Cu 2013 Brochure

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Institute of Continuing Education

International Summer Schools Interdisciplinary and Specialist Programmes Programmes 7 July – 17 August 2013

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Contents

Welcome International Summer Schools 90th Anniversary Anniversary Our programmes

p2 p4 p6

Plenary lectures Daily schedules Our students Studying at Cambridge Living in Cambridge Social life Weekend excursions and visits

p8 p10 p12 p14 p16 p18 p20

Interdisciplinary Interdisciplin ary Summer Schools

p22

Interdisciplinary Summer School S chool Term Term I I Interdisciplinary Summer School Sc hool Term Term II II

p24 p30

Specialist Summer Schools

p36

Ancient Empires Summer School School Science Summer School School Literature Summer School School History Summer School Shakespeare Summer School School Medieval Studies Summer School School English for Academic Purposes Purposes IELTS Preparation Course Course

p38 p44 p50 p60 p66 p72 p78 p80

Teaching staﬀ Teaching Accommodation Programme Programm e calendar Accommodation options and fees Booking terms and conditions How to apply and payment What happens next? Frequently Frequen tly asked questions Also at the Institute Image credits

p82 p88 p92 p93 p94 p99 p101 p102 p103 p104

Map of Cambridge

p105

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Welcome You will have noticed the silver banding on this brochure which proclaims our 90th anniversary year. 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 grow. stu dent 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 b een revised, revitalised 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 bu ildings 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 ‘life experience’ and and interesting perspectives to the classroom. You You will discover like-minded people, eager to learn and expand their horizons. The curriculum allows for this this expansion, through literally literally hundreds hundreds of diﬀerent course combinations. (See page 10 for ideas.) You 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 language, and from Writing short stories to Surrealism. Our plenary lectures explore subjects thematically: from Deﬁning Moments in History to Culture and Conﬂict  in 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 This website stores data suchand as explore visions for the future. We plan a host of activities cookies to enable essential siteand a few surprises. Join us! and events, functionality, as well as marketing, personalization, and analytics. You may change your settings at any time or accept the default settings.

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“Cambridge Summer Schools – probably the best way to spend your summer holidays!”

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Sebastián Barschkis, Germany

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“My experience at the Summer Schools completely changed changed my perspective perspective on life.”

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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, literature, institutions and music, living in Selwyn College and Newnham College. 90 years

privilege’ that is still open to everyone meeting the entrance criteria. James Stuart, who in 1873 helped to extend ex tend Cambridge learning beyond the University to people of all backgrounds, backgrounds,

later, we still book accommodation in later, 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.

would see how – 140 years on – his vision still informs our work: the Summer Schools attract people aged 19-90 from some 60 countries.

The programmes programmes were ﬁnally 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 We continue to add new programmes and subjects in response to interest and demand.

Our 90th Anniversary International Summer Schools have a tremendous line-up of academics to deliver 165 courses and some 145 plenary lectures. lec tures. 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.

Enduring appeal

This website stores data such as Our longevity against the background cookies to enable essential site functionality, as marketing, world (wars, crises ofas anwell ever-changing personalization, and analytics. You and rapid technological growth) stems may change your settings at any time from expert and committed teachers, or accept the default settings.

enthusiastic students, fascinating courses, and – in this digital, highPrivacy Policy speed age – the chance to spend an Marketing intensive,, focused period of intensive o f time in Personalization

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90th anniversary year

This summer you can read 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!

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“I had always dreamt of studying in Cambridge and this was a dream come true! The classes and the plenary plenar y lectures were fab fabulou ulous. s.”

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Our programmes With a wide variety of subject areas to choose from, you are sure to ﬁnd something that suits your needs and You can alsoTeaching combineblends programmes to buildinterests. your own schedule. classroom study with a series of theme-related theme -related plenary lectures and/or evening talks that will extend your knowledge of your chosen subjects and explore new ideas. Interdisciplinary Interdisc iplinary 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 You select two or three courses from a wide range of topics. Term Term I runs for four weeks, Term T erm II for two weeks. weeks. You 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 This website stores data such as on: Ancient Empires, Science, cookies to enable essential site Literature,, History, Shakespeare Literature functionality, as well as marketing, and Medieval Studies. personalization, and analytics. You may change your settings at any time or accept the default settings. Each of our specialist Summer School

programmes is two or four weeks in length, but participants can opt to Privacy Policy come for one week only. You can also Marketing choose to combine two or three Personalization

diﬀerent programmes/terms 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 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 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 enjoyment. Speakers are experts in their ﬁeld and 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

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

Summer School. If you attend a minimum number, the plenary lecture course series will appear on your certiﬁcate of attendance 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.

Egypt and the Middle East. Contributors include Professors Paul Cartledge, Judith Lieu, John Ray and Roel Sterckx.

Interdisciplinary Summer School Term I: Vision

A truly interdisciplinary series of lectures from invited specialists interprets our This website stores data such astheme widely. Proposed cookies to enable essentialinclude site subjects the evolution of sight functionality, as well as marketing, (human versus insect), political and personalization, and analytics. You educational reformers, art, imagination, may change your settings at any time or accept the default settings. entrepreneurship, and exploration, innovation. The series combines visions Privacy Policy from the past and visions of the future. Marketing

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Science Summer School: 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 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. Burrows. Literature Summer School: 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.

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

History Summer School: LM0 Deﬁning Moments

understanding and enjoyment of your special subject classes.

Historians from the University and other leading institutions are amongst those being invited to contribute to this series. The lectures will examine 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, s igniﬁcant, and at how far it can be regarded as a watershed in human history.

Medieval Studies Summer School: KN0 Travel and Trade

Shakespeare Summer School: School: RS0 Time and Times

In the morning plenary lecture series leading Shakespeare specialists from

This year’s year’s theme is focused upon the travelling medieval man or woman. Let’s destroy the myth that no one travelled in the Middle Ages. There will be lectures on speciﬁc traveller travellers, s, 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 talks. Some programmes programme s oﬀer visits toevening 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 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 Term II, you simply choose two or three daily classes: D, E, F. (There is This website stores data such as no morning plenary session.)

cookies to enable essential site functionality, as well as marketing, For Ancient Empires, History and personalization, and analytics. You Medieval may change your settings atStudies, any time you attend a plenary or accept the default settings. lecture, then a morning and an

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lecture then a morning class, and then have programme-related visits on two afternoons each week. The EAP and IELTS 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, Literature, Science and Ancient Empires.

You cannot choose courses from

This website stores data such as diﬀerent programmes, programmes, but you can cookies to enable essential site attend programmes for just functionality, as wellsome as marketing, personalization, and analytics. You for example, one week. You could, may change your settings at any time attend two of Ancient Empires, or accept the defaultweek settings.

followed by week one of History. Or you could come to week two of of Privacy Policy Science Term Term II, followed by the whole Marketing of Interdisciplinary I nterdisciplinary Term Term II. Personalization

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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“It was an honour to learn along with such a great blend of brilliant minds from all corners of the globe. globe.”

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Our students The International Summer Summer Schools attract attract participants from all over the world, from all walks of life. Many return year after year. Whether you university student, a teacher, a professional orare arearetired, you will ﬁnd like-minded people at the International Summer Schools. Who can apply?

An intellectual adventure

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 cu rrent undergraduate or graduate students, 35% are aged 25-85+.

What links all of our students is the quest for new knowledge: k nowledge: the chance to debate and to participate in the intellectual adventure the University of Cambridge International I nternational Summer Schools provide.

Those currently attending 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 ‘lifelong learning’. Who are our students?

Our students include teachers, This website stores data such as journalists, researche researchers, rs, executives, executives, cookies to enable essential site scientists, functionality, as well as lawyers, marketing, writers, bankers, personalization, and analytics.doctors You home-makers, and more. may change your settings at any time All are looking to expand their or accept the default settings. knowledge of a given subject or learn about a new topic entirely. Privacy Policy Sharing classes with participants from Marketing such a wide range of backgrounds Personalization oﬀers fresh perspectives, as you build Analytics your own knowledge. Save

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 This preparation will increase your enjoyment and enhance your capacity for critical thinking. 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 requiremen ts 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 yourand Course Directors, to discuss, debate develop your and ownencouraged understanding of the topics raised in class. This This experience is unique, and one that we hope you will enjoy. Teaching staﬀ

Contact hours and credit

Our Course Directors, Plenary and Evening Lecturers are chosen from amongst the best communicators at the University of Cambridge and

Each programme oﬀers a minimum number of contact hours (c45+ for two-week programmes, c90+ for fourweek programmes). We can provide

beyond. Manybefore, have taught on our programmes and some return year after year, 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.

additional information students who wish to earn creditfor from their home institution for the Summer School courses they attend in Cambridge.

Teaching sites

Teaching for the Science Teaching Science and Literature Literature programmes takes place at the Mill Lane Lecture Theatres, Theatres, close to the city centre. Teaching Teaching for all other programmes takes place on the Sidgwick Site, This website stores data such as close to the cookies to enable essential site University Library.

functionality, as well as marketing, personalization,Attendance and analytics. You may change your settings at any time Your certiﬁcate of attendance will show or accept the default settings.

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Evaluation

Many students choose to write essays for evaluation by their Course Director – 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 £40 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 for this programme is £425, 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 Program me application forms must be received by 19 April 2013. Please note that places on the Honours Programme Program me 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 travelling s tudying is available for all participants. You 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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“ The Summer School experience has given 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.”

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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, Gthe eorgian, modern-day buildings. You will have You opportotunity opportunity to live in one of the historic Colleges and dine in the traditional halls, or to choose one of the more modern accommodation accommoda tion 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 k now the quiet back streets, College courtyards, court yards, and treasures, such as the Wren Library and Kettle’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 This website stores data suchnormally as College rooms occupied by cookies to enable essential site Cambridge undergraduates. Rooms functionality, as well as marketing, personalization, and analytics. You are basic with a single bed and may change your settings at any time washbasin; some Colleges provide or accept the default settings. en suite facilities for an additional cost. Couples or friends are usually housed Privacy Policy 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 social activities giving you the opportunity to make new friends of to thecelebrate classroom. will Schools include a rangeoutside of events theThese Summer 90th Anniversary. You will also ﬁnd a range of other activities in and around the city. Evening events

In addition to our o ur 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 s ummer,, including University-run events, music festivals, exhibitions and a season of Shakespeare plays performed This website stores data such as in College gardens. cookies to enable essential site functionality, asOnline well as marketing, Resource Centre personalization, and analytics. You Allsettings registered can take may change your at anystudents time or accept the default settings.of our Online Resource advantage

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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 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.

“It was a great way to make new friends with similar interests.”

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Daniel Barabas, Australia

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“ This Summer School was by far one of the best, if not the grea greatest test experience I have ever had.”

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Weekend excursions and visits Participants can also beneﬁt from a wide range of weekend excursions, excursions, giving them the opportunity to discoverexplore historical sites, castles, monuments, and museums, beautiful gardens or experience a traditional Shakespearean play. play. These cultural activities allow students to enhance their stay, 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, Palace, as well as local This website stores data such walking tours toasdiscover the city cookies to enable essential site ofas Cambridge. functionality, well as marketing, personalization, and analytics. You Students canatalso book tickets to see may change your settings any time or accept the default settings. productions of Shakespeare plays.

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Please note the latter also includes the price of a theatre ticket. All prices include travel. Tickets can be purchased for excursions excursions that take place during your programme dates, including those scheduled on your arrival and departure dates. You You will need to arrange time to register if you are booked on an excursion on your registration day. day. If you opt to go on a trip on your departure depar ture 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 c alendar 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 Interd isciplinary Summer Schools Schools ISS Term I: 8 July – 2 August ISS Term Term II: II: 4 – 17 August Programme Director: Sarah J Ormrod

Director of International I nternational Programmes Programmes The Interdisciplinary Interdisciplinary Summer School Terms T erms I and II oﬀer courses courses covering a wide variety of subjects, including archaeology,, politics, philosophy archaeology philosophy,, economics, literature, history and international relations.

The academic programme • Major plenary lecture series series (Term I only): Vision • Two or three special subject courses • Evening lectures lectures

The two terms are are independent: you may enrol for either or both, or combine these programmes with specialist Summer Schools. You 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:

Courses consist of classroom sessions which are held on each weekday. weekday. Almost all are limited to 25 participants. You You choose either two or three courses, each from a diﬀerent group: A, B, C in Term I; or D, E, F in Term T erm II.

A history of medicine from from the Ancients to the 19th century. Or you could

combine two courses on philosophy with one on psychology, or take three This website stores data such as literature or archaeology. on art history, cookies to enable essential site this list there t here functionality, asIn well as multidisciplinary marketing, personalization,are andhundreds analytics. You of possible course may change your settings at any time combinations: you can devise or accept the default settings. a curriculum which precisely meets your interests. Privacy Policy

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Special subject courses

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 widely 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 It way to learn.”

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Sarah J Ormrod, Programme Progr amme Director, Interdisciplinary Summer Schools Marketing

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Interdisciplinaryy Summer School Interdisciplinar Term T erm 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, July, when there are a re 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 International 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 The course takes an historical look at problems of international security after af ter the Cold War, 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 ‘program ‘programme me within a programme’. Enrolment for this option only is capped at 50.

A02

A03

The French Revolution and its enemies Dr Seán Lang

A history of British political thought, from 1651 to the present Dr Graham McCann

No event so as shook history as the This website stores data such cookies to enable essential site Revolution that burst over France in functionality, as well as marketing, A bold You attempt to reshape an personalization,1789. and analytics. may change your settingskingdom at any timealong lines of reason ancient or accept the default settings.

quickly sank into bloody hysteria. Why were the hopes of 1789 dashed? Why Privacy Policy did the Revolution provoke such bitter Marketing hatred at home and  abroad? abroad? What happened when the French spread Personalization Analytics‘liberty and equality’ to the rest of

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This course introduces 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; Fabian s; Mary Wollstonecraft; J S Mill and Walter Walter Bagehot; Oakeshott and Berlin. Figures will be discussed in their own right and in the context of their

times, but the course also explores common concerns that unite them.

A04 The origins of modern science, from the Middle Ages to the early 19th century

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.)

Piers Bursill-Hall

A06

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

Tudor kings: the new deal Tudor Siân Griﬃths

(Darwin, Faraday , Maxwell) the middle ofFaraday, the 19th century.in 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.

‘hearts and minds’. These three- shaped kings the deﬁnitive English dynasty the England we know today today..

A05 Archaeology and the discovery of the world Dr Nicholas James

Treasures, and the traces of Treasures, unimagined antiquity from 'missing links' todata thesuch Ice Man, from lost cities This website stores as cookies to to enable essential site DNA. Archaeological detection and functionality, as well as marketing, deduction developed with the modern personalization, and analytics. You may change your settings any time art and politics West, servingatscience, or accept the default settings.

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 involved in a big war for

A07 Landscape, imagery and national identity in the poetry of the British Isles John Gilroy

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.

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Group B: 11.45am – 1.00pm A08

B01

Four plays of Shakespeare: The Merchant of Venice Venice,, Measure for Measure, Hamlet and and Othello Othello Simon Browne

International politics in a global age International Various speakers

This is a three-part course which can

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:

only be taken with A01 and C01.

The Merchant of Venice, Measure for Measure, Hamlet and Othello.

Modern Britain was forged in the Second World War. 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 Sec ond World War. War.

A09 Britain and the world since 1900 Dr Jonathan Davis

This course explores explores Britain’s place in world history in the 20th and 21st centuries. We 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. This website stores data such as cookies to enable essential site functionality, as well as marketing, personalization, and analytics. You may change your settings at any time or accept the default settings.

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Embattled island: Britain in the Second World War Dr Seán Lang

B03 20th-century art movemen movements: ts: from Cubism to Conceptualism Dr Karolina Watras and  Mary Conochie

This course course examines examines the major visual 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.

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B04

B06

The other Middle Ages: the Islamic world and the Latin debt to Islam Piers Bursill-Hall

Tudor queens: bloody and glorious Siân Griﬃths

This course examines examines the controversial 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 philosophy and technology) developed. We 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.

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 Mar y for unravelling her father's and brother's reforms. Elizabeth wove her name into an entire period of English history and culture. cu lture. (Not to be taken t aken with D08 in ISS Term II.)

B07 Key moments in Shakespeare John Gilroy

B05 The rise of civilisation Dr Nicholas James

Ancient pyramids and ziggurats prompt big questions. Did civilisation arise gradually, gradually, or was it forged through conﬂict? How stable was it? How fundamental were geographical, technological, sociological or ethical diﬀerencess between diﬀerence bet ween civilisations?

"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’ ‘unlock’ for us ways of understanding their central issues and concerns. Examples will be drawn from the comedies, histories, tragedies, romances and ‘problem’ plays.

Comparing Egypt, Iraq, Peru, and Mexico and the Maya, we appraise theories about age-old issues This website stores data such these as cookies to – enable essential which couldsite help, perhaps, to predict help, functionality, as well as marketing, our future. (Not to be taken with E05 personalization, and analytics. You inyour ISS Term II.)at any time may change settings or accept the default settings. Privacy Policy Marketing Personalization Analytics Save

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Group C: 2.00pm – 3.15pm B08

C01

All you need is love. Love in literature from Shakespeare to Lawrence Simon Browne

International politics in a global age International Various speakers

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.

B09 Crises in world politics since 1945 Various speakers

This course will explore 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. This website stores data such as cookies to enable essential site functionality, as well as marketing, personalization, and analytics. You may change your settings at any time or accept the default settings.

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only be taken with A01 and B01.

C02 European economic integration – or disintegration? Max Beber

The Single Single Market Market Programme 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 globalisat globalisation? ion?

C03 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.

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C04 A history of medicine from the Ancients to the 19th century Piers Bursill-Hall

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 physiology 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.)

C05 British politics today: problems and solutions Richard Yates

The course analyses 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 This website stores data such as Particular emphasis will be cookies to they enableface. essential site functionality, as wellupon as marketing, placed contemporary political personalization, and analytics. You challenges, may change your settingsespecially at any time those that

have arisen after the emergence of a coalition government, following the 2010 General Election result.

C06 The War in theAfrica, Third World: LatinCold America and 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.

C07 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 turbu lent and transformative period. We 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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Interdisciplinaryy Summer School Interdisciplinar Term T erm II Special Subject Courses Classes are held from Monday 5 to Friday 16 August, inclusive, 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

D03

About face: portraiture from Titian to Lucien Freud Mary Conochie

Introducing psychology: mind, mental process and behaviour Dr John Lawson

This course examines examines portraiture

Somewhere beyond the intuitive

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.

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.)

D02 Elizabethan love poetry Dr Paul Suttie This website stores data such as The Elizabethan Renaissance Renaissance has left us cookies to enable essential site literature’’s most enduring and literature functionality, assome well asof marketing, personalization,thought-provoking and analytics. You explorations of the may change your settings at any time experience or accept the default settings. of desire. We look closely

at some outstanding sonnet sequences and other love-related poetry, focusing Privacy Policy on ﬁve of the period’ period’ss greatest writers: Marketing Sidney, Spenser, Marlowe, Shakespeare Personalization and Donne. Analytics Save

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D04 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 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 s ocial change. Where appropriate, comparisons will be made with the development of other systems of education.

D05

D07

Archaeology and the discovery of the world Dr Nicholas James

Power and politics in Britain today Richard Yates

Treasures, and the traces of Treasures, 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.)

D06 The English education system: 1870 to the present Dr John Howlett

This course provides provides a survey of signiﬁcant moments in English educational history in the past 140 years. aims to as develop students' This website storesItdata such cookies to understanding enable essential site of education in its functionality, as well as marketing, historical context, and considers

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 today..

D08 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. cu lture. (Not to be taken with B06 in ISS Term I.)

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D09

E02

Saints or sinners? Three controversial Victorian literary heroines Ulrike Horstmann-Guthrie

Milton and the idea of freedom: Paradise Lost  in in context Dr Paul Suttie

The conventional conventional view of women cherished by many Victorians saw them as angels in the house, presiding over hearth and family. 'Fallen '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 war death for Milton and his society. In his great poem Paradise Lost  he he aims to send a timeless message to posterity concerning the true nature and importance of freedom: let's learn to read it.

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 c anonical positions and problems posed by philosophers interested in the nature of consciousness. We examine the This website stores data such as mind-body problem, the problem cookies to enable essential site functionality, asof well as marketing, other minds, personal identity identity,, personalization, and analytics. You AI settings (artiﬁcial intelligence) and free will. may change your at any time or accept the default settings.

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E03 The abnormal mind: an introduction to psychopathology Dr John Lawson

This course introduces 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.)

E04 A history of mathema mathematical tical ideas from the Ancients to the 19th century Piers Bursill-Hall

about these age-old issues – which could help, perhaps, to predict our future. (Not to be taken with B05 in ISS Term I.)

This history of mathema mathematical tical ideas in the the

E06

European tradition is an introduction for non-mathematicians. The story is The 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.

Economics of public policy Economics Dr Nigel Miller

(The course is about historical ideas and not technicalities, and does not require any mathematical background. background.))

We consider how economic analysis can guide the formulation and evaluation of public policy, polic y, exploring a variety of public policy issues including healthcare, environmen environmentt policy, pensions provision and public ﬁnance, with examples drawn from the UK. Students will be required to undertake classwork.

E07

E05 The rise of civilisation Dr Nicholas James

Ancient pyramids and ziggurats prompt big questions. Did civilisation arise gradually,, or was it forged through gradually conﬂict? How stable was it? How fundamental were geographical, technological, sociological or ethical diﬀerences between civilisations? Comparing Egypt, Iraq, Peru, and Mexico and thedata Maya, This website stores suchwe as appraise theories cookies to enable essential site functionality, as well as marketing, personalization, and analytics. You may change your settings at any time or accept the default settings.

Threats and challenges in contemporary Britain Richard Yates

The course explores 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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E08 Art and power: how value is made Siân Griﬃths

Cultural capitals are a deﬁning feature of our world. But how did certain cer tain cities become dominant as centres art? And howso did value systems formfor which deﬁne the kind of art we make and collect? From the Renaissance to the present day, day, did we get the art that we deserved?

E09 The world of Samuel Pepys and John Evelyn Dr Andrew Lacey

The diaries of Samuel Pepys (1633(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 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.

childhood, scientiﬁc understandings, special needs, teaching methods, formal curriculum, the role and status of teachers and alternatives to traditional schooling.

Group F: 2.00pm – 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.)

F02 Surrealism and the visual arts, 1924–69 Dr Karolina Watras

E10 This website stores data such as Children, teachers and education: cookies to enable essential site contemporary issues, historical functionality, as well as marketing, personalization,perspectives and analytics. You may change your at any time Drsettings John Howlett or accept the default settings.

Studying the processes of change over time helps us towards a deeper Privacy Policy understanding of children, teachers Marketing and education in the present. This Personalization investigation into educational change Analyticsduring the 20th century focuses on Save

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One of the most revolutionary 20th-century movements, Surrealism transformed the way we think about art and its role in society. This course course investigate investigatess how Surrealist artists challenged traditional aesthetics through a variety of media: from painting, through collage, photography, and the Surrealist objects and exhibitions.

F03 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 years laterThis Europe was again on twenty the brink of war. course will explore the extent to which the seeds of World War II were planted in the consequences of World War War I.

F04 Renaissance engineering Piers Bursill-Hall

The Renaissance wasn’t 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, architecture, and warfare; this is the story of the real Renaissance: rough, argumentativ argumentative, e, and thoroughly strange.

F05 The collapse of civilisation This website data such as Drstores Nicholas James

cookies to enable essential site functionality, as well as marketing, Do all civilisations Is decay inevitable? personalization, and analytics. You bear seeds may change yourthe settings at of anytheir time own destruction or accept the settings. or default is it only enemy action or

environmental change that brings them environmental Privacy Policy down? Hindsight oﬀers perspective; and

comparing unrelated cases – Ancient Rome, the Ancient Maya, and Medieval England – should show whether generalisation generalisati on (and prediction) is feasible.

F06 An introduction to macroeconomics Dr Nigel Miller

This course course will develo develop p 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.

F07 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 progr ammes which oﬀer the opportunity to study your favourite subjects in greater. depth than our interdisciplinary programmes programmes. The Un The Univ iver ersit sityy of Ca Cambr mbrid idge ge Int Inter erna natio tiona nall 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 You can also choose to combine two or three diﬀerent to build your ownprogrammes/terms schedule of one, two, three or more weeks. This gives you This website stores data such as the ﬂexibility to choose courses that cookies to enable essential site functionality, assuit well your as marketing, interests. If you are a current personalization, and analytics. You undergraduate undergraduat e or graduate student, may change your settings at any time by building or accept the default settings. programmes together and writing papers you may be able to earn Privacy Policy additional credit to put towards your studies at your home institution. Marketing

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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 the course

This website stores data such as (21 July – 3 August) allow for intensive cookies to enable essential site study atasthe University of Cambridge functionality, as well marketing, personalization, and analytics. Youwhile the second Language Centre, may change your settings at any time two weeks are spent participating in or accept the default settings.

one of three academic programmes: Interdisciplinary Summer School Privacy Policy Term T erm II, the Shakespeare Shakespeare Summer Marketing School or the Medieval Studies Personalization Summer School (4 – 17 August).

IELTS

We also run an International I nternational English Language Testing System (IELTS) Preparation Prepara tion 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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“An exceptional programme that allows you to immerse yourself in the most recent thinking about the ancient world.”

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Dr Justin Meggitt, Programme Director, Ancient Empires Summer School Marketing

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Ancient Empires Summer School 7 – 20 July Programme Programm e 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 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 matter.. No prior knowledge of any particular region or This website stores data such as is expected. cookies to discipline enable essential site functionality, as well as marketing, The academic personalization, and analytics.programme You may change your settings at any time • Four special subject courses or accept the default settings.

Special subject courses

At the core of your programme of study are your four specialist-taught courses. You You choose two t wo 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.

(two per week)

• Plenary course AE0: Culture and Conﬂict   Marketing • 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 – 13 July) Group Aa: 11.00am – 12.30pm Aa1

Aa3

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

The course will explore explore the achievements of Philip II and Alexander the Great against the context of their Macedonian heritage. We 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.

Aa2

Aa4

The Ancient Egyptian Empire:

Church and society in late Antiquity

treasures, treaties and conquests Dr Corinne Duhig

Dr Marcus Plested

Ancient Egypt, This website stores data such as at ﬁrst isolated in cookies to enable site gradually opened up its essential river valley, functionality, as well as marketing, to share and exchange goods, ideas personalization, and analytics. You and populations may change your settings at any timewith Africa, the or accept the default settings. Mediterranean world, western Asia and, ﬁnally, Greece and Rome. R ome. The Privacy Policy course will use history and archaeology to examine Egypt's changing trade, Marketing political and military relationships Personalization Analyticswith other states and peoples. Save

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The rise of Christianity and its establishment as the oﬃcial religion of the Roman Empire entailed a sustained su stained confrontation with the modes and mores of pagan society. so ciety. 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.

Group Ea: 2.00pm – 3.30pm Ea1

Ea3

The ﬁrst Aegean empires: the Minoan and Mycenaean civilisations Dr Anna Simandiraki-Grimshaw

Rome and China Dr Nicholas James

The Minoan developed and Mycenaean Mycenaean civilisations 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.

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, ideology geography: were there common factors to explain the rise and fall of these powers? Comparison clariﬁes the issues.

Between them, 2000 years ago, the

Ea4 Ea2

'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 state’s state’s and individuals' political, social

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.

and spiritual needs in Egypt for more than three millennia. This website stores data such as cookies to enable essential site functionality, as well as marketing, personalization, and analytics. You may change your settings at any time or accept the default settings.

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Week 2 (14 – 20 July) Group Ab: 11.00am – 12.30pm Ab1

Ab3

Athens and Sparta: rivals for Greek domination

Imperial building in the ancient world Dr Francis Woodman

Dr Paul Millett

Ambitious architectural projects have always been a potent weapon in the armoury of Empire. They also speak of hierarchy 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.

The course will compare 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.

Ab2 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.

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Ab4 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 – 3.30pm Eb1

Eb3

The Ancient Egyptian language, from Pharaonic to Christian times Dr Siân Thomas

Inca and Aztec Dr Nicholas James

This course Egyptian traces thelanguage trajectoryfrom of the written its predynastic origins to the Christian era. We 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.

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.

Both the Inca and Aztec Empires

Eb4 The power of religion and the

Eb2

Great Ancient Greek philosophers: Plato and Aristotle Dr Karim Esmail

religion of power in Ancient India Dr Robert Harding

The greatest greatest of Ancient Greek Greek philosophers are Plato and Aristotle. This course is an introduction 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'

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

or 'wisdom', and eﬀective choice and action.

'secular' worlds, rather than opposed entities, have always been inseparable.

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“A chance to experience science teaching at its best: big issues and up-to-the minute responses.”

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Dr Rob Wallach, Programme Director, Science Summer School Marketing

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Science Summer School Term I: 7 – 20 July Term July Term T erm II: 21 July – 3 August Programme Programm e Director: Dr Rob Wallach

University Senior Lecturer in Materials Science and Metallurgy 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. k nowledge. The Science Summer School draws on the expertise

to follow a particular track by selecting courses in related subject ﬁelds, but an interdisciplinary approach is also encouraged.

of a range of senior academics to teach across a variety of scientiﬁc ﬁelds. The Summer School is aimed at a broad b road 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

course ofand plenary lectu. res lectures entitled Creation Discovery These talks

suggested by the Course Directors.

and institutes in Cambridge may oﬀer an insight into ‘cutting edge’ research, or a chance to reassess subjects with which you are already familiar.

The academic programme This website stores data such asP01: • Plenary course cookies to enable essential site and Discovery   functionality, Creation as well as marketing, personalization, and analytics. You • One special sub subject ject course per week week   may change your settings at any time • Adefault choice of programme-relat programme-related ed visits or accept the settings. • Evening lectures Privacy Policy Special subject courses

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Plenary lectures

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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 Program me-related visits to museums

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 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)

power generation, communication and health care.

11.00am – 12.30pm P02

P04

Evolution evidence Dr Ed Turner

Introduction to social psycholog psychology y Dr John Lawson

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.

P03 Our evolving world: the contribution Dr Rob Wallach of materials science

Our data evolving This website stores such asworld relies on new cookies to enable essential to sitefacilitate innovation, materials functionality, as well as marketing, change, and eﬃciency. eﬃcienc y. This personalization, and analytics. You introduction materials science may change your settings at anytotime or accept the default settings. provides an overview of atomic structure, mechanical and physical Privacy Policy properties, anisotropy and corrosion. Applications from everyday life show Marketing how diverse materials are optimised Personalization Analyticsfor transportation, structures, Save

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P05 Themes in the philosophy of science Dr Emily Caddick

This course addresses 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

P08

From atoms to galaxies: the astronomer's view

Autism: a modern epidemic? Dr John Lawson

Dr Robin Catchpole FRAS

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.

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 hydroge n that emerged from the Big Bang. Finally, Finally, we take a closer look at our sun and Solar System and consider if we are alone in the Universe.

P07 The mathematics of networks Professor Imre Leader

P09

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.

Building a brain: the organisation and development of the nervous system Professor Michael Bate FRS

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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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47

Science Summer School Term Term IIII 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)

We conclude, brieﬂy, with energy storage and the hydrogen economy.

11.00am – 12.30pm P10

P12

The captured thought: an experimental analysis of how minds work Professor Nicola S Clayton FRS and Clive Wilkins

Keeping up with the Universe Dr Lisa Jardine-Wright

This course investigates 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 The course includes: the self, s elf, the altered self, the social self, perspective-taking and metacognition.

P11 Materials science, energy generation and sustainabi sustainability lity This website stores dataWallach such as Dr Rob

cookies to enable essential site functionality, asSustainable well as marketing, development is essential personalization, and analytics. You if the earth is not may change your settings at any timeto be damaged or accept the default settings.. Attitudes have to change, irreversibly. irreversibly

but technology must also provide Privacy Policy solutions. Materials science has a pivotal role. We study materials issues Marketing in renewable energy sources (solar Personalization

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geothermal, wind, and wave), nuclear power and conventional power.

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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.

P13 Early stage drug discovery Professor Chris Abell and Dr John Skidmore

It takes over 10 years and $1bn to develop a new medicine. We 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 – 3 August) 11.00am – 12.30pm P14

P16

Complex networks: insights into the organisation of biological systems

Colourful physics: nature's paintbrush Nicola Humphry-Baker

Dr M Madan Babu

Why is the sun sometimes yellow, 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.

The cell is a highly highly crowded environment environme nt 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 introduces the concept of complex networks and their use to gain insights into the organisation of biological systems.

P17 P15 Memory: psycholog psychological ical 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 This website stores data such as physiological and molecular cookies to assessing enable essential site functionality, as well as models of marketing, memory, we conclude with personalization, and analytics. You how remember, and how we forget. may change yourwe settings at any time

Codes, ciphers and secrets: an introduction to cryptography Dr James Grime

This course on the mathematics mathematics of cryptography introduces some of the most important codes and ciphers. Topics Topics range from simple substitution ciphers and the Enigma machine of World War War II, to modern cryptography such as RSA used in internet encryption.

or accept the default settings.

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49

“I’m delighted to see that a former Literature Literatur e Summer School participant par ticipant and mature student is now thriving as a Cambridge full-time undergraduate. We do change lives!”

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Dr Fred Parker Park er,, Programme Director, Literature Summer School

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Literature Summer School Term I: 7 – 20 July Term July Term T erm II: 21 July – 3 August Programme Programm e Director: Dr Fred Parker

Senior Lecturer in English, University of Cambridge; Fellow Fello w and Director of Studies in English, Clare College The Literature Literature Summer School, now 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.

The academic programme • Plenary course course GH0: GH0: Crossing Frontiers • Four special subject courses

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.

Special The coresubject of your yourcourses 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.

Among the new courses this year is one on writing short stories, This website stores data such asothers which reﬂect complementing cookies to enable essential site the tradition of 'practical functionality, as Cambridge well as marketing, personalization, and analytics. criticism' or closeYou reading. In all may change your settings at any time courses, expect to have texts open or accept the default settings. for continual refere reference, nce, illustration and analysis: the discipline of close Privacy Policy attention to the words on the page Marketing is fundamental to our classes. Personalization

(two for each week) • Evening lectures

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.

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Literature Summer Summer School Term 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)

fully possible. (This is a double course which can only be taken with Gb2.)

Group Ga: 9.15am – 10.45am Ga1

Ga3

Greek and Shakespearean tragedy Dr Fred Parker

Russian sin: Anna sin: Anna Karenina, Karenina, Crime and Punishment , Lolita Lolita   Dr Elizabeth Moore

‘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.

Ga2 Making sense of poetry Dr Stephen Logan

This website stores data such as cookies to enable sitewhat good poets have Weessential examine functionality, as well as marketing, traditionally wanted their readers personalization, and analytics. You to settings know about such things as metre, may change your at any time or accept the default settings.

diction, syntax, rhyme, other sound eﬀects and ﬁgurative language. We Privacy Policy explore what sensitive, historicallyinformed and imaginative reading is Marketing like and identify the kinds of literary Personalization

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This course will examine 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.

Ga4 Adaptation and the Brontës Dr Jenny Bavidge

This course will examine 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.

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 Keats’s

Group Ha: 2.00pm – 3.30pm Ha1

(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.

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. generally.

Ha2 The emergence of Romanticism Dr Stephen Logan

Romanticism is apt to be a comforting illusion. We We enjoy a sense of kinship k inship with Romantic writers which occludes real diﬀerences between their period and our own. Liking the Romantics, R omantics, we

Ha3 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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53

Ha4

Gb2

An introduction to James Joyce’s Ulysses:: text and context Ulysses Dr Mark Sutton

Making sense of poetry Dr Stephen Logan

This course focuses exclusively 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 Prejudice and Mansﬁeld Park Dr Alexander Lindsay

This is the ﬁrst of two complementary complementary courses, which nevertheless may be taken independently. independently. It will be shown how Pride and Prejudice develops the design and themes of Sense and Sensibility  in in a social comedy which is witty, but more critical and less light-hearted than at ﬁrst apparent. Mansﬁeld Park , with its serious-minded, This website stores data such as avowedly Christian heroine, may never cookies to enable essential site functionality, ashave well as marketing, enjoyed the same popularity as personalization, and analytics. You the other novels, but is arguably Jane may change your settings at any time Austen’s ﬁnest achievement and seems or accept the default settings. to have been her own favourite. Privacy Policy Marketing Personalization Analytics Save

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This is a double course which can only be taken with Ga2.

Gb3 The tragic South Dr Elizabeth Moore

This course explores the 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, Absalom! ),), Tennessee Williams ( A Streetcar Named 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 literature..

Gb4 To ‘Make it New’: the Modernist revolution in literature from the 1890s to the 1920s Dr Mark Sutton

This course course will look look at the form, 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 w ill 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 Representing Kim,, A Passage Passage to India, India, The Jewel in the Crown and Crown and The Siege of Krishnapur Dr John Lennard

Representations of British rule in India vary widely, and are sharply s harply contested. Taking T aking the four greatest 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 oﬀer..

understood) seem a condition for achieving it. This course will examine conceptions of enabling madness in Cowper, Blake, Wordsworth, Coleridge and Clare.

Hb3 Philosophy of literature: understanding other minds through literary ﬁction Jon Phelan

This is a double course which which can only only be taken with Ha3. Not to be taken with F01 in ISS I SS Term Term II.

Hb2 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 This website stores data such as cookies to so enable essential as to make site madness (variously functionality, as well as marketing, personalization, and analytics. You may change your settings at any time or accept the default settings.

Hb4 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 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 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 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, Tall ﬁnding, family reunions, disguises and recognitions, shipwrecks and wanderings… in Shakespeare’s ﬁnal plays such traditional elements of romance narratives are transformed into something somethi ng ‘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.

Gc2 Jane Austen II: Emma Emma and and Persuasion

This website stores data such as Dr essential Alexander cookies to enable siteLindsay functionality, as well as marketing, This is the second of two personalization, and analytics. You complementary courses, which may change your settings at any time or accept the default settings.

nevertheless may be taken independently. With Emma,

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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’ss awareness of the decline of novelist’ the landed gentry; consequently the heroine ﬁnds happiness and security in marrying into a service ser vice profession, the Navy.

Gc3 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, soc iety, 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.

Gc4

Hc2

An introduction to Dante Clive Wilmer

Hamlet : the play, its sources, its legacy Dr Alexander Lindsay

The Divine Comedy  of of Dante Alighieri,

written in the early 14th century, is widely regarded as thelanguage. greatest poem in a modern European 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.

Of all Shakespeare’s great tragedies, Hamlet  remains 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

Hc3

Romantic reverie: Wordsworth and Keats Dr Fred Parker

Reading Zadie Smith Dr Jenny Bavidge

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 This course will explore Wordsworth’s The Prelude (in the short

Zadie Smith, a Cambridge English graduate, has become one of the most important voices in contemporary literature.. This course will focus on literature 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.

two-book version) and the poetry of Keats, especially the Odes, from that point ofdata view. This website stores such as cookies to enable essential site functionality, as well as marketing, personalization, and analytics. You may change your settings at any time or accept the default settings.

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Hc4 What does it feel like to read this? I Clive Wilmer

A programme of close readings of short poems conducted in the tradition of Practical All theCambridge texts will be poemsCriticism. 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 an introduction to ecocritical approaches to literature literature,, examining the writing of environme environment nt and ecology in a range of texts in a range of diﬀerent periods and forms.

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.

Gd3 Shakespearean justice: Measure for Measure and 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 play,, or of the world? We will look closely at Measure for Measure and King Lear  with with these questions in mind.

Gd4 Dante’s Inferno Clive Wilmer The Divine Comedy  of of Dante Alighieri,

Gd2 Dickens and the Victorian underworld: This website stores data such asGreat Expectations cookies to enable essential site Ulrike Horstmann-Guthrie

functionality, as well as marketing, personalization,One and analytics. You of Dickens’s many of only two may change your settings at any time novels with a working-class hero, or accept the default settings.

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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

Hd3

Masters of irony Dr Fred Parker

Marlowe the dramatic poet Dr Alexander Lindsay

Irony,, at its best, is something more Irony

This course will concentrate concentrate on

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.

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 Marlowe’s poetic and intellectual originality,, and to his likely impact originality on the early Shakespeare.

Hd4 Hd2

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 sc ientiﬁc and poetic voyages of discovery interacted in creative, exhilarating ways. Key This website stores considered data such as will be Coleridge, ﬁgures cookies to enable essential site Keats, Davy and the Herschels.

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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“For all those who love history, and who are genuinely enthusiastic about studying the human past, this programme has an immense amount to oﬀer.”

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History Summer School 21 July – 3 August Programme Programm e 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 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 You can choose courses that complement one another or you may wish to select ones o nes that address the broadest possible historical period. This programme is intended primarily primarily for those who are currently students or teachers of history, or who have been engaged in historical study at some stage. However 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 This website stores data suchprogramme as cookies to enable essential site • Four special subject courses functionality, as well as marketing, (two per week)You personalization, and analytics. may change your settings at anyLM0: time: • Plenary course LM0 or accept the default settings. Deﬁning Moments • Evening lectures

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University’s Faculty of History University’s Histor y 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 allows a wide choice of subject subjec t 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 year’s morning morning plenary lectures is Deﬁning Moments. Collectively,, the speakers will explore a Collectively 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

La3

King James VI and I Dr David Smith FRHistS

The Spanish Civil War, 1936-39 Charlie Nurse

James VI and I is one of the most interesting and controversial of British monarchs. He was a philosopher-king,

The Spanish Civil War is frequently frequently seen merely as part of the wider struggles of the 1930s. This course

an intellectual in politics, whose historical reputation has been rehabilitated rehabilitate d in recent decades. This course will investigate investigate James’ 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.

examines war andconﬂict its causes, seeing it asthe a Spanish with Spanish origins and with consequences for Spain which, long after the death of General Franco in 1975, are still controversiall in Spain. controversia

La2

Making and breaking the Soviet Union This website stores data such as Dr essential Jonathan cookies to enable siteDavis functionality, as well as marketing, its 74-year personalization,During and analytics. You history, the Soviet may change your settings at any time Union went through various stages. or accept the default settings.

This course assesses how Lenin Lenin and Stalin made the Soviet system, the Privacy Policy ‘stable’ era of Krushchev and Brezhnev, Marketing and Gorbachev’s breaking of the Soviet Union. Personalization Analytics Save

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La4 Britain and Europe, 1688-1815 Dr Andrew Thompson

This course looks at major events 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

Ma3

Winston Churchill – the greatest Briton? Dr Mark Goldie FRHistS

Deﬁning moments in modern British military history Dr Diana Henderson FSA Scot

Recently theBriton. British Why? votedWas Churchill the greatest he the colossus of the 20th century, or is his status a measure of o f Britain’s 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 Britain’s confused identity in the modern world, her triumphs and her decline.

The will examine exam ineWar in depth First course and Second World eventsfour 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. histor y.

Ma2 Heroes and villains: the Victorians and history Dr Gareth Atkins

If the Victorians thought a great deal about the future, they were obsessive about politicians to This website storesthe datapast. such From as cookies to preachers, enable essential siteartists to architects: from functionality, as well as marketing, all were steeped in history. Tyrants, personalization, and analytics. You heroes and long-dead may change your settings at any time martyrs gained or accept the default new life settings. as commentators ransacked history books for guidance on presentPrivacy Policy day problems. We We look at some of the heroes and some of the villains, asking Marketing why the past was so signiﬁcant in a Personalization

Ma4 The Zulu and Boer wars: Britain in southern Africa, 1879-1902 Dr Seán Lang

The Victorian Empire faced 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

Lb3

The reign of Charles I, 1625-49 Dr David Smith FRHistS

The archaeology of 20th-century European conﬂict

This course will investigate 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 The classes will make use of an extensive selection of primary sources.

Dr Gilly Carr

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 today..

Lb4 Lb2 The Holy Roman Empire, 1500-1806 Dr Andrew Lacey

The Holy Roman Empire, 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. This website stores data such as cookies to enable essential site functionality, as well as marketing, personalization, and analytics. You may change your settings at any time or accept the default settings.

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1789-99: the revolu revolutionary tionary rubicon Tom Stammers

This course explores why 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, 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 Asia and independent states of Africa, 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.

Mb2 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 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.

Mb3 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.

Mb4 The Zulu and Boer wars: Britain in southern Africa, 1879-1902 Dr Seán Lang

This is a double course which which can only be taken with Ma4.

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“Embrace the opportunity “Embrace 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 Cambridge in 2013.”

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Shakespeare Summer School 4 – 17 August Programme Programm e Director: Dr Catherine Alexander

Honorary Research Fellow of the Shakespear Shakespeare e 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.

Special subject courses

The University 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 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, biography, the language and plot of the plays and historical shifts in reception, criticism and performance.

The academic programme • Four special subject courses

(two for each week) • Plenary course This website stores data such asRS0: cookies to enable site Timeessential and Times functionality, as well as marketing, • Evening lectures personalization, and analytics. You may change your settings at any time default settings. or accept the

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 You choose two courses per week, each has ﬁve sessions. Plenary lectures

Evening lectures

The evening, evening, after dinner, 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

Ra3

Romeo and Juliet  on on page, stage and screen Dr Catherine Alexander

Two problem comedies: All’s comedies: All’s Well That Ends Well  and and Measure for Measure Clive Wilmer

This course will explore explore the history of Romeo and Juliet  as 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 All’s That Ends Well and Measure for Measure, sometimes s ometimes 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.

Ra2 Shakespeare: the narrative poems in their context

Ra4

Dr Charles Moseley FSA FEA FRSA FRGS

Cymbeline Cymbeline, , The Winter’s Tale, Tale, and The Tempest Dr Alexander Lindsay

We explore in detail the design, verbal texture context of Venus This website stores data and such literary as cookies to enable essential and Adonissite and Lucrece. We will also functionality, as well as marketing, consider Shakespeare's relationship personalization, and analytics. You to settings his patron, may change your at anyand time how patronage or accept the default settings. might aﬀect both the writing and the reception of poetry. Some attention Privacy Policy will be given to Shakespeare's contemporaries (in some cases rivals), Marketing like Marlowe, and to Shakespeare's Personalization Analyticsevident awareness of poetic tradition. Save

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Shakespeare’s late romances:

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

Sa3

Hamlet  in in performance: "Who's there?" Vivien Heilbron

An essence that’s not seen: appearance and reality in Othello Clive Wilmer

This course, which requires 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 the explored one act per day – through 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?

Sa4 Sa2

Shakespeare’s comical histories Dr Alexander Lindsay

This course will explore 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 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

Rb3

Twelfth Night : "What country, Twelfth friends, is this?"

Shakespeare’s early comedy: The Comedy of Errors, Errors, Two Gentlemen of

Vivien Heilbron

Verona and The Taming of the Shrew Verona and Dr John Lennard

This course course of ﬁve ﬁve practical practical workshops, 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 was, throughout his career, a bold innovator in comedy. This course asks where he 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.

Rb2 Julius Caesar Caesar and Coriolanus Coriolanus:: politics, psychology and performance Dr Paul Prescott

Rb4

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

Concentrating on important scenes and themes, the course will explore how far King Lear  is is a Christian play of redemptive love, or whether it expresses a scepticism which calls providence into question. Throughout

to Nazi Germany and beyond. Stage and screen history (including Ralph Fiennes’ recent ﬁlm of Coriolanus) will This website stores data such as beessential central,site and class discussions will be cookies to enable functionality, ascomplemented well as marketing, by practical workshops. personalization, and analytics. You may change your settings at any time or accept the default settings.

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King Lear : sources, texts, signiﬁcance Dr Alexander Lindsay

attention will be drawn to diﬀerences between the Quarto and the Folio texts of the play, and how far these aﬀect its interpretation.

Group Sb: 2.00pm – 3.30pm Sb1

Sb3

Hamlet  in in performance: "Who's there?" Vivien Heilbron

Shakespeare’s ﬁrst tetralogy: tetralogy: King Henry VI, Parts 1 - 3 and and Richard Richard III Dr John Lennard

This is a double course which which can only be taken with Sa1.

Sb2 A Midsummer Night’s 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 account of theVIlong, disputatious reign of Henry led to his mesmerising Richard Crookback. This course asks how experiments 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.

Sb4 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'. gold'.

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“ The Medieval Studies programme is, quite simply, unique.”

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Dr Rowena E Archer FRHistS, Programme Director, Medieval Studies Summer School

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Medieval Studies Summer School 4 – 17 August Programme Programm e Director: Dr Rowena E Archer FRHistS

Fellow of Brasenose College, University of Oxford The University University of Cambridge Medieval 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 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 undergraduat e or graduate students, and college or university teachers. It valuable opportunity forpresents anyone awith a primary interest in any one area of medieval studies This website stores data such as to undertake interdisciplinary study. cookies to enable essential site Others knowledge or genuine functionality, as wellwith as marketing, personalization, and analytics. You interest in any related discipline are may change your settings at any time also welcome. or accept the default settings.

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 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 ot her 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 ple plenary nary lect lecture uress are are des design igned ed 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.

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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.

Ka1 Pillars of faith. A brief history of the English parish church in the Middle Ages Professor Nigel Saul FRHistS

The thousands of medieval medieval parish churches to have survived in England constitute a remarkable repository of ﬁne art and architecture. The 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.)

Ka3 The Black Death Dr Rosemary Horrox FRHistS

The plague, which swept 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.

Ka4 Painting with light: stained glass and the medieval church Sarah Brown

Ka2

This website stores data such as The Devil's Brood: the Angevins cookies to enable essential site their rivals, 1158-1224 functionality, asand well as marketing, personalization,Dr and analytics. You Hugh Doherty may change your settings at any time or accept the default settings. Between the succession of Henry II

in 1154 and the fall of La Rochelle R ochelle to Privacy Policy Louis VIII in 1224, the English ‘kingdom’ ‘kingdom’ stretched from Hadrian's Wall to the Marketing Pyrenees, ruled by a family of kings Personalization Analyticsclaiming descent from the house of

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Recent art historical scholarship has reinforced reinforce d the importance impor tance of stained glass as one of the central narrative media of the Middle M iddle Ages. We We consider the craft of the art, ar t, 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 which can only be taken with Ka1.

Na2 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.

Na3

often overlooked. Yet Yet while Beowulf  is 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 literature will explore.

Na4 Making paintings – man, matter and the measure of all things Dr Spike Bucklow

This course considers medieval 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 is the greatest literary relic

from Anglo-Saxon England, but it so

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Week 2 (11 – 17 August) Group Kb: 11.00am – 12.30pm Kb1

Kb3

Henry V, Joan of Arc and the end of the Hundred Years' War

Making and 'reading' medieval manuscripts

Dr Rowena E Archer FRHistS

Professor Michelle P Brown FSA

In spectacular fashion Henry Henr y 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, piety, politics, chivalry chivalry and intrigue which continues to raise intense debate amongst historians.

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 today..

(This is a double course which can only be taken with Nb1.)

Kb2 Conquest and rebellion in Scotland and Wales Richard Partington

Kb4

Medieval history remains extraordinarily current, especially with regard to Scottish and Welsh political identity identity.. This course will examine examine how the

Medieval saints represented the very special dead, powerful and capable of patronage and punishment. But who were the saints that the English

struggle for independence in late medieval Scotland and Wales ﬁtted into a European context of burgeoning This website stores data such as sovereignty sovereign cookies to enable essential ty siteand imperialism, and will functionality, asexplore well as marketing, the dynamic ﬁgures of Wallace, Wallace, personalization, and analytics. You Bruce andatGlyn Dwr. may change your settings any time or accept the default settings.

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Medieval English saints Dr Philip Morgan FSA

themselves produced and venerate venerated? d? We will look at ﬁve cults including St Cuthbert and Thomas Becket to illuminate the English contribution to medieval popular religion and ritual.

Group Nb: 2.00pm – 3.30pm Nb1

Nb3

Henry V, Joan of Arc and the end of the Hundred Years’ War Dr Rowena E Archer FRHistS

The architecture of pilgrimage Dr Francis Woodman

This is a double course which which can only be taken with Kb1.

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.

Nb2 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 explore these impressive developments, including discussing documents provided by the Course Director.

Pilgrims were a common sight on

Nb4 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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“Our experienced experienced EAP instructors and expert support will enhance your your listening and speaking proﬁciency, providing you with the skills and conﬁdence to gain the most from your chosen academic programme.”

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English for Academic Purposes (EAP) 21 July – 17 August This programme programme is for second 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, speak ing, listening, writing and reading. The ﬁrst two weeks are are spent taking the intensive, personalised English for Academic Purposes (EAP) programme oﬀered by the University of Cambridge Language Centre. The programme programme is designed around 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; This website stores data suchfocus as the secondary of the course will cookies to enable essential site beason speaking. Activities will include: functionality, well as marketing, personalization, and analytics. You and taking notes, listening to lectures may change your settings at any time guided discussions, seminars, debating or accept the default settings. and solo and pair presentations. Privacy Policy Participants on the EAP programme

will also have the opportunity to join Marketing an optional writing workshop which

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applicants have been accepted. In weeks three and four you take academic courses as a member of the University of Cambridge International I nternational Summer Schools. You You can choose one of the following programmes: Interdisciplinary Summer School Term II, Shakespeare, or Medieval Studies. These programmes programmes provide the opportunity for putting into action some of the skills sk ills learned previously, 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 b e graded by the Course Directors and you will be given a narrative report, a percentage mark, a grade report and certiﬁcate cer tiﬁcate of attendance. If you are attending a degree course in your home country, countr y, it is possible that your home university may award you credit towards your degree for these courses. Email: intenq@ice [email protected] .cam.ac.uk |

79

“By working with specially designed academic skills materials and with teachers expert in IELTS preparation, participants deepen their understanding of academic language and maximise their abilit abilities ies in the IEL IELTS exam.” exam.”

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IELTS Preparation Course Course 7 – 28 July The University 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 Prepar ation Course taught at the University’ss Language Centre. University’ The course is designed designed to prepare candidates for the Academic Training Training Module in the IELTS examination. 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 draws upon many successful factors of the EAP programme,, but is aimed towards programme those who have not yet achieved the 6.0 level required required.. The minimum requirement requireme nt 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. This website stores data such as cookies to enable essential site functionality, as hoped well as marketing, It is that IELTS IELTS students will personalization, and analytics. You return to participate in the EAP may change your settings at any time programme next year. or accept the default settings.

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, 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 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 IEL TS examination: exami nation:

Saturday 27 July (all day)

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Teaching T eaching staﬀ Interdisciplinary Summer Schools Term T erm I and T and Term erm II Max Beber – Beber – Senior Tutor and College Lecturer in Economics, Sidney Sussex College Simon Browne – Browne – Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education Piers Bursill-Hall Piers Bursill-Hall – – Lecturer for the Department of Pure Mathematics and Mathematical Statistics, University of Cambridge; Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education Mary Conochie – Conochie – Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education Paul Crossley Paul Crossley – – Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education Dr Jonathan Dr Jonathan  Davis Davis – – Principal Lecturer in Russian and Modern History, Histor y, Anglia Ruskin University John Gilroy John Gilroy – – Lecturer in English, Anglia Ruskin Rusk in University; Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education Siân  Griﬃths Siân Griﬃths – – Freelance Lecturer in History and History of Art Caroline Holmes Caroline Holmes – – Garden Historian; Panel Tutor for the University of Cambridge Institute of Continuing Education Ulrike Horstmann-Guthrie Ulrike Horstmann-Guthrie – – Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education; Lecturer for the Department of German, University of Cambridge Dr John Dr John  Howlett Howlett – – Lecturer, Faculty of Education, University of Cambridge Dr  Nicholas Dr Nicholas  James James – – Consultant; Aﬃliated Scholar in Archaeology, University ofasCambridge; Panel Tutor for the University of Cambridge This website stores data such cookies to enable essentialofsite Institute Continuing Education functionality, as well as marketing, Dr Andrew Andrew Lacey Lacey – Tutor for the University of Cambridge Institute personalization,Dr and analytics. You – Panel Tutor may change your at any Education; time of settings Continuing Former Member of the Faculty of Architecture or accept the default settings.

and History of Art, University of Cambridge

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Dr  Seán Dr Seán  Lang Lang – – Senior Lecturer in History, Anglia Ruskin Rusk in University

Dr John Dr John  Lawson Lawson – – Research Associate, Ass ociate, Autism Research Centre, Department Marketing of Psychiatry, University of Cambridge; Director of Studies in Politics, Personalization Psychology and Sociology, Girton College; Senior Lecturer in Psychology Psychology,, AnalyticsOxford Brookes University

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Dr Graham Dr Graham  McCann McCann – – Former Lecturer in Social Soc ial and Political Theory, Theory, University of Cambridge; King’s King’s College Dr Nigel Dr Nigel  Miller Miller – – Lecturer, Royal Holloway and Birkbeck College, University of London; Economic Advisor to Defra UK (Department for Environmen Environment, t, Food and Rural Aﬀairs) Charlie  Nurse Charlie Nurse – – Research Associate, Assoc iate, Centre of Latin American Studies, University of Cambridge; Associate Lecturer in History, H istory, Open University Jon  Phelan Jon Phelan – – Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education Dr Paul Dr Paul  Suttie Suttie – – Former Fellow of Robinson College; Panel Tutor for the University of Cambridge Institute of Continuing Education Dr Karolina Watras – Watras – Aﬃliated Lecturer, Lecturer, Department of History H istory of Art, Ar t, University of Cambridge Richard  Yates Richard Yates – – Former Senior Lecturer, Anglia Ruskin University

Ancient Empires Summer School Dr Corinne Dr Corinne  Duhig Duhig – – Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education; Senior Member, Wolfson Wolfson College Dr Karim Dr Karim  Esmail Esmail – – Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education Dr Robert Dr Robert  Harding Harding – – Aﬃliated Researcher in the Indian Languages and Cultures Research Programme, Programme, Faculty of Asian and Middle M iddle Eastern Studies, University of Cambridge Dr Erica Dr Erica  C D Hunter Hunter – – Lecturer in Eastern Christianity, Department for the Study of Religions, School of Oriental and African Studies, University of London Dr  Nicholas Dr Nicholas  James James – – Consultant; Aﬃliated Scholar in Archaeology, University Cambridge; Panel Tutor for the University of Cambridge Institute ofof Continuing Education Dr  John Dr John  MacGinnis MacGinnis – – Research Fellow, McDonald Institute for Archaeological

This website stores data such as University of Cambridge cookies to Research, enable essential site functionality, as well as marketing, Dr  Justin Dr Justin  Meggitt Meggitt – – University Senior Lecturer in the study of Religion and the personalization, and analytics. You Origins of Christianity, Lecturer, may change your settings at any time Institute of Continuing Education and Aﬃliated Lecturer, or accept the defaultof settings. Faculty Divinity, University of Cambridge; Fellow of Wolfson College

Dr Paul Millett – Dr Millett – Senior Lecturer in Ancient History, University of Cambridge; Privacy Policy Fellow in Classics and Admissions Tutor, Tutor, Downing College Marketing Dr Marcus Plested – Plested –

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Dr Anna Simandiraki-Grimshaw – Simandiraki-Grimshaw – Associate Lecturer in Classical and Archaeological Studies, University of Kent Dr Siân Thomas – Thomas – Centenary Research Fellow, Selwyn College; Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education Dr Francis Dr Francis  Woodman Woodman – – University Lecturer in Art History Histor y 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, Leader, MRC Laboratory of Molecular Biology, University of Cambridge; Director of Studies, Trinity College Professor Michael Professor Michael  Bate FRS – FRS – Emeritus Professor of Developmental Neurobiology, Neurobiology, Department of Zoology, University of Cambridge; Fellow and Director of Studies in Developmental Biology, King’s College Dr Emily Emily Caddick  – – Academic Director and Teaching Teaching Oﬃcer in Philosophy, University of Cambridge Institute of Continuing Education Dr  Robin Dr Robin  Catchpole FRAS – FRAS – Institute I nstitute of Astronomy, University of Cambridge Professor Nicola S Clayton FRS – Professor 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 Dr James  Grime Grime – – Enigma Project Oﬃcer 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 Dr Lisa  Jardine-Wright Jardine-Wright – – Astrophysicist and Educational Outreach Oﬃcer at Cavendish Laboratory, Department of Physics, University of Cambridge Dr  John Dr John  Lawson Lawson – – Research Associate, Ass ociate, Autism Research Centre, Department of Psychiatry, University of Cambridge; Director of Studies in Politics, This website stores data such as Psychology and Sociology, Girton College; Senior Lecturer in Psychology Psychology,, cookies to enable essential site functionality, asOxford well as marketing, Brookes University personalization, and analytics. You Professor Professor Imre Imre Leader – Leader – Professor of Pure Mathematics, Department of Pure may change your settings at any time or accept the default settings. and Mathematical Statistics, University of Cambridge; Fellow Mathematics

of Trinity College Privacy Policy

Dr Amy Milton – Milton – University Lecturer, Lecturer, Behavioural and Clinical Neuroscience Institute, Department of Experimental Psychology, Psychology, University of Cambridge; Marketing Ferreras-Willetts Ferre ras-Willetts Fellow in Neuroscience, Downing College Personalization AnalyticsDr Dr  John John  Skidmore Skidmore – – Senior Research Associate, Department of Chemistry,

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Dr Ed Turner – Academic Director and Teaching Teaching Oﬃcer in Biological Sciences, University of Cambridge Institute of Continuing Education Dr Rob Dr Rob  Wallach Wallach – – University Senior Lecturer in Materials Science and Metallurgy, University of Cambridge; Vice-Provost Vice-Provost and Fellow of King’ King’ss College Clive Wilkins – Wilkins – Creative Artist

Literature Summer School Dr Jenny Dr Jenny  Bavidge Bavidge – – Academic Director and University Lecturer in English Literature,, University of Cambridge Institute of Continuing Education Literature Dr Sarah Burton – Dr Burton – Course Director of Creative Writing Writing MSt, University of Cambridge; Freela Freelance nce Writer Ulrike Horstmann-Guthrie Ulrike Horstmann-Guthrie – – Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education; Lecturer for the Department of German, University of Cambridge Dr Ann Kennedy Smith – Smith – Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education Dr John Dr John  Lennard Lennard – – Formerly Fellow and Director of Studies in English, Trinity Trini ty Hall and Professor Professor of British and American American Literature, Literature, University of the West Indies, Mona; Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education Dr  Alexander Dr Alexander  Lindsay Lindsay – – Associate Lecturer, Open University Melissa Lloyd – Lloyd – Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education Dr Stephen Dr Stephen  Logan Logan – – Principal Supervisor in English, Clare College; Lecturer in English, Wolfson College Dr Elizabeth Moore – Moore – Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education Dr  Fred Dr Fred  Parker Parker – – Senior Lecturer in English, University of Cambridge; Fellow and Director of Studies in English, Clare College

This website stores data such as cookies to Jon enable essential site Jon Phelan Phelan – – Panel Tutor for the University of Cambridge Institute Tutor functionality, as well as marketing, of Continuing Education personalization, and analytics. You may change settings at – any time Fellow of Robinson College; Panel Tutor Dr your Dr Paul Paul Suttie Suttie – Former or accept the default settings.

for the University of Cambridge Institute of Continuing Education Dr Mark  Sutton Dr Sutton – – Panel Tutor Tutor for the University of Cambridge Institute of Continuing Education

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History Summer School Dr Gareth Atkins – 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, Lecturer, Faculty of History, University of Cambridge Dr Gilly Dr Gilly  Carr Carr – – Academic Director and University Senior Lecturer in Archaeology, University of Cambridge Institute of Continuing Education; Fellow of St Catharine’s College Dr Jonathan Dr Jonathan  Davis Davis – – Principal Lecturer in Russian and Modern History, Histor y, Anglia Ruskin University Dr Mark  Goldie FRHistS – Dr FRHistS – Reader in British Intellectual History, H istory, University of Cambridge; Fellow of Churchill College Dr  Diana Dr Diana  Henderson FSA Scot – Scot – Fellow, Queens’ College Dr Emma Hunter – Dr Hunter – Fellow and Director of Studies in History, Histor y, Gonville and Caius College Dr Andrew Dr Andrew  Lacey Lacey – – Panel Tutor 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 Dr Seán  Lang Lang – – Senior Lecturer in History, Anglia Ruskin Rusk in University Charlie Nurse Charlie Nurse – – Research Associate, Assoc iate, Centre of Latin American Studies, University of Cambridge; Associate Lecturer in History, H istory, Open University Dr David Dr David  Smith FRHistS – FRHistS – Aﬃliated Lecturer, Lecturer, Faculty of History, University of Cambridge; Fellow, Director of Studies in History, H istory, Tutor Tutor for Graduate Students, Selwyn College Tom T om  Stammers Stammers – – Junior Research Fellow, Fellow, Gonville and Caius College Dr  Andrew Dr Andrew  Thompson – Thompson – Fellow, College Lecturer in History and Admissions Tutor,, Queens’ College Tutor

Shakespeare Summer School

This website stores data such as cookies to enable essential site functionality, asDr well as marketing, Catherine Alexander – Honorary Research Fellow of the Shakespeare personalization, and analytics. You Institute, University of Birmingham may change your settings at any time or accept the default settings. Vivien Vivien Heilbron Heilbron – – Actor; Director; Panel Tutor Tutor for the University of Cambridge

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Dr Alexander Alexander Lindsay Lindsay – – Associate Lecturer, Open University Dr Charles Dr Charles  Moseley FSA FEA FRSA FRGS – FRGS – Fellow and Director of Studies in English, Hughes Hall Dr Paul Dr Paul  Prescott Prescott – – Associate Professor, Department of English and Comparative Literary Studies, University of Warwick Dr Paul Dr Paul  Suttie Suttie – – Former Fellow of Robinson College; Panel Tutor for the University of Cambridge Institute of Continuing Education Clive Wilmer Clive Wilmer – – Aﬃliated Lecturer, Faculty 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, Study, University of London Sarah Brown – Brown – Lecturer in History of Art and Course Director for MA in Stained Glass Conservation and Heritage Management, University of York Dr Spike Bucklow – Bucklow – Senior Research Scientist and Teacher 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 – FRHistS – Fellow and Director of Studies in History, Fitzwilliam College; Director of Studies in History, St Edmund’s College Dr Philip Morgan FSA – FSA – Senior Lecturer Lecturer,, University of Keele Professor Andy Orchard FRSC – Provost and Vice-Chancellor, Trinity College, University of Toronto; Toronto; Professor of English and Medieval Studies, University of Toronto Richard Partington – Partington – Senior Tutor and Director of Studies in History, This website stores data such as Churchill College

cookies to enable essential site Professor Rawcliﬀe FSA FRHistS – FRHistS – Professor of Medieval History, functionality, as well asCarole marketing, personalization, and analytics. University of EastYou Anglia may change your settings at any time Professor Nigel Saul Saul FRHistS FRHistS – – Professor of Medieval M edieval History, University of London or accept the default settings.

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Accommodation All Summer School students have the opportunity to live in the Cambridge Colleges, space permitting. The

it ends, although this may be possible in some cases. Please note that this option is subject to availability and bookings

Colleges available to you on the programme(s) you aredepend attending. Participants from more than one Summer School will be housed in the same College – this gives you the chance to meet fellow students studying on other programmes.

must be made by 1early June.arrival Further information about 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).

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 are not like hotels and it is

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Those attending two consecutive 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 T ourist Information Centre. Centre. The University 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 from Mary I inCaius 1557.received its charter This summer summer,, students students will be staying staying in accommodation in St Michael's Court right in the heart of the city centre, close to the market, Great St Mary’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. This website stores data such as

Wolfson Wolf son 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 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 transpor t as Wolfson Court is on a bus route. Please note that there are no en suite rooms available.

cookies to enable essential site Internet access is not available functionality, as well as marketing, in guest bedrooms. personalization, and analytics. You may change your settings at any time or accept the default settings.

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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 University degrees. The 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. This website stores datanote such that as the en suite rooms Please cookies to enable essential site are not on the ground ﬂoor. functionality, asavailable well as marketing, personalization, and analytics. You may change your settings at any time or accept the default settings.

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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 Oldred-brick Court architecture is in the neo-Tudor neo-T udor style of the 1880s, with a turreted gate-tower and a chapel reminiscent in shape of King’ King’ss 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 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’ Cathar ine’ss College

Clare 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:isWired internet access (wireless not available); Computer room; Laundry room; Chapel/Prayer room; Gardens; Sports facilities; College bar

connections in room; internet access (publicWireless 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 Rober t Woodlark, former Chancellor of the University 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 cour t 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 bu ilt Clare’s Clare’s unique bridge, now the oldest on the Cam. The imposing Memorial Court, Court, where you will be living, was designed by Gilbert Scott in the 1920s and helped to accommodate women undergraduatess when Clare became undergraduate one of the ﬁrst colleges to become co-residential in 1972.

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Facilities include: Wired laptop

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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93

Booking terms and conditions These are university-level university-level programmes. programmes. All of the programmes (unless

Language requirements for interdisciplinary interdisc iplinary and specialist programmes

otherwise stated) are open-access. Applications are welcome from undergraduate undergraduat e 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

All the Summer is inteaching English. for Applicants mustSchools 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, IELTS, please see

school or pre-university applicants. Applicants must be ﬂuent in English (please see the language requiremen requirements ts section below).

below) to have one of the following test results:

Who should apply?

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, However, since regulations may change and additional documents may be required required,, students should always check current requirements requiremen ts for themselves. Please This website stores data such as cookies to enable essential consult thesite Home Oﬃce website for functionality, as well as marketing, more information about making a visa personalization, and analytics. You application: may change your settings at any time or accept the default settings. www.ukba.homeoﬃce.gov.uk Students must ensure they allow Privacy Policy suﬃcient time for the processing of appropriate visas so that they are in Marketing a safe legal position to complete their Personalization Analyticscourse of study in Cambridge. Save

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IELTS (International English Language

Testing System) is the University’ Testing University’ss 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 Test of Written English (TWE) at the same time. A paper-based TOEFL score without the TWE is not acceptable. The minimum requiremen requirementt is 600 in the paper-based TOEFL TOEFL test with 5.0 in the TWE. The minimum

requirements must be achieved in requirements the same sitting and no more than two years before the start of the programme.. Our institution code programme 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 IELTSwho IELTS programme is aimed at students already hold an overall band score of 5.5-6.0 and who wish to This website stores data such as upgrade their score in order to gain g ain cookies to enable essential site admission to a British university. The functionality, as well as marketing, personalization, and analytics. You minimum requirement for admission may change your settings at any time to default the IELTS programme is an overall or accept the settings. band score of 5.5 with not less than 5.5 in speaking, listening, writing and Privacy Policy reading, achieved achieved in the same sitting Marketing and no more than two t wo years before Personalization the start of the programme. Analytics

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Fees

A registration fee of £200 for each one-/two-/three-week programme or term, or £400 for a four-week programme must accompany all applications received before the balance of payment date for the relevant programme (see below). This registration 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 nonreceived refundable (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 c ancel 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

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95

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 contac ted immediately, 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 evaluation. Details of thesework are infor the student handbook available to download from our Online This website stores data such as Resource cookies to enable essentialCentre. site functionality, as well as marketing, change personalization,Programme/term and analytics. You may change your settings at anyetime Administrative Administrativ costs are incurred in or accept the default settings.

changing programmes/terms. Any registered registere d student who wishes to Privacy Policy change from one Summer School Marketing or term to another must pay an administration fee of £25. Any student Personalization Analyticswho wishes to change from one

week to another within the same

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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 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 impor tant that you complete your alternative choices of accommodation on your application form as College places are allocated on a ﬁrst-come, ﬁrst-served ﬁrst-ser ved 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 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 This website stores data such as it issite important to note cookies to requested, enable essential functionality, as well as marketing, that rooms are allocated in order of personalization, and analytics. You acceptance and the Colleges cannot may change your settings at any time guarantee to fulﬁl every request. Please or accept the default settings. note that the speciﬁc room allocations are not ﬁnalised until the week before Privacy Policy the start of the Summer Schools and Marketing we ask that you do not contact us or Personalization

Analytics the Colleges to ﬁnd out your room

allocation in advance of your arrival in Cambridge. Save Accept All

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 availability.. Bookings must be made by 1 June 2013. You 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 dietar y 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 worksare scheduled when the Summer Schools in progress but can accept no responsibility for Email: intenq@ice [email protected] .cam.ac.uk |

97

unscheduled or unexpected works which the Colleges or University may undertake.

• Applicatio Applications ns will continue to be

Cancellation policy and fees Cancellation • There is a non-refundabl non-refundable e

• In the unlikely event that we we have have

registration fee of £200 for each one-/two-/three-week programme or term, or £400 for a four-week programme. • Payme Payment nt of the balance balance of tuition tuition

and accommodation fees is due in full eight weeks before the programme start date (see page 95). • If balance balance of payment 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 refund of the accommodation feeadepending on College policy. polic y. Accommodation This website stores data such as refunds will be processed after the cookies to enable essential site summer, once College invoices have functionality, as well as marketing, personalization, and analytics. You been received. may change your settings at any time or accept the default settings.

• Cancellations received less than

two weeks prior to the start of the Privacy Policy programme/non arrivals are not Marketing eligible for a refund. Personalization

• Cancellations due to an unsuccessful

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accepted, where places are available, up to the start of the programme. to cancel a course at the last minute due to a lecturer's illness, etc, we will endeavour to provide an alternative course. • All fees are non-transfe non-transferable rable to

another year or another student. Travel Trav el insurance i nsurance

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 basis. allocated on a ﬁrst-come, ﬁrst- come, ﬁrst-served 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 Programme Programmess Institute of Continuing Education This website stores data such as Hall, cookies to Madingley enable essential siteMadingley functionality, as well as marketing, Cambridge CB23 8AQ, UK personalization, and analytics. You Fax: (0) 1223 may change your+44 settings at any760848 time or accept the default settings. www.ice.cam.ac.uk/intsummer Please note: some emails sent from our oﬃce are occasionally redirected Marketing to junk or spam folders. Please ensure Personalization that you check these folders regularly once you have applied. Analytics

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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 We try tr y to place people in their ﬁrst choices; however 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: 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 or certied copy copy of language

proﬁciency test results (IELTS/TOEFL/ (IELTS/TOEFL/ Cambridge CAE) for those whose ﬁrst language is not English. • The non-refunda non-refundable, ble, non-

transferable registration registration fee must mus t be received with your application.

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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.) Application check list • Signed application form • Photographs • Proof of language prociency prociency • The non-refunda non-refundable ble registration

Methods of payment

Payment of fees must be by one of the Payment 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. bank. • VISA or Mastercard/Eurocard/JCB

card (please note that we do not accept American Express). • Travellers’ cheques in sterling. • Bank transfer (copy of transfer receipt must be sent with application).

• Bank transfer transfer receipt receipt (if necessary) necessary)

Cheques or postal orders should be made payable to ‘University of Cambridge’. Please do not send cash.

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

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.

fee*; please complete your payment details on the application form

Science Term I, Literature Term I, Ancient Empires, IELTS: This website stores data such as cookies to enable essential24 siteJune Monday functionality, as well as marketing, personalization, and analytics. You ISS Term I: Tuesday 25 June may change your settings at any time or accept the default settings.

Science Term II, Literature Term II, History, EAP: Monday 8 July

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at the time of registration. Applications will continue to be accepted, where places are available, up to the start of the programme.

ISS Term II, Shakespeare, Medieval Studies: Monday 22 July

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The University 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: • Conrmation of receipt of your

application will be sent via email. • If all requirements requirements are met/all 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 application is incomplete incomplete

(eg missing language documentation, etc) you will be contacted via email. Your application will be b e 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 This website stores data such as Youressential application automatically ly cookies to •enable site is automatical functionality, sent as well marketing, toasour database for processing. personalization, and analytics. You may change your any time • If allsettings requireatments requirements are met/all met/all or accept the default settings.

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Your application will be assigned as 'pending'* until the issue is resolved. 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 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 letter,, invoice/re invoice/receipt, ceipt, 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.

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101

Frequently asked questions When should I arrive?

The start date of each programme programme is the arrival date. You You should aim to arrive and register between 11am andmay 5pmnot on that day. Please note, rooms be available before 2pm. Classes begin the following day. The 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 This website stores data such as cookies to enable essential17 siteAugust onwards. Saturday functionality, as well as marketing, personalization,I and am analytics. ﬂuent inYou English, but it is not my may change your settings at any time ﬁrst language. Do I need to take one or accept the default settings.

of the approved language tests?

All applicants whose ﬁrst language is not English need to provide an Marketing original or a certiﬁed copy of language Personalization proﬁciency test results. (See page 94.)

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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. 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 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 Institute The Institute of Continuing Education

The Institute of Continuing Education (ICE) also oﬀers hundreds of other short part-time courses for adultsand 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 par t-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 This website stores such as Progress Progr essdata your career with our cookies to enable essential site professional development courses. functionality, as well as marketing, personalization, and analytics. Our growing listYou of disciplines may change your settings at any time includes law, architecture, teaching, or accept the default settings.

coaching, investment and international development.

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residential courses

Our popular weekend programme

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150 courses on subjects ranging

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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 You can try out one of our free ‘taster’ courses before you enrol. Madingley Hall

Bed and breakfast accommodation may also be available at Madingley M adingley 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

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Image credits Front Cover: 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 Commonwe alth 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; Westminster Librar y; p33: Accounts Table Table with cuneiform script, c.2400 BC (terracotta), Mesopotamian / Louvre, Paris, France France / The Bridgeman Art Library; Library ; p37: © Laurence Ghier; p38: Boadicea’s attack upon Camulodunum, 60AD, illustration from ‘The History of the Nation’ (litho), Payne, Payne, Henry A. (Harry) (Harr y) (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, Teotihuacan, Valley of Mexico, Mexico / Ken Welsh Welsh / The Bridgeman Art Library; Library ; p43: Genealogy of the Inca I nca 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, 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 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, Gal lery, London, UK / The Bridgeman Art Library; 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; 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 a s painted by Charles Cundall (1890-1971). © Underwood Photo Archives / SuperStock; p65: Charles I in Three Positions Positions (1600-49) Painting after Van Dyck, Maratta or Maratti, Carlo (1625-1713) / © The Trustees Trustees of the Weston Park Park Foundation, UK / The Bridgeman Art Library; p66: The Reconciliation Reconciliation of the Montagues and 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) (1806 -70) / Roy Miles Fine Paintings / The Bridgeman Art Library; p70: King Lear, Lear, 1890 (litho), English School, (19th century) / Private Collection / Ken Welsh 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 Bodleian Libraries, The University of Oxford. Oxford. MS. Bodl. 264, fol. 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 Wallace at Westminster Westminster (oil on canvas), Scott, Scott, William Bell (1811-90) (attr. to) 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:

This website stores data such asClare Bridge by kind permission of Clare College; p89: Dining Hall by kind permission of Gonville and © Anna Barker; p88: cookies to enable essential site Caius College; p90: Newnham College, by kind permission of Newnham College, Selwyn College, by kind permission of Ben functionality, as well as marketing, Wiley; p91: St Catharine’s College by kind permission of St Catharine’s College, Clare College © Jessica Browner. personalization, and analytics. You may change your settings at any time or accept the default settings.

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