Doctor of Philosophy in Health Sciences, Youngstown State University, 2023, Department of Graduate Studies in Health and Rehabilitation Sciences

Individual values are an integral component of personal identity, guiding attitudes, behaviors, and dispositions and are the foundation for professional values formation in physical therapy. Professional identity formation occurs throughout a physical therapist's academic preparation and career. During this process, introduction to professional values as defined by the Core Values for the Physical Therapist and Physical Therapist Assistant occurs within an educational context. The integration of professional and programmatic values within the framework of individual values yields a complex multidimensional understanding of values and values formation. A scoping review was conducted to understand the existing understanding of values within physical therapy. A survey of physical therapists explored basic human values of physical therapists across the United States. Thematic coding and analysis of Doctorate of Physical Therapy program mission and vision statements was completed to determine the values of academic programs. Findings from the studies within this manuscript suggest that a diverse and changing understanding of values exists within physical therapy with the need for a contemporary perspective on values. Physical therapists embrace values that are others-centric though differences in values exist, and programmatic values center on societal benefit, competence, scholarship, recognition, and excellence. The findings suggest that physical therapists hold values associated with the betterment of others and society while physical therapy programs value their societal impact and the societal influence of their graduates. However, further studies are needed to understand the process of values formation and to create an updated values framework for physical therapy.

Ph.D., Antioch University, 2014, Leadership and Change

This dissertation frames the first step on a journey toward understanding the current and future place that Native values have in an Alaska Native Corporation, a context of value conflict, resolution, adaptation, and change. My dissertation strives to answer the question, "What is the future of Native Values at Sealaska?" To carry out this study, I utilized the Ethnographic Futures Research Method (EFR) developed by Dr. Robert Textor. EFR, as a method, asks individuals to envision a pessimistic, optimistic, and probable future along with strategies to move the probable future more toward the optimistic vision. EFR is an innovative and unique way to study Native values at a corporate organizational level. I expected the process to result in a collective vision of what Sealaska could be like in 15 years if Native values are integrated as envisioned based on individual interviews and collective discussion of aggregated interview scenario compilation. However, instead it provides the foundation of that strategic foundation for the future of Sealaska. This research revealed a set of tangible, culturally relevant options that can now be discussed and developed into a focus for the future of Sealaska as well as a proposed process to reach that agreement. The dissertation strives to provide meaningful long-range strategic objectives to weave into the evolutionary strategic plan. This dissertation is accompanied by a MP4 video file that is referred to within the text. The video outlines motivation for author's selection of the topic. The electronic version of this dissertation is at Ohiolink ETD Center, http://www.ohiolink.edu/etd.

EdD, University of Cincinnati, 2004, Education : Counselor Education

This study examined the extent that counselors receiving supervision are encouraged to discuss spiritual or religious issues. Information was gathered using quantitative and qualitative methods to determine the extent to which counselors and supervisors discuss spiritual or religious beliefs during supervision sessions. The study questioned whether counselors may not be discussing religious and spiritual concerns due to counselor competency, possible ethical concerns, and counselors' relationship with supervisors.Counselors receiving supervision and supervisors providing clinical supervision received a quantitative questionnaire to identify topics discussed during supervision. Following the completion of the questionnaire, six counselors and six supervisors were involved in structured interviews. In the process of these interviews, emphasis was placed on the potential barriers preventing counselors or supervisors from discussing issues of values, religion, and spirituality. There were significant differences in counselors' and supervisors' perceptions of the extent that values were discussed in supervision: 68% of supervisors and 30% of counselors reported discussing values. Furthermore, in the interview process, all the supervisors reported discussing values and only some counselors reported likewise. There were also statistical significant differences in the perceptions of counselors and supervisors regarding the presence of religious discussions: 33% of supervisors and 5% of counselors indicating religion was addressed. Similarly, in the interviewing process, all supervisors stated religion was addressed, and only two counselors indicated the same. There were no statistical significant differences relating to supervisors' and counselors' perceptions of potential discussions of spirituality: 37% of supervisors and 25% of counselors reporting spirituality was addressed. Nonetheless, in the qualitative analyses, all supervisors reported the discussion of spiritualit (open full item for complete abstract)

Master of Science, Miami University, 2004, Family and Child Studies

The purpose of this study was to determine the academic, monetary and familial,values of single African American mothers in poverty. Four focus groups explored the values and attitudes of low-income single mothers. The key findings from this research indicated that these low-income, African American, single mothers' value systems were similar to that of mainstream America, however, there were very specific obstacles to overcome in order to accurately implement those values. A discussion of the findings are presented including important implications for what are revealed about low-income,African American, single, mothers' values and attitudes. Limitations of the study are discussed, and implications for additional research are addressed.

Master of Arts (MA), Bowling Green State University, 2010, Cross-Cultural, International Education

Various methods have been adopted in teaching organizational values to employees. The traditional methods commonly used include orientation, organization's documents, and postings on walls of offices (Klein and Weaver, 2000). This study examined the communication of organizational values through non-formal educational activities at a non-profit organization. A convenience sampling method was employed, and a total of 23 employees were surveyed. The study tested the hypothesis that employees of Foundation to Mankind (FTM) rate organization's values higher than non-organization's values. The study also examined the degree of importance employees ascribed to the FTM values. The non-formal educational activities examined were, Yearly Staff Orientation, Supervisors' Orientation, and Farmer Recognition Day Celebration organized by FTM. These activities made the staff more aware of the organizational values. The t-test revealed a statistically significant difference between FTM and non-FTM values. In addition, mean ranking of the employee ratings revealed FTM values ranked higher than non-FTM values. Staff mentioned consistently diversity, social justice, building relationships, helpfulness, and unity as the values emphasized by the non-formal educational activities they participated in.

Doctor of Philosophy (PhD), Ohio University, 2022, Counselor Education (Education)

The counseling field is predicated on seeing a need and striving to fill it, and in so doing ensure that individuals are given proper mental health care, are aided in their educational process, or assisted in their journey toward a more fulfilling life. One issue that inhibits counselors from serving in this capacity is problematic values among counselors which may include prejudicial attitudes and beliefs toward minoritized groups. Thus, this researcher, through this study, examined how counselor educators identify and navigate situations when a graduate student in a counseling program demonstrates values that run counter to the ethical principles espoused by the counseling field. The findings indicated that there were issues with institutional pressures on faculty to meet enrollment needs, varied faculty understanding of gatekeeping and how personal values are defined, concern for students' ability to be authentic, problems with students who espouse rigid beliefs about right and wrong, faculty needing cohesive relationships, students being unaware of their values, redeemability of concerning student values, students who were actively discriminatory against faculty or other students, and the hostility of conservative political beliefs toward minoritized groups. These findings indicated there is a lack of counselor educators' understanding of values and honest conversations about student values, a need for incorporating values into gatekeeping, room for better collegiality among counselor educators as colleagues, and a necessity of clearer pedagogical models.

Master of Science, The Ohio State University, 2021, Psychology

Despite suggestions from multiple psychological literatures that motivations to approach positives and to avoid negatives can operate somewhat independently, the personal values literature continues to label and measure personal values in such a way as to place a near exclusive focus on the promotion of positive outcomes. Study 1 adapted a common measure of personal values into two subsets designed to describe the same motivations but in reference to either approach or avoidance, and tested the extent to which these scales differed within respondents and whether they were more appropriately modeled as expressing one or two latent variables. Studies 2a and 2b built upon the observed divergence in the measures introduced in Study 1 by demonstrating that value measures rewritten as to be framed in terms of avoidance better predicted behaviors similarly construed in terms of avoidance, and vice-versa. Study 3 expanded on the findings of Studies 2a and 2b by demonstrating that the incremental and at times individually greater predictive ability of these avoidance-reframed measures held up in the more value-ambiguous context that is receiving a COVID-19 vaccination. These findings primarily suggest that value theorists should consider the correspondence between the framing of value measures and of associated outcomes, and also pose some broader questions for the ways in which personal values are conceptualized.

Master of Arts, Case Western Reserve University, 2021, Psychology

Latinx children are less likely to utilize mental health care services than their White non-Latinx counterparts. Cultural values such as machismo, caballerismo, and familismo have been shown be associated with mental health-seeking behaviors for the self, but it has yet to be established whether those differ for care-seeking behaviors for one's child. This study explored the relationship between cultural values and mental help-seeking behaviors for one's child, defined by responses to vignettes, and parental attitudes towards psychological help for themselves based on a questionnaire. An MTurk survey (N = 209) included samples of Latinx (n = 109) and White non-Latinx (n = 96) parents of children between the ages of 0-18 (mean = 8, SD = 4.5). Responses indicate that the association between cultural values on behaviors and attitudes related to mental health may be in part explained by machismo, caballerismo, and religiosity above and beyond culturally-agnostic Traditional Family Values.

Master of Science, The Ohio State University, 2020, Dentistry

Statement of problem. With the introduction of the angled screw channel concept in 2004 by a manufacturer (Dynamic Abutment; Talladium International Implantology) followed by the emergence of similar solutions from several other manufacturers in the succeeding years, it has become possible to restore axially-inclined implants with screw-retained crowns without the need for an intermediary angle-correcting abutment. Research is lacking as to how the non-axially tightened implant crowns perform under mechanical cyclic loading and as to how their Reverse Torque Values compare with axially tightened cement-retained crowns restored on angle-correcting abutments. Purpose. The purposes of this study were to evaluate the ability of different 25° angled screw channel hexalobular systems to apply the target torque value on their screws, the effect of cyclic loading on their Reverse Torque Values, and their survival compared to crowns cemented on conventional 0° screw channel angled abutments. Materials and Methods. The ISO 14801:2007 fatigue test for endosseous dental implants requirements were taken into consideration when designing the study. A total of 28 implants (Nobel Replace Conical Connection) were divided into four different groups: DY (Dynamic Tibase®, Dynamic Abutment Solutions), DE (AngleBase®, Dess Dental Smart Solutions), ASC (Angulated Screw Channel Solutions, Nobel BioCare) and UB (Universal Base, Nobel BioCare) (n=7). Using each manufacturer's specific angulated Ti-base solution, twenty-one angulated screw channel crowns were fabricated at 25° angle correction for groups ASC, DY and DE. The fourth group (UB) served as control consisting of seven cement-retained crowns with 25° custom-milled angled zirconia abutments that were cemented onto their respective Universal Bases. With the aid of CAD-CAM technology, the digital design of the angulated screw channel crown was generated from a scanned analogue model (Kilgore D95SDP-200-GSF). Crowns from all gro (open full item for complete abstract)

Master of Science in Engineering (MSEgr), Wright State University, 2017, Electrical Engineering

Considerable literature exists in linear algebra to solve the generalized eigenvalue, eigenvector problem (F - λ G)v = 0 where F, G ∈ ℜ(s × s), are square matrices. However, a number of applications lend themselves to the case where F, G ∈ ℜ(s × t), and s = t. The existing methods cannot be used for such non-square cases. This research explores structural decomposition of a matrix pencil (F - λ G), s = t to compute finite values of λ for which rank(F - λ G) < min(s,t). Moreover, from the decomposition of the matrix pencil, information about the order of λ at infinity, the Kronecker row and column indices of a matrix pencil can also be extracted. Equally important is the computation of non-zero vectors w ∈ ℜ(1 × s) and v ∈ ℜ(t × 1) corresponding to each finite value of λ, such that w(F - λ G) = 0 and (F - λ G)v = 0. Algorithms are developed for the computation of λ, w, and v using numerically efficient techniques. Proposed algorithms are applied to problems encountered in system theory and illustrated by means of numerical examples.

Doctor of Education, Ashland University, 2017, College of Education

This qualitative case study explored the experiences of two principals at two urban school districts in Ohio during the No Child Left Behind era. Each principal was affected by NCLB sanctions yet successfully turned around a low-performing school. Critical Race Theory and Social Learning Theory were used as the conceptual frameworks. The case study involved six semi-structured interviews, as well as the use of survey questionnaires along with the collection of archival data. The intent of this study was to (1) investigate the impact of school sanctions on communities from the perspective of practitioners in urban settings who successfully transformed schools in the era of school accountability and (2) investigate the financial implications of NCLB sanctions on public schools

Doctor of Philosophy, The Ohio State University, 2015, Political Science

The compassionate conservative appeal by George W. Bush in 2000 increased his vote share among white women, but we know little as to why this frame worked the way that it did. This dissertation asks: do group value priorities impact the electoral support for candidates? First, do the value priorities by sex, party, and race vary? Second, do value framed messages impact candidate support? Third, do group value priorities mediate the support for candidates in value framed messages? To understand the basic values of social groups, I use the Shalom Schwartz theory of human values to examine the value structure and framing effects of these identities. First, I collect the value priorities of individuals from four data sources—existing adult data from the 2006 ANES, an original collection of student data from a large university, and an original collection of data from adults from Qualtrics: one sample of white Americans and a second of African Americans. Participants from all four data sources answered the Schwartz Portrait Values Questionnaire. I find that predictable differences exist between the sexes and partisans, like women prioritizing care for others and men prioritizing individual achievement and partisan differences that mirror liberal and conservative ideological positions. I also find, which is novel in this research, that African Americans place a higher priority on achievement and equality than do whites. Next, I examine whether group value priorities impact support for candidates. I employ a survey-experiment that manipulates a campaign flyer of a candidate for Congressional office. The candidate is either a Democrat or a Republican, and he frames his support of single-sex schools through the values of either universalism, tradition, achievement, or stimulation. Participants then indicate how likely they would be to vote for the candidate. I find that the effect of candidate party is very strong and is the best predictor of likely vote. However, I al (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2013, Mathematics

We consider various methods for explicitly computing the special values of Pellarin's L-series in several indeterminates, both at the positive integers and negative integers. Our premier result is the explicit calculation, in terms of the Goss-Carlitz zeta values, of the rational functions appearing in the paper by Pellarin in which these L-series were first introduced, as well as an explicit generalization of his result to at most q indeterminates. We draw applications to new divisibility results for the numerators of the Bernoulli-Carlitz numbers by degree one irreducible polynomials and to explicit generating series and recursive relations for Pellarin's series. On the negative integers side, we deepen some work of Goss on the special polynomials associated to Pellarin's series. In particular, we show that when certain parameters are fixed, the logarithmic growth in the degrees of the aforementioned special polynomials that is common in this area holds in great generality. We study the natural action of Goss' group of digit permutations on a sub-class of these special polynomials and show that their degrees are an invariant of the action of Goss' group. Finally, we include a computation of the coefficients of the measure whose moments are the special polynomials associated to Pellarin's L-series in one indeterminate. The Wagner series for Pellarin's evaluation character will play a central role in nearly all of the results of this dissertation. We will show that the Wagner series for Pellarin's evaluation character, an object arising in the study of the completions of our ring of integers at the finite places, will also have meaning at the infinite place. In fact, at the infinite place, this Wagner series is none other than Anderson's generating function for the Carlitz module, and we shall see that Pellarin's L-series, the Wagner series for Pellarin's character and Anderson's generating function are inextricably tied

EdD, University of Cincinnati, 2004, Education : Counselor Education

Most Asian counselors have been trained within a counseling model based on Western thought, theories, and values. The present study may be the first to address directly the potential impact of cultural values upon Asian counselors. As an initial step to understanding possible values differences between Asian and American counselors, this research examined the differences in perceptions between Taiwanese and Ohio counselors as they reviewed two values-related client scenarios. Seventy-six Taiwanese and 78 American counselors were included as participants in the research study. Two case scenarios involving a client in a personal conflict with other family members were created for the study. After reading the cases, each respondent was asked, through a written questionnaire, to give impressions and reactions of the case including conceptualizations, possible goals and strategies. In addition to qualitative analyses of the collected data, three scales were developed to measure the participants' (a) expected comfort in dealing with the client described, (b) the extent of non-directiveness that would be likely employed, and (c) the amount of collectivistic (versus individualistic) orientation in goal and strategy selection. Additionally, after completely all other aspects of the questionnaire, participants were asked to complete the Asian Values Scale (Kim, Atkinson, & Yang, 1999). A multivariate analysis with repeated measures tested the differences between Asian and American counselors on their reactions and impressions of the two scenarios. The main effects for both nationality and scenario were found to be significant, with Asians more comfortable as a counselor with either client. The nationality by scenario multivariate interaction (S x N) also was significant, and the relevant univariate analyses provided evidence that the primary sources of the significant interaction were in the univariate tests for Non-directiveness and Collectivistic Focus. Although Asian couns (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2007, Psychology

This study describes the psychometric evaluation of Super's Work Values Inventory – Revised (SWVI-R), an instrument comprised of 12 scales measuring the relative importance placed on the following work-related value dimensions: Achievement, Co-Workers, Creativity, Income, Independence, Lifestyle, Mental Challenge, Prestige, Security, Supervision, Work Environment, and Variety. These work values scales were internally consistent and showed predictable patterns of gender differences and similarities. Racial-ethnic differences in the relative emphasis placed on work values were also explored in this study. The factor analysis yielded four theoretically-consistent underlying factors, entitled the following: Environment, Esteem, Excitement, and Safety. Further, the scales and factors of the SWVI-R were largely related to the “Big-Five” traits of personality and the broader cultural value systems of individualism and collectivism, as predicted from prior research on relationships among these constructs. Additionally, the work values scales demonstrated adequate discriminant validity with two aspects of social desirability. Limitations of this study, as well as further research on and potential uses for this measure are discussed.

Doctor of Philosophy, The Ohio State University, 2003, Educational Policy and Leadership

This study examined the impact on student humanitarian values of two different approaches to the undergraduate liberal arts college core curricula. One institution required a traditional course distribution requirement to meet the core curriculum requirements (N = 54). One institution required the traditional course distribution requirement and a supplementary curricular intervention strategy that emphasized examination of personal values and the values of other individuals and groups (N = 59). Data were obtained using a nonrandomized comparison-group pretest-posttest design. The Schwartz Value Survey was the measurement instrument. Students at the two universities were pretested in the first week of the second semester of enrollment, at the beginning of the four-course intervention sequence. Students were posttested at the two universities at the conclusion of the fifth semester of enrollment and at the conclusion of the fourth course in the intervention sequence. Results revealed supportive evidence for the hypothesis that the students required to complete the traditional course distribution and supplementary curricular strategy humanitarian values increased more than students required to complete only the traditional course distribution. However, the weight of the evidence did not support unequivocally that the specially designed curriculum was solely responsible for the student humanitarian value pretest-posttest differences.

Doctor of Philosophy, The Ohio State University, 2003, Physical Activity and Educational Services

The purpose of this study was to describe the relationships between: (1) the referent power of the work site manager, (2) student hours worked, (3) career objective match, (4) student/manager work value match and (5) changes in the co-op student work values. The dependent work value variables studied were: 1. satisfaction and accomplishment, 2. money and prestige, 3. contribution to society, 4. status with employer, 5. need for work, 6. avoidance, and 7. job advancement. A sample of 38 students volunteered for the study from a total population of 134 central Ohio, 12th grade, marketing education students. The Maryland Work Value Inventory (Mietus, 1977) and placement assessment instruments were administered to the subjects near the beginning and end of the academic year. Positive, statistically significant, correlations were found between the independent variable of manager's referent power and the work values of money and prestige, status with employer, need and job advancement. A positive, statistically significant, negative correlation was found between student/manager work value match and the work value of contribution to society. It was suggested that this negative relationship might be due to the materialistic nature of the business and marketing co-op experiences. Based on these findings, it is concluded that the referent power of the work site managers correlated to small modifications in some of the work values of the 12th grade business and marketing co-op students. It is recommended that when developing co-op experiences for 12th grade business and marketing students it is not necessary to: (1) extend the duration of the co-op experience over 180 hours, (2) match the student's initial work values to the work site manager's work values, or (3) match the co-op experience to the student's desired career objective. Recommendations for future research are included.

Doctor of Education (Ed.D.), Bowling Green State University, 2010, Leadership Studies

“At this moment, America's highest economic need is higher ethical standards….” (Former U.S. President George W. Bush, 2002). That statement was made in the aftermath of the Enron and WorldCom fiascos in the early 2000s. Seven years later, newly elected U.S. President Obama (2009) said in his inauguration speech “Our economy is badly weakened, a consequence of greed and irresponsibility on the part of some, but also our collective failure to make hard choices and prepare the nation for a new age.” There is a repeated calling to increase the understanding of how to make “hard choices.” It is the leadership of an organization that is one of the most important components of an organization's ethical culture (Brown and Trevino, 2006; Trevino, 1990) and researchers have called for additional studies “to identify the factors that influence the levels of moral judgment used in the workplace” (Loviscky, Trevino, and Jacobs, 2007, p.276).The purpose of this study was to explore the relationships between values, organization culture perceptions, and managerial moral reasoning. Data for this study were collected from 100 managers from a variety of industries and organizations through an online survey. Using a Likert-scale, the Schwartz Values Survey (SVS) (Schwartz, 1992) measured four meta-values and ten value types. A 12 item version of the Likert-scale Competing Values Framework (CVF) (Quinn and Rohrbaugh, 1983) was used to measure four different organization culture perceptions. Cognitive moral development was assessed by the Managerial Moral Judgment Test (MMJT) (Loviscky, Trevino, and Jacobs, 2007) which determined levels of moral reasoning using six workplace scenarios asking respondents to make a decision and then both rate and rank the decision criteria. Respondents also provided demographic data (industry, organization size, managerial level, gender, and year of birth). This study provides a contribution to the understanding of the variables that impact the level of (open full item for complete abstract)

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2005, Psychology/Industrial-Organizational

This is an important and exciting time for discourse and action regarding how to train people to think critically in accordance with well-understood values. This dissertation provides a discussion and analysis of these issues, contextualized empirically within an innovative program at Bowling Green State University (BGSU) designed to develop the ability of students to engage in “critical thinking about values.” Chapter 1 addresses the practical need for employees, citizens, and leaders who can think critically and make principled decisions, and how critical thinking and values are relevant to these societal needs. It also provides a theoretical treatment of critical thinking and values. Chapter 2 is a description of BGSU's program, the Bowling Green eXperience (BGX). This chapter also provides general hypotheses related to the learning outcomes of BGX. Chapter 3 describes the quasi-experimental methodology and measures employed to test the hypotheses within the Department of Psychology. Six introductory psychology classes were targeted, three of which were part of the BGX program and three of which were otherwise equivalent. Participants were asked at the beginning and end of the Fall 2004 semester to complete a short-answer and essay test, the Critical Thinking about Values Assessment (CTVA), which required them to (1) identify the key components (KC) of an essay prompt and (2) to write a three-part response to the essay that articulated the values expressed therein (critical thinking about values; CTV). The CTV section was developed specifically to measure the BGX learning outcomes. Chapter 4 provides more specific hypotheses: that BGX program membership provides incremental validity beyond that of high school grade point average, ACT/SAT scores, reasons for attending college, and general life goals, in the prediction of participant's responses to the CTVA. Results did not support hypotheses for the KC section of the CTVA but they did support the hypotheses for th (open full item for complete abstract)

Master of Arts, University of Akron, 2006, Communication

Film, like many other forms of mass mediated communication, has the potential to influence an audience about cultural value. This thesis explores the values, value systems and ideographs embedded in the film American Beauty, through an extensive value analysis, in an attempt to discover the definition of the suburban culture they collectively embody. It will be argued that the values, value systems and ideographs revealed are used by viewers to familiarize themselves, rationalize their decisions, and define their culture and attitudes towards the external world. This thesis contends that American Beauty not only critiques contemporary suburbia, it also shapes the way in which we, as human beings and as Americans, understand it.