An Assessment of the Hotel Customers’ Robotic Service Quality Perceptions: Scale Development and Validation

Hotel customers\u27 interactions with service robots are becoming increasingly common, raising questions about how these interactions impact their experience. To address this gap in knowledge, this dissertation develops and validates a novel robotic service quality (ROBOQUAL) scale. Drawing on social exchange theory, the study examines the reciprocal relationship between hotel customers and artificially intelligent service robots, exploring how robotic service quality influences customers\u27 perceptions of experience quality, satisfaction, and word-of-mouth intentions. The research employs focus-group studies, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and partial least squares equation modeling (PLS-SEM) to develop and validate the ROBOQUAL scale

An Ethnographic Study on How Mandated Curriculum Influences Mathematics Instruction at a State-Supervised School

This ethnographic study focused on understanding the culture and describing the experiences of elementary mathematics teachers as they used a mandated curriculum and scope and sequence at a state-supervised school. The scope and sequence was created and provided by the school district with the expectation of implementation with high fidelity by the Bureau of School Improvement within the state of Florida. This study used key informant interviews, Professional Learning Community observations, and classroom observations of mathematics teachers in grades three through five to analyze and describe how the school culture of planning and instruction influenced mathematics teaching. Findings suggest that strict expectations and frequent observations from the district and state impacted the school culture, which put pressure on teachers to follow the mandated curriculum with high fidelity. Despite the mandates and strict expectations, many teachers still perceived to have some autonomy to adapt their instruction with the goal of meeting students’ needs. Participants prioritized what they considered most important from the district resources. This led to changes related to pacing and small group instruction. The discussion of the findings connects to previous research on how mandated curriculum impacts teacher autonomy and how school culture is developed and shaped. Recommendations for future research and practice focused on increasing mathematics instructional time and creating equitable structures for students where they can build deep mathematical understanding in a flexible space of time

Introducing Mindful Micro-Practices to Reduce Job Stress and Turnover Intention in High-Volume Restaurants

Employee turnover has long been the most complex problem in the hospitality and tourism industry and Florida is home to over 1 million restaurant and food service jobs. This mixed methods study evaluated the effectiveness of a mindfulness program introduced to reduce job stress and turnover intention at multiple locations of a mid-size restaurant company in Florida. Managers were trained on mindful micro-practices and then introduced those practices to their teams over a four-week intervention. Pre- and post-surveys measured team member job stress, stress-reducing behaviors, turnover intention, self-determination, and mindful awareness. The quantitative data was underpowered and showed no statistically significant difference before and after the intervention. Interview data from managers suggested ways the organizational culture affected manager implementation and adaptations which included adding stress reducing behaviors at work. Stress was reportedly not openly discussed at work prior to this study; this intervention heightened awareness of stress at work and led to discussions about how to reduce the impact of stressful situations. Managers and team members became more aware of and attentive to their responses and the responses of their co-workers during stressful situations. This outcome was beneficial to the organization, and potentially to the restaurant and hospitality industries. The introduction of stress reducing behaviors during the workday in a hospitality company is the core contribution of the study to the existing literature. Future research may measure changes in turnover intention attributed to the mindful practices intervention and potentially explore other ways to promote mindfulness at work to reduce job stress and to reduce turnover intention in the hospitality industry

Upskilling Librarians for the Future: Takeaways from Teaching an Online Searching Course in the GenAI Era

In the recent discourse on librarians\u27 support for instruction and research, Artificial Intelligence (AI) literacy has emerged as a crucial topic. However, this discourse has overlooked the imperative of equipping current and prospective librarians with the necessary competencies in this burgeoning field. Drawing upon personal experiences as an instructor of a graduate-level course titled “Online Searching,” which imparted advanced search techniques for library databases and explored the applications of Generative AI tools in data and literature retrieval, this presentation will address why search expertise holds paramount importance for academic librarians, now more than ever, in effectively assisting patrons who utilize GenAI in their research endeavors

The Impact of Gestational Diabetes Mellitus and Maternal Oral Microbiome: A Scoping Review

Background: Gestational diabetes mellitus (GDM) is a common pregnancy-related metabolic disorder associated with adverse maternal and fetal outcomes. Recent research has highlighted the potential role of the oral microbiome in the pathophysiology of various systemic conditions, including diabetes mellitus. However, the impact of GDM on the maternal oral microbiome remains relatively understudied. Understanding alterations in the oral microbiome during pregnancy complicated by GDM could provide valuable insights into the mechanistic links between systemic metabolic disorders and oral health. Objective: The objective of this scoping review was to comprehensively examine the existing literature on the relationship between GDM and maternal oral microbiome composition and diversity. The review sought to identify the microbial changes associated with GDM and explore their potential implications for maternal oral health and pregnancy outcomes. Design: Following PRISMA-ScR guidelines, a systematic search of electronic databases, including “Pubmed” and “Web of Science,” was conducted to identify relevant studies investigating the impact of GDM on the maternal oral microbiome. Eligible studies included those examining microbial diversity, abundance, and composition in pregnant women with GDM and their neonates. Data synthesis involved summarizing key findings and identifying patterns across studies. Results: A total of eight primary studies were identified and included in the scoping review. These studies employed various methodologies, including observational reports, longitudinal analyses, and cohort studies, to investigate the relationship between GDM and the maternal oral microbiome. Findings from these studies revealed distinct alterations in oral microbial profiles among neonates and pregnant women with GDM compared to healthy controls. These alterations encompassed shifts in microbial diversity, abundance, and composition, suggesting potential biomarkers or indicators of GDM status within the oral microbiome. Longitudinal analyses further elucidated dynamic changes in the oral microbiota throughout pregnancy and postpartum, underscoring the temporal nature of these associations. Conclusions: The synthesis of evidence from the scoping review highlights significant associations between GDM and alterations in the maternal oral microbiome. While these findings imply a correlation between GDM and oral microbial changes, causality cannot be directly inferred. Further research is warranted to decipher the underlying mechanisms driving these associations and to explore their potential implications for maternal oral health and pregnancy outcomes. Nonetheless, the insights gleaned from this review underscore the importance of integrating oral health assessments into routine prenatal care protocols for gestational diabetic individuals. By doing so, healthcare providers can enhance risk stratification, early detection, and management of GDM, ultimately improving maternal and neonatal health outcomes

Teaching English Language Learners: Exploring the Instructional Modifications Mainstream Teachers Use

The number of language learners (ELLs) is increasing rapidly at U.S. schools. Mainstream teachers have an important role in the academic success of these students because ELLs spend most of their school time in mainstream classes and are pulled out a few hours in a school day for ELL services. This research aims to uncover the educational experiences of ELLs in mainstream classes. Using statewide systematic initiative and qualities of linguistically responsive teachers as theoretical frameworks, I collected survey data from 129 teachers and interviewed 15 teachers. The results have shown that teachers tend to translate language for their students and over-simplify their instruction. Most teachers were unaware of state and federal policies about ELL education and completed required forms as a formality

Florida’s Most Recent Anti-transgender Political Policies and Their Effects on Transgender Adults

During May of 2023, Florida Governor Ron DeSantis signed multiple bills into law, which included House Bill 1521, Senate Bill 1580, and Senate Bill 254. Critics have regarded these bills to directly discriminate against transgender individuals and negatively impact their quality of life. The main research question this project seeks to answer is what impact these bills have, if any, on transgender individuals who live in the state of Florida. This includes experiences that negatively impact quality of life outcomes and mental health disparities. An online survey of a small sample of the population that self identifies as transgender, that had lived in Florida for at least 1 month prior to and after the passing of the bills and were over 18 years old was used. Participants answered 2 sets of questions using a five-point Likert scale. One set asked about feelings and experiences prior to the passing of the bills, and the other after the passing of the bills, which included questions about mental health disparities seen commonly in transgender individuals such as depression, suicidal ideation and more. A comparison of the average Likert scale score prior to and after the passing of the bills showed a 10-20 percent increase in mental health disparities, and a large decrease in perceived ease of access to healthcare and satisfaction with state governmental support. Across the board, increases to negative mental health and quality of life outcomes were seen in our sample, which paints a troubling picture as to how these types of bills impact transgender quality of life and mental health outcomes

Embracing Innovation in Education: Investigating the Use and Impact of AI Assistants Among Preservice Teachers

This study investigates the potential of Artificial Intelligence (AI) assistants in reducing administrative burdens on public school teachers in the United States, where approximately $1.04 billion annually is allocated for teachers to perform non-teaching tasks. As AI technologies advance, their integration into educational settings presents an opportunity to automate 20-40% of administrative activities, reallocating up to 13 hours per week toward more impactful educational engagements. This shift could significantly mitigate teacher burnout, a significant factor in the profession’s high turnover rates. The introduction of the AI chatbot, “EL” (Education and Learning in Inclusive Environments), is posited as a transformative tool designed to assist with routine administrative tasks, potentially enhancing educational efficiency and allowing teachers to focus more on direct student interaction and pedagogical innovation. The quasi-experimental research design employed a T-test, Chi-Squared, and Cohen’s d to analyze the effects of AI assistant usage among pre-service teachers at the University of Central Florida. Through a pretest and post-test approach, the study assessed the effectiveness of EL in creating lesson plans that included accommodations and modifications. Additionally, the research examined the correlation between the frequency of AI assistant usage and the likelihood of pre-service teachers allowing their future students to use AI tools and pre-service teachers use of AI over four weeks. Preliminary results indicate a significant change in the attitudes and practices of pre-service teachers regarding AI, with notable improvements in their familiarity and ethical considerations of AI use in educational settings. The findings suggest that integrating AI assistants like “EL” can effectively support teachers and enhance student learning experiences, highlighting the necessity of including AI literacy in teacher education programs

Exploring the Challenges of First Grade Students\u27 Non-Exit from Mathematics Intervention: A Comparative Analysis of Mathematics Instruction and Best Practices During Intervention

This qualitative study aimed to examine the challenges surrounding the non-exit of first grade students from mathematics intervention programs, particularly focusing on Atlantic Elementary School within the Gulf County Public School District. Against the backdrop of declining mathematics proficiency, exacerbated by the COVID-19 pandemic, this study investigates the effectiveness of mathematics intervention and its alignment with best practices in mathematics instruction. While mathematics intervention aims to support students needing additional support with mathematical concepts, there exists a notable gap in understanding why many primary students do not transition successfully from mathematics intervention on grade level prior to advancing to the subsequent grade level. The research questions driving this study center on comparing the tasks and instructional approaches during mathematics intervention against established best practices and examining the impact of teachers\u27 beliefs on mathematics intervention instruction. The data for this study was collected through surveys, observations, semi-structured interviews, and abstracts with three first grade teachers. The finding revealed instances where tasks lacked complexity and failed to promote mathematical conceptual understanding among students, indicating a misalignment with the Mathematics Teaching Practices. In contrast, some instruction during mathematics intervention demonstrated effective use of tasks that encouraged reasoning and problem-solving, aligning closely with the Mathematics Teaching Practices. Also, teachers who held positive beliefs about the effectiveness of interventions were more likely to implement tasks aligned with best practices and provide meaningful mathematics instruction. Conversely, teachers who expressed uncertainty about interventions tended to adopt less effective instructional approaches. The analysis highlighted the importance of aligning Tier 2 interventions with Mathematics Teaching Practices in mathematics iii instruction and recognizing the role of teacher beliefs in shaping instructional practices. These findings should encourage stakeholders in mathematics education to utilize this insight as a catalyst to implement necessary changes in mathematics education