1,730,817 research outputs found
The phenomenon of possession and exorcism in north India and amongst the Punjabi diaspora in Wolverhampton.
No full textA thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Master of PhilosophyBased upon two years fieldwork in Wolverhampton and Coventry, and several field trips to Punjab, this thesis focuses on the prevalence of possession and exorcism as a manifestation of Punjabi religion amongst the Punjabi diaspora in Wolverhampton. Euro-centric scholarship and reform movements in the 1900s, in India, suppressed religious traditions that did not conform to the textual and institutionalised forms of religion. This thesis proposes that the phenomenon of possession and exorcism observed amongst the Punjabi diaspora in Wolverhampton is in no way novel, rather it is a diasporic reconstruction of a vital tradition found within the religious traditions from the Punjab, and on a larger scale in the Indian sub-continent. Furthermore the Punjabi diaspora in Wolverhampton are in no way unique in the re-construction of this religious tradition in Britain. Various forms of supernatural malaise are prevalent amongst the Punjabi diaspora in Wolverhampton that are utilised by the community to explain the inexplicable diversities they face in daily life. These supernatural afflictions provide the Punjabi diaspora with a useful method of accepting adversity but also various methods to tackle it through the assistance of a baba or bhagat. This thesis explores the underlying cosmological discourses prevalent in the worldview of north Indian religious traditions in an attempt to analyse a relatively untouched phenomenon of religious beliefs and practices of the Punjabi diaspora in Wolverhampton
To interact or not to interact, that is the question: an analysis of student engagement with on-line learning activities in WOLF
No full textReport of a CELT project on enhancing learning and teaching through innovation and research.Engagement with Wolverhampton On-line Learning Framework (WOLF) by both staff and students is a key strategic priority of the University with the aim to develop the interactive learning environment so that by 2005 the majority of technology-based learning undertaken by learners will involve them in active participation in on-line activities in a media-rich environment. However, current practice within the School of Sports, Performing Arts and Leisure (SSPAL) has demonstrated that even though some students choose to engage with the interactive learning activities the majority decide not to, and are content with downloading module lectures and notes without reciprocating with the on-line activities that have been developed to assist their learning. The aim of this research project is to explore the views, opinions and experiences of students who do and do not engage with on-line learning activities using the University of Wolverhampton On-line Learning Framework (WOLF), and to use this knowledge to develop learning and teaching strategies that enhance student engagement with on-line learning activities
What are the factors which contribute to level one social work students failing to progress or achieving low grades?
No full textThis article was first published in the Wolverhampton Intellectual Repository and E-Theses (WIRE). There is no printed version.This study is a preliminary review of the possible reasons for low achievement among some level one social work undergraduates. These may be viewed as challenges to the individual, attempting to study in a particular social context, or as challenges to the institution in raising achievement and accommodating differing needs. Much of the literature is concerned with the experiences of students from particular social groups. In some studies, these concerns are integrated with the identification of individual strategies for success and/or institutional practices which foster or inhibit achievement
Royal Wolverhampton Trust co-production toolkit template
No full textToolkit produced by The University of Wolverhampton and The Royal Wolverhampton Trust
What does it mean to be well for a person with prostate cancer?
No full textLecture delivered as part of the University of Wolverhampton Lecture Series on 6th April 2022
Book review: The law relating to international banking- Andrew Haynes 2nd Edn, Bloomsbury Professional 2018 (ISBN 978 1 78043 219 9)
No full text© 2019 The Author. Published by Law Research Centre at the University of Wolverhampton. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://www.wlv.ac.uk/media/departments/faculty-of-social-sciences/documents/wolverhampton-law-journal/edition-2/9.-Matthew-Barnes.pd
A-Wakening
No full textInstallation: A-Wakening November 2017 Arena Theatre, Wolverhampton.
A-Wakening: a multi-sensory environmental installation created to respond to the active and immersive relationship between audience and artwork. A collaboration between artist and PhD student Joanne Mills and Dr Chris Foster of the University of Wolverhampton, a dark space is filled with haze, visuals and a ‘dream-like’ soundscape to be experienced and explored
An evaluation of deep learning achieved by students studying environmental science modules using the Wolverhampton Online Learning Framework (WOLF)
No full textReport of a CELT project on supporting students through innovation and researchThe Division of Environmental and Analytical Sciences uses the Wolverhampton Online Learning Framework (WOLF) for part of its module delivery programme at all 3 levels within all Awards. This initiative followed from the mission statement that the University of Wolverhampton is committed to broadening access to the widest range of students capable of succeeding in higher education. It is however difficult to assess the level of success achieved by WOLF-based modules in terms of the student’s true understanding of module concepts, although end-of-module evaluation forms completed by students have allowed some feedback on satisfaction of the way in which modules use WOLF. There has been limited information available on specific learning and teaching issues that might help guide the style of module delivery using the WOLF system. Indeed if WOLF-based modules are intended to be an alternative form of delivery for modules that are delivered by conventional methods, evaluations for the level of true understanding achieved by students (whatever their chosen platform for studying the module) would be very useful information to develop. The research involved canvassing the opinions of students on modules that are committed to the use of WOLF as part of the module delivery. Tracking facilities within the administrator’s role on WOLF gives feedback on the amount of time students spend on WOLF pages. However it is not possible to evaluate the level of learning or understanding that has been achieved by students from tracking statistics alone. There are therefore 3 main aims for this research: 1. To evaluate the level of deep learning achieved by students studying environmental science students who have accessed the modules via WOLF. 2. To study the quality and style of approaches to learning adopted by students that have accessed modules through WOLF. 3. To assess the effectiveness of module delivery by utilising WOLF
Book Review: Abbe E.L. Brown and Charlotte Waelde (eds), Research handbook on intellectual property and creative industries
No full textFaculty of Social Science Wolverhampton Universit
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