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Over the past two decades, researchers have reported positive life skills outcomes for young people participating in sport-based lifeskills programs. However, to date, there has been a lack of consideration in the literature regarding the quality of the programs designed and the evaluation methods adopted. Therefore, we conducted a systematic review of the life skills literature to: (a) assess the quality of sport-based life skills program design and evaluation methods; and (b) identify characteristics relating to the quality of sport-based life skills programs where authors had evidenced life skills development and transfer. Using the PRISMA guidelines, we searched six databases for relevant research papers and applied inclusion and exclusion criteria to the papers returned, of which 15 papers met the criteria. We conducted two quality assessment exercises (design and evaluation methods) and found three moderate high quality life skills programs, 11 moderate quality programs, and one low quality program. We present the characteristics (regarding quality) of intervention designs and methods, conclude with recommendations for designing quality sport-based life skills programs, and provide guidelines for researchers to evaluate sport-based life skills programs. Lay summary: Through engaging in sport-based life skills programs, young people can develop transferable skills. However, the quality of these life skills programs is unclear. We assess the quality of the design and evaluation methods of sport-based life skills programs, present the characteristics of moderate-high and moderate quality programs, and offer recommendations for future research and practice.

Phosphorus removal in wastewater treatment is commonly achieved by chemical precipitation, enhanced biological phosphorus removal (EBPR) or a simultaneous combination of the two. A defined anaerobic condition is widely regarded as the critical element to sustain EBPR. However, this study demonstrates that EBPR is indeed occurring in a 4.5 m3/h membrane bioreactor (MBR) pilot plant without a defined anaerobic condition. Although designed for chemical precipitation alone, a low average Fe/P molar ratio (iron dose/phosphorus removed) of 0.9 ± 0.1 suggests that EBPR could be contributing to a simultaneous phosphorus removal. Weekly flow-proportional grab samples through the process showed a phosphate (P) release between the primary anoxic tanks, followed by a larger uptake in the aerobic tanks. In laboratory batch tests with limited acetate supply in the presence of nitrates, the anoxic P-release began and then abruptly stopped whilst the nitrate concentration continued to decrease. This could be explained by denitrifiers out-competing PAOs for soluble substrate since a large P-release occurred when excess acetate was supplied in the presence of nitrates. It is therefore unlikely that PAOs are operating in the pilot despite the presence of nitrates as was concluded in a study with similar spontaneous EBPR observations. Instead, it is suggested that EBPR is enabled by intermittent anaerobic conditions in the primary anoxic tanks due to low nitrate concentrations (< 1 mg NO3/l) recirculating back after post-denitrification. The external carbon source supplied to the pilot was changed from glycerol to ethanol to assess any effect on the spontaneous EBPR. After ethanol had been supplied for 30 days, increased P-release rates were observed in batch tests supplied with ethanol (0.1 to 0.4 mg P/g VSS∙h) and batch tests supplied with acetate (8.6 ± 0.4 to 10.3 ± 0.4 mg P/g VSS∙h). However, the overall consumption of glycerol was less than that of ethanol, whilst the total ph, Fosforrening av avloppsvatten uppnås vanligtvis genom kemisk utfällning, enhanced biological phosphorus removal (EBPR) eller en kombination av dessa två samtidig. Ett definierat anaeroba förhållanden betraktas allmänt som det kritiska elementet för att upprätthålla EBPR. Dock visar denna studie att EBPR verkligen förekommer i en pilotanläggning med membranbioreaktor (MBR) utan ett definierat anaeroba förhållanden. Veckovis flödesproportionella stickprover genom processen visade en ökad fosfat (P) halt mellan de primära anoxisk tankarna, följt av ett upptag i de aerobiska tankarna. Även om det är planerat för bara kemisk fosforrening, ett lågt medel Fe/P molförhållande (järndos/fosfor bortagning) på 0,9 ± 0,1 föreslår att EBPR kan bidra till ett samtidigt fosforrening. Laboratorie-P-utsläppningstest bekräftade EBPR-aktivitet med en hög medel P-utsläpp av 9,3 ± 0,9 mg P/g VSS∙h med acetat. Tillsammans indikerar dessa resultat att biologiskt fosforrening kompletterade den kemiska fosforrening under undersökningsperioden. P- utsläppningstest visade att närvaron av nitrater inte påverkade PAO-aktiviteter när acetat tillfördes i överskott. Med begränsad acetattillförsel förhindrade emellertid närvaron av nitrater någon initial P-utsläpp och inga efterföljande fermenteringsbiprodukter observerades. Slutsatsen dras att effektiv nitrifikation-denitrifikation och hög recirkulation resulterar i låga nitrathalt i primär anox tankar. Detta orsakar intermittenta anaerobisk förhållanden som, tillsammans med lämpliga substrathalt i inloppsvatten, möjliggör EBPR att ske. Den externa kolkällan som levererades till MBR-piloten ändrades från glycerol till etanol för att undersöka potentialen att öka EBPR-andelen av fosforrening. P-utsläpp i labbtester med etanol dosering ökade från 0,1 till 0,4 mg P/g VSS∙h och tester med acetat dosering ökade från 8,6 ± 0,4 till 10,3 ± 0,4 mg P/g VSS∙h när slam hade anpassats till etanol

Over the past two decades, researchers have reported positive life skills outcomes for young people participating in sport-based lifeskills programs. However, to date, there has been a lack of consideration in the literature regarding the quality of the programs designed and the evaluation methods adopted. Therefore, we conducted a systematic review of the life skills literature to: (a) assess the quality of sport-based life skills program design and evaluation methods; and (b) identify characteristics relating to the quality of sport-based life skills programs where authors had evidenced life skills development and transfer. Using the PRISMA guidelines, we searched six databases for relevant research papers and applied inclusion and exclusion criteria to the papers returned, of which 15 papers met the criteria. We conducted two quality assessment exercises (design and evaluation methods) and found three moderate high quality life skills programs, 11 moderate quality programs, and one low quality program. We present the characteristics (regarding quality) of intervention designs and methods, conclude with recommendations for designing quality sport-based life skills programs, and provide guidelines for researchers to evaluate sport-based life skills programs. Lay summary: Through engaging in sport-based life skills programs, young people can develop transferable skills. However, the quality of these life skills programs is unclear. We assess the quality of the design and evaluation methods of sport-based life skills programs, present the characteristics of moderate-high and moderate quality programs, and offer recommendations for future research and practice.

Over the past two decades, researchers have reported positive life skills outcomes for young people participating in sport-based lifeskills programs. However, to date, there has been a lack of consideration in the literature regarding the quality of the programs designed and the evaluation methods adopted. Therefore, we conducted a systematic review of the life skills literature to: (a) assess the quality of sport-based life skills program design and evaluation methods; and (b) identify characteristics relating to the quality of sport-based life skills programs where authors had evidenced life skills development and transfer. Using the PRISMA guidelines, we searched six databases for relevant research papers and applied inclusion and exclusion criteria to the papers returned, of which 15 papers met the criteria. We conducted two quality assessment exercises (design and evaluation methods) and found three moderate high quality life skills programs, 11 moderate quality programs, and one low quality program. We present the characteristics (regarding quality) of intervention designs and methods, conclude with recommendations for designing quality sport-based life skills programs, and provide guidelines for researchers to evaluate sport-based life skills programs. Lay summary: Through engaging in sport-based life skills programs, young people can develop transferable skills. However, the quality of these life skills programs is unclear. We assess the quality of the design and evaluation methods of sport-based life skills programs, present the characteristics of moderate-high and moderate quality programs, and offer recommendations for future research and practice.

Phosphorus removal in wastewater treatment is commonly achieved by chemical precipitation, enhanced biological phosphorus removal (EBPR) or a simultaneous combination of the two. A defined anaerobic condition is widely regarded as the critical element to sustain EBPR. However, this study demonstrates that EBPR is indeed occurring in a 4.5 m3/h membrane bioreactor (MBR) pilot plant without a defined anaerobic condition. Although designed for chemical precipitation alone, a low average Fe/P molar ratio (iron dose/phosphorus removed) of 0.9 ± 0.1 suggests that EBPR could be contributing to a simultaneous phosphorus removal. Weekly flow-proportional grab samples through the process showed a phosphate (P) release between the primary anoxic tanks, followed by a larger uptake in the aerobic tanks. In laboratory batch tests with limited acetate supply in the presence of nitrates, the anoxic P-release began and then abruptly stopped whilst the nitrate concentration continued to decrease. This could be explained by denitrifiers out-competing PAOs for soluble substrate since a large P-release occurred when excess acetate was supplied in the presence of nitrates. It is therefore unlikely that PAOs are operating in the pilot despite the presence of nitrates as was concluded in a study with similar spontaneous EBPR observations. Instead, it is suggested that EBPR is enabled by intermittent anaerobic conditions in the primary anoxic tanks due to low nitrate concentrations (< 1 mg NO3/l) recirculating back after post-denitrification. The external carbon source supplied to the pilot was changed from glycerol to ethanol to assess any effect on the spontaneous EBPR. After ethanol had been supplied for 30 days, increased P-release rates were observed in batch tests supplied with ethanol (0.1 to 0.4 mg P/g VSS∙h) and batch tests supplied with acetate (8.6 ± 0.4 to 10.3 ± 0.4 mg P/g VSS∙h). However, the overall consumption of glycerol was less than that of ethanol, whilst the total ph, Fosforrening av avloppsvatten uppnås vanligtvis genom kemisk utfällning, enhanced biological phosphorus removal (EBPR) eller en kombination av dessa två samtidig. Ett definierat anaeroba förhållanden betraktas allmänt som det kritiska elementet för att upprätthålla EBPR. Dock visar denna studie att EBPR verkligen förekommer i en pilotanläggning med membranbioreaktor (MBR) utan ett definierat anaeroba förhållanden. Veckovis flödesproportionella stickprover genom processen visade en ökad fosfat (P) halt mellan de primära anoxisk tankarna, följt av ett upptag i de aerobiska tankarna. Även om det är planerat för bara kemisk fosforrening, ett lågt medel Fe/P molförhållande (järndos/fosfor bortagning) på 0,9 ± 0,1 föreslår att EBPR kan bidra till ett samtidigt fosforrening. Laboratorie-P-utsläppningstest bekräftade EBPR-aktivitet med en hög medel P-utsläpp av 9,3 ± 0,9 mg P/g VSS∙h med acetat. Tillsammans indikerar dessa resultat att biologiskt fosforrening kompletterade den kemiska fosforrening under undersökningsperioden. P- utsläppningstest visade att närvaron av nitrater inte påverkade PAO-aktiviteter när acetat tillfördes i överskott. Med begränsad acetattillförsel förhindrade emellertid närvaron av nitrater någon initial P-utsläpp och inga efterföljande fermenteringsbiprodukter observerades. Slutsatsen dras att effektiv nitrifikation-denitrifikation och hög recirkulation resulterar i låga nitrathalt i primär anox tankar. Detta orsakar intermittenta anaerobisk förhållanden som, tillsammans med lämpliga substrathalt i inloppsvatten, möjliggör EBPR att ske. Den externa kolkällan som levererades till MBR-piloten ändrades från glycerol till etanol för att undersöka potentialen att öka EBPR-andelen av fosforrening. P-utsläpp i labbtester med etanol dosering ökade från 0,1 till 0,4 mg P/g VSS∙h och tester med acetat dosering ökade från 8,6 ± 0,4 till 10,3 ± 0,4 mg P/g VSS∙h när slam hade anpassats till etanol

Over the past two decades, researchers have reported positive life skills outcomes for young people participating in sport-based lifeskills programs. However, to date, there has been a lack of consideration in the literature regarding the quality of the programs designed and the evaluation methods adopted. Therefore, we conducted a systematic review of the life skills literature to: (a) assess the quality of sport-based life skills program design and evaluation methods; and (b) identify characteristics relating to the quality of sport-based life skills programs where authors had evidenced life skills development and transfer. Using the PRISMA guidelines, we searched six databases for relevant research papers and applied inclusion and exclusion criteria to the papers returned, of which 15 papers met the criteria. We conducted two quality assessment exercises (design and evaluation methods) and found three moderate high quality life skills programs, 11 moderate quality programs, and one low quality program. We present the characteristics (regarding quality) of intervention designs and methods, conclude with recommendations for designing quality sport-based life skills programs, and provide guidelines for researchers to evaluate sport-based life skills programs. Lay summary: Through engaging in sport-based life skills programs, young people can develop transferable skills. However, the quality of these life skills programs is unclear. We assess the quality of the design and evaluation methods of sport-based life skills programs, present the characteristics of moderate-high and moderate quality programs, and offer recommendations for future research and practice.

Over the past two decades, researchers have reported positive life skills outcomes for young people participating in sport-based lifeskills programs. However, to date, there has been a lack of consideration in the literature regarding the quality of the programs designed and the evaluation methods adopted. Therefore, we conducted a systematic review of the life skills literature to: (a) assess the quality of sport-based life skills program design and evaluation methods; and (b) identify characteristics relating to the quality of sport-based life skills programs where authors had evidenced life skills development and transfer. Using the PRISMA guidelines, we searched six databases for relevant research papers and applied inclusion and exclusion criteria to the papers returned, of which 15 papers met the criteria. We conducted two quality assessment exercises (design and evaluation methods) and found three moderate high quality life skills programs, 11 moderate quality programs, and one low quality program. We present the characteristics (regarding quality) of intervention designs and methods, conclude with recommendations for designing quality sport-based life skills programs, and provide guidelines for researchers to evaluate sport-based life skills programs. Lay summary: Through engaging in sport-based life skills programs, young people can develop transferable skills. However, the quality of these life skills programs is unclear. We assess the quality of the design and evaluation methods of sport-based life skills programs, present the characteristics of moderate-high and moderate quality programs, and offer recommendations for future research and practice.

Over the past two decades, researchers have reported positive life skills outcomes for young people participating in sport-based lifeskills programs. However, to date, there has been a lack of consideration in the literature regarding the quality of the programs designed and the evaluation methods adopted. Therefore, we conducted a systematic review of the life skills literature to: (a) assess the quality of sport-based life skills program design and evaluation methods; and (b) identify characteristics relating to the quality of sport-based life skills programs where authors had evidenced life skills development and transfer. Using the PRISMA guidelines, we searched six databases for relevant research papers and applied inclusion and exclusion criteria to the papers returned, of which 15 papers met the criteria. We conducted two quality assessment exercises (design and evaluation methods) and found three moderate high quality life skills programs, 11 moderate quality programs, and one low quality program. We present the characteristics (regarding quality) of intervention designs and methods, conclude with recommendations for designing quality sport-based life skills programs, and provide guidelines for researchers to evaluate sport-based life skills programs. Lay summary: Through engaging in sport-based life skills programs, young people can develop transferable skills. However, the quality of these life skills programs is unclear. We assess the quality of the design and evaluation methods of sport-based life skills programs, present the characteristics of moderate-high and moderate quality programs, and offer recommendations for future research and practice.

Tear secretory immunoglobulin-A (SIgA) is a putative biomarker of common-cold risk with potential utility in non-invasive diagnostics. As SIgA secretion at the ocular surface is under strong autonomic control, we investigated the relationship between HR reactivity and tear SIgA responses to novel experiential stress. Thirty-two healthy participants undertook a 60-second zip-line ride to evoke acute stress and a seated-rest control trial in a randomised-crossover design. We recorded heart rate (HR) continuously and collected unstimulated tear samples 5-min-pre-, 2-min-post- and 20-min-post-stress/control. Stress increased HR and state anxiety whereas tear SIgA concentration decreased 44% post-stress vs. control. Higher peak HR values during stress uniquely explained 21% of the variance in tear SIgA reactivity to stress (p < .01); high HR reactors displayed greater decreases in tear SIgA concentration. We conclude that physiological arousal increases immune reactivity to acute stress and highlight tear SIgA as a minimally-invasive, physiologically relevant biomarker of immune reactivity.

Tear secretory immunoglobulin-A (SIgA) is a putative biomarker of common-cold risk with potential utility in non-invasive diagnostics. As SIgA secretion at the ocular surface is under strong autonomic control, we investigated the relationship between HR reactivity and tear SIgA responses to novel experiential stress. Thirty-two healthy participants undertook a 60-second zip-line ride to evoke acute stress and a seated-rest control trial in a randomised-crossover design. We recorded heart rate (HR) continuously and collected unstimulated tear samples 5-min-pre-, 2-min-post- and 20-min-post-stress/control. Stress increased HR and state anxiety whereas tear SIgA concentration decreased 44% post-stress vs. control. Higher peak HR values during stress uniquely explained 21% of the variance in tear SIgA reactivity to stress (p < .01); high HR reactors displayed greater decreases in tear SIgA concentration. We conclude that physiological arousal increases immune reactivity to acute stress and highlight tear SIgA as a minimally-invasive, physiologically relevant biomarker of immune reactivity.

Tear secretory immunoglobulin-A (SIgA) is a putative biomarker of common-cold risk with potential utility in non-invasive diagnostics. As SIgA secretion at the ocular surface is under strong autonomic control, we investigated the relationship between HR reactivity and tear SIgA responses to novel experiential stress. Thirty-two healthy participants undertook a 60-second zip-line ride to evoke acute stress and a seated-rest control trial in a randomised-crossover design. We recorded heart rate (HR) continuously and collected unstimulated tear samples 5-min-pre-, 2-min-post- and 20-min-post-stress/control. Stress increased HR and state anxiety whereas tear SIgA concentration decreased 44% post-stress vs. control. Higher peak HR values during stress uniquely explained 21% of the variance in tear SIgA reactivity to stress (p < .01); high HR reactors displayed greater decreases in tear SIgA concentration. We conclude that physiological arousal increases immune reactivity to acute stress and highlight tear SIgA as a minimally-invasive, physiologically relevant biomarker of immune reactivity.

Tear secretory immunoglobulin-A (SIgA) is a putative biomarker of common-cold risk with potential utility in non-invasive diagnostics. As SIgA secretion at the ocular surface is under strong autonomic control, we investigated the relationship between HR reactivity and tear SIgA responses to novel experiential stress. Thirty-two healthy participants undertook a 60-second zip-line ride to evoke acute stress and a seated-rest control trial in a randomised-crossover design. We recorded heart rate (HR) continuously and collected unstimulated tear samples 5-min-pre-, 2-min-post- and 20-min-post-stress/control. Stress increased HR and state anxiety whereas tear SIgA concentration decreased 44% post-stress vs. control. Higher peak HR values during stress uniquely explained 21% of the variance in tear SIgA reactivity to stress (p < .01); high HR reactors displayed greater decreases in tear SIgA concentration. We conclude that physiological arousal increases immune reactivity to acute stress and highlight tear SIgA as a minimally-invasive, physiologically relevant biomarker of immune reactivity.

Tear secretory immunoglobulin-A (SIgA) is a putative biomarker of common-cold risk with potential utility in non-invasive diagnostics. As SIgA secretion at the ocular surface is under strong autonomic control, we investigated the relationship between HR reactivity and tear SIgA responses to novel experiential stress. Thirty-two healthy participants undertook a 60-second zip-line ride to evoke acute stress and a seated-rest control trial in a randomised-crossover design. We recorded heart rate (HR) continuously and collected unstimulated tear samples 5-min-pre-, 2-min-post- and 20-min-post-stress/control. Stress increased HR and state anxiety whereas tear SIgA concentration decreased 44% post-stress vs. control. Higher peak HR values during stress uniquely explained 21% of the variance in tear SIgA reactivity to stress (p < .01); high HR reactors displayed greater decreases in tear SIgA concentration. We conclude that physiological arousal increases immune reactivity to acute stress and highlight tear SIgA as a minimally-invasive, physiologically relevant biomarker of immune reactivity.

Psychological skills are typically viewed as beneficial to performance in competition. Conversely, narcissists appear to thrive in competitive environments so should not need psychological skills to the same degree as less narcissistic individuals. To investigate this moderating hypothesis high-standard ice-skaters completed measures of narcissism, psychological skills, and anxiety before performing their competition routine during training. A week later, participants performed the same routine in competition. Performance was operationalized as the difference between competition and training scores. Moderated regression analyses revealed that narcissism moderated the relationship between psychological skills and performance. Psychological skill effectiveness depends on an individual's degree of narcissism.

We report three experiments investigating the hypothesis that use of internal visual imagery (IVI) would be superior to external visual imagery (EVI) for the performance of different slalom-based motor tasks. In Experiment 1, three groups of participants (IVI, EVI, and a control group) performed a driving-simulation slalom task. The IVI group achieved significantly quicker lap times than EVI and the control group. In Experiment 2, participants performed a downhill running slalom task under both IVI and EVI conditions. Performance was again quickest in the IVI compared to EVI condition, with no differences in accuracy. Experiment 3 used the same group design as Experiment 1, but with participants performing a downhill ski-slalom task. Results revealed the IVI group to be significantly more accurate than the control group, with no significant differences in time taken to complete the task. These results support the beneficial effects of IVI for slalom-based tasks, and significantly advances our knowledge related to the differential effects of visual imagery perspectives on motor performance.

Program for the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

Photo of the cast from the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?" (Front row left to right) Marvin Rosenberg, Sharon Bosse, Matt Altschuld, and Gwendolyn Roberts Frost. (Middle row left to right) Douglas Bryan Bean, Steve L. Ross, Richard McClendon, Matthew Cupach, Douglas Jewell, and Stan Schultz. (Back row left to right) Edgar Price, Larry Schneider, Tyrone Finch, Kim Belsan, Cornell Hubert Calhoun, and Marcus Naylor

Photo of Steve Ross (Ponti) and Douglas R. Bean (Fullendorf) in a scene that takes place during a classroom break in the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

March 5, 1981 Cauldron review by Sally Schoen Bergman of the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

March 2, 1981 Cleveland Press review by Tony Mastroianni of the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

March 1981 script by Cecilia Evans for her review of the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?" on "Viewing Theatre" broadcast over WERE-AM radio in Cleveland, OH.

Photo of an Douglass Jewel in the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

Photo of Marvin Rosenberg (left) as Dr. Werner and Kim Belsan as Bickham in the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

February 26, 1981 Cauldron article by Sally Schoen Bergman about the upcoming Cleveland State University production of "Does a Tiger Wear a Necktie?" including short biographies and interviews of several cast members.

Photo of (left to right) Larry Schneider, Richard McClendon, and Matt Altschuld in the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

March 14, 1981 Call and Post review by William R. Wood of the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

Photo of Marcus Naylor (Conrad) and Gwendolyn Frost (Linda) in the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

Photo of Dr. Werner, a psychiatrist, (played by Marvin Rosenberg) being threatened by his patient, Bickham (played by Kim Belsan), in Cleveland State University's 1981 production of "Does a Tiger Wear a Necktie?"

Photo of Sharon Bosse (left) as Rita, Cornell Calhoun as Mr. Winters, and Gwendolyn Frost as Linda in the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

Photo of Doug Bean (left) and Steve Ross who play junkies, and Cornell Calhoun (center) who plays their compassionate teacher in the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

Photo of Steve Ross (left) as Ponti and Kim Belsan as Bickham in the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

March 9, 1981 Cauldron photo of Marcus Naylor and Gwendolyn Roberts Frost in Cleveland State University's production of "Does a Tiger Wear a Necktie?" The caption mentions that extra performances are scheduled and a necessary cast change.

February 11, 1981 press release for the upcoming Cleveland State University production of "Does A Tiger Wear A Necktie?"

Photo of (left to right) Doug Bean, Cornell Calhoun, and Marcus Naylor in the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

Photo of Marcus Naylor (Conrad) and Gwendolyn Frost (Linda) in the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

Photo of Cornell Hubert Calhoon III as Mr. Winters with Steve Ross as Ponti in the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"

Photo of an Stan Schultz as "Mr. O'Malley and Cornell Calhoun as Mr. Winters in the 1981 Cleveland State University production of "Does a Tiger Wear a Necktie?"