Abridged version of the Post-Tensioning Institute booklet for the 2008 Project Awards. The New Guthrie Theater Center in Minneapolis, MN won the Project-of-the-Year. Post-tensioning was supplied by AMSYSCO, Inc. The Architect was Jean Nouvel, the Engineer was Erickson Roed & Associates, and the Contractor was McGough Construction.
Abridged version of the Post-Tensioning Institute booklet for the 2008 Project Awards. The New Guthrie Theater Center in Minneapolis, MN won the Project-of-the-Year. Post-tensioning was supplied by AMSYSCO, Inc. The Architect was Jean Nouvel, the Engineer was Erickson Roed & Associates, and the Contractor was McGough Construction.
Minnesota Twins Target Field & Post TensioningAMSYSCO Inc.
Presentation by Neel Khosa given during the Post-Tensioning Institute's 2011 Technical Conference. Topic is about the use of unbonded post-tensioned concrete in Target Field stadium, home of the Minnesota Twins MLB team.
The Importance of Unbonded Field CertificationAMSYSCO Inc.
Having certified personnel is a requirement in ACI-318 for post-tensioned concrete structures. The PTI Unbonded Post-tensioning Certification Program is one way to satisfy this construction requirement.
OneEleven Tower - post tensioned transfer deckAMSYSCO Inc.
The high-rise building located at 111 W. Wacker Drive in downtown Chicago was formerly known as the ‘Waterview.’ The structure was originally designed as an 89-story luxury hotel located along the Chicago River. The construction of the conventionally-reinforced building progressed until the 27th floor when the 2007 economic recession hit the U.S. Ultimately, the original project was shelved due to financing issues. The unfinished building became a visible eye-sore in the heart of Chicago for several years. Fortunately, a consortium of creditors and lienholders (Clark Wacker LLC) took ownership of the project and formed a Joint Venture with Related Midwest in 2010.
In 2012, the hotel was redesigned as a 60-story residential apartment building and renamed ‘OneEleven.’ There were several major design issues with converting a hotel into a 500-unit apartment with a smaller floor-plate and different column layout. Since the column were poured until the 28th floor, this floor was built as originally designed. The 29th floor was constructed with a 12-inch post-tensioned slab and functioned as an amenity level.
What separates this high-rise tower from others is the 60-inch transfer deck (located on the 30th floor). The transfer deck was designed to be a 72-inch conventionally-reinforced slab with the post-tensioned floors above. The PT Supplier and Concrete Contractor redesigned it into a 60-inch thick slab using post-tensioned to replace roughly 372 tons of rebar. The redesign saved around $380,000 from the cost of the transfer deck (excluding costs of other vertical elements). The reduced dead load of the slab also helped eliminate the reshoring requirements. The 12-inch building height reduction funneled into lower costs for all vertical elements and lower operational energy costs. A flat-plate was used in lieu of large beams and transfer girders in order to reduce forming costs.
The installation of the transfer slab and coordination of trades was extremely complex. Additionally, the coordination was fast-paced since the transfer slab was the second floor of the new construction. Construction trades and engineer spent almost one month on coordinating PT tendons, rebar and MEP piping/penetrations.
The transfer mat was poured in two lifts (20-inch and 40-inch lifts) for a total of roughly 2,250 cubic yards of 6000 psi concrete. One of the pours lasted 17 hours – and had an increased degree of complexity due to being poured mid-air. In total, there was 60 tons of unbonded-post-tensioning (gross weight) used in the transfer deck.
The use of unbonded post-tensioning in the original design was also used to reduce the high-rise building height by at least 1” per floor as compared to mildly-reinforced concrete. PT helped make a stalled project more economical due to the reduction in material costs (concrete columns/walls, MEP piping, elevators/stairs and curtain-wall).
Post-Tension Concrete - Info session for ContractorsAMSYSCO Inc.
This presentation is to help General and Concrete Contractors manage construction projects that use Post-Tensioned Concrete.
1. Intro to Post-Tension
2. Components of Post-Tension
3. Construction Team
4. Submittals
5. Pre-Installation
6. Installation Management
7. Post-Concrete Placement
8. Troubleshooting
A Mixed Methods Look at Self-Directed Online Learning: MOOCs, Open Educatio...cjbonk
Abstract: On April 4, 2001 (i.e., “441”), Charles Vest, then president of MIT, made an historic announcement. He set a goal of having most of his university’s courses freely available on the Web in a decade. While some thought this to be a rather bold proclamation, today more than 2,000 MIT courses are available for self-directed learners around the globe to explore, download, use, and share. Suffice to say, we are in the midst of an incredible array of changes across all sectors of education that would have been unthinkable just a decade or two ago. People in remote parts of the world are learning from well-known professors at Princeton, Rice, Harvard, and MIT; typically, without a fee. Countless millions of individuals are engaged in self-directed, informal, and solitary learning experiences with open educational resources (OER) and OpenCourseWare (OCW). At the same time, myriad others are engaged in highly collaborative and interactive learning with global peers who have signed up for a MOOC or “massive open online course.” As these learning experiments unfold, many aspects of college, and schooling in general, are being called into question. There is debate about the value or even the need for a degree. In response, this study explores the learning experiences of self-directed learners, including the common barriers, obstacles, motivations, and successes in such environments. It also explores possibilities for life change from the use of OER, OCW, and MOOCs. Data collection included subscribers of the MIT OCW initiative as well as participants of a MOOC hosted by Blackboard using CourseSites. The findings not only capture the motivational variables involved in informal and self-directed learning experiences through informal education channels, but also provide a set of stories of life change that might inspire others into MOOCs, open education, and beyond.
Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...University of Waterloo
2012 has been described at "The Year of the MOOC." This presentation describes where MOOCs came from and why they have drawn hundreds of media stories and commentaries and controversies and, more importantly, millions of investor dollars and claims that MOOCs represent "the future of education." Larger issues are at play—beyond high enrollment numbers in online classes—issues related to technological promise and education, views of students as consumers and of teachers as service providers, the rising price of tuition and shrinking public support of education, all embedded in a culture of entitlement challenged by unprecedented economic austerity. MOOCs, therefore, are as interesting for what they teach us about where we are technologically as they are for what they tell us about the value of education in our democratic society.
The Association of College and Research Librarians Virtual World Interest Group held a panel discussion on MOOCs and the impact on libraries, higher education, and information literacy.
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)Mark McGuire
Blog: http://markmcguire.net/
Twitter: @mark_mcguire
https://twitter.com/mark_mcguire
Abstract:
In many countries, the increasing costs associated with higher education combined with reduced funding for public education during a period of fiscal restraint threatens the sustainability of current models of provision. Glenn Harlan Reynolds (2012) warns of a “Higher Education Bubble” in the United States. Sebastian Thrun, founder of Udacity.com, a for-profit platform for Massive Open Online Courses (MOOCs), predicts that there will be only 10 institutions delivering higher education in 50 years (Steven Leckart, 2012). In contrast to these doomsday scenarios, Audrey Watters (2013) and others counter that professors and the institutions that employ them are not necessarily resistant to change, and that we should not “hack education” in a way that dismantles public institutions and threatens local economies, the community, social justice, and the public good.
In this presentation, I briefly trace the development of MOOCs and I discuss the differences between the high profile platforms that rely on lecture videos and machine marking (xMOOCs) and earlier experiments that follow what George Siemens refers to as a “Connectivist” approach (2005), which encourages participants to build their own personal learning network (cMOOCs). Using a case study method, I discuss three types of Design courses that leverage open strategies and serve as exemplars of “digital scholarship” (Martin Weller, 2011). The first, #Phonar (Photography and Narrative), is a Coventry University course that uses blogging and social media to connect place-based students to online participants. The second, ds106 (Digital Storytelling), is an online-only course offered by the University of Mary Washington that requires students to interact with one another and with the wider world through blogs, social media and an Internet radio station. The third, DOCC2013: Dialogues on Feminism and Technology, is a Distributed Open Collaborative Course that was offered for the first time in the fall of 2013 by fifteen universities in the United States and Canada, with academics working collaboratively across institutions.
I argue that by encouraging a paradigm shift in education from Push (broadcast) to Pull (accessing an archive) to Co-create (collaborative production) Design education can provide positive examples of how we can do more, and reach more, sustainably. Blurring the boundaries between teacher and student, online and offline, and formal and informal, education can enhance learning and extend its benefits beyond the lecture theatre and design studio. This pedagogical shift is in line with contemporary Design practice, in which collaborative and participatory processes are crucial, especially when working to solve wicked problems.
Keynote Address, Sydney CEO TL ConferenceSyba Academy
'Converging the Parallels', Primary & Secondary Teacher Librarian, Cross Regional Conference.
Presented on Friday 10 September 2010. Conference held at The Terry Keogh Conference Centre, CEO Southern Region, Revesby (Sydney).
MOOCSs for Universities and Learners An analysis of motivating factorsSu White
a presentation summarising recent research at the University of Southampton in the Centre for innovation in technologies and education. Content analysis and online survey looking at motivation factors - research ongoing in the group
Minnesota Twins Target Field & Post TensioningAMSYSCO Inc.
Presentation by Neel Khosa given during the Post-Tensioning Institute's 2011 Technical Conference. Topic is about the use of unbonded post-tensioned concrete in Target Field stadium, home of the Minnesota Twins MLB team.
The Importance of Unbonded Field CertificationAMSYSCO Inc.
Having certified personnel is a requirement in ACI-318 for post-tensioned concrete structures. The PTI Unbonded Post-tensioning Certification Program is one way to satisfy this construction requirement.
OneEleven Tower - post tensioned transfer deckAMSYSCO Inc.
The high-rise building located at 111 W. Wacker Drive in downtown Chicago was formerly known as the ‘Waterview.’ The structure was originally designed as an 89-story luxury hotel located along the Chicago River. The construction of the conventionally-reinforced building progressed until the 27th floor when the 2007 economic recession hit the U.S. Ultimately, the original project was shelved due to financing issues. The unfinished building became a visible eye-sore in the heart of Chicago for several years. Fortunately, a consortium of creditors and lienholders (Clark Wacker LLC) took ownership of the project and formed a Joint Venture with Related Midwest in 2010.
In 2012, the hotel was redesigned as a 60-story residential apartment building and renamed ‘OneEleven.’ There were several major design issues with converting a hotel into a 500-unit apartment with a smaller floor-plate and different column layout. Since the column were poured until the 28th floor, this floor was built as originally designed. The 29th floor was constructed with a 12-inch post-tensioned slab and functioned as an amenity level.
What separates this high-rise tower from others is the 60-inch transfer deck (located on the 30th floor). The transfer deck was designed to be a 72-inch conventionally-reinforced slab with the post-tensioned floors above. The PT Supplier and Concrete Contractor redesigned it into a 60-inch thick slab using post-tensioned to replace roughly 372 tons of rebar. The redesign saved around $380,000 from the cost of the transfer deck (excluding costs of other vertical elements). The reduced dead load of the slab also helped eliminate the reshoring requirements. The 12-inch building height reduction funneled into lower costs for all vertical elements and lower operational energy costs. A flat-plate was used in lieu of large beams and transfer girders in order to reduce forming costs.
The installation of the transfer slab and coordination of trades was extremely complex. Additionally, the coordination was fast-paced since the transfer slab was the second floor of the new construction. Construction trades and engineer spent almost one month on coordinating PT tendons, rebar and MEP piping/penetrations.
The transfer mat was poured in two lifts (20-inch and 40-inch lifts) for a total of roughly 2,250 cubic yards of 6000 psi concrete. One of the pours lasted 17 hours – and had an increased degree of complexity due to being poured mid-air. In total, there was 60 tons of unbonded-post-tensioning (gross weight) used in the transfer deck.
The use of unbonded post-tensioning in the original design was also used to reduce the high-rise building height by at least 1” per floor as compared to mildly-reinforced concrete. PT helped make a stalled project more economical due to the reduction in material costs (concrete columns/walls, MEP piping, elevators/stairs and curtain-wall).
Post-Tension Concrete - Info session for ContractorsAMSYSCO Inc.
This presentation is to help General and Concrete Contractors manage construction projects that use Post-Tensioned Concrete.
1. Intro to Post-Tension
2. Components of Post-Tension
3. Construction Team
4. Submittals
5. Pre-Installation
6. Installation Management
7. Post-Concrete Placement
8. Troubleshooting
A Mixed Methods Look at Self-Directed Online Learning: MOOCs, Open Educatio...cjbonk
Abstract: On April 4, 2001 (i.e., “441”), Charles Vest, then president of MIT, made an historic announcement. He set a goal of having most of his university’s courses freely available on the Web in a decade. While some thought this to be a rather bold proclamation, today more than 2,000 MIT courses are available for self-directed learners around the globe to explore, download, use, and share. Suffice to say, we are in the midst of an incredible array of changes across all sectors of education that would have been unthinkable just a decade or two ago. People in remote parts of the world are learning from well-known professors at Princeton, Rice, Harvard, and MIT; typically, without a fee. Countless millions of individuals are engaged in self-directed, informal, and solitary learning experiences with open educational resources (OER) and OpenCourseWare (OCW). At the same time, myriad others are engaged in highly collaborative and interactive learning with global peers who have signed up for a MOOC or “massive open online course.” As these learning experiments unfold, many aspects of college, and schooling in general, are being called into question. There is debate about the value or even the need for a degree. In response, this study explores the learning experiences of self-directed learners, including the common barriers, obstacles, motivations, and successes in such environments. It also explores possibilities for life change from the use of OER, OCW, and MOOCs. Data collection included subscribers of the MIT OCW initiative as well as participants of a MOOC hosted by Blackboard using CourseSites. The findings not only capture the motivational variables involved in informal and self-directed learning experiences through informal education channels, but also provide a set of stories of life change that might inspire others into MOOCs, open education, and beyond.
Massive Open Online Courses (MOOCs): Entrepreneurial Instruction or the Death...University of Waterloo
2012 has been described at "The Year of the MOOC." This presentation describes where MOOCs came from and why they have drawn hundreds of media stories and commentaries and controversies and, more importantly, millions of investor dollars and claims that MOOCs represent "the future of education." Larger issues are at play—beyond high enrollment numbers in online classes—issues related to technological promise and education, views of students as consumers and of teachers as service providers, the rising price of tuition and shrinking public support of education, all embedded in a culture of entitlement challenged by unprecedented economic austerity. MOOCs, therefore, are as interesting for what they teach us about where we are technologically as they are for what they tell us about the value of education in our democratic society.
The Association of College and Research Librarians Virtual World Interest Group held a panel discussion on MOOCs and the impact on libraries, higher education, and information literacy.
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)Mark McGuire
Blog: http://markmcguire.net/
Twitter: @mark_mcguire
https://twitter.com/mark_mcguire
Abstract:
In many countries, the increasing costs associated with higher education combined with reduced funding for public education during a period of fiscal restraint threatens the sustainability of current models of provision. Glenn Harlan Reynolds (2012) warns of a “Higher Education Bubble” in the United States. Sebastian Thrun, founder of Udacity.com, a for-profit platform for Massive Open Online Courses (MOOCs), predicts that there will be only 10 institutions delivering higher education in 50 years (Steven Leckart, 2012). In contrast to these doomsday scenarios, Audrey Watters (2013) and others counter that professors and the institutions that employ them are not necessarily resistant to change, and that we should not “hack education” in a way that dismantles public institutions and threatens local economies, the community, social justice, and the public good.
In this presentation, I briefly trace the development of MOOCs and I discuss the differences between the high profile platforms that rely on lecture videos and machine marking (xMOOCs) and earlier experiments that follow what George Siemens refers to as a “Connectivist” approach (2005), which encourages participants to build their own personal learning network (cMOOCs). Using a case study method, I discuss three types of Design courses that leverage open strategies and serve as exemplars of “digital scholarship” (Martin Weller, 2011). The first, #Phonar (Photography and Narrative), is a Coventry University course that uses blogging and social media to connect place-based students to online participants. The second, ds106 (Digital Storytelling), is an online-only course offered by the University of Mary Washington that requires students to interact with one another and with the wider world through blogs, social media and an Internet radio station. The third, DOCC2013: Dialogues on Feminism and Technology, is a Distributed Open Collaborative Course that was offered for the first time in the fall of 2013 by fifteen universities in the United States and Canada, with academics working collaboratively across institutions.
I argue that by encouraging a paradigm shift in education from Push (broadcast) to Pull (accessing an archive) to Co-create (collaborative production) Design education can provide positive examples of how we can do more, and reach more, sustainably. Blurring the boundaries between teacher and student, online and offline, and formal and informal, education can enhance learning and extend its benefits beyond the lecture theatre and design studio. This pedagogical shift is in line with contemporary Design practice, in which collaborative and participatory processes are crucial, especially when working to solve wicked problems.
Keynote Address, Sydney CEO TL ConferenceSyba Academy
'Converging the Parallels', Primary & Secondary Teacher Librarian, Cross Regional Conference.
Presented on Friday 10 September 2010. Conference held at The Terry Keogh Conference Centre, CEO Southern Region, Revesby (Sydney).
MOOCSs for Universities and Learners An analysis of motivating factorsSu White
a presentation summarising recent research at the University of Southampton in the Centre for innovation in technologies and education. Content analysis and online survey looking at motivation factors - research ongoing in the group
Is open science an inevitable outcome of e-science?Jeremy Frey
Frey, Jeremy G. (2016) Is open science an inevitable outcome of e-science? At 251st American Chemical Society National Meeting & Exposition - Computers in Chemistry, United States. 13 - 17 Mar 2016.
Everyone is talking about the need to motivate and engage learners. This is true in face-to-face
classrooms and even more true in online environments. Many students are unhappy due to bland online
content and unimaginative activities. Many others are bored since the course does not utilize current
technologies. They love their iPads, iPhones, and other mobile technologies and want their instructors
to utilize them. Some feel that their instructors have not addressed their preferred learning approaches.
They want hands-on activities as well as time to explore the resources they find the Web. All they simply
want is more variety, or more specifically, they want ‘TEC-VARIETY.’ Bonk’s new instructional design
model for online learning — TEC-VARIETY — will break online instructors and students out of boring
online learning. This session will outline dozens of active learning ideas and solutions that motivate and
engage online learners in deeper learning experiences.
Taking Leadership in Mystery of MOOCs and the Mass Movement toward Open Educa...cjbonk
Back-up keynote at MOOCs and Open Education Around the World preconference symposium prior to E-Learn 2013 in Las Vegas, October 2013. (Note: this was a back-up talk in case our connection to George Siemens in Canada did not work. It almost didn't.)
Jubb, M. et al (2009). E-journals: Their Use and Impact . Research Information Network. http://www.rin.ac.uk/system/files/attachments/E-journals-report.pdf
lib.neu.edu (student at computer), http://www.abe.pl/html/images/oxfordonline_odrs.gif (Oxford digital reference shelf); health on the go (http://static.uslnn.com/wp-content/uploads/2010/02/wirless-health-400x382.jpg); Kindle reader (http://consumerwebguide.com/wp-content/uploads/2009/02/feat-libr-300px_v251249390_.jpg)