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International Zoning Code

2025 Group B Proposed Changes to IZC | Complete Monograph for Changes to I-Codes (2630 pages)

National Association of County Engineers

The purpose of the code is to establish minimum requirements to provide a reasonable level of health, safety, property protection and welfare by controlling the design, location, use or occupancy of all buildings and structures through the regulated and orderly development of land and land uses within this jurisdiction.

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Municipalities usually have specific land use or zoning considerations to accommodate the unique needs and characteristics of college towns:

  1. Mixed-Use Zoning: Cities with colleges and universities often employ mixed-use zoning strategies to encourage a vibrant and diverse urban environment. This zoning approach allows for a combination of residential, commercial, and institutional uses within the same area, fostering a sense of community and facilitating interactions between students, faculty, and residents.
  2. Height and Density Restrictions: Due to the presence of educational institutions, cities may have specific regulations on building height and density to ensure compatibility with the surrounding neighborhoods and maintain the character of the area. These restrictions help balance the need for development with the preservation of the existing urban fabric.
  3. Student Housing: Cities with colleges and universities may have regulations or guidelines for student housing to ensure an adequate supply of affordable and safe accommodations for students. This can
    include requirements for minimum bedroom sizes, occupancy limits, and proximity to campus.
  4. Parking and Transportation: Given the concentration of students, faculty, and staff, parking and transportation considerations are crucial. Cities may require educational institutions to provide parking facilities or implement transportation demand management strategies, such as promoting public transit use, cycling infrastructure, and pedestrian-friendly designs.
  5. Community Engagement: Some cities encourage colleges and universities to engage with the local community through formalized agreements or community benefit plans. These may include commitments to support local businesses, contribute to neighborhood improvement projects, or provide educational and cultural resources to residents.

This is a relatively new title in the International Code Council catalog; revised every three years in the Group B tranche of titles.  Search on character strings such as “zoning” in the link below reveals the ideas that ran through the current revision:

Complete Monograph: 2022 Proposed Changes to Group B I-Codes (1971 pages)

We maintain it on our periodic I-Codes colloquia, open to everyone.  Proposals for the 2026 revision will be received until January 10, 2025.

2024/2025/2026 ICC CODE DEVELOPMENT SCHEDULE

We maintain it on our periodic I-Codes colloquia, open to everyone with the login credentials at the upper right of our home page.

The City Rises (La città che sale) | 1910 Umberto Boccioni


Related:

Signs, Signs, Signs

  1. Reed v. Town of Gilbert (2015): This Supreme Court case involved a challenge to the town of Gilbert, Arizona’s sign code, which regulated the size, location, and duration of signs based on their content. The court held that the sign code was a content-based restriction on speech and therefore subject to strict scrutiny.
  2. City of Ladue v. Gilleo (1994): In this Supreme Court case, the court struck down a municipal ordinance that banned the display of signs on residential property, except for signs that fell within specific exemptions. The court held that the ban was an unconstitutional restriction on the freedom of speech.
  3. Metromedia, Inc. v. San Diego (1981): This Supreme Court case involved a challenge to a San Diego ordinance that banned off-premises advertising signs while allowing on-premises signs. The court held that the ordinance was an unconstitutional restriction on free speech, as it discriminated against certain types of speech.
  4. City of Ladue v. Center for the Study of Responsive Law, Inc. (1980): In this Supreme Court case, the court upheld a municipal ordinance that prohibited the display of signs on public property, but only if the signs were posted for longer than 10 days. The court held that the ordinance was a valid time, place, and manner restriction on speech.
  5. City of Boerne v. Flores (1997): This Supreme Court case involved a challenge to a municipal sign code that regulated the size, location, and content of signs in the city. The court held that the sign code violated the Religious Freedom Restoration Act, as it burdened the exercise of religion without a compelling government interest.

 

History of the English Speaking Peoples

Michigan Central

Since so much of what we do in standards setting is built upon a foundation of a shared understanding and agreement of the meaning of words (no less so than in technical standard setting) that time is well spent reflecting upon the origin of the nouns and verbs of that we use every day.   Best practice cannot be discovered, much less promulgated, without its understanding secured with common language.

Word Counts

2024 Alumni Awards

Cambridge: English language education in the era of generative AI

Wild Blueberry Pie

Standards Maine

WSRN 91.5 FM

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The “Worldwide Swarthmore Radio Network” is Swarthmore College’s official campus radio station. It broadcasts out of the suburban Philadelphia borough of Swarthmore, Pennsylvania.

Prior to the 1970s, WSRN operated as a carrier signal broadcast to the campus of Swarthmore College only. The station went on the air with 10 watts on October 15, 1972.  Following efforts by the Federal Communications Commission to encourage as many Class D stations as possible to increase power, a campaign was raised by the students of the college, and in the late 1970s, the FCC granted a license for a 110-watt, directional, transmission.

Programming has been eclectic from the 1970s on. Station programming is diverse; music spans “world,” hip hop, blues, folk, rock, pop, R & B, and classical. Talk and comedy programs comprise much of the weekend line-up. Notably “Funk” which ran from fall 2012 to spring 2014 Friday mornings from midnight to 2AM.

In 1986, the main on-air studio was completely refurbished, with a new control panel, turntables, microphones, and wiring installed. 1998 saw the rewiring and modernization of the production studio and the construction of an acoustically isolated sound studio connected to the production studio.

Students have always manned the soundboard, and so, during most summers, the station is dark.  Following the COVID-19 pandemic, the radio station had periods of limited broadcasting. During the 2021-2022 academic year, a significant effort by students, faculty, staff, and community members was successfully carried out to get the station back up to an operational state. As of April 1, 2022, the station has resumed broadcasting.

Iain Barli

“A drink to the living, a toast to the dead.”

— Some guy.

 

“John Barleycorn” is a figure in English and Scottish folklore who represents the personification of barley and the alcoholic beverages made from it, such as beer and whiskey. In folklore, John Barleycorn is often depicted as a person who is subjected to various forms of mistreatment and violence, such as being crushed, ground, and fermented, before eventually being reborn in the form of alcoholic beverages.

The figure of John Barleycorn has been the subject of various poems, songs, and other works of literature throughout English and Scottish history. One of the most famous works about John Barleycorn is the traditional English folk song of the same name, which tells the story of John Barleycorn’s journey from a growing plant to a fully fermented alcoholic beverage. The song has been covered by many artists over the years, including the British group  Traffic.

The legend of John Barleycorn is not widely known in the United States, but it does have some cultural resonance in certain regions and among certain groups of people. The legend is a traditional British folk song that tells the story of a man named John Barleycorn, who is personified as a personification of the cereal crop barley, which is used to make beer and other alcoholic beverages. Some breweries in the US have even named beers after John Barleycorn, as a nod to the traditional English roots of brewing.  The legend of John Barleycorn also has some resonance in American literature and popular culture. The American author Jack London wrote a novel titled “John Barleycorn” in 1913, which was a semi-autobiographical account of his own struggles with alcoholism. The novel has since become a classic of American literature and is still widely read today.

Notre Dame in Ireland: Chef David’s Scones

“…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.

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

Home Economics

Today at the usual hour we review the standards, codes, regulations and best practice literature for the safety and sustainability of facilities for teaching skills needed for supporting families.

Inglenook

Salutariness | Fashion

Commercial Kitchens

Life Safety Code

Electrical Safety

Energy Standard for *Sites* and Buildings

Current Issues and Recent Research

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

What is Happening to the Family, and Why?

World Census of Agriculture

Much like its role as a discoverer of new knowledge and as a large consumer in the energy sector, education communities have a significant role in food security research and as a consumer in its school lunch programs, dormitory, athletic facility and healthcare enterprises.  Accordingly — in much the same way we follow the US Census Bureau’s monthly construction activity report — we follow a data point provided by the US Department of Agriculture (USDA) as one of our stars to steer by.

The World Agricultural Supply and Demand Estimates  is a monthly report published by the USDA that provides comprehensive forecast of supply and demand for major crops (global and United States) and livestock (U.S. only). The report provides an analysis of the fundamental condition of the agricultural commodity markets for the use of farmers, governments and other market participants.

 

World Agricultural Supply & Demand Estimates | September 12, 2025

 

 

 

We maintain the WASDE report on our periodic Nourriture colloquia.   See our CALENDAR for the next online meeting; open to everyone


More

Morrill Land-Grant Act

Family of Mr. Schoenfeldt | Sheridan County, Kansas
Source: Farm Security Administration Russell Lee photographer

LIVE: Studentenradio Maastricht

Dutch student radios (known as studentenzenders or campus radios) are typically non-commercial, educational broadcasting initiatives run by universities or student associations. They operate primarily as cable radio stations (kabelradio) distributed via campus or university cable networks, rather than over-the-air FM/AM transmissions. This avoids the need for expensive ether frequency licenses and aligns with their limited, non-public reach. Over-the-air broadcasting is rare for student radios due to regulatory hurdles and costs, but if pursued, it falls under general broadcasting rules.

 

Standards are governed by the Dutch Media Act (Mediawet), enforced by the Dutch Media Authority (Commissariaat voor de Media, CvdM) for content and permissions, and the Dutch Authority for Digital Infrastructure (Rijksinspectie Digitale Infrastructuur for technical aspects. For cable distribution, no broadcast license is required if confined to private/university networks, but equipment must comply with EU directives. 

Lotte van Wageningen: Less polished – more authentic

Nederland

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