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Institute of Continuing Education
International Summer Schools Interdisciplinary and Specialist Programmes 7 July â€“ 17 August 2013
Contents Welcome International Summer Schools 90th Anniversary Our programmes Plenary lectures Daily schedules Our students Studying at Cambridge Living in Cambridge Social life Weekend excursions and visits
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Interdisciplinary Summer Schools Interdisciplinary Summer School Term I Interdisciplinary Summer School Term II
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Specialist Summer Schools Ancient Empires 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
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Teaching staff Accommodation Programme calendar Accommodation options and fees Booking terms and conditions How to apply and payment What happens next? Frequently asked questions Also at the Institute Image credits Map of Cambridge
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Welcome You will have noticed the silver banding on this brochure which proclaims our 90th anniversary year. Few Summer Schools can claim such longevity, and we are immensely proud of a range of programmes that continues to blossom and grow. A 1923 Summer School student would recognise some of our curriculum, although the range and content of lectures on literature, politics, economics and society in contemporary England from the 1923 offering have – of course – been revised, revitalised and extended. Many of the beautiful old buildings that were a feature of central Cambridge in the 1920s are still going strong, but this vibrant and growing University is adding new buildings every year. Just as in 1923, we invite you to study as part of a truly international community: some 60 nationalities are now represented each year. As was the case in 1923, we are able to draw upon a rich reserve of academic specialists, choosing our teachers for their expertise, enthusiasm and ability to communicate, thereby ensuring that the courses are both academically rigorous and immensely enjoyable. Some two-thirds of your classmates are current undergraduate or graduate students, and the rest are adults of all ages and backgrounds, who bring other ‘life experience’ and interesting perspectives to the classroom. You will discover like-minded people, eager to learn and expand their horizons. The curriculum allows for this expansion, through literally hundreds of different course combinations. (See page 10 for ideas.) You can study from one to six weeks across a range of programmes. We have over 160 exciting courses to tempt you: from Colourful physics to Ancient Egyptian language, and from Writing short stories to Surrealism. Our plenary lectures explore subjects thematically: from Defining Moments in History to Culture and Conflict in Ancient Empires and Travel and Trade in Medieval Studies. It will be a summer of study and of celebration, as we mark the achievements of the past and explore visions for the future. We plan a host of activities and events, and a few surprises. Join us!
Sarah J Ormrod Director of International Programmes
“Cambridge Summer Schools – probably the best way to spend your summer holidays!” Sebastián Barschkis, Germany
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â€œMy experience at the Summer Schools completely changed my perspective on life.â€? Rita Santos, Portugal
International Summer Schools By the early 1900s, overseas students were already participating in ‘Summer Meetings’ in Cambridge, arranged by the fore-runner of the University’s Institute of Continuing Education. The first dedicated ‘Vacation course for foreign students’ was held in 1923. Then and now 122 students from 19 countries came in 1923, to study language, literature, institutions and music, living in Selwyn College and Newnham College. 90 years later, we still book accommodation in these Colleges. By 1967, lectures were held on the Sidgwick Site: 45 years later, we are still there, though teaching now also takes place in Mill Lane. The programmes were finally renamed ‘the University of Cambridge International Summer Schools’ in 1983. The curriculum and student numbers have grown rapidly in the past 30 years. We continue to add new programmes and subjects in response to interest and demand. Enduring appeal Our longevity against the background of an ever-changing world (wars, crises and rapid technological growth) stems from expert and committed teachers, enthusiastic students, fascinating courses, and – in this digital, highspeed age – the chance to spend an intensive, focused period of time in small group, face-to-face learning. Time immersed in a Summer School is a ‘rare
privilege’ that is still open to everyone meeting the entrance criteria. James Stuart, who in 1873 helped to extend Cambridge learning beyond the University to people of all backgrounds, would see how – 140 years on – his vision still informs our work: the Summer Schools attract people aged 19-90 from some 60 countries. 90th anniversary year Our 90th Anniversary International Summer Schools have a tremendous line-up of academics to deliver 165 courses and some 145 plenary lectures. We are very keen that you enjoy the social side of the programmes, too: ceilidhs (folk dances), excursions and parties will help foster the friendships that are such an important feature of our programmes. This summer you can read about the memories of past and returning lecturers and students. Become part of the Summer Schools’ long history and our future: add your own comments to our visitors’ book, discover our plans for the future, enter our 90th Anniversary competitions and join the celebrations! Email: email@example.com |
â€œI had always dreamt of studying in Cambridge and this was a dream come true! The classes and the plenary lectures were fabulous.â€? Shreya Roy, India
Our programmes With a wide variety of subject areas to choose from, you are sure to find something that suits your needs and interests. You can also combine programmes to build your own schedule. Teaching blends classroom study with a series of theme-related plenary lectures and/or evening talks that will extend your knowledge of your chosen subjects and explore new ideas. Interdisciplinary Summer Schools If you are keen to study a variety of subjects the Interdisciplinary Summer School Terms I and II would be the ideal programmes to choose. You select two or three courses from a wide range of topics. Term I runs for four weeks, Term II for two weeks. You attend classroom sessions in small groups which are complemented by a series of plenary lectures and/or evening lectures covering a variety of topics. Specialist Summer Schools If you would prefer to study a specific subject area in more depth, our specialist programmes may interest you. We offer programmes focusing on: Ancient Empires, Science, Literature, History, Shakespeare and Medieval Studies. Each of our specialist Summer School programmes is two or four weeks in length, but participants can opt to come for one week only. You can also choose to combine two or three
different programmes/terms to build your own schedule of two, three or more weeks in order to meet your needs and interests. English for Academic Purposes (EAP) If you are a second language student already proficient in English but are looking to develop your skills, our English for Academic Purposes programme would be ideal for you. The programme combines a two-week intensive personalised language skills course with a two-week academic programme in either Shakespeare, Medieval Studies, or Interdisciplinary Summer School Term II. International English Language Testing System (IELTS) Preparation Course The primary focus of the IELTS programme is to prepare participants for the Academic Training Module in the IELTS examination. This intensive programme includes a full mock test, a week before the final examination.
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Plenary lectures Most Summer School programmes include a course of morning plenary lectures, which aim to enhance your understanding and enjoyment. Speakers are experts in their field including leading Cambridge scholars and guest subject specialists from beyond the University. Plenary lectures are held on weekday mornings; theme-related lectures also take place on some evenings. All participants are registered for the plenary lecture course in their own Summer School. If you attend a minimum number, the plenary lecture course series will appear on your certificate of attendance. Visit our website from January through to June to see the names of plenary speakers as they are added. Full details will appear in the daily timetable you receive on arrival. Interdisciplinary Summer School Term I: Vision A truly interdisciplinary series of lectures from invited specialists interprets our theme widely. Proposed subjects include the evolution of sight (human versus insect), political and educational reformers, art, imagination, exploration, entrepreneurship, and innovation. The series combines visions from the past and visions of the future. Ancient Empires Summer School: AE0 Culture and Conflict Invited speakers will include Course Directors and guest scholars drawn 8
from leading specialists associated with the University, on subjects such as imperial Rome, the conquests of Alexander the Great, the culture of early China, and the ancient civilisations of Egypt and the Middle East. Contributors include Professors Paul Cartledge, Judith Lieu, John Ray and Roel Sterckx. Science Summer School: P01 Creation and Discovery Lectures focus both on current research and past discoveries, and draw on the immense wealth of expertise in this University. Prominent Cambridge scientists address Creation and Discovery in relation to fields as diverse as climate change, stem cell research, evolution and cosmology. Invited speakers include Professor Sir John Gurdon and Professors Jeremy Baumberg, Nicola S Clayton, Mark Thomson and Malcolm Burrows. Literature Summer School: GH0 Crossing Frontiers Plenary lectures bring fresh perspectives to familiar masterpieces and encourage exploration in new directions. Crossing Frontiers, this year's focus, will take in writers who mix
genres or break new ground, works that have an international theme, and writing that deals with transgression, rites of passage, or challenges to convention. If travel broadens the mind, so will these lectures. History Summer School: LM0 Defining Moments Historians from the University and other leading institutions are amongst those being invited to contribute to this series. The lectures will examine how a series of key historical events have proved to be 'defining moments'. Each lecturer will look at why a crucial episode came about, at what made it so significant, and at how far it can be regarded as a watershed in human history. Shakespeare Summer School: RS0 Time and Times In the morning plenary lecture series leading Shakespeare specialists from
Cambridge and beyond will address the theme Time and Times. You will encounter the latest research as academics approach texts and a range of contexts and the ideas explored here will add to the understanding and enjoyment of your special subject classes. Medieval Studies Summer School: KN0 Travel and Trade This yearâ€™s theme is focused upon the travelling medieval man or woman. Letâ€™s destroy the myth that no one travelled in the Middle Ages. There will be lectures on specific travellers, like Marco Polo, the infrastructure that made travel possible, shipping, commodities, adventures and mishaps. Invited speakers include Dr John Maddicott and Professors Michelle P Brown, Jonathan RileySmith and Peter Spufford.
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Daily schedules Each Summer School programme has its own individual schedule including special subject courses, plenary lectures and/or evening talks. Some programmes offer visits to museums and performances to complement the classroom learning. Finding your way through the brochure The coloured page edges separate the different programmes. The same colour codes will help you to find your way through the programme calendar on page 92 and the accommodation options and fees on page 93. Understanding the daily schedules The times of plenary lectures fall either before or after the first special subject class each day. For the Interdisciplinary Summer School Term I, you can take two or three daily classes (A, B, C) and attend the plenary lecture, which falls between the A and B time slots. For the Interdisciplinary Summer School Term II, you simply choose two or three daily classes: D, E, F. (There is no morning plenary session.) For Ancient Empires, History and Medieval Studies, you attend a plenary lecture, then a morning and an afternoon class. For Literature and Shakespeare, you attend a morning class, then a plenary lecture, then an afternoon class. For Science, you attend a plenary 10
lecture then a morning class, and then have programme-related visits on two afternoons each week. The EAP and IELTS programmes have their own daily schedules. In the evenings, we organise courserelated or general lectures, or events. Making your choices Look at the programme dates on page 92 and work out when you are available. You are welcome to come for more than one programme or term. If you are a current undergraduate or graduate student wishing to gain credit, ask your advisors at your home institution how many weeks you need to study, and how many papers you should write. Remember that some subjects appear in more than one programme: you will find literature courses not only in the Literature Summer School, but also in the Shakespeare, Medieval Studies and Interdisciplinary Summer Schools (ISS). There are history of science courses in ISS I and ISS II, and philosophy courses in ISS II, Literature, Science and Ancient Empires.
You cannot choose courses from different programmes, but you can attend some programmes for just one week. You could, for example, attend week two of Ancient Empires, followed by week one of History. Or you could come to week two of Science Term II, followed by the whole of Interdisciplinary Term II.
If you plan to attend more than one programme, check the accommodation section (pages 88-91) to see if it is possible to stay in the same College, or whether you will need to move. (Please note, once the per College allocation of rooms is used, we may have to advise you that the only option is to change accommodation between programmes.)
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â€œIt was an honour to learn along with such a great blend of brilliant minds from all corners of the globe.â€? Kristy Herman, United States of America
Our students The International Summer Schools attract participants from all over the world, from all walks of life. Many return year after year. Whether you are a university student, a teacher, a professional or are retired, you will find like-minded people at the International Summer Schools. Who can apply? Students who have completed at least one year at an institute of higher education, or adults who bring other 'life experience'. Some 65% of participants are current undergraduate or graduate students, 35% are aged 25-85+.
An intellectual adventure What links all of our students is the quest for new knowledge: the chance to debate and to participate in the intellectual adventure the University of Cambridge International Summer Schools provide.
Those currently attending university are often seeking to gain credit from their home institution; others with professions are looking to broaden their horizons and learn something new during their summer break; others still are retired and epitomise the values of â€˜lifelong learningâ€™.
Our programmes are academically rigorous and challenging. In addition to classroom contact hours, you need to prepare for your experience by reading and researching in advance of your arrival in Cambridge. This preparation will increase your enjoyment and enhance your capacity for critical thinking.
Who are our students? Our students include teachers, journalists, researchers, executives, scientists, lawyers, writers, bankers, home-makers, doctors and more. All are looking to expand their knowledge of a given subject or learn about a new topic entirely. Sharing classes with participants from such a wide range of backgrounds offers fresh perspectives, as you build your own knowledge.
All teaching for the Summer Schools is in English. Students studying on these programmes must be able to understand and follow arguments presented in written and spoken English at university level. Further information regarding language requirements can be found in the booking terms and conditions on page 94 at the back of this brochure. Details can also be found on our website.
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Studying at Cambridge As a participant of the University of Cambridge International Summer Schools, you will be guided by your Course Directors, and encouraged to discuss, debate and develop your own understanding of the topics raised in class. This experience is unique, and one that we hope you will enjoy. Teaching staff Our Course Directors, Plenary and Evening Lecturers are chosen from amongst the best communicators at the University of 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. For more information about our Course Directors please see page 82. Teaching sites Teaching for the Science and Literature programmes takes place at the Mill Lane Lecture Theatres, close to the city centre. Teaching for all other programmes takes place on the Sidgwick Site, close to the University Library. Attendance Your certificate of attendance will show the special subject courses you have attended. Plenary lecture attendance is also recorded on your certificate, if you attend the minimum number agreed for each programme.
Contact hours and credit Each programme offers a minimum number of contact hours (c45+ for two-week programmes, c90+ for fourweek programmes). We can provide additional information for students who wish to earn credit from their home institution for the Summer School courses they attend in Cambridge. Evaluation Many students choose to write essays for evaluation by their Course Director â€“ usually so that they can gain credit at their home university, but also so that they assimilate the learning more fully, and can be assessed against the University of Cambridge standard. In either case, writing papers is a valuable way of responding to the courses you have taken, and judging how much you have learned. Essays will be graded by the Course Directors and participants receive a narrative report, a percentage mark and a grade report. You may complete one essay per special subject course. The charge for evaluation is ÂŁ40 per essay.
Honours Programme Students of high academic standing who are planning to study with us for the full six weeks, by combining consecutive Summer Schools, may want to enquire about our intensive Honours Programme, which includes one-on-one Cambridge-style supervisions. The fee for this programme is ÂŁ425, in addition to tuition and accommodation costs. Participants must select this programme on their general application form in order to register their interest and request further information. All Honours Programme application forms must be received by 19 April 2013. Please note that places on the Honours Programme are limited. Please see our website for further information. Library and computer access You will have access to a variety of faculty libraries, including a small lending library set up for the exclusive
use of Summer School students; evaluation-takers also have reading rights at the main University Library. All students are given a University computer account in order to access the internet and write papers for evaluation. Depending on the College you stay in, you may also have the option to connect your own laptop to the University network. Online Resource Centre All course materials, lecture schedules, reading lists, timetables and handbooks can be downloaded from our Online Resource Centre before you arrive in Cambridge. In addition, useful information on travelling, living and studying is available for all participants. You will also be able to communicate with other participants prior to your arrival in Cambridge. Information on how to use the Online Resource Centre will be sent to participants once they have enrolled.
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â€œThe Summer School experience has given me memories and friends I shall cherish for the rest of my life. It has opened my mind to new avenues in the academic world of education. I will be back.â€? Nelson Mcmillan, United Kingdom 16
Living in Cambridge Cambridge is an ancient city, with its origins dating back to Roman times. Every age has left its mark on this market town, from Medieval to Georgian, to modern-day buildings. You will have the opportunity to live in one of the historic Colleges and dine in the traditional halls, or to choose one of the more modern accommodation options. Cambridge life Cambridge is a vibrant university city and benefits from a number of shops, restaurants, music venues, pubs, clubs and coffee houses. The city also retains great beauty and charm. During the summer you will get to know the quiet back streets, College courtyards, and treasures, such as the Wren Library and Kettleâ€™s Yard, that tourists to the city often only glimpse. College accommodation As a participant of the University of Cambridge International Summer Schools you will become familiar with the city in a way that few are privileged to experience. Accommodation is in College rooms normally occupied by Cambridge undergraduates. Rooms are basic with a single bed and washbasin; some Colleges provide en suite facilities for an additional cost. Couples or friends are usually housed in adjacent rooms.
Your accommodation fee pays for a single College room, breakfast and evening meals, unless otherwise stated. Some accommodation is available on a room-only basis. For more information about the accommodation options available to you please turn to the accommodation section on pages 88-91 at the back of this brochure. Resident Assistants All Summer School participants are supported by a network of Resident Assistants. 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 first point of contact and are there to make sure that your summer is enjoyable and hassle-free.
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Social life The Summer Schools also host a variety of social activities giving you the opportunity to make new friends outside of the classroom. These will include a range of events to celebrate the Summer Schools 90th Anniversary. You will also find a range of other activities in and around the city. Evening events In addition to our exciting evening lecture series, we organise a number of evening events to give participants the opportunity to relax and meet fellow students. Social activities will include a special range of events to celebrate the International Summer Schools 90th Anniversary. Our own evening events are free, and are reserved for students enrolled in the International Summer Schools. Cambridge also offers a wide variety 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. Online Resource Centre All registered students can take advantage of our Online Resource Centre. Once you are registered you will receive more information about how to use the online resources
available to you and will be able to start communicating with fellow students even before you arrive in Cambridge. Community Many of our participants are current undergraduate or graduate students, but a significant proportion are professionals or retired. Our programmes are unusual in bringing all ages together, and friendships develop across age groups and nationalities. Our returning ‘alumni’ and groups from institutions from around the world help to foster a sense of community. Those who arrive in Cambridge knowing no one quickly make friendships amongst their class and College companions. ‘Stay connected’ network Summer School participants can also join our ‘Stay connected’ network, to stay in touch with us after the summer and receive regular updates about future programmes. Find out more on our website.
â€œIt was a great way to make new friends with similar interests.â€? Daniel Barabas, Australia
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â€œThis Summer School was by far one of the best, if not the greatest experience I have ever had.â€? Ellie Buhr, United States of America
Weekend excursions and visits Participants can also benefit from a wide range of weekend excursions, giving them the opportunity to discover historical sites, castles, monuments, and museums, explore beautiful gardens or experience a traditional Shakespearean play. These cultural activities allow students to enhance their stay, make new friends and learn more about Britain. Excursions Students can opt to buy tickets for one of our organised excursions. These visits offer participants the opportunity to discover more of Britain and experience British culture. Our optional weekend day trips include visits to heritage sites, such as stately homes, castles, museums and cathedrals. Excursion venues complement some of the subjects covered in the academic programmes and are a good way to meet new people and explore England. Venues for 2013 are likely to include: London, Oxford, Canterbury and Blenheim Palace, as well as local walking tours to discover the city of Cambridge. Students can also book tickets to see productions of Shakespeare plays. Prices The estimated cost of excursions ranges from £15 for a local walking tour and £45 for a short trip, to £60 for a full day.
Please note the latter also includes the price of a theatre ticket. All prices include travel. Tickets can be purchased for excursions that take place during your programme dates, including those scheduled on your arrival and departure dates. You will need to arrange time to register if you are booked on an excursion on your registration day. If you opt to go on a trip on your departure date you will need to arrange luggage storage. We advise that you book early as places are limited and allocated on a first-come, first-served basis. Excursion coaches leave from the Sidgwick Site, near the main Summer Schools office, and return in time for dinner in College. Full details of our calendar of events, along with the booking form will be available on our Online Resource Centre from February once participants have registered.
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Interdisciplinary Summer Schools ISS Term I: 8 July – 2 August ISS Term II: 4 – 17 August Programme Director: Sarah J Ormrod Director of International Programmes The Interdisciplinary Summer School Terms I and II offer courses covering a wide variety of subjects, including archaeology, politics, philosophy, economics, literature, history and international relations. The two terms are independent: you may enrol for either or both, or combine these programmes with specialist Summer Schools. You may concentrate your studies on two or three courses in the same discipline or study more widely by choosing courses in differing subject fields. Exciting new combinations in 2013 could be: Tudor kings and Tudor queens, with a third course incorporating that time period: A history of medicine from the Ancients to the 19th century. Or you could combine two courses on philosophy with one on psychology, or take three on art history, literature or archaeology. In this multidisciplinary list there are hundreds of possible course combinations: you can devise a curriculum which precisely meets your interests.
The academic programme • Major plenary lecture series (Term I only): Vision • Two or three special subject courses • Evening lectures Special subject courses Courses consist of classroom sessions which are held on each weekday. Almost all are limited to 25 participants. You choose either two or three courses, each from a different group: A, B, C in Term I; or D, E, F in Term II. Plenary lectures The theme for our major morning plenary series in Term I is Vision. Lectures will interpret this theme widely, with proposed talks on topics as wide-ranging as sight, aspiration and innovation. Evening lectures Invited speakers and members of the University will give a varied evening lecture programme, covering a wide range of subjects.
“Your own tailor-made programme. It’s a stimulating and very satisfying way to learn.” Sarah J Ormrod, Programme Director, Interdisciplinary Summer Schools
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Interdisciplinary Summer School Term I Special Subject Courses
Classes are held from Tuesday 9 July to Thursday 1 August, at the times shown, with the exception of Friday 19 July, when there are no classes. Participants may choose two or three courses, one from each group (A, B, C).
Group A: 9.00am – 10.15am A01
International politics in a global age Various speakers Experts from the University of Cambridge Department of Politics and International Studies and elsewhere help students to understand a complex and ever-changing world. The course takes an historical look at problems of international security after the Cold War, the international politics and political economy of regionalism and globalisation, and the legal and institutional framework of international society. Particular attention is given to the ways in which political, strategic, economic and legal aspects of international politics interact with and reinforce one another. Please note: A01 can only be taken with courses B01 and C01. This combination of sessions, led by specialists in a range of topics, forms a ‘programme within a programme’. Enrolment for this option only is capped at 50.
No event so shook history as the Revolution that burst over France in 1789. A bold attempt to reshape an ancient kingdom along lines of reason quickly sank into bloody hysteria. Why were the hopes of 1789 dashed? Why did the Revolution provoke such bitter hatred at home and abroad? What happened when the French spread ‘liberty and equality’ to the rest of Europe – by force?
This course introduces the most significant 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; Oakeshott and Berlin. Figures will be discussed in their own right and in the context of their
The French Revolution and its enemies Dr Seán Lang
A history of British political thought, from 1651 to the present Dr Graham McCann
times, but the course also explores common concerns that unite them.
The origins of modern science, from the Middle Ages to the early 19th century Piers Bursill-Hall This course is a brief (and nontechnical) examination of how scientific thinking developed from medieval Christian, Muslim, and ancient Greek sources through the wild ideas of the Renaissance and the convulsion of the scientific revolution, down to the first steps in what we recognise as modern scientific theories (Darwin, Faraday, Maxwell) in the middle of the 19th century. It is all about the unexpected; how good early scientific ideas were, and the often very odd origins of 'modern' ideas. It is not as you think: you will be amazed.
alike. The history of archaeology is a story of ingenuity and persistence, of reason and rivalry, in which the University of Cambridge plays a part. (Not to be taken with D05 in ISS Term II.)
Tudor kings: the new deal Siân Griffiths Henry VII, a usurper who married a Princess, went from ‘rags to riches’ and ended civil war. Henry VIII inherited one fortune, stole another and spent both. He made England a sovereign state. Edward VI was a little Emperor involved in a big war for ‘hearts and minds’. These three kings the definitive English dynasty - shaped the England we know today.
Landscape, imagery and national identity in the poetry of the British Isles John Gilroy
Treasures, and the traces of unimagined antiquity from 'missing links' to the Ice Man, from lost cities to DNA. Archaeological detection and deduction developed with the modern West, serving science, art and politics
From earliest times the poetry of landscape in the British Isles has always contributed significantly to how we, the inhabitants, have seen ourselves. Examining aestheticism, patriotism and local attachments, the course explores both rural and urban landscapes in British poetry from Shakespeare to the present day.
Archaeology and the discovery of the world Dr Nicholas James
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Group B: 11.45am – 1.00pm A08
Four plays of Shakespeare: The Merchant of Venice, Measure for Measure, Hamlet and Othello 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, Hamlet and Othello.
Britain and the world since 1900 Dr Jonathan Davis This course explores Britain’s place in world history in the 20th and 21st centuries. 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.
International politics in a global age Various speakers This is a three-part course which can only be taken with A01 and C01.
Embattled island: Britain in the Second World War Dr Seán Lang Modern Britain was forged in the Second World War. The British shroud their wartime experience in mythology and pride, but what was it really like? What was the truth of the Blitz? Did Britain really ‘keep smiling through’? Using film, photos, songs and visits we will examine the reality of how the British lived and loved through the Second World War.
20th-century art movements: from Cubism to Conceptualism Dr Karolina Watras and Mary Conochie This course examines the major visual and theoretical innovations of the leading 20th-century art movements from Cubism to Conceptualism, within an ever-changing socio-political landscape. It also explores the reasons for the shifting centres of art over the decades (Paris, New York, London) and how artists, including Picasso, Mondrian, Marcel Duchamp, Salvador Dalí, and Andy Warhol, broke all traditional boundaries and ventured beyond the physical limits of the image.
The other Middle Ages: the Islamic world and the Latin debt to Islam Piers Bursill-Hall This course examines the controversial history of early Islam and early Islamic culture, its absorption and development of scientific ideas, and the way Islamic science (natural philosophy, mathematics, medicine and technology) developed. 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 course is an eye-opener.
The rise of civilisation Dr Nicholas James Ancient pyramids and ziggurats prompt big questions. Did civilisation arise gradually, or was it forged through conflict? How stable was it? How fundamental were geographical, technological, sociological or ethical differences between civilisations? Comparing Egypt, Iraq, Peru, and Mexico and the Maya, we appraise theories about these age-old issues – which could help, perhaps, to predict our future. (Not to be taken with E05 in ISS Term II.)
Tudor queens: bloody and glorious Siân Griffiths Mary, half Spanish, married a Spanish Prince and was a friend to Rome. Elizabeth, English to her bones, pledged solely to her country and was an enemy to Spain. History has dealt harshly with Mary for unravelling her father's and brother's reforms. Elizabeth wove her name into an entire period of English history and culture. (Not to be taken with D08 in ISS Term II.)
Key moments in Shakespeare John Gilroy "With this key Shakespeare unlocked his heart". Applying Wordsworth’s metaphor to a range of Shakespeare’s plays, the course examines ‘key’ moments which arguably ‘unlock’ for us ways of understanding their central issues and concerns. Examples will be drawn from the comedies, histories, tragedies, romances and ‘problem’ plays.
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Group C: 2.00pm – 3.15pm B08
All you need is love. Love in literature from Shakespeare to Lawrence Simon Browne Literary relationships are rarely as bizarre as Rosalind and Orlando's courtship, carried out with her posing to him as a boy. But with this, Shakespeare will set the scene for us to pursue Austen's proud and prejudiced Elizabeth and Darcy and the many convoluted trails left by the centuries' other literary lovers.
Crises in world politics since 1945 Various speakers This course will explore why crises happen in international relations, how they are managed, and what, if anything, they have in common. Participants will examine a series of cases including 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.
International politics in a global age Various speakers This is a three-part course which can only be taken with A01 and B01.
European economic integration – or disintegration? Max Beber The Single Market Programme (198792), monetary union (1991-99), and the Financial Services Action Plan with associated regulatory reforms, were supposed to transform Europe’s economic fortunes: yet currently the ‘European project’ stands on the brink of collapse. What are Europe’s options, and what are the implications of its current crisis for the governance of globalisation?
Socialism in the 20th century: Russia and Britain Dr Jonathan Davis We explore different interpretations of the idea of socialism and trace its development in Russia and Britain. We assess the challenges to the British Labour party’s working class crown and their impact on Labour’s politics, and 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 influenced socialism in Britain, and in what ways.
have arisen after the emergence of a coalition government, following the 2010 General Election result.
In these lectures we explore medical ideas, the social and intellectual context of the practice of medicine alongside scientific theories of life, physiology, and disease starting with the pre-Classical world, Ancient Greece, 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 19th century. (The course is not a technical treatment of medicine, no scientific or medical background is needed.)
A history of medicine from the Ancients to the 19th century Piers Bursill-Hall
British politics today: problems and solutions Richard Yates The course analyses the key British domestic and related international political events of recent years. The political system will be explored through a study of the main institutions, and political parties, together with the problems that they face. Particular emphasis will be placed upon contemporary political challenges, especially those that
The Cold War in the Third World: Latin America and Africa, 1950-90 Charlie Nurse This course examines the Cold War experience of two parts of the 'Third World' by focusing firstly on the Cuban Revolution and its aftermath in Latin America, and secondly on the international conflicts which accompanied the ending of colonial rule in the Congo, Angola and Mozambique, and the overthrow of the Ethiopian empire.
The Dramatic Age: an introduction to modern British drama Paul Crossley We trace the development of British drama from the 1890s through to 2013, discussing many of the key dramatists of this turbulent and transformative period. We also examine the social and artistic context in which plays were created, exploring the essential issues they raise for a modern audience including - vitally - the role of women.
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Interdisciplinary Summer School Term II Special Subject Courses
Classes are held from Monday 5 to Friday 16 August, inclusive, at the times shown. Participants may choose two or three courses, each from a different group (D, E, F).
Group D: 9.00am – 10.30am D01
This course examines portraiture from the 15th to the 20th century. It discusses how artists meet the challenge of depicting the individuality and status of their sitters and record society’s changing perception of itself. Symbolism within portraiture will also be discussed and how pose, glance, gesture and dress affect our interpretation of the subjects.
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, through the ‘cognitive revolution’ to fMRI scanning, psychology remains one of the most fascinating areas of science. (Not to be taken with E03 in ISS Term II.)
About face: portraiture from Titian to Lucien Freud Mary Conochie
Elizabethan love poetry Dr Paul Suttie The Elizabethan Renaissance has left us some of literature’s most enduring and thought-provoking explorations of the experience of desire. We look closely at some outstanding sonnet sequences and other love-related poetry, focusing on five of the period’s greatest writers: Sidney, Spenser, Marlowe, Shakespeare and Donne.
Introducing psychology: mind, mental process and behaviour Dr John Lawson
The sciences in the ancient world Piers Bursill-Hall Beginning with the Greeks’ new idea of gaining reasoned knowledge of nature, we look at how Greek thinkers tried to understand the animate and inanimate world from the microcosm to the large scale structure of the world, and how these ideas evolved over a millennium.
This is a powerful story: the ultimate origins of modern Western science and of Western civilisation. (The course assumes no particular background in either classics or science.)
the relationship of educational policy and practice to social change. Where appropriate, comparisons will be made with the development of other systems of education.
Archaeology and the discovery of the world Dr Nicholas James Treasures, and the traces of unimagined antiquity from 'missing links' to the Ice Man, from lost cities to DNA. Archaeological detection and deduction developed with the modern West, serving science, art and politics alike. The history of archaeology is a story of ingenuity and persistence, of reason and rivalry, in which the University of Cambridge plays a part. (Not to be taken with A05 in ISS Term I.)
The English education system: 1870 to the present Dr John Howlett This course provides a survey of significant moments in English educational history in the past 140 years. It aims to develop students' understanding of education in its historical context, and considers
Power and politics in Britain today Richard Yates This course analyses the nature of the contemporary British political system and evaluates the functions of the major institutions. It will also explore the role of the political parties and other major contributors in order to assess the distribution of political power in Britain today.
Tudor queens: bloody and glorious Siân Griffiths Mary, half Spanish, married a Spanish Prince and was a friend to Rome. Elizabeth, English to her bones, pledged solely to her country and was an enemy to Spain. History has dealt harshly with Mary for unravelling her father's and brother's reforms. Elizabeth wove her name into an entire period of English history and culture. (Not to be taken with B06 in ISS Term I.)
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The conventional view of women cherished by many Victorians saw them as angels in the house, presiding over hearth and family. 'Fallen women' – and these could be innocents seduced by a false promise of marriage or kept mistresses – might inspire the philanthropy of Baroness BurdettCoutts and Dickens, but respectable middle-class families ignored their existence. It fell to novelists such as Gaskell, Eliot and Hardy to uncover some of the truths behind the façade.
What kinds of freedom are worth fighting for? Should people be free even to do things that others consider wrong or evil, or is that a recipe for anarchy? In a time of revolutionary war, these were questions of life or death for Milton and his society. In his great poem Paradise Lost he aims to send a timeless message to posterity concerning the true nature and importance of freedom: let's learn to read it.
Saints or sinners? Three controversial Victorian literary heroines Ulrike Horstmann-Guthrie
Group E: 11.00am – 12.30pm E01
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 looks at the canonical positions and problems posed by philosophers interested in the nature of consciousness. We examine the mind-body problem, the problem of other minds, personal identity, AI (artificial intelligence) and free will.
Milton and the idea of freedom: Paradise Lost in context Dr Paul Suttie
The abnormal mind: an introduction to psychopathology Dr John Lawson This course introduces a variety of clinical conditions including schizophrenia, autism, depression and anxiety. It also aims to contrast differing models of explanation that in turn lead to differing approaches in treatment. Overall, the hope is to encourage a more critical conception of what constitutes abnormality. (Not to be taken with D03 in ISS Term II.)
about these age-old issues â€“ which could help, perhaps, to predict our future. (Not to be taken with B05 in ISS Term I.)
This history of mathematical ideas in the European tradition is an introduction for non-mathematicians. The story is full of drama and changing fashions, epoch-making ideas, and little ideas that later change the world. We show how mathematics has changed and developed in its intellectual, scientific, and social context, and see the deeper origins of mathematical ideas and styles. (The course is about historical ideas and not technicalities, and does not require any mathematical background.)
A history of mathematical ideas from the Ancients to the 19th century Piers Bursill-Hall
Economics of public policy Dr Nigel Miller We consider how economic analysis can guide the formulation and evaluation of public policy, exploring a variety of public policy issues including healthcare, environment policy, pensions provision and public finance, with examples drawn from the UK. Students will be required to undertake classwork.
The rise of civilisation Dr Nicholas James
Threats and challenges in contemporary Britain Richard Yates
Ancient pyramids and ziggurats prompt big questions. Did civilisation arise gradually, or was it forged through conflict? How stable was it? How fundamental were geographical, technological, sociological or ethical differences between civilisations? Comparing Egypt, Iraq, Peru, and Mexico and the Maya, we appraise theories
The course explores the major social and political problems facing the government in Britain today. Emphasis will be placed upon both domestic and international issues especially perceived threats to national security, debates over civil liberties and a range of other political demands that are currently being made upon politicians.
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Art and power: how value is made SiĂ˘n Griffiths Cultural capitals are a defining feature of our world. But how did certain cities become so dominant as centres for art? And how did value systems form which define the kind of art we make and collect? From the Renaissance to the present day, did we get the art that we deserved?
The world of Samuel Pepys and John Evelyn Dr Andrew Lacey The diaries of Samuel Pepys (16331703) and John Evelyn (1620-1706) provide a unique window onto the social life and the turbulent history of 17th-century England. We spend some time in their company, encountering kings and princes, artists and scientists, prostitutes and mistresses, coffee houses and theatres, wars and revolutions - as well as the peace of the study and the pleasures of the garden.
Children, teachers and education: contemporary issues, historical perspectives Dr 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 20th century focuses on
childhood, scientific understandings, special needs, teaching methods, formal curriculum, the role and status of teachers and alternatives to traditional schooling.
Group F: 2.00pm â€“ 3.30pm F01
Philosophy of literature: understanding other minds through literary fiction Jon Phelan Literature entertains and allows us to escape from everyday life but can we learn anything from it and if so what does literature teach us? This course explores the claim that we can gain an understanding of love, fear, anger, grief and hope from literary fiction and that literature is uniquely placed above history, psychology and philosophy in providing such insight. (Not to be taken with Ha3/Hb3 in Literature Term I.)
Surrealism and the visual arts, 1924â€“69 Dr Karolina Watras One of the most revolutionary 20th-century movements, Surrealism transformed the way we think about art and its role in society. This course investigates how Surrealist artists challenged traditional aesthetics through a variety of media: from painting, through collage, photography, and the Surrealist objects and exhibitions.
The long Armistice: Europe 1919-39 Dr Andrew Lacey In June 1919 the signing of the Treaty of Versailles officially ended the ‘war to end war’, yet twenty years later Europe was again on the brink of war. This course will explore the extent to which the seeds of World War II were planted in the consequences of World War I.
Renaissance engineering Piers Bursill-Hall The Renaissance wasn’t just about great art; it was also about wild and wonderful developments in science and technology. Leonardo da Vinci you know (but will find a new way of looking at him), and there were others, far more radical. This course charts the changes and innovations in technical crafts like engineering, architecture, and warfare; this is the story of the real Renaissance: rough, argumentative, and thoroughly strange.
The collapse of civilisation Dr 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 brings them down? Hindsight offers perspective; and
comparing unrelated cases – Ancient Rome, the Ancient Maya, and Medieval England – should show whether generalisation (and prediction) is feasible.
An introduction to macroeconomics Dr Nigel Miller This course will develop simple macroeconomic models and use them to understand significant macroeconomic events, past and present. Students will develop an understanding of the causes and consequences of the current macroeconomic crisis, and phenomena such as recessions, inflation, and unemployment. Students will be required to deliver group presentations.
Historic country houses and gardens in England and Scotland Caroline Holmes We examine ten large country houses and gardens which survive and thrive, echoing the tastes and styles of wealthy families. Properties range from grandee properties such as Eltham Palace, Crathes Castle, Hatfield House, and Chatsworth, through royal country residences (Sandringham and Balmoral) to an eclectic 20th-century masterpiece (Kelmarsh).
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Specialist Summer Schools Choose from our wide range of specialist programmes which offer the opportunity to study your favourite subjects in greater depth than our interdisciplinary programmes. The University of Cambridge International Summer Schools currently run six specialist programmes, offered over a six-week period. Weeks 1 and 2: 7 – 20 July Ancient Empires, Science Term I, Literature Term I Weeks 3 and 4: 21 July – 3 August History, Science Term II, Literature Term II Weeks 5 and 6: 4 – 17 August Shakespeare, Medieval Studies Combining programmes Each programme is two or four weeks in length, you can choose how many weeks you would like to attend. You can also choose to combine two or three different programmes/terms to build your own schedule of one, two, three or more weeks. This gives you the flexibility to choose courses that suit your interests. If you are a current undergraduate or graduate student, by building programmes together and writing papers you may be able to earn additional credit to put towards your studies at your home institution.
Academic content Special subject courses are led by experts from the University of Cambridge and beyond. Course Directors guide you in close study of your chosen topics. Each course has five classes; programme schedules vary. All courses are limited to 25 participants. Courses are complemented by daily plenary lectures which expand on course topics or introduce new ideas and themes. Additional evening lectures are scheduled throughout the programmes. The cumulative knowledge gained by attending courses, plenary and evening lectures will enhance your appreciation and knowledge of your field. EAP We offer an English for Academic Purposes (EAP) programme for second language students who are already proficient in English, but who wish to develop their skills.
The first two weeks of the course (21 July – 3 August) allow for intensive study at the University of Cambridge Language Centre, while the second two weeks are spent participating in one of three academic programmes: Interdisciplinary Summer School Term II, the Shakespeare Summer School or the Medieval Studies Summer School (4 – 17 August).
IELTS We also run an International English Language Testing System (IELTS) Preparation Course. The primary focus of the course is to prepare applicants for the IELTS examination taken at the end of the intensive three-week study programme (7 – 28 July). The course also includes a full mock examination at the end of the second week.
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â€œAn exceptional programme that allows you to immerse yourself in the most recent thinking about the ancient world.â€? Dr Justin Meggitt, Programme Director, Ancient Empires Summer School
Ancient Empires Summer School 7 – 20 July
Programme Director: Dr Justin Meggitt University Senior Lecturer in the study of Religion and the Origins of Christianity, Institute of Continuing Education and Affiliated Lecturer, Faculty of Divinity, University of Cambridge; Fellow of Wolfson College Launched to great acclaim in 2012, the Ancient Empires Summer School builds on its early success and extends its reach this year. New courses on Athens and Sparta, the Minoan and Mycenaean civilisations, Macedonia, Egyptian religion, Egyptian language, the supernatural in Greece and Rome, Roman medicine, Ethiopian Christianity, and power and religion in Ancient India add further richness to our existing offering. New and returning students will have a wealth of choice. The programme is intended primarily for undergraduate or graduate students, and college or university teachers, but is open to those with an interest in the subject matter. No prior knowledge of any particular region or discipline is expected.
Special subject courses At the core of your programme of study are your four specialist-taught courses. You choose two per week, each has five sessions. These special subject courses are led by recognised experts from the University of Cambridge and other British universities. Plenary lectures All participants attend the series of daily plenary lectures. These talks offer a unique opportunity to hear from recognised experts from this University and beyond, who focus this year on Culture and Conflict. Evening lectures Invited speakers and members of the University will give a varied evening lecture programme, covering a wide range of subjects.
The academic programme • Four special subject courses (two per week) • Plenary course AE0: Culture and Conflict • Evening lectures
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Ancient Empires Summer School Special Subject Courses
Classes are held from Monday to Friday at the times shown. Participants choose two courses per week, one from Group A and one from Group E.
Week 1 (7 â€“ 13 July) Group Aa: 11.00am â€“ 12.30pm Aa1
The course will explore the achievements of Philip II and Alexander the Great against the context of their Macedonian heritage. We will assess the realities behind the myth and romance of these colossal figures, approaching their achievements through modern accounts and, more particularly, from the writings of the Greeks and Romans.
In this course we explore the achievements of this astonishing empire, covering the rediscovery of Assyria and the rich history of its rise and fall together with a look at the great cities of the imperial heartland, the archaeology of the provinces and an introduction to Assyrian literature and cuneiform writing.
Philip, Alexander and the Macedonian superpower Dr Paul Millett
Archaeology in the crucible of civilisation: the rise and fall of the Assyrian Empire Dr John MacGinnis
Ancient Egypt, at first isolated in its river valley, gradually opened up to share and exchange goods, ideas and populations with Africa, the Mediterranean world, western Asia and, finally, Greece and Rome. The course will use history and archaeology to examine Egypt's changing trade, political and military relationships with other states and peoples.
The rise of Christianity and its establishment as the official religion of the Roman Empire entailed a sustained confrontation with the modes and mores of pagan society. This course will examine the response of Christian theologians and pastors to the challenges of the world around them. We shall examine burning issues such as social inequality, the role of women, the institution of slavery, and attitudes to the body.
The Ancient Egyptian Empire: treasures, treaties and conquests Dr Corinne Duhig
Church and society in late Antiquity Dr Marcus Plested
Group Ea: 2.00pm â€“ 3.30pm Ea1
The first Aegean empires: the Minoan and Mycenaean civilisations Dr Anna Simandiraki-Grimshaw The Minoan and Mycenaean civilisations developed and flourished in the Aegean during the Greek Bronze Age (3rd - 2nd millennia BC). Join us as we discover how their complex societies, dynamic politics, artistic masterpieces and ideological agendas aligned or collided, ultimately co-creating the dawn of Ancient Greece.
'Ra has placed the king on his throne forever': Ancient Egyptian religion Dr Corinne Duhig Ancient Egyptian religion seems exotic and inaccessible. This course will make sense of the bewildering number and form of the Ancient Egyptian gods and explain how this religion and its institutions fulfilled the stateâ€™s and individuals' political, social and spiritual needs in Egypt for more than three millennia.
Rome and China Dr Nicholas James Between them, 2000 years ago, the Romans and the Chinese dominated almost half of the world. How did their empires work and how were their subjects affected? Visionary leadership, ideology, bureaucracy, sociology, geography: were there common factors to explain the rise and fall of these powers? Comparison clarifies the issues.
Magic, demons and ghosts in the Greek and Roman worlds Dr Justin Meggitt What did the Greeks and Romans believe about the supernatural and how did it affect their everyday lives? From witches to curse tablets, haunted houses to baby-eating ghosts, this course is an introduction to magic and its critics - in classical antiquity.
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Week 2 (14 â€“ 20 July) Group Ab: 11.00am â€“ 12.30pm Ab1
Athens and Sparta: rivals for Greek domination Dr Paul Millett The course will compare the achievements of the very different Athenian and Spartan states, culminating in their drawn-out struggle to control the Greek world in the later 5th century BC. So far as is possible, we will base the assessment on what the Greeks wrote about themselves.
Medicine and miracles in the Roman Empire Dr Justin Meggitt What was it like to be sick in the Roman Empire and who did you turn to for help? Doctors or gods? And how effective were they? The course will examine the experience of illness and healing from the perspective of the 'patients' in the Roman world.
Imperial building in the ancient world Dr Francis Woodman Ambitious architectural projects have always been a potent weapon in the armoury of Empire. They also speak of hierarchy, religion and the occasional megalomaniac ruler. From Egypt to Peru, building depends on local materials, technical skills, social organisation and of course money. We will examine some of the most revealing buildings of the ancient world from the Mediterranean to the Pacific.
Ethiopian Christianity Dr Erica C D Hunter Ethiopian Christianity traces the rich trajectory of Christianity in Ethiopia from its origins in the 4th century. The course explores the major theological, political and literary factors that have shaped its identity, as well as its responses to Islam, Judaism and Roman Catholicism, to consider the ways in which the Ethiopian Orthodox Church provides an indigenous paradigm of African Christianity.
Group Eb: 2.00pm â€“ 3.30pm Eb1
The Ancient Egyptian language, from Pharaonic to Christian times Dr SiĂ˘n Thomas This course traces the trajectory of the written Egyptian language from its predynastic origins to the Christian era. We will discuss Egyptian texts written in hieroglyphs and hieratic as well as in the later Demotic and Coptic scripts, and will explore literacy as a social phenomenon. Students will be introduced to the basics of reading Middle Egyptian hieroglyphic.
Great Ancient Greek philosophers: Plato and Aristotle Dr Karim Esmail The greatest of Ancient Greek philosophers are Plato and Aristotle. This course is an introduction to some of the key elements in their thought. It will consider among other things Plato on the ideal state and Aristotle on language, logic, 'first philosophy' or 'wisdom', and effective choice and action.
Inca and Aztec Dr Nicholas James Both the Inca and Aztec Empires were forged by conquest but where the Incas' was like ancient Old World empires in obvious ways, Aztec imperialism eludes more familiar methods of historical research. The difference helps to illustrate principles and mechanisms of imperialism and the range of evidence now available.
The power of religion and the religion of power in Ancient India Dr Robert Harding Hinduism and Buddhism exert enormous influence over a huge percentage of humankind; but what were the conditions in which they emerged? In particular, how did power shape these religions; and in turn, how did the religions influence Indian political development? This course asks us to consider how the religious and 'secular' worlds, rather than opposed entities, have always been inseparable.
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â€œA chance to experience science teaching at its best: big issues and up-to-the minute responses.â€? Dr Rob Wallach, Programme Director, Science Summer School
Science Summer School Term I: 7 – 20 July Term II: 21 July – 3 August
Programme Director: Dr Rob Wallach University Senior Lecturer in Materials Science and Metallurgy, University of Cambridge; Vice-Provost and Fellow of King’s College Cambridge is recognised world-wide for the quality of its scientific research and science education, combining breadth and flexibility with the opportunity to study in depth at the frontiers of knowledge. The Science Summer School draws on the expertise of a range of senior academics to teach across a variety of scientific fields. The Summer School is aimed at a broad audience: undergraduates and graduates in sciences as well as teachers and other professionals. The programme is also suitable for those with a strong interest, but with little formal science training, although we strongly advise that you prepare well, reading the books and articles suggested by the Course Directors. The academic programme • Plenary course P01: Creation and Discovery • One special subject course per week • A choice of programme-related visits • Evening lectures Special subject courses You choose one course for each week. Each course meets five times, during the mornings. You may choose
to follow a particular track by selecting courses in related subject fields, but an interdisciplinary approach is also encouraged. Plenary lectures All participants are registered for a course of plenary lectures entitled Creation and Discovery. These talks constitute a unique opportunity to hear from acknowledged experts about current developments, to learn about the impact of current (and past) discoveries and research, and to consider the responsibilities faced by scientists and policy-makers. Programme-related visits Programme-related visits to museums and institutes in Cambridge may offer an insight into ‘cutting edge’ research, or a chance to reassess subjects with which you are already familiar. Evening lectures Evening lectures extend the plenary series, providing introductions to additional aspects of science at Cambridge and beyond.
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Science Summer School Term I 7 – 20 July Special Subject Courses
Classes are held from Monday to Friday at the times shown. Participants choose one special subject course per week.
Week 1 (7 – 13 July) 11.00am – 12.30pm
power generation, communication and health care.
Despite evidence from all branches of biology, many people don't believe in evolution. In this course we will explore data supporting evolution and discover the amazing explanatory power of Darwin’s beautiful idea. We will investigate how it can be used to explain the morphology and behaviour of all species, including ourselves.
Within the realm of psychology, social psychology is concerned with how the behaviour and thoughts of an individual are influenced by the social context, ie other people around them. This course explores a number of differing contexts (small groups, crowds, authority figures) and examines the evidence that seeks to explain how this context shapes what we do and how we think.
Evolution evidence Dr Ed Turner
Our evolving world: the contribution of materials science Dr Rob Wallach Our evolving world relies on new materials to facilitate innovation, change, and efficiency. This introduction to materials science provides an overview of atomic structure, mechanical and physical properties, anisotropy and corrosion. Applications from everyday life show how diverse materials are optimised for transportation, structures,
Introduction to social psychology Dr John Lawson
Themes in the philosophy of science Dr Emily Caddick This course addresses some central questions in philosophy of science. What are laws of nature? In what sense can they explain the events which take place in the world? What does it mean to say that one thing caused another? Why is past data able to justify predictions about future data? And is the data really neutral between different theories?
Week 2 (14 – 20 July) 11.00am – 12.30pm P06
From atoms to galaxies: the astronomer's view Dr Robin Catchpole FRAS 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 our sun and Solar System and consider if we are alone in the Universe.
The mathematics of networks Professor Imre Leader Networks are all around us: from rail networks to computer networks and countless others. But what are some good properties of a network? Why do some networks work better than others? The mathematics of networks is a fascinating topic: easy to understand and yet full of surprises.
Autism: a modern epidemic? Dr John Lawson Despite 60 years of research, autism remains a puzzle: many people remain unclear about what it actually is. Even a leading researcher in the field has called it ‘the enigma’. This course provides an introduction to autism and Asperger syndrome, examining the diagnostic features that define the condition, some of the research currently taking place and, finally, the interventions and treatments available.
Building a brain: the organisation and development of the nervous system Professor Michael Bate FRS We have all built a brain and in this course you will find out how we did it and how the brain is organised. We will explore how embryos construct their nervous systems and we will look at how our brains have evolved, because the way the brain is organised depends on its origins deep in our evolutionary past.
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Science Summer School Term II 21 July – 3 August Special Subject Courses
Classes are held from Monday to Friday at the times shown. Participants choose one special subject course per week.
Week 3 (21 – 27 July) 11.00am – 12.30pm P10
The captured thought: an experimental analysis of how minds work Professor Nicola S Clayton FRS and Clive Wilkins This course investigates fundamental features of the thinking mind. We shall study the cognitive abilities of humans and animals using a variety of techniques to provide insight into how thinking works and has evolved. The course includes: the self, the altered self, the social self, perspective-taking and metacognition.
Materials science, energy generation and sustainability Dr Rob Wallach Sustainable development is essential if the earth is not to be damaged irreversibly. Attitudes have to change, but technology must also provide solutions. Materials science has a pivotal role. We study materials issues in renewable energy sources (solar power, geothermal, wind, and wave), nuclear power and conventional power. 48
We conclude, briefly, with energy storage and the hydrogen economy.
Keeping up with the Universe Dr Lisa Jardine-Wright During this course you will use real astronomical data and analysis techniques - you are the researchers and must draw your own conclusions about our observable, expanding Universe. See dark matter, dark energy and general relativity reveal themselves in the data.
Early stage drug discovery Professor Chris Abell and Dr John Skidmore It takes over 10 years and $1bn to develop a new medicine. We explore the concepts behind the drug discovery process. We discuss the properties required of a drug and show how chemists discover the starting points for drug development. We highlight the importance of protein biochemistry, structural biology, and synthetic organic chemistry, using examples from current research in Cambridge and the pharmaceutical industry.
Week 4 (28 July â€“ 3 August) 11.00am â€“ 12.30pm P14
Complex networks: insights into the organisation of biological systems Dr M Madan Babu The cell is a highly crowded environment that is made up of different kinds of biomolecules such as proteins, nucleic acids and metabolites. How can one understand such a complicated system as a whole? This course introduces the concept of complex networks and their use to gain insights into the organisation of biological systems.
Memory: psychological and neurobiological perspectives Dr Amy Milton Memory is a critical function of the brain. This course examines the phenomenon of memory on many different levels, from psychological to molecular biological. Different types of memory initially are considered, before addressing individual memory types and their neurobiological bases. After assessing physiological and molecular models of memory, we conclude with how we remember, and how we forget.
Colourful physics: nature's paintbrush Nicola Humphry-Baker Why is the sun sometimes yellow, sometimes red, and are leaves green or orange? In this course, we will explore how light interacts with matter to create the myriad of colours we see around us. We will also look at how nature and different technologies, ranging from butterflies to electricity generation, harness these phenomena.
Codes, ciphers and secrets: an introduction to cryptography Dr James Grime This course on the mathematics of cryptography introduces some of the most important codes and ciphers. Topics range from simple substitution ciphers and the Enigma machine of World War II, to modern cryptography such as RSA used in internet encryption.
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“I’m delighted to see that a former Literature Summer School participant and mature student is now thriving as a Cambridge full-time undergraduate. We do change lives!” Dr Fred Parker, Programme Director, Literature Summer School 50
Literature Summer School Term I: 7 – 20 July Term II: 21 July – 3 August
Programme Director: Dr Fred Parker Senior Lecturer in English, University of Cambridge; Fellow and Director of Studies in English, Clare College The Literature Summer School, now in its 28th year, attracts participants from all backgrounds - teachers and students, retired people and busy professionals in other areas, those who are already well-read in literature and those who are just starting out. Our Course Directors and lecturers are chosen not only for their expertise but also for their enthusiasm for their subject. The lively exchanges of views and poolings of experience which take place, both inside and outside the formal teaching sessions, make these brief, intense periods of study, exploration and debate an extraordinarily stimulating and enriching experience. Among the new courses this year is one on writing short stories, complementing others which reflect the Cambridge tradition of 'practical criticism' or close reading. In all courses, expect to have texts open for continual reference, illustration and analysis: the discipline of close attention to the words on the page is fundamental to our classes.
The academic programme • Plenary course GH0: Crossing Frontiers • Four special subject courses (two for each week) • Evening lectures Special subject courses The core of your programme will be your chosen special subject courses, each meeting five times. (Double courses meet ten times.) Classes allow for close and continuing discussion, and you will be expected to have done substantial preparatory reading before you arrive in Cambridge. Plenary lectures Daily plenary lectures by distinguished guest speakers, largely from within the University, draw on literature of many different kinds and periods. You will hear a rich variety of voices, and critical approaches. Plenary lectures bring fresh perspectives to familiar masterpieces and encourage exploration in new directions. Evening lectures Additional general lectures will add to your enjoyment of your stay.
Email: firstname.lastname@example.org |
Literature Summer School Term I 7 – 20 July Special Subject Courses
Classes are held from Monday to Friday at the times shown. Participants choose two courses per week, one from Group G and one from Group H.
Week 1 (7 – 13 July) Group Ga: 9.15am – 10.45am Ga1
Greek and Shakespearean tragedy Dr Fred Parker ‘Tragedy’ is an elusive, perhaps indefinable category, but one which it is hard to do without. It begins with the Greeks, and by setting some masterpieces of Greek tragedy – Agamemnon, Antigone, Bacchae – alongside plays by Shakespeare, and attending to both similarities and contrasts, we may bring some of the enduring aspects of tragedy into sharper focus.
Making sense of poetry Dr Stephen Logan We examine what good poets have traditionally wanted their readers to know about such things as metre, diction, syntax, rhyme, other sound effects and figurative language. We explore what sensitive, historicallyinformed 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 Gb2.)
Russian sin: Anna Karenina, Crime and Punishment, Lolita Dr Elizabeth Moore This course will examine three Russian masterpieces – Tolstoy's Anna Karenina, Dostoevsky's Crime and Punishment, and Nabokov's Lolita – and will focus on the moral complexities that each author explores in his fiction. In the process of comparing these three works, which have at their centre adultery, murder, and paedophilia, we will ask why the greatest Russian authors have tended to invent heroes and heroines who betray their societies' moral codes in the extreme. We will also consider the moral position of each author in relation to his characters.
Adaptation and the Brontës Dr Jenny Bavidge This course will examine the afterlife of the work of the Brontë sisters, with a particular focus on Wuthering Heights
and Jane Eyre. We will also consider the nature of Brontë criticism and biographies, the Brontës in popular culture, and the many film adaptations of these works.
Group Ha: 2.00pm – 3.30pm Ha1
Rubbing the lamp: writing short stories Dr Sarah Burton Whether you are returning to creative writing or just setting out, the short story is an ideal genre in which to discover and develop your literary skills. This course uses an imaginative range of classic examples to help students identify and apply the strategies and structures available to us as writers generally.
The emergence of Romanticism Dr Stephen Logan Romanticism is apt to be a comforting illusion. We enjoy a sense of kinship with Romantic writers which occludes real differences between their period and our own. Liking the Romantics, we
can feel more comfortably estranged from their ‘Augustan’ predecessors. But Byron (and Wordsworth) admired Pope, though Wordsworth didn’t admire Byron; and Cowper’s antagonism to Johnson, like Keats’s (occasionally) to Wordsworth, may not be quite our own. This course will explore how writers from Dryden to Keats were creatively at odds with each other and with themselves.
Philosophy of literature: understanding other minds through literary fiction Jon Phelan Literature entertains and allows us to escape from everyday life but can we learn anything from it and if so what kinds of things does literature teach us? This course explores the claim that we can gain an understanding of love, fear, anger, grief and hope from literary fiction and that literature is uniquely placed above history, psychology and philosophy in providing such insight. (This is a double course which can only be taken with Hb3. Not to be taken with F01 in ISS Term II.)
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An introduction to James Joyce’s Ulysses: text and context Dr Mark Sutton This course focuses exclusively on Joyce’s controversial and highly influential masterpiece Ulysses. The location of Joyce’s 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.
Week 2 (14 – 20 July) Group Gb: 9.15am – 10.45am Gb1
Jane Austen I: Pride and Prejudice and Mansfield Park Dr Alexander Lindsay This is the first of two complementary courses, which nevertheless may be taken independently. It will be shown how 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 first apparent. Mansfield Park, with its serious-minded, avowedly Christian heroine, may never have enjoyed the same popularity as the other novels, but is arguably Jane Austen’s finest achievement and seems to have been her own favourite.
Making sense of poetry Dr Stephen Logan This is a double course which can only be taken with Ga2.
The tragic South Dr Elizabeth Moore This course explores the remarkable literary renaissance that took place in the American South in the mid-20th century with a focus on three writers: William Faulkner (Absalom, Absalom!), Tennessee Williams (A Streetcar Named Desire), and Richard Wright (Native Son). Looking closely at these three works, we will examine the intricate relationship between race, the Southern plantation myth, and the tragic existential sensibility that so distinctively marks Southern literature.
To ‘Make it New’: the Modernist revolution in literature from the 1890s to the 1920s Dr Mark Sutton This course will look at the form, context, and development of literary modernism via consideration of key writers of the period: Joseph Conrad, James Joyce, T S Eliot, Wyndham Lewis, Ezra Pound, and Virginia Woolf; it will also introduce literary and artistic movements such as Imagism, Futurism and Vorticism which played a significant part in Modernism’s development.
Group Hb: 2.00pm – 3.30pm Hb1
Representing the Raj: Kim, A Passage to India, The Jewel in the Crown and The Siege of Krishnapur Dr John Lennard Representations of British rule in India vary widely, and are sharply contested. Taking the four greatest novels to depict the Raj, this course asks how good they really are, how historically accurate they are, what kinds of bias they display, and what judgements of imperialism they offer.
Romantic madness Dr Stephen Logan Many of us like the idea of being romantic, even once we know something of the term’s breadth. Fewer would be happy to be thought ‘mad’ and the stigma of the term discourages investigation of its wider meanings. Yet madness has since Plato (and no doubt before) been strongly associated with the visionary power for which poets can be valued; and during the late 18th and early 19th centuries, the conception of poetic excellence shifted so as to make madness (variously
understood) seem a condition for achieving it. This course will examine conceptions of enabling madness in Cowper, Blake, Wordsworth, Coleridge and Clare.
Philosophy of literature: understanding other minds through literary fiction Jon Phelan This is a double course which can only be taken with Ha3. Not to be taken with F01 in ISS Term II.
Slamming the bedroom door: rights and roles of women in the Victorian novel Dr Ann Kennedy Smith In 1848 Anne Brontë’s The Tenant of Wildfell Hall controversially suggested that a married woman should have basic rights, while in North and South (1855) Elizabeth Gaskell questioned a woman’s place in the new industrial society. This course considers how two such different novelists reflected the all-important ‘woman question’ in Victorian times.
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Literature Summer School Term II 21 July – 3 August Special Subject Courses
Classes are held from Monday to Friday at the times shown. Participants choose two courses per week, one from Group G and one from Group H.
Week 3 (21 – 27 July) Group Gc: 9.15am – 10.45am Gc1
Shakespeare’s strange last plays Dr Fred Parker Tall stories of losing and finding, family reunions, disguises and recognitions, shipwrecks and wanderings… in Shakespeare’s final plays such traditional elements of romance narratives are transformed into something ‘rich and strange’. We shall discuss Cymbeline, The Winter’s Tale, and The Tempest, as well as key scenes from Pericles, exploring them as a group and as distinct and incomparable individual works.
Jane Austen II: Emma and Persuasion Dr Alexander Lindsay This is the second of two complementary courses, which nevertheless may be taken independently. With Emma,
Jane Austen offers once more the emotional education of a handsome and witty heroine, but this time enjoying a unique financial independence. Persuasion reveals the novelist’s awareness of the decline of the landed gentry; consequently the heroine finds happiness and security in marrying into a service profession, the Navy.
More’s Utopia Dr Paul Suttie In one of the greatest of all imaginary worlds in European literature, Thomas More imagines in captivating detail an alternative to the systematic greed and brutality of his own society, depicting a land without kings, private property, hunger or exploitation. But at what human cost? And with what degree of plausibility? We look closely at Utopia, a work that has inspired debate and imitation for nearly 500 years.
An introduction to Dante Clive Wilmer The Divine Comedy of Dante Alighieri, written in the early 14th century, is widely regarded as the greatest poem in a modern European language. This survey course will be a condensed introduction to Dante’s early book the Vita Nuova, to the three books of the Comedy, and to Dante the man in his historical context. The texts used will be in English.
Hamlet: the play, its sources, its legacy Dr Alexander Lindsay Of all Shakespeare’s great tragedies, Hamlet remains the most problematic, not only in interpretation but even in its different texts. Classes will also consider the play’s sources, including its debt to the first great Elizabethan revenge play, Kyd’s The Spanish Tragedy; and how in turn Hamlet itself pervades subsequent Jacobean revenge tragedy.
Group Hc: 2.00pm – 3.30pm Hc1
Romantic reverie: Wordsworth and Keats Dr Fred Parker Some of the finest Romantic poetry is introspective, recording the movements of the mind, its subtle drifts, impulses, and meanders, when daylight consciousness grows dim under the influence of memory or imagination. This course will explore Wordsworth’s The Prelude (in the short two-book version) and the poetry of Keats, especially the Odes, from that point of view.
Reading Zadie Smith Dr Jenny Bavidge Zadie Smith, a Cambridge English graduate, has become one of the most important voices in contemporary literature. This course will focus on two of Smith’s novels, White Teeth (2002) and NW (2012), and will also look at examples of Smith’s short stories and literary criticism.
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What does it feel like to read this? I Clive Wilmer A programme of close readings of short poems conducted in the tradition of Cambridge Practical Criticism. All the texts will be poems or extracts from poems in English, some British, some American. Members of the class must be willing to participate fully in extended discussion. (This course is not a double course, but you are encouraged to take it with Hd4 as the material covered will be different.)
Week 4 (28 July – 3 August) Group Gd: 9.15am – 10.45am Gd1
Ecocriticism: reading inside and out Dr Jenny Bavidge This course will form an introduction to ecocritical approaches to literature, examining the writing of environment and ecology in a range of texts in a range of different periods and forms.
Dickens and the Victorian underworld: Great Expectations Ulrike Horstmann-Guthrie One of only two of Dickens’s many novels with a working-class hero, Great Expectations is one of his most exciting works: it contains both
autobiographical and sensational elements, addresses social issues such as the causes of crime and the question of what constitutes a gentleman, and presents his most enigmatic female character.
Shakespearean justice: Measure for Measure and King Lear Dr Paul Suttie “Justice, justice, justice, justice!" Never have there been plays whose central characters yearn more passionately for justice, or whose stories so notoriously fail to deliver it. Why does Shakespeare disappoint their expectations, and ours? And why, in the first place, should there be such expectations of a play, or of the world? We will look closely at Measure for Measure and King Lear with these questions in mind.
Dante’s Inferno Clive Wilmer The Divine Comedy of Dante Alighieri, written in the early 14th century, is widely regarded as the greatest poem in a modern European language. There are thirty-four cantos in the Inferno (ie Hell), the first of the poem’s three books or cantiche. The poem will be discussed in five sessions, each session focusing closely on a single key canto. The text used will be in English.
Group Hd: 2.00pm – 3.30pm Hd1
Irony, at its best, is something more interesting than using words that say one thing but mean another. It is a way of living with ambiguity and contradiction, of reaching beyond the limits of language, of being in two places at once. The course explores its interests and pleasures in a range of 18th-century writing from Swift and Pope to Fielding and Sterne, while seeking guidance also from Socrates.
This course will concentrate on Marlowe’s four major plays, beginning with the highly successful Tamburlaine and The Jew of Malta, through his masterpiece Doctor Faustus, to his move in a new direction with Edward II. Particular attention will be given to Marlowe’s poetic and intellectual originality, and to his likely impact on the early Shakespeare.
Masters of irony Dr Fred Parker
Romantic poetry and science Melissa Lloyd This course will consider the interweaving of poetry and science during the Romantic period, before the rigid boundaries of ‘two cultures’ began to take hold. We will read Romantic texts alongside selected chapters from Richard Holmes’s The Age of Wonder, in order to explore how scientific and poetic voyages of discovery interacted in creative, exhilarating ways. Key figures considered will be Coleridge, Keats, Davy and the Herschels.
Marlowe the dramatic poet Dr Alexander Lindsay
What does it feel like to read this? II Clive Wilmer A programme of close readings of short texts conducted in the tradition of Cambridge Practical Criticism. The texts, all in English, will be taken from a variety of literary genres: poetry, drama, fictional prose and non-fictional prose. Members of the class must be willing to participate fully in extended discussion. (This course is not a double course, but you are encouraged to take it with Hc4 as the material covered will be different.)
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â€œFor all those who love history, and who are genuinely enthusiastic about studying the human past, this programme has an immense amount to offer.â€? Dr David Smith FRHistS, Programme Director, History Summer School
History Summer School 21 July – 3 August
Programme Director: Dr David Smith FRHistS Affiliated Lecturer, Faculty of History, University of Cambridge; Fellow, Director of Studies in History, Tutor for Graduate Students, Selwyn College The History Summer School gives you the chance to study in detail specific historical figures, periods or events. A team of eminent historians offer courses that cover a wide range of problems and themes in British, European and global history. You can choose courses that complement one another or you may wish to select ones that address the broadest possible historical period. This programme is intended primarily for those who are currently students or teachers of history, or who have been engaged in historical study at some stage. However, applications are welcome from anyone with a real commitment to the subject, and no prior knowledge of the history of any particular period or reign is expected. The academic programme • Four special subject courses (two per week) • Plenary course LM0: Defining Moments • Evening lectures Special subject courses Much of the teaching is given in special subject classes, led by members of the
University’s Faculty of History and visiting academics. The core of your programme will be your chosen special subject courses, each of which meets five times. The format of the programme allows a wide choice of subject area: you may wish to attend courses which most obviously complement one another or you may opt to make a selection which covers the broadest historical period possible. Plenary lectures and evening talks Each year, eminent historians from the University of Cambridge and beyond are invited to contribute plenary lectures related to a chosen theme. The theme of this year’s morning plenary lectures is Defining Moments. Collectively, the speakers will explore a range of historical events chosen from various periods and different parts of the world. These lectures are intended to extend your historical knowledge into areas not covered by the special subject courses, and to develop your understanding of the causes, nature and consequences of a series of crucially significant episodes.
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History Summer School Special Subject Courses
Classes are held from Monday to Friday at the times shown. Participants choose two courses per week, one from Group L and one from Group M.
Week 1 (21 – 27 July) Group La: 11.00am – 12.30pm La1
James VI and I is one of the most interesting and controversial of British monarchs. He was a philosopher-king, an intellectual in politics, whose historical reputation has been rehabilitated in recent decades. This course will investigate James’s personality, beliefs and policies through a range of primary sources. It will focus particularly on his personality, his career as King, the use that he made of his powers, and the nature of his achievements.
The Spanish Civil War is frequently seen merely as part of the wider struggles of the 1930s. This course examines the war and its causes, seeing it as a Spanish conflict with Spanish origins and with consequences for Spain which, long after the death of General Franco in 1975, are still controversial in Spain.
King James VI and I Dr David Smith FRHistS
Making and breaking the Soviet Union Dr 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 Krushchev and Brezhnev, and Gorbachev’s breaking of the Soviet Union.
The Spanish Civil War, 1936-39 Charlie Nurse
Britain and Europe, 1688-1815 Dr Andrew Thompson This course looks at major events that affected Britain's relationship with continental Europe through the lens of foreign policy and diplomacy from the Glorious Revolution to the end of the Napoleonic Wars. While each class considers a particular moment, events are placed in a broader context of changing political, economic and social factors to enable a consideration of the extent to which they can justifiably be considered as defining moments.
Group Ma: 2.00pm – 3.30pm Ma1
Recently the British voted Churchill the greatest Briton. Why? Was he the colossus of the 20th century, or is his status a measure of Britain’s nostalgic fixation on Second World War glories? Churchill’s 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 people’s 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 Britain’s confused identity in the modern world, her triumphs and her decline.
The course will examine in depth four First and Second World War events and culminate in a contemporary analysis of the situation in Afghanistan. The scene will be set for all of these studies using battle maps, illustrations and examples, contemporary documents and personal profiles all of which contribute to a fascinating study and an insightful view of what makes a 'defining moment' in military history.
Winston Churchill – the greatest Briton? Dr Mark Goldie FRHistS
Heroes and villains: the Victorians and history Dr Gareth Atkins If the Victorians thought a great deal about the future, they were obsessive about the past. From politicians to preachers, from artists to architects: all were steeped in history. Tyrants, heroes and long-dead martyrs gained new life as commentators ransacked history books for guidance on presentday problems. We look at some of the heroes and some of the villains, asking why the past was so significant in a rapidly-changing society.
Defining moments in modern British military history Dr Diana Henderson FSA Scot
The Zulu and Boer wars: Britain in southern Africa, 1879-1902 Dr Seán Lang The Victorian Empire faced its most formidable challenge in southern Africa, from two very different peoples. In 1879 Britain took on the might of the Zulu Empire and was caught out by the strength of Zulu resistance. Shortly afterwards the British were humiliated by the Dutch-speaking Boers, descendants of the earliest European settlers. Why did the British embark on these wars, what was at stake, and how did they change the way the British thought about their Empire and about themselves? (This is a double course which can only be taken with Mb4.)
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Week 2 (28 July – 3 August) Group Lb: 11.00am – 12.30pm Lb1
This course will investigate the personality, beliefs and policies of Charles I, the only king in English 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.
Conflict archaeology considers the experience of living through war and how this shapes the archaeological record in specific ways. This course will look at sites of conflict, victimhood and perpetration, and the ethical and political dilemmas faced by heritage managers in presenting such work to the public today.
The reign of Charles I, 1625-49 Dr David Smith FRHistS
The archaeology of 20th-century European conflict Dr Gilly Carr
The Holy Roman Empire, 1500-1806 Dr Andrew Lacey The Holy Roman Empire, the Thousand Year Reich, dominated central Europe from 800 AD until 1806. This course will concentrate on the second half of this remarkable but neglected institution – from the Reformation to its termination by Napoleon – and the significance of the Empire for modern European history.
1789-99: the revolutionary rubicon Tom Stammers This course explores why the final decade of the 18th century has long been identified with the birth of modern Europe. It seeks to explain how the authority of the French monarchy, one of the oldest and most successful in history, evaporated so quickly in 1789, and why it proved so difficult in the ensuing years to find any stable alternative regime.
Group Mb: 2.00pm – 3.30pm Mb1
The Bandung Moment and the making of the postcolonial world Dr Emma Hunter In 1955, leaders of the newly independent states of Africa, Asia and the Middle East gathered in Bandung in Indonesia for a conference which they hoped would mark the beginning of a new world order. This course explores the 'Bandung Moment' as a moment in global history which sheds light on decolonization, the global Cold War and the birth of the post-colonial world.
The Fall of Eagles: the Romanovs, Habsburgs and Hohenzollern, 1848-1920 Dr Andrew Lacey 19th-century Europe was dominated by the ambitions and rivalries of three imperial families – the Romanovs, the Habsburgs and the Hohenzollern. We
examine these dynasties and how they all came to grief in the catastrophe of the First World War – a war created by those very ambitions and rivalries.
When Hitler invaded Britain Dr Gilly Carr From 1940-45, the Germans invaded the Channel Islands, the only British territory to be occupied during World War II. This caused such embarrassment to Churchill that the story of this occupation is still marginalised in history books. This course will unveil the tutor’s recent archive discoveries which have made an international impact.
The Zulu and Boer wars: Britain in southern Africa, 1879-1902 Dr Seán Lang This is a double course which can only be taken with Ma4.
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“Embrace the opportunity to study the world’s greatest dramatist in one of the world’s greatest universities. For a unique educational experience join us in Cambridge in 2013.” Dr Catherine Alexander, Programme Director, Shakespeare Summer School 66
Shakespeare Summer School 4 – 17 August
Programme Director: Dr Catherine Alexander Honorary Research Fellow of the Shakespeare Institute, University of Birmingham Since it began in 1994 the Shakespeare Summer School has established a reputation for the highest quality tuition in classes and lectures and the productive sense of community that comes from shared endeavour, enthusiasm and commitment to study. Participants come from all over the world and contribute their experience, knowledge and ideas to the study of Shakespeare in Cambridge. The University has the distinction of nurturing some of the greatest talents in Shakespearean scholarship and performance, and you will work with leading academics in an intensive programme that includes two classes and two lectures each day. The academic programme • Four special subject courses (two for each week) • Plenary course RS0: Time and Times • Evening lectures
Special subject courses You will be sent course descriptions and reading lists for your chosen special subject classes and are expected to engage in preparatory work to gain the greatest benefit from your studies. Some students opt for complementary courses while others go for a more eclectic mix. You choose two courses per week, each has five sessions. Plenary lectures The theme of the morning lecture programme is Time and Times and scholars from Cambridge and beyond, all published experts in their fields, will take a range of approaches to the topic including biography, the language and plot of the plays and historical shifts in reception, criticism and performance. Evening lectures The evening, after dinner, lectures are broader in scope and include performances and introductions to the optional excursions.
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Shakespeare Summer School Special Subject Courses
Classes are held from Monday to Friday at the times shown. Participants choose two courses per week, one from Group R and one from Group S.
Week 1 (4 – 10 August) Group Ra: 9.15am – 10.45am Ra1
This course will explore the history of Romeo and Juliet as a text and edition (from quarto to comic), as a stage performance (including influential and enduring 18th-century adaptations) and as the basis of successful films. We will consider the enduring popularity of the play despite the difficulties it presents to readers and performers.
All’s Well That Ends Well and Measure for Measure, sometimes called ‘problem plays’, are dark in tone and preoccupied with ethical and intellectual issues. Structurally they are comedies, but there is very little in them that could be called ‘comic’. Morally and aesthetically they give rise to ‘problems’ which can only be resolved in the minds of their readers or audiences.
Romeo and Juliet on page, stage and screen Dr Catherine Alexander
Shakespeare: the narrative poems in their context Dr Charles Moseley FSA FEA FRSA FRGS We explore in detail the design, verbal texture and literary context of Venus and Adonis and Lucrece. We will also consider Shakespeare's relationship to his patron, and how patronage might affect both the writing and the reception of poetry. Some attention will be given to Shakespeare's contemporaries (in some cases rivals), like Marlowe, and to Shakespeare's evident awareness of poetic tradition.
Two problem comedies: All’s Well That Ends Well and Measure for Measure Clive Wilmer
Shakespeare’s late romances: Cymbeline, The Winter’s Tale, and The Tempest Dr Alexander Lindsay In these three plays Shakespeare uses the non-naturalistic form of the Jacobean romance drama to revisit some of the themes of his tragedies and history plays: kingship and legitimacy; nature, nurture, and nobility; sexual jealousy; parents and children, especially fathers and daughters. But catastrophe is evaded through the agency of the supernatural and through the passage of time.
Group Sa: 2.00pm – 3.30pm Sa1
This course, which requires competence and confidence in spoken English, will consist of ten practical workshops. Students must be prepared to explore the play from the actor's point of view, both physically and vocally, always focusing on Shakespeare's dramatic language with the aim of ‘letting the words do the work’. (This is a double course which can only be taken with Sb1.)
Othello will be explored – one act per day – through the great questions it gives rise to, ethical, psychological and dramatic. Large questions and small ones will be raised. How is it, for example, that Iago is able to persuade Othello of something that is evidently not true? How far can it be said that appearances represent reality?
Hamlet in performance: "Who's there?" Vivien Heilbron
An essence that’s not seen: appearance and reality in Othello Clive Wilmer
Shakespeare’s comical histories Dr Alexander Lindsay This course will explore the sequence King Henry IV, Parts 1 and 2, and King Henry V, showing how the political intrigues and ambitions of the nobility are counter-pointed by the lowlife comedy of Falstaff, Pistol, and others. Moving freely between both worlds is Prince Hal, later Henry V, consciously laying the foundations of his own legend.
Power and wonder in The Tempest Dr Paul Suttie In this class we look in depth at Shakespeare's late masterpiece, The Tempest, in which the playwright returns with extraordinary sharpsightedness to his great intertwined themes of politics, theatre, and the supernatural. Where do power and wonder come from, how and in whose interests are they used and abused, and why do we seem to need them so?
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Week 2 (11 – 17 August) Group Rb: 9.15am – 10.45am Rb1
Twelfth Night: "What country, friends, is this?" Vivien Heilbron This course of five practical workshops, requiring good spoken English skills, will explore the world of Illyria and its characters. The play is packed with lyrical blank verse and robust comic prose and the emphasis of each workshop will be on Shakespeare's use of language which helps the actor make convincing choices in performance.
Shakespeare’s early comedy: The Comedy of Errors, Two Gentlemen of Verona and The Taming of the Shrew Dr John Lennard Shakespeare was, throughout his career, a bold innovator in comedy. This course asks where he started, taking his earliest comedies as a study in contrasts, and considering them as experiments that showed him what he wanted to pursue and what he would subvert or reject in creating his astounding mature work.
Julius Caesar and Coriolanus: politics, psychology and performance Dr Paul Prescott
We will explore Shakespeare’s two greatest political plays, analysing their topical force in Shakespeare’s time and the ways each has subsequently been appropriated to serve a range of political ends from Restoration England to Nazi Germany and beyond. Stage and screen history (including Ralph Fiennes’ recent film of Coriolanus) will be central, and class discussions will be complemented by practical workshops.
Concentrating on important scenes and themes, the course will explore how far King Lear is a Christian play of redemptive love, or whether it expresses a scepticism which calls providence into question. Throughout attention will be drawn to differences between the Quarto and the Folio texts of the play, and how far these affect its interpretation.
King Lear: sources, texts, significance Dr Alexander Lindsay
Group Sb: 2.00pm – 3.30pm Sb1
Hamlet in performance: "Who's there?" Vivien Heilbron This is a double course which can only be taken with Sa1.
A Midsummer Night’s Dream and its afterlife Dr Catherine Alexander The three ‘worlds’ of A Midsummer Night’s Dream (the court, the mechanicals and the supernaturals) have fascinated artists and musicians as well as actors. This course will look at the way that key stage productions focus on the different worlds and the inspiration that they have provided for those working in other media.
Shakespeare’s first tetralogy: King Henry VI, Parts 1 - 3 and Richard III Dr John Lennard Shakespeare’s account of the long, disputatious reign of Henry VI led to his mesmerising Richard Crookback. This course asks how experiments in a new genre taught him how to fit history on stage and to build a theatrical role actors still love to play, and audiences love to hate.
Justice and fortune in The Merchant of Venice Dr Paul Suttie In romantic comedy we expect the plots of the wicked to be thwarted and good fortune to go to the deserving; and from one perspective, such 'poetic justice' is just what The Merchant of Venice gives us. But at whose expense? We will look closely at a play which pushes the comic form to its limits to disturb moral complacency and show that 'all that glisters is not gold'.
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â€œThe Medieval Studies programme is, quite simply, unique.â€? Dr Rowena E Archer FRHistS, Programme Director, Medieval Studies Summer School
Medieval Studies Summer School 4 – 17 August
Programme Director: Dr Rowena E Archer FRHistS Fellow of Brasenose College, University of Oxford The University of Cambridge Medieval Studies Summer School is without parallel. Since its establishment in 1996, it has offered a unique opportunity for students to work with the finest British medievalists, who are on hand to discuss their area of expertise. You will find it challenging but also accessible. The Course Directors encourage you to form your own arguments about big historical issues, but also help you to understand the complexities of your chosen topic. The plenary lectures add a specially chosen theme which acts as a virtual fifth course. The Medieval Studies Summer School is intended primarily for current undergraduate or graduate students, and college or university teachers. It presents a valuable opportunity for anyone with a primary interest in any one area of medieval studies to undertake interdisciplinary study. Others with knowledge or genuine interest in any related discipline are also welcome.
Special subject courses At the core of your programme of study are your four specialist-taught courses, concentrating on particular aspects of medieval art, architecture, history, literature or politics. You choose two per week, each has five sessions. These special subject classes are led by recognised experts from the University of Cambridge and other British universities. Plenary lectures All participants attend the series of plenary lectures focusing on Travel and Trade, offering a unique opportunity to learn from recognised experts from this University and beyond. The plenary lectures are designed to form an additional integrated course spread over the two-week programme and include some practical sessions and demonstrations. Evening lectures Additional evening lectures extend the range of subjects addressed, and are open to participants in other Summer Schools.
The academic programme • Plenary course KN0: Travel and Trade • Four special subject courses (two singles or one double each week) • Evening lectures Email: email@example.com |
Medieval Studies Summer School Special Subject Courses
Classes are held from Monday to Friday at the times shown. Participants choose two courses per week, one from Group K and one from Group N.
Week 1 (4 – 10 August) Group Ka: 11.00am – 12.30pm
(Henry II, Richard I, John, and Henry III), within the context of their many allies and enemies.
Pillars of faith. A brief history of the English parish church in the Middle Ages Professor Nigel Saul FRHistS The thousands of medieval parish churches to have survived in England constitute a remarkable repository of fine art and architecture. The course will examine how parishes came to be formed, how the churches at their heart were built and maintained, how they were used, and who the staff were who served them. The course will conclude by examining the character of English religion on the eve of the Reformation. (This is a double course which can only be taken with Na1.)
The Devil's Brood: the Angevins and their rivals, 1158-1224 Dr Hugh Doherty Between the succession of Henry II in 1154 and the fall of La Rochelle to Louis VIII in 1224, the English ‘kingdom’ stretched from Hadrian's Wall to the Pyrenees, ruled by a family of kings claiming descent from the house of Anjou. We place this ‘Devil's Brood’ 74
The Black Death Dr Rosemary Horrox FRHistS The plague, which swept through Europe in the late 1340s, was of unparalleled violence. In England almost half the population died in eighteen months. This course explores how contemporaries reacted to the disaster and looks at its immediate and long term consequences within England.
Painting with light: stained glass and the medieval church Sarah Brown Recent art historical scholarship has reinforced the importance of stained glass as one of the central narrative media of the Middle Ages. We consider the craft of the art, its patronage, its audiences and its relationship to liturgy, devotion and the other arts of the church in the medieval period.
Group Na: 2.00pm – 3.30pm Na1
Pillars of faith. A brief history of the English parish church in the Middle Ages Professor Nigel Saul FRHistS This is a double course which can only be taken with Ka1.
Healing and health in late medieval England, 1300-1500 Professor Carole Rawcliffe FSA FRHistS Although the long 15th century has memorably been described as 'a golden age of bacteria', English society was far from passive in the face of disease. These seminars will examine the strategies developed by English men and women for preserving health and coping with sickness, both individually and at a collective level in towns and cities.
often overlooked. Yet while Beowulf is of evident excellence, it is eccentric in both narrative and language, and it is precisely because of its eclectic and idiosyncratic character that Beowulf can also prove a perfect companion to the wider world of Old English literature, an aspect that this course will explore.
Making paintings – man, matter and the measure of all things Dr Spike Bucklow This course considers medieval paintings as physical objects that embody craft skills and cultural values. It will look at the artist as homo faber (man the maker) and will consider artists’ creative processes and created products as reflections of God’s creative process and His creation, thus integrating construction and iconography.
The shared story of Beowulf Professor Andy Orchard FRSC Beowulf is the greatest literary relic from Anglo-Saxon England, but it so far surpasses the other surviving texts, its links with the rest of the corpus are
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Week 2 (11 – 17 August) Group Kb: 11.00am – 12.30pm Kb1
In spectacular fashion Henry V renewed the Hundred Years’ War in 1415 but the conquest of France was not complete by his death in 1422 and in 1429 a young maid threatened to evict the English from their French territories. This is a tale of piety, politics, chivalry and intrigue which continues to raise intense debate amongst historians. (This is a double course which can only be taken with Nb1.)
This course commences with an overview of makers and users, circumstances and techniques of medieval manuscript production from late Antiquity to the Renaissance. It will go on to present some detailed case studies illustrating different approaches to major projects, including the Lindisfarne Gospels, Luttrell Psalter and Holkham Bible, and will consider ways of 'reading' them as cultural artefacts today.
Henry V, Joan of Arc and the end of the Hundred Years' War Dr Rowena E Archer FRHistS
Making and 'reading' medieval manuscripts Professor Michelle P Brown FSA
Conquest and rebellion in Scotland and Wales Richard Partington
Medieval history remains extraordinarily current, especially with regard to Scottish and Welsh political identity. This course will examine how the struggle for independence in late medieval Scotland and Wales fitted into a European context of burgeoning sovereignty and imperialism, and will explore the dynamic figures of Wallace, Bruce and Glyn Dwr.
Medieval saints represented the very special dead, powerful and capable of patronage and punishment. But who were the saints that the English themselves produced and venerated? We will look at five cults including St Cuthbert and Thomas Becket to illuminate the English contribution to medieval popular religion and ritual.
Medieval English saints Dr Philip Morgan FSA
Group Nb: 2.00pm – 3.30pm Nb1
Henry V, Joan of Arc and the end of the Hundred Years’ War Dr Rowena E Archer FRHistS This is a double course which can only be taken with Kb1.
Towns and trade in medieval England Professor Mark Bailey FRHistS Commercial activity in medieval England grew substantially, with important implications for welfare and society. Towns grew in number and size, and their inhabitants gained greater autonomy to run their affairs, both of which laid the foundations of civic life. This course will explore these impressive developments, including discussing documents provided by the Course Director.
The architecture of pilgrimage Dr Francis Woodman Pilgrims were a common sight on the roads of medieval Europe, some venturing as far as Jerusalem and the Holy Land. Islam, too, fostered an extensive pilgrim culture with its own Holy Places. In both religions, shrines and other cult objects were housed in special buildings, often re-edified as splendid monuments. We consider these great survivors of the Middle Ages and travellers’ accommodation along the route.
Sir Gawain and the Green Knight Dr Philip Morgan FSA Gawain is honour-bound to find the Green Knight whom he has beheaded in a Christmas ‘game’ and from whom he must receive a return stroke. Who were the poet and audience, and what was the historical context? We will explore the poem itself, and England around 1400 to explain its contemporary meanings.
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â€œOur experienced EAP instructors and expert support will enhance your listening and speaking proficiency, providing you with the skills and confidence to gain the most from your chosen academic programme.â€? Dr Karen Ottewell, Director of English for Academic Purposes 78
English for Academic Purposes (EAP) 21 July – 17 August
This programme is for second language students already proficient in English who wish to develop their language skills. It is aimed at those who already hold an overall IELTS band score of 6.0-6.5. The minimum requirement for admission to the EAP programme is an overall IELTS band score of 6.0 with not less than 6.0 in speaking, listening, writing and reading. The first two weeks are spent taking the intensive, personalised English for Academic Purposes (EAP) programme offered by the University of Cambridge Language Centre. The programme is designed around learners’ specific needs and is delivered through a range of face-to-face and learning activities. The focus is on learner support, helping students to cope effectively with academic English. The primary goal of this two-week course will be on the listening process; the secondary focus of the course will be on speaking. Activities will include: listening to lectures and taking notes, guided discussions, seminars, debating and solo and pair presentations. Participants on the EAP programme will also have the opportunity to join an optional writing workshop which will take place during the programme. More information on the writing workshop will be available once
applicants have been accepted. In weeks three and four you take academic courses as a member of the University of Cambridge International Summer Schools. You can choose one of the following programmes: Interdisciplinary Summer School Term II, Shakespeare, or Medieval Studies. These programmes provide the opportunity for putting into action some of the skills learned previously, as well as the chance for academic study at the University of Cambridge. Please note: you can only opt to take courses from one of the Summer Schools listed above and cannot mix courses from other programmes. Successful applicants will be invited to join the EAP course on the basis of an assessment. You will also be able to attend evening lectures given by leading academics and experts in a variety of subjects. You can write papers for the Summer School courses – these will be graded by the Course Directors and you will be given a narrative report, a percentage mark, a grade report and certificate of attendance. If you are attending a degree course in your home country, it is possible that your home university may award you credit towards your degree for these courses. Email: firstname.lastname@example.org |
â€œBy working with specially designed academic skills materials and with teachers expert in IELTS preparation, participants deepen their understanding of academic language and maximise their abilities in the IELTS exam.â€? Dr Karen Ottewell, Director of English for Academic Purposes 80
IELTS Preparation Course 7 – 28 July
The University of Cambridge also offers an exciting alternative to its successful English for Academic Purposes Summer School – a threeweek intensive International English Language Testing System (IELTS) Preparation Course taught at the University’s Language Centre. The course is designed to prepare candidates for the Academic Training Module in the IELTS examination. It is aimed at students who already hold an overall IELTS band score of 5.5-6.0 and who wish to upgrade their score in order to gain admission to a British university. The course draws upon many successful factors of the EAP programme, but is aimed towards those who have not yet achieved the 6.0 level required. The minimum requirement for admission to the IELTS programme is an overall IELTS band score of 5.5 with not less than 5.5 in speaking, listening, writing and reading. It is hoped that IELTS students will return to participate in the EAP programme next year.
At the end of the three-week course, participants who wish to can sit the full IELTS examination in Cambridge. The secondary focus of the course, but in many ways the far more important one, is the strengthening and development of English for Academic Purposes (EAP) and the associated key transferable skills, such as presentation skills and academic authoring, which are the abilities required of any student going into UK Higher Education. This aspect of the course will be drawn from the Language Centre’s own English for Academic Purposes (EAP) programmes which are tailored to the needs of Cambridge undergraduate and postgraduate students. Successful applicants will be invited to join the IELTS course on the basis of an assessment. If you do not have the required qualification please contact the Summer Schools office. Mock examination: Saturday 20 July (all day) IELTS examination: Saturday 27 July (all day)
The course includes a full mock IELTS examination taken at the end of the second week.
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Interdisciplinary Summer Schools Term I and Term II Max Beber – Senior Tutor and College Lecturer in Economics, Sidney Sussex College Simon Browne – Panel Tutor 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; Panel Tutor for the University of Cambridge Institute of Continuing Education Mary Conochie – Panel Tutor for the University of Cambridge Institute of Continuing Education Paul Crossley – Panel Tutor for the University of Cambridge Institute of Continuing Education Dr Jonathan Davis – Principal Lecturer in Russian and Modern History, Anglia Ruskin University John Gilroy – Lecturer in English, Anglia Ruskin University; Panel Tutor for the University of Cambridge Institute of Continuing Education Siân Griffiths – Freelance Lecturer in History and History of Art Caroline Holmes – Garden Historian; Panel Tutor for the University of Cambridge Institute of Continuing Education Ulrike Horstmann-Guthrie – Panel Tutor for the University of Cambridge Institute of Continuing Education; Lecturer for the Department of German, University of Cambridge Dr John Howlett – Lecturer, Faculty of Education, University of Cambridge Dr Nicholas James – Consultant; Affiliated Scholar in Archaeology, University of Cambridge; Panel Tutor for the University of Cambridge Institute of Continuing Education Dr Andrew Lacey – Panel Tutor for the University of Cambridge Institute of Continuing Education; Former Member of the Faculty of Architecture and History of Art, University of Cambridge Dr Seán Lang – Senior Lecturer in History, Anglia Ruskin University Dr John Lawson – Research Associate, Autism Research Centre, Department of Psychiatry, University of Cambridge; Director of Studies in Politics, Psychology and Sociology, Girton College; Senior Lecturer in Psychology, Oxford Brookes University
Dr Graham McCann – Former Lecturer in Social and Political Theory, University of Cambridge; King’s College Dr Nigel Miller – Lecturer, Royal Holloway and Birkbeck College, University of London; Economic Advisor to Defra UK (Department for Environment, Food and Rural Affairs) Charlie Nurse – Research Associate, Centre of Latin American Studies, University of Cambridge; Associate Lecturer in History, Open University Jon Phelan – Panel Tutor for the University of Cambridge Institute of Continuing Education Dr Paul Suttie – Former Fellow of Robinson College; Panel Tutor for the University of Cambridge Institute of Continuing Education Dr Karolina Watras – Affiliated Lecturer, Department of History of Art, University of Cambridge Richard Yates – Former Senior Lecturer, Anglia Ruskin University
Ancient Empires Summer School Dr Corinne Duhig – Panel Tutor for the University of Cambridge Institute of Continuing Education; Senior Member, Wolfson College Dr Karim Esmail – Panel Tutor for the University of Cambridge Institute of Continuing Education Dr Robert Harding – Affiliated Researcher in the Indian Languages and Cultures Research Programme, Faculty of Asian and Middle Eastern Studies, University of Cambridge Dr Erica C D Hunter – Lecturer in Eastern Christianity, Department for the Study of Religions, School of Oriental and African Studies, University of London Dr Nicholas James – Consultant; Affiliated Scholar in Archaeology, University of Cambridge; Panel Tutor for the University of Cambridge Institute of Continuing Education Dr John MacGinnis – Research Fellow, McDonald Institute for Archaeological Research, University of Cambridge Dr Justin Meggitt – University Senior Lecturer in the study of Religion and the Origins of Christianity, Institute of Continuing Education and Affiliated Lecturer, Faculty of Divinity, University of Cambridge; Fellow of Wolfson College Dr Paul Millett – Senior Lecturer in Ancient History, University of Cambridge; Fellow in Classics and Admissions Tutor, Downing College Dr Marcus Plested – Affiliated Lecturer, Faculty of Divinity, University of Cambridge; Vice-Principal and Academic Director, Institute for Orthodox Christian Studies, Cambridge Theological Federation
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Dr Anna Simandiraki-Grimshaw – Associate Lecturer in Classical and Archaeological Studies, University of Kent Dr Siân Thomas – Centenary Research Fellow, Selwyn College; Panel Tutor for the University of Cambridge Institute of Continuing Education Dr Francis Woodman – University Lecturer in Art History and Architecture, University of Cambridge Institute of Continuing Education
Science Summer School Professor Chris Abell – Professor in Biological Chemistry, University of Cambridge; Todd-Hamied Fellow of Christ’s College Dr M Madan Babu – Programme Leader, MRC Laboratory of Molecular Biology, University of Cambridge; Director of Studies, Trinity College Professor Michael Bate FRS – Emeritus Professor of Developmental Neurobiology, Department of Zoology, University of Cambridge; Fellow and Director of Studies in Developmental Biology, King’s College Dr Emily Caddick – Academic Director and Teaching Officer in Philosophy, University of Cambridge Institute of Continuing Education Dr Robin Catchpole FRAS – Institute of Astronomy, University of Cambridge Professor Nicola S Clayton FRS – Professor of Comparative Cognition, University of Cambridge; Scientist in Residence, Rambert Dance Company; Director of Studies in Natural Sciences (biological), Clare College Dr James Grime – Enigma Project Officer, Millennium Mathematics Project, Department of Mathematics and Theoretical Physics, University of Cambridge Nicola Humphry-Baker – Postgraduate Researcher in the Department of Physics, University of Cambridge Dr Lisa Jardine-Wright – Astrophysicist and Educational Outreach Officer at Cavendish Laboratory, Department of Physics, University of Cambridge Dr John Lawson – Research Associate, Autism Research Centre, Department of Psychiatry, University of Cambridge; Director of Studies in Politics, Psychology and Sociology, Girton College; Senior Lecturer in Psychology, Oxford Brookes University Professor Imre Leader – Professor of Pure Mathematics, Department of Pure Mathematics and Mathematical Statistics, University of Cambridge; Fellow of Trinity College Dr Amy Milton – University Lecturer, Behavioural and Clinical Neuroscience Institute, Department of Experimental Psychology, University of Cambridge; Ferreras-Willetts Fellow in Neuroscience, Downing College Dr John Skidmore – Senior Research Associate, Department of Chemistry, University of Cambridge 84
Dr Ed Turner – Academic Director and Teaching Officer in Biological Sciences, University of Cambridge Institute of Continuing Education Dr Rob Wallach – University Senior Lecturer in Materials Science and Metallurgy, University of Cambridge; Vice-Provost and Fellow of King’s College Clive Wilkins – Creative Artist
Literature Summer School Dr Jenny Bavidge – Academic Director and University Lecturer in English Literature, University of Cambridge Institute of Continuing Education Dr Sarah Burton – Course Director of Creative Writing MSt, University of Cambridge; Freelance Writer Ulrike Horstmann-Guthrie – Panel Tutor for the University of Cambridge Institute of Continuing Education; Lecturer for the Department of German, University of Cambridge Dr Ann Kennedy Smith – Panel Tutor for the University of Cambridge Institute of Continuing Education Dr John Lennard – Formerly Fellow and Director of Studies in English, Trinity Hall and Professor of British and American Literature, University of the West Indies, Mona; Panel Tutor for the University of Cambridge Institute of Continuing Education Dr Alexander Lindsay – Associate Lecturer, Open University Melissa Lloyd – Panel Tutor for the University of Cambridge Institute of Continuing Education Dr Stephen Logan – Principal Supervisor in English, Clare College; Lecturer in English, Wolfson College Dr Elizabeth Moore – Panel Tutor for the University of Cambridge Institute of Continuing Education Dr Fred Parker – Senior Lecturer in English, University of Cambridge; Fellow and Director of Studies in English, Clare College Jon Phelan – Panel Tutor for the University of Cambridge Institute of Continuing Education Dr Paul Suttie – Former Fellow of Robinson College; Panel Tutor for the University of Cambridge Institute of Continuing Education Dr Mark Sutton – Panel Tutor for the University of Cambridge Institute of Continuing Education Clive Wilmer – Affiliated Lecturer, Faculty of English, University of Cambridge; Fellow of Sidney Sussex College
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History Summer School Dr Gareth Atkins – Postdoctoral Fellow, Centre for Research in Arts, Social Sciences and Humanities; Senior Research Fellow and Director of Studies in History, Magdalene College; Affiliated Lecturer, Faculty of History, University of Cambridge Dr Gilly Carr – Academic Director and University Senior Lecturer in Archaeology, University of Cambridge Institute of Continuing Education; Fellow of St Catharine’s College Dr Jonathan Davis – Principal Lecturer in Russian and Modern History, Anglia Ruskin University Dr Mark Goldie FRHistS – Reader in British Intellectual History, University of Cambridge; Fellow of Churchill College Dr Diana Henderson FSA Scot – Fellow, Queens’ College Dr Emma Hunter – Fellow and Director of Studies in History, Gonville and Caius College Dr Andrew Lacey – Panel Tutor for the University of Cambridge Institute of Continuing Education; Former Member of the Faculty of Architecture and History of Art, University of Cambridge Dr Seán Lang – Senior Lecturer in History, Anglia Ruskin University Charlie Nurse – Research Associate, Centre of Latin American Studies, University of Cambridge; Associate Lecturer in History, Open University Dr David Smith FRHistS – Affiliated Lecturer, Faculty of History, University of Cambridge; Fellow, Director of Studies in History, Tutor for Graduate Students, Selwyn College Tom Stammers – Junior Research Fellow, Gonville and Caius College Dr Andrew Thompson – Fellow, College Lecturer in History and Admissions Tutor, Queens’ College
Shakespeare Summer School Dr Catherine Alexander – Honorary Research Fellow of the Shakespeare Institute, University of Birmingham Vivien Heilbron – Actor; Director; Panel Tutor for the University of Cambridge Institute of Continuing Education Dr John Lennard – Formerly Fellow and Director of Studies in English, Trinity Hall and Professor of British and American Literature, University of the West Indies, Mona; Panel Tutor for the University of Cambridge Institute of Continuing Education
Dr Alexander Lindsay – Associate Lecturer, Open University Dr Charles Moseley FSA FEA FRSA FRGS – Fellow and Director of Studies in English, Hughes Hall Dr Paul Prescott – Associate Professor, Department of English and Comparative Literary Studies, University of Warwick Dr Paul Suttie – Former Fellow of Robinson College; Panel Tutor for the University of Cambridge Institute of Continuing Education Clive Wilmer – Affiliated Lecturer, Faculty of English, University of Cambridge; Fellow of Sidney Sussex College
Medieval Studies Summer School Dr Rowena E Archer FRHistS – Fellow of Brasenose College, University of Oxford Professor Mark Bailey FRHistS – High Master of St Paul's School, London; Professor of Later Medieval History, University of East Anglia Professor Michelle P Brown FSA – Professor Emerita, School of Advanced Study, University of London Sarah Brown – Lecturer in History of Art and Course Director for MA in Stained Glass Conservation and Heritage Management, University of York Dr Spike Bucklow – Senior Research Scientist and Teacher of Theory at the Hamilton Kerr Institute, Fitzwilliam Museum, University of Cambridge Dr Hugh Doherty – Hugh Price Fellow, Jesus College, University of Oxford Dr Rosemary Horrox FRHistS – Fellow and Director of Studies in History, Fitzwilliam College; Director of Studies in History, St Edmund’s College Dr Philip Morgan FSA – Senior Lecturer, University of Keele Professor Andy Orchard FRSC – Provost and Vice-Chancellor, Trinity College, University of Toronto; Professor of English and Medieval Studies, University of Toronto Richard Partington – Senior Tutor and Director of Studies in History, Churchill College Professor Carole Rawcliffe FSA FRHistS – Professor of Medieval History, University of East Anglia Professor Nigel Saul FRHistS – Professor of Medieval History, University of London Dr Francis Woodman – University Lecturer in Art History and Architecture, University of Cambridge Institute of Continuing Education
Email: firstname.lastname@example.org |
Accommodation All Summer School students have the opportunity to live in the Cambridge Colleges, space permitting. The Colleges available to you depend on the programme(s) you are attending. Participants from more than one Summer School will be housed in the same College â€“ this gives you the chance to meet fellow students studying on other programmes. A range of options is available, depending on programme choice, from simple room only accommodation through to comfortable en suite rooms including breakfast and evening meals. Please note there is no standard room size. Each College varies in character and history, the information overleaf should help you to decide where to stay if multiple options are available. Accommodation is in very basic, single bed-sitting rooms normally occupied by undergraduates, so you will be living like a Cambridge student. Couples are normally housed in adjacent rooms. The Colleges are not like hotels and it is not normally possible to accommodate you if you arrive before your Summer School starts or want to stay on after
it ends, although this may be possible in some cases. Please note that this option is subject to availability and bookings must be made by 1 June. Further information about early arrival and late departure is available on our website and in the student handbook, available for download. Please note that we are unable to offer accommodation from Saturday 17 August onwards. You may stay at Madingley Hall if space permits (see page 103 for further details). Those attending two consecutive programmes or terms who intend to stay for the night(s) between Summer Schools may book accommodation for an additional charge. Non-residential attendance at the Summer Schools is also possible if you would prefer to find your own accommodation. For information on guest houses and lodgings please contact the Cambridge Tourist Information Centre. The University can accept no responsibility for finding accommodation for those applying for non-residential places. More information is available on our website.
Gonville and Caius College St Michael's Court Accommodation available for: Ancient Empires, Literature, History, Science, Shakespeare, Medieval Studies and EAP Facilities include: Telephones (public, within Old Court); Laundry room; Bar; Computer room; Wi-fi access is only available in the public areas of the college including the bar Location on map: E/G Gonville Hall was founded in 1348 by a Norfolk priest, Edmund Gonville. It was enlarged by John Caius, an eminent physician, and the new College of Gonville and Caius received its charter from Mary I in 1557. This summer, students will be staying in accommodation in St Michael's Court right in the heart of the city centre, close to the market, Great St Maryâ€™s Church, the Senate House and the main shopping area. Breakfast and evening meals will be served in Old Court's Dining Hall. All of the rooms are traditional single shared-facility rooms. Please note that there are no ground floor rooms available.
Wolfson Court, Girton College Accommodation available for: Ancient Empires, Literature, Science and History Facilities include: Wired laptop connections in room; Wireless internet access in reception area; Public telephone; Laundry room; TV 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 1979 Girton started to admit men, who now account for half of its student numbers. The Wolfson Court site was built in 1969. Situated around six inner courts, it provides a pleasant and relaxed setting for studying. Wolfson Court is 1.2km from the Sidgwick teaching site, 1.9km from the Mill Lane teaching site and 1.4km from the city centre. All are accessible on foot. Students could also opt to take public transport as Wolfson Court is on a bus route. Please note that there are no en suite rooms available.
Internet access is not available in guest bedrooms.
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Newnham College Accommodation available for: ISS Term I, ISS Term II and EAP Facilities include: Wireless internet access (in some public areas); Telephones (public); Laundry room; Gardens Location on map: F Newnham College is one of the most important and influential College foundations since the 16th 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 women’s education and Anne Jemima Clough, its first principal. Newnham received a College charter in 1917 and in 1948 its women finally 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 flower beds. A number of the student rooms are in more modern buildings which blend well with their older counterparts alongside. Please note that the en suite rooms available are not on the ground floor.
Selwyn College Old Court, Cripps Court and Ann’s Court Accommodation available for: ISS Term I, ISS Term II, EAP*, Shakespeare* and Medieval Studies* *Ann's Court only Facilities include: Wired laptop connections in room (wireless not available); Telephone (public); Laundry room; Bar/Common room; Chapel/Prayer room; Gardens Location on map: B (Ann’s Court); C (Cripps Court); D (Old Court) Selwyn College was founded in 1882 in memory of George Augustus Selwyn, the first Bishop of New Zealand. Selwyn’s Old Court architecture is in the red-brick neo-Tudor style of the 1880s, with a turreted gate-tower and a chapel reminiscent in shape of King’s College chapel built 400 years earlier. Old Court is set in large secluded gardens very close to the teaching rooms and not far from the town centre. Cripps Court is the more modern residential accommodation situated close to Old Court. Ann’s Court is a newlybuilt facility offering en suite rooms. Students living in Cripps Court and Ann’s Court take their meals in the main dining hall in Old Court. Please note that Cripps Court has building works on staircases J, K and L.
St Catharine’s College
Accommodation available for: Ancient Empires, Science, Literature, History, Shakespeare, Medieval Studies and IELTS
Accommodation available for: Science, Literature, History, Shakespeare and Medieval Studies
Facilities include: Wired internet access (wireless is not available); Computer room; Laundry room; Chapel/Prayer room; Gardens; Sports facilities; College bar
Facilities include: Wired laptop connections in room; Wireless internet access (public areas only); Computer room; Telephones (public); Laundry room; Bar/Common room; Chapel/Prayer room; Gardens
Location on map: H
Location on map: J/K
St Catharine’s 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 benefit of his soul following his death. The College was rebuilt in the 17th 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.
Founded in 1326 as University Hall and re-founded in 1338, Clare 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 Clare’s 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 first colleges to become co-residential in 1972. Breakfast and dinner will be a fiveminute walk away in Clare College Old Court, reached by crossing Grumbold’s famous bridge.
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Select one of the above for weeks 3 and 4
English for Academic Purposes
IELTS Preparation Course
Literature Term II
Literature Term I Shakespeare
Science Term II Interdisciplinary Summer School Term II
Science Term I
Interdisciplinary Summer School Term I
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Extra nights between programmes/terms
Literature Term I or II or History
Shakespeare or Medieval Studies
Science Term I or II
1 week only fees
Literature Term II
Literature Term I
Selwyn College Cripps Court Standard
Newnham College Standard (Room only)
Selwyn College Ann’s Court En suite
Science Term II
Selwyn College Old Court En suite
Science Term I
Newnham College Standard
Selwyn College Old Court Standard
Wolfson Court Standard
Interdisciplinary Term II
Newnham College En suite
Interdisciplinary Term I
All prices include tuition, bed, breakfast and evening meals unless otherwise indicated.
Full programme fees Gonville and Caius College Standard
Accommodation options and fees Clare College En suite
Clare College Standard
St Catharine’s College En suite
St Catharine’s College Standard
Full programme tuition fees only
All fees correct at the time of print.
1 week tuition fees only
Booking terms and conditions Who should apply? These are university-level programmes. All of the programmes (unless otherwise stated) are open-access. Applications are welcome from undergraduate and graduate students who have completed at least one year of academic study in a university or other institute of higher education, and from teachers, lecturers and other adult learners with an interest in the subject, regardless of their educational background or profession. Regrettably, the programmes are not open to high school or pre-university applicants. Applicants must be fluent in English (please see the language requirements section below). Visas At the time of going to print, the Student Visitor Visa is the relevant document for international students accepted on Summer School programmes. However, since regulations may change and additional documents may be required, students should always check current requirements for themselves. Please consult the Home Office website for more information about making a visa application: www.ukba.homeoffice.gov.uk Students must ensure they allow sufficient time for the processing of appropriate visas so that they are in a safe legal position to complete their course of study in Cambridge.
Language requirements for interdisciplinary and specialist programmes All teaching for the Summer Schools is in English. Applicants must satisfy themselves and the organisers of the Summer Schools that their English is of a standard high enough for them to be able to understand and follow arguments presented in written and spoken English at university level. We require all applicants whose first language is not English (except those opting to do EAP or IELTS, please see below) to have one of the following test results: IELTS (International English Language Testing System) is the Universityâ€™s preferred test. Details can be obtained from local British Council offices. The minimum requirement is an overall band score of 6.5 with not less than 6.5 in each element, achieved in the same sitting and no more than two years before the start of the programme. In the TOEFL internet-based Test (iBT), the minimum requirement is an overall score of 100, with a minimum score of 25 in each element. Those who opt for the paper-based TOEFL test (PBT), rather than the internet-based test, must take the Test of Written English (TWE) at the same time. A paper-based TOEFL score without the TWE is not acceptable. The minimum requirement is 600 in the paper-based TOEFL test with 5.0 in the TWE. The minimum
requirements must be achieved in the same sitting and no more than two years before the start of the programme. Our institution code for TOEFL is 7207. Students with Cambridge CAE are required to achieve grade C or above. You need to include original or certified copies of these results with your application form. Without these documents, we will not be able to process your application. Language requirements for EAP This programme is for second language students already proficient in English who wish to develop their language skills. It is aimed at students who already hold an overall band score of 6.0-6.5. The minimum requirement for admission to the programme is an overall band score of 6.0 with not less than 6.0 in speaking, listening, writing and reading, achieved in the same sitting and no more than two years before the start of the programme. Language requirements for IELTS The IELTS programme is aimed at students who already hold an overall band score of 5.5-6.0 and who wish to upgrade their score in order to gain admission to a British university. The minimum requirement for admission to the IELTS programme is an overall band score of 5.5 with not less than 5.5 in speaking, listening, writing and reading, achieved in the same sitting and no more than two years before the start of the programme.
Fees A registration fee of ÂŁ200 for each one-/two-/three-week programme or term, or ÂŁ400 for a four-week programme must accompany all applications received before the balance of payment date for the relevant programme (see below). This registration fee is part of the full fee for the programme quoted on page 93. Applications will not be processed until the registration fee is received. The registration fee is nonrefundable (after acceptance) and is not transferable to other participants or other years. The remainder of the fee must be paid by the balance of payment date, below. Applications sent after the balance of payment date and before the application deadline 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 or accommodation. If you pay your balance of fees by bank transfer you must inform us and send proof of payment to us. Balance of payment dates Science Term I, Literature Term I, Ancient Empires, IELTS: Monday 13 May ISS Term I: Tuesday 14 May Science Term II, Literature Term II, History, EAP: Monday 27 May ISS Term II, Shakespeare, Medieval Studies: Monday 10 June Email: firstname.lastname@example.org |
Programmes and courses We reserve the right to alter details of any course should illness or emergency prevent a Course Director from teaching. In such circumstances, we would endeavour to provide a substitute of equal standing. Should a course have to be cancelled due to very low enrolment or last-minute unforeseen circumstances, any participant enrolled on that course would be contacted immediately, and an alternative course place arranged. Evaluation An evaluation fee of £40 is charged for the assessment of written work in one special subject course. The charge for evaluation in two courses is £80 and, where applicable, for three courses £120 and for four courses £160. Please note that once an application has been accepted, fees cannot be refunded if a student decides to drop an evaluation. Appeals Appeals procedures are in place for participants on the University’s Summer Schools who undertake written work for evaluation. Details of these are in the student handbook available to download from our Online Resource Centre. Programme/term change Administrative costs are incurred in changing programmes/terms. Any registered student who wishes to change from one Summer School or term to another must pay an administration fee of £25. Any student who wishes to change from one week to another within the same 96
programme or term must pay an administration fee of £20. Any student who wishes to change from one week to another in a different programme/ term will be charged an administration fee of £25. Course change Any registered student who wishes 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 usually be made once your course has started. Certificates and grade reports We reserve the right to retain certificates and grade reports if fees are still outstanding on completion of programmes, or if library books have not been returned. Accommodation The accommodation fee pays for a single room, breakfast and evening meals, unless otherwise stated. Please note that there is a difference in accommodation costs charged by Colleges and the tiered pricing system reflects this. Places in all Colleges will be allocated on a first-come, firstserved basis once accepted to the programme. If requested, couples will be assigned to adjacent single rooms, where possible. Non-residential attendance at the Summer Schools is also possible if you prefer to find your own accommodation. Information on guest houses and lodgings in Cambridge is available from the Cambridge Tourist Information Centre. The University can
accept no responsibility for finding accommodation for those applying for non-residential places. Accommodation allocation When your first 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 first-come, first-served basis in order of acceptance and can fill up very quickly. This helps us to allocate you a College place, without the need to ask you again or delay the application process. You are asked on the application form to confirm that we may charge your debit/credit card for the difference, if your second or third choice is more expensive than your first choice. You are welcome to express preferences for particular rooms in Colleges on your application form. These requests are passed on to the Colleges, whose staff allocate the rooms in the weeks leading up to the Summer Schools. Please note that room sizes may vary considerably. Whilst every effort is made to ensure that you receive the room you have requested, it is important to note that rooms are allocated in order of acceptance and the Colleges cannot guarantee to fulfil every request. Please note that the specific room allocations are not finalised until the week before the start of the Summer Schools and we ask that you do not contact us or the Colleges to find out your room allocation in advance of your arrival in Cambridge.
Accommodation between consecutive programmes/terms and early and late departures Those attending two consecutive programmes or terms and intending to stay for the night(s) between these 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 the 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. Early arrivals and late departures can usually be accommodated subject to availability. Bookings must be made by 1 June 2013. You might also consider staying at Madingley Hall for these extra nights instead (see page 103 for details). Special requirements We make every effort to accommodate the needs of those with special dietary or medical requirements. If the College to which you have been allocated cannot meet your needs, we shall offer you accommodation in a different College. Please indicate on your application form whether you have any special requirements and we will contact you for further information. 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 Email: email@example.com |
unscheduled or unexpected works which the Colleges or University may undertake.
• Applications will continue to be accepted, where places are available, up to the start of the programme.
Cancellation policy and fees • There is a non-refundable registration fee of £200 for each one-/two-/three-week programme or term, or £400 for a four-week programme.
• In the unlikely event that we have to cancel a course at the last minute due to a lecturer's illness, etc, we will endeavour to provide an alternative course.
• Payment of the balance of tuition and accommodation fees is due in full eight weeks before the programme start date (see page 95). • If balance of payment has been made in full before the due date, 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 between the balance of payment date and two weeks before the start of the programme are eligible for a 50% refund of the balance of tuition fees and the full evaluation fee (if selected) and may be eligible for a refund of the accommodation fee depending on College policy. Accommodation refunds will be processed after the summer, once College invoices have been received. • Cancellations received less than two weeks prior to the start of the programme/non arrivals are not eligible for a refund. • Cancellations due to an unsuccessful visa application are not eligible for a refund. 98
• All fees are non-transferable to another year or another student. 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, early or delayed departure, or cancellation due to unforeseen circumstances. Cancelled bookings are subject to the fees set out in the cancellation policy above. The Summer Schools and the University accept no liability for loss or damage to student property. Medical insurance Your home 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 payment is often needed at the time of treatment. Students may be charged £47 or more for an appointment. Prescription charges are additional.
How to apply and payment Applications Early application is advisable as places on courses and in the Colleges are limited and allocated on a first-come, first-served basis. Online application Applicants who wish to pay by card have the option to apply and pay online. For more information please visit our website. Paper-based application Applicants can also apply by completing the application form at the back of the brochure or by downloading a copy from our website. Once you have completed the relevant sections send the form with your registration fee (or with the full fee, if you are applying after the balance of payment deadline) by post or fax to the below address or fax number. We are unable to accept applications by email, however you can apply online via our website. University of Cambridge International Programmes Institute of Continuing Education Madingley Hall, Madingley Cambridge CB23 8AQ, UK Fax: +44 (0) 1223 760848 www.ice.cam.ac.uk/intsummer Please note: some emails sent from our office are occasionally redirected to junk or spam folders. Please ensure that you check these folders regularly once you have applied.
Please note: if you are applying as part of an institutional group, you should send your application form to your group contact. Please ensure that you have read the terms and conditions before applying. Course/accommodation selection Indicate your first, second and third choices in courses and, if required, accommodation. We try to place people in their first choices; however, as places are limited, this is not always possible. Course and accommodation availability can be found on our website or obtained from the Summer Schools office. Additional materials For each programme/term 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 office records. Print your full name and the Summer School for which you are applying, clearly on the back of each photograph. • Original or certified copy of language proficiency test results (IELTS/TOEFL/ Cambridge CAE) for those whose first language is not English. • The non-refundable, non- transferable registration fee must be received with your application.
Email: firstname.lastname@example.org |
The balance of payment is due by the relevant date (see page 95). Before the balance of payment date you may choose to pay the full fee when you apply. After the balance of payment date fees must be paid in full at the time of registration. If you are paying the full fees, please calculate the full fee according to your first choice of accommodation and complete your payment details on the application form. If you are paying by bank transfer you must include your transfer receipt. (Applications cannot be processed without this.)
at the time of registration. Applications will continue to be accepted, where places are available, up to the start of the programme. Methods of payment Payment of fees must be by one of the following methods: • Sterling banker’s draft drawn on a UK 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).
Application check list • Signed application form • Photographs • Proof of language proficiency • The non-refundable registration fee*; please complete your payment details on the application form • Bank transfer receipt (if necessary)
• Travellers’ cheques in sterling.
Applications should reach the Summer Schools office by the deadlines specified below.
Personal cheques drawn on banks outside the United Kingdom cannot be accepted in any circumstances.
Application deadlines Science Term I, Literature Term I, Ancient Empires, IELTS: Monday 24 June
If paying by credit card, please ensure that you have sufficient credit limit, and that your bank or credit card company have been notified of the transaction to avoid delays in payment.
ISS Term I: Tuesday 25 June Science Term II, Literature Term II, History, EAP: Monday 8 July ISS Term II, Shakespeare, Medieval Studies: Monday 22 July *If applying after the balance of payment date, fees must be paid in full 100
• Bank transfer (copy of transfer receipt must be sent with application). Cheques or postal orders should be made payable to ‘University of Cambridge’. Please do not send cash.
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).
What happens next? Applications received via fax or post: • Confirmation of receipt of your application will be sent via email.
Your application will be assigned as 'pending'* until the issue is resolved.
• If all requirements are met/all documents are received, your application will be processed and accepted.
• If you have paid by bank transfer we will process your application once receipt of your payment has been confirmed. Until this time, your application will be assigned as 'pending'.* This may take two weeks or more.
• If your application is incomplete (eg missing language documentation, etc) you will be contacted via email. Your application will be assigned as 'pending'* until the issue is resolved. Applications received online: • Automatic emails** are sent to all applicants who complete the online process to: 1. Confirm online order 2. Confirm online booking 3. Confirm online payment • Your application is automatically sent to our database for processing. • If all requirements are met/all documents are received, your application will be processed and accepted. • If your application is incomplete (eg missing language documentation, etc) you will be contacted via email.
Once your application is accepted: • We will send you, via email, your acceptance letter (including allocated courses and accommodation), an invoice or receipt showing the fees you have paid and (if applicable) the balance to be paid.*** • You will be emailed login details for the Online Resource Centre where you should access the student handbook, course materials, information about your College, excursions, etc. You will also be able to communicate with fellow participants via the student forum prior to your arrival. • If requested, paper copies of your acceptance letter, invoice/receipt, course materials etc, will be sent by standard post, or, for an additional £25, by express courier. * If applications are assigned as pending, room and course allocations will not be made. ** Please note that these emails are not confirmation of acceptance on to the Summer Schools, they are just confirmation of your online booking. *** If you have applied through an institutional group, your acceptance letter will be sent directly to the group contact for them to distribute to you, unless we are informed otherwise.
Email: email@example.com |
Frequently asked questions When should I arrive? The start date of each programme is the arrival date. You should aim to arrive and register between 11am and 5pm on that day. Please note, rooms may not be available before 2pm. Classes begin the following day. The last date of the programme is the departure date. Classes finish the day before the departure date. At the end of each full programme or term there is a closing dinner, when certificates of attendance will be distributed. I need to arrive one day early/ depart one day late because of travel restrictions. Can I do this? If you are staying in one of the Colleges and wish to book an extra night before the start or after the end of your programme, this might be possible. Indicate this on your application form or contact us if you have already applied. This option is subject to availability and bookings must be made by 1 June. There is a supplementary charge for extra nights (see page 93). Please note that we are unable to offer accommodation from Saturday 17 August onwards. I am fluent in English, but it is not my first language. Do I need to take one of the approved language tests? All applicants whose first language is not English need to provide an original or a certified copy of language proficiency test results. (See page 94.)
I am not a native English speaker but my education was completely or partially in English. Do I need to take one of the approved language tests? See above. This applies to everyone whose first language is not English, and includes applicants from India, Pakistan, Scandinavia, the Netherlands and Turkey. I do not have a formal English qualification. Why do I need to take one of the approved language tests? We have a responsibility to all of our students and academic staff to ensure that all participants are able to operate at a specific level of English language proficiency. Given the thousands of enquiries, and applications we receive each year the fairest way of ensuring this is to ask all applicants for whom English is not their first language to meet our minimum requirements on one of the approved language tests. English is not my first language but the language of instruction at my home institution is/was English. Do I still need to take one of the approved language tests? Yes, as admission standards vary from institution to institution. All applicants in this category need to provide an original or a certified copy of language proficiency test results.
Also at the Institute The Institute of Continuing Education The Institute of Continuing Education (ICE) also offers hundreds of other short and part-time courses for adults of all ages, taught by leading Cambridge experts. Options range from weekend courses right up to part-time Master's programmes. You can choose from a huge range of subjects, from archaeology to architecture, classics to creative writing, international development to philosophy and many more. Part-time undergraduate and postgraduate qualifications At ICE you can study part-time for a Cambridge qualification. We offer over 20 undergraduate-level Certificates, Diplomas and Advanced Diplomas and a growing number of postgraduate qualifications, including Master of Studies (MSt) degrees. Many are taught through a combination of online learning and occasional teaching blocks in Cambridge, so can easily be studied from a distance. Professional development Progress your career with our professional development courses. Our growing list of disciplines includes law, architecture, teaching, coaching, investment and international development. Weekend residential courses Our popular weekend programme runs all year round, featuring over 150 courses on subjects ranging
from New Testament Greek to the challenges of globalisation. Students can choose to stay at Madingley Hall, or attend as a non-resident. Madingley Weekly Programme Classes meet at Madingley Hall once a week for five weeks, between January and May. Unlike traditional short courses, which tend to focus on a particular academic field, much of the programme is multidisciplinary, meaning you get to explore a variety of perspectives on each topic. Online courses You can now study at Cambridge wherever you are in the world, with our new range of fully online courses. Each course lasts seven weeks and is open to anyone with an interest in the topic. You can try out one of our free â€˜tasterâ€™ courses before you enrol. Madingley Hall Bed and breakfast accommodation may also be available at Madingley Hall, the spectacular 16th-century country house on the outskirts of Cambridge which is home to the Institute of Continuing Education. Find out more about all ICE courses, accommodation at Madingley Hall and the opportunity to join 'the Friends of Madingley Hall': www.ice.cam.ac.uk/courses www.madingleyhall.co.uk www.ice.cam.ac.uk/friends Email: firstname.lastname@example.org |
Image credits Front Cover: Senate House, University of Cambridge © Laurence Ghier; p3: © Vanessa Garrett; p4: © Maiko Ishida; p6: © Maiko Ishida; p9: University of Cambridge, Institute of Continuing Education; p11: © Amanda Wilks; p12: © Maiko Ishida; p15: © Maiko Ishida; p16: © Laurence Ghier; p19: © Calvin Chui; p20: © Louise Gutteridge; p23: Open Cambridge 2009, Library, © University of Cambridge; p25: Foundation of the Republic, 10th August 1792 (coloured engraving) French School, (18th century) / Musée de la Ville de Paris, Musée Carnavalet, Paris, France / Giraudon / The Bridgeman Art Library; p27: Mother of the Artist, 1912 (oil on canvas), Gris, Juan (1887-1927) / Private Collection / The Bridgeman Art Library; p29: British Commonwealth and World national flags all over the world, ArtisticPhoto, courtesy of Shutterstock; p31: Entry of Queen Mary I with Princess Elizabeth into London in 1553, 1910 (oil on canvas), Shaw, John Byam Liston (1872-1919) / Palace of Westminster, London, UK / The Bridgeman Art Library; p33: Accounts Table with cuneiform script, c.2400 BC (terracotta), Mesopotamian / Louvre, Paris, France / The Bridgeman Art Library; p37: © Laurence Ghier; p38: Boadicea’s attack upon Camulodunum, 60AD, illustration from ‘The History of the Nation’ (litho), Payne, Henry A. (Harry) (1868-1940) / Private Collection / The Stapleton Collection / The Bridgeman Art Library; p41: Education of Alexander the Great by Aristotle, Armet Portanell, José (1843-1911) / Private Collection / © Look and Learn / The Bridgeman Art Library; p42: Pyramid of the Sun, 200 BC 0 AD / Teotihuacan, Valley of Mexico, Mexico / Ken Welsh / The Bridgeman Art Library; p43: Genealogy of the Inca rulers and their Spanish successors from Manco Capac, the first Inca king, to Ferdinand VI of Spain, c.1750 (panel), Spanish School, (18th century) / Nuestra Senora de Copacabana, Lima, Peru / The Bridgeman Art Library; p44: ATLAS detector, Maximilien Brice, CERN / Science Photo Library; p47: X-ray image of the brain computed tomography, Nata-Lia, courtesy of Shutterstock; p49: Sunrise at the beach, Mervas, courtesy of Shutterstock; p50: Odysseus and Nausicaa (oil on canvas), Serov, Valentin Aleksandrovich (1865-1911) / Tretyakov Gallery, Moscow, Russia / RIA Novosti / The Bridgeman Art Library; p53: Portrait of the Brontë Sisters, c.1834 (oil on canvas), Brontë, Patrick Branwell (1817-48) / National Portrait Gallery, London, UK / The Bridgeman Art Library; p55: Virginia Woolf (b/w photo) / Private Collection / The Bridgeman Art Library; p57: Dante Alighieri (1265-1321), Encounter between Dante and Beatrice / Photo © Tarker / The Bridgeman Art Library; p59: Dickens's Great Expectations, Keay, Jack (1907-99) / Private Collection / © Look and Learn / The Bridgeman Art Library; p60: Dunkirk, France: c. June 1, 1940. The Evacuation of Dunkirk as painted by Charles Cundall (1890-1971). © Underwood Photo Archives / SuperStock; p65: Charles I in Three Positions (1600-49) Painting after Van Dyck, Maratta or Maratti, Carlo (1625-1713) / © The Trustees of the Weston Park Foundation, UK / The Bridgeman Art Library; p66: The Reconciliation of the Montagues and the Capulets, c.1854 (w/c, bodycolour and gum over graphite on paper), Leighton, Frederic (1830-96) / Yale Center for British Art, Paul Mellon Fund, USA / The Bridgeman Art Library; p69: Hamlet, Maclise, Daniel (1806-70) / Roy Miles Fine Paintings / The Bridgeman Art Library; p70: King Lear, 1890 (litho), English School, (19th century) / Private Collection / Ken Welsh / The Bridgeman Art Library; p71: Shylock speaks in The Merchant of Venice, Act IV, Scene I, 'Is that the law?', from 'The Illustrated Library Shakespeare', published London 1890 (colour litho), Dudley, Robert (fl.1865-91) / Private Collection / Ken Welsh / The Bridgeman Art Library; p72: The Bodleian Libraries, The University of Oxford. MS. Bodl. 264, fol. 218r; p75: The north rose window (stained glass), French School, (13th century) / Carcassonne Cathedral, France / The Bridgeman Art Library; p76: The Trial of Sir William Wallace at Westminster (oil on canvas), Scott, William Bell (1811-90) (attr. to) / © Guildhall Art Gallery, City of London / The Bridgeman Art Library; p77: Morning of the Battle of Agincourt, 25th October 1415, 1884 (oil on canvas), Gilbert, Sir John (1817-97) / © Guildhall Art Gallery, City of London / The Bridgeman Art Library; p78: © Alexander Fraser; p80: © Anna Barker; p88: Clare Bridge by kind permission of Clare College; p89: Dining Hall by kind permission of Gonville and Caius College; p90: Newnham College, by kind permission of Newnham College, Selwyn College, by kind permission of Ben Wiley; p91: St Catharine’s College by kind permission of St Catharine’s College, Clare College © Jessica Browner.
We make every effort to ensure that the information in this brochure is correct at the time of going to print.
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International Programmes Telephone: +44 (0) 1223 760850 Fax: +44 (0) 1223 760848 Email: email@example.com Website: www.ice.cam.ac.uk/intsummer