The Purdue Global University Archive (PGUA) expands visibility and access to the scholarly output of our university's academic community by showcasing its works, activities, and history.
The PGUA is a service provided by the Purdue Global Library. For more information about the PGUA, its mission, policies, and how to contribute your own scholarly work to it, visit the Guide to the University Archive.
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Marked as Dangerous: An Investigative Analysis of No-touch Torture Methods on Targeted Individuals
The analysis examined participants suffering trauma from aspects of no-touch torture, such as gangstalking or organized stalking. The secondary aim was to establish common complaints in a 31-item anonymous online survey using 184 participants. A quantitative analysis summarized the demographics and consensus on no-touch torture experiences. The questionnaire excluded a perpetrator headcount, asset stripping, intellectual property theft, family relationships, animal cruelty, medical, criminal, employment history, and property damage/theft. The primary responses covered 40 U.S. states and 33 countries, mainly of non-political, single, White women, between the ages 45-54 with some education, typically unemployed with a blue-collar background. The activity occurred for more than ten years, as early as 1964, at the hands of corrupt law enforcement and intelligence agencies. Participants alleged these groups had ties to human trafficking and mass murder/active shootings and also targeted others nearby. They claimed to be involved in other crimes. Respondents asserted these activities derived from illegal testing and experimenting, producing the effects of dehydration, diminished thoughts, eyesight/red eyes, hearing, depleted salt and glucose levels, and red blood cell reduction. Most shared symptoms of Havana syndrome, Morgellons disease, active trauma, or depression. Many resorted to alcohol or substance abuse to dampen the effects and referred to their situation as a torture/targeting program. These new metrics explored several correlations and shed new light on the trauma-based phenomenon.
How Time Management is more than a new App or Life Hack
The purpose of this proposal was to focus on time management as a decision-making process that involves planning. It is also important to consider changing societal expectations, career changes, and family dynamics when determining what needs to get done. Time management can be aided by new and existing technology tools. This proposal focuses on awareness, perception and actionable items related to time management. Oyzarzun et al. (2020) demonstrate a disconnect between the perceived helpfulness of LMS tools for time management and their frequency of use many times stemming from lack of knowledge or perceived difficulty in using the tools. To address this disconnect we will highlight some of the LMS tools available in Brightspace as well as other existing productivity resources that may help faculty better manage their time both in and outside of the online classroom. We will also provide insights into the usefulness of the technologies and best practices when employing each tool.
Prior Credits for Future Success: PG’s New Center for Prior Learning Recognition
Today’s transfer students are complex and dynamic learners seeking to accelerate their ability to earn meaningful credentials and achieve careers. Research shows that students who received credit for their prior learning did better. PG students who had prior learning recognized did better. PG believes that all students arrive at our university with skills and learning that they have acquired through past education, experience, and service. The new Center for Prior Learning Recognition (CPLR) hosts a system of student-focused solutions working in concert to measure skills and experiences, recognize the contained learning, and advance students towards efficient completion of their academic program. Join this session to learn more about PG’s new CPLR and the work PG is doing to observe transfer trends and respond to emerging opportunities for credit recognition. This session will outline the framework of prior learning recognition tools that our university uses to position students for academic success.
Any questions? Probably …: Strategies for improving student-centered learning in virtual seminars.
Ralph (1999) demonstrates that both novice and established teachers rate the importance of asking questions as very high (4.6-4.8 out of 5). However, the same teachers did not demonstrate similar levels of care in the practice of asking questions (Ibid.). Further, in virtual seminars we are pressed for time and students are dealing with increased cognitive load (Nunneley, et al., 2021). This presentation provides simple strategies to improve our interrogatory practices in virtual seminars to shift the classroom to a more student-centered learning environment. Strategies include deliberate, targeted questions at the onset of seminar (Nunneley, et al., 2021), using Bloom’s Taxonomy (Anderson & Krathwohl, 2001) to create questions that match levels of educational outcomes, and more. We can also help students learn to ask better questions themselves, improving engagement and outcomes (Jacobs & Renandya, 2021).
The Crucial First Week: Engagement Approaches to Promote Student Involvement and Success from Day One
The first week of classes is crucial for student success. But, how do we successfully reach out to students during the first week and keep them engaged and present in the classroom? Getting students involved in the first week of a class is vital to reach out to their positive well-being and help ensure their retention and success in the course. According to a recent Gallup Poll, “Graduates are 1.4 times more likely to be thriving in five key elements of well-being if a professor cared about them as a person” (Gallup, 2022. p.1). The instructor's tone, clarity, and empathy help to provide students with a positive learning environment and is demonstrated in the instructor’s communication with students. This is crucial in the first week to reach out to the whole student to provide the needed encouragement. Furthermore, providing an engaging environment for students from day one is crucial for their retention and success, as ⅓ of students do not make it through their first year in higher education (Deloitte, 2017). Providing support, opportunities, as well as resources in the first week, can go a long way to keeping our students active and engaged. In this session, we will discuss the importance and suggestions of outreach timing during the first week of classes and examples to help successfully reach out and engage students. Specific examples will include timed announcements, emails, and seminars to help reach out to the whole student and promote engagement and retention in the classroom.