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ISS Brochure 2010
ISS Brochure 2010
Contact us: University of Cambridge International Programmes Institute of Continuing Education Greenwich House Madingley Rise Cambridge CB3 0TX UK Telephone: +44 (0) 1223 760850 Fax: +44 (0) 1223 760848 Email: intenq@cont-ed.cam.ac.uk Website: www.cont-ed.cam.ac.uk/intsummer
Contents
Welcome About the University of Cambridge Summer Schools Our programmes Studying at Cambridge Our students Plenary lectures Living in Cambridge Social life Excursions Art History Practical Interdisciplinary Summer Schools International Summer School Term I International Summer School Term II Specialist Summer Schools Art History Summer School Science Summer School Literature Summer School History Summer School Shakespeare Summer School Medieval Studies Summer School English for Academic Purposes IELTS Preparation Course Teaching sta Accommodation Programme calendar Fees Booking terms and conditions How to apply and payment Image credits Map of Cambridge p2 p4 p6 p8 p10 p12 p14 p16 p18 p19 p20 p22 p28 p34 p36 p40 p46 p56 p62 p68 p74 p76 p78 p84 p88 p89 p90 p93 p96 p97
Welcome
800 and counting! In July and August 2009, students from almost one third of the worlds countries joined the International Summer Schools in the Universitys celebratory 800th anniversary year. But the University of Cambridge does not rest on its laurels, and new ideas, new appointments, new discoveries, new research and new buildings continue to change the scope and scale of its activities. When you join us for our 2010 Summer Schools you will nd that past, present and future jostle for attention in this vibrant place. Our range of course oerings is wide and exible: you can spend anything between one and six weeks with us. Fascinating special subject classes, intriguing plenary themes and exciting evening lectures bring groups of students together in many dierent congurations: you might nd yourself sharing the opportunity to question, to enquire, to challenge your own interpretations with 19-, 49- and even 90-year-olds. Be aware that these programmes are academically intensive and rigorous (you would expect nothing less!), but they are accessible and hugely enjoyable. You will quickly discover that we oer far more than an academic experience! Whatever you study with us, you might well nd your stay proves to be a pivotal turning-point in your career, or a welcome diversion from it, or is just hugely important because in the true Cambridge tradition you will be encouraged to question and reason, to open your mind to the new ideas your lecturers and new-found friends bring to the classroom. The testimonies of our students conrm that this type of learning is very eective: it broadens knowledge and, in many cases, changes not only perspectives but careers and lives! Join us this summer, and nd out what 801 years of preparation for your stay have done to make your time in Cambridge unforgettable!
I really enjoyed the Summer School in Cambridge and want to thank everyone for the brilliant organisation, the wonderful experiences and the friendly hospitality.
Katja Rademacher, Germany
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Our programmes
With a variety of subjects on oer, the University of Cambridge International Summer Schools give you the opportunity to explore a range of topics and disciplines. If you have a particular interest you may want to choose one of our Specialist Summer Schools, or for a more varied approach you can select a number of dierent subject areas from our interdisciplinary programmes.
Interdisciplinary Summer Schools If you are looking to study several dierent subject areas, International Summer Schools Term I and Term II would be the ideal programmes for you. Term I runs for four weeks, Term II for two weeks. You can choose either two or three courses from a wide variety of subjects. You will attend classroom sessions each weekday, and daily plenary lectures on a range of general topics. Specialist Summer Schools If you are looking for in-depth study of a particular subject then these programmes could be what you are looking for. We oer specialist programmes in Literature, History, Science, Art History, Shakespeare and Medieval Studies. Our Specialist Summer Schools are two or four weeks in length. Those which run for four weeks are split into two terms, each of two weeks in length. You can therefore choose to complete one term or both. You can 6 combine dierent programmes in order to build an individual schedule that meets your needs and interests, building up study periods of two, four or six weeks. There is also the option of studying for one week of a specialist programme, allowing for one-, threeor ve-week study periods. We also run an English for Academic Purposes programme for second language students who are already procient in English and are looking to perfect their skills. The programme includes a two-week intensive personalised language skills course which you can combine with either our Term II interdisciplinary programme, the Shakespeare Summer School or our Medieval Studies Summer School. New for 2010 We will also be running an IELTS preparation course for students who are looking to improve their English language skills and test their abilities at the end of a three-week intensive programme.
It was very nice to have small classes for discussion and opportunities to talk personally with the professor.
Christine Winarko, United States of America
Studying at Cambridge
Studying at the University of Cambridge International Summer Schools is a unique experience, and one that we hope you will enjoy and remember fondly. You will be encouraged to discuss, debate and develop your own understanding of the issues raised in class with the guidance of your lecturer.
Teaching sta Our Course Directors and Plenary Lecturers are chosen from amongst the best communicators at Cambridge and beyond. Many have taught on our programmes before, and some return year after year, because our students have recommended them so highly and because they enjoy the experience. Wherever possible, we use Course Directors currently teaching at Cambridge, with College, Faculty or other connections. We also invite experts from other universities and institutions. For more on our Course Directors please see p78. Online resource area All course materials, such as lecture schedules and reading lists, can be downloaded from our online resource site before you arrive in Cambridge. In addition, useful information on travelling, living and studying is available for all participants. Information on how to use the online resource area will be sent to students after registration is complete. Attendance requirements To receive a certicate of attendance, you need to go to every one of your specialist subject classes. Plenary lecture attendance is also recorded on your certicate if you attend the number agreed for each programme. Contact hours and credit Each programme oers a minimum number of contact hours (45+ for twoweek programmes, 90+ for four-week programmes). For those who wish to earn credit from their home institution for their Summer School courses, we provide plenty of additional information to facilitate this. Evaluation Many of our students choose to write an essay for evaluation by their Course Director many do this so they can gain credit at their home university, others simply so that they
can be assessed against the Cambridge standard. Whatever reason students have for choosing to do this, it is a valuable way of responding to the courses you have taken and judging how much you have learned. You may complete one essay per special subject course. The charge for evaluation is 35 per essay. Honours programme Students of high academic standing who are planning to study in Cambridge for six weeks, by combining consecutive Summer Schools, may enquire about our intensive Honours programme, which includes one-on-one Cambridge-style supervisions. The fee for this programme is 425, in addition to
tuition and accommodation costs. Students must select this programme on their application form to register their interest, and send us their forms by 16 April 2010. Please note that places on the Honours programme are limited. Library and computer access You will have access to a variety of faculty libraries, including a lending library set up for the exclusive use of Summer School students, and reading rights at the main University Library. All students are given a University computer account in order to access email and write papers for evaluation. Depending on your accommodation, you may also have the option to connect your own laptop to the University network from your room.
Meeting people from all over the world has been a highlight.
Britni Sitter, Canada
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Our students
Whether you are a university student, a professional or are retired, you will nd like-minded people at the International Summer Schools. Every year students from over 50 countries come to Cambridge to take part in the Summer Schools. Many come back year after year to relive the experience.
Students of all ages come to take part in the Summer Schools. Some are university students seeking extra credit and experience; others are professionals who want to do something dierent for their summer break; others still are retired and epitomise the values of lifelong learning. We have students from all walks of life from writers and scientists to book keepers, lawyers, home-makers, artists, teachers and doctors all eager to expand their horizons and to learn something new. What all our students share is the desire to gain new knowledge, to debate and to participate in the intellectual adventure that studying at the University of Cambridge Summer Schools provides. Our programmes are academically rigorous. In addition to classroom contact hours we ask you to prepare for your experience by reading in advance. This preparation will increase your enjoyment and enhance your capacity for critical thinking. All teaching for the Summer Schools is in English. All students must be able to understand and follow arguments presented in written and spoken English at university level. Further information on the language requirements can be found in the Booking terms and conditions section (p90) at the back of this brochure. Please contact us if you have any questions concerning this.
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Plenary lectures
Most of our Summer School programmes have a course of morning plenary lectures, which aim to enhance your understanding and enjoyment of your programme. Speakers are experts in their eld: senior gures from within the University, Course Directors, and Guest Lecturers.
Plenary lectures are held on weekday mornings; theme-related lectures continuing the theme also take place on some evenings. All students are registered for the plenary lecture course in their own Summer School. If you attend a minimum number, the plenary course title will also appear on your certicate of attendance presented at the end of the programme. Watch the website from December through to May to see the plenary list expanding. Full details will appear in your timetable. International Summer School Term I: Understanding A truly interdisciplinary series of lectures from invited specialists enhances your understanding of cancer cells, plants, art, world politics, government, human beings, economic crisis, evolution, language and meaning, climate change, and literature, as well as explaining more about the University itself. Art History Summer School: SSOJ01 Colour and Meaning Invited speakers experts from our lecturing team and other guests 12 (including John Gage, Michael Peppiatt and Nicholas Cullinan) extend the range of artists and subjects discussed in the special subject courses. Proposed topics include colour perception, Matisse: colour and form, William Morris, pigments, Venetian art, illuminated manuscripts, colour theory and synaesthesia. Science Summer School: SSOP01 Innovation and Discovery Lectures focus largely (but not entirely) on current innovation and discovery, and draw on the immense wealth of practice and research in this University. Prominent Cambridge scientists invited to contribute include Ron Laskey (cancer cells), Seth Grant (spinal injury and repair), Sir John Gurdon (stem cells), Richard Prager (medical imaging), Sir John Meurig Thomas (Michael Faraday), Daniel Wolpert (how the brain controls the body) and Simon Conway Morris (evolution). Literature Summer School: SSOGH0 Interpretations Is it helpful to think of works of literature as meaning something, or
does meaning emerge only when they are placed in some larger context? If dierent readers interpret a work in dierent ways, does this discredit the whole endeavour, or is it what gives the endeavour its point? When and why is ambiguity a good thing, rather than a confusion? How might other kinds of interpretation derived from translation, or psychoanalysis, or simply trying to read one another help us think about how we interpret a literary work? This course of lectures will, naturally, oer interpretations of particular works or authors, but with an eye to exploring these larger questions. Shakespeare Summer School: SSORS0 Interpreting Shakespeare Invited contributors will include some of the most inuential Shakespeare academics from the UK and beyond: Paul Edmondson, Peter Holland, Russ McDonald, Ruth Morse, Stuart Sillars, Brian Vickers and Stanley Wells, as well as Catherine Alexander and other Course Directors.
History Summer School: SSOLM0 Transitions of Power Historians Tim Blanning, Chris Clark, Simon Franklin, John Morrill, John Pollard, Richard Rex, Jonathan Steinberg and Betty Wood are amongst those being invited to contribute to the series, which will explore some of the dierent ways in which transitions of power have occurred during the course of world history, why they happened in the way they did, and the implications that they had for later events. Medieval Studies Summer School: SSOKN0 Saints and Sinners Prominent medieval scholars including Malcolm Barber, Caroline Barron, Joseph Canning, Jeremy Catto, Helen Cooper, John Maddicott, Philip Morgan, Jonathan Phillips, Nigel Saul, and Tony Spearing have been invited to speak, along with Rowena E Archer. Topics are likely to include St George, Simon de Montfort, Joan of Arc, Margery Kempe and Purgatory.
The courses were great; I really enjoyed meeting the other students and exploring the beautiful city.
Angelika Rger, Germany
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Living in Cambridge
Cambridge is an ancient city, with its origins going back to Roman times. Every age has left its mark on this market town, from Medieval to Georgian to modern-day buildings. While studying at the University of Cambridge Summer Schools you will have the opportunity to stay in the historic colleges of Cambridge.
As a cosmopolitan university city, Cambridge has everything you would expect coee bars, shops, restaurants, pubs, clubs and internet cafs but it also retains great beauty and charm. During the summer you will get to know the quiet backstreets, college courtyards and particular treasures, such as the Pepys Library, the Wren Library, and Kettles Yard, that day-tripping tourists to the city often only glimpse. As a student on the University of Cambridge Summer Schools you will become familiar with the city in a way that few are privileged to experience. Accommodation is normally in basic, single bed-sitting rooms with washbasins: the rooms used are those normally occupied by Cambridge undergraduates during the academic year. Some colleges have en-suite facilities available at an additional cost. Your accommodation fee pays for a single college room, breakfast and evening meals, unless otherwise stated. Some accommodation is available on a room-only or bed and breakfast basis. Couples or friends can request adjacent rooms. Please turn to the Accommodation section (p84) for more information on the dierent housing options. Resident Tutors All Summer School students are supported by our network of Resident Tutors. These are University of Cambridge students who live alongside you in college and assist you with any queries you may have during your stay. They are your rst point of contact in case of any diculties, and are there to make sure that your summer is enjoyable and hassle-free.
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Social life
Whilst you are in Cambridge you will have the opportunity to meet a wide variety of people of all ages and nationalities. Many of our students leave the Summer Schools having made new friends from across the world. Some are keen to come back the following year to relive the experience together.
Cambridge is host to a number of evening and weekend activities during the summer, including University-run events, music festivals, exhibitions and a season of Shakespeare plays performed in college gardens. In addition, we arrange a variety of activities in which all students enrolled in the Summer Schools can participate. Evening events In addition to our exciting evening lecture series, we also organise a number of evening events to give you the opportunity to spend a relaxed summer evening with your fellow students in the beautiful surroundings of Cambridge colleges. In 2010 these will include Ceilidhs (folk dances), concerts and readings. These evening events are free to students participating in the Summer Schools. Online resource and social networks All registered students can take advantage of our online resource and social networking site. Once you have applied you will receive more information about how to use the online resource area and will be able to start communicating with fellow students even before you arrive in Cambridge!
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Excursions
We oer an extensive programme of optional weekend excursions in order for you to make the most of your time in England. These range from castle visits to theatre trips.
Every year we oer a programme of optional weekend excursions. These include visits to castles, cathedrals and places of interest in southern England. The themes for these excursions often complement the subjects that you will be studying in your academic programme and are a good way to meet new people and learn more about British culture. In 2010 students can choose from a range of visits and events which will include: Warwick Castle, Windsor, Oxford, Leeds Castle, as well as local walking tours to explore the hidden secrets of Cambridge, and many more. Students can also book theatre tickets to see the RSC productions of Julius Caesar and As you like it in Stratford-upon-Avon. The cost of excursions ranges from 17 for a walking tour and 37 for a short trip to 50 for a full day trip the latter includes the price of a theatre ticket. All include travel. You will be asked to book your excursions in advance of the start of the Summer Schools and full details of our calendar of events, along with the booking forms can be found on our online resource site once you have registered.
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SSOA02
Education from Empire to globalisation John Howlett The Education Act of 1870 permitted the State to ll the gaps in schooling provision throughout England and Wales. By analysing the impact of war, economics, science, technology, class, gender and race, this course investigates the role of the State in the transformation of educational provision in England and Wales from the age of Empire to the era of globalisation. 22
SSOA03
Four plays of Shakespeare: The Merchant of Venice, Measure for Measure, Othello and King Lear Simon Browne Shakespeare is fascinated by the way his characters manipulate each other, betray their loved ones, play games, and in pursuing dreams, create nightmares. We shall follow the characters in four of his plays: The Merchant of Venice, Measure for Measure, Othello and King Lear.
SSOA04
Socialism in the twentieth century: Russia and Britain Jonathan Davis This course explores the dierent interpretations of the idea of socialism and traces its development in Russia and Britain. We assess the challenges to the British Labour partys working class crown and their impact on Labours politics; we explore the nature of socialism in a USSR where a socialist government was apparently in power. A key theme is how far the Soviet Union inuenced socialism in Britain, and in what ways.
SSOA06
Henry VIII: prince, king, emperor Sin Griths Out-wrestled by Francis I, outmanoeuvred by Charles V, ignored by the Pope. Attempting but never gaining control of Europe, Henry VIII turned to home aairs. In divorcing Catherine of Aragon and breaking with the Roman Catholic Church, he opened a Pandoras Box. The country itself was left littered with the debris: wives divorced and executed, noblemen and servants beheaded, buildings destroyed, Protestants clamouring for reform. What price power?
SSOA05
Revolutions: art, society and gender from Reynolds to the Pre-Raphaelites Elizabeth McKellar We examine how painting, from late Reynolds, Gainsborough, Wright of Derby through to Blake, Constable, Turner and the Pre-Raphaelites, reveals changing attitudes to pleasure, sexuality, morals and religion. We explore the way artists responded to the industrial revolution, their links to the philosophic and scientic culture of the period, their changing status and their arts contribution to evolving ideas about the self, the individual and society.
SSOA07
A history of science to the early Middle Ages Piers Bursill-Hall Beginning with the Greeks invention of the ideas of philosophy and reasoned knowledge of nature, we assess how various philosophers of nature tried to understand the animate and inanimate world around them, the microcosm and the large scale structure of the nature of the world. This is one of the most remarkable periods in history: the ultimate origins of modern Western science and of Western civilisation. (The course assumes no particular background in either classics or science.)
SSOB01
International politics in a global age Various speakers This is a three-part course which can only be taken with SSOA01 and SSOC01.
SSOB02
Political and moral authority in Shakespeares plays Paul Suttie By what right or by what wrong do rulers exercise power over their subjects and pass judgement on their transgressions? Can the people, in return, ever legitimately rise up and pass judgement on their rulers? We explore ve plays in which Shakespeare throws light on such perilously pertinent questions: Richard II, Henry V, Julius Caesar, Measure for Measure, and The Tempest.
SSOA09
A history of British political thought: from 1651 to the present Graham McCann This course introduces the most signicant ideas, issues and individuals associated with the history of British political thought. Political thinkers featured include Hobbes and Locke; Hume and Smith; Burke and Paine; the Fabians; Mary Wollstonecraft; J S Mill and Walter Bagehot; Oakshott and Berlin. Figures will be discussed in their own right and in the context of their times, but the course also explores common concerns that unite them.
SSOB03
O with their heads! Childhood in literature from Shakespeare to Alice Simon Browne For more than a hundred years, writers have given us images that shape our idea of what it means to be a child. Characters such as Peter Pan grow out of debates going back to Shakespeare and the Romantic era. The course examines these and culminates with the bursting onto the scene of our rst modern child, Alice.
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SSOB04
Anglo-Saxon England: rural life and culture Debby Banham and Susan Oosthuizen This fascinating course explores the contributions of landscape, archaeology, documents and other artefacts to an understanding of the origins and development of AngloSaxon England from the end of Roman Britain in AD400 to the Norman Conquest in AD1066: new and dynamic innovation, or steady evolution from prehistoric and Roman society?
SSOB06
Elizabeth I: fact and ction Sin Griths She fought o death from axeman, disease and assassin. She made some of the most memorable speeches in all of English history. She wrote some of the most impenetrable prose ever conceived. She deed time and gender. She loved but did not marry: exalted her dynasty but left no heir. A woman who led her country to its greatest victory. A Protestant who prayed like a Catholic. A contradiction? Elizabeth. (Not to be taken with SSOD06 in ISS Term II.)
SSOB05
Crises in world politics since 1945 Various speakers This course asks why crises happen in international relations, how they are managed, and what, if anything, they have in common. This is done by examining a series of cases since 1945. The list includes some, like the Cuban missile crisis, that did not lead to war and others, like the Iraqi invasion of Kuwait or the Argentine occupation of the Falkland Islands, which did.
SSOB07
The origins of modern science: the scientic revolution Piers Bursill-Hall This course is a brief (and nontechnical) examination of the seminal period that is the origin of modern science; the origins of the revolution, the often wild debates and disagreements amongst scientists, the uctuating and incompatible scientic theories, and the changing domain and social status of science and scientists from the late fteenth century to the early eighteenth century.
SSOB08
Faith, doubt and disbelief: English poetry, Shakespeare to the present John Gilroy Extremes of religious fundamentalism and militant atheism characterised the end of the last century and continue to cause debate. Urgent matters of faith and doubt have always found expression in English poetry. We examine such issues in the work of Shakespeare, the Metaphysical poets, Milton, Shelley, Byron, Hopkins, Hardy and Larkin. How signicant is their work in our own vivid and apocalyptic times?
SSOB10
Imperialism in the ancient world Nicholas James Imperialism has taken various forms. We investigate the earliest, archaic imperialism. How and why did imperialism develop, what were its goals and how were they justied? What varieties of ancient imperialism were there? What was the role of archaic imperialism in world history? We compare Mesopotamia, China, India, Rome, the Incas and the Aztecs.
SSOB09
Politics, society and architecture in seventeenth-century Britain Andrew Lacey and John Sutton The seventeenth century was one of the most eventful periods in British history. In all areas of social, political and intellectual life it was a time of ferment: from the architecture of Sir Christopher Wren to the political vision of the Levellers; from the execution of Charles I to the Glorious Revolution. This course provides an introduction to this fascinating period and includes a walk around seventeenth-century Cambridge.
SSOC02
Milton the revolutionary: Paradise Lost and the foundations of the modern world Paul Suttie One of the greatest poets in English, one of the great shapers of modern thought, an eloquent defender of the English revolution, scourge of unaccountable government and advocate of civil and religious freedom, Milton remains astonishingly contemporary in the twenty-rst century world of threatened civil liberties and fears of religious fanaticism. We examine the key works in which Miltons vision takes shape, concluding with his masterpiece, Paradise Lost.
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SSOC03
The English landscape, 13502000: transformation or tradition? Nicholas James Recent developments across England in employment, housing, leisure and transport look radical. A closer look reveals principles for these changes that are centuries old and that the country is shaped by ancient patterns of resources and boundaries. Does England remain fundamentally medieval? Does the landscape provide a sustainable framework for the future? (Not to be taken with SSOF03 in ISS Term II.)
SSOC05
A history of medicine, from the Ancients to anaesthesia Piers Bursill-Hall We explore early medical ideas, the social and intellectual context of the practice of medicine alongside theories of life, physiology, and disease. We consider medical thinking in the pre-Classical world, Ancient Greece and Rome, the Arabic and Western Middle Ages, and from the Renaissance to the Enlightenment, with a very brief look at the beginnings of modern medical thinking in the nineteenth century. (The course is not a technical treatment of medicine, and no scientic or medical background is needed.)
SSOC04
Britain and the world since 1900 Jonathan Davis This course explores Britains place in world history in the twentieth century. We consider both the imperial and post-imperial periods in an attempt to show how major decisions were made, what has altered and what has stayed the same. We assess how Britain changed from a leading global power to a key local power with global connections.
SSOC06
Democracy and dictatorship in the Third World Charlie Nurse After 1980 democracy replaced dictatorship in many third world countries. This course considers the reasons for this change before examining why democracy has proved a disappointment in so many countries. These themes will be supported by looking at specic African and Latin American countries.
SSOD03
The rise of civilisation Nicholas James Ancient pyramids and ziggurats prompt big questions. Did civilisation arise gradually, or was it forged through conict? How stable was it? How fundamental were geographical, technological, sociological or ethical dierences between civilisations? Comparing Egypt, Iraq, Peru, and Mexico and the Maya, we appraise a range of theories in these age-old issues and can perhaps predict our future.
SSOD02
The quest for truth: the philosophies of Plato, Descartes and Nietzsche Jon Phelan Nietzsche famously declared that there is no truth only lies. But what did he mean by this and was he right? This introduction to philosophy compares and contrasts three accounts of truth: from Plato, Descartes and Nietzsche. We shall also examine the role played by truth in other epistemological issues.
SSOD04
Introducing psychology: mind, mental process and behaviour John Lawson Somewhere beyond the intuitive abilities that most of us have when dealing with other people lies the science known as psychology. In its relatively short history, psychology has changed direction, focus and approach several times. From introspection and psychoanalysis,
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through the cognitive revolution to fMRI scanning, psychology remains one of the most fascinating areas of science.
SSOD07
Renaissance science and engineering Piers Bursill-Hall The Renaissance wasnt just about great art; it was also about wild and wonderful developments in science and technology. Leonardo da Vinci and Copernicus are well known, but there were many equally radical thinkers. This course charts the changes and innovations in sciences and technical crafts like engineering, architecture, and warfare; this is the story of the real Renaissance: rough, argumentative, and very in-your-face.
SSOD05
Revolutions: art, society and gender from Impressionism to Surrealism Elizabeth McKellar The course sets radical movements such as Impressionism, Cubism and Surrealism against the background of the wars, revolutions, migrations and social struggles of the period. Gender and gender roles within art and society are debated. The exciting contribution of women artists like Mary Cassatt, Kthe Kollwitz and Frida Kahlo will be studied closely alongside that of their male contemporaries such as Monet, Picasso and Dal.
SSOD08
An introduction to twentiethcentury British theatre Rex Walford This course will seek to provide a comprehensive overview of many aspects of British drama through the twentieth century. It will identify key phases and movements, and consider both well-known and lesser-known plays and playwrights. It will also indicate signicant British contributions to musical theatre and religious drama.
SSOD06
Elizabeth I: fact and ction Sin Griths She fought o death from axeman, disease and assassin. She made some of the most memorable speeches in all of English history. She wrote some of the most impenetrable prose ever conceived. She deed time and gender. She loved but did not marry: exalted her dynasty but left no heir. A woman who led her country to its greatest victory. A Protestant who prayed like a Catholic. A contradiction? Elizabeth. (Not to be taken with SSOB06 in ISS Term I.)
SSOD09
The British Empire in literature and lm Sen Lang From the imperial background tales to be found in Jane Austen and Charlotte Bront to the lms of David Lean, from the imperial gung-ho spirit of Rider Haggard and the Boys Own 29
Paper to the postcolonial imagery of Zadie Smith and Benjamin Zephaniah, this course will look at the way the Empire has featured in literature, lm and television, over the last two hundred years of its existence.
SSOE03
The collapse of civilisation Nicholas James Is decay inevitable? Do all civilisations bear the seeds of their own destruction or is it only enemy action or environmental change that bring them down? Hindsight oers perspective; and comparing unrelated cases ancient Rome, the ancient Maya, and medieval England should show whether generalisation (and prediction) is feasible.
SSOE04
Economics of public policy Nigel Miller We consider how simple economic analysis can guide the formulation and evaluation of public policy, and provide a toolkit for the evaluation of future policy issues. The course is relevant to anyone wishing to pursue a career in policy development, in government, academia or consultancy. It applies microeconomic principles and concepts but the emphasis is on application.
SSOE02
Thinking about thinking: an introduction to the philosophy of mind Jon Phelan What is a thought? Where is a thought? This introduction to the philosophy of mind will look at the canonical positions and problems posed by philosophers interested in the nature of consciousness. We shall examine: the mind-body problem, the problem of other minds, personal identity, AI (articial intelligence) and free will.
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SSOE05
For King or Parliament? Britains Civil Wars 16251662 Andrew Lacey The Civil Wars which swept over the British Isles in the seventeenth century saw fathers ghting sons and brother killing brother, it was for many a world turned upside down. This course explores the causes, conduct and implications of the Civil Wars, concentrating on the experiences of ordinary people caught up in momentous events.
SSOE07
The other Middle Ages: the Islamic world and the Latin debt to Islam Piers Bursill-Hall This course examines the history of early Islamic culture and its absorption and development of scientic ideas, and why Islamic science (natural philosophy, mathematics, medicine and engineering technology) developed as it did. We then look at the transmission of Ancient and Islamic science to the Latin west, and how Islamic ideas shaped much of medieval Latin thinking. (This is a double course which can only be taken with SSOF07.)
SSOE06
Art and the collector Sin Griths We will look at how standards of collectability have been shaped by social, economic, philosophical, cultural and political factors. We will see how these standards have changed over the centuries and how artists, art schools, dealers and states have acted to lead or follow collectors tastes and value judgements.
SSOE08
Key twentieth-century British plays and playwrights Rex Walford This course will provide an in-depth examination of some major twentieth-century British playwrights, including Coward, Priestley, Rattigan, Osborne, Pinter, Stoppard, Ayckbourn and Hare. Portions of particular texts will be explored and analysed and plays will be put in the context of the authors life and other work.
SSOE09
The Victorians and their world Sen Lang Why did they dress their boys as girls? Why did they build railway stations to look like cathedrals? Did they really lie back and think of England? Why were they so obsessed with who had the vote? Should we think of them as the rst Mrs Rochester, embarrassing relatives best forgotten, or more like Jane Eyre, shining when cherished? We all have our own picture of the Victorians, often wrong. Just how wrong it is we will nd out.
present. Exploring paintings, photography and installation pieces by artists including Claude Lorrain, Picasso and Cindy Sherman we will discover the fascinating continuities and changes in genre and artistic practice.
SSOF02
Children, teachers and education: contemporary issues, historical perspectives John Howlett Studying the processes of change over time helps us towards a deeper understanding of children, teachers and education in the present. This investigation into educational change during the twentieth century will focus on childhood; scientic understandings; special needs; teaching methods; formal curriculum; the role and status of teachers; and alternatives to traditional schooling.
SSOE10
The abnormal mind: an introduction to psychopathology John Lawson This course introduces a variety of clinical conditions including schizophrenia, autism, depression, and anxiety. It also aims to contrast diering models of explanation that in turn lead to diering approaches in treatment. Overall, the hope is to encourage a more critical conception of what constitutes abnormality.
SSOF03
The English landscape, 13502000: transformation or tradition? Nicholas James Recent developments across England in employment, housing, leisure and transport look radical. A closer look reveals principles for these changes that are centuries old and that the country is shaped by ancient patterns of resources and boundaries. Does England remain fundamentally medieval? Does the landscape provide a sustainable framework for the future? (Not to be taken with SSOC03 in ISS Term I.)
SSOF04
An introduction to macroeconomics Nigel Miller This course will develop simple macroeconomic models and use them to understand signicant macroeconomic events, past and present. Students will develop an understanding of the causes and consequences of recessions, ination, economic growth, unemployment and nancial crises.
SSOF06
Criminals and gentlemen: the Victorian underworld in Dickenss Oliver Twist and Great Expectations Ulrike Horstmann-Guthrie Arguably the most popular novelist of his day, Dickens was also a man of contradictions. Complexity and ambiguity inform much of his ction. This course considers Oliver Twist and Great Expectations in particular, placing these novels in their social, biographical and literary context.
SSOF05
British houses and gardens Caroline Holmes We explore how architecture, need, fashion and fantasy have shaped and linked houses and gardens. We examine medieval castles and monasteries, palaces, colleges and eighteenth-century masterpieces, as well as family mansions and modernist houses. We compare high formality with the naturalistic, and the work of such inuential gures as Kent, Adam, Capability Brown, Jekyll, Lutyens and Sackville-West.
SSOF07
The other Middle Ages: the Islamic world and the Latin debt to Islam Piers Bursill-Hall This is a double course which can only be taken with SSOE07.
SSOF08
Threats and challenges in contemporary Britain Richard Yates We analyse key social and political challenges in Britain today and assess their impact upon British society. Issues considered include terrorism, national security, ethnic tensions, changing external relations, crime, civil liberties and challenges to traditional perceptions of the role of governmental authority.
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All courses are limited to 25 participants. The specialist subject courses are complemented by daily plenary lectures which expand on the topics taught in the classroom or introduce new ideas and themes.
Additional general interest evening lectures are also scheduled throughout the programme. The cumulative knowledge gained by attending the special subject courses and plenary lectures will enhance your appreciation and knowledge of your eld.
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The Art History programme is really something special. The lectures were interesting and entertaining to the last; I cant wait to come back.
Kathryn Henderson, Ireland
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Week 1 (4 10 July)
SSOJ02
Colour and the Renaissance court Richard Williams Colour formed a language all of its own in the Renaissance courts of Europe. It could carry religious symbolism, denote political loyalties and dene social status. By contrasting Northern and Italian art, this course addresses these cultural issues, as well as the practical use of colour by artists to create perspective and other eects.
SSOJ04
Colour and meaning in Spanish art Gail Turner The dramatic contrasts of sol y sombra sunlight and shadow have been one of several major inuences on Spanish arts, producing startling variety and some unexpected imagery: Velzquez rich court portraits, Murillos street urchins, Goyas vibrant designs and portraits, the dazzling impressionist colour of Sorollas beach scenes and the energy of twentiethcentury artists Picasso, Miro and Dal.
SSOJ03
Coloured matter as subject matter Spike Bucklow Colour is delivered to us by light shining on matter. This course looks at the meaning of particularly colourful matter gold, lapis lazuli, other metals and stones, plant and even animal matter. It explores how such matter colours the meaning of art up to the seventeenth century.
SSOJ05
Colour matters in modern art Joanne Rhymer This course focuses on colours pivotal role in the development of modern art. In exploring works made in the middle of the nineteenth century through to the present by artists including Van Gogh, the Fauves and Cornelia Parker, we will discover how the use and meaning of colour is vital to avant-garde practice.
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SSOJ08
German Expressionism: liberating colour 19061926 James Malpas In 1906, Die Brcke (The Bridge) group members Schmidt-Rottlu, Kirchner, Pechstein and others were inspired by Van Goghs works and by Les Fauves (Wild Beasts, including Matisse and Derain). In Munich, Blue Rider artists (Kandinsky, Marc, Jawlensky, Muenter and Klee) were also experimenting with colour. In Vienna, Kokoschka and Schiele adapted Klimts opulent style. We examine the visual, technical and philosophical achievements of these groups.
SSOJ09 SSOJ07
Contemporary colour Joanne Rhymer This course will explore how the dynamic use of colour, or sometimes its negation, can be an important component in the production and reception of contemporary art. We discover the use of found objects and the appropriation of modern technologies in installation work, and consider paintings and photography by artists including Mona Hatoum, David Batchelor and Jenny Saville. The colours of landscape Timothy Wilcox Film, photography and our own experience, colour our ideas of what landscape looks like. Hardly ever do paintings correspond to our individual perception, despite the pursuit of realism in landscape painting over four centuries. Focusing on Turner, Constable and other British Romantics, but ranging from the Renaissance to the Impressionists, we ask: why are Rembrandts landscapes brown, Constables green and Monets pink?
I met so many nice people and gained new knowledge in the eld of science.
Jovana Petrovi, Serbia
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Week 1 (4 10 July)
SSOP02
Material matters or materials matter: an overview of materials science Rob Wallach The behaviour and limitations of dierent materials aects us all. Knowledge and understanding of materials behaviour allows us to live more eciently by optimising natural resources, more eectively by facilitating innovation and change, or just more eortlessly, by improving living standards. The course shows how diverse materials are tailored for practical applications by introducing the background to atomic structure, mechanical and physical properties, anisotropy and degradation. Computer software is included to reinforce many of the topics.
our Sun and Solar System and consider if we are alone in the Universe.
SSOP04
Spectroscopy Peter Wothers This course explores the interaction of light with matter and how this may be used to reveal information from whats inside our bodies, to whats inside a distant galaxy. The course introduces the basic ideas from Quantum Mechanics but assumes very little mathematical background and is not aimed at students currently specialising in physics.
SSOP05
Palaeoclimate: climate changes through the ages Luke Skinner One of the most pressing challenges facing our society is that of anthropogenic climate change. Understanding our climate system depends crucially on reconstructions of past environments, making palaeoclimatology central to our environmental predictions. This course looks back at how our environment has changed and how geologists are able to chart its history.
SSOP03
From atoms to galaxies: the astronomers view Robin Catchpole First, we meet the stars, galaxies, dark matter and vacuum energy that make up our Universe and then discover how everything was created out of hydrogen that emerged from the Big Bang. Finally, we take a closer look at 42
SSOP08
Understanding innity Imre Leader In the late nineteenth century, Georg Cantor shocked the mathematical world with the rst attempt to understand the nature of innite sets. His ideas were controversial at the time, but have since become an essential part of modern mathematics. In the course we will investigate how to reason with innite objects and how to get a feeling for them. (A basic understanding of mathematics would be helpful for this course.)
SSOP07
The dynamics of spin Hugh Hunt There are few things stranger than gyroscopes. Spinning tops, bicycle wheels, rolling coins and boomerangs are some examples of every-day objects that exhibit gyroscopic eects. We examine their behaviour and endeavour to understand the maths and physics behind them all. One practical aspect of the course will be to build your own indoor boomerang. We also examine the claims that gyroscopes can be used to propel spacecraft deep into space.
SSOP09
Keeping up with the Universe Lisa Jardine-Wright In 1929 Edwin Hubble concluded that our Universe was not static but expanding. After a brief history of cosmology, students will be presented with a number of current extragalactic observations and will need to take measurements and draw conclusions via computer analysis. Considering current technological advancements, we will delve deeper into our Universe to discover our potential fate.
SSOP12
The life, death, immortality and criminality of cells Andrew Wyllie These lectures will outline the processes that explain how all the tissues of our bodies derive from a single cell, and how, when these processes go wrong, major diseases including cancer result.
SSOP13
Extreme Astrophysics Rosie Bolton In this self-contained course we explore how the Universe looks in two extreme wavelength regimes: Radio waves and X-Rays. Through examples, diagrams and discussions, we will learn how radio and X-Ray telescopes work and meet some of the dramatic objects that inhabit this world of Extreme Astrophysics.
SSOP11
Living with climate change Stephen Peake This course will develop your scientic eco-literacy. You will grasp the essential scientic evidence of climate change, get your hands on some real climate models, analyse and debate options for decarbonisation of our economic systems, scientically explore adaptation for survival, and design your own eco-innovation through a lifestyle lab activity. 44
SSOP16
Autism: a modern epidemic? John Lawson Despite sixty years of research, autism remains a puzzle: many people remain unclear about what it actually is. Even a leading researcher in the eld has called it the enigma. This course provides an introduction to autism and Asperger syndrome, examining the diagnostic features that dene the condition, some of the research currently taking place and, nally, the interventions and treatments available.
SSOP15
Infectious disease and the immune system Dan Neill The development of antibiotics and vaccination strategies has revolutionised modern medicine. However, the emergence of multidrug resistant bacteria and rapidly evolving strains of viruses brings new challenges. We examine how a better understanding of the interactions between pathogens and the mammalian immune system can advance medicine and healthcare.
SSOP17
Materials science, energy generation and sustainability Rob Wallach Sustainable development is essential if the earth is not to be damaged irreversibly. While attitudes have to change, technology must also provide solutions and materials science has a pivotal role. We investigate materials issues associated with renewable energy sources (solar power, geothermal, wind, and wave), the more controversial nuclear power, and conventional power. The course concludes with a brief look at energy storage and the hydrogen economy.
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Week 1 (4 10 July)
Group SSOGa: 9.15am 10.45am SSOGa1
Wordsworth versus Byron? G Frederick Parker The two towering gures of English Romantic poetry claimed to despise one anothers work; recent criticism has suggested that there is a crucial choice to be made here between two divergent tendencies in Romanticism, and two ways of understanding poetrys relation to the world. This course introduces both poets, and considers what is at stake in preferring one to the other.
the novelists exploration of the inner life and social relationships of young women.
SSOGa3
Hardys Wessex in an age of transitions: Far From the Madding Crowd and Tess of the dUrbervilles Ulrike Horstmann-Guthrie In Far From the Madding Crowd (1874), Hardy used the term Wessex for the rst time to signify his geographical territory and his preferred subject matter: country people in a rural landscape living between custom and education, between work and ideas, between love of place and experience of change (Raymond Williams). We explore this further in Tess of the dUrbervilles (1891).
SSOGa2
Jane Austen I: Northanger Abbey and Sense and Sensibility Alexander Lindsay This is the rst of three complementary courses, which nevertheless may be taken independently. It will be shown how these earliest completed novels originated as responses to contemporary literary movements, the Gothic and Sensibility, but also begin
SSOGa4
Romance and anti-Romance in medieval literature Jacqueline Tasioulas This course will explore the great medieval genre of Romance, in which knights battle monsters, rescue ladies and fall in love. It will also explore medieval romances where the knight
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is the villain, the lady must do the saving, and falling in love might be the most monstrous thing of all
throes of medieval scholasticism. This is the dark twin of Mores Utopia: a secret epic which documents the bodily cost of remaking the world.
SSOHa3
Charlotte Bront: Jane Eyre and Villette Ulrike Horstmann-Guthrie Like her sisters in their ction, Charlotte Bront tackled controversial subjects in unconventional ways. This course places her novels Jane Eyre (1847) and Villette (1853) in their historical and social context, and discusses the issue of gender, which so greatly inuenced their reception, as well as dierent critical approaches to reading them today.
SSOHa4
An introduction to James Joyces Ulysses: text and context Mark Sutton This course focuses exclusively on Joyces controversial and highly inuential masterpiece Ulysses. The location of Joyces novel both at the centre of modernism and within the historical and cultural context of his time is supported by close textual study facilitating an informed group reading of selected passages.
SSOHa2
Expelling the Renaissance myth: Franois Rabelais grotesque epic Edward Wilson-Lee This course serves as an introduction to Franois Rabelais extraordinary masterpiece, Gargantua and Pantagruel. A hilariously bawdy carnival of folk tales, religious satire and fantastic travellers tales, Rabelais work documents the dicult birthing-pangs of the Renaissance and the death-
of Sidney and Shakespeare, and on Marlowes radically dierent poems on the theme of love.
SSOGb4
Sophocles tragic heroes and tragic cosmos Jan Parker Daemonic heroes (Ajax, Oedipus at Colonus); challenging women (Electra, Antigone); tragic transitions from boyhood to manhood, isolation to healing (Philoctetes); autonomy or aw? (Oedipus the King); womens ways of knowing and suppressing (Women of Trachis); tragic closure, chance, decision-making, bonds, cosmos, passion, pathos. Sophocles plays ask questions about issues that still trouble audiences, dramatists and theorists. Discussions will be framed by various responsive translators, literal and creative, including Richard Strauss and Jean Anouilh.
SSOGb2
Jane Austen II: Pride and Prejudice and Mansfield Park Alexander Lindsay Pride and Prejudice develops the design and themes of Sense and Sensibility in a social comedy which is witty, but more critical and less light-hearted than at rst apparent. Manseld Park, with its serious-minded, avowedly Christian heroine, may never have enjoyed the same popularity, but is arguably the ner achievement.
SSOGb3
Elizabethan love poetry Paul Suttie The so-called Golden Age of the English Sonnet has left us some of literatures most enduring and thought-provoking explorations of the experience of desire. We will focus on the outstanding sonnet sequences
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SSOHb2
Don Quixote and Renaissance cultural crisis Edward Wilson-Lee This course provides a framework for reading this masterpiece of European literature by Shakespeares contemporary, highlighting the ideological conicts inside the comedy. Don Quixote, often considered the rst novel, is rife with discord between Christianity and Islam, feudalism and capitalism, and the choice between hopeless idealism and cynical compromise.
Cambridge on Forster. Forsters literary legacy to writers such as David Lodge and Zadie Smith will also be explored.
SSOHb4
Questions of belief: the poetry of Philip Larkin and Gerard Manley Hopkins John Gilroy On an issue of much current relevance, questions of belief are brought into sharp conict in the extraordinary and original work of Gerard Manley Hopkins, nineteenth-century Jesuit priest and poet, and that of one of the most popular and controversial twentieth-century poets, Philip Larkin. We close-read a range of the poetry of each in the context of their times.
SSOHb3
E M Forster and Cambridge Adrian Barlow Forsters classic novel Howards End was published 100 years ago. Together with The Longest Journey it will form the core of this course examining the inuence of Forster on Cambridge and
SSOGc2
Jane Austen III: Emma and Persuasion Alexander Lindsay With Emma, Jane Austen oers once more the emotional education of a handsome and witty heroine, but this time enjoying a unique nancial independence. In the posthumous Persuasion the moral decisions of the heroine are set against the background of social changes arising from the Napoleonic wars.
SSOGc3
The trouble with Keats Stephen Logan If any poet of the Romantic period can be described as popular, that poet is probably Keats. Yet perhaps this new consensus is the result of cultural amnesia. This course will argue that a true appreciation of Keatss virtues depends on considering seriously why he divided opinion among his contemporaries.
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SSOGc4
Poetry and the self Clive Wilmer How do we read poems, respond to them, understand them? Each class will be devoted to one, or two, poems; the emphasis will be on close reading and intensive discussion, rather than on literary history. We shall specically look at the role played by the self in the poems: the poets own self, the persona created by the poem, the relation between the readers self and the self in the poem. (This is a double course which can only be taken with SSOGd4.)
SSOHc3
His scrupulous meanness: style, text and context in James Joyces Dubliners Mark Sutton Joyce identied the style of his short story collection as one of scrupulous meanness. The books diminished subject matter, along with its deliberate lack of evident authorial intrusion which allows its characters inadvertently to reveal their truths, marked the beginning of a new style in twentieth-century literature. The course will consider Dubliners innovations of style and substance, studying the individual stories partly through the historical and cultural context of Joyces time.
SSOHc4
The English elegy Clive Wilmer A grief-stricken shepherd laments the death of a fellow shepherd in their common language of pastoral song. In the rst week we will consider poems which grow from this classical tradition by Spenser, Milton, Gray, Shelley and Arnold. In the second, our main subject will be Tennysons In Memoriam AHH, and the course will conclude with some more recent elegies. (This is a double course which can only be taken with SSOHd4.)
SSOHc2
Making sense of poetry Stephen Logan Referring to a wide range of poems, this course will examine what good poets have traditionally wanted their readers to know about such things as metre, diction, syntax, rhyme, other sound-eects and gurative language. We will explore what sensitive, historically-informed and imaginative reading is like and identify the kinds of literary competence needed to make it more fully possible. (This is a double course which can only be taken with SSOHd2.)
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SSOGd3
Poems and the unconscious Stephen Logan That we have an unconscious mind is now widely assumed, though the concept does not seem to have been fully formulated until the beginning of the twentieth century. Some such notion, however, is obviously manifest in (for example) the medieval preoccupation with dreams, which in turn has antecedents in the Bible and in classical antiquity. We investigate the concept of the unconscious as promoted by Freud and developed by later psychoanalysts. We focus, however, on how Coleridge, Eliot and Heaney engage in discovering what they (and we) might know.
SSOGd2
King Lear and Macbeth Alexander Lindsay Written within a year of each other, these are widely regarded as Shakespeares most profound tragedies. This course will consider them not only as studies in moral evil, but also as tragedies of state with a particular relevance to the Jacobean period.
SSOGd4
Poetry and the self Clive Wilmer This is a double course which can only be taken with SSOGc4.
SSOHd3
Ecopoetics: literature and the Wild Michael Hrebeniak With scientic evidence presenting a compelling vision of ecological emergency, the relationship between humanity and the natural world stands as the major enquiry of our age. But this understanding has long been a literary concern, and this course will map a eld stretching from Han Shan and Wordsworth to D H Lawrence and Gary Snyder, in order to examine representations of nature as beauty, habitat, shamanic agency and resource.
SSOHd2
Making sense of poetry Stephen Logan This is a double course which can only be taken with SSOHc2.
SSOHd4
The English elegy Clive Wilmer This is a double course which can only be taken with SSOHc4.
I explored the beautiful surroundings of Cambridge and had the possibility of experiencing famous Cambridge college life.
Izabela Prager, Poland
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SSOLa3
Ancient Rome: society and popular culture Jeremy Toner This course studies the culture of the non-elite in the Roman world. It looks at how a whole host of dierent social groups peasants, craftsmen, labourers, slaves, fortune-tellers, beggars and entertainers coped with the problems of living in a harsh, hierarchical society. We will see how the people managed risk, maintained health and sanity, related to competitors and superiors, had some fun and, on occasion, spoke truth to power.
SSOLa2
Revolution and dictatorship in Latin America 19521980 Charlie Nurse Many people expected the Cuban Revolution of 19591961 would be followed by similar events elsewhere in Latin America. This course looks at why the hopes of revolutionaries such as Che Guevara were not realised and why, instead, the continent experienced repressive military dictatorships in the 1960s and 1970s. 58
SSOLa4
Winston Churchill the greatest Briton? Mark Goldie Recently the British voted Churchill the greatest Briton. Why? Was he the colossus of the twentieth century, or is his status a measure of Britains nostalgic xation on Second World War glories? Churchills career spanned the century: he took part in the last cavalry charge in British
history and lived to authorise the atomic bomb. A child of aristocracy, the peoples Winston is a mass of contradictions: the saviour of his country in 1940; a defender of a declining Empire; a radical liberal; a reactionary conservative. He epitomised Britains confused identity in the modern world, her triumphs and her decline.
history to have been put on trial and publicly executed. In particular, it will explore the extent of his responsibility for the outbreak of the English Civil War, and consider how far he brought his own fate upon himself. The classes will make use of an extensive selection of primary sources.
SSOMa3
Whatever happened to Fascism? Neo-Fascism, neo-Nazism and the Far Right since 1945 John Pollard This course will trace the history of the Far Right in Europe since 1945. In particular, it will look at explicitly neo-Fascist and neo-Nazi movements in the last thirty years, with a focus on Britain and Italy, against the background of the development of the broader Far Right in that period.
SSOMa4
No picnic: insights into modern British military history Diana Henderson In this course we set the scene in the Victorian period, we examine in detail a battle experience of World War I, we survey the impact on the nation of World War II including intelligence and deception, we study the last set piece attack in Europe and its consequences in the Cold War and we see in stark relief how history really does repeat itself.
SSOMa2
The reign of Charles I, 162549 David Smith This course will investigate the personality, beliefs and policies of Charles I, the only King in English
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SSOLb3
Uneasy heads, unsettled bodies: the Tudors and their dominion Richard Rex Few dynasties have caught the imagination more than the Tudors: Henry VIII and Elizabeth I are two of the most easily recognised English Monarchs of all time. We consider the realities behind the reputations of ve of the most inuential rulers England ever had.
SSOLb4
Making and breaking the Soviet Union Jonathan Davis During its 74 year history, the Soviet Union went through various stages. This course assesses how Lenin and Stalin made the Soviet system, the stable era of Khrushchev and Brezhnev, and Gorbachevs breaking of the Soviet Union.
SSOLb2
The Spanish Civil War, 19361939 Charlie Nurse Although the Civil War was an important conict in inter-war Europe, it is frequently overlooked in histories of the period or seen merely as part of the wider struggles of the 1930s. This course examines the war and its causes, seeing it as a Spanish conict with Spanish origins and with consequences which are still controversial in Spain today.
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SSOMb2
Romantics, Radicals and Republicans in France 18201880 Tom Stammers This course will examine the secret societies and subcultures from 18201880 that were committed to overthrowing the status quo and restructuring the social order in line with bold new conceptions of community, class and gender. Artisans and intellectuals, exiles and feminists, the course will look at the proliferation of socialist and revolutionary thought across this formative period.
after death? Should we fear or embrace the future? Taking in theology, literature and art, this course catches the Victorians in the act of framing their answers, which were by turns bizarre and profound, grotesque and deeply moving.
SSOMb4
The British rediscovery of the Ancient World David Gange The nations of eighteenth- and nineteenth-century Europe developed a host of techniques for rediscovering the ancient Mediterranean and Near East: the rise of travel, emergence of the museum, decipherment of scripts, the birth of archaeology. This course will explore how knowledge of Egypt, Assyria, and Homeric Greece was integrated into British society and fuelled competition between nascent European nationalisms.
SSOMb3
Victorian ideas: life, death and the future Michael Ledger-Lomas Victorians were modern people who liked to meditate on ancient questions. Does God exist and if not why is life worth living? Is there life
I could not be happier with all my classes and lectures in the Shakespeare Summer School.
Jacquielynn Wol, United States of America
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Week 1 (1 7 August)
Group SSORa: 9.15am 10.45am SSORa1
Shakespeares Roman tragedies Alexander Lindsay This two-week course will explore Shakespeares four Roman plays, beginning with the early Titus Andronicus, through Julius Caesar to the late masterpieces Antony and Cleopatra and Coriolanus. A central theme will be how the characteristic Roman virtues work against the protagonists, and Ben Jonsons Sejanus will be used as a term of comparison. (This is a double course which can only be taken with SSORb1.)
SSORa3
Shakespeare and the problem play: Measure for Measure, Alls Well that Ends Well and The Merchant of Venice John Lennard Problem plays persists as a category, but which plays are meant, and why, is wildly variant. This course starts with a hard look at the term, a Victorian coinage, and considers three plays to ask what the problem is, exactly, and why it does or does not deserve a label of its own.
SSORa4
Shakespearean justice Paul Suttie Some of Shakespeares most memorable characters are driven by the desire for justice. But what is justice? And are we right to expect it from our rulers, or from the world, or from a play? These questions are probed deeply, and often painfully, in The Merchant of Venice and King Lear.
SSORa2
Guilt and ambition in Macbeth Vivien Heilbron In a series of practical workshops, you will work with a professional actor and director on key scenes and speeches, exploring Shakespeares dramatic language. We will focus on the complex relationship between Macbeth and Lady Macbeth.
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SSOSa3
Interpreting Macbeth Catherine Alexander This course will take a chronological approach to the afterlife of Shakespeares Macbeth beginning with the comic presentation of the witches and the political appropriations of the eighteenth century then considering the subsequent performance history of the play on stage and screen with a focus on Lady Macbeth and the presentation of the supernatural.
SSOSa4
Twelfth Night and the picture of we three Stewart Eames This course on Shakespeares (arguably) greatest comedy will investigate the plays engagement and manipulation of its audience. Some knowledge of early performance conditions will be assumed.
SSOSa2
Shakespeare, Marlowe and the English history play Alexander Lindsay The course will explore how these two great contemporaries responded to, and learned from, each others political dramas, in particular the handling of the stage-Machiavel. Consideration will be given to the impact of Marlowes versication, and comparisons drawn between The Jew of Malta and King Richard III, and between Edward II and King Richard II.
Week 2 (8 14 August)
Group SSORb: 9.15am 10.45am SSORb1
Shakespeares Roman tragedies Alexander Lindsay This is a double course which can only be taken with SSORa1.
SSORb4
Interpreting Othello Catherine Alexander This course will consider key moments in the life of Shakespeares Othello, beginning with the composition of the play (how did the playwright manipulate his source material?) and progressing through signicant performances on stage and screen, inuential pieces of criticism, and the reception of the play.
SSORb2
Letting the words do the work: Shakespeare directs the actor Vivien Heilbron In this workshop course we explore key speeches from several plays, discovering how Shakespeares dramatic language can help the actor to make specic choices about the characters thoughts, emotions and objectives. Participants will actively explore the physical and vocal possibilities for actors interpreting these speeches.
SSORb3
What happens in Hamlet Clive Wilmer Hamlet is Shakespeares longest and most famous play. It is often said to be something of a puzzle. This course simply studies the text, one session for each of the ve acts, and asks what sort of conclusions can be reached. There will be some discussion of dierences of text and a minimum of essential contextualisation; otherwise, we shall focus exclusively on Shakespeares words.
SSOSb2
Experience and innocence in Othello Vivien Heilbron In a series of practical workshops, you will work with a professional actor and director on key scenes and speeches, focusing especially on the complex relationship between Iago and Othello and the marriage of Othello and Desdemona. We will let the words do the work and look for ways in which Shakespeare helps the actor to make choices.
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SSOSb3
Shakespeares indecorum: Titus Andronicus, A Midsummer Nights Dream, and Cymbeline John Lennard Voltaire thought Shakespeare a barbarian for mixing tragedy and comedy, but genre-bending is close to the heart of his greatness. This course looks at three highly indecorous plays (early, middle, and late) where the muddles of comical-historical-tragicalpastoral become superb fusions, and asks how he found such strength in generic hybridity.
SSOSb4
King Lear and the murmuring surge Stewart Eames This course on Shakespeares most painful and eclectic tragedy will investigate the plays engagement and manipulation of its audience. Some knowledge of early performance conditions will be assumed.
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Week 1 (1 7 August)
Group SSOKa: 11.00am 12.30pm SSOKa1
Scandal, glamour and politics: courts and courtiers in late medieval Europe Nigel Saul The course will examine the origins, character and physical setting of the princely courts of late medieval Europe, concentrating especially on the courts of England, France and Burgundy. Particular attention will be given to the role of the court as a political centre, a forum for the display of majesty and a community of polite living. (This is a double course which can only be taken with SSONa1.)
SSOKa3
The Norman Conquest John Maddicott How was a small band of military adventurers able to conquer and colonise one of the richest and best organised states in Europe? We consider the origins of the Conquest in the reign of Edward the Confessor; its course and resistance to it; changes brought by the imposition of a foreign ruler, a new military aristocracy and a colonial settlement of local lords; and importantly continuity from the English past.
SSOKa2
Nasty, brutish and short: rethinking the lives of medieval peasants Benjamin Dodds Peasants are often depicted as helpless victims of exploitative lords, backward technology and their own stubborn boorishness. Over recent years much has been done to revise this understanding, revealing the complexity of peasant society. This course will explore the lives and outlooks of peasants in medieval England. 70
SSOKa4
Religion, romance, satire and sex in The Canterbury Tales Colin Wilcockson Georey Chaucer (13401400) was a poet of remarkable emotional and poetic range from high romance, to social satire, to explicit confession, to hilarious obscenity, to the mocking of academic pomposity, to tragic suering. These ve classes will attempt to indicate something of the versatility of one of the greatest
English poets, and to set the works in their literary and social contexts.
John. The Charter itself will be then analysed to show the remedies which it oered to the various groups in the political community. Finally, its legacy to Johns successors will be assessed.
SSONa4
Depicting saints (and sinners) Spike Bucklow This course takes as read that medieval artists materials were inherently meaningful. It explores how artists used those meanings to sanctify the painting process and add a hidden layer of meaning to the painted object. It focuses on the making of English manuscripts and panel paintings.
SSONa2
The Black Death Benjamin Dodds The Black Death was the worst disaster in recorded history: it is likely that around half the population of Europe perished. Its origins remain mysterious and its eects debatable. On this course, students will examine both issues and reach their own conclusions using the most recent historical research and contemporary sources.
Week 2 (8 14 August)
Group SSOKb: 11.00am 12.30pm SSOKb1
Politics and society during the Wars of the Roses, c14501485 Rowena E Archer Mid fteenth-century England was wracked by civil war. France was lost, the king was mad, nobility and gentry resorted to violence, yet somehow most folk managed to carry on relatively normal lives. We shall explore the war but also how ordinary people ourished despite the instability. (This is a double course which can only be taken with SSONb1.)
SSONa3
King, barons and people: the making and meaning of Magna Carta John Maddicott Magna Carta (1215) is traditionally seen as the foundation-stone of English political liberty. This course examines the circumstances which brought it into being in particular, the oppressive government of King
SSOKb2
The Arthurian legend in the Middle Ages Elizabeth Archibald The Arthurian legend was hugely popular in the Middle Ages. Texts to be read will include Georey of Monmouth, Marie de France, Chrtien de Troyes, Chaucer, and Malory. Topics for discussion will include the conict of love and chivalry, the importance of religion and magic, and the representation of women.
SSOKb4
Medieval houses: rich and poor (un)alike Frank Woodman Medieval houses survive in surprising numbers and in a variety of materials. The obvious division of major and minor must be supplemented by urban and rural. We shall examine the basic needs of all domestic households, the manor, urban living, palaces/castles and the late medieval phenomenon the Trophy House.
SSOKb3
The Crusade of Richard the Lionheart Malcolm Barber Saladins victory over the Christian army at the battle of Hattin in 1187 was followed by his capture of Jerusalem and the rapid conquest of most of the crusader states. This course analyses the role of King Richard of England in the Third Crusade between 1187 and 1192 during which he helped to recapture Acre and defeated Saladin in battle, but ultimately failed to regain Jerusalem.
SSONb2
Crusade, heresy and inquisition Jonathan Phillips In southern France at the start of the thirteenth century there emerged a profound new threat to the Christian Church: the Cathar heresy. When, in 1208, a churchman was murdered, Pope Innocent III unleashed the full force of the crusade. We shall explore the brutal outcome through a wide range of contemporary documents.
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SSONb3
Medieval political ideas: power, authority and consent Joseph Canning Medieval political ideas were important in their own period but also as sources of early modern conceptions. Political authority was understood to derive both from God and human action. This course studies: kingship by divine grace; conicts between the powers of emperor and pope; city-republicanism; and the godly ruler.
SSONb4
Edward II: an unsuitable king? Philip Morgan In the celebrity version Edward II started out his rule with a boyfriend, but lost his throne to a conspiracy led by his wife and her lover. More importantly his twenty-year reign (130727) was marked by political murders, wars for Scottish independence, European famine and the highest achievements of English architecture.
I attended lessons by interesting and helpful teachers, made a lot of new friends and improved my English. It was a great experience.
Giulia Cantarini, Italy
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Our IELTS course aims to combine the Universitys expertise both in the globally recognised exam as well as in the provision of bespoke EAP support.
Karen Ottewell, EAP Director
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Teaching sta
International Summer Schools Term I & Term II
Deborah Banham Aliated Research Scholar, Department of History and Philosophy of Science and Honorary Research Associate, Department of Anglo-Saxon, Norse and Celtic, University of Cambridge Simon Browne Lecturer for the University of Cambridge Institute of Continuing Education Piers Bursill-Hall Lecturer for the Department of Pure Mathematics and Mathematical Statistics, University of Cambridge Jonathan Davis Principal Lecturer in Soviet and Modern History, Anglia Ruskin University John Gilroy Lecturer for the University of Cambridge Institute of Continuing Education; Former Lecturer in English, Anglia Ruskin University Sin Griths Lecturer for the University of Cambridge Institute of Continuing Education Diana Henderson Alumni and Development Director, Queens College Caroline Holmes Garden Historian, Broadcaster, Lecturer and Writer; Part-time Tutor, University of Cambridge Institute of Continuing Education Ulrike Horstmann-Guthrie Lecturer for the Institute of Continuing Education and the Department of German, University of Cambridge John Howlett Graduate Researcher, Faculty of Education, University of Cambridge Nicholas James Consultant; Aliated Scholar in Archaeology, University of Cambridge; Lecturer for the University of Cambridge Institute of Continuing Education Andrew Lacey Lecturer for the University of Cambridge Institute of Continuing Education; Former Member of the Faculty of Architecture and History of Art, University of Cambridge Sen Lang Senior Lecturer in History, Anglia Ruskin University John Lawson Research Associate, Autism Research Centre, Department of Psychiatry, University of Cambridge; Director of Studies in Social and Political Sciences, Girton College; Senior Lecturer in Psychology, Oxford Brookes University Graham McCann Former Lecturer in Social and Political Sciences, University of Cambridge; Kings College Elizabeth McKellar Lecturer for the University of Cambridge Institute of Continuing Education 78
Nigel Miller Lecturer, Royal Holloway and Birkbeck College, University of London; Economic Advisor to Defra UK (Department for Environment, Food and Rural Aairs) Charlie Nurse Research Associate, Centre of Latin American Studies, University of Cambridge; Associate Lecturer in History, Open University Susan Oosthuizen University Senior Lecturer for Landscape and Field Archaeology, Institute of Continuing Education, University of Cambridge; Aliated Scholar, Department of Archaeology; Fellow of Wolfson College Jon Phelan Lecturer in Philosophy, University of Cambridge Institute of Continuing Education Joanne Rhymer Independent Art Historian Paul Suttie Former Fellow of Robinson College John Sutton Former Senior Lecturer in History, Anglia Ruskin University Rex Walford Former Head of the Department of Education, University of Cambridge; Emeritus Fellow of Wolfson College Richard Yates Former Senior Lecturer, Anglia Ruskin University
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Accommodation
All students on the University of Cambridge International Summer Schools have the opportunity to live in Cambridge college accommodation. The colleges available to you depend on the programme you are attending. Participants from more than one Summer School might be housed in the same college this gives you the chance to meet fellow students from a wide range of backgrounds. Various options are available, depending on programme choice, from simple room only accommodation through to comfortable en-suite rooms including breakfast and evening meals. Each college varies in character and history, and we hope that the information below helps you make the choice of where to stay if multiple options are available to you on your programme. Please remember: accommodation is in very basic, single bed-sitting rooms with washbasins: the rooms used are those normally occupied by Cambridge undergraduates during the academic year, so you will be living like a Cambridge student. Couples are normally housed in adjacent rooms. The colleges are not like hotels: normally it is not possible to accommodate you if you arrive early (before the programme starts) or want to stay after the end of the programme. Further information about early arrival and late departure is available on our website and in the student handbook you will receive after registration. Those attending two consecutive programmes and intending to stay for the night(s) between Summer Schools may book accommodation for an additional charge. Non-residential attendance at the Summer Schools is possible if you prefer to nd your own accommodation. Information on guesthouses and lodgings in Cambridge is available from the tourist oce. The University can accept no responsibility for nding accommodation for those applying for non-residential places. You can nd information about the individual colleges overleaf and further details can be found on our website: www.cont-ed.cam.ac.uk/intsummer
Wolfson Court
Accommodation available for: Art History Facilities include: Wired laptop connections in room; Computer room; Public telephones; Laundry room; Bar/Common room; Courtyards Location on map: A Wolfson Court is part of Girton College. In 1869 the educational reformer Emily Davies set up a female establishment on the Cambridge collegiate model, to prepare students for the Cambridge tripos. In 1924 Girton received its formal college charter. In the 1960s and 70s Girton started to admit men, who now account for over half of its student numbers. Its Wolfson Court site was built in 1969. Situated around six inner courts, it provides a pleasant and relaxed setting for studying. The college is a 1020 minute walk from the main teaching site where classes are held during the day and 15 minutes walk from the town centre. Evening lectures are held after dinner at Wolfson Court. Please note that there are no en-suite rooms available within Wolfson Court for the Art History Summer School.
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Newnham College
Accommodation available for: ISS Term I, ISS Term II, EAP Facilities include: Wireless internet access (in some areas); Computer room; Telephones (public); Laundry room; Gardens Location on map: F Newnham College is one of the most important and inuential Oxbridge college foundations since the sixteenth century, contributing greatly to feminist reform and producing many leading women writers, scientists and intellectuals. Founded in 1871, its early mentors were Henry Sidgwick, the moral philosopher and promoter of womens education and Anne Jemima Clough, its rst principal. Newnham received a College charter in 1917 and in 1948 its women nally received University degrees. The original series of buildings were designed by Basil Champneys and built in the graceful Queen Anne style with Dutch red-brick gables and white woodwork, well suited to its setting around extensive lawns and ower beds. A number of the student rooms are in more modern buildings which blend well with their older counterparts alongside. Please note: the en-suite rooms available are not on the ground oor.
St Catharines College
Accommodation available for: Science, Literature, History, Shakespeare, Medieval Studies Facilities include: Wireless internet access; Computer room; Telephones (public); Laundry room; Chapel/Prayer room; Gardens; Sports facilities Location on map: H St Catharines College was founded in 1473 by Robert Woodlark, former Chancellor of the University. Originally established for the study of philosophy and sacred theology, Woodlark also left elaborate instructions with regard to the prayers to be said for the benet of his soul following his death. The College was rebuilt in the seventeenth century with work on the main court beginning in 1674 and the chapel completed thirty years later. Today the College is an intriguing mix of the old and the new and is set in the heart of the ancient city of Cambridge only a few minutes walk from both teaching sites. We have been advised that there may be some building works at the College, during the period of the Summer Schools, but that any building noise should be limited to day time, when you will be in lectures (at least until mid-afternoon).
Clare College
Accommodation available for: Science, Literature, History, Shakespeare, Medieval Studies Facilities include: Wireless internet access; Computer room; Wired laptop connections in room; Telephones (public); Laundry room; Bar/Common room; Chapel/Prayer room; Gardens Location on map: J/K Founded in 1326 as University Hall and re-founded in 1338 as Clare Hall, this is the second oldest Cambridge College. The College takes its name from Lady Elizabeth de Clare, a wealthy granddaughter of Edward I who endowed the foundation of 1338. The present main court was built by local architects, Grumbold and son, between 1638 and 1715; Grumbold also built the unique bridge, now the oldest on the Cam. The imposing Memorial Court, where you will be living, was designed by Gilbert Scott in the 1920s and helped to accommodate women undergraduates when Clare became one of the rst colleges to become co-residential in 1972. Breakfast and dinner will be a ve-minute walk away in Old Court, reached by crossing Thomas Grumbolds famous bridge.
Programme calendar
Sun Mon Tues Wed Thur Fri Sat Sun Mon Tues Wed Thur Fri Sat Sun Mon Tues Wed Thur Fri Sat Sun Mon Tues Wed Thur Fri Sat Sun Mon Tues Wed Thur Fri Sat Sun Mon Tues Wed Thur Fri Sat 4 Jul 5 Jul 6 Jul 7 Jul 8 Jul 9 Jul 10 Jul 11 Jul 12 Jul 13 Jul 14 Jul 15 Jul 16 Jul 17 Jul 18 Jul 19 Jul 20 Jul 21 Jul 22 Jul 23 Jul 24 Jul 25 Jul 26 Jul 27 Jul 28 Jul 29 Jul 30 Jul 31 Jul 1 Aug 2 Aug 3 Aug 4 Aug 5 Aug 6 Aug 7 Aug 8 Aug 9 Aug 10 Aug 11 Aug 12 Aug 13 Aug 14 Aug
IELTS Science Summer School Term II Literature Summer School Term II History Summer School
EAP
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Newnham College Standard (Room only) 32 Clare College Standard (Bed & Breakfast only) 820 1,465 785 1,430 41 EAP
3,180 3,030 2,780 2,535 3,020 2,720 2,135 2,500 1,860 1,785 1,655 1,520 1,775 1,610 1,310 1,495 3,825 3,130 3,330 3,095 2,485 74 68 58 48 68 Clare College En-suite 55 46
870 1,565 980 1,810 945 1,775 920 1,675 885 1,640 1,055 1,965 1,020 1,930 980 1,810 945 1,775 855 1,530 820 1,495
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Prices include bed, breakfast and evening meals unless otherwise indicated. * Accommodation is available at these costs for the night(s) between consecutive programmes/terms.
Tuition fees only for students nding their own accommodation (non-residents)
IELTS Preparation Course 1,495 N/A
ISS Term I
ISS Term II
Literature Term I or II
Shakespeare
Art History
Science Term I or II
1,360
905
940
905 1,860
N/A
N/A
580
545 N/A
Medieval Studies
History
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Fees
accepted, fees cannot be refunded if a student decides to drop an evaluation or cancels their application. Appeals Appeals procedures are in place for participants on the Universitys Summer Schools who undertake written work for evaluation. Details of these will also be sent to accepted students. Programme change Administrative costs are incurred in changing programmes. Any registered student who wishes to change from one Summer School or Term to another must pay an administration fee of 25. Course change Any registered students who wish to change from one course to another (where places are available) must pay an administration fee of 10 for each course change made. Please note: course changes cannot be made once your course has started as this will prevent you from fullling attendance requirements and from receiving a certicate. Certicates and grade reports We reserve the right to retain certicates and grade reports if tuition and accommodation fees are still outstanding on completion of programmes, or if library books have not been returned. Accommodation The accommodation fee pays for a single college room, breakfast and evening meals, unless otherwise stated. Please note that there is a
dierence in accommodation costs charged by colleges and the tiered pricing system reects this. Places in all colleges will be allocated on a rstcome, rst-served basis once accepted to the programme. If requested, couples will be assigned to adjacent single rooms, where possible. Accommodation allocation When your rst choice of college is full, you will be allocated to your second or third choice. It is important that you complete your alternative choices of accommodation on your application form as college places are allocated on a rst-come, rst-served basis in order of acceptance and can ll up very quickly. This helps us to allocate you a college place, without the need to contact you and thus delaying the application process. You are welcome to express preferences for particular rooms in colleges on your application form. These requests are passed on to the colleges, whose sta allocate the rooms in the weeks leading up to the Summer Schools. Whilst every eort is made to ensure that students receive the rooms they have requested, it is important to note that rooms are allocated in order of acceptance and the colleges cannot guarantee to full every request. Please note that the specic room allocations are not nalised until the week before the start of the Summer Schools and we ask that students do not contact us or the colleges to nd out their room allocation in advance of their arrival in Cambridge. 91
Special requirements We make every eort to accommodate the needs of those with special dietary or other requirements. If the college to which you have been allocated cannot meet your needs, we shall oer you accommodation in a dierent college. Please indicate any special requirements on your application form. Accommodation between consecutive programmes/terms Those attending two consecutive programmes/terms and intending to stay for the night(s) between Summer Schools may book accommodation for an additional charge. Please mark on the application form if you want to book your room for the night(s) between your two programmes. If you do not indicate this, we shall assume you will not need this accommodation and you will be asked to clear your room. If you are away from Cambridge between your programmes and leave luggage in your room, you will be charged the room fee for the night(s) that the luggage is left. Building works We endeavour to inform you of any major building works scheduled when the Summer Schools are in progress but can accept no responsibility for unscheduled or unexpected works which the colleges may undertake. Cancellation policy and fees There will be a non-refundable registration fee of 200 for each 92
one-/two-week programme or 400 for three-/four-week programmes Payment of the balance of the tuition and accommodation fees are due in full eight weeks before the programme start date. Please see dates below If balance of payment has been made in full before the due date below, any student cancelling up to eight weeks before the programme starts will be eligible for a full refund of the balance of payment (excluding the registration fee) Cancellations up to two weeks before the start of the programme are eligible for a 50% refund of the balance payment of tuition fees and may be eligible for a refund of the accommodation fee depending on the policy of the accommodation provider Cancellations received less than two weeks prior to the start of the programme are not eligible for the refund of any fees Registrations will continue to be accepted, where places are available, up to the start of the programme In the unlikely event that we have to cancel a course at the last minute due to illness etc. we will endeavour to provide an alternative course Travel insurance It is essential that all visitors take out travel insurance before travelling to Cambridge to cover themselves for their return journey and the duration
of their stay. Insurance should cover any expenses incurred as a result of lost or stolen property, late arrival or early departure or cancellation due to unforeseen circumstances. Cancelled bookings are subject to the fees set out in the Cancellation Policy above. Please note that the Summer Schools and the University accept no liability for loss or damage to student property. Medical insurance Your country may have a reciprocal arrangement with the UK so that medical care is free. If it does not, it is essential that students take out medical insurance to cover them during their stay, particularly if
students have known medical needs that may require attention. Medical and hospital costs are expensive and it is often expected that payment is made at the time of treatment. In most cases, students are charged 30 or more by doctors surgeries for any appointment. Prescription charges are additional to this. Balance of payment dates ISS Term I, Science Term I, Literature Term I, Art History: Monday 10 May IELTS: Monday 17 May Science Term II, Literature Term II, History, EAP: Monday 24 May ISS Term II, Shakespeare, Medieval Studies: Monday 7 June
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Course selection Indicate your rst, second and third choices in courses. We try to place people in their rst choice of course; however, as the number of places on each course is limited, this is not always possible. Additional materials For each programme you are applying for please include: Three small recent colour photographs (maximum size 35mm x 45mm / 1.4 x 1.8) of yourself: these will be used for your ID card during the summer, and for college and oce records. Print your full name and the Summer School for which you are applying, clearly on the back of each photograph Conrmation of English prociency (for example IELTS or equivalent examination or evidence of an equivalent level of competence) for those whose rst language is not English If paying by bank transfer, a copy of the transfer receipt What happens next? When we receive your application form(s) and (for those not applying as part of an agency group) fees you will receive conrmation from our oce. Once we have processed your application we will send you details of your allocated courses and accommodation, and your arrival instructions. You will also receive an invoice showing the fees you have
already paid and (if applicable) the balance to be paid. You will be given access to the Summer Schools Online Resource website where you can access the student handbook, course materials, information about your college, available excursions, etc. Application check list Application form Photographs The required proof of language prociency A non-refundable registration fee; please complete your payment details on the application form Bank transfer receipt (if necessary) Applications should reach the University of Cambridge International Summer Schools by the deadlines specied for each programme (see below). ISS Term I, Science Term I, Literature Term I, Art History: Monday 21 June IELTS: Monday 28 June Science Term II, Literature Term II, History, EAP: Monday 5 July ISS Term II, Shakespeare, Medieval Studies: Monday 19 July If applying after the balance of payment date, fees must be paid in full at the time of registration.
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Early application is advisable as places on courses and in colleges are limited. Current course availability is published on our website or can be obtained from the Summer Schools oce. Please ensure that you have read the terms and conditions before applying for the programme. Registration fees A registration fee of 200 for each one-/two-week programme or 400 for three-/four-week programmes must accompany all applications received before the balance of payment date for the relevant programme (see p93, Booking terms and conditions). This registration fee is part of the full fee for the programme quoted on p89. Applications will not be processed until the registration fee is received. The remainder of the fee must be paid by the balance of payment date. Applications sent after the balance of payment date and before the application deadline date must be accompanied by the full fee payment. If the full fee is not paid by the balance of payment date, the University reserves the right to cancel the application and allocate places to those who may be on waiting lists for courses. The registration fee is nonrefundable (after acceptance) and is not transferable to other participants or other years.
Methods of payment Payment of fees from countries other than the United Kingdom must be by one of the following methods: Sterling bankers draft drawn on a British bank (applicants should speak to their own bank to arrange this); Cheque drawn on a UK bank; VISA or Mastercard/Eurocard/JCB card (please note that we do not accept American Express); Travellers cheques in sterling; Bank transfer (copy of transfer receipt needs to be sent with application) Cheques or postal orders should be made payable to University of Cambridge. Please do not send cash. Personal cheques drawn on banks outside the United Kingdom cannot be accepted in any circumstances. If paying by credit card, please ensure that your credit limit is sucient to cover the costs of the programme, and that your bank and credit card company have been notied of the transaction to avoid delays in payment. The University reserves the right to retrieve from applicants any bank charges or exchange costs which arise from payments, made in other ways (including Eurocheques). Please check with your bank whether you are likely to incur additional charges.
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Image credits
Front Cover: Civitates orbis terrarium, map of Cantebrigia by Braun, Georg/ Cambridge University Library; p3: Iris Pissaride; p4: Iris Pissaride; p7: Nic Peeters; p9: University Library, University of Cambridge, Nigel Luckhurst / University of Cambridge; p10: Florin Vlad Iancu; p13: Institute of Continuing Education, University of Cambridge; p14: Selwyn College, University of Cambridge, Nigel Luckhurst / University of Cambridge; p17: Alexandra Karagianni; p18: Merle Schuette; p19: International Division photographs; p21: Alexander Fraser; p23: Weymouth Bay by John Constable by English School, (20th century) Private Collection/ Look and Learn/ The Bridgeman Art Library; p25: The launching of English reships on the Spanish eet o Calais with Queen Elizabeth I (15331603) on horseback on shore, on the night of 7th August 1588, c.1605 (gouache on vellum heightened with gold) by Flemish School, (17th century) Private Collection/ Photo Rafael Valls Gallery, London, UK/ The Bridgeman Art Library; p27: Southwark Bridge from London Bridge (litho) by Parrott, William (1813-69) Guildhall Library, City of London/ The Bridgeman Art Library; p31: Copan altar Q (stone) by Mayan Copan, Honduras, Central America/ Jean-Pierre Courau/ The Bridgeman Art Library; p33: Hampton Court Palace (engraving) (b/w photo) by Allom, Thomas (1804-72) (after) Private Collection/ The Bridgeman Art Library; p35: Richard Reynolds; p36: Violet Dominant. Roethel T. II n 1040 p. 938 by Kandinsky, Wassily (18661944). Photo credit: Galerie Maeght, Paris, France/The Bridgeman Art Library. ADAGP, Paris and DACS, London 2009; p39: Boy on the Sand (w/c on paper) by Sorolla y Bastida, Joaquin (18631923) Private Collection/ The Bridgeman Art Library; p40: Portrait of Sir Isaac Newton by Jean-Leon Huens, Artwork (Photo by Jean-Leon Huens/ National Geographic/ Getty Images); p43: Frances A. Miller used under license from Shutterstock; p45: Gary Yim used under license from Shutterstock; p46: Don Quixote by English School, (20th century) Private Collection/ Look and Learn/ The Bridgeman Art Library; p49: Gargantua at his Table (colour litho) by French School, (19th century) Muse de la Ville de Paris, Muse Carnavalet, Paris, France/ Giraudon/ The Bridgeman Art Library; p51: T.S. Eliot (b/w photo) by English Photographer, (20th century) Private Collection/ The Bridgeman Art Library; p54: Arrival of Jean-Jacques Rousseau (171278) in the Elysian Fields, 1782 (colour engraving) by Moreau, Jean Michel the Younger (17411814) (after) Private Collection/ Archives Charmet/ The Bridgeman Art Library; p55: Grasmere, c.1830 (w/c on paper) by Robson, George Fennel (17881833) Wordsworth Trust/ The Bridgeman Art Library; p56: Storming the Bastille by McBride, Angus (19312007 Private Collection/ Look and Learn/ The Bridgeman Art Library; p61: Cromwell (15991658) refusing the Crown, illustration from Lives of Great Men Told by Great Men, edited by Richard Wilson, c.1920s (colour litho) by English School, (20th century) Private Collection/ The Bridgeman Art Library; p62: Illustration for the cover of Finding Out, Shakespeares World, published by Purnell and Sons Ltd., London 1964 (gouache on paper) by Johnstone, Janet and Anne (Contemporary Artists) Private Collection/ The Bridgeman Art Library; p65: Macbeth and the Three Witches, 1855 (oil on canvas) by Chasseriau, Theodore (181956) Muse dOrsay, Paris, France/ Giraudon/ The Bridgeman Art Library; p67: A Midsummer Nights Dream, 1895 (w/c with bodycolour on paper) by Green, Henry Towneley (1836-99) Private Collection/ The Maas Gallery, London, UK/ The Bridgeman Art Library; p68: Panel of The Descent into Limbo, from the altarpiece of the convent of Santo Sepulchro, Zaragoza (tempera on panel) by Serra, Jaume (.135895 Museo Provincial de Bellas Artes, Zaragoza, Spain/ Index/ The Bridgeman Art Library; p71: King John signs the Great Charter by Doyle, James E. (19th Century) Private Collection/ Look and Learn/ The Bridgeman Art Library; p73: Ms Royal 20 A11 Richard I (115799) (The Lion-Heart), from Historia Major, c.1240 (manuscript) by Paris, Matthieu (.1240) British Library, London, UK/ The Bridgeman Art Library; p74: Scott Vasey; p76: Scott Vasey; p84: The Stephen Hawking Building by kind permission of Gonville and Caius College; p86: Newnham College, by kind permission of Newnham College; Selwyn College, by kind permission of Ben Wiley; p87: St Catharines College by kind permission of St Catharines College, Clare College Jessica Browner.
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