Via Sapientiae: The Institutional Repository at DePaul University
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Hospitality Operators and Cannabis Tourism in the South: Insights on Policy & Regulations
Full text linkCannabis tourism offers new opportunities for U.S. hospitality, although regional adoption is limited and complex due to diverse legal frameworks. Through qualitative document analysis (QDA) of regulatory frameworks in 14 Southern U.S. states, this study compares policies on consumption, sales, and employment in states with limited or emerging cannabis programs. Findings reveal that hospitality operators can enhance guest experiences by creating private, wellness-focused cannabis environments and advocating for gradual policy adjustments. However, compliance with strict consumption, licensing, and workplace rules is essential to mitigate legal risks. This study highlights the South\u27s cannabis tourism potential within politically conservative markets, suggesting that cannabis tourism can be a viable niche with a focus on private experiences, safety, and education. The implications developed from this study provide hospitality operators with insights for developing compliant, guest-friendly cannabis services
Computational thinking, informal learning, and makerspace
Full text linkThe continuous advancement of technology has made it a crucial tool across various disciplines. As adaptation to this rapidly progressing field occurred, teaching and learning problem-solving skills are more essential than ever for empowering individuals to succeed across diverse fields. Studies have shown that engaging K-12 students in activities encouraging science, technology, engineering, mathematics (STEM), and computational thinking (CT) are critical for teaching them how to deal with complex problems (Rode, Barkhuus, & Ioannou, 2024; Shu & Huang, 2021). Makerspaces and making activities became popular among researchers and educators due to their potential to advance learning, enhance problem-solving skills, and expose students to STEM. Despite the numerous learning benefits reported by researchers related to makerspace and making activities (Lampe, 2023; Gousie, 2023), little research addressed their effectiveness in promoting learning outcomes among middle-school students. This gap in the literature underlined the importance of conducting a more rigorous study specifically targeting middle-school students to uncover the learning potentials and benefits of this environment in fostering essential skills such as CT.
This research investigated the development of CT skills among middle-school students through project activities in a makerspace learning setting. It proposed a CT framework that described CT as a thought process encompassing problem decomposition, abstraction, and algorithmic thinking. Grounded in constructivism and constructionism, the research engaged middle-school students in programming and physical-computing activities in a makerspace to explore the potential of making in fostering CT skills. It proposed three iv hands-on projects, later reduced to two projects, and a curriculum map that teachers could use to teach CT skills to middle-school students. To answer the research questions, the analysis adapted the design-based research methodology (DBR) and incorporated formative and summative assessment to evaluate the development of CT skills among students.
The researcher carried out a two-day pilot at the university maker space to acquire insight and introduce improvements to the final study. The goal was to ensure that the approach to teaching the content and collecting the data would lead to valuable outcomes. Twenty-five students from local schools were recruited and self-selected to participate in the pilot. The researcher noted numerous areas—such as the study’s time frame, resource allocations, and the group size of students—for improvement. The final research took place at a makerspace in middle school. The participants were forty-nine 8th graders. There were five sessions, each consisting of different activities. In the first session, students took the pre-surveys and participated in a hook activity. Students worked on the maker projects in the subsequent sessions. They completed the post-surveys after the fifth session.
Facilitators collected quantitative data from surveys: students completed n=32 background knowledge and maker activities, n=43 self-report surveys, which consisted of CT disposition, frequency of use, and self-evaluation of maker activity-related knowledge and CT skills for quantitative analysis, and n=14 computational learning (see Appendix H). Educators used rubric (see Appendix A) to collect qualitative and quantitative data from students n=24 to form insight about students` progress during the intervention. The data was transcribed and analyzed using SPASS.
The results from the quantitative and qualitative analysis show that hands-on, project-based learning at makerspace indeed fosters the development of CT skills. Results revealed significant improvements in CT skills, especially in circuit design and programming, using tools like Makey Makey and Arduino. No significant changes were v marked in CT dispositions such as persistence, collaboration, and tolerance for ambiguity among middle school students. Researchers observed slight changes in scores of the frequency of using CT surveys, but only one item achieved a statistically significant improvement. The findings of the computational learning (see Appendix H) survey showed minor numerical improvements or changes in mean scores for some items. However, most were not statistically significant. The qualitative and qualitative findings from the rubric (see Appendix A) captured insight into students’ performance differences between both activities.
The research highlights the value of explicit, intentional, procedural, and collaborative scaffolding techniques to support students\u27 learning and resilience in complex problem-solving tasks. The outcomes emphasize the significance of tailoring activities for middle-school students to CT concepts. However, it is essential to acknowledge that more prolonged, consistent interventions, dynamic scaffolding, and reflective practices are necessary to foster CT skills, disposition, and frequency of use
Memory Matters: The Journals of Cecilia Maria O’Conway and Rosetta Landry White
Full text linkBetty Ann McNeil describes the journals of two of the very first Sisters of Charity, Cecilia Maria O’Conway and Rosetta (Rose) Landry White, who knew Saint Elizabeth Ann Seton and her family. Cecilia was the first to join Elizabeth in Baltimore as a Sister of Charity in early December 1808 at age twenty-one. McNeil tells us, “Cecilia taught at St. Joseph’s School until missioned to Philadelphia (1814) and New York (1817)” before withdrawing from the Sisters of Charity in 1823. At age twenty-five, Rose joined Elizabeth in late June 1809 and served as mother of the Sisters of Charity after Elizabeth died. She had a second term as mother in the 1830s. McNeil draws parallels and contrasts between the memoirs and the styles in which they are written. Cecilia confined herself to factual notes, but about events that she both did and did not witness. Rose is more discursive and narrates events she experienced. The journals tell us about Elizabeth’s life, her family life, and the early life of the religious community she founded. Each memoir is corroborated by Elizabeth’s correspondence and by other early records of the Sisters of Charity
Mental Health Courts: Is There Any Hope For Mental Illness In An Outdated Criminal Justice System?
Full text linkMental health awareness is an ever-growing field of study that has garnered more attention in America after the COVID-19 pandemic. As far back as colonial America, mental illness was considered taboo in society and often reprimanded with punishable crimes. This article seeks to divulge into the history of mental health and its relation to the law, as well as how the creation of mental health courts has led to a decrease in recidivism.
This article aims to provide the reader with an understanding of the evolving field of mental health courts and provide state legislatures foundational knowledge for creating and implementing more fair and equitable methods of prosecution that do not stigmatize an already vulnerable group of individuals, those impacted by mental illness. This article will take a closer look into the creation of mental health courts, the procedural posture of mental health courts, and the efficacy of mental health courts across the country. The state of interest is Illinois, but three other states to be highlighted include Michigan, Florida, and Oklahoma. An analysis of the mental health court system in the United States is important to the legal field due to the complexity of mental illness and the ignorance the American legal field has to providing adequate care and fair proceedings to individuals with mental illness. Understanding mental health courts is integral to understanding the failings of the criminal justice system and creating a better court system to not only deter criminal behavior, but also to diagnose and improve the lives of incarcerated people that have mental disorders
A Half Century Of Criminalizing Serious Mental Illness: Observations And Considerations
Full text linkThis article describes the difficulties of working with people with serious mental illnesses (PSMIs) at every stage of the criminal justice process—from arrest to post- incarceration release from prison. The needs of PSMI for mental health and social services are complex and require different case management plans and strategies at various points in the process. Severe mental illnesses (SMIs), such as schizophrenia, major depression, and bipolar disorder, stem from abnormalities in the brain structure and neuroprocessing that cause significant distress and dysfunction. People with serious mental illnesses typically suffer from a variety of other related problems (e.g., addiction) that can complicate encounters with criminal justice professionals who struggle to develop effective supervisory and service protocols in monitoring and treating PSMI and reducing rates of recidivism
Identifying the Level of Physical Activity (PA) in Hospitality & Tourism, Kinesiology, and Recreation Students
Full text linkPurpose – This study examines the impact of COVID-19 on Physical Activity (PA) on hospitality & tourism, kinesiology, and recreation students at California State University. The findings will help understand a direct impact on what is needed to be in place on campus in order to support and promote normal levels of PA as recommended by the World Health Organization.
Methodology/Design/Approach – PA was measured by a modified version of the International Physical Activity Questionnaires (IPAQ) questionnaire. There were 116 students that participated in this study, respondents were mostly students who are majoring in hospitality & tourism, kinesiology, and recreation.
Findings – The current study found a notable increase of 12.9% in weekly sitting during COVID-19 pandemic and they even sat for 7 or more hours daily. The findings provided evidence in support in part of the hypotheses that the level of PA among hospitality & tourism, kinesiology, and recreation students has decreased during the pandemic compared to pre-pandemic.
Originality of the research – The use of IPAQ on hospitality & tourism, kinesiology, and recreation students has never been done before
Nanolearning in Higher Education: The Next Big Thing?
Full text linkDeveloping engaging educational content, that keeps student’s attention is crucial in the current distraction driven environment. Nanolearning is one new approach being utilized in the workplace that provides a different way of learning.Nanolearning is the process of learning in short pieces of information. Nano content can be used as an introduction for any new topic as well as repetition for the main element of learning during every class or the whole period of learning.The use of technology in developing and delivering nanolearning is key. As the demands of learners continue to change, nanolearning is expected to grow rapidly. Implications for using nanolearning in hospitality are detailed
Elizabeth Ann Seton to Rev. Pierre Badade, undated
Full text linkhttps://via.library.depaul.edu/seton_family_papers/1064/thumbnail.jp