CPA Memorabilia and Images in OPUS

Outline of a live demonstration of opus.govst.edu for staff of the Center for Performing Arts at Governors State University. This demo focused on how the collections within the Center for Performing Arts community were set up and how to browse and search their content

OPUS Presentation to Graduate Professional Network

Outline of a live demonstration of opus.govst.edu for the November 11, 2015 meeting of the Graduate Professional Network, a student organization at Governors State University. This demo focused on student capstone projects and theses and using the Digital Commons Network as a research tool

CPA History: Digital Archive on OPUS

Presentation made to attendees of the Family Reunion gathering sponsored by the Center for Performing Arts at Governors State University on April 1, 2016. The event was planned for the CPA\u27s volunteer ushers and former staff members. In honor of their 20th anniversary, the CPA partnered with the GSU Library to create an online archive of memorabilia (playbills, posters, autographs) and photographs in OPUS. This presentation used screenshots from opus.govst.edu to explain the project and invited additional participation from the attendees

GSU History: A Role for University Archives

Presentation for the Governors State University community at Lunch with IR: University Archives and the University Library on February 19, 2016 in the Hall of Honors. This presentation features a LibGuide on GSU history and the archives materials available in OPUS

Statement of Cloyd Wegley to Subcommittee of House Appropriations Regarding Garrison Dam Pool Level, February 18. 1954

This statement, dated February 18, 1954, delivered by North Dakota farmer Cloyd Wegley to the Subcommittee on Civil Functions and Military Construction of the United States (US) House Appropriations Committee, during hearings related to the pool level of Garrison Dam, notes that Wegley has lived and farmed in the Lewis and Clark Irrigation Project area since he was 17 years old and has been chosen by the board of directors of the Lewis and Clark and Buford-Trenton Irrigation Projects along the Missouri River to present their views to the committee. Wegley explains that a pool level of 1,850 will endanger both irrigation projects, and that the proposed solution of building long dikes, with wells and pumps to collect and transfer seepage back over the dikes, are disporoportionately expensive, untried, and unlikely to work given the technical challenges posed by the the soil type and hydrology of the locations involved. Wegley concludes with an appeal for Congress not to allow the Army Engineers to destroy these two valuable irrigation projects with a pool level of 1950 feet.https://commons.und.edu/burdick-papers/1434/thumbnail.jp

The Effects of Common Core State-Mandated, High-Stakes Testing on Teacher Stress in School Districts in Ohio

The purpose of this quantitative, causal-comparative study was to explore the relationship between Common Core state-mandated, high-stakes testing and the stress levels, as measured by the Teacher Stress Inventory (TSI), of a convenience sampling of 204 secondary teachers in southwest Ohio who were assigned to teach Common Core high-stakes testing subjects and teachers not assigned to teach Common Core high-stakes testing subjects. This study sought to determine whether the Common Core state-mandated, high-stakes testing in the state of Ohio impacted teacher stress. The primary instrument used was the Teacher Stress Inventory (TSI), which was available through an online survey platform. Upon collection, the data were analyzed by conducting an independent-samples t-test. The results of the t-test showed no statistically significant impact on teacher stress. Even though the mean total stress score was lower for teachers of non-high-stakes Common Core testing courses (M = 2.52), the mean for teachers of high-stakes Common Core testing courses was only slightly higher (M = 2.59). Therefore, the study determined that the Common Core state-mandated, high-stakes testing had no statistically significant impact on the stress levels, as measured by Teacher Stress Inventory (TSI), of Ohio teachers assigned to teach Common Core high-stakes testing subjects. Future research should focus on a larger test sample with more demographics and other variables, as well as longitudinal data that examine the effects of high-stakes accountability and teacher stress

Creating, Posting, and Using Open Scholarship: Open Textbooks, Journals, and Scholarly Works in Teaching and Research

The new GSU scholarly repository platform, OPUS, has the potential to transform faculty research, teaching, and scholarship. The platform supports the publication of student research journals, the posting of faculty work (presentations, papers, abstracts, working papers, published peer reviewed articles). OPUS stands for Open Portal to University Scholarship, and is hosted on the Digital Commons Network published by Bepress, Berkeley, California. This presentation reports on the successes of the College of Arts and Sciences pilot project of posting graduation capstones and Theses in OPUS, with data from OPUS’s first year, and will also discuss the platforms support on scholarly monograph publishing and open textbooks. This presentation was given at the 2015 Faculty Summer Institute, Governors State University, on June 2, 2015

Leadership Team Actions That Manifest Collective Autonomy and Their Impact on Student Growth and Curriculum

To be successful in the age of accountability, principals and all school leaders need to continue to build their capacity to lead meaningful, systemic and sustainable student improvement efforts that incorporate the required areas of reading and mathematics. A review of the educational literature revealed several studies that identified the limitations of America\u27s current school accountability movement and described the narrowing of curriculum as a negative side effect of No Child Left Behind. Educational research on leadership included a multitude of studies and leadership models for implementing change; this study focused on ideas contained within Zmuda, Kuklis and Kline\u27s (2004) Transforming Schools. Zmuda, Kuklis and Kline defined this buy in as collective autonomy, in which all members of the leadership team are active participants in the continuous improvement journey because they believe that what is being asked of them is collectively challenging, possible, and worthy of the attempt (p. 20). This study examined actions taken by three Chicagoland leadership teams during their improvement journey from as early as 2001 through 2011. Each school\u27s context adjusted value-added scores were calculated. In addition, the average number of core and elective courses taken by students was analyzed. Each school\u27s value-added scores and curricular narrowing were then compared to each leadership team\u27s collective autonomy. Principals took actions that increased their leadership team\u27s collective autonomy over the decade studied. They created their vision and improvement goals in a relatively unilateral manner and then expanded participation as action steps were defined and implemented. Although it was impossible to directly attribute school actions as the causes for growth, many increases in value-added scores followed predictable patterns with respect to the school\u27s collective autonomy changes. In addition, no relationship between collective autonomy and curricular narrowing was found. In fact, the elective classes taken by students at all three schools did not show a significant drop and schools in this study were able to improve student performance in accordance with NCLB goals without narrowing their curriculum

Large HAWT wake measurement and analysis

From the theoretical fluid dynamics point of view, the wake region of a large horizontal-axis wind turbine has been defined and described, and numerical models of wake behavior have been developed. Wind tunnel studies of single turbine wakes and turbine array wakes have been used to verify the theory and further refine the numerical models. However, the effects of scaling, rotor solidity, and topography on wake behavior are questions that remain unanswered. In the wind tunnel studies, turbines were represented by anything from scaled models to tea strainers or wire mesh disks whose solidity was equivalent to that of a typical wind turbine. The scale factor compensation for the difference in Reynolds number between the scale model and an actual turbine is complex, and not typically accounted for. Though it is wise to study the simpler case of wakes in flat topography, which can be easily duplicated in the wind tunnel, current indications are that wind turbine farm development is actually occurring in somewhat more complex terrain. Empirical wake studies using large horizontal-axis wind turbines have not been thoroughly composited, and, therefore, the results have not been applied to the well-developed theory of wake structure. The measurement programs have made use of both in situ sensor systems, such as instrumented towers, and remote sensors, such as kites and tethered, balloonborne anemometers. We present a concise overview of the work that has been performed, including our own, which is based on the philosophy that the MOD-2 turbines are probably their own best detector of both the momentum deficit and the induced turbulence effect downwind. Only the momentum deficit aspects of the wake/machine interactions have been addressed. Both turbine power output deficits and wind energy deficits as measured by the onsite meteorological towers have been analyzed from a composite data set. The analysis has also evidenced certain topographic influences on the operation of spatially diverse wind turbines

The Potential of the Diphosphorus Complex [Cp2W2(CO)4(ƞ2-P2)] as an Organometallic Connecter in Supramolecular Chemistry

For the first time, the tetrahedral diphosphorus complex [Cp2W2(CO)(4)(mu,eta(2):eta(2)-P-2)] (Cp = C5H5) (3) is used as a connecter in supramolecular chemistry. The treatment of 3 with Cu-I halides leads to the formation of the new one-dimensional (1D) linear polymers [Cu(mu-X){Cp2W2(CO)(4)(mu,eta(2):eta(2):eta(1):eta(1)-P-2)}](n) {X = Cl (4), Br (5), I (6)}. The coordination polymers (CPs) 4-6 are almost insoluble in organic solvents, thus, their P-31 MAS-NMR spectra were recorded and found to be remarkably influenced by their solid-state structures. Additionally, we demonstrate that by reacting the Cp-substituted diphosphorus complex [Cp ' W-2(2)(CO)(4)(mu,eta(2):eta(2)-P-2)] {Cp ' = C5H4{C(CH3)(3)}} (7) with CuBr, the unprecedented soluble 1D CP [Cu(mu-Br){Cp ' W-2(2)(CO)(4)(mu,eta(2):eta(2):eta(1):eta(1)-P-2)}](n) (8) is obtained. Furthermore, the reactions of 3 with the Ag-I salts Ag[CF3SO3] and Ag[PF6] result in the formation of the oligomeric dicationic species [Ag-2{Cp2W2(CO)(4)(mu,eta(2):eta(2):eta(2)-P-2)}(2) {Cp2W2(CO)(4)(mu,eta(2):eta(2):eta(1):eta(1)-P-2)}(2)][X '](2) {X ' = [CF3SO3](-) (9), [PF6](-) (10)}