International Summer Schools

4 July 14 August 2010

Contact us: University of Cambridge International Programmes Institute of Continuing Education Greenwich House Madingley Rise Cambridge CB3 0TX UK Telephone: +44 (0) 1223 760850 Fax: +44 (0) 1223 760848 Email: intenq@cont-ed.cam.ac.uk Website: www.cont-ed.cam.ac.uk/intsummer

Contents
Welcome About the University of Cambridge Summer Schools Our programmes Studying at Cambridge Our students Plenary lectures Living in Cambridge Social life Excursions Art History Practical Interdisciplinary Summer Schools International Summer School Term I International Summer School Term II Specialist Summer Schools Art History Summer School Science Summer School Literature Summer School History Summer School Shakespeare Summer School Medieval Studies Summer School English for Academic Purposes IELTS Preparation Course Teaching sta Accommodation Programme calendar Fees Booking terms and conditions How to apply and payment Image credits Map of Cambridge p2 p4 p6 p8 p10 p12 p14 p16 p18 p19 p20 p22 p28 p34 p36 p40 p46 p56 p62 p68 p74 p76 p78 p84 p88 p89 p90 p93 p96 p97

Welcome
800 and counting! In July and August 2009, students from almost one third of the worlds countries joined the International Summer Schools in the Universitys celebratory 800th anniversary year. But the University of Cambridge does not rest on its laurels, and new ideas, new appointments, new discoveries, new research and new buildings continue to change the scope and scale of its activities. When you join us for our 2010 Summer Schools you will nd that past, present and future jostle for attention in this vibrant place. Our range of course oerings is wide and exible: you can spend anything between one and six weeks with us. Fascinating special subject classes, intriguing plenary themes and exciting evening lectures bring groups of students together in many dierent congurations: you might nd yourself sharing the opportunity to question, to enquire, to challenge your own interpretations with 19-, 49- and even 90-year-olds. Be aware that these programmes are academically intensive and rigorous (you would expect nothing less!), but they are accessible and hugely enjoyable. You will quickly discover that we oer far more than an academic experience! Whatever you study with us, you might well nd your stay proves to be a pivotal turning-point in your career, or a welcome diversion from it, or is just hugely important because in the true Cambridge tradition you will be encouraged to question and reason, to open your mind to the new ideas your lecturers and new-found friends bring to the classroom. The testimonies of our students conrm that this type of learning is very eective: it broadens knowledge and, in many cases, changes not only perspectives but careers and lives! Join us this summer, and nd out what 801 years of preparation for your stay have done to make your time in Cambridge unforgettable!

Sarah J Ormrod Director, International Programmes

Step into Cambridge

I really enjoyed the Summer School in Cambridge and want to thank everyone for the brilliant organisation, the wonderful experiences and the friendly hospitality.
Katja Rademacher, Germany
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About the Summer Schools

The University of Cambridge is one of the worlds oldest universities; its reputation for outstanding academic achievement is known worldwide. For over eight hundred years the University has encouraged scholars as diverse as Isaac Newton, John Harvard, John Milton and Lord Byron to challenge their own ideas.
The community of Cambridge alumni includes an immense number of politicians and leaders from both the UK and overseas. The University has had more Nobel Prize winners than any other institution 85 in total and is the home of many scientic achievements, from the rst splitting of the atom and the discovery of the structure of DNA to remarkable breakthroughs in nanotechnology and computing. The Summer Schools are proof of the Universitys commitment to opening its doors to the world. Since 1923, the University of Cambridge International Summer Schools have been providing the opportunity for students from all over the world to study and experience the Universitys great tradition of learning. Taught by a mixture of leading Cambridge lecturers and guest subject specialists from beyond the University, the Summer Schools are a rare opportunity to experience Cambridge rst-hand. Renowned for the breadth of courses and quality of face-to-face tuition, our programmes attract over 1,000 students each year, creating a strong international community. Set amidst the architectural splendour of the city of Cambridge, our courses transport you to an academic world where you can follow in the footsteps of world-leading gures who have studied at the University.

Our programmes
With a variety of subjects on oer, the University of Cambridge International Summer Schools give you the opportunity to explore a range of topics and disciplines. If you have a particular interest you may want to choose one of our Specialist Summer Schools, or for a more varied approach you can select a number of dierent subject areas from our interdisciplinary programmes.
Interdisciplinary Summer Schools If you are looking to study several dierent subject areas, International Summer Schools Term I and Term II would be the ideal programmes for you. Term I runs for four weeks, Term II for two weeks. You can choose either two or three courses from a wide variety of subjects. You will attend classroom sessions each weekday, and daily plenary lectures on a range of general topics. Specialist Summer Schools If you are looking for in-depth study of a particular subject then these programmes could be what you are looking for. We oer specialist programmes in Literature, History, Science, Art History, Shakespeare and Medieval Studies. Our Specialist Summer Schools are two or four weeks in length. Those which run for four weeks are split into two terms, each of two weeks in length. You can therefore choose to complete one term or both. You can 6 combine dierent programmes in order to build an individual schedule that meets your needs and interests, building up study periods of two, four or six weeks. There is also the option of studying for one week of a specialist programme, allowing for one-, threeor ve-week study periods. We also run an English for Academic Purposes programme for second language students who are already procient in English and are looking to perfect their skills. The programme includes a two-week intensive personalised language skills course which you can combine with either our Term II interdisciplinary programme, the Shakespeare Summer School or our Medieval Studies Summer School. New for 2010 We will also be running an IELTS preparation course for students who are looking to improve their English language skills and test their abilities at the end of a three-week intensive programme.

It was very nice to have small classes for discussion and opportunities to talk personally with the professor.
Christine Winarko, United States of America

Studying at Cambridge
Studying at the University of Cambridge International Summer Schools is a unique experience, and one that we hope you will enjoy and remember fondly. You will be encouraged to discuss, debate and develop your own understanding of the issues raised in class with the guidance of your lecturer.
Teaching sta Our Course Directors and Plenary Lecturers are chosen from amongst the best communicators at Cambridge and beyond. Many have taught on our programmes before, and some return year after year, because our students have recommended them so highly and because they enjoy the experience. Wherever possible, we use Course Directors currently teaching at Cambridge, with College, Faculty or other connections. We also invite experts from other universities and institutions. For more on our Course Directors please see p78. Online resource area All course materials, such as lecture schedules and reading lists, can be downloaded from our online resource site before you arrive in Cambridge. In addition, useful information on travelling, living and studying is available for all participants. Information on how to use the online resource area will be sent to students after registration is complete. Attendance requirements To receive a certicate of attendance, you need to go to every one of your specialist subject classes. Plenary lecture attendance is also recorded on your certicate if you attend the number agreed for each programme. Contact hours and credit Each programme oers a minimum number of contact hours (45+ for twoweek programmes, 90+ for four-week programmes). For those who wish to earn credit from their home institution for their Summer School courses, we provide plenty of additional information to facilitate this. Evaluation Many of our students choose to write an essay for evaluation by their Course Director many do this so they can gain credit at their home university, others simply so that they

can be assessed against the Cambridge standard. Whatever reason students have for choosing to do this, it is a valuable way of responding to the courses you have taken and judging how much you have learned. You may complete one essay per special subject course. The charge for evaluation is 35 per essay. Honours programme Students of high academic standing who are planning to study in Cambridge for six weeks, by combining consecutive Summer Schools, may enquire about our intensive Honours programme, which includes one-on-one Cambridge-style supervisions. The fee for this programme is 425, in addition to

tuition and accommodation costs. Students must select this programme on their application form to register their interest, and send us their forms by 16 April 2010. Please note that places on the Honours programme are limited. Library and computer access You will have access to a variety of faculty libraries, including a lending library set up for the exclusive use of Summer School students, and reading rights at the main University Library. All students are given a University computer account in order to access email and write papers for evaluation. Depending on your accommodation, you may also have the option to connect your own laptop to the University network from your room.

Meeting people from all over the world has been a highlight.
Britni Sitter, Canada

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Our students
Whether you are a university student, a professional or are retired, you will nd like-minded people at the International Summer Schools. Every year students from over 50 countries come to Cambridge to take part in the Summer Schools. Many come back year after year to relive the experience.
Students of all ages come to take part in the Summer Schools. Some are university students seeking extra credit and experience; others are professionals who want to do something dierent for their summer break; others still are retired and epitomise the values of lifelong learning. We have students from all walks of life from writers and scientists to book keepers, lawyers, home-makers, artists, teachers and doctors all eager to expand their horizons and to learn something new. What all our students share is the desire to gain new knowledge, to debate and to participate in the intellectual adventure that studying at the University of Cambridge Summer Schools provides. Our programmes are academically rigorous. In addition to classroom contact hours we ask you to prepare for your experience by reading in advance. This preparation will increase your enjoyment and enhance your capacity for critical thinking. All teaching for the Summer Schools is in English. All students must be able to understand and follow arguments presented in written and spoken English at university level. Further information on the language requirements can be found in the Booking terms and conditions section (p90) at the back of this brochure. Please contact us if you have any questions concerning this.

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Plenary lectures
Most of our Summer School programmes have a course of morning plenary lectures, which aim to enhance your understanding and enjoyment of your programme. Speakers are experts in their eld: senior gures from within the University, Course Directors, and Guest Lecturers.
Plenary lectures are held on weekday mornings; theme-related lectures continuing the theme also take place on some evenings. All students are registered for the plenary lecture course in their own Summer School. If you attend a minimum number, the plenary course title will also appear on your certicate of attendance presented at the end of the programme. Watch the website from December through to May to see the plenary list expanding. Full details will appear in your timetable. International Summer School Term I: Understanding A truly interdisciplinary series of lectures from invited specialists enhances your understanding of cancer cells, plants, art, world politics, government, human beings, economic crisis, evolution, language and meaning, climate change, and literature, as well as explaining more about the University itself. Art History Summer School: SSOJ01 Colour and Meaning Invited speakers experts from our lecturing team and other guests 12 (including John Gage, Michael Peppiatt and Nicholas Cullinan) extend the range of artists and subjects discussed in the special subject courses. Proposed topics include colour perception, Matisse: colour and form, William Morris, pigments, Venetian art, illuminated manuscripts, colour theory and synaesthesia. Science Summer School: SSOP01 Innovation and Discovery Lectures focus largely (but not entirely) on current innovation and discovery, and draw on the immense wealth of practice and research in this University. Prominent Cambridge scientists invited to contribute include Ron Laskey (cancer cells), Seth Grant (spinal injury and repair), Sir John Gurdon (stem cells), Richard Prager (medical imaging), Sir John Meurig Thomas (Michael Faraday), Daniel Wolpert (how the brain controls the body) and Simon Conway Morris (evolution). Literature Summer School: SSOGH0 Interpretations Is it helpful to think of works of literature as meaning something, or

does meaning emerge only when they are placed in some larger context? If dierent readers interpret a work in dierent ways, does this discredit the whole endeavour, or is it what gives the endeavour its point? When and why is ambiguity a good thing, rather than a confusion? How might other kinds of interpretation derived from translation, or psychoanalysis, or simply trying to read one another help us think about how we interpret a literary work? This course of lectures will, naturally, oer interpretations of particular works or authors, but with an eye to exploring these larger questions. Shakespeare Summer School: SSORS0 Interpreting Shakespeare Invited contributors will include some of the most inuential Shakespeare academics from the UK and beyond: Paul Edmondson, Peter Holland, Russ McDonald, Ruth Morse, Stuart Sillars, Brian Vickers and Stanley Wells, as well as Catherine Alexander and other Course Directors.

History Summer School: SSOLM0 Transitions of Power Historians Tim Blanning, Chris Clark, Simon Franklin, John Morrill, John Pollard, Richard Rex, Jonathan Steinberg and Betty Wood are amongst those being invited to contribute to the series, which will explore some of the dierent ways in which transitions of power have occurred during the course of world history, why they happened in the way they did, and the implications that they had for later events. Medieval Studies Summer School: SSOKN0 Saints and Sinners Prominent medieval scholars including Malcolm Barber, Caroline Barron, Joseph Canning, Jeremy Catto, Helen Cooper, John Maddicott, Philip Morgan, Jonathan Phillips, Nigel Saul, and Tony Spearing have been invited to speak, along with Rowena E Archer. Topics are likely to include St George, Simon de Montfort, Joan of Arc, Margery Kempe and Purgatory.

The courses were great; I really enjoyed meeting the other students and exploring the beautiful city.
Angelika Rger, Germany

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Living in Cambridge
Cambridge is an ancient city, with its origins going back to Roman times. Every age has left its mark on this market town, from Medieval to Georgian to modern-day buildings. While studying at the University of Cambridge Summer Schools you will have the opportunity to stay in the historic colleges of Cambridge.
As a cosmopolitan university city, Cambridge has everything you would expect coee bars, shops, restaurants, pubs, clubs and internet cafs but it also retains great beauty and charm. During the summer you will get to know the quiet backstreets, college courtyards and particular treasures, such as the Pepys Library, the Wren Library, and Kettles Yard, that day-tripping tourists to the city often only glimpse. As a student on the University of Cambridge Summer Schools you will become familiar with the city in a way that few are privileged to experience. Accommodation is normally in basic, single bed-sitting rooms with washbasins: the rooms used are those normally occupied by Cambridge undergraduates during the academic year. Some colleges have en-suite facilities available at an additional cost. Your accommodation fee pays for a single college room, breakfast and evening meals, unless otherwise stated. Some accommodation is available on a room-only or bed and breakfast basis. Couples or friends can request adjacent rooms. Please turn to the Accommodation section (p84) for more information on the dierent housing options. Resident Tutors All Summer School students are supported by our network of Resident Tutors. These are University of Cambridge students who live alongside you in college and assist you with any queries you may have during your stay. They are your rst point of contact in case of any diculties, and are there to make sure that your summer is enjoyable and hassle-free.

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Social life
Whilst you are in Cambridge you will have the opportunity to meet a wide variety of people of all ages and nationalities. Many of our students leave the Summer Schools having made new friends from across the world. Some are keen to come back the following year to relive the experience together.
Cambridge is host to a number of evening and weekend activities during the summer, including University-run events, music festivals, exhibitions and a season of Shakespeare plays performed in college gardens. In addition, we arrange a variety of activities in which all students enrolled in the Summer Schools can participate. Evening events In addition to our exciting evening lecture series, we also organise a number of evening events to give you the opportunity to spend a relaxed summer evening with your fellow students in the beautiful surroundings of Cambridge colleges. In 2010 these will include Ceilidhs (folk dances), concerts and readings. These evening events are free to students participating in the Summer Schools. Online resource and social networks All registered students can take advantage of our online resource and social networking site. Once you have applied you will receive more information about how to use the online resource area and will be able to start communicating with fellow students even before you arrive in Cambridge!

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Its been a lot of fun.

Nader Ghassemi, United Kingdom

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Excursions
We oer an extensive programme of optional weekend excursions in order for you to make the most of your time in England. These range from castle visits to theatre trips.
Every year we oer a programme of optional weekend excursions. These include visits to castles, cathedrals and places of interest in southern England. The themes for these excursions often complement the subjects that you will be studying in your academic programme and are a good way to meet new people and learn more about British culture. In 2010 students can choose from a range of visits and events which will include: Warwick Castle, Windsor, Oxford, Leeds Castle, as well as local walking tours to explore the hidden secrets of Cambridge, and many more. Students can also book theatre tickets to see the RSC productions of Julius Caesar and As you like it in Stratford-upon-Avon. The cost of excursions ranges from 17 for a walking tour and 37 for a short trip to 50 for a full day trip the latter includes the price of a theatre ticket. All include travel. You will be asked to book your excursions in advance of the start of the Summer Schools and full details of our calendar of events, along with the booking forms can be found on our online resource site once you have registered.

Art History Practical

For Art History Summer School participants only
Practical workshop: Pure colour as artistic expression Friday 9 July, 2.00pm 4.30pm and Saturday 10 July, 9.30am 12.30pm John Myatt returns to run one of his ever-popular practical workshops. Beginners and experienced painters are welcome, and the workshop is limited to 15 places. John Myatt demonstrates his skill, and introduces you to the materials provided. The practical session will focus on the exciting early work of pioneering Fauvists Andr Derain and Henri Matisse, and the expressive use of exaggerated and heightened colours. You will be encouraged to interpret and understand colour as meaning and language. John Myatt guides you through the creation of a painting, to show just how far you can go in a limited time towards producing colourful images of your own. John Myatt is a painter and founder of Genuine Fakes. He has presented the Sky Arts series, Mastering the Art, and more recently Brush with Fame. A biography of his colourful life so far is due to be published shortly and he is the subject of a forthcoming Hollywood lm. See: www.JohnMyatt.com 15 places are available; the cost is 60 for the two-part practical, including materials. Further details and booking forms can be found on our online resource site once you have registered.

Interdisciplinary Summer Schools

ISS Term I: 5 30 July ISS Term II: 1 14 August
Programme Director: Sarah J Ormrod Director of International Programmes
International Summer School Terms I and II are our interdisciplinary programmes, with courses covering a wide variety of subjects, including archaeology, politics, philosophy, economics, literature, history and international relations. The two terms are independent: you may enrol for either or both. You are welcome to concentrate your studies on two or three courses in the same discipline or to study more widely by choosing courses in diering subject elds. There is a constant exchange of ideas between participants and lecturers across the interdisciplinary curriculum in each term. The academic programme Major plenary lecture series (Term I only): Understanding Two or three special subject courses Evening lectures Plenary lectures The theme for our major morning plenary series this year is Understanding, and lectures will interpret this theme widely, with proposed lectures on meaning, language, art, literature, cutting-edge science and global issues ranging from politics to climate change. Evening lectures Invited speakers and members of the University will give a varied evening lecture programme, covering a wide range of subjects of current interest. Special subject courses Central to your academic programme is a range of special subject courses. Each course consists of classroom sessions which are held on every weekday of the Summer School and most are limited to 25 participants. You choose either two or three special subject courses, each from a dierent group (those with A, B, C in the course code for Term I; or with D, E, F in the course code for Term II). Please note: Term I courses are 17 sessions in length there are no teaching sessions on Friday 16 July. Term II courses are 10 sessions in length.

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A wonderful place where academics and an international social life meet.

Razvan Balaban, Romania

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International Summer School Term I

Special Subject Courses
Classes are held from Tuesday 6 to Thursday 29 July, at the times shown, with the exception of Friday 16 July, when there are no classes. Participants may choose two or three courses, one from each group (SSOA, SSOB, SSOC).

Group SSOA: 9.00am 10.15am SSOA01

International politics in a global age Various speakers Experts from the Universitys Centre of International Studies and elsewhere help students to understand a complex and ever-changing world. The course considers problems of international security after the Cold War, the international politics and political economy of regionalism and globalisation, and the legal and institutional framework of international society. Particular attention is given to the ways in which political, strategic, economic and legal aspects of international politics interact and reinforce one another. Please note: Course SSOA01 can only be taken with courses SSOB01 and SSOC01. This combination of sessions, led by specialists in a range of topics, forms a programme within a programme. Enrolment for this option is capped at 50.

SSOA02
Education from Empire to globalisation John Howlett The Education Act of 1870 permitted the State to ll the gaps in schooling provision throughout England and Wales. By analysing the impact of war, economics, science, technology, class, gender and race, this course investigates the role of the State in the transformation of educational provision in England and Wales from the age of Empire to the era of globalisation. 22

SSOA03
Four plays of Shakespeare: The Merchant of Venice, Measure for Measure, Othello and King Lear Simon Browne Shakespeare is fascinated by the way his characters manipulate each other, betray their loved ones, play games, and in pursuing dreams, create nightmares. We shall follow the characters in four of his plays: The Merchant of Venice, Measure for Measure, Othello and King Lear.

SSOA04
Socialism in the twentieth century: Russia and Britain Jonathan Davis This course explores the dierent interpretations of the idea of socialism and traces its development in Russia and Britain. We assess the challenges to the British Labour partys working class crown and their impact on Labours politics; we explore the nature of socialism in a USSR where a socialist government was apparently in power. A key theme is how far the Soviet Union inuenced socialism in Britain, and in what ways.

SSOA06
Henry VIII: prince, king, emperor Sin Griths Out-wrestled by Francis I, outmanoeuvred by Charles V, ignored by the Pope. Attempting but never gaining control of Europe, Henry VIII turned to home aairs. In divorcing Catherine of Aragon and breaking with the Roman Catholic Church, he opened a Pandoras Box. The country itself was left littered with the debris: wives divorced and executed, noblemen and servants beheaded, buildings destroyed, Protestants clamouring for reform. What price power?

SSOA05
Revolutions: art, society and gender from Reynolds to the Pre-Raphaelites Elizabeth McKellar We examine how painting, from late Reynolds, Gainsborough, Wright of Derby through to Blake, Constable, Turner and the Pre-Raphaelites, reveals changing attitudes to pleasure, sexuality, morals and religion. We explore the way artists responded to the industrial revolution, their links to the philosophic and scientic culture of the period, their changing status and their arts contribution to evolving ideas about the self, the individual and society.

SSOA07
A history of science to the early Middle Ages Piers Bursill-Hall Beginning with the Greeks invention of the ideas of philosophy and reasoned knowledge of nature, we assess how various philosophers of nature tried to understand the animate and inanimate world around them, the microcosm and the large scale structure of the nature of the world. This is one of the most remarkable periods in history: the ultimate origins of modern Western science and of Western civilisation. (The course assumes no particular background in either classics or science.)

Group SSOB: 11.45am 1.00pm SSOA08

Wordsworth, Keats, Blake and Byron: the mind of the English Romantics John Gilroy The Romantic period in Britain, one of the richest in literary history, presented as many strange and exciting ways of seeing the world as there were individuals to see it. We examine, in context, work by Blake, Wordsworth, Coleridge, Byron, Shelley and Keats, and some lesser-known Romantic writers of ction (Walpole, Beckford, Hogg), to discover what visions they shared, and what made them all dierent from each other.

SSOB01
International politics in a global age Various speakers This is a three-part course which can only be taken with SSOA01 and SSOC01.

SSOB02
Political and moral authority in Shakespeares plays Paul Suttie By what right or by what wrong do rulers exercise power over their subjects and pass judgement on their transgressions? Can the people, in return, ever legitimately rise up and pass judgement on their rulers? We explore ve plays in which Shakespeare throws light on such perilously pertinent questions: Richard II, Henry V, Julius Caesar, Measure for Measure, and The Tempest.

SSOA09
A history of British political thought: from 1651 to the present Graham McCann This course introduces the most signicant ideas, issues and individuals associated with the history of British political thought. Political thinkers featured include Hobbes and Locke; Hume and Smith; Burke and Paine; the Fabians; Mary Wollstonecraft; J S Mill and Walter Bagehot; Oakshott and Berlin. Figures will be discussed in their own right and in the context of their times, but the course also explores common concerns that unite them.

SSOB03
O with their heads! Childhood in literature from Shakespeare to Alice Simon Browne For more than a hundred years, writers have given us images that shape our idea of what it means to be a child. Characters such as Peter Pan grow out of debates going back to Shakespeare and the Romantic era. The course examines these and culminates with the bursting onto the scene of our rst modern child, Alice.

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SSOB04
Anglo-Saxon England: rural life and culture Debby Banham and Susan Oosthuizen This fascinating course explores the contributions of landscape, archaeology, documents and other artefacts to an understanding of the origins and development of AngloSaxon England from the end of Roman Britain in AD400 to the Norman Conquest in AD1066: new and dynamic innovation, or steady evolution from prehistoric and Roman society?

SSOB06
Elizabeth I: fact and ction Sin Griths She fought o death from axeman, disease and assassin. She made some of the most memorable speeches in all of English history. She wrote some of the most impenetrable prose ever conceived. She deed time and gender. She loved but did not marry: exalted her dynasty but left no heir. A woman who led her country to its greatest victory. A Protestant who prayed like a Catholic. A contradiction? Elizabeth. (Not to be taken with SSOD06 in ISS Term II.)

SSOB05
Crises in world politics since 1945 Various speakers This course asks why crises happen in international relations, how they are managed, and what, if anything, they have in common. This is done by examining a series of cases since 1945. The list includes some, like the Cuban missile crisis, that did not lead to war and others, like the Iraqi invasion of Kuwait or the Argentine occupation of the Falkland Islands, which did.

SSOB07
The origins of modern science: the scientic revolution Piers Bursill-Hall This course is a brief (and nontechnical) examination of the seminal period that is the origin of modern science; the origins of the revolution, the often wild debates and disagreements amongst scientists, the uctuating and incompatible scientic theories, and the changing domain and social status of science and scientists from the late fteenth century to the early eighteenth century.

SSOB08
Faith, doubt and disbelief: English poetry, Shakespeare to the present John Gilroy Extremes of religious fundamentalism and militant atheism characterised the end of the last century and continue to cause debate. Urgent matters of faith and doubt have always found expression in English poetry. We examine such issues in the work of Shakespeare, the Metaphysical poets, Milton, Shelley, Byron, Hopkins, Hardy and Larkin. How signicant is their work in our own vivid and apocalyptic times?

SSOB10
Imperialism in the ancient world Nicholas James Imperialism has taken various forms. We investigate the earliest, archaic imperialism. How and why did imperialism develop, what were its goals and how were they justied? What varieties of ancient imperialism were there? What was the role of archaic imperialism in world history? We compare Mesopotamia, China, India, Rome, the Incas and the Aztecs.

Group SSOC: 2.00pm 3.15pm SSOC01

International politics in a global age Various speakers This is a three-part course which can only be taken with SSOA01 and SSOB01.

SSOB09
Politics, society and architecture in seventeenth-century Britain Andrew Lacey and John Sutton The seventeenth century was one of the most eventful periods in British history. In all areas of social, political and intellectual life it was a time of ferment: from the architecture of Sir Christopher Wren to the political vision of the Levellers; from the execution of Charles I to the Glorious Revolution. This course provides an introduction to this fascinating period and includes a walk around seventeenth-century Cambridge.

SSOC02
Milton the revolutionary: Paradise Lost and the foundations of the modern world Paul Suttie One of the greatest poets in English, one of the great shapers of modern thought, an eloquent defender of the English revolution, scourge of unaccountable government and advocate of civil and religious freedom, Milton remains astonishingly contemporary in the twenty-rst century world of threatened civil liberties and fears of religious fanaticism. We examine the key works in which Miltons vision takes shape, concluding with his masterpiece, Paradise Lost.

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SSOC03
The English landscape, 13502000: transformation or tradition? Nicholas James Recent developments across England in employment, housing, leisure and transport look radical. A closer look reveals principles for these changes that are centuries old and that the country is shaped by ancient patterns of resources and boundaries. Does England remain fundamentally medieval? Does the landscape provide a sustainable framework for the future? (Not to be taken with SSOF03 in ISS Term II.)

SSOC05
A history of medicine, from the Ancients to anaesthesia Piers Bursill-Hall We explore early medical ideas, the social and intellectual context of the practice of medicine alongside theories of life, physiology, and disease. We consider medical thinking in the pre-Classical world, Ancient Greece and Rome, the Arabic and Western Middle Ages, and from the Renaissance to the Enlightenment, with a very brief look at the beginnings of modern medical thinking in the nineteenth century. (The course is not a technical treatment of medicine, and no scientic or medical background is needed.)

SSOC04
Britain and the world since 1900 Jonathan Davis This course explores Britains place in world history in the twentieth century. We consider both the imperial and post-imperial periods in an attempt to show how major decisions were made, what has altered and what has stayed the same. We assess how Britain changed from a leading global power to a key local power with global connections.

SSOC06
Democracy and dictatorship in the Third World Charlie Nurse After 1980 democracy replaced dictatorship in many third world countries. This course considers the reasons for this change before examining why democracy has proved a disappointment in so many countries. These themes will be supported by looking at specic African and Latin American countries.

International Summer School Term II

Special Subject Courses
Classes are held from Monday 2 to Friday 13 August, inclusive, at the times shown. Participants may choose two or three courses, each from a dierent group (SSOD, SSOE, SSOF).

Group SSOD: 9.00am 10.30am SSOD01

Ends of Empire: European decolonisation 19451980 Charlie Nurse One of the most important changes in international relations after 1945 was the end of the European empires and the establishment of new independent states in the third world. Focusing especially on examples from Asia and Africa, this course looks at some of the contrasting roads to independence of former British, French and Portuguese colonies.

SSOD03
The rise of civilisation Nicholas James Ancient pyramids and ziggurats prompt big questions. Did civilisation arise gradually, or was it forged through conict? How stable was it? How fundamental were geographical, technological, sociological or ethical dierences between civilisations? Comparing Egypt, Iraq, Peru, and Mexico and the Maya, we appraise a range of theories in these age-old issues and can perhaps predict our future.

SSOD02
The quest for truth: the philosophies of Plato, Descartes and Nietzsche Jon Phelan Nietzsche famously declared that there is no truth only lies. But what did he mean by this and was he right? This introduction to philosophy compares and contrasts three accounts of truth: from Plato, Descartes and Nietzsche. We shall also examine the role played by truth in other epistemological issues.

SSOD04
Introducing psychology: mind, mental process and behaviour John Lawson Somewhere beyond the intuitive abilities that most of us have when dealing with other people lies the science known as psychology. In its relatively short history, psychology has changed direction, focus and approach several times. From introspection and psychoanalysis,

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through the cognitive revolution to fMRI scanning, psychology remains one of the most fascinating areas of science.

SSOD07
Renaissance science and engineering Piers Bursill-Hall The Renaissance wasnt just about great art; it was also about wild and wonderful developments in science and technology. Leonardo da Vinci and Copernicus are well known, but there were many equally radical thinkers. This course charts the changes and innovations in sciences and technical crafts like engineering, architecture, and warfare; this is the story of the real Renaissance: rough, argumentative, and very in-your-face.

SSOD05
Revolutions: art, society and gender from Impressionism to Surrealism Elizabeth McKellar The course sets radical movements such as Impressionism, Cubism and Surrealism against the background of the wars, revolutions, migrations and social struggles of the period. Gender and gender roles within art and society are debated. The exciting contribution of women artists like Mary Cassatt, Kthe Kollwitz and Frida Kahlo will be studied closely alongside that of their male contemporaries such as Monet, Picasso and Dal.

SSOD08
An introduction to twentiethcentury British theatre Rex Walford This course will seek to provide a comprehensive overview of many aspects of British drama through the twentieth century. It will identify key phases and movements, and consider both well-known and lesser-known plays and playwrights. It will also indicate signicant British contributions to musical theatre and religious drama.

SSOD06
Elizabeth I: fact and ction Sin Griths She fought o death from axeman, disease and assassin. She made some of the most memorable speeches in all of English history. She wrote some of the most impenetrable prose ever conceived. She deed time and gender. She loved but did not marry: exalted her dynasty but left no heir. A woman who led her country to its greatest victory. A Protestant who prayed like a Catholic. A contradiction? Elizabeth. (Not to be taken with SSOB06 in ISS Term I.)

SSOD09
The British Empire in literature and lm Sen Lang From the imperial background tales to be found in Jane Austen and Charlotte Bront to the lms of David Lean, from the imperial gung-ho spirit of Rider Haggard and the Boys Own 29

Paper to the postcolonial imagery of Zadie Smith and Benjamin Zephaniah, this course will look at the way the Empire has featured in literature, lm and television, over the last two hundred years of its existence.

SSOE03
The collapse of civilisation Nicholas James Is decay inevitable? Do all civilisations bear the seeds of their own destruction or is it only enemy action or environmental change that bring them down? Hindsight oers perspective; and comparing unrelated cases ancient Rome, the ancient Maya, and medieval England should show whether generalisation (and prediction) is feasible.

Group SSOE: 11.00am 12.30pm SSOE01

Lest we forget: studies in modern British military history Diana Henderson This course, where questions and debate are encouraged, oers a diverse insight into the fascinating topic of modern British military history. After setting the scene, we take key themes and events as examples and move through strategic, national, international and intelligence issues to the individual battle experience, culminating in a retrospective study of operations in Afghanistan.

SSOE04
Economics of public policy Nigel Miller We consider how simple economic analysis can guide the formulation and evaluation of public policy, and provide a toolkit for the evaluation of future policy issues. The course is relevant to anyone wishing to pursue a career in policy development, in government, academia or consultancy. It applies microeconomic principles and concepts but the emphasis is on application.

SSOE02
Thinking about thinking: an introduction to the philosophy of mind Jon Phelan What is a thought? Where is a thought? This introduction to the philosophy of mind will look at the canonical positions and problems posed by philosophers interested in the nature of consciousness. We shall examine: the mind-body problem, the problem of other minds, personal identity, AI (articial intelligence) and free will.

30

SSOE05
For King or Parliament? Britains Civil Wars 16251662 Andrew Lacey The Civil Wars which swept over the British Isles in the seventeenth century saw fathers ghting sons and brother killing brother, it was for many a world turned upside down. This course explores the causes, conduct and implications of the Civil Wars, concentrating on the experiences of ordinary people caught up in momentous events.

SSOE07
The other Middle Ages: the Islamic world and the Latin debt to Islam Piers Bursill-Hall This course examines the history of early Islamic culture and its absorption and development of scientic ideas, and why Islamic science (natural philosophy, mathematics, medicine and engineering technology) developed as it did. We then look at the transmission of Ancient and Islamic science to the Latin west, and how Islamic ideas shaped much of medieval Latin thinking. (This is a double course which can only be taken with SSOF07.)

SSOE06
Art and the collector Sin Griths We will look at how standards of collectability have been shaped by social, economic, philosophical, cultural and political factors. We will see how these standards have changed over the centuries and how artists, art schools, dealers and states have acted to lead or follow collectors tastes and value judgements.

SSOE08
Key twentieth-century British plays and playwrights Rex Walford This course will provide an in-depth examination of some major twentieth-century British playwrights, including Coward, Priestley, Rattigan, Osborne, Pinter, Stoppard, Ayckbourn and Hare. Portions of particular texts will be explored and analysed and plays will be put in the context of the authors life and other work.

SSOE09
The Victorians and their world Sen Lang Why did they dress their boys as girls? Why did they build railway stations to look like cathedrals? Did they really lie back and think of England? Why were they so obsessed with who had the vote? Should we think of them as the rst Mrs Rochester, embarrassing relatives best forgotten, or more like Jane Eyre, shining when cherished? We all have our own picture of the Victorians, often wrong. Just how wrong it is we will nd out.

present. Exploring paintings, photography and installation pieces by artists including Claude Lorrain, Picasso and Cindy Sherman we will discover the fascinating continuities and changes in genre and artistic practice.

SSOF02
Children, teachers and education: contemporary issues, historical perspectives John Howlett Studying the processes of change over time helps us towards a deeper understanding of children, teachers and education in the present. This investigation into educational change during the twentieth century will focus on childhood; scientic understandings; special needs; teaching methods; formal curriculum; the role and status of teachers; and alternatives to traditional schooling.

SSOE10
The abnormal mind: an introduction to psychopathology John Lawson This course introduces a variety of clinical conditions including schizophrenia, autism, depression, and anxiety. It also aims to contrast diering models of explanation that in turn lead to diering approaches in treatment. Overall, the hope is to encourage a more critical conception of what constitutes abnormality.

SSOF03
The English landscape, 13502000: transformation or tradition? Nicholas James Recent developments across England in employment, housing, leisure and transport look radical. A closer look reveals principles for these changes that are centuries old and that the country is shaped by ancient patterns of resources and boundaries. Does England remain fundamentally medieval? Does the landscape provide a sustainable framework for the future? (Not to be taken with SSOC03 in ISS Term I.)

Group SSOF: 2.00pm 3.30pm SSOF01

Still life, landscape, gure: continuity and change in art, 1600s to the present Joanne Rhymer This course explores how the subjects of still life, landscape and representations of the gure have developed in art from c1650 to the 32

SSOF04
An introduction to macroeconomics Nigel Miller This course will develop simple macroeconomic models and use them to understand signicant macroeconomic events, past and present. Students will develop an understanding of the causes and consequences of recessions, ination, economic growth, unemployment and nancial crises.

SSOF06
Criminals and gentlemen: the Victorian underworld in Dickenss Oliver Twist and Great Expectations Ulrike Horstmann-Guthrie Arguably the most popular novelist of his day, Dickens was also a man of contradictions. Complexity and ambiguity inform much of his ction. This course considers Oliver Twist and Great Expectations in particular, placing these novels in their social, biographical and literary context.

SSOF05
British houses and gardens Caroline Holmes We explore how architecture, need, fashion and fantasy have shaped and linked houses and gardens. We examine medieval castles and monasteries, palaces, colleges and eighteenth-century masterpieces, as well as family mansions and modernist houses. We compare high formality with the naturalistic, and the work of such inuential gures as Kent, Adam, Capability Brown, Jekyll, Lutyens and Sackville-West.

SSOF07
The other Middle Ages: the Islamic world and the Latin debt to Islam Piers Bursill-Hall This is a double course which can only be taken with SSOE07.

SSOF08
Threats and challenges in contemporary Britain Richard Yates We analyse key social and political challenges in Britain today and assess their impact upon British society. Issues considered include terrorism, national security, ethnic tensions, changing external relations, crime, civil liberties and challenges to traditional perceptions of the role of governmental authority.

Specialist Summer Schools

Choose from our wide range of specialist programmes which oer the opportunity to study your favourite subjects in greater depth than our interdisciplinary programmes.
The University of Cambridge Summer Schools currently run six specialist schools. These programmes are oered over a six-week period. Weeks 1 and 2: 4 17 July Art History, Science Term I, Literature Term I Weeks 3 and 4: 18 31 July History, Science Term II, Literature Term II Weeks 5 and 6: 1 14 August Shakespeare, Medieval Studies Combining programmes Each of our Specialist Summer School programmes is two or four weeks in length, you can decide how many weeks you would like to attend. You can also choose to combine two or three dierent programmes to build your own schedule of one, two, three or more weeks. If you are a current undergraduate or graduate student, by building together programmes you may be able to earn additional credit to put towards your studies at your home institution. We also have an English for Academic Purposes programme for second language students who are already procient in English. The rst two weeks (18 31 July) allow for intensive study at the University of Cambridge Language Centre, while the second two weeks are spent participating in one of three academic programmes, International Summer School Term II, Shakespeare Summer School or Medieval Studies Summer School (1 14 August). We will also be running an IELTS preparation course for participants looking to become more procient in the English language. Academic content Courses are led by experts from within the University of Cambridge and beyond. Each class meets daily, with schedules varying between programmes. Your Course Directors will guide you in close study of your chosen topics giving you the opportunity to expand your knowledge.

34

All courses are limited to 25 participants. The specialist subject courses are complemented by daily plenary lectures which expand on the topics taught in the classroom or introduce new ideas and themes.

Additional general interest evening lectures are also scheduled throughout the programme. The cumulative knowledge gained by attending the special subject courses and plenary lectures will enhance your appreciation and knowledge of your eld.

35

The Art History programme is really something special. The lectures were interesting and entertaining to the last; I cant wait to come back.
Kathryn Henderson, Ireland

36

Art History Summer School

4 17 July
Programme Director: Nicholas Friend Director, Inscape Fine Art Study Tours; Queens College
There is nothing comparable to the University of Cambridge Art History Summer School. The genius of the programme lies rstly in the links that can be forged between lecturers and classes, and secondly in the ability of each lecturer not only to teach with erudition and communicative excitement, but to engage with each member of the class, no matter how experienced or inexperienced they are in art history. Nicholas Friend The Art History Summer School has a reputation for lively discussion and exchange of ideas, which continue far beyond the scheduled sessions, extending across the programmes residential community. The academic programme Plenary course SSOJ01: Colour and Meaning One special subject course per week Evening lectures Practical sessions Specialist-led excursions to Cambridge and London galleries Special subject courses and plenary lectures During the Art History Summer School you will be guided in close, specialised study of your chosen topics. In addition, you are automatically registered for the plenary lecture and discussion course SSOJ01 Colour and Meaning, running for the duration of the two-week programme. The courses and plenary programme oer you a unique opportunity to learn with recognised experts from galleries and the world of art historical research, both in and outside universities. You will be able to build up a considerable understanding of specic areas. Practical workshop and visits An optional practical workshop shows you the artist in action and gives you the chance to try out techniques. Workshop information will be sent to accepted students. (See page 19.) The tuition fee includes one programme-related eld trip each Wednesday to see some of the fascinating collections that London and Cambridge have to oer. Students will be accompanied by their Course Directors. The SSOJ01 plenary lecture course, the special subject courses, the practical session and the eld-trips have a cumulative value: you will nd yourself drawing upon newlyacquired knowledge to enhance your appreciation of each new special subject course and subsequent plenary lecture. 37

Art History Summer School

Special Subject Courses
Each course meets on Monday, Tuesday, Wednesday and Thursday. Participants choose one special subject course per week.

Week 1 (4 10 July)
SSOJ02
Colour and the Renaissance court Richard Williams Colour formed a language all of its own in the Renaissance courts of Europe. It could carry religious symbolism, denote political loyalties and dene social status. By contrasting Northern and Italian art, this course addresses these cultural issues, as well as the practical use of colour by artists to create perspective and other eects.

SSOJ04
Colour and meaning in Spanish art Gail Turner The dramatic contrasts of sol y sombra sunlight and shadow have been one of several major inuences on Spanish arts, producing startling variety and some unexpected imagery: Velzquez rich court portraits, Murillos street urchins, Goyas vibrant designs and portraits, the dazzling impressionist colour of Sorollas beach scenes and the energy of twentiethcentury artists Picasso, Miro and Dal.

SSOJ03
Coloured matter as subject matter Spike Bucklow Colour is delivered to us by light shining on matter. This course looks at the meaning of particularly colourful matter gold, lapis lazuli, other metals and stones, plant and even animal matter. It explores how such matter colours the meaning of art up to the seventeenth century.

SSOJ05
Colour matters in modern art Joanne Rhymer This course focuses on colours pivotal role in the development of modern art. In exploring works made in the middle of the nineteenth century through to the present by artists including Van Gogh, the Fauves and Cornelia Parker, we will discover how the use and meaning of colour is vital to avant-garde practice.

38

Week 2 (11 17 July)

SSOJ06
The rediscovery of colour: from Delacroix to the Pre-Raphaelites Nicholas Friend Around 1800, in both France and England, colour in painting was rarely taught, little understood, and viewed with suspicion. Even the great revolutionary Gericault employed sombre colouring. From the 1820s, attitudes to colour changed radically. Delacroix realised how adjacent colours intensify one another; Constable realised the power of green, Turner the mystery of yellow. By the 1850s Pre-Raphaelites, Millais, Holman Hunt and Rossetti, found relationships between colour and truth.

SSOJ08
German Expressionism: liberating colour 19061926 James Malpas In 1906, Die Brcke (The Bridge) group members Schmidt-Rottlu, Kirchner, Pechstein and others were inspired by Van Goghs works and by Les Fauves (Wild Beasts, including Matisse and Derain). In Munich, Blue Rider artists (Kandinsky, Marc, Jawlensky, Muenter and Klee) were also experimenting with colour. In Vienna, Kokoschka and Schiele adapted Klimts opulent style. We examine the visual, technical and philosophical achievements of these groups.

SSOJ09 SSOJ07
Contemporary colour Joanne Rhymer This course will explore how the dynamic use of colour, or sometimes its negation, can be an important component in the production and reception of contemporary art. We discover the use of found objects and the appropriation of modern technologies in installation work, and consider paintings and photography by artists including Mona Hatoum, David Batchelor and Jenny Saville. The colours of landscape Timothy Wilcox Film, photography and our own experience, colour our ideas of what landscape looks like. Hardly ever do paintings correspond to our individual perception, despite the pursuit of realism in landscape painting over four centuries. Focusing on Turner, Constable and other British Romantics, but ranging from the Renaissance to the Impressionists, we ask: why are Rembrandts landscapes brown, Constables green and Monets pink?

I met so many nice people and gained new knowledge in the eld of science.
Jovana Petrovi, Serbia

40

Science Summer School

Term I: 4 17 July, Term II: 18 31 July
Programme Director: Rob Wallach University Senior Lecturer in Materials Science and Metallurgy; Fellow of Kings College
The University of Cambridge is renowned globally for the quality of its scientic research and education. Science at Cambridge combines the benets of breadth and exibility with the opportunity to study in depth at the frontiers of science. The programme acknowledges that there is now no hard boundary between the dierent sciences: exciting discoveries and innovations are being made by interdisciplinary approaches. We draw on the expertise of a range of senior academic advisors across a variety of scientic elds in assembling this unique and exciting programme. The Science Summer School is aimed at a broad audience. Undergraduates and graduates in sciences as well as teachers and other professionals are well catered for. For those of you with a strong interest in science but little formal science training, we advise that you carefully read the books and articles suggested by the Course Directors. The academic programme Plenary course SSOP01: Innovation and Discovery One special subject course per week A choice of workshops and visits Evening lectures Plenary lectures All participants will be registered for a course of plenary lectures collectively entitled Innovation and Discovery. These lectures constitute a wonderful opportunity to hear about current developments from acknowledged experts in their eld and to learn about the discoveries of great scientic gures of the past. Special subject courses You choose one course for each week from the wide range of options. Each course meets ve times during the week. Workshops and visits We plan a number of workshops and visits to the Botanic Garden, to museums, and to institutes and laboratories in Cambridge. Workshops and visits may oer an insight into cutting edge research, or a chance to reassess subjects and scientists you know a little about. Details will be sent to registered students. Evening lectures A series of evening lectures extends the plenary series, providing introductions to additional aspects of science at Cambridge and beyond.

41

Science Summer School Term I

4 17 July Special Subject Courses
Each course meets on Monday, Tuesday and Wednesday. Participants choose one special subject course in each of the two weeks.

Week 1 (4 10 July)
SSOP02
Material matters or materials matter: an overview of materials science Rob Wallach The behaviour and limitations of dierent materials aects us all. Knowledge and understanding of materials behaviour allows us to live more eciently by optimising natural resources, more eectively by facilitating innovation and change, or just more eortlessly, by improving living standards. The course shows how diverse materials are tailored for practical applications by introducing the background to atomic structure, mechanical and physical properties, anisotropy and degradation. Computer software is included to reinforce many of the topics.

our Sun and Solar System and consider if we are alone in the Universe.

SSOP04
Spectroscopy Peter Wothers This course explores the interaction of light with matter and how this may be used to reveal information from whats inside our bodies, to whats inside a distant galaxy. The course introduces the basic ideas from Quantum Mechanics but assumes very little mathematical background and is not aimed at students currently specialising in physics.

SSOP05
Palaeoclimate: climate changes through the ages Luke Skinner One of the most pressing challenges facing our society is that of anthropogenic climate change. Understanding our climate system depends crucially on reconstructions of past environments, making palaeoclimatology central to our environmental predictions. This course looks back at how our environment has changed and how geologists are able to chart its history.

SSOP03
From atoms to galaxies: the astronomers view Robin Catchpole First, we meet the stars, galaxies, dark matter and vacuum energy that make up our Universe and then discover how everything was created out of hydrogen that emerged from the Big Bang. Finally, we take a closer look at 42

Week 2 (11 17 July)

SSOP06
Introduction to social psychology John Lawson Within the realm of psychology, social psychology is concerned with how the behaviour and thoughts of an individual are inuenced by the social context, ie other people around them. This course explores a number of diering contexts (small groups, crowds, authority gures) and examines the evidence that seeks to explain how this context shapes what we do and how we think.

SSOP08
Understanding innity Imre Leader In the late nineteenth century, Georg Cantor shocked the mathematical world with the rst attempt to understand the nature of innite sets. His ideas were controversial at the time, but have since become an essential part of modern mathematics. In the course we will investigate how to reason with innite objects and how to get a feeling for them. (A basic understanding of mathematics would be helpful for this course.)

SSOP07
The dynamics of spin Hugh Hunt There are few things stranger than gyroscopes. Spinning tops, bicycle wheels, rolling coins and boomerangs are some examples of every-day objects that exhibit gyroscopic eects. We examine their behaviour and endeavour to understand the maths and physics behind them all. One practical aspect of the course will be to build your own indoor boomerang. We also examine the claims that gyroscopes can be used to propel spacecraft deep into space.

SSOP09
Keeping up with the Universe Lisa Jardine-Wright In 1929 Edwin Hubble concluded that our Universe was not static but expanding. After a brief history of cosmology, students will be presented with a number of current extragalactic observations and will need to take measurements and draw conclusions via computer analysis. Considering current technological advancements, we will delve deeper into our Universe to discover our potential fate.

Science Summer School Term II

18 31 July Special Subject Courses
Each course meets on Monday, Tuesday and Wednesday. Participants choose one special subject course in each of the two weeks.

Week 3 (18 24 July)

SSOP10
The high energy frontier the Large Hadron Collider Val Gibson The Large Hadron Collider (LHC) at CERN near Geneva is used to study the smallest known particles (the fundamental building blocks of nature) and the forces between them. It will revolutionise our understanding, from the minuscule world deep within atoms to the vastness of the Universe. This course reviews the pre-LHC status of particle physics, describes the LHC accelerator and related experiments, and explains results from the rst data.

SSOP12
The life, death, immortality and criminality of cells Andrew Wyllie These lectures will outline the processes that explain how all the tissues of our bodies derive from a single cell, and how, when these processes go wrong, major diseases including cancer result.

SSOP13
Extreme Astrophysics Rosie Bolton In this self-contained course we explore how the Universe looks in two extreme wavelength regimes: Radio waves and X-Rays. Through examples, diagrams and discussions, we will learn how radio and X-Ray telescopes work and meet some of the dramatic objects that inhabit this world of Extreme Astrophysics.

SSOP11
Living with climate change Stephen Peake This course will develop your scientic eco-literacy. You will grasp the essential scientic evidence of climate change, get your hands on some real climate models, analyse and debate options for decarbonisation of our economic systems, scientically explore adaptation for survival, and design your own eco-innovation through a lifestyle lab activity. 44

Week 4 (25 31 July)

SSOP14
An introduction to cryptography James Grime This course on the mathematics of cryptography introduces some of the most important codes and ciphers. Topics range from simple substitution ciphers and the enigma machine of WWII, to modern cryptography such as RSA used in internet encryption.

SSOP16
Autism: a modern epidemic? John Lawson Despite sixty years of research, autism remains a puzzle: many people remain unclear about what it actually is. Even a leading researcher in the eld has called it the enigma. This course provides an introduction to autism and Asperger syndrome, examining the diagnostic features that dene the condition, some of the research currently taking place and, nally, the interventions and treatments available.

SSOP15
Infectious disease and the immune system Dan Neill The development of antibiotics and vaccination strategies has revolutionised modern medicine. However, the emergence of multidrug resistant bacteria and rapidly evolving strains of viruses brings new challenges. We examine how a better understanding of the interactions between pathogens and the mammalian immune system can advance medicine and healthcare.

SSOP17
Materials science, energy generation and sustainability Rob Wallach Sustainable development is essential if the earth is not to be damaged irreversibly. While attitudes have to change, technology must also provide solutions and materials science has a pivotal role. We investigate materials issues associated with renewable energy sources (solar power, geothermal, wind, and wave), the more controversial nuclear power, and conventional power. The course concludes with a brief look at energy storage and the hydrogen economy.

I found the whole Summer School programme to be most stimulating intellectually.

Pauline Zidlick, United States of America

46

Literature Summer School

Term I: 4 17 July, Term II: 18 31 July
Programme Director: G Frederick Parker Senior University Lecturer in English; Fellow of Clare College
The University has run the specialist Literature Summer School since 1986. Designed to meet the needs of graduate and undergraduate students, professional teachers and passionate lovers of literature, it remains one of our most popular programmes. Those teaching on the course are committed to sharing their expertise and communicating their enthusiasm. The range of backgrounds and interests among participants further adds to what we are often told has been an extraordinarily stimulating and enriching experience. The Literature Summer School oers an opportunity to live and study in surroundings which have sustained a long and distinguished literary tradition. Former students at Cambridge include poets, playwrights and novelists such as Marlowe, Milton, Byron, Tennyson, and Rupert Brooke, and more recently Ted Hughes, Sylvia Plath, and Salman Rushdie. Both I A Richards and F R Leavis studied and taught at Cambridge, which continues to be an important centre of literary creativity and forum for critical debate. Cambridge English is distinguished by detailed attention to the text and students should expect the discipline of close reading to be the foundation of all work in the classes. However widely discussion ranges during classes, lecturers and students will normally have texts open for continual reference, illustration and analysis. The academic programme Plenary course SSOGH0: Interpretations Four special subject courses (two for each week) General evening lectures Plenary lectures Daily plenary lectures are given by distinguished guest speakers. The lectures draw on writing of many dierent kinds and periods, and oer you a rich variety of voices, approaches, and models of critical thought. Plenary lectures will bring fresh perspectives to familiar masterpieces and encourage exploration in new directions. Special subject courses The core of your programme will be your chosen special subject courses, each meeting ve 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. For those keen to do more intensive study by choosing double courses, please note the majority of these take place in Term II. 47

Literature Summer School Term I

4 17 July Special Subject Courses
Classes are held from Monday to Friday. Participants choose two courses per week, one from Group SSOG and one from Group SSOH.

Week 1 (4 10 July)
Group SSOGa: 9.15am 10.45am SSOGa1
Wordsworth versus Byron? G Frederick Parker The two towering gures of English Romantic poetry claimed to despise one anothers work; recent criticism has suggested that there is a crucial choice to be made here between two divergent tendencies in Romanticism, and two ways of understanding poetrys relation to the world. This course introduces both poets, and considers what is at stake in preferring one to the other.

the novelists exploration of the inner life and social relationships of young women.

SSOGa3
Hardys Wessex in an age of transitions: Far From the Madding Crowd and Tess of the dUrbervilles Ulrike Horstmann-Guthrie In Far From the Madding Crowd (1874), Hardy used the term Wessex for the rst time to signify his geographical territory and his preferred subject matter: country people in a rural landscape living between custom and education, between work and ideas, between love of place and experience of change (Raymond Williams). We explore this further in Tess of the dUrbervilles (1891).

SSOGa2
Jane Austen I: Northanger Abbey and Sense and Sensibility Alexander Lindsay This is the rst of three complementary courses, which nevertheless may be taken independently. It will be shown how these earliest completed novels originated as responses to contemporary literary movements, the Gothic and Sensibility, but also begin

SSOGa4
Romance and anti-Romance in medieval literature Jacqueline Tasioulas This course will explore the great medieval genre of Romance, in which knights battle monsters, rescue ladies and fall in love. It will also explore medieval romances where the knight

48

is the villain, the lady must do the saving, and falling in love might be the most monstrous thing of all

throes of medieval scholasticism. This is the dark twin of Mores Utopia: a secret epic which documents the bodily cost of remaking the world.

Group SSOHa: 2.00pm 3.30pm SSOHa1

Milton, Marvell, and the poetry of crisis G Frederick Parker John Milton and Andrew Marvell wrote their nest poetry in the shadow of a civil war that expressed a time of political and spiritual crisis. We explore Miltons extraordinary achievement in Paradise Lost by focusing on central passages in Books 1, 4, 9 and 10, and compare it with the visions of a pastoral paradise (under threat or fallen) that appear in Marvells strange, cool, elusive poems.

SSOHa3
Charlotte Bront: Jane Eyre and Villette Ulrike Horstmann-Guthrie Like her sisters in their ction, Charlotte Bront tackled controversial subjects in unconventional ways. This course places her novels Jane Eyre (1847) and Villette (1853) in their historical and social context, and discusses the issue of gender, which so greatly inuenced their reception, as well as dierent critical approaches to reading them today.

SSOHa4
An introduction to James Joyces Ulysses: text and context Mark Sutton This course focuses exclusively on Joyces controversial and highly inuential masterpiece Ulysses. The location of Joyces novel both at the centre of modernism and within the historical and cultural context of his time is supported by close textual study facilitating an informed group reading of selected passages.

SSOHa2
Expelling the Renaissance myth: Franois Rabelais grotesque epic Edward Wilson-Lee This course serves as an introduction to Franois Rabelais extraordinary masterpiece, Gargantua and Pantagruel. A hilariously bawdy carnival of folk tales, religious satire and fantastic travellers tales, Rabelais work documents the dicult birthing-pangs of the Renaissance and the death-

Week 2 (11 17 July)

Group SSOGb: 9.15am 10.45am SSOGb1
To make it new: the modernist revolution in literature from the 1890s to the 1920s Mark Sutton This course will look at the form, context, and development of literary modernism from the 1890s through to the 1920s via consideration of key writers of the period such as Joseph Conrad, James Joyce, T S Eliot, Ezra Pound, and Virginia Woolf.

of Sidney and Shakespeare, and on Marlowes radically dierent poems on the theme of love.

SSOGb4
Sophocles tragic heroes and tragic cosmos Jan Parker Daemonic heroes (Ajax, Oedipus at Colonus); challenging women (Electra, Antigone); tragic transitions from boyhood to manhood, isolation to healing (Philoctetes); autonomy or aw? (Oedipus the King); womens ways of knowing and suppressing (Women of Trachis); tragic closure, chance, decision-making, bonds, cosmos, passion, pathos. Sophocles plays ask questions about issues that still trouble audiences, dramatists and theorists. Discussions will be framed by various responsive translators, literal and creative, including Richard Strauss and Jean Anouilh.

SSOGb2
Jane Austen II: Pride and Prejudice and Mansfield Park Alexander Lindsay Pride and Prejudice develops the design and themes of Sense and Sensibility in a social comedy which is witty, but more critical and less light-hearted than at rst apparent. Manseld Park, with its serious-minded, avowedly Christian heroine, may never have enjoyed the same popularity, but is arguably the ner achievement.

Group SSOHb: 2.00pm 3.30pm SSOHb1

Variations on the tragic G Frederick Parker We explore what happens to core elements in classic tragedy heroes, gods, fate, ritual, sacrice in modern dramas when times, it would seem, have changed. We look in particular at landmark works by Ibsen, Chekhov, Lorca, Miller, and Beckett. Did tragedy die, or just change its form? Does its ghost still walk?

SSOGb3
Elizabethan love poetry Paul Suttie The so-called Golden Age of the English Sonnet has left us some of literatures most enduring and thought-provoking explorations of the experience of desire. We will focus on the outstanding sonnet sequences

50

SSOHb2
Don Quixote and Renaissance cultural crisis Edward Wilson-Lee This course provides a framework for reading this masterpiece of European literature by Shakespeares contemporary, highlighting the ideological conicts inside the comedy. Don Quixote, often considered the rst novel, is rife with discord between Christianity and Islam, feudalism and capitalism, and the choice between hopeless idealism and cynical compromise.

Cambridge on Forster. Forsters literary legacy to writers such as David Lodge and Zadie Smith will also be explored.

SSOHb4
Questions of belief: the poetry of Philip Larkin and Gerard Manley Hopkins John Gilroy On an issue of much current relevance, questions of belief are brought into sharp conict in the extraordinary and original work of Gerard Manley Hopkins, nineteenth-century Jesuit priest and poet, and that of one of the most popular and controversial twentieth-century poets, Philip Larkin. We close-read a range of the poetry of each in the context of their times.

SSOHb3
E M Forster and Cambridge Adrian Barlow Forsters classic novel Howards End was published 100 years ago. Together with The Longest Journey it will form the core of this course examining the inuence of Forster on Cambridge and

Literature Summer School Term II

18 31 July Special Subject Courses
Classes are held from Monday to Friday. Participants choose two courses per week, one from Group SSOG and one from Group SSOH.

Week 3 (18 24 July)

Group SSOGc: 9.15am 10.45am SSOGc1
The other Victorians: British Victorian novelists Alison Hennegan By the end of the nineteenth century the novel had become Britains predominant literary form. Subgenres such as science ction, the detective novel, the psychological thriller, the historical and the regional novel, were already well established by then. This course charts the novels progress. It will move beyond the Bronts and Dickens to explore a range of other writers, some well known (Kingsley, Thackeray, Trollope and H G Wells) others perhaps less familiar, including Mrs Oliphant, George MacDonald, Samuel Butler, and the Irish women cousins who wrote together as Somerville and Ross. (This is a double course which can only be taken with SSOHc1.)

SSOGc2
Jane Austen III: Emma and Persuasion Alexander Lindsay With Emma, Jane Austen oers once more the emotional education of a handsome and witty heroine, but this time enjoying a unique nancial independence. In the posthumous Persuasion the moral decisions of the heroine are set against the background of social changes arising from the Napoleonic wars.

SSOGc3
The trouble with Keats Stephen Logan If any poet of the Romantic period can be described as popular, that poet is probably Keats. Yet perhaps this new consensus is the result of cultural amnesia. This course will argue that a true appreciation of Keatss virtues depends on considering seriously why he divided opinion among his contemporaries.

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SSOGc4
Poetry and the self Clive Wilmer How do we read poems, respond to them, understand them? Each class will be devoted to one, or two, poems; the emphasis will be on close reading and intensive discussion, rather than on literary history. We shall specically look at the role played by the self in the poems: the poets own self, the persona created by the poem, the relation between the readers self and the self in the poem. (This is a double course which can only be taken with SSOGd4.)

SSOHc3
His scrupulous meanness: style, text and context in James Joyces Dubliners Mark Sutton Joyce identied the style of his short story collection as one of scrupulous meanness. The books diminished subject matter, along with its deliberate lack of evident authorial intrusion which allows its characters inadvertently to reveal their truths, marked the beginning of a new style in twentieth-century literature. The course will consider Dubliners innovations of style and substance, studying the individual stories partly through the historical and cultural context of Joyces time.

Group SSOHc: 2.00pm 3.30pm SSOHc1

The other Victorians: British Victorian novelists Alison Hennegan This is a double course which can only be taken with SSOGc1.

SSOHc4
The English elegy Clive Wilmer A grief-stricken shepherd laments the death of a fellow shepherd in their common language of pastoral song. In the rst week we will consider poems which grow from this classical tradition by Spenser, Milton, Gray, Shelley and Arnold. In the second, our main subject will be Tennysons In Memoriam AHH, and the course will conclude with some more recent elegies. (This is a double course which can only be taken with SSOHd4.)

SSOHc2
Making sense of poetry Stephen Logan Referring to a wide range of poems, this course will examine what good poets have traditionally wanted their readers to know about such things as metre, diction, syntax, rhyme, other sound-eects and gurative language. We will explore what sensitive, historically-informed and imaginative reading is like and identify the kinds of literary competence needed to make it more fully possible. (This is a double course which can only be taken with SSOHd2.)

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Week 4 (25 31 July)

Group SSOGd: 9.15am 10.45am SSOGd1
Comedy in Shakespeare G Frederick Parker What is happening when we enjoy great comedy? Is comedy meaningful? Is it cruel? Is it even (surely not) a serious matter? While doubtless failing to answer any of these questions conclusively, we shall explore Shakespeares genius for comedy at various stages in his career, from the pure comedy of A Midsummer Nights Dream through the great Sir John Falsta to its strong residual presence in the tragedies.

SSOGd3
Poems and the unconscious Stephen Logan That we have an unconscious mind is now widely assumed, though the concept does not seem to have been fully formulated until the beginning of the twentieth century. Some such notion, however, is obviously manifest in (for example) the medieval preoccupation with dreams, which in turn has antecedents in the Bible and in classical antiquity. We investigate the concept of the unconscious as promoted by Freud and developed by later psychoanalysts. We focus, however, on how Coleridge, Eliot and Heaney engage in discovering what they (and we) might know.

SSOGd2
King Lear and Macbeth Alexander Lindsay Written within a year of each other, these are widely regarded as Shakespeares most profound tragedies. This course will consider them not only as studies in moral evil, but also as tragedies of state with a particular relevance to the Jacobean period.

SSOGd4
Poetry and the self Clive Wilmer This is a double course which can only be taken with SSOGc4.

Group SSOHd: 2.00pm 3.30pm SSOHd1

Happiness in eighteenth-century literature and thought Rowan Boyson This course will use the concept of happiness currently a hot topic in economics, neuroscience, and history as an introduction to eighteenthcentury writing. We will analyse short novels, poetry and prose (including works by Johnson, Rousseau, Blake and Wordsworth), and discuss happiness as a personal, ethical and philosophical conundrum.

SSOHd3
Ecopoetics: literature and the Wild Michael Hrebeniak With scientic evidence presenting a compelling vision of ecological emergency, the relationship between humanity and the natural world stands as the major enquiry of our age. But this understanding has long been a literary concern, and this course will map a eld stretching from Han Shan and Wordsworth to D H Lawrence and Gary Snyder, in order to examine representations of nature as beauty, habitat, shamanic agency and resource.

SSOHd2
Making sense of poetry Stephen Logan This is a double course which can only be taken with SSOHc2.

SSOHd4
The English elegy Clive Wilmer This is a double course which can only be taken with SSOHc4.

I explored the beautiful surroundings of Cambridge and had the possibility of experiencing famous Cambridge college life.
Izabela Prager, Poland

56

History Summer School

18 31 July
Programme Director: David Smith Fellow, Director of Studies in History, Tutor for Graduate Students, Selwyn College; Aliated Lecturer, Faculty of History, University of Cambridge
The History Summer School, now in its twentieth year, is intended primarily for those who are currently students or teachers of history, or who have been engaged in historical study at some stage. However, applications are welcome from anyone with a real commitment to the subject. The programme oers scope for detailed study of specic historical topics, from Roman times to the present day. There is a marked emphasis on British history, but analysis of a wider European and global context plays an important part in the programme. The academic programme Plenary lecture course SSOLM0: Transitions of Power Four special subject courses (two for each week) Evening lectures Plenary lectures and evening talks Each year, eminent historians from this University and beyond are invited to contribute plenary lectures related to a chosen theme. The theme of this years morning plenary lectures is Transitions of Power. Collectively, the speakers explore this theme in dierent historical periods and in various parts of the world. The talks are designed to extend your knowledge into areas not covered by the special subject courses, and will develop your knowledge and understanding of many historical gures and broader areas of history. Special subject courses Much of the teaching is given in special subject classes, led by members of the Universitys Faculty of History and visiting academics. The core of your programme will be your chosen special subject courses, each of which meets ve times. The format of the programme allows a wide choice of subject area: you may wish to attend courses which most obviously complement one another or you may opt to make a selection which covers the broadest historical period possible.

57

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 SSOL and one from Group SSOM.

Week 1 (18 24 July)

Group SSOLa: 11.00am 12.30pm SSOLa1
King James VI and I David Smith James VI and I is one of the most interesting and controversial of British monarchs. He was a philosopher-king, an intellectual in politics, whose historical reputation has been rehabilitated in recent decades. This course will investigate Jamess 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.

SSOLa3
Ancient Rome: society and popular culture Jeremy Toner This course studies the culture of the non-elite in the Roman world. It looks at how a whole host of dierent social groups peasants, craftsmen, labourers, slaves, fortune-tellers, beggars and entertainers coped with the problems of living in a harsh, hierarchical society. We will see how the people managed risk, maintained health and sanity, related to competitors and superiors, had some fun and, on occasion, spoke truth to power.

SSOLa2
Revolution and dictatorship in Latin America 19521980 Charlie Nurse Many people expected the Cuban Revolution of 19591961 would be followed by similar events elsewhere in Latin America. This course looks at why the hopes of revolutionaries such as Che Guevara were not realised and why, instead, the continent experienced repressive military dictatorships in the 1960s and 1970s. 58

SSOLa4
Winston Churchill the greatest Briton? Mark Goldie Recently the British voted Churchill the greatest Briton. Why? Was he the colossus of the twentieth century, or is his status a measure of Britains nostalgic xation on Second World War glories? Churchills career spanned the century: he took part in the last cavalry charge in British

history and lived to authorise the atomic bomb. A child of aristocracy, the peoples Winston is a mass of contradictions: the saviour of his country in 1940; a defender of a declining Empire; a radical liberal; a reactionary conservative. He epitomised Britains confused identity in the modern world, her triumphs and her decline.

history to have been put on trial and publicly executed. In particular, it will explore the extent of his responsibility for the outbreak of the English Civil War, and consider how far he brought his own fate upon himself. The classes will make use of an extensive selection of primary sources.

SSOMa3
Whatever happened to Fascism? Neo-Fascism, neo-Nazism and the Far Right since 1945 John Pollard This course will trace the history of the Far Right in Europe since 1945. In particular, it will look at explicitly neo-Fascist and neo-Nazi movements in the last thirty years, with a focus on Britain and Italy, against the background of the development of the broader Far Right in that period.

Group SSOMa: 2.00pm 3.30pm SSOMa1

The French Revolution and its enemies Sen Lang No event so shook history as the revolution that burst over France in 1789. It began as a bold attempt to reshape an ancient kingdom along the lines of reason; it quickly sank into bloody hysteria or so its opponents claimed. Why were the high hopes of 1789 so quickly dashed, and why did the Revolution provoke such bitter hatred both at home and abroad? What happened when the French spread their ideals of liberty and equality to the rest of Europe by force? (This is a double course which can only be taken with SSOMb1.)

SSOMa4
No picnic: insights into modern British military history Diana Henderson In this course we set the scene in the Victorian period, we examine in detail a battle experience of World War I, we survey the impact on the nation of World War II including intelligence and deception, we study the last set piece attack in Europe and its consequences in the Cold War and we see in stark relief how history really does repeat itself.

SSOMa2
The reign of Charles I, 162549 David Smith This course will investigate the personality, beliefs and policies of Charles I, the only King in English

59

Week 2 (25 31 July)

Group SSOLb: 11.00am 12.30pm SSOLb1
Oliver Cromwell and the English Revolution David Smith Oliver Cromwell remains one of the most controversial and complex gures in British History. Was he driven by consistent principles or by ambition and self-interest? How did he attain such extraordinary power? What was his impact on his times and what legacy did he leave behind? This course will explore these and other questions relating to Cromwell and the English Revolution by examining a range of documents, especially his own letters and speeches.

SSOLb3
Uneasy heads, unsettled bodies: the Tudors and their dominion Richard Rex Few dynasties have caught the imagination more than the Tudors: Henry VIII and Elizabeth I are two of the most easily recognised English Monarchs of all time. We consider the realities behind the reputations of ve of the most inuential rulers England ever had.

SSOLb4
Making and breaking the Soviet Union Jonathan Davis During its 74 year history, the Soviet Union went through various stages. This course assesses how Lenin and Stalin made the Soviet system, the stable era of Khrushchev and Brezhnev, and Gorbachevs breaking of the Soviet Union.

SSOLb2
The Spanish Civil War, 19361939 Charlie Nurse Although the Civil War was an important conict in inter-war Europe, it is frequently overlooked in histories of the period or seen merely as part of the wider struggles of the 1930s. This course examines the war and its causes, seeing it as a Spanish conict with Spanish origins and with consequences which are still controversial in Spain today.

Group SSOMb: 2.00pm 3.30pm SSOMb1

The French Revolution and its enemies Sen Lang This is a double course which can only be taken with course SSOMa1.

60

SSOMb2
Romantics, Radicals and Republicans in France 18201880 Tom Stammers This course will examine the secret societies and subcultures from 18201880 that were committed to overthrowing the status quo and restructuring the social order in line with bold new conceptions of community, class and gender. Artisans and intellectuals, exiles and feminists, the course will look at the proliferation of socialist and revolutionary thought across this formative period.

after death? Should we fear or embrace the future? Taking in theology, literature and art, this course catches the Victorians in the act of framing their answers, which were by turns bizarre and profound, grotesque and deeply moving.

SSOMb4
The British rediscovery of the Ancient World David Gange The nations of eighteenth- and nineteenth-century Europe developed a host of techniques for rediscovering the ancient Mediterranean and Near East: the rise of travel, emergence of the museum, decipherment of scripts, the birth of archaeology. This course will explore how knowledge of Egypt, Assyria, and Homeric Greece was integrated into British society and fuelled competition between nascent European nationalisms.

SSOMb3
Victorian ideas: life, death and the future Michael Ledger-Lomas Victorians were modern people who liked to meditate on ancient questions. Does God exist and if not why is life worth living? Is there life

I could not be happier with all my classes and lectures in the Shakespeare Summer School.
Jacquielynn Wol, United States of America

62

Shakespeare Summer School

1 14 August
Programme Director: Catherine Alexander Fellow of the Shakespeare Institute, University of Birmingham
The Shakespeare Summer School was rst held in 1994. This programme has proved hugely popular with students and Shakespeare enthusiasts from around the world. Leading scholars, editors, researchers and practitioners contribute to the Summer School, providing a unique academic experience and oering you the exposure to the latest developments in Shakespeare studies. Cambridge has a reputation for radical and innovative Shakespeare scholarship and interpretation, and many prominent actors and directors have studied here. The academic programme Plenary course SSORS0: Interpreting Shakespeare Four special subject courses (two for each week) Evening lectures Plenary lectures All participants attend the plenary lecture course SSORS0 on each teaching day. This programme of lectures on Interpreting Shakespeare oers a unique opportunity to learn with recognised experts from this University and beyond. It is important to note that the benet of this series of lectures lies in its diversity of critical and historical approaches to Shakespeare on page and stage and its cumulative force. You will be able to build up a considerable understanding of dierent areas of scholarship and issues raised in the lecture course will inform the special subject classes you are attending. Special subject courses The core of your programme will be your chosen special subject courses, led by members of the Universitys Faculty of English and visiting academics. You may wish to attend courses which most obviously complement one another or to make a selection which covers the broadest range of Shakespearean study possible. You will be expected to have done substantial preparatory reading before you arrive in Cambridge. It cannot be emphasised too strongly that the benet to be derived from the classes is directly proportional to the amount of preliminary reading which has been done. Evening lectures A varied programme of evening talks enhances your Cambridge experience and extends the topics for debate and discussion. 63

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 SSOR and one from Group SSOS.

Week 1 (1 7 August)
Group SSORa: 9.15am 10.45am SSORa1
Shakespeares Roman tragedies Alexander Lindsay This two-week course will explore Shakespeares four Roman plays, beginning with the early Titus Andronicus, through Julius Caesar to the late masterpieces Antony and Cleopatra and Coriolanus. A central theme will be how the characteristic Roman virtues work against the protagonists, and Ben Jonsons Sejanus will be used as a term of comparison. (This is a double course which can only be taken with SSORb1.)

SSORa3
Shakespeare and the problem play: Measure for Measure, Alls Well that Ends Well and The Merchant of Venice John Lennard Problem plays persists as a category, but which plays are meant, and why, is wildly variant. This course starts with a hard look at the term, a Victorian coinage, and considers three plays to ask what the problem is, exactly, and why it does or does not deserve a label of its own.

SSORa4
Shakespearean justice Paul Suttie Some of Shakespeares most memorable characters are driven by the desire for justice. But what is justice? And are we right to expect it from our rulers, or from the world, or from a play? These questions are probed deeply, and often painfully, in The Merchant of Venice and King Lear.

SSORa2
Guilt and ambition in Macbeth Vivien Heilbron In a series of practical workshops, you will work with a professional actor and director on key scenes and speeches, exploring Shakespeares dramatic language. We will focus on the complex relationship between Macbeth and Lady Macbeth.

64

Group SSOSa: 2.00pm 3.30pm SSOSa1

Shakespeares lovers Clive Wilmer In his youthful drama Romeo and Juliet, Shakespeare projected the world of Renaissance love poetry on to the stage. Some years later, in Troilus and Cressida, he subjected the same language, ideals and conventions to bitterly comic irony. Then, at the height of his powers, he turned to the tragedy of middle-aged love in Antony and Cleopatra. This trajectory is also, in some ways, the trajectory of his whole career. (This is a double course which can only be taken with SSOSb1.)

SSOSa3
Interpreting Macbeth Catherine Alexander This course will take a chronological approach to the afterlife of Shakespeares Macbeth beginning with the comic presentation of the witches and the political appropriations of the eighteenth century then considering the subsequent performance history of the play on stage and screen with a focus on Lady Macbeth and the presentation of the supernatural.

SSOSa4
Twelfth Night and the picture of we three Stewart Eames This course on Shakespeares (arguably) greatest comedy will investigate the plays engagement and manipulation of its audience. Some knowledge of early performance conditions will be assumed.

SSOSa2
Shakespeare, Marlowe and the English history play Alexander Lindsay The course will explore how these two great contemporaries responded to, and learned from, each others political dramas, in particular the handling of the stage-Machiavel. Consideration will be given to the impact of Marlowes versication, and comparisons drawn between The Jew of Malta and King Richard III, and between Edward II and King Richard II.

Week 2 (8 14 August)
Group SSORb: 9.15am 10.45am SSORb1
Shakespeares Roman tragedies Alexander Lindsay This is a double course which can only be taken with SSORa1.

SSORb4
Interpreting Othello Catherine Alexander This course will consider key moments in the life of Shakespeares Othello, beginning with the composition of the play (how did the playwright manipulate his source material?) and progressing through signicant performances on stage and screen, inuential pieces of criticism, and the reception of the play.

SSORb2
Letting the words do the work: Shakespeare directs the actor Vivien Heilbron In this workshop course we explore key speeches from several plays, discovering how Shakespeares dramatic language can help the actor to make specic choices about the characters thoughts, emotions and objectives. Participants will actively explore the physical and vocal possibilities for actors interpreting these speeches.

Group SSOSb: 2.00pm 3.30pm SSOSb1

Shakespeares lovers Clive Wilmer This is a double course which can only be taken with SSOSa1.

SSORb3
What happens in Hamlet Clive Wilmer Hamlet is Shakespeares longest and most famous play. It is often said to be something of a puzzle. This course simply studies the text, one session for each of the ve acts, and asks what sort of conclusions can be reached. There will be some discussion of dierences of text and a minimum of essential contextualisation; otherwise, we shall focus exclusively on Shakespeares words.

SSOSb2
Experience and innocence in Othello Vivien Heilbron In a series of practical workshops, you will work with a professional actor and director on key scenes and speeches, focusing especially on the complex relationship between Iago and Othello and the marriage of Othello and Desdemona. We will let the words do the work and look for ways in which Shakespeare helps the actor to make choices.

66

SSOSb3
Shakespeares indecorum: Titus Andronicus, A Midsummer Nights Dream, and Cymbeline John Lennard Voltaire thought Shakespeare a barbarian for mixing tragedy and comedy, but genre-bending is close to the heart of his greatness. This course looks at three highly indecorous plays (early, middle, and late) where the muddles of comical-historical-tragicalpastoral become superb fusions, and asks how he found such strength in generic hybridity.

SSOSb4
King Lear and the murmuring surge Stewart Eames This course on Shakespeares most painful and eclectic tragedy will investigate the plays engagement and manipulation of its audience. Some knowledge of early performance conditions will be assumed.

[A] fantastic experience!

Helle Trolle Nordentoft-Christensen, Denmark

68

Medieval Studies Summer School

1 14 August
Programme Director: Rowena E Archer Fellow of Brasenose College, University of Oxford; Lecturer for the University of Cambridge Institute of Continuing Education
The University of Cambridge Medieval Studies programme has no competitor; it oers a unique opportunity for students to work with the greatest British medievalists who are on hand to discuss their area of expertise in a way that is at once challenging yet accessible. The tutors are with us on the programme to help you form your own arguments about big historical issues but also to help you to understand the complexities of your chosen topic. Dr Rowena E Archer The Medieval Studies Summer School, established in 1997, is intended primarily for current undergraduate or graduate students, and college or university teachers. It presents a valuable opportunity for anyone with a primary interest in any one area of medieval studies to undertake interdisciplinary study. Others with knowledge or genuine interest in any related discipline are also welcome. The academic programme Plenary course SSOKN0: Saints and Sinners Four special subject courses (two for each week) Evening lectures Special subject courses At the core of your programme of study are your four chosen specialisttaught courses, concentrating on particular aspects of medieval art, architecture, history, literature or politics. These special subject classes are led by recognised experts from the University of Cambridge and other British universities. Plenary lectures All participants attend the series of plenary lectures focusing on Saints and Sinners, and oering a unique opportunity to learn with recognised experts from this University and beyond. You will be able to build up a considerable understanding of specic areas and gain a broader perspective from lectures examining many dierent facets of the medieval world. Evening lectures Additional evening lectures extend the range of subjects addressed, and some such as introductions to weekend excursion venues or plays are open to participants in other Summer Schools.

69

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 SSOK and one from Group SSON.

Week 1 (1 7 August)
Group SSOKa: 11.00am 12.30pm SSOKa1
Scandal, glamour and politics: courts and courtiers in late medieval Europe Nigel Saul The course will examine the origins, character and physical setting of the princely courts of late medieval Europe, concentrating especially on the courts of England, France and Burgundy. Particular attention will be given to the role of the court as a political centre, a forum for the display of majesty and a community of polite living. (This is a double course which can only be taken with SSONa1.)

SSOKa3
The Norman Conquest John Maddicott How was a small band of military adventurers able to conquer and colonise one of the richest and best organised states in Europe? We consider the origins of the Conquest in the reign of Edward the Confessor; its course and resistance to it; changes brought by the imposition of a foreign ruler, a new military aristocracy and a colonial settlement of local lords; and importantly continuity from the English past.

SSOKa2
Nasty, brutish and short: rethinking the lives of medieval peasants Benjamin Dodds Peasants are often depicted as helpless victims of exploitative lords, backward technology and their own stubborn boorishness. Over recent years much has been done to revise this understanding, revealing the complexity of peasant society. This course will explore the lives and outlooks of peasants in medieval England. 70

SSOKa4
Religion, romance, satire and sex in The Canterbury Tales Colin Wilcockson Georey Chaucer (13401400) was a poet of remarkable emotional and poetic range from high romance, to social satire, to explicit confession, to hilarious obscenity, to the mocking of academic pomposity, to tragic suering. These ve classes will attempt to indicate something of the versatility of one of the greatest

English poets, and to set the works in their literary and social contexts.

Group SSONa: 2.00pm 3.30pm SSONa1

Scandal, glamour and politics: courts and courtiers in late medieval Europe Nigel Saul This is a double course which can only be taken with SSOKa1.

John. The Charter itself will be then analysed to show the remedies which it oered to the various groups in the political community. Finally, its legacy to Johns successors will be assessed.

SSONa4
Depicting saints (and sinners) Spike Bucklow This course takes as read that medieval artists materials were inherently meaningful. It explores how artists used those meanings to sanctify the painting process and add a hidden layer of meaning to the painted object. It focuses on the making of English manuscripts and panel paintings.

SSONa2
The Black Death Benjamin Dodds The Black Death was the worst disaster in recorded history: it is likely that around half the population of Europe perished. Its origins remain mysterious and its eects debatable. On this course, students will examine both issues and reach their own conclusions using the most recent historical research and contemporary sources.

Week 2 (8 14 August)
Group SSOKb: 11.00am 12.30pm SSOKb1
Politics and society during the Wars of the Roses, c14501485 Rowena E Archer Mid fteenth-century England was wracked by civil war. France was lost, the king was mad, nobility and gentry resorted to violence, yet somehow most folk managed to carry on relatively normal lives. We shall explore the war but also how ordinary people ourished despite the instability. (This is a double course which can only be taken with SSONb1.)

SSONa3
King, barons and people: the making and meaning of Magna Carta John Maddicott Magna Carta (1215) is traditionally seen as the foundation-stone of English political liberty. This course examines the circumstances which brought it into being in particular, the oppressive government of King

SSOKb2
The Arthurian legend in the Middle Ages Elizabeth Archibald The Arthurian legend was hugely popular in the Middle Ages. Texts to be read will include Georey of Monmouth, Marie de France, Chrtien de Troyes, Chaucer, and Malory. Topics for discussion will include the conict of love and chivalry, the importance of religion and magic, and the representation of women.

SSOKb4
Medieval houses: rich and poor (un)alike Frank Woodman Medieval houses survive in surprising numbers and in a variety of materials. The obvious division of major and minor must be supplemented by urban and rural. We shall examine the basic needs of all domestic households, the manor, urban living, palaces/castles and the late medieval phenomenon the Trophy House.

SSOKb3
The Crusade of Richard the Lionheart Malcolm Barber Saladins victory over the Christian army at the battle of Hattin in 1187 was followed by his capture of Jerusalem and the rapid conquest of most of the crusader states. This course analyses the role of King Richard of England in the Third Crusade between 1187 and 1192 during which he helped to recapture Acre and defeated Saladin in battle, but ultimately failed to regain Jerusalem.

Group SSONb: 2.00pm 3.30pm SSONb1

Politics and society during the Wars of the Roses, c14501485 Rowena E Archer This is a double course which can only be taken with SSOKb1.

SSONb2
Crusade, heresy and inquisition Jonathan Phillips In southern France at the start of the thirteenth century there emerged a profound new threat to the Christian Church: the Cathar heresy. When, in 1208, a churchman was murdered, Pope Innocent III unleashed the full force of the crusade. We shall explore the brutal outcome through a wide range of contemporary documents.

72

SSONb3
Medieval political ideas: power, authority and consent Joseph Canning Medieval political ideas were important in their own period but also as sources of early modern conceptions. Political authority was understood to derive both from God and human action. This course studies: kingship by divine grace; conicts between the powers of emperor and pope; city-republicanism; and the godly ruler.

SSONb4
Edward II: an unsuitable king? Philip Morgan In the celebrity version Edward II started out his rule with a boyfriend, but lost his throne to a conspiracy led by his wife and her lover. More importantly his twenty-year reign (130727) was marked by political murders, wars for Scottish independence, European famine and the highest achievements of English architecture.

I attended lessons by interesting and helpful teachers, made a lot of new friends and improved my English. It was a great experience.
Giulia Cantarini, Italy

74

English for Academic Purposes (EAP)

18 July 14 August
This programme is for second language students already procient in English who wish to develop their language skills further. Participants should have achieved an English level equivalent to 6.0-6.5 on the IELTS scale (speaking/listening). The rst two weeks of the programme are spent taking the English for Academic Purposes (EAP) course for students who wish to improve their English at an advanced level in the intensive, personalised programme oered by the Language Centre of the University of Cambridge. The course is designed around learners specic needs and is delivered through a exible combination of faceto-face and online learning. The focus is on learner support, helping them to cope eectively with academic English. The primary goal of this two-week course will be on the listening process; the secondary focus of the course will be on speaking. In weeks three and four of the programme you take academic courses as a member of the University of Cambridge International Summer Schools. You can choose one of: International Summer School Term II, the Medieval Studies Summer School or the Shakespeare Summer School. These courses provide the opportunity for putting into action some of the skills learned in the previous two weeks, as well as the chance for rigorous 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. During the programme you will also be able to attend evening lectures given by leading academics and experts in a variety of subjects. Accommodation for the English for Academic Purposes programme is available in Selwyn College (Cripps Court and Anns Court), Newnham College (standard rooms) and Gonville and Caius College (see pages 85 and 86). You will be living alongside EAP students as well as participants in other Summer School programmes. If you wish, you can also write papers for the courses that you take these will be graded by the Course Directors and you will be given a narrative report, a percentage mark, a grade report and certicate of attendance. If you are attending a degree course in your home country, it is possible that your home university may award you credit towards your degree for these courses. 75

Our IELTS course aims to combine the Universitys expertise both in the globally recognised exam as well as in the provision of bespoke EAP support.
Karen Ottewell, EAP Director

76

IELTS Preparation Course

11 July 1 August
The University of Cambridge will be oering an exciting new alternative to its successful English for Academic Purposes Summer School this year a three-week intensive IELTS preparation course taught at the Universitys Language Centre. The IELTS course draws upon many successful factors of the EAP programme, but is aimed towards those who have not yet achieved the 6.0-6.5 level required. It is hoped that IELTS students will return to participate in the EAP programme next year. The course is designed to prepare candidates for the Academic Training Module in the IELTS examination. It is aimed at students who already hold an overall score of at least 5.5 and who wish to upgrade their score in order to gain admission to a British university. The primary focus of the course is to prepare participants for the IELTS examination and will include a full mock IELTS examination at the end of the second week of the course. At the end of the three-week course, participants who wish to can sit the actual IELTS examination in Cambridge. The secondary focus of the course, but in many ways the far more important one, is the strengthening and development of English for Academic Purposes (EAP) and the associated key transferable skills, such as presentation skills, 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 Centres own English for Academic Purposes (EAP) programmes which are tailored to the needs of Cambridge undergraduate and postgraduate students. The course will be restricted to 20 participants. Successful applicants will be invited to join the course on the basis of an assessment.

77

Teaching sta
International Summer Schools Term I & Term II
Deborah Banham Aliated Research Scholar, Department of History and Philosophy of Science and Honorary Research Associate, Department of Anglo-Saxon, Norse and Celtic, University of Cambridge Simon Browne Lecturer for the University of Cambridge Institute of Continuing Education Piers Bursill-Hall Lecturer for the Department of Pure Mathematics and Mathematical Statistics, University of Cambridge Jonathan Davis Principal Lecturer in Soviet and Modern History, Anglia Ruskin University John Gilroy Lecturer for the University of Cambridge Institute of Continuing Education; Former Lecturer in English, Anglia Ruskin University Sin Griths Lecturer for the University of Cambridge Institute of Continuing Education Diana Henderson Alumni and Development Director, Queens College Caroline Holmes Garden Historian, Broadcaster, Lecturer and Writer; Part-time Tutor, University of Cambridge Institute of Continuing Education Ulrike Horstmann-Guthrie Lecturer for the Institute of Continuing Education and the Department of German, University of Cambridge John Howlett Graduate Researcher, Faculty of Education, University of Cambridge Nicholas James Consultant; Aliated Scholar in Archaeology, University of Cambridge; Lecturer for the University of Cambridge Institute of Continuing Education Andrew Lacey Lecturer for the University of Cambridge Institute of Continuing Education; Former Member of the Faculty of Architecture and History of Art, University of Cambridge Sen Lang Senior Lecturer in History, Anglia Ruskin University John Lawson Research Associate, Autism Research Centre, Department of Psychiatry, University of Cambridge; Director of Studies in Social and Political Sciences, Girton College; Senior Lecturer in Psychology, Oxford Brookes University Graham McCann Former Lecturer in Social and Political Sciences, University of Cambridge; Kings College Elizabeth McKellar Lecturer for the University of Cambridge Institute of Continuing Education 78

Nigel Miller Lecturer, Royal Holloway and Birkbeck College, University of London; Economic Advisor to Defra UK (Department for Environment, Food and Rural Aairs) Charlie Nurse Research Associate, Centre of Latin American Studies, University of Cambridge; Associate Lecturer in History, Open University Susan Oosthuizen University Senior Lecturer for Landscape and Field Archaeology, Institute of Continuing Education, University of Cambridge; Aliated Scholar, Department of Archaeology; Fellow of Wolfson College Jon Phelan Lecturer in Philosophy, University of Cambridge Institute of Continuing Education Joanne Rhymer Independent Art Historian Paul Suttie Former Fellow of Robinson College John Sutton Former Senior Lecturer in History, Anglia Ruskin University Rex Walford Former Head of the Department of Education, University of Cambridge; Emeritus Fellow of Wolfson College Richard Yates Former Senior Lecturer, Anglia Ruskin University

Art History Summer School

Spike Bucklow Senior Research Scientist and Teacher of Theory at the Hamilton Kerr Institute, Fitzwilliam Museum, University of Cambridge Nicholas Friend Programme Director, Art History Summer School; Director, Inscape Fine Art Study Tours; Queens College James Malpas Tutor at Sothebys Institute Joanne Rhymer Independent Art Historian Gail Turner Independent Lecturer and Art Historian Timothy Wilcox Associate Lecturer, University of Surrey Richard Williams Independent Art Historian

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Science Summer School

Rosie Bolton Research Associate in Astrophysics, Cavendish Laboratory, University of Cambridge Robin Catchpole Institute of Astronomy, University of Cambridge Val Gibson Professor of High Energy Physics; Senior Lecturer of Trinity College James Grime Enigma Project Ocer, Department of Applied Mathematics and Theoretical Physics, University of Cambridge Hugh Hunt Senior Lecturer in Engineering, University of Cambridge; Fellow of Trinity College Lisa Jardine-Wright Astrophysicist and Educational Outreach Ocer at Cavendish Laboratory, Department of Physics, University of Cambridge John Lawson Research Associate, Autism Research Centre, Department of Psychiatry, University of Cambridge; Director of Studies in Social and Political Sciences, Girton College; Senior Lecturer in Psychology, Oxford Brookes University Imre Leader Professor of Pure Mathematics, Department of Pure Mathematics and Mathematical Statistics, University of Cambridge; Fellow of Trinity College Dan Neill Division of Protein and Nucleic Acid Chemistry, Medical Research Council Laboratory of Molecular Biology; Darwin College Stephen Peake Teaching Fellow, Judge Business School, University of Cambridge; Senior Lecturer in Environmental Technology, Open University Luke Skinner Royal Society Research Fellow at the Department of Earth Sciences, University of Cambridge; Fellow of Christs College Rob Wallach University Senior Lecturer in Materials Science and Metallurgy, University of Cambridge; Fellow of Kings College Peter Wothers Teaching Fellow, Department of Chemistry, University of Cambridge; Fellow of St Catharines College Andrew Wyllie Professor of Pathology and Head of Department; Fellow of St Johns College

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Literature Summer School

Adrian Barlow Director of Public and Professional Programmes and University Lecturer in Literature, University of Cambridge Institute of Continuing Education; Senior Member, Wolfson College Rowan Boyson Research Fellow in English at Kings College John Gilroy Lecturer for the University of Cambridge Institute of Continuing Education; Former Lecturer in English, Anglia Ruskin University Alison Hennegan Member of the Faculty of English, University of Cambridge; Supernumerary Fellow and Director of Studies in English, Trinity Hall Ulrike Horstmann-Guthrie Lecturer for the Institute of Continuing Education and the Department of German, University of Cambridge Michael Hrebeniak Fellow, Admissions Tutor and Director of Studies in English, Wolfson College Alexander Lindsay Associate Lecturer, Open University Stephen Logan University Lecturer, Faculty of English, University of Cambridge; Principal Supervisor in English, Clare College G Frederick Parker Senior Lecturer in English, University of Cambridge; Fellow and Director of Studies in English, Clare College Jan Parker Senior Member of the Faculty of Classics, University of Cambridge; Senior Research Fellow, Open University Paul Suttie Former Fellow of Robinson College Mark Sutton Associate Lecturer, Open University Jacqueline Tasioulas Senior Lecturer in English, Clare College Clive Wilmer Aliated Lecturer, Faculty of English, University of Cambridge; Fellow of Sidney Sussex College Edward Wilson-Lee Aliated College Lecturer and Director of Studies in English, Sidney Sussex College

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History Summer School

Jonathan Davis Principal Lecturer in Soviet and Modern History, Anglia Ruskin University David Gange Research Fellow, Cambridge University Victorian Studies Group; Faculty of History, University of Cambridge; Junior Research Fellow, Wolfson College Mark Goldie Reader in Intellectual History, University of Cambridge; Fellow of Churchill College Diana Henderson Alumni and Development Director, Queens College Sen Lang Senior Lecturer in History, Anglia Ruskin University Michael Ledger-Lomas Research Associate, Cambridge University Victorian Studies Group; Faculty of History, University of Cambridge; Fellow of Selwyn College Charlie Nurse Research Associate, Centre of Latin American Studies, University of Cambridge; Associate Lecturer in History, Open University John Pollard Fellow in History, Trinity Hall; Fellow of the Royal Historical Society; Emeritus Professor of Modern European History, Anglia Ruskin University Richard Rex Reader in Reformation History, Faculty of Divinity, University of Cambridge; Fellow and Tutor, Queens College David Smith Fellow, Director of Studies in History, Tutor for Graduate Students, Selwyn College; Aliated Lecturer, Faculty of History, University of Cambridge Tom Stammers Junior Research Fellow, Gonville and Caius College Jeremy Toner Director of Studies in Classics, Hughes Hall

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Shakespeare Summer School

Catherine Alexander Fellow of the Shakespeare Institute, University of Birmingham Stewart Eames Former Member of the Faculty of English, University of Cambridge Vivien Heilbron Actor; Director John Lennard Former Professor of British and American Literature, University of the West Indies, Mona; Former Newton Trust Lecturer in Practical Criticism, Faculty of English, University of Cambridge; Former Fellow and Director of Studies in English, Trinity Hall Alexander Lindsay Associate Lecturer, Open University Paul Suttie Former Fellow of Robinson College Clive Wilmer Aliated Lecturer, Faculty of English, University of Cambridge; Fellow of Sidney Sussex College

Medieval Studies Summer School

Rowena E Archer Fellow of Brasenose College, University of Oxford; Lecturer for the University of Cambridge Institute of Continuing Education Elizabeth Archibald Professor of Medieval Studies, Department of English, University of Bristol Malcolm Barber Emeritus Professor of History, University of Reading Spike Bucklow Senior Research Scientist and Teacher of Theory at the Hamilton Kerr Institute, Fitzwilliam Museum, University of Cambridge Joseph Canning Aliated Lecturer, Faculty of History, University of Cambridge; Former Reader in History, School of History, Welsh History and Archaeology, Bangor University Benjamin Dodds Senior Lecturer, Department of History, Durham University John R Maddicott Former Fellow and Tutor in Medieval History, Exeter College, Oxford Philip Morgan Senior Lecturer, University of Keele Jonathan Phillips Professor of Crusading History, Royal Holloway, University of London Nigel Saul Professor of Medieval History, University of London Colin Wilcockson Emeritus Fellow and Former Director of Studies in English and in Anglo-Saxon, Norse and Celtic, Pembroke College Frank Woodman University Lecturer in History of Art and Architecture, University of Cambridge Institute of Continuing Education 83

Accommodation
All students on the University of Cambridge International Summer Schools have the opportunity to live in Cambridge college accommodation. The colleges available to you depend on the programme you are attending. Participants from more than one Summer School might be housed in the same college this gives you the chance to meet fellow students from a wide range of backgrounds. Various options are available, depending on programme choice, from simple room only accommodation through to comfortable en-suite rooms including breakfast and evening meals. Each college varies in character and history, and we hope that the information below helps you make the choice of where to stay if multiple options are available to you on your programme. Please remember: accommodation is in very basic, single bed-sitting rooms with washbasins: the rooms used are those normally occupied by Cambridge undergraduates during the academic year, so you will be living like a Cambridge student. Couples are normally housed in adjacent rooms. The colleges are not like hotels: normally it is not possible to accommodate you if you arrive early (before the programme starts) or want to stay after the end of the programme. Further information about early arrival and late departure is available on our website and in the student handbook you will receive after registration. Those attending two consecutive programmes and intending to stay for the night(s) between Summer Schools may book accommodation for an additional charge. Non-residential attendance at the Summer Schools is possible if you prefer to nd your own accommodation. Information on guesthouses and lodgings in Cambridge is available from the tourist oce. The University can accept no responsibility for nding accommodation for those applying for non-residential places. You can nd information about the individual colleges overleaf and further details can be found on our website: www.cont-ed.cam.ac.uk/intsummer

Gonville and Caius Stephen Hawking Building

Accommodation available for: ISS Term I, ISS Term II, Literature, History, Science, Shakespeare, Medieval Studies and EAP Facilities include: Wireless internet access; Telephones (public only within Old Court); Laundry room; Bar; Gardens Location on map: E/G Gonville Hall was founded in 1348 by a Norfolk priest, Edmund Gonville. It was enlarged by John Caius, an eminent physician, and the new College of Gonville and Caius received its charter from Mary I in 1557. This summer, students will be staying in the Stephen Hawking building, ocially opened by the Duke of Edinburgh in April 2007. Ten minutes walk from the Old Courts, this state-of-art facility is named after the colleges most celebrated living Fellow, who lived and wrote his bestseller A Brief History of Time in an older building on this site. Please note: Harvey Court (part of Caius) is being renovated on one side of this new building, and a brand new teaching faculty building is going up on the other side, next to the English Faculty. Parts of the gardens will be inaccessible because there will be a construction crane above them. There will be some building noise during the daytime. You will need to walk to Gonville and Caius Old Court for your breakfast and evening meals. All of the rooms are en-suite and are oered at a once-in-a-lifetime price, right next door to the Sidgwick Site, where some (but not all) of the teaching takes place.

Wolfson Court
Accommodation available for: Art History Facilities include: Wired laptop connections in room; Computer room; Public telephones; Laundry room; Bar/Common room; Courtyards Location on map: A Wolfson Court is part of Girton College. In 1869 the educational reformer Emily Davies set up a female establishment on the Cambridge collegiate model, to prepare students for the Cambridge tripos. In 1924 Girton received its formal college charter. In the 1960s and 70s Girton started to admit men, who now account for over half of its student numbers. Its Wolfson Court site was built in 1969. Situated around six inner courts, it provides a pleasant and relaxed setting for studying. The college is a 1020 minute walk from the main teaching site where classes are held during the day and 15 minutes walk from the town centre. Evening lectures are held after dinner at Wolfson Court. Please note that there are no en-suite rooms available within Wolfson Court for the Art History Summer School.

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Newnham College
Accommodation available for: ISS Term I, ISS Term II, EAP Facilities include: Wireless internet access (in some areas); Computer room; Telephones (public); Laundry room; Gardens Location on map: F Newnham College is one of the most important and inuential Oxbridge college foundations since the sixteenth century, contributing greatly to feminist reform and producing many leading women writers, scientists and intellectuals. Founded in 1871, its early mentors were Henry Sidgwick, the moral philosopher and promoter of womens education and Anne Jemima Clough, its rst principal. Newnham received a College charter in 1917 and in 1948 its women nally received University degrees. The original series of buildings were designed by Basil Champneys and built in the graceful Queen Anne style with Dutch red-brick gables and white woodwork, well suited to its setting around extensive lawns and ower beds. A number of the student rooms are in more modern buildings which blend well with their older counterparts alongside. Please note: the en-suite rooms available are not on the ground oor.

Selwyn College Old Court, Cripps Court and Anns Court

Accommodation available for: ISS Term I, ISS Term II, EAP IELTS (Cripps Court only) Facilities include: Wired laptop connections in room; Telephone (public); Laundry room; Bar/Common room; Chapel/Prayer room; Gardens Location on map: D (Old Court); B (Anns Court); C (Cripps Court) Selwyn College was founded in 1882 in memory of George Augustus Selwyn, the rst Bishop of New Zealand. It became a favourite college for the sons of clergymen and to this day maintains strong connections with the Church of England. Selwyns Old Court architecture is in the red-brick neoTudor style of the 1880s, with a turreted gate-tower and a chapel reminiscent in shape of Kings 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. Anns Court is a newly-built facility oering en-suite rooms. Students living in Cripps Court and Anns Court take their meals in the main dining hall in Old Court.

St Catharines College
Accommodation available for: Science, Literature, History, Shakespeare, Medieval Studies Facilities include: Wireless internet access; Computer room; Telephones (public); Laundry room; Chapel/Prayer room; Gardens; Sports facilities Location on map: H St Catharines College was founded in 1473 by Robert Woodlark, former Chancellor of the University. Originally established for the study of philosophy and sacred theology, Woodlark also left elaborate instructions with regard to the prayers to be said for the benet of his soul following his death. The College was rebuilt in the seventeenth century with work on the main court beginning in 1674 and the chapel completed thirty years later. Today the College is an intriguing mix of the old and the new and is set in the heart of the ancient city of Cambridge only a few minutes walk from both teaching sites. We have been advised that there may be some building works at the College, during the period of the Summer Schools, but that any building noise should be limited to day time, when you will be in lectures (at least until mid-afternoon).

Clare College
Accommodation available for: Science, Literature, History, Shakespeare, Medieval Studies Facilities include: Wireless internet access; Computer room; Wired laptop connections in room; Telephones (public); Laundry room; Bar/Common room; Chapel/Prayer room; Gardens Location on map: J/K Founded in 1326 as University Hall and re-founded in 1338 as Clare Hall, this is the second oldest Cambridge College. The College takes its name from Lady Elizabeth de Clare, a wealthy granddaughter of Edward I who endowed the foundation of 1338. The present main court was built by local architects, Grumbold and son, between 1638 and 1715; Grumbold also built the unique bridge, now the oldest on the Cam. The imposing Memorial Court, where you will be living, was designed by Gilbert Scott in the 1920s and helped to accommodate women undergraduates when Clare became one of the rst colleges to become co-residential in 1972. Breakfast and dinner will be a ve-minute walk away in Old Court, reached by crossing Thomas Grumbolds famous bridge.

Programme calendar
Sun Mon Tues Wed Thur Fri Sat Sun Mon Tues Wed Thur Fri Sat Sun Mon Tues Wed Thur Fri Sat Sun Mon Tues Wed Thur Fri Sat Sun Mon Tues Wed Thur Fri Sat Sun Mon Tues Wed Thur Fri Sat 4 Jul 5 Jul 6 Jul 7 Jul 8 Jul 9 Jul 10 Jul 11 Jul 12 Jul 13 Jul 14 Jul 15 Jul 16 Jul 17 Jul 18 Jul 19 Jul 20 Jul 21 Jul 22 Jul 23 Jul 24 Jul 25 Jul 26 Jul 27 Jul 28 Jul 29 Jul 30 Jul 31 Jul 1 Aug 2 Aug 3 Aug 4 Aug 5 Aug 6 Aug 7 Aug 8 Aug 9 Aug 10 Aug 11 Aug 12 Aug 13 Aug 14 Aug

Science Summer School Term I

Literature Summer School Term I

Art History Summer School

International Summer School Term I

IELTS Science Summer School Term II Literature Summer School Term II History Summer School

EAP

International Summer School Term II

Shakespeare Summer School

Medieval Studies Summer School

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Selwyn College Cripps Court Standard

Newnham College Standard (Room only) 32 Clare College Standard (Bed & Breakfast only) 820 1,465 785 1,430 41 EAP

Selwyn College Anns Court En-suite

Selwyn College Old Court Standard

Interdisciplinary Summer Schools, EAP and IELTS Preparation Course

ISS Term I ISS Term II EAP IELTS Preparation Course Extra nights between programmes*

3,180 3,030 2,780 2,535 3,020 2,720 2,135 2,500 1,860 1,785 1,655 1,520 1,775 1,610 1,310 1,495 3,825 3,130 3,330 3,095 2,485 74 68 58 48 68 Clare College En-suite 55 46

St Catharines College En-suite

St Catharines College Standard

Specialist Summer Schools

Art History 1 week 2 weeks Science Term I or II 1 week 2 weeks Literature Term I or II, 1 week History, Shakespeare 2 weeks or Medieval Studies Extra nights between programmes/terms*

870 1,565 980 1,810 945 1,775 920 1,675 885 1,640 1,055 1,965 1,020 1,930 980 1,810 945 1,775 855 1,530 820 1,495

50

68

58

80

68

Clare College Standard

46

Prices include bed, breakfast and evening meals unless otherwise indicated. * Accommodation is available at these costs for the night(s) between consecutive programmes/terms.

Tuition fees only for students nding their own accommodation (non-residents)
IELTS Preparation Course 1,495 N/A

ISS Term I

ISS Term II

Literature Term I or II

Shakespeare

Art History

Science Term I or II

Full programme tuition fees 1 week only tuition fees

1,360

905

940

940 905 905 905

905 1,860

N/A

N/A

580

580 545 545 545

545 N/A

Medieval Studies

History

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Gonville and Caius En-suite

Wolfson Court Standard

Gonville and Caius En-suite

Newnham College En-suite

Newnham College Standard

Selwyn College Old Court En-suite

Fees

Booking terms and conditions

Non-UK students may require a student visitor visa to attend. Please note: student visitor visas can only be issued to applicants over the age of 18. Students will be asked to show their passports upon registration. It is advisable to view the Home Oce UK Border Agency website regarding visa applications: http://www.ukba.homeoce.gov.uk/ studyingintheuk/student-visitors/ eligibility Language requirements All teaching for the Summer Schools is in English. Applicants must satisfy themselves and the organisers of the Summer Schools that their English is of a standard high enough for them to be able to understand and follow arguments presented in written and spoken English at university level. We require all applicants (except those opting to do EAP or IELTS) whose rst language is not English to have TOEFL score 600, CBT TOEFL 250, iBT TOEFL 100, Cambridge CAE (grade C or above), IELTS 6.5, or proof that they have achieved an equivalent level. If you do not have any formal English language qualications, please send a statement from your college or employer, stating the level they believe your uency in English to be. We need you to include originals or certied copies of the documents showing your English language competence with your application 90 form. Without these documents, we will not be able to process your application. Bilingual students, or those with no recent formal qualications but a high standard of uency should indicate this on their application form. We shall contact you for clarication if necessary. 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, any participant enrolled on that course would be contacted immediately, and an alternative course place arranged. Registration fees A registration fee of 200 for each one-/two-week programme or 400 for three-/four-week programmes must accompany all applications received before the balance of payment date for the relevant programme. This fee is included in the full fees quoted on p89. Applications will not be processed until the registration fee is received. Evaluation An evaluation fee of 35 is charged for the assessment of written work in one special subject course. The charge for evaluation in two courses is 70 and, where applicable, for three courses 105 and for four courses 140. Please note that once an application has been

accepted, fees cannot be refunded if a student decides to drop an evaluation or cancels their application. Appeals Appeals procedures are in place for participants on the Universitys Summer Schools who undertake written work for evaluation. Details of these will also be sent to accepted students. Programme change Administrative costs are incurred in changing programmes. Any registered student who wishes to change from one Summer School or Term to another must pay an administration fee of 25. Course change Any registered students who wish to change from one course to another (where places are available) must pay an administration fee of 10 for each course change made. Please note: course changes cannot be made once your course has started as this will prevent you from fullling attendance requirements and from receiving a certicate. Certicates and grade reports We reserve the right to retain certicates and grade reports if tuition and accommodation fees are still outstanding on completion of programmes, or if library books have not been returned. Accommodation The accommodation fee pays for a single college room, breakfast and evening meals, unless otherwise stated. Please note that there is a

dierence in accommodation costs charged by colleges and the tiered pricing system reects this. Places in all colleges will be allocated on a rstcome, rst-served basis once accepted to the programme. If requested, couples will be assigned to adjacent single rooms, where possible. Accommodation allocation When your rst choice of college is full, you will be allocated to your second or third choice. It is important that you complete your alternative choices of accommodation on your application form as college places are allocated on a rst-come, rst-served basis in order of acceptance and can ll up very quickly. This helps us to allocate you a college place, without the need to contact you and thus delaying the application process. You are welcome to express preferences for particular rooms in colleges on your application form. These requests are passed on to the colleges, whose sta allocate the rooms in the weeks leading up to the Summer Schools. Whilst every eort is made to ensure that students receive the rooms they have requested, it is important to note that rooms are allocated in order of acceptance and the colleges cannot guarantee to full every request. Please note that the specic room allocations are not nalised until the week before the start of the Summer Schools and we ask that students do not contact us or the colleges to nd out their room allocation in advance of their arrival in Cambridge. 91

Special requirements We make every eort to accommodate the needs of those with special dietary or other requirements. If the college to which you have been allocated cannot meet your needs, we shall oer you accommodation in a dierent college. Please indicate any special requirements on your application form. Accommodation between consecutive programmes/terms Those attending two consecutive programmes/terms and intending to stay for the night(s) between Summer Schools may book accommodation for an additional charge. Please mark on the application form if you want to book your room for the night(s) between your two programmes. If you do not indicate this, we shall assume you will not need this accommodation and you will be asked to clear your room. If you are away from Cambridge between your programmes and leave luggage in your room, you will be charged the room fee for the night(s) that the luggage is left. Building works We endeavour to inform you of any major building works scheduled when the Summer Schools are in progress but can accept no responsibility for unscheduled or unexpected works which the colleges may undertake. Cancellation policy and fees There will be a non-refundable registration fee of 200 for each 92

one-/two-week programme or 400 for three-/four-week programmes Payment of the balance of the tuition and accommodation fees are due in full eight weeks before the programme start date. Please see dates below If balance of payment has been made in full before the due date below, any student cancelling up to eight weeks before the programme starts will be eligible for a full refund of the balance of payment (excluding the registration fee) Cancellations up to two weeks before the start of the programme are eligible for a 50% refund of the balance payment of tuition fees and may be eligible for a refund of the accommodation fee depending on the policy of the accommodation provider Cancellations received less than two weeks prior to the start of the programme are not eligible for the refund of any fees Registrations will continue to be accepted, where places are available, up to the start of the programme In the unlikely event that we have to cancel a course at the last minute due to illness etc. we will endeavour to provide an alternative course Travel insurance It is essential that all visitors take out travel insurance before travelling to Cambridge to cover themselves for their return journey and the duration

of their stay. Insurance should cover any expenses incurred as a result of lost or stolen property, late arrival or early departure or cancellation due to unforeseen circumstances. Cancelled bookings are subject to the fees set out in the Cancellation Policy above. Please note that the Summer Schools and the University accept no liability for loss or damage to student property. Medical insurance Your country may have a reciprocal arrangement with the UK so that medical care is free. If it does not, it is essential that students take out medical insurance to cover them during their stay, particularly if

students have known medical needs that may require attention. Medical and hospital costs are expensive and it is often expected that payment is made at the time of treatment. In most cases, students are charged 30 or more by doctors surgeries for any appointment. Prescription charges are additional to this. Balance of payment dates ISS Term I, Science Term I, Literature Term I, Art History: Monday 10 May IELTS: Monday 17 May Science Term II, Literature Term II, History, EAP: Monday 24 May ISS Term II, Shakespeare, Medieval Studies: Monday 7 June

How to apply and payment

Application form Complete the application form at the back of the brochure or alternatively download a copy from our website: www.cont-ed.cam.ac.uk/intsummer, completing all relevant sections clearly and post or fax it with your registration fee (or with the full fee, if you are applying after the balance of payment deadline) to the address/fax number below. Please note students can also send applications as an email attachment to the below email address. University of Cambridge International Programmes Greenwich House, Madingley Rise Cambridge CB3 0TX, UK Fax: +44 (0) 1223 760848 Email: intenq@cont-ed.cam.ac.uk Please note: if you are applying as part of an agency group, you should send your application form to your agency organiser.

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Course selection Indicate your rst, second and third choices in courses. We try to place people in their rst choice of course; however, as the number of places on each course is limited, this is not always possible. Additional materials For each programme you are applying for please include: Three small recent colour photographs (maximum size 35mm x 45mm / 1.4 x 1.8) of yourself: these will be used for your ID card during the summer, and for college and oce records. Print your full name and the Summer School for which you are applying, clearly on the back of each photograph Conrmation of English prociency (for example IELTS or equivalent examination or evidence of an equivalent level of competence) for those whose rst language is not English If paying by bank transfer, a copy of the transfer receipt What happens next? When we receive your application form(s) and (for those not applying as part of an agency group) fees you will receive conrmation from our oce. Once we have processed your application we will send you details of your allocated courses and accommodation, and your arrival instructions. You will also receive an invoice showing the fees you have

already paid and (if applicable) the balance to be paid. You will be given access to the Summer Schools Online Resource website where you can access the student handbook, course materials, information about your college, available excursions, etc. Application check list Application form Photographs The required proof of language prociency A non-refundable registration fee; please complete your payment details on the application form Bank transfer receipt (if necessary) Applications should reach the University of Cambridge International Summer Schools by the deadlines specied for each programme (see below). ISS Term I, Science Term I, Literature Term I, Art History: Monday 21 June IELTS: Monday 28 June Science Term II, Literature Term II, History, EAP: Monday 5 July ISS Term II, Shakespeare, Medieval Studies: Monday 19 July If applying after the balance of payment date, fees must be paid in full at the time of registration.

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Early application is advisable as places on courses and in colleges are limited. Current course availability is published on our website or can be obtained from the Summer Schools oce. Please ensure that you have read the terms and conditions before applying for the programme. Registration fees A registration fee of 200 for each one-/two-week programme or 400 for three-/four-week programmes must accompany all applications received before the balance of payment date for the relevant programme (see p93, Booking terms and conditions). This registration fee is part of the full fee for the programme quoted on p89. Applications will not be processed until the registration fee is received. The remainder of the fee must be paid by the balance of payment date. Applications sent after the balance of payment date and before the application deadline date must be accompanied by the full fee payment. If the full fee is not paid by the balance of payment date, the University reserves the right to cancel the application and allocate places to those who may be on waiting lists for courses. The registration fee is nonrefundable (after acceptance) and is not transferable to other participants or other years.

Methods of payment Payment of fees from countries other than the United Kingdom must be by one of the following methods: Sterling bankers draft drawn on a British bank (applicants should speak to their own bank to arrange this); Cheque drawn on a UK bank; VISA or Mastercard/Eurocard/JCB card (please note that we do not accept American Express); Travellers cheques in sterling; Bank transfer (copy of transfer receipt needs to be sent with application) Cheques or postal orders should be made payable to University of Cambridge. Please do not send cash. Personal cheques drawn on banks outside the United Kingdom cannot be accepted in any circumstances. If paying by credit card, please ensure that your credit limit is sucient to cover the costs of the programme, and that your bank and credit card company have been notied of the transaction to avoid delays in payment. The University reserves the right to retrieve from applicants any bank charges or exchange costs which arise from payments, made in other ways (including Eurocheques). Please check with your bank whether you are likely to incur additional charges.

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Image credits
Front Cover: Civitates orbis terrarium, map of Cantebrigia by Braun, Georg/ Cambridge University Library; p3: Iris Pissaride; p4: Iris Pissaride; p7: Nic Peeters; p9: University Library, University of Cambridge, Nigel Luckhurst / University of Cambridge; p10: Florin Vlad Iancu; p13: Institute of Continuing Education, University of Cambridge; p14: Selwyn College, University of Cambridge, Nigel Luckhurst / University of Cambridge; p17: Alexandra Karagianni; p18: Merle Schuette; p19: International Division photographs; p21: Alexander Fraser; p23: Weymouth Bay by John Constable by English School, (20th century) Private Collection/ Look and Learn/ The Bridgeman Art Library; p25: The launching of English reships on the Spanish eet o Calais with Queen Elizabeth I (15331603) on horseback on shore, on the night of 7th August 1588, c.1605 (gouache on vellum heightened with gold) by Flemish School, (17th century) Private Collection/ Photo Rafael Valls Gallery, London, UK/ The Bridgeman Art Library; p27: Southwark Bridge from London Bridge (litho) by Parrott, William (1813-69) Guildhall Library, City of London/ The Bridgeman Art Library; p31: Copan altar Q (stone) by Mayan Copan, Honduras, Central America/ Jean-Pierre Courau/ The Bridgeman Art Library; p33: Hampton Court Palace (engraving) (b/w photo) by Allom, Thomas (1804-72) (after) Private Collection/ The Bridgeman Art Library; p35: Richard Reynolds; p36: Violet Dominant. Roethel T. II n 1040 p. 938 by Kandinsky, Wassily (18661944). Photo credit: Galerie Maeght, Paris, France/The Bridgeman Art Library. ADAGP, Paris and DACS, London 2009; p39: Boy on the Sand (w/c on paper) by Sorolla y Bastida, Joaquin (18631923) Private Collection/ The Bridgeman Art Library; p40: Portrait of Sir Isaac Newton by Jean-Leon Huens, Artwork (Photo by Jean-Leon Huens/ National Geographic/ Getty Images); p43: Frances A. Miller used under license from Shutterstock; p45: Gary Yim used under license from Shutterstock; p46: Don Quixote by English School, (20th century) Private Collection/ Look and Learn/ The Bridgeman Art Library; p49: Gargantua at his Table (colour litho) by French School, (19th century) Muse de la Ville de Paris, Muse Carnavalet, Paris, France/ Giraudon/ The Bridgeman Art Library; p51: T.S. Eliot (b/w photo) by English Photographer, (20th century) Private Collection/ The Bridgeman Art Library; p54: Arrival of Jean-Jacques Rousseau (171278) in the Elysian Fields, 1782 (colour engraving) by Moreau, Jean Michel the Younger (17411814) (after) Private Collection/ Archives Charmet/ The Bridgeman Art Library; p55: Grasmere, c.1830 (w/c on paper) by Robson, George Fennel (17881833) Wordsworth Trust/ The Bridgeman Art Library; p56: Storming the Bastille by McBride, Angus (19312007 Private Collection/ Look and Learn/ The Bridgeman Art Library; p61: Cromwell (15991658) refusing the Crown, illustration from Lives of Great Men Told by Great Men, edited by Richard Wilson, c.1920s (colour litho) by English School, (20th century) Private Collection/ The Bridgeman Art Library; p62: Illustration for the cover of Finding Out, Shakespeares World, published by Purnell and Sons Ltd., London 1964 (gouache on paper) by Johnstone, Janet and Anne (Contemporary Artists) Private Collection/ The Bridgeman Art Library; p65: Macbeth and the Three Witches, 1855 (oil on canvas) by Chasseriau, Theodore (181956) Muse dOrsay, Paris, France/ Giraudon/ The Bridgeman Art Library; p67: A Midsummer Nights Dream, 1895 (w/c with bodycolour on paper) by Green, Henry Towneley (1836-99) Private Collection/ The Maas Gallery, London, UK/ The Bridgeman Art Library; p68: Panel of The Descent into Limbo, from the altarpiece of the convent of Santo Sepulchro, Zaragoza (tempera on panel) by Serra, Jaume (.135895 Museo Provincial de Bellas Artes, Zaragoza, Spain/ Index/ The Bridgeman Art Library; p71: King John signs the Great Charter by Doyle, James E. (19th Century) Private Collection/ Look and Learn/ The Bridgeman Art Library; p73: Ms Royal 20 A11 Richard I (115799) (The Lion-Heart), from Historia Major, c.1240 (manuscript) by Paris, Matthieu (.1240) British Library, London, UK/ The Bridgeman Art Library; p74: Scott Vasey; p76: Scott Vasey; p84: The Stephen Hawking Building by kind permission of Gonville and Caius College; p86: Newnham College, by kind permission of Newnham College; Selwyn College, by kind permission of Ben Wiley; p87: St Catharines College by kind permission of St Catharines College, Clare College Jessica Browner.

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