic witness.

Under leaders like Theodore Hesburgh, it grew into a top-tier research university while remaining deeply committed to its religious mission. As the flagship Catholic institution in the heartland, Notre Dame influences regional Catholic education, ethics, and culture, offering a powerful model of faith-informed scholarship that attracts students nationwide.

May be a graphic of text that says 'Euler diagra diagram-map of the British Isles. British Isles British Islands United Kingdom Ireland (island) Great Britain Northern Ireland Ireland (state) (state) Scotland England Wales Isle of Man Guernsey Jersey'

Ireland

National Standards Authority of Ireland

Standard Scone Recipe

The standard scone is a simple and versatile preparation that can be customized with various additions, such as dried fruits, nuts, or chocolate chips, to suit different tastes.

Here is a basic recipe for making standard scones:

Ingredients:

  • 2 cups all-purpose flour
  • 1/4 cup granulated sugar
  • 1 tablespoon baking powder
  • 1/2 teaspoon salt
  • 1/2 cup cold unsalted butter, cut into small cubes
  • 1/2 cup milk (plus more for brushing on top)
  • 1 large egg
  • Optional: 1 teaspoon vanilla extract or other flavorings (e.g., almond extract, lemon zest)
  • Optional: Additions such as dried fruits, chocolate chips, or nuts (about 1/2 cup)

Instructions:

  1. Preheat your oven to 400°F (200°C) and line a baking sheet with parchment paper.
  2. In a large mixing bowl, whisk together the flour, sugar, baking powder, and salt until well combined.
  3. Add the cold butter cubes to the flour mixture and use a pastry cutter or your fingers to work the butter into the flour until the mixture resembles coarse crumbs. The butter should be well distributed but still in small pieces.
  4. If you’re adding any optional flavorings or additions, mix them into the dry ingredients at this stage.
  5. In a separate small bowl, whisk together the milk, egg, and optional vanilla extract (or other flavorings) until well combined.
  6. Create a well in the center of the dry ingredients and pour the wet mixture into it. Gently stir the ingredients together until just combined. Be careful not to overmix; the dough should be slightly crumbly but hold together.
  7. Transfer the dough onto a lightly floured surface and shape it into a round disk, about 1 inch (2.5 cm) thick.
  8. Use a sharp knife or a biscuit cutter to cut the dough into wedges or rounds, depending on your preference. Traditionally, scones are cut into triangular shapes.
  9. Place the scones on the prepared baking sheet, leaving some space between them.
  10. Brush the tops of the scones with a little milk to give them a nice golden color when baked.
  11. Bake the scones in the preheated oven for about 15-20 minutes or until they are lightly golden on top.
  12. Remove from the oven and let them cool slightly before serving. Scones are best enjoyed fresh and can be served with butter, clotted cream, jam, or any other toppings of your choice.

This standard scone recipe provides a classic and delicious base that you can experiment with by adding various flavors and mix-ins to create your own unique variations. 


Morning Tea

Global Café

July 1, 2026
mike@standardsmichigan.com

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Standards Iowa | Homophily Iowa

Net Position 2024: $2.785B | Comprehensive Campus Master Plan

 

1014063 01 N280 medium

 

Two students stand at a bar that has coffee creamers another items, while a third stands at the counter of a kiosh that has a metal sign reading Global Cafe

Built within the 2019 Humanities and Social Studies Center renovation the Administration named its on-campus café the “Global Café” to reflect its menu of internationally inspired foods and drinks while advancing the school’s commitment to global awareness and cultural exchange in a small Iowa town.  USA college marketing departments, generally, persist in the hard sell of “globalism”.

Young people in their 20s prolong adolescence by moving to major cities because urban environments reward and enable delayed adulthood. High living costs, intense job markets, and abundant career opportunities push graduates to prioritize education, networking, and climbing professional ladders over settling down. Cities offer endless stimulation—nightlife, cultural events, dating apps, co-living spaces, and transient social circles—that make life feel like an extended gap year rather than a transition to responsibility.

In contrast, small or medium-sized towns such as Grinnell Iowa encourage earlier family formation. Lower costs of living, tighter-knit communities, and stronger social expectations create pressure to marry and have children by the mid-20s. Jobs are often more stable but less glamorous, leaving room (and necessity) for traditional milestones like buying a home or starting a family. Dating pools are smaller, and community oversight discourages prolonged “finding yourself” phases.

Big cities provide anonymity and optionality: one can reinvent identity, chase experiences, and defer commitments without immediate judgment. This environment sustains a psychologically adolescent state—exploration, low-stakes risk-taking, and self-focus—well into the late 20s or early 30s, while small-town life accelerates the shift to provider and parent roles. The result is a clear geographic divide in life timing.

Cafes at Saint George

July 1, 2026
mike@standardsmichigan.com
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University of Toronto Asset Management Corporation Report | $8.2B


Jordan Peterson was a Professor at the University of Toronto St. George


Facilities & Services | Campus Master Plan | 2025 update to U & T building design standards

Ædificare & Utilization

July 1, 2026
mike@standardsmichigan.com
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New Construction Release Schedule: https://www.census.gov/construction/c30/release.html

Reports are usually released at 10 AM EST the first day of every month except this month. (May 2026)


There’s been a significant redesign of the look and feel of the monthly Census Bureau reports construction activity. Today we sort through the rather more granular statistics that inform our recommendations for facility spend.

 


December 1, 2025

It has been 20 years since we began tracking educational settlement facility spend.  Starting this month we will examine federal government data together with the best available data about space utilization to enlighten our response to the perfectly reasonable question: “Are we over-building or under-building or building ineffectively”.  Use the login credentials at the upper right of our home page.

United States: Schools of Architecture

The Society for College and University Planning (Ann Arbor, Michigan)

National Center for Education Statistics

The Financial Impact of Architectural Design: Balancing Aesthetics and Budget in Modern Construction

 

Homeschooling

2022 International Existing Building Code 

  • University College London

As reported by the US Department of Commerce Census Bureau the value of construction put in place by August 2025 by the US education industry proceeded at a seasonally adjusted annual rate of $137.604 billionThis number does not include renovation for projects under 50,000 square feet and new construction in university-affiliated health care delivery enterprises.   Reports are released two months after calendar month.  The complete report is available at the link below:

MONTHLY CONSTRUCTION SPENDING August 2025 (released two months after calendar month)

 


 


This spend makes the US education facilities industry (which includes colleges, universities, technical/vocational and K-12 schools, most university-affiliated medical research and healthcare delivery enterprises, etc.) the largest non-residential building construction market in the United States after commercial property; and fairly close.  For perspective consider total public + private construction ranked according to the tabulation most recently released:

$137.604 billion| Education Facilities

$155.728 billion | Power

$69.625 billion | Healthcare

Keep in mind that inflation figures into the elevated dollar figures.  Overall — including construction, energy, custodial services, furnishings, security. etc., — the non-instructional spend plus the construction spend of the US education facilities is running at a rate of about $300 – $500 billion per year.

LIVE: A selection of construction cameras at  US schools, colleges and universities

Architectural Billings

We typically pick through the new data set; looking for clues relevant to real asset spend decisions.  Finally, we encourage the education facilities industry to contribute to the accuracy of these monthly reports by responding the US Census Bureau’s data gathering contractors.

Reconstruction of Ancient Agora

 

As surely as people are born, grow wealthy and die with extra cash,

there will be a home for that cash to sustain their memory and to steer

the cultural heritage of the next generation in beautiful settings.

More

National Center for Educational Statistics

AIA: Billings Index shows but remains strong May 2022

National Center for Education Statistics

Sightlines: Capital Investment College Facilities

OxBlue: Time-Lapse Construction Cameras for Education

Architectural Billing Index

IBISWorld Education Sector

US Census Bureau Form F-33 Survey of School System Finances

American School & University

New Report from Occuspace Finds U.S. Campuses Face Significant Underutilization

Global Consistency in Presenting Construction & Life Cycle Costs

Carnegie Classifications

Tax-Free Bonds

July 1, 2026
mike@standardsmichigan.com
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Current Referenda | Ballotpedia

Perspective:

  • The largest school bond referendum on ballots in November 2025 is the $1.4 billion package for Richardson Independent School District (ISD) in Texas.
  • University of Michigan’s 2025  $2 billion general revenue bonds
  • New York University’s 2025 $2.18 billion bonds through the Dormitory Authority of the State of New York
  • The largest school bond referendum on ballots in November 2024 was Measure US for the Los Angeles Unified School District (LAUSD) in California, totaling $9 billion.
  • In the November 2022 elections, a significant number of school bond referenda were presented to voters across the United States. For example, in Wisconsin alone, there were 57 successful capital referenda amounting to nearly $2.1 billion in authorized debt​ (Wisconsin Policy Forum)
  • In Texas, Central Texas schools had a total of $4.24 billion in bonds on the ballot, covering various propositions for school facilities, technology improvements, and athletic facilities​ (Fox 7 Austin)
  • In California and Arkansas, bond measures totaling $74 million — including school choice — were aimed at addressing school facility improvements​ (The74Million)
  • Voters in 16 North Carolina counties approved bond issues totaling $4.27 billion, with $3.08 billion dedicated to K-12 public school construction and improvements​ (EducationNC)

 

“The cure for high prices, is high prices” — They say.

Today we explore fiscal runaway in the US education “industry” with particular interest in the financing instruments for building the real assets that are the beating heart of culture in neighborhoods, cities, counties and states.  We steer clear of social and political issues.  The marketing of these projects — and how the loans are paid off — provides insight into the costs and benefits of this $100+ billion industry; the largest non-residential building construction market in the United States.

Educational Settlement Finance

We cannot do much to stop the hyperbolically rising cost of administrative functionaries but we can force the incumbents we describe in our ABOUT to work a little harder to reduce un-used (or un-useable) space and reduce maintenance cost.  Sometimes simple questions result in obvious answers that result in significant savings.

More recently hybrid teaching and learning space, owing the the circumstances of the pandemic, opens new possibilities for placing downward pressure on cost.

What the University of Michigan has done to reduce the life cycle cost of the real assets of educational settlements


Gallery: School Bond Referenda


Regulation or Money-Laundering?

After Architect-Engineers and Building Construction Contractors (many of whom finance election advocacy enterprises) the following organizations are involved in placing a bond on the open market:

  1. School Districts: Individual school districts issue bonds to fund construction or renovation of school facilities, purchase equipment, or cover other educational expenses. Each school district is responsible for managing its own bond issuances.
  2. Colleges and Universities: Higher education institutions, such as universities and colleges, issue bonds to finance campus expansions, construction of new academic buildings, dormitories, research facilities, and other capital projects.
  3. State-Level Agencies: Many states have agencies responsible for overseeing and coordinating bond issuances for schools and universities. These agencies may facilitate bond sales, help ensure compliance with state regulations, and provide financial assistance to educational institutions.
  4. Municipal Finance Authorities: Municipal finance authorities at the state or local level often play a role in facilitating bond transactions for educational entities. They may act as intermediaries in the bond issuance process.
  5. Investment Banks and Underwriters: Investment banks and underwriters assist educational institutions in structuring and selling their bonds to investors. They help determine bond terms, market the bonds, and manage the offering.
  6. Bond Counsel: Bond counsel, typically law firms, provide legal advice to educational institutions on bond issuances. They help ensure that the bond issuance complies with all legal requirements and regulations.
  7. Rating Agencies: Rating agencies, such as Moody’s, Standard & Poor’s, and Fitch Ratings, assess the creditworthiness of the bonds and assign credit ratings. These ratings influence the interest rates at which the bonds can be issued.
  8. Investors: Various institutional and individual investors, including mutual funds, pension funds, and individual bond buyers, purchase school and university bonds as part of their investment portfolios.
  9. Financial Advisors: Financial advisory firms provide guidance to educational institutions on bond issuances, helping them make informed financial decisions related to borrowing and debt management.
  10. Regulatory Authorities: Federal and state regulatory authorities, such as the U.S. Securities and Exchange Commission (SEC) and state-specific agencies, oversee and regulate the issuance of bonds to ensure compliance with securities laws and financial regulations.

These organizations collectively contribute to the process of issuing, selling, and managing school and university bonds in the United States, allowing educational institutions to raise the necessary funds for their capital projects and operations. The specific entities involved may vary depending on the size and location of the educational institution and the nature of the bond issuance.

Bond issuances affect local property values.

 

Educational Settlement Finance

July 1, 2026
mike@standardsmichigan.com
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Giovanni Paolo Panini, An architectural capriccio with figures among Roman ruins

The post-pandemic #WiseCampus transformation requires significant capital to meet the sustainability goals of its leadership.  Campuses are cities-within-cities and are, to a fair degree, financed in a similar fashion.  Tax-free bonds are an effective instrument for school districts, colleges and universities — and the host community in which they are nested — for raising capital for infrastructure projects while also providing investors with, say $10,000 to $100,000, to allocate toward a tax-free dividend income stream that produces a return in the range of 2 to 8 percent annually.

An aging population may be receptive to investment opportunities that protect their retirement savings from taxation.

Once a month, we walk through the prospectuses of one or two bond offerings of school districts, colleges and universities and examine offering specifics regarding infrastructure construction, operations and maintenance.  We pay particular attention to details regarding “continuing operations”. Somehow the education industry has to pay for its green agenda.  See our CALENDAR for the next Finance colloquium; open to everyone.

The interactive map provided by Electronic Municipal Market Access identifies state-by-state listings of tax-free bonds that contribute to the construction and operation of education facilities; some of which involved university-affiliated medical research and healthcare delivery enterprises.

CLICK ON IMAGE FOR INTERACTIVE MAP

 

If you need help cutting through this list please feel free to click in any day at 11 AM Eastern time.  Use the login credentials at the upper right of our hope page.  We collaborate with subject matter experts at Municipal Analytics and UBS.

Issue: [Various]

Category: Administration & Management, Finance, #SmartCampus

Colleagues: Mike Anthony, John Kaczor, Liberty Ziegahn

*We see the pandemic as a driver for a step-reduction in cost in all dimensions of education communities.  We coined the term with a hashtag about two years ago.

*College and university infrastructure projects are classified with public school districts under the rubric “municipal bonds” at the moment.  CLICK HERE for more information.

 


More:

Duke Law Review:  Don’t ‘Screw Joe the Plummer’: The Sausage-Making of Financial Reform

An Expanded Study of School Bond Elections in Michigan

International Existing Building Code

July 1, 2026
mike@standardsmichigan.com

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“A Square with Imaginary Buildings” | Hendrik van Steenwijck (1614)

 

2024 International Existing Building Code

2025 GROUP B PROPOSED CHANGES TO THE I-CODES | April 2025

Important 2024  IEBC Changes Affecting College & University Facilities

Code Change Campus Impact
1. Occupiable Roofs New provisions coordinate rooftop occupancy requirements with the 2024 IBC. Universities converting roofs into terraces, student gathering areas, dining spaces, green roofs, or observation decks must evaluate structural capacity, means of egress, accessibility, guardrails, and fire protection.
2. Risk Category Clarification for Additions Provides clearer guidance when additions have a different occupancy than the existing building. This is particularly important for laboratory expansions, medical research buildings, student health facilities, and emergency operations centers.
3. Storm Shelter Coordination Storm shelter provisions now coordinate directly with IBC Section 423 and ICC 500. Campus projects in tornado-prone regions should verify shelter requirements early during planning.
4. Smoke Compartment Requirements Certain renovations involving healthcare occupancies, student medical clinics, and assisted-living facilities may require additional smoke compartmentation during major alterations.
5. Adult Changing Stations Projects adding toilet facilities may now require adult changing stations in certain accessible family or assisted-use restrooms. This primarily affects stadiums, arenas, student unions, libraries, and performing arts centers.
6. Exterior Wall Renovations on High-Rise Buildings Installation of combustible exterior wall coverings or envelope systems on existing high-rise buildings may trigger automatic sprinkler requirements. This should be evaluated during residence hall and research tower renovations.
7. Existing Automatic Sprinkler Systems New provisions establish conditions under which certain non-required sprinkler systems may be removed following occupancy changes. Campus owners should review this carefully before renovation projects.
8. Temporary Emergency Building Uses New Appendix E provides guidance for temporary emergency use of existing buildings. Universities can incorporate these concepts into emergency operations planning during natural disasters or public health emergencies.
9. Construction Site Safety Planning New owner responsibilities emphasize development of site safety plans and designation of responsible personnel during construction. This is especially valuable on occupied campuses where construction occurs adjacent to classrooms, residence halls, hospitals, and pedestrian routes.
10. Better Coordination with the 2024 IBC Many provisions have been reorganized or updated to improve consistency between the IEBC and the current International Building Code. Campus design teams can expect fewer conflicts between existing-building and new-construction requirements during modernization projects.

 

Facilities Most Likely to be Affected

  • Research laboratories
  • Residence halls
  • Athletic stadiums and arenas
  • Libraries
  • Student unions
  • Classroom buildings
  • Central utility plants
  • Medical schools and student health clinics
  • Performing arts centers
  • High-rise academic buildings

“`

 


November 30, 2021

 

Every month we direct our colleagues in the education industry to the US Census Department’s monthly construction report to make a point: at an average annual clip of about $75 billion, the education industry is the largest non-residential building construction market in the United States.  A large part of that construction involves infrastructure upgrades of existing buildings that contribute to sustainability goals but may not make flashy architectural statements for philanthropists.

EDUCATION INDUSTRY CONSTRUCTION SPEND

The International Existing Building Code (IEBC) is a model code in the International Code Council family of codes intended to provide requirements for repair and alternative approaches for alterations and additions to existing buildings (LEARN MORE).  A large number of existing buildings and structures do not comply with the current building code requirements for new construction.  Although many of these buildings are potentially salvageable, rehabilitation is often cost-prohibitive because compliance with all the new requirements for new construction could require extensive changes that go well beyond the value of building or the original scope of the alteration.

FREE ACCESS: 2021 International Existing Building Code

 


Education facility planners, architects and managers: Sound familiar?

ICC administered workgroups have been convening with considerable frequency over the past several months to pull together a number of relevant concepts for the next (2019 Group B) revision.  For the purpose of providing some perspective on the complexity and subtlety of the issues in play, a partial overview of working group activity is available in the links below.  Keep in mind that there are many other proposals being developed by our ICC working group and others.

IEBC Healthcare for BCAC December 11 2018

16-169 IEBC BCC Worksheet October 2-3 2018

There are other many other issues we have been tracking.  The foregoing simply presents the level of detail and subtlety that is noteworthy.

On Tuesday the ICC has released its the complete monograph for use at the Group B Committee Action Hearings, April 28-May 8 at the Albuquerque Convention Center:

2019 Group B Proposed Changes

It is a large document — 2919 pages — so keep that in mind when accessing it.  There are many issues affecting #TotalCostofOwnership of the education facility industry so we will get cracking on it again next week.   See our CALENDAR for the next online teleconference.  Use the login credentials at the upper right of our home page.

Finally, we persist in encouraging education industry facility managers (especially those with operations and maintenance data) to participate in the ICC code development process.  You may do so by CLICKING HERE.   Real asset managers for school districts, colleges, universities and technical schools in the Albuquerque region should take advantage of the opportunity to observe the ICC code-development process.   The Group B Hearings are usually webcast — and we will signal the link to the 10-day webcast when it becomes available — but the experience of seeing how building codes are determined is enlightening when you can watch it live and on site.

 

Issue: [16-169]

Category: Architectural, Facility Asset Management, Space Planning

Colleagues: Mike Anthony, Jack Janveja, Richard Robben

#StandardsNewMexico


LEARN MORE:

ICC Group B Code Development Schedule

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