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National Champions

January 20, 2026
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Limestone

January 20, 2026
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Standards Indiana

Indiana University’s Signature Limestone Building Architecture

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)

“IU Indy”

January 20, 2026
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2025 Net Position: $6.00B (Page 17) 

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.

Standards Indiana

Indiana Lake Michigan South Shore

Innovation Center

January 20, 2026
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2029 National Electrical Code Panel 15

January 20, 2026
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Electrical Safety Stack

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

Article 530 Motion Picture and Television Studios

Article 540 Motion Picture Projection Rooms

IEEE-IAS/PES JTCC Representative: Daleep Mohla

Public Input on the 2029 Edition will be received until April 9, 2026.

Related:
  • 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

Colloquy (January)

January 19, 2026
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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.

Abiit sed non oblitus | Houghton County Michigan

“Reflections on the motive power of fire: | Sadi Carnot

Standards January: Language

 

* 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 Banjo Lesson” 1893 | Henry Ossawa Tanner

 

National Institutes of Health (Library of Medicine)

Moral grandstanding in public discourse: Status-seeking motives as a potential explanatory mechanism in predicting conflict

 

Dr. Jill Jacobs-Biden: Student Retention at the Community College: Meeting Student’s Needs

Michelle Obama: Princeton-Educated Blacks and the Black Community

Dr. Claudine Gay: Taking charge: Black electoral success and the redefinition of American politics

Ibram X. Kendi (Henry Rogers):  The Black Campus Movement: An Afrocentric Narrative History of the Struggle to Diversify Higher Education, 1965-1972

Martin Luther King, Jr.: A Comparison of the Conceptions of God in the Thinking of Paul Tillich and Henry Nelson Wieman

Hilary Clinton: There is Only the Fight…

John Kennedy: Appeasement at Munich

Janet Yellen: Employment, Output and Capital Accumulation in an Open Economy: A Disequilibrium Approach.

John Nash: Non-Cooperative Games

Reflections / John Nash

“A Comparison of the Conceptions of God in the Thinking of Paul Tillich and Henry Nelson Wieman”

January 19, 2026
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Proquest (formerly University of Michigan) Microfilms

Abstract:

A. Statement of Problem

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.

    1. 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.
    2. 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.
    3. 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.
    4. 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.

  1. [… 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.

“Ave Maria” Franz Biebl

Gallery: Doctoral Dissertations

Create a Winter Bird Haven

January 19, 2026
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Illinois

Also from the University of Illinois:

Why so much slip and fall attorney advertisements after SCOTUS Bates v. State Bar of Arizona (1977)

Winter Birds

January 19, 2026
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Birds in Winter

William Wilberforce, Esq., MP

January 19, 2026
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President Donald Trump Initiates and Signs into Law $255 Permanent Annual Funding to HBCU’s

Wilberforce University is the first private Historically Black College and University (HBCU) in the U.S., founded in 1856 by the Methodist Episcopal Church, making it the first institution of higher learning founded, owned, and operated by African Americans. While not the absolute first HBCU overall (that distinction belongs to Lincoln University in Pennsylvania), Wilberforce was the first private one and holds the unique distinction as the first to graduate Black students with accredited bachelor’s degrees in 1857, preceding Lincoln.

William Wilberforce (1759–1833) is the first name in the abolitionist movement in the Anglosphere; with Abraham Lincoln to follow.  Accordingly, the first Historically Black College and University in the United States is named after him.  Driven by his evangelical Christian faith, Wilberforce took up the cause in 1787 to abolish the British transatlantic slave trade which routinely faced resistance from African rulers in Lagos (modern Nigeria) and the; among them and the Kingdom of Dahomey (modern Benin).
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Why is William Wilberforce often ignored in American history books?

William Wilberforce, the British MP who led the decades-long parliamentary campaign that resulted in the 1807 abolition of the British slave trade (and later full emancipation in 1833), is frequently overlooked in American history textbooks and education.  We remind the education industry in the United States that the spark for ending slavery everywhere in the world originated with the Holy Trinity Church on Clapham Common in South London.

This omission stems primarily from national focus: U.S. history curricula emphasize domestic events and figures in the fight against American slavery. The narrative centers on the U.S. Constitution’s compromises, the Missouri Compromise, Harriet Tubman, Frederick Douglass, John Brown, and especially Abraham Lincoln and the Civil War. British abolition, while influential and inspirational to American abolitionists, is seen as foreign history.

Additionally, the American story is framed as a uniquely national struggle involving internal conflict, sectionalism, and civil war—rather than parliamentary reform led by an evangelical Christian in another country. Some historians note a broader “forgetfulness” about the transatlantic abolition movement after the Civil War, as America focused on reconciliation and downplayed slavery’s moral dimensions.

Wilberforce’s heroic role is sidelined because American education prioritizes homegrown heroes and the violent path to emancipation in the United States over Britain’s earlier, legislative success.

 

Related

Standards Ohio

University of Hull Wilberforce Institute 

 

 

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