Course coordinator
Associate Professor Tom Aechtner
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
This course explores one of the most interesting and controversial subjects in human history: the supernatural. RELN1510 studies historical and contemporary understandings of the supernatural, using historical and modern critical perspectives from the academic study of religion to cover such topics as angels, the devil, miracles, vampires, witches, fairies, ghosts, and aliens. This involves analysing ideas about the supernatural in the ancient, early modern, and modern world. The course invites critical reflection on the possible psychological and sociological functions of religion and spiritual beliefs, as well as broader issues such as how people make sense of death, notions of the afterlife, gender and religion, indigenous spiritualities, psychology, and suffering.
Course requirements
Assumed background
There is no assumed background knowledge ﾠfor this course. All are welcome.
Incompatible
You can't enrol in this course if you've already completed the following:
RELN2510
Course contact
Course staff
Lecturer
Associate Professor Tom Aechtner
Dr Oliver Zambon
Tutor
Dr Oliver Zambon
Mr Christopher White
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
RELN1510 lectures will be held in-person. Check Public Table for details. External students can attend live via Zoom (link on Blackboard site), or watch recorded lectures in the week following each lecture.
Tutorials run from Week 2 for 10 weeks.
Aims and outcomes
The course aims to cultivate understandings of one of the most interesting and controversial subjects in human cultures: the supernatural. It is also designed to introduce students to key concepts associated with the academic study of religion, and develop critical thinking skills.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Have a basic understanding of the history of some historical and contemporary expressions of the supernatural.
LO2.
Understand fundamental aspects of the academic study of religion.
LO3.
Express and understand your own worldview and its impact on your understanding of issues more clearly.
LO4.
Appreciate the diversity of views about the supernatural.
LO5.
Express coherent opinions on the role of the supernatural in historical and contemporary culture.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
Active Participation in Tutorials
|
10% | |
| Essay/ Critique | Scaffolding Writing Assignment I | 35% |
6/09/2024 2:00 pm |
| Essay/ Critique | Scaffolding Writing Assignment II | 55% |
25/10/2024 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Active Participation in Tutorials
- Hurdle
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 10%
Task description
Tutorial participation is required of all students. To participate fully in tutorials, come prepared to discuss the weekly lecture and the associated readings.
Discussion questions and prompts for each tutorial will be provided by tutors, but also come prepared with your own questions and ideas. In Studies in Religion, a range of viewpoints are encouraged.
A maximum of ten marks (one per tutorial) will be awarded for tutorial attendance and participation. If only 5 or fewer tutorials are participated in, the student will receive 0 tutorial participations marks.
Tutorials run from Week 2 for 10 weeks.
Hurdle requirements
If only 5 or fewer tutorials are participated in, the student will receive 0 tutorial participations marks.Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Scaffolding Writing Assignment I
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 35%
- Due date
6/09/2024 2:00 pm
Task description
This is a 'scaffolding writing assignment,' which requires students to complete written sections of a fillable Word document that will be provided on Blackboard. Each section of the fillable Word document will represent a single component of what would traditionally be included in an essay, such as a thesis statement, main paragraphs, and a reference list. Each section will provide instructions concerning how to complete it, including the word limits for responses.
The assignment must be submitted as a Word document, and not submitted as a PDF or any other file type. Submitting in a non-Word file type will result in a -10% penalty. Do not rely on Grade Centre in Blackboard for your results. Look at your assessment grade and feedback in Turnitin.
Word count: 1,200 words. NOTE: The word count limit isn't a hard and fast cap that students need to reach. Please note that the overall word count has to include all sections, except for those made up of bibliographic information (sections II and X). Those other sections include sections III and IV, even though they don't have explicit word limits. It's difficult to put word limits on sections III and IV, because a thesis statement may be one or two sentences, while some students may write a little bit more than other students in section IV, or they may go over in sections V-IX. So, the remaining words, depending on how much students put in the other word-limited sections, are associated with sections III and IV, or could be some buffer if they go over in other sections.
Sections III and IV: ~200
Introductory Paragraph: ~200
Argument Paragraph 1: 200
Argument Paragraph 2: 200
Argument Paragraph 3: 200
Concluding Paragraph: 150-200
Total: ~1,200
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
The assessment must be submitted via Turnitin on the Blackboard page.
AGAIN: Do not rely on Grade Centre in Blackboard for your results. Look at your assessment grade and feedback in Turnitin.
Submission guidelines
The assessment must be submitted via Turnitin on the Blackboard page. The assignment must be submitted as a Word document, and not submitted as a PDF or any other file type. Submitting in a non-Word file type will result in a -10% penalty.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
- Late submission of assessment will incur a penalty of 10% of the marks available for the assessment item, per calendar day or part-day after the due date, for a maximum of 7 days, after which a mark of zero will be recorded.
- For further information, refer to my.UQ: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-extension
- Extension applications must be via my.UQ –> Manage my program - > exams and assessment -> Applying for an extension.
- Extension applications must be submitted at least 24 hours prior to the submission date, unless the medical or other circumstances are such that the student cannot reasonably be expected to have applied by the appropriate due date.
- Extension requests may take up to 48 hours to be assessed (not including weekends and public holidays).
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Scaffolding Writing Assignment II
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 55%
- Due date
25/10/2024 2:00 pm
Task description
This is a 'scaffolding writing assignment,' which requires students to complete written sections of a fillable Word document that will be provided on Blackboard. Each section of the fillable Word document will represent a single component of what would traditionally be included in an essay, such as a thesis statement, main paragraphs, and a reference list. Each section will provide instructions concerning how to complete it, including the word limits for responses.
The assignment must be submitted as a Word document, and not submitted as a PDF or any other file type. Submitting in a non-Word file type will result in a -10% penalty.
Word count: 2,000 words. NOTE: The word count limit isn't a hard and fast cap that students need to reach. Please note that the overall word count has to include all sections, except for those made up of bibliographic information (sections II and X). Those other sections include sections III and IV, even though they don't have explicit word limits. It's difficult to put work limits on sections III and IV, because a thesis statement may be one or two sentences, while some students may write a little bit more than other students in section IV, or they may go over in sections V-IX. So, the remaining 500–750 words, depending on how much students put in the other word-limited sections, are associated with sections III and IV, or could be some buffer if they go over in other sections.
Sections III and IV: 500-750
Introductory Paragraph: 250-300Argument Paragraph 1: 250-300
Argument Paragraph 2: 250-300
Argument Paragraph 3: 250-300
Concluding Paragraph: 250-300
Total: ~2000
This assessment task evaluates students' abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Using AI in this task is not permissible. Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
The assessment must be submitted via Turnitin on the Blackboard page.
Submission guidelines
The assessment must be submitted via Turnitin on the Blackboard page. The assignment must be submitted as a Word document, and not submitted as a PDF or any other file type. Submitting in a non-Word file type will result in a -10% penalty.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
- Late submission of assessment will incur a penalty of 10% of the marks available for the assessment item, per calendar day or part-day after the due date, for a maximum of 7 days, after which a mark of zero will be recorded.
- For further information, refer to my.UQ: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-extension
- Extension applications must be via my.UQ –> Manage my program - > exams and assessment -> Applying for an extension.
- Extension applications must be submitted at least 24 hours prior to the submission date, unless the medical or other circumstances are such that the student cannot reasonably be expected to have applied by the appropriate due date.
- Extension requests may take up to 48 hours to be assessed (not including weekends and public holidays).
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | <p>0</p> - |
Absence of evidence of achievement of course learning outcomes. Course grade description: <p>Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course.</p> |
| 2 (Fail) | - |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed.</p> |
| 3 (Marginal Fail) | - |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills.</p> |
| 4 (Pass) | - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved.</p> |
| 5 (Credit) | - |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated.</p> |
| 6 (Distinction) | - |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated.</p> |
| 7 (High Distinction) | - |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered.</p> |
Additional course grading information
Your tutorial participation will be assessed according to the following criteria:
- Evidence of participation in discussions.
- Evidence of preparation for the tutorial, most notably through completing the set readings.
- Quality of contributions to discussions.
- Fostering of group discussions, through courteous and respectful interactions with staff and students.
- Attendance is necessary to fulfil the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Your scaffolding writing assignments will be assessed according to the following criteria:
- Ability to construct a well-reasoned argument.
- Depth and breadth of knowledge and understanding of central issues.
- Engagement with academic sources and evidence.
- Insight and/or creativity in interpreting texts or constructing a point of view or argument.
- Written expression: Capacity to produce coherent and well-written responses using correct grammar and syntax.
- Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your scaffolding writing assignment should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your scaffolding writing assignment should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75 – 84%), your scaffolding writing assignment should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your scaffolding writing assignment should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%) your scaffolding writing assignment should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your scaffolding writing assignment will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%) your scaffolding writing assignment should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your scaffolding writing assignment should reflect developing levels of achievement. It should demonstrate that you have a superficial level of knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%) your scaffolding writing assignment will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your scaffolding writing assignment will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your scaffolding writing assignment will demonstrate an absence of research, evaluation of data and/or evidence, and lacks argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Do not rely on Grade Centre in Blackboard. Look at your assessment grade and feedback in Turnitin.
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing.
-
Without evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
You are encouraged to read as widely as possible and to access information and opinions wherever you find them! It is important that you critically evaluate the data and opinions, no matter what the source, but be especially careful of non-refereed sources.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
The Supernatural is What?
Required Reading: Jindra, Michael. Natural/Supernatural Conceptions in Western Cultural Contexts. Anthropological Forum, 13:2 (2003): 159-166. Extension Readings: Legare, Evans, E. M., Rosengren, K. S., & Harris, P. L. (2012). "The Coexistence of Natural and Supernatural Explanations Across Cultures and Development." Child Development, 83(3), 779 793. |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Religious Disenchantment?
Required Readings: Taillepied, Noel. When Night Draws Swiftly Darkling On, in The Penguin Book of the Undead, edited by Scott Bruce, 232-237. Penguin, 2016. Extension Readings: Lavater, Ludwig. Of Ghosts and Spirites Walking by Night, in The Penguin Book of the Undead, edited by Scott Bruce, 221-231. Penguin, 2016. Walsham, Alexandra. The Reformation and the 'Disenchantment of the World' Reassessed. The Historical Journal 51 (2008): 497-528. |
Week 3 (05 Aug - 11 Aug) |
Lecture |
Miracles: Part 1
Required Reading: Hume, David. Of Miracles. In An Enquiry Concerning Human Understanding, Section X. 1748. |
Week 4 (12 Aug - 18 Aug) |
Lecture |
Miracles: Part 2
Required Reading: Lewis, C. S. On Probability. In Miracles, Chapter 13. Simon & Schuster, 1947. Extension Reading: Schleiermacher, Friedrich. Second Speech: On the Essence of Religion, in On Religion: Speeches to Its Cultured Despisers, 48-49. Cambridge University Press, 1996. |
Week 5 (19 Aug - 25 Aug) |
Lecture |
Angels
Required Reading: Schleiermacher, Friedrich. "Regarding Angels." In Christian Faith: A New Translation and Critical Edition. Translated by Terrence N. Tice, Catherine L. Kelsey and Edwina Lawler, vol. I, 229-234. Westminster John Knox, 2016. Extension Reading: Martin, Dale. When Did Angels Become Demons? Journal of Biblical Literature 129, no. 4 (2010): 657-677. |
Week 6 (26 Aug - 01 Sep) |
Lecture |
Witches
Required Readings: Perkins, William. Good and Bad Witches (1608). In Brian P. Levack, ed, The Witchcraft Sourcebook, 2 ed, Chapter 19. Routledge, 2015. "Isobel Gowdie's First Confession at Auldearn in 1662." In Brian P. Levack, ed, The Witchcraft Sourcebook, Chapter 52. Routledge, 2005. Extension Reading: Scot, Reginald. "The Discouerie of Witchcraft" (1584). In Katherine Howe, ed. The Penguin Book of Witches. Penguin, 2014. |
Week 7 (02 Sep - 08 Sep) |
Lecture |
The Devil: Part 1
Required Readings: Almond, Philip. The Devil: A New Biography. Cornell University Press, 2014. Prologue and Chapter 1. Extension Readings: Irenaeus. Against Heresies, Book IV, Chapter 41. In Ante-Nicene Fathers, vol. 1. Edited by Alexander Roberts and James Donaldson. New York: Christian Literature Publishing Co., 1885. |
Week 8 (09 Sep - 15 Sep) |
Lecture |
The Devil: Part 2
Required Readings: al-Hallaj. TaSin of Before-Time and Ambiguity, in Michael Sells, ed. Early Islamic Mysticism: Sufi, Qur'an, Mi'raj, Poetic and Theological Writings, 266-280. Paulist, 1996. Extension Reading: Lange, Christian. Devil (Satan). In Encyclopaedia of Islam, THREE. Brill, 2018. |
Week 9 (16 Sep - 22 Sep) |
Lecture |
Fairies
Required Reading: "Connla and the Fairy Maiden," in Celtic Fairy Tales, ed Joseph Jacobs. D. Nutt, 1892. Extension Reading: Findon, Joanne. "Supernatural Lovers, Liminal Women, and the Female Journey." Florilegium 30 (2013): 27-52. |
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Mid-semester Break No lectures or tutorials. |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Vampires
Required Readings: Livingston, James C. Anatomy of the Sacred: An Introduction to Religion. New Jersey: Pearson, 2009. Pgs 74-95. Geertz, Clifford. 1973. The Interpretation of Cultures: Selected Essays. New York: Basic Books. Pgs 87-125. |
Week 11 (07 Oct - 13 Oct) |
No student involvement (Breaks, information) |
Public Holiday King's Birthday QLD. No lectures, no tutorials. |
Week 12 (14 Oct - 20 Oct) |
Lecture |
Ghosts
Required Reading: Barrett, Justin L. Cognitive Science, Religion, and Theology. Temple Press, West Conshohocken (2011), pgs 96-112. |
Week 13 (21 Oct - 27 Oct) |
Lecture |
Aliens and NRMs
Required Reading: Saliba, John A. The Study of UFO Religions. Nova Religio 10, no. 2 (2006): 103 23. Wallis, Roy. Three Types of New Religious Movement, in Cults and New Religious Movements, 36-58. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.