“Touch-screen devices just beg to be scribbled on,” said Squires, a senior computer science major from Jeffersonville, Indiana. “People want to touch them and interact with them. It’s a childlike, mesmerizing thing.”

The App Store released Squires’ first app, iPaint uPaint, on January 11. It is available for 99 cents at the App Store; developers such as Squires receive 70 percent of revenue from sales of their apps. Just two weeks after launching, iPaint uPaint has been downloaded by iPhone, iPad, and iPod Touch users in 13 countries.

Squires developed the app as his final project in an iOS programming class, a new course taught by associate professor of computer science Don Roberts during the Fall 2011 semester.

“Since the iPhone and Android have been released, there has been a huge surge of developers for mobile devices,” Squires said. “The iOS programming class at UE taught me the skills I needed to become a successful developer — while still in school.”

Creating iPaint uPaint took nearly two months. “There were some days and nights of pretty intense programming,” Squires recalled. “I remember one day when I started working at 10:00 a.m. and finished at 7:00 the next morning.”

The result of Squires’ efforts is an app that allows users to create virtual masterpieces on the screen of their iPhone, iPad, or iPod Touch. What differentiates iPaint uPaint from other finger-painting apps, says Squires, is the ability to connect with friends’ devices via Bluetooth and paint together.

Users can change the color of the background and brush, as well as the transparency and thickness. iPaint uPaint also features a “shake and erase” function like an Etch-a-Sketch. Users can share their finished paintings via Twitter, e-mail them to a friend, or save them to a photo album.

Squires plans to continue developing apps and hopes to attend graduate school after graduating from UE in May. As for his final project in last semester’s programming course. “I got an A,” he said with a laugh. 

Vincennes University is dedicating a new Logistics Training and Education Center today in Plainfield. The launch of the facility has been aided by a $500,000 grant from the town. In an interview to air this weekend on Inside INdiana Business Television, VU President Dick Helton talks about the role the center is playing in helping train the state’s logistics workforce.

In the shadow of two outdated smokestacks and four antiquated coal-fired boilers, Ball State has started the second and final phase of converting the university to a geothermal ground-source heat pump system – the largest project of its kind in the United States.

The conversion, started in 2009 to replace the coal boilers, now provides heating and cooling to nearly half the campus. This phase of the project will be dedicated in March.

When the system is complete, the shift from fossil fuels to a renewable energy source will reduce the university’s carbon footprint by nearly half while saving $2 million a year in operating costs.

Ball State is installing a vertical, closed-loop district system that uses only fresh water. The system uses the Earth’s ability to store heat in the ground and water thermal masses. A geothermal heat pump uses the Earth as either a heat source, when operating in heating mode, or a heat sink, when operating in cooling mode.

Under the direction of Jim Lowe, director of engineering, construction and operations, work has begun on Phase 2, which includes installation of 780 of the remaining 1,800 boreholes in a field on the south area of campus.

Construction will continue throughout 2013-2014 and will include a new District Energy Station South containing two 2,500-ton heat pump chillers and a hot water loop around the south portion of campus. The system will then connect to all buildings on campus – eventually providing heating and cooling to 5.5 million square feet.

"When costs began to escalate for the installation of a new fossil fuel burning boiler, the university began to evaluate other renewable energy options," Lowe says. "This led to the decision to convert the campus to a more efficient geothermal-based heating and cooling system."

The project has caught the attention of universities and communities across the nation. Lowe is sharing information about the university’s new operation with others who want learn how they too can benefit from a geothermal system.

Consider these recent cases from around the country (courtesy of the Education Action Group):

• For one Michigan educator, the annual costs of “non-membership” in the local, state and national teacher unions total $544.28. Andrew Buikema has been trying to leave the union since last spring, when he realized that union leaders were uninterested in helping the district control costs, even in the face of a multi-million dollar deficit.

 
“They keep asking for more and more, even though the school district can’t afford it,” he told EAG. “They’re concerned about taking care of the adults and have no consideration for the kids. I don’t want to be part of an organization that says one thing and does another,” he said.   

The union responded to his resignation request last month by sending approximately 150 pages of documents. The upshot of all those documents is this: Buikema can technically quit both unions, but he must still pay them $544.28 in “service fees,” which equals 67.7 percent of a normal union membership.
 

• These days a lot of school budgets are being held together by the accounting equivalents of bailing wire and duct tape. But one Pennsylvania school district is so broke that it needs the state to provide the wire and the tape.

The Chester Upland School District began this week with only $100,000 in its savings account, and had no way of meeting its $1 million payroll – that is, until a judge ordered the state to give the district a  $3.2 million advance in its allowance.

The money will allow the teachers to be paid and the lights to remain on, at least for a few more weeks. The district is on track to be $20 million in debt by the end of the school year.

Since 2006, Chester Upland’s enrollment has dropped by almost 1,000 students. During that same time, the district has increased its workforce by 145 employees and its budget by $28 million.

• Florida’s Marion County school district drew national headlines last summer when it announced that it was switching to a four-day school week as a way to save money. 

Other school officials took a more conventional route by laying off teachers and cutting student programs, all the while blaming Gov. Rick Scott for underfunding Florida’s public schools.

Now comes a report that finds 946 school employees in the Sunshine State earned at least $100,000 in 2010. That’s up 818 percent from 2005, according to the Foundation for Government Accountability.

The foundation also finds the percentage of non-school employees who earn at least six-figures has increased by only 7 percent during that same period.

 “During these five years, you have flat student enrollment, the biggest recession since the Great Depression and skyrocketing six-figure salaries – that adds up to a raw deal for Florida parents and taxpayers,” says Foundation CEO Tarren Bragdon.

Makes one shake his or her head — at the very minimum.

A year and a half.

That’s how long New York City’s teachers union, the United Federation of Teachers, had to agree to a new teacher evaluation system that would have allowed New York Public Schools to receive $60 million in federal aid.

The money was part of President Obama’s Race to the Top initiative, and would have gone to help 33 of the district’s lowest-achieving schools hire more teachers and instructional aides. 

In order to get the money, all UFT needed to do was approve a teacher evaluation system that contained some measurement of student learning. The evaluations would have been used to determine teacher tenure and future employment.

But UFT President Michael Mulgrew insisted that an outside arbitrator be used to decide cases involving teachers who received an unsatisfactory job review.

Schools Chancellor Dennis Walcott said that would only add “a burdensome procedural layer designed to keep ineffective teachers in the classroom,” thus undermining the entire purpose of the reform.

When it was clear late last week that the union would not budge on its demands, New York’s Education Commissioner John King Jr. pulled the plug on the $60 million.

 “The failure to reach agreements on evaluations leaves thousands of students mired in the same education morass,” King told the New York Post. “Until the grown-ups in charge start acting that way, it won’t be a very happy new year for the students.”

Like all teacher unions, the UFT always insists that it has the best interests of children at heart. But not even $60 million earmarked for improving bad schools was enough to persuade the union to beef up teacher accountability standards, which means the students lose on both counts.  

“Actions speak louder than words” might be an old adage, but it certainly applies here.
 

Chamber: How long has Historic Indianapolis been up? Why did you launch it?
 
Tiffany: Historic Indianapolis started as a periodic blog in July 2009. I started it as a way to share all of the offbeat finds I discovered as I was doing research on my home. If someone had told me 10 years ago I’d be doing this, I would have laughed. Now, I have trouble imagining doing anything else. The goal is to get people to see that no matter where you are, there are fascinating discoveries to be made that will make you feel a deeper connection to said place. The echoes in history can seem almost magical, but you have to be open to listening and capable of connecting the dots. 
  
What is it about history that appeals to you? Why do you think it doesn’t resonate with some people in younger age brackets? How have you tried to make your site appealing to those people? 
 
I love how history is just one giant game of "Six Degrees of Separation." Everyone is looking for their connection to the story and it’s just a bit more laborious, layered or labor intensive to discover the connections from many decades past — but the connections are there somewhere, awaiting discovery. I think that’s why it doesn’t necessarily resonate immediately with the younger set. If the timeframe/ person being examined is farther removed than someone they have personally known — like a grandparent — they don’t have a first-hand connection, and therefore, it’s too taxing to use imagination to flesh out. There are so many other things vying for their attention, that this one is easy to flush. I try to make the past relevant by presenting the information in a quick, accessible way, for the most part. There are always visuals; the stories aren’t too long, typically; the site can be irreverent — just look at WTH Wednesdays. People have tortured old buildings and done things that even most untrained eyes can discern — this makes for an interesting hook, akin to hiding a kid’s medicine in something they love.  
 
What is your goal with the site? Are you looking to expand it further?
 
The most immediate goal is finding sponsors to help underwrite the cost of running the site. This is a very time intensive endeavor, and there are thousands of visitors each month. Yes, I have a lengthy list of other features I plan to add once more resources are secured. There are tons of ways to get people inspired about community, history, heritage, family and I look forward to making a growing contribution in all those arenas. 
 
You now have over 4,000 Facebook fans? How are you promoting the site to generate that much interest?
 
Recently, I did a small promotion and museum ticket giveaway, but for the most part, I just ask the existing audience if they know anyone else who loves history and heritage or who has pride in Indianapolis and ask them to suggest it to friends. Plus the Facebook page is very active. New photos, questions or posts are added at least once, but oftentimes more frequently, each day.
 
Operating a site like this must expose you to a great deal of information – perhaps some that has been buried, so to speak, for a long time. In your research, what are some of the most surprising facts you’ve uncovered about the city or state?
 
Well, it’s no longer surprising — but at first, I was in absolute shock at what an opulent place this was and what stunning big city, old architecture we had — and that most of it is gone. Indianapolis has earned a nickname relating to wrecking balls. Thankfully, when I get out of the city, there are lots of lovely town squares that remain mostly intact. That’s always refreshing. 
 
Are there people in any other major cities in the U.S. with sites like yours that you’ve seen? Any others in Indiana?
 
I’ve not found anything exactly like HistoricIndianapolis.com; I’ve seen preservation sites, vintage real estate sites, sites for a specific museum, neighborhood, etc., but not one that pushes out seven days a week of content and is not comprised solely of long dissertations, as you would expect from the world of academia, for example. The unabridged version of the story should be out there — and there are plenty of academic journals or publications to accommodate that, but the medium of a website (also accessible by smartphone) almost dictates a quicker breakdown of material, if that makes sense.
  
What have been your greatest challenges in creating the site and keeping it going? 
 
The biggest challenge has been finding the time to pursue sponsorships. Though a number of people have suggested making this into a not-for-profit, I’m not yet convinced that is the way to go. It makes sense from the perspective of going after a big grant versus smaller amounts of money from sponsors and underwriters, but I’m still experimenting. Other than my three weekly contributors and other occasional ones, I do all the content, research, photos, scanning, etc. This is all incredibly time consuming, so adding to that: meeting people and pursuing potential sponsors, following up, and the like… it quickly becomes exhausting. I work at least 12 hours a day, at least 6 days a week. And I love it, but time management is a constant struggle.
  
The site is supported by sponsors. Who are some current sponsors, and what benefits do sponsors of your site receive?
 
The sponsors of static placement have one of a limited number of spaces that appear on all pages of the web site with an embedded link to their home web site or wherever they’d like. The sponsor’s visibility is high because of the very limited space for those. The other opportunity is underwriting the cost of research/ time/ photos for an article or series. For example, a vintage clothing store called Minx, (which is located in an historic building) is going to sponsor Ladies Lounge for a series of weeks. The shop logo and link will be embedded at the top within the body of the article for this weekly feature that regularly explores vintage fashion or other topics more of interest to our female audience. This is a great way for the business to also have something to Tweet out, link to on Facebook, or to list as something they are part of that will be relevant to their audience.
 
For more information, or to inquire about sponsoring, contact Tiffany at feedback@historicindianapolis.com and follow HI on Twitter (@historicindiana).

"Far too often, Indiana is not in the running for business growth and expansion plans, as site selection experts across the country repeatedly emphasize that companies won’t even consider non-right-to-work states for these opportunities. And, with these opportunities come thousands of jobs – none of which are currently coming to our state," offers Indiana Chamber President Kevin Brinegar.

He expects the right-to-work debate to be intense at the Statehouse, but says that should not be viewed as a deterrent to pursuing the policy – or used as an excuse to stay on the sidelines.

"The stakes are too high. With over a quarter million Hoosiers unemployed, ways to generate more jobs should be welcome and top of mind for everyone. We need to do everything possible to lower our state’s unemployment rate and improve our economic competitiveness," Brinegar stresses.

"Right-to-work is the most impactful way to tackle those two needs, plus it offers workers more freedom. Right-to-work protects employees from being forced to join a union and pay dues. It does not prohibit labor unions or collective bargaining; it lets employees decide."

The 10 pre-session objectives fall into seven public policy areas: economic development, education, energy, health care, labor relations, local government and taxation.

Below are the Indiana Chamber’s top legislative priorities. The complete list is also available here.

ECONOMIC DEVELOPMENT
- Support the state adopting a right-to-work statute banning the practice of requiring union membership or financial support as a condition of employment.  Would remove a significant impediment to investment and job creation. Would help Indiana continue to distinguish itself from neighboring states and to build a national leadership position in economic development.

EDUCATION
- Support protecting the 2011 reforms involving charter school expansion, school choice, merit pay for teachers and teacher collective bargaining. These new laws are the most significant enhancements to the state’s education system in more than 20 years; they put the focus where it should be – on students and increasing their potential for academic achievement. We need to make sure these reforms stay intact and are executed as intended.

- Support expanding school accountability. Our system, while improving greatly under current state leadership, still offers far too many loopholes for perpetual failure.

ENERGY
- Oppose renewable energy mandates. Indiana already has significant renewable energy development without benefit of a mandate, which would present unreasonable costs to power consumers and utilities.

HEALTH CARE
- Support ban on smoking in the workplace. Smoking is detrimental to employee health and productivity, and contributes to higher premiums for businesses providing employee health benefits.

- Oppose any health care mandates or assignment of benefits (AOB) policy. Mandates and AOB both serve to increase the cost of health care premiums for employers and their employees.

LABOR RELATIONS
- Support work share component incorporated into state’s unemployment insurance system. Would allow employees to collect reduced wages and partial unemployment benefits – as opposed to losing their jobs; is a temporary and practical alternative to layoffs.

LOCAL GOVERNMENT        
- Support common sense simplification and reforms to local government structures and practices. Current local government system lacks high standards against nepotism and allows for too many conflicts of interest. This, coupled with the streamlining of duties and functions as appropriate in county and township government, will result in a more effective system and better use of taxpayer dollars.

TAXATION
- Support elimination of the state inheritance tax. Only 1% of the state’s revenue pool comes from this tax, but the consequences are much higher. Why? This tax serves as a big deterrent for high income individuals to remain in Indiana (and spend money), or keep their assets here. It’s more beneficial for the state and its residents to remove the tax.

- Support exempting the taxation of machinery and equipment. Indiana needs to be on a level playing field with surrounding states – some of which have already made this move or are considering it now. Exempting machinery and equipment from property tax would be another strategic step in our economic development efforts.
 

When a national organization lists the top five events in a particular field for a certain year, it’s quite an accomplishment to gain a mention. It’s even better when you’re cited three times in those five entries, including an individual recognition for overall efforts. Find out who and what we’re talking about.

The answers are Indiana education reforms in 2011 and the accolades come from the Hoover Institution at Stanford University as it ranks the best education events of the past year.

Here’s the full press release, with Indiana’s mentions below:

BEST Education Events of 2011
1. Reinvigoration of school choice via opportunity scholarships and vouchers.
Despite the attractive choice that private schools (especially Catholic schools) offer in many inner cities and notwithstanding the Supreme Court’s resolution of issues of federal constitutionality, private school choice remained largely politically taboo until this year.  In what history may view as a watershed, private school choice moved ahead in many places in 2011, including the District of Columbia, where the scholarship program was resuscitated in Congress by Speaker John Boehner; Indiana, where opportunity scholarships were made available to perhaps half the state’s students; and Ohio, which lifted a too-tight cap on its program for kids exiting low-performing schools.

2. The rollback of collective bargaining agreements (CBAs) in Wisconsin, Indiana, New Jersey, Idaho, and (temporarily) Ohio.
Progress in improving education is slowed by union contracts that impede sensible decisions about the hiring, firing, deployment, and compensation of educators.  CBAs also drive up costs.  Moreover, many public sector workers are generously compensated—and enjoy relatively secure jobs—and their gold-plated benefit systems are bankrupting states and school systems.  Voters and courageous state leaders finally put these issues on the table in 2011, and five states made major reforms in the pertinent statutes.  (Ohio’s were undone in a November referendum.) 

5. Indiana’s overall record of education reform.
During 2011, Indiana abolished collective bargaining for teacher benefits and work rules.  It allowed all universities to authorize charter schools and removed its cap on charter schools.  The legislature also enacted a program of opportunity scholarships for low-income students that Indiana state superintendent Tony Bennett has correctly described as “the nation’s most expansive.”  Indiana moved school board elections from spring to fall, in effect empowering the broader public to participate in the governance of its school systems.  In sum, Indiana has the best reform record of any state in 2011.

Difficult as in a 15-step process that could take between two and five years to complete. Expensive as in from $300,000 to $500,000.

The Education Action Group recently reported:

It only takes three years in New Jersey to become a tenured teacher. The Garden State’s teacher tenure laws are so deeply flawed that 77 percent of state residents support tenure reform. Gov. Chris Christie, as well as legislative Democrats and Republicans, have offered reform plans.

The current process begins by formally bringing tenure charges against a teacher. Then the real work begins.
 
After months of gathering evidence, the investigator shares his findings with the district superintendent and the state commissioner of education. If both officials certify the charges, the case is sent to the New Jersey Office of Administrative Law and a trial is scheduled.
 
The trial itself can last up to four years. The accused teacher doesn’t mind, because after 120 calendar days, he or she collects full pay for the remainder of the process. School districts not only have to pay that salary, but must hire substitutes to fill in for the suspended teacher and pay lawyers to pursue the termination case.
 
During the trial, witnesses are called to testify and a judge typically asks the attorneys to file legal briefs. All of that can take 30 to 90 days. Then the judge will make a decision in the case, which typically takes another three or four months.
 
The state commissioner of education then reviews the judge’s decision and issues a final decision. That often takes another two or three months.
 
But in many cases, those days, weeks and months can stretch into years. Judges typically hear these cases on days they have available – perhaps one day one week, then two days a few weeks later.
 
When the entire process is finally complete and the teacher is found guilty, he or she has the option of appealing the decision, if another court will agree to hear it.
 
     

The Purdue School of Engineering and Technology at IUPUI is happy to announce a new “Sustainable Technologies Certificate” available to help students prepare for the changing green job market. This certificate is designed to address a growing need for professionals who can contribute to the green workforce with knowledge in sustainable practices in current technologies. The Sustainable Technologies Certificate is useful to students who want to have knowledge in areas of green building, renewable energies and sustainable design.

In the United States, sustainability has gained importance in business, industry, government, higher education, and in the general public’s consciousness. The goal of meeting today’s needs without harming future generations’ ability to realize their potential is a hallmark of sustainable practices. There is widespread interest from many disciplines and sectors in developing, enhancing, and integrating sustainability into all aspects of products, services and solutions. Thus, the need to equip students with the knowledge, skills and perspectives to make contributions to sustainable initiatives has never been greater.

Green jobs are rapidly being created as the economy begins embracing sustainable, energy- efficient and low-carbon practices. The Sustainable Technologies Certificate is designed to help guide future professionals who can contribute to the green global workforce. For more information on the certificate, contact Professor Pat Fox at psfox@iupui.edu.