Enhancing Revenue Streams in Hospitality: The Role of AI Chatbots in Cross-Selling Services and Amenities

In the rapidly evolving landscape of the hospitality industry, guest profitability stands as a cornerstone for sustainable success. As hotels strive to enhance the guest experience, understanding the intricate interplay between communication strategies and guest spend becomes paramount. This research utilized a mixed-methods approach, to explore the nuanced relationship between artificial intelligence (AI) chatbot communication and guests behavioral cross-selling intention. The study conducted semi-structured interviews with Hotel and AI Leaders to understand technology integration and applications in hotels and for cross-selling use cases. Choice-based conjoint analysis was simultaneously used to survey participants on willingness-to-pay (WTP) for hotel services offered via AI chatbot communications. This model empowers hotel leadership with the knowledge to adapt AI chatbot communication strategies in order to maximize profitability of their operations. By extending the Elaboration Likelihood Model (ELM) (Petty & Cacioppo, 1986) and Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh et al., 2003) this study looks to further unravel the intricate dynamics of revenue optimization in the context of AI powered text message interactions within the hospitality industry. The study thoroughly examined the advantages and disadvantages of cross-selling hotel goods and services through AI chatbots, including the types of products that could be effectively cross-sold, the key motivators and challenges of implementing this technology, and its impact on the guest experience. Additional qualitative findings were considered to provide deeper nuanced insights. The study also explored how AI chatbot message attributes influenced guests\u27 WTP. The role of demographics for both interview and survey participants was carefully analyzed to identify key trends and patterns. The study concludes by discussing the theoretical and practical implications of these findings, reviewing limitations, and discussing recommendations for future research in this topic area

Teaching, Building, Learning: AI in Nursing Education

The session is grounded in two guiding frameworks. The ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation) structures how AI can be systematically integrated into teaching practice, from identifying learning needs to evaluating outcomes. The RISEN framework (Role, Input, Steps, Evaluation, Next) provides faculty with a structured method for developing effective AI prompts and maintaining academic rigor. Together, these frameworks highlight how AI can be embedded purposefully rather than opportunistically. Participants will leave with strategies for incorporating AI into their own courses, including techniques for building equitable group work, creating adaptable case studies, and designing assignments that encourage students to critically evaluate AI as a partner in knowledge generation. By the end of the session, attendees will be equipped with replicable models to responsibly and creatively integrate AI into teaching and learning

Identifying Alternatively Spliced Events and Exons Between Blood Cell Types

Transcript isoforms arising from alternative splicing events can contribute to the development of a cell’s identity and function and overall protein diversity. Peripheral blood is a useful model to study and evaluate computational methods for alternative splicing detection due to its abundant data across various sequencing protocols. The alternative splicing events across different blood cell types have not been completely identified and detecting alternative splicing through short read sequencing is still a challenging problem. Here, we propose to integrate multiple bulk RNA-seq datasets of purified blood cells using a novel integration method to identify the cell-type specific alternative splicing events in different blood cell types. We applied the detection methods to three data sets across two cell type comparisons. We show that we can integrate the results of two independent approaches of alternative splicing detection that were previously considered too different to be reconciled. The results show very little concordance between the different approaches. It also allowed us to identify the few confident events that are commonly detected by both approaches. The integration allowed us to re-analyze past studies and produce a comprehensive list of alternatively spliced events based on multiple software. In conclusion, this work achieves an overarching list of significant parts/events associated with different cell types by integrating across multiple softwares and datasets

Enhancing Documentation Proficiency: Feasibility of Integrating EHR Go & Unfolding Case Studies in Occupational Therapy Education

Objective: This capstone project evaluated the feasibility of integrating EHR Go and Unfolding Case Studies (UCS) into the first-year curriculum of the University of Nevada, Las Vegas (UNLV) Occupational Therapy Doctorate (OTD) program. The goal was to enhance students’ SOAP (Subjective, Objective, Assessment, Plan) note documentation proficiency and critical thinking skills through simulation-based learning and increased exposure to real-world documentation expectations and examples. Feedback from 33 clinicians at Dignity Health St. Rose Dominican Hospital – Siena Campus informed the workshop design, and OTD faculty and graduate assistants at UNLV provided input on curriculum integration feasibility.Methods: A quasi-experimental, non-equivalent groups pretest-posttest design was used. Prior to the intervention, 33 clinicians participated in a documentation needs assessment to guide workshop development and content priorities. Twelve first-year OTD students voluntarily participated in a documentation workshop featuring EHR Go and UCS. The intervention included timed SOAP note writing, case-based scenarios, and feedback from instructors and peers. Pre- and post-intervention surveys measured students’ confidence in documentation, and SOAP note assignments were graded using a standardized rubric to assess objective proficiency. Scores were compared within the workshop group and against the remainder of the cohort (n = 15) who did not attend the workshop. Additionally, a SOAR analysis and staff interviews were conducted to evaluate curricular relevance and implementation feasibility. Findings: Clinician feedback emphasized the need for structured documentation training and validated the workshop’s content focus on clinical reasoning and EHR literacy. Statistically significant improvements in documentation confidence were observed for workshop participants in the Objective (p = .037), Assessment (p = .015), and Plan (p = .008) sections. Wilcoxon signed-rank tests showed that SOAP note scores improved significantly among participants (W = 0.0, p = .002, r = .88) and non-participants (W = 6.0, p = .003, r = .76), though workshop participants achieved a greater mean improvement (ΔM = 2.58 vs. 1.90). An independent samples t-test found no statistically significant difference between groups, t(25) = -1.20, p = .243, but a moderate between-group effect size (d = -0.46) suggested meaningful trends in favor of participants. Qualitative feedback further supported the workshop\u27s effectiveness and curricular value, while faculty and graduate assistant responses confirmed that the workshop’s learning activities could feasibly be integrated into existing first-year coursework with appropriate support. Conclusion: The integration of EHR Go and UCS into the UNLV OTD curriculum was feasible and showed promising benefits for enhancing SOAP note proficiency and fieldwork preparedness. Findings support continued use of simulation-based documentation training to bridge academic instruction and clinical documentation demands

The Effect of Amputation and Prosthesis Use on the Ability to Differentiate Between Surfaces Underfoot

Background/ Purpose: There is limited understanding of how the sensory deficits associated with lower limb amputation (LLA) impact mobility during daily life. As a first step to developing this understanding, the aim of this study was to determine to what extent people with LLA can identify differences in commonly encountered walking surfaces beneath their feet. We hypothesized that people with LLA would demonstrate a poorer ability to discriminate between different surfaces than people without an amputation, and that discrimination ability would be surface characteristic-specific; discrimination would be poor for roughness discrimination due to the lack of plantar sensation in the prosthetic foot, but less affected for motility (movement) discrimination, which may be sensible via proximal proprioceptors. Number of Subjects: 15 individuals with unilateral LLA (13M, 1F; 92.2±15.0 kg; 1.70m ± .094 m). 15 unimpaired controls (7M, 8F; 71.4 ± 18.0 kg; 1.66m ± 0.157 m). Materials and methods: The testing apparatus consisted of two 1” high platforms at each end of a set of 7’ parallel bars. Two surface samples (2’ x 1’ x 1”) were placed between platforms, in parallel, such that one foot would contact each sample during stepping. Goggles and noise canceling headphones eliminated visual and auditory cues. The discrimination test included 4 surface materials; sandpaper, sand, rough tile and gravel, selected to test how differences in qualities of roughness (sandpaper-rough tile) and motility (sandpaper-sand; rough tile-gravel) varied between groups. Ceramic was maintained as a comparator for each trial, with the opposite side randomized. During each trial, participants stepped on the samples, and were asked to state whether the surfaces below their feet felt the “same” or “different”. Participants completed 80 trials. The percentage of correct responses for each of the sample comparisons was computed. Linear models were used to examine differences in discriminant ability between participants with LLA and controls. Results: Participants with LLA demonstrated 17% lower accuracy compared to controls (p = .003). Discriminant ability was significantly impacted by surface type (p \u3c .001) with Gravel (Control = 95.4%, LLA = 78.6%), Sand (Control = 86.2%, LLA = 67.4%), Rough Tile (Control = 90%, LLA = 52.7%), and Sandpaper (Control = 16.7%, LLA = 27.2%) varying in accuracy. Supporting our hypothesis, people with LLA had poorer discriminant ability when the surface was less motile (gravel versus rough tile, p = .04) compared to if the surface was less rough (gravel versus sand, p = .84). Conclusions: People with LLA are less accurate at discriminating between different surfaces compared to people without amputation. Clinical relevance: An inability to differentiate between surfaces underfoot may affect the ability to respond quickly and appropriately to different terrain demands, potentially leading to reductions in confidence and increases in falls. Assessment and training on such surfaces may improve balance confidence and reduce fall risk

Musical Language and Communication: Students Connect Music Streams to Literacy, Mathematics, Science, And Movement

This dissertation discusses how music and literacy claim many of the same skills, ways music may be used as a motivational tool to help promote strategies for skill development, and how teachers working in teams have the innovation to generate strategic learning. By combining music symbolism with the literacy curriculum, one can create a set of elementary school lessons that integrate musical melody with the facets of literacy, mathematics, science, and movement to formulate beneficial opportunities for student engagement and learning. Students cultivate learning by using the elements of rhythmic literacy, such as identifying beat values in conjunction with their literary equivalent. Important music skill sets that are educationally meaningful for students to develop include identifying rhythmic values and observing how to problem-solve or evaluate note values by words per measure. Combining technology with the concepts mentioned above renders the music skill sets interactive and engaging. The tool of technology is crucial in the sonic-inspired classroom environment to enhance perspectives of music and literacy learning. Students creating song prose in their learning environment with these resources are motivated to engage in discourse and to educationally collaborate by creating group music themes while clapping to the beat of their practice prose. The culminating activity of this project involved students creating their rhyme, using ABA (chorus-verse-chorus) form, incorporating their knowledge of rhythmic literacy with non-locomotor movements, and engaging in group projects, to include the advancement of inspiring ideas of collaborative spoken, rhythmic sound levels. Methodological approaches include research and design of music and movement by Emile Jaques-Dalcroze, Zoltan Kodaly, Orff Schulwerk, and Gunild Keetman. Such approaches to music-meaning may promote the development of identifiable classifications for describing and interpreting one’s musical experience, however, differing confounding variables may affect study results, such as the extent to which students gather information

In Their Voices: An Exploration of the Experiences of Native Hawaiians and Pacific Islander Students in Special Education

Native Hawaiians and Pacific Islander (NHPI) groups remain the most underrepresented children in special education, jeopardizing their access to essential academic support. NHPI groups are among the fastest-growing populations in the United States, and these increasing numbers will impact schools and special education specifically. However, there is minimal data on NHPI children in special education. This is problematic, as special educators are responsible for providing appropriate, accessible, and equitable educational opportunities to support their academic journey and to ensure NHPIs’ contributions to the economic growth of the U.S. To better understand the nuances of NHPI cultures, this qualitative exploratory multiple case study examined the schooling experiences of NHPI children in special education. The study included three male secondary students identified with a specific learning disability enrolled in an urban school district. The participants shared their experiences in the resource classroom setting and offered educators advice on teaching and learning with them. The findings indicate that the cultures among Pacific Islanders are unique and diverse and should be interpreted as such. Further research is recommended to identify more NHPI cultures to inform schools and educate policymakers on their varied educational needs

Bridging the Gap Between Vocal Performance Degrees and Opera Apprentice Programs: A Comparative Study of Pedagogical Methods

While operatic apprentice programs seek singers with strong vocal potential, they rarely define the specific technical skills necessary for success. This study bridges the gap between vocal performance degrees and the opera industry by identifying the vocal techniques that may improve a singer’s likelihood of acceptance into an apprentice program. To achieve this, the research draws from two primary sources: pedagogical texts and interviews with industry experts who actively teach, coach, or perform alongside apprentice artists at elite opera houses. These experts include voice teachers Darrell Babidge and Jack LiVigni, vocal coaches Beatrice Benzi and John Parr, and internationally acclaimed singers Angela Meade and Dolora Zajick. The findings provide practical guidance for singers and educators, clarifying the technical skills most valued in apprentice program auditions and offering training approaches that align with industry demands

METABOLIC EFFECTS OF R-1,3-BUTANEDIOL (KETONE-IQ) DURING AEROBIC AND ANAEROBIC EXERCISE BOUTS

Topics in Exercise Science and Kinesiology Volume 6: Issue 1, Article 1, 2025. BACKGROUND: Current evidence demonstrates the efficacy of low carbohydrate/high fat ketogenic diets as it related to exercise. Exogenous ketone supplements have made it possible to ingest ketone molecules, elevating blood b-hydroxybutyrate (BHB) despite consuming carbohydrates (CHO). The purpose of this investigation was to determine both metabolic and performance effects of R-1,3-butanediol (BDO). METHODS: A randomized repeated measures placebo-controlled design was used to compare BDO and placebo (PLA). Each phase of testing utilized two primary testing days: 1) a dose exposure day designed to determine blood metabolite changes following consumption of BDO or PLA, 2) A performance day designed to assess the aerobic and anaerobic performance. In brief, dose exposure day consisted of a fasting baseline blood analysis followed by additional blood analysis at 20- and 40-minute post ingestion timepoints. Performance testing consisted of ingestion of 0.5g/kg of BDO or PLA and a standard meal (31g CHO, 2.5g fat, 13g protein). Participants then conducted a 5k time-trial on a treadmill while breath gases were analyzed. BHB and glucose (GLU) were determined at baseline, midpoint and post run. Following aerobic testing participants completed a repeated cycle test consisting of five 10-second sprints against resistance (7.5% body mass). STATISTICAL ANALYSES: Repeated measures analysis of variance (ANOVA) were conducted to establish group and time effects. RESULTS: BDO resulted in increased BHB relative to PLA at all time-points following baseline on the dose exposure day (20-minute p\u3c0.001 and 40-minute). On the performance day, significant increases in BHB were also observed for all time-points for aerobic (p\u3c0.001 for each) and anaerobic testing (Midpoint: p\u3c0.01, Post: p\u3c0.01). BDO supplementation resulted in significantly higher average power and average peak power outputs across the five 10-second cycle sprints. Additionally, supplementation resulted in significantly less fatigue as determined by Fatigue Index. A significant decrease in BHB for BDO, from pre-run (1.9±0.2mmol) to post-run (1.2±0.2mmol), was also observed (p=0.003). CONCLUSION: Acute supplementation with a novel ketone supplement significantly increases blood ketones and significantly improved anaerobic performance on a repeated cycle ergometer assessment. Funding: Health Via Modern Nutrition (HVMN

The Power of Connection: Fostering a Safe and Supportive Classroom

One of the most effective teaching practices is building strong relationships with students and creating a safe, supportive classroom environment. When students feel valued, respected, and comfortable, they are more likely to engage in learning, take risks, and persist through challenges. In my classroom, I prioritize getting to know my students personally, establishing consistent expectations, and fostering a culture where mistakes are seen as opportunities for growth. By emphasizing trust, encouragement, and open communication, I create a space where students feel safe to ask questions without fear, advocate for themselves, and develop confidence in their abilities. This approach is particularly crucial for students who struggle with self-doubt or fear of failure. When students believe their voices matter and that they are supported, they are more likely to try harder, challenge themselves, and reach their full potential.https://oasis.library.unlv.edu/btp_expo/1206/thumbnail.jp