Child Day Care

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Child Day Care

June 16, 2025
mike@standardsmichigan.com
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Group B Proposed Changes to the 2024 Editions Complete Monograph (2650 pages)

For today’s session note the proposals listed below:

ADM1-25 Part I (p. 61)

G39-25 Part I (p. 522)

G40-25 Part I (p. 527)

G39-25 Part II (p. 535)

G144-25 (p. 740)

EB7-25 (p. 1438)

Z1-25 (p. 2582)

2025 ICC Leadership Week + Hearings Committee Action Hearings – Group B #1 | April 26 – May 6 | Orlando, Florida


Link to April Committee Action Hearing Videos

2024 Complete Change Monograph (2658 Pages)

 

“Kindergarten” c. 1885 / Johann Sperl

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:

2018 International Building Code Section 308 Institutional Group I-4 (Superseded in some jurisdictions)

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:

2019 GROUP B PROPOSED CHANGES TO THE I-CODES ALBUQUERQUE COMMITTEE ACTION HEARINGS

2019 REPORT OF THE COMMITTEE ACTION HEARINGS ON THE 2018 EDITIONS OF THE GROUP B INTERNATIONAL CODES

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.

 

Issue: [18-166]

Category: Architectural, Healthcare Facilities, Facility Asset Management

Colleagues: Mike Anthony, Jim Harvey, Richard Robben

Recent concepts in play in transcripts:

  • Tempered water for public hand-washing facilities
  • Walking surfaces
  • Exit signage for non-resident, non-English speaking children
  • Fire rating of corridors 
  • Bathing privacy concepts
  • Water heater controls and monitoring; mixing valves

LEARN MORE:

cdpACCESS Hearing Video Streaming Service

 

What is Happening to the Family, and Why?

June 15, 2025
mike@standardsmichigan.com
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“The family is nature’s masterpiece”

— George Santayana

 

Educated at Yale College, Somerville College, the University of Pennsylvania, Harvard Medical School and Columbia Law School, Amy Wax speaks to the Buckley Institute, founded by William F. Buckley (Yale 1950). Links to National Centers at Bowling Green State University, the University of Virginia and the University of Nebraska.

Inside Higher Ed (September 24, 2024): Amy Wav Update


In popular culture:

The Anthropology of Karens

People grow up in a web of relationships that is already in place, supporting them as they grow. From the inside out, it includes parents, extended family and clan, neighborhood groups and civic associations, church, local and provincial governments and finally national government.

Preschool Children in the Dome

June 15, 2025
mike@standardsmichigan.com

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Planetarians’ Zoom Seminar of 2024 May 31. Preschool Children in the Dome. Led by Tony Smith (Astronomy Educator for Online Learning at ASP; planetarian), Anna Hurst (Program Director at the Astronomical Society of the Pacific) and Mary Holt (Planetarium Programs Specialist at California Academy of Sciences). How can planetariums offer engaging programming for preschool children and their families, an audience often overlooked and feared by even the most experienced planetarians?

The Astronomical Society of the Pacific (ASP) and California Academy of Sciences (CAS) share some resources and experiences engaging pre-school children in earth and space science and then facilitate a conversation among attendees. What has worked well in your dome? What are the challenges? What support do you need to feel confident about reaching this audience?

Pacific Planetarium Association

Radio 400

June 13, 2025
mike@standardsmichigan.com

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“The wireless age has brought us closer together,

yet we must work to ensure that it does not divide us.”

— Guglielmo Marconi

When the electric grid and the internet are down and there is no cell service, radio can still work to help communities stabilize.   Starting 2024 we will break down our coverage of the radio frequency technology standards used in educational settlements into into two categories:

Radio 300: Security and maintenance radio.  These usually use a single radio channel and operate in a half-duplex mode: only one user on the channel can transmit at a time, so users in a user group must take turns talking. The radio is normally in receive mode so the user can hear all other transmissions on the channel. When the user wants to talk he presses a “push-to-talk” button, which turns off the receiver and turns on the transmitter; when he releases the button the receiver is activated again. Multiple channels are provided so separate user groups can communicate in the same area without interfering with each other.

Note that a core title in this domain — NFPA 1802 Standard on Two-Way, Portable RF Voice Communications Devices for Use by Emergency Services Personnel in the Hazard Zone — is part of an NFPA catalog reorganization.  Best practice content will be rolled into NFPA 1300 Standard on Fire and Emergency Service Use of Thermal Imagers, Two-Way Portable RF Voice Communication Devices, Ground Ladders, and Fire Hose, and Fire Hose Appliances.  

As of this posting APCO International has no public consultations on any titles in its public safety radio standards catalog.

Radio 400: Student radio.  College radio stations are typically considered to be public radio radio stations in the way that they are funded by donation and grants.  The term “Public radio” generally refers to classical music, jazz, and news. A more accurate term is community radio, as most staff are volunteers, although many radio stations limit staff to current or recent students instead of anyone from the local community.  There has been a fair amount of drama over student-run radio station history; a topic we steer away from.

The Low Power FM radio service was created by the Commission in January 2000.  LPFM stations are authorized for noncommercial educational broadcasting only (no commercial operation) and operate with an effective radiated power (ERP) of 100 watts (0.1 kilowatts) or less, with maximum facilities of 100 watts ERP at 30 meters (100 feet) antenna height above average terrain.  The approximate service range of a 100 watt LPFM station is 5.6 kilometers (3.5 miles radius).  LPFM stations are not protected from interference that may be received from other classes of FM stations.

We follow — but do not respond — to consultations on titles covering the use of radio frequencies for the Internet of Things.  At the moment, most of that evolution happens at the consumer product level; though it is wise to contemplate the use of the electromagnetic spectrum during widespread and extended loss of broadband services.

Maxwell equations: Four lines that provide a complete description of light, electricity and magnetism

We do not include policy specifics regarding the migration of National Public Radio beyond cultural content into political news; though we acknowledge that the growth of publicly financed radio domiciled in education communities is a consideration in the technology of content preparation informed by the Public Broadcasting Act of 1967.

Sacred Heart University / Campus Public Safety & National Public Radio Studios / SGA Architects

We drill into technical specifics of the following:

  • Radios used for campus public safety and campus maintenance
  • Student-run campus radio stations licensed by the Federal Communications Commission as Low Power FM (LPFM)
  • Facilities for regional broadcast of National Public Radio operating from education communities
  • Off-campus transmission facilities such as broadcast towers.
  • Grounding, bonding, lightning protection of transmission and receiving equipment on buildings
  • Broadcast studio electrotechnologies

Radio technology is regulated by the Federal Communications Commission with no ANSI-accredited standards setting organizations involved in leading practice discovery and promulgation.  Again, we do not cover creative and content issues.  Join us today at 11 AM/ET using the login credentials at the upper right of our home page.


More

List of campus radio stations

International Telecommunications Union: News Magazine No.1 2022

International Electrotechnical Commission TC 103: Transmitting and receiving equipment for radiocommunications

International Special Committee on Radio Interference

NFPA 1802: Standard on Two-Way, Portable RF Voice Communications Devices for Use by Emergency Services Personnel in the Hazard Zone

Campus Safety Radio JVCKENWOOD CAMPUS SAFETY 5 TIPS TO LOWER COSTS

Voice Communications Devices for Use by Emergency Services

June 13, 2025
mike@standardsmichigan.com
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The frequency differences between public safety radio and public broadcasting radio are mainly due to their distinct purposes and requirements.

  • Public safety radio operates on VHF and UHF bands for emergency services communication These radio systems are designed for robustness, reliability, and coverage over a specific geographic area. They prioritize clarity and reliability of communication over long distances and in challenging environments. Encryption may also be employed for secure communication.
  • Public broadcasting radio operates on FM and AM bands for disseminating news, entertainment, and cultural content to the general public.  These radio stations focus on providing a wide range of content, including news, talk shows, music, and cultural programming. They often cover broad geographic areas and aim for high-quality audio transmission for listener enjoyment. Unlike public safety radio, public broadcasting radio stations typically do not require encryption and prioritize accessibility to the general public.

Standard on Fire and Emergency Service Use of Thermal Imagers, Two-Way Portable RF Voice Communication Devices, Ground Ladders, and Fire Hose, and Fire Hose Appliances

NFPA 1930 is in a custom cycle due to the Emergency Response and Responder Safety Document Consolidation Plan (consolidation plan) as approved by the NFPA Standards Council.  As part of the consolidation plan, NFPA 1930 is combining Standards NFPA 1801, NFPA 1802, NFPA 1932, NFPA 1937, and NFPA 1962.

Firefighter radio communication faces several special technical challenges due to the nature of the environment they operate in and the criticality of their tasks. Here are some of the key challenges:

  1. Interference and Signal Degradation: Buildings, debris, and firefighting equipment can obstruct radio signals, leading to interference and degradation of communication quality.
  2. Multipath Propagation: Radio signals can bounce off surfaces within buildings, causing multipath propagation, which results in signal fading and distortion.
  3. Limited Bandwidth: Firefighter radio systems often operate on limited bandwidths, which can restrict the amount of data that can be transmitted simultaneously, impacting the clarity and reliability of communication.
  4. Noise: The high noise levels present in firefighting environments, including sirens, machinery, and fire itself, can interfere with radio communication, making it difficult for firefighters to hear and understand each other.
  5. Line-of-Sight Limitations: Radio signals typically require a clear line of sight between the transmitter and receiver. However, in complex urban environments or within buildings, obstructions such as walls and floors can obstruct the line of sight, affecting signal strength and reliability.
  6. Equipment Durability: Firefighter radio equipment needs to withstand harsh environmental conditions, including high temperatures, smoke, water, and physical impacts. Ensuring the durability and reliability of equipment in such conditions is a significant challenge.
  7. Battery Life: Prolonged operations in emergency situations can drain radio batteries quickly. Firefighters need reliable battery life to ensure continuous communication throughout their mission.
  8. Interoperability: Different emergency response agencies may use different radio systems and frequencies, leading to interoperability issues. Ensuring seamless communication between various agencies involved in firefighting operations is crucial for effective coordination and response.
  9. Priority Access: During large-scale emergencies, such as natural disasters or terrorist attacks, communication networks may become congested, limiting access for emergency responders. Firefighters need priority access to communication networks to ensure they can effectively coordinate their efforts.
  10. Training and Familiarity: Operating radio equipment effectively under stress requires training and familiarity. Firefighters must be trained to use radio equipment efficiently and effectively, even in challenging conditions, to ensure clear and concise communication during emergencies.

National Institute of Standards & Technology

Testing of Portable Radios in a Fire Fighting Environment

American Vitruvius

June 12, 2025
mike@standardsmichigan.com
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University of Michigan North Quad

Robert A. M. Stern is an American architect, educator, and author known for his contributions to the field of architecture, urbanism, and design. Stern has been particularly influential in shaping the aesthetics of educational campuses through his architectural practice and academic involvement. Here are some key aspects of his approach to the aesthetics of educational campuses that attract philanthropic legacies:

  1. Pedagogical Ideals:
    • Stern’s designs for educational campuses often reflect his understanding of pedagogical ideals. He considers the spatial organization and layout of buildings in relation to the educational mission of the institution.
    • Spaces are designed to foster a sense of community, encourage interaction, and support the overall educational experience.
  2. Traditional and Classical Influences:
    • Stern is known for his commitment to classical and traditional architectural styles. He often draws inspiration from historical architectural forms and traditional design principles.
    • His work reflects a belief in the enduring value of classical architecture and its ability to create a sense of timelessness and continuity.
  3. Contextual Design:
    • Stern emphasizes the importance of contextual design, taking into consideration the existing architectural context and the cultural or historical characteristics of the surrounding area.
    • When designing educational campuses, he often seeks to integrate new buildings harmoniously into the existing campus fabric.
  4. Attention to Detail:
    • Stern is known for his meticulous attention to detail. His designs often feature carefully crafted elements, including ornamental details, materials, and proportions.
    • This focus on detail contributes to the creation of visually rich and aesthetically pleasing environments.
  5. Adaptation of Historical Forms:
    • While Stern’s work is firmly rooted in traditional and classical architecture, he also demonstrates an ability to adapt historical forms to contemporary needs. His designs often feature a synthesis of timeless architectural elements with modern functionality.

Hammurabi

Group A Model Building Codes

Barbering & Cosmetology Academies

June 11, 2025
mike@standardsmichigan.com
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‘The Barber of Seville’ by Luis Alvarez Catalá

Codes, standards and licensing for barbering schools and cosmetology academies are governed by local regulations; or local adaptations of national standards-setting organizations.  

Northern Michigan University | Marquette County

Building Codes

  1. Minimum Floor Space
    • Schools must provide adequate space for instruction and practice. For example, California requires a minimum of 3,000 square feet for cosmetology schools (which often include barbering), with at least 2,000 square feet dedicated to working, practice, and classroom areas. Additional space (e.g., 30 square feet per student beyond the first 50) may be required as enrollment increases.
    • Rooms for practical work must be sized appropriately, such as at least 14 feet wide for one row of barber chairs or 20 feet for two rows (California standard).
  2. Ceiling Height
    • Practice and classroom areas often require a minimum ceiling height, such as 9 feet, to ensure proper ventilation and comfort (e.g., California Building Code).
  3. Floor Finish
    • Floors in areas like restrooms or workspaces must be made of nonabsorbent materials (e.g., tile) to facilitate cleaning and maintain hygiene.
  4. Separation from Other Uses
    • Barbering schools must be distinct entities, not combined with residential spaces or unrelated businesses (e.g., Nevada’s NAC 643.500).
  5. Compliance with Local Building and Zoning Codes
    • Facilities must adhere to local ordinances for construction, occupancy, and zoning, ensuring the building is structurally sound and legally permitted for educational use (e.g., Virginia’s 18VAC41-20-270).
  6. Accessibility
    • Buildings must comply with accessibility standards (e.g., ADA in the U.S.), providing ramps, wide doorways, and accessible restrooms.

Occupational Safety and Health Administration: Bloodborne Pathogen Safety Standards


Safety

  1. Fire Safety
    • Compliance with the State Uniform Fire Prevention and Building Code (e.g., New York’s 19 NYCRR Parts 600-1250) or equivalent, including fire exits, extinguishers, and alarms.
    • Emergency exits must be clearly marked and unobstructed.
  2. Electrical Safety
    • All electrical equipment (e.g., clippers, dryers) must be regularly inspected (e.g., PAT testing in some regions) to prevent shocks or fires.
  3. Ventilation and Temperature Control
    • Adequate ventilation systems are required to maintain air quality and a safe working temperature, protecting students and instructors from fumes or overheating.
  4. First Aid and Emergency Preparedness
    • A stocked first aid kit must be available, and schools should have protocols for handling accidents or emergencies.
  5. Equipment Safety
    • Tools and workstations (e.g., chairs, sinks) must be maintained in good condition to prevent injuries. Hazardous tools like razor-edged implements for callus removal are often prohibited (e.g., California regulations).
  6. Occupational Safety
    • Compliance with OSHA (Occupational Safety and Health Administration) or state equivalents, such as Virginia’s Department of Labor and Industry standards, to protect against workplace hazards like chemical exposure or repetitive strain.


Hygiene

  1. Sanitation of Facilities
    • Schools must be kept clean and sanitary at all times, including floors, walls, furniture, and workstations (e.g., Virginia’s 18VAC41-20-270).
  2. Disinfection of Tools
    • Each student or instructor must have a wet disinfection unit at their station for sterilizing reusable tools (e.g., combs, shears) after each use. Disinfectants must be EPA-registered and bactericidal, virucidal, and fungicidal.
    • Single-use items (e.g., razor blades) must be discarded after each client in a labeled sharps container.
  3. Hand Hygiene
    • Practitioners must wash hands with soap and water or use hand sanitizer before services (e.g., Texas Rule 83.102).
  4. Client Protection
    • Sanitary neck strips or towels must be used to prevent capes from contacting clients’ skin directly (e.g., California regulations).
    • Services cannot be performed on inflamed, broken, or infected skin, and practitioners with such conditions on their hands must wear gloves.
  5. Product Safety
    • Cosmetic products containing FDA-banned hazardous substances are prohibited, and all products must be used per manufacturer instructions (e.g., Virginia’s 18VAC41-20-270).
  6. Waste Management
    • Proper disposal of soiled items (e.g., hair clippings) and hazardous waste (e.g., blades) is required, often daily or after each client.
  7. Health Department Compliance
    • Schools must follow state health department guidelines and report inspection results (e.g., Virginia requires reporting to the Board of Barbers and Cosmetology).
  8. Self-Inspection
    • Annual self-inspections must be documented and retained for review (e.g., Virginia mandates keeping records for five years).


Discussion

  • State-Specific Variations: Always consult your state’s barbering or cosmetology board for exact requirements. For instance, Texas (TDLR) emphasizes signage and licensing display, while California focuses on detailed sterilization methods.
  • Inspections: Schools are subject to regular inspections by state boards or health departments to ensure compliance.

Cosmetology (as time allows)

 

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