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International Summer Schools4 July 14 August 2010
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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: [email protected]
Website: www.cont-ed.cam.ac.uk/intsummer
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Welcome p2About the University of Cambridge Summer Schools p4
Our programmes p6
Studying at Cambridge p8
Our students p10
Plenary lectures p12
Living in Cambridge p14
Social life p16
Excursions p18Art History Practical p19
Interdisciplinary Summer Schools p20
International Summer School Term I p22
International Summer School Term II p28
Specialist Summer Schools p34
Art History Summer School p36
Science Summer School p40
Literature Summer School p46
History Summer School p56
Shakespeare Summer School p62
Medieval Studies Summer School p68
English for Academic Purposes p74
IELTS Preparation Course p76
Teaching staff p78
Accommodation p84
Programme calendar p88
Fees p89
Booking terms and conditions p90
How to apply and payment p93
Image credits p96
Map of Cambridge p97
1
Contents
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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 find that past, present and future jostle for attention
in this vibrant place.
Our range of course offerings is wide and flexible: 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 different configurations: you might find 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 offer far more than an academic experience!
Whatever you study with us, you might well find 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
confirm that this type of learning is very effective: it broadens knowledge and,
in many cases, changes not only perspectives but careers and lives!
Join us this summer, and find out what 801 years of preparation for your stay
have done to make your time in Cambridge unforgettable!
Sarah J Ormrod
Director, International Programmes
Welcome
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Step into Cambridge
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I really enjoyed the Summer Schoolin Cambridge and want to thank
everyone for the brilliant organisation,
the wonderful experiences and the
friendly hospitality.
Katja Rademacher, Germany
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The community of Cambridge alumniincludes 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 scientific
achievements, from the first splitting
of the atom and the discovery of the
structure of DNA to remarkablebreakthroughs 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 leadingCambridge lecturers and guest
subject specialists from beyond the
University, the Summer Schools are a
rare opportunity to experience
Cambridge first-hand.
Renowned for the breadth of courses
and quality of face-to-face tuition, our
programmes attract over 1,000students 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 figures who have
studied at the University.
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About the Summer SchoolsThe University of Cambridge is one of the worlds
oldest universities; its reputation for outstandingacademic 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.
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Interdisciplinary Summer Schools
If you are looking to study several
different 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 threecourses 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 arelooking for. We offer 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
combine different 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-, three-
or five-week study periods.
We also run an English for Academic
Purposes programme for second
language students who are already
proficient 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-weekintensive programme.
Our programmesWith a variety of subjects on offer, the University of
Cambridge International Summer Schools give youthe 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 different subject areas from our
interdisciplinary programmes.
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It was very nice to have small classes fordiscussion and opportunities to talk
personally with the professor.
Christine Winarko, United States of America
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Teaching staff
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 lectureschedules 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 certificate of attendance,
you need to go to every one of your
specialist subject classes. Plenary
lecture attendance is also recorded on
your certificate if you attend the
number agreed for each programme.
Contact hours and credit
Each programme offers a minimum
number of contact hours (45+ for two-
week 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
Studying at CambridgeStudying at the University of Cambridge International
Summer Schools is a unique experience, and one thatwe 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.
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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 havetaken 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 inCambridge 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 thatplaces 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.
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Meeting people from all over the worldhas been a highlight.
Britni Sitter, Canada
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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 different 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 studyingat 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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Our studentsWhether you are a university student, a professional
or are retired, you will find like-minded people at theInternational 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.
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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 certificate of attendance
presented at the end of the
programme. Watch the website fromDecember 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
(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
Plenary lecturesMost of our Summer School programmes have a
course of morning plenary lectures, which aim toenhance your understanding and enjoyment of your
programme. Speakers are experts in their field: senior
figures from within the University, Course Directors,
and Guest Lecturers.
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does meaning emerge only when they
are placed in some larger context? If
different readers interpret a work in
different ways, does this discredit the
whole endeavour, or is it what gives theendeavour 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, offer interpretations ofparticular 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 influential Shakespeare
academics from the UK and beyond:
Paul Edmondson, Peter Holland, RussMcDonald, 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, JonathanSteinberg and Betty Wood are
amongst those being invited to
contribute to the series, which will
explore some of the different 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 invitedto speak, along with Rowena E Archer.
Topics are likely to include St George,
Simon de Montfort, Joan of Arc,
Margery Kempe and Purgatory.
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The courses were great; I reallyenjoyed meeting the other students
and exploring the beautiful city.
Angelika Rger, Germany
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As a cosmopolitan university city,Cambridge has everything you would
expect coffee 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 withwashbasins: 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 asingle 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 theAccommodation
section (p84) for more information onthe different 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 haveduring your stay. They are your first
point of contact in case of any
difficulties, and are there to make
sure that your summer is enjoyable
and hassle-free.
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Living in CambridgeCambridge is an ancient city, with its origins going
back to Roman times. Every age has left its markon 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.
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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 moreinformation about how to use the
online resource area and will be able
to start communicating with fellow
students even before you arrive
in Cambridge!
Social lifeWhilst you are in Cambridge you will have the
opportunity to meet a wide variety of people of allages 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.
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Its been a lot of fun.Nader Ghassemi, United Kingdom
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Every year we offer a programme of
optional weekend excursions. These
include visits to castles, cathedrals
and places of interest in southern
England. The themes for theseexcursions 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
ofJulius CaesarandAs 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 withthe booking forms can be found on
our online resource site once you
have registered.
ExcursionsWe offer an extensive programme of optional
weekend excursions in order for you to make themost of your time in England. These range from
castle visits to theatre trips.
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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 film.
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.
Art History PracticalFor Art History Summer School participants only
Practical workshop: Pure colour as artistic expressionFriday 9 July, 2.00pm 4.30pm and Saturday 10 July, 9.30am 12.30pm
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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 differing subject
fields. 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 Ionly): 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 differentgroup (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.
Interdisciplinary SummerSchoolsISS Term I: 5 30 JulyISS Term II: 1 14 August
Programme Director: Sarah J OrmrodDirector of International Programmes
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A wonderful place where academicsand an international social life meet.
Razvan Balaban, Romania
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SSOA02Education from Empire toglobalisation
John HowlettThe Education Act of 1870 permitted
the State to fill 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.
SSOA03Four plays of Shakespeare:The Merchant of Venice, Measure forMeasure, 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.
International Summer SchoolTerm ISpecial 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).
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Group SSOA: 9.00am 10.15am
SSOA01
International politics in a global ageVarious 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.
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SSOA04Socialism in the twentieth century:Russia and Britain
Jonathan Davis
This course explores the different
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 apparentlyin power. A key theme is how far the
Soviet Union influenced socialism in
Britain, and in what ways.
SSOA05Revolutions: art, society and genderfrom Reynolds to the Pre-Raphaelites
Elizabeth McKellar
We examine how painting, from lateReynolds, 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 scientific culture
of the period, their changing status
and their arts contribution to evolving
ideas about the self, the individual
and society.
SSOA06Henry VIII: prince, king, emperor
Sin Griffiths
Out-wrestled by Francis I, out-
manoeuvred by Charles V, ignored by
the Pope. Attempting but never gaining
control of Europe, Henry VIII turned to
home affairs. 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 servantsbeheaded, buildings destroyed,
Protestants clamouring for reform.
What price power?
SSOA07A history of science to the earlyMiddle Ages
Piers Bursill-Hall
Beginning with the Greeks invention ofthe 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 Westernscience and of Western civilisation. (The
course assumes no particular background
in either classics or science.)
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Group SSOB: 11.45am 1.00pm
SSOB01International politics in a global age
Various speakers
This is a three-part course which
can only be taken with SSOA01
and SSOC01.
SSOB02Political and moral authority inShakespeares 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 five plays in which
Shakespeare throws light on such
perilously pertinent questions:
Richard II, Henry V, Julius Caesar,
Measure for Measure, and The Tempest.
SSOB03Off with their heads! Childhood inliterature from Shakespeare to Alice
Simon Browne
For more than a hundred years,
writers have given us images thatshape 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 first modern child, Alice.
SSOA08Wordsworth, 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 Romanticwriters of fiction (Walpole, Beckford,
Hogg), to discover what visions they
shared, and what made them all
different from each other.
SSOA09A history of British political thought:from 1651 to the present
Graham McCannThis course introduces the most
significant ideas, issues and
individuals associated with the history
of British political thought. Political
thinkers featured include Hobbes and
Locke; Hume and Smith; Burke and
Paine; the Fabians; Mary
Wollstonecraft; J S Mill and Walter
Bagehot; 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.
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SSOB04Anglo-Saxon England: rural lifeand 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 Anglo-
Saxon England from the end of Roman
Britain in AD400 to the Norman
Conquest in AD1066: new and dynamic
innovation, or steady evolution fromprehistoric and Roman society?
SSOB05Crises 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.
SSOB06Elizabeth I: fact and fiction
Sin Griffiths
She fought off 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 defied 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 whoprayed like a Catholic. A contradiction?
Elizabeth. (Not to be taken with SSOD06
in ISS Term II.)
SSOB07The origins of modern science: thescientific revolution
Piers Bursill-Hall
This course is a brief (and non-
technical) 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
fluctuating and incompatible scientific
theories, and the changing domain and
social status of science and scientists
from the late fifteenth century to the
early eighteenth century.
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SSOB08Faith, doubt and disbelief: Englishpoetry, 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 significant is their work in our
own vivid and apocalyptic times?
SSOB09Politics, society and architecture inseventeenth-century Britain
Andrew Lacey and John Sutton
The seventeenth century was one ofthe 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.
SSOB10Imperialism 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 justified?
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
SSOC01International politics in a global age
Various speakers
This is a three-part course which
can only be taken with SSOA01
and SSOB01.
SSOC02Milton the revolutionary: ParadiseLostand the foundations of themodern 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-first
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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SSOC03The 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 landscapeprovide a sustainable framework for
the future? (Not to be taken with
SSOF03 in ISS Term II.)
SSOC04Britain 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.
SSOC05A history of medicine, from theAncients 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 scientific or medical
background is needed.)
SSOC06
Democracy and dictatorship in theThird 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 specific
African and Latin American countries.
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Group SSOD: 9.00am 10.30am
SSOD01
Ends of Empire: Europeandecolonisation 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.
SSOD02The quest for truth: the philosophiesof 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.
SSOD03
The rise of civilisationNicholas James
Ancient pyramids and ziggurats
prompt big questions. Did civilisation
arise gradually, or was it forged
through conflict? How stable was it?
How fundamental were geographical,
technological, sociological or ethical
differences between civilisations?Comparing Egypt, Iraq, Peru, and
Mexico and the Maya, we appraise a
range of theories in these age-old
issues and can perhaps predict
our future.
SSOD04Introducing psychology: mind,
mental process and behaviourJohn 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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International Summer SchoolTerm IISpecial 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
different group (SSOD, SSOE, SSOF).
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through the cognitive revolution to
fMRI scanning, psychology remains
one of the most fascinating areas
of science.
SSOD05Revolutions: art, society and genderfrom 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.
SSOD06Elizabeth I: fact and fiction
Sin Griffiths
She fought off 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 defied 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.)
SSOD07Renaissance 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 thestory of the real Renaissance: rough,
argumentative, and very in-your-face.
SSOD08An introduction to twentieth-century 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 significant British
contributions to musical theatre
and religious drama.
SSOD09The British Empire in literatureand film
Sen Lang
From the imperial background tales
to be found in Jane Austen and
Charlotte Bront to the films of David
Lean, from the imperial gung-ho spiritof Rider Haggard and the Boys Own
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Paperto the postcolonial imagery of
Zadie Smith and Benjamin Zephaniah,
this course will look at the way the
Empire has featured in literature, film
and television, over the last two
hundred years of its existence.
Group SSOE: 11.00am 12.30pm
SSOE01Lest we forget: studies in modernBritish military history
Diana Henderson
This course, where questions anddebate are encouraged, offers 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.
SSOE02Thinking about thinking: anintroduction to the philosophyof 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 (artificial intelligence) and
free will.
SSOE03The 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 offers
perspective; and comparing unrelated
cases ancient Rome, the ancient
Maya, and medieval England should
show whether generalisation (and
prediction) is feasible.
SSOE04Economics 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.
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SSOE05For King or Parliament? Britains CivilWars 16251662
Andrew Lacey
The Civil Wars which swept over the
British Isles in the seventeenth
century saw fathers fighting 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 peoplecaught up in momentous events.
SSOE06Art and the collector
Sin Griffiths
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.
SSOE07The other Middle Ages: the Islamicworld and the Latin debt to Islam
Piers Bursill-Hall
This course examines the history of
early Islamic culture and its
absorption and development of
scientific 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 Islamicscience 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.)
SSOE08Key twentieth-century British playsand 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.
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SSOE09The 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 first Mrs Rochester, embarrassing
relatives best forgotten, or more like
Jane Eyre, shining when cherished?
We all have our own picture of theVictorians, often wrong. Just how
wrong it is we will find out.
SSOE10The abnormal mind: an introductionto psychopathology
John Lawson
This course introduces a variety of
clinical conditions including
schizophrenia, autism, depression,
and anxiety. It also aims to contrast
differing models of explanation that
in turn lead to differing approaches in
treatment. Overall, the hope is to
encourage a more critical conception
of what constitutes abnormality.
Group SSOF: 2.00pm 3.30pm
SSOF01Still life, landscape, figure: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 figure havedeveloped in art from c1650 to the
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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.
SSOF02Children, teachers and education:contemporary issues, historicalperspectives
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; scientific
understandings; special needs;
teaching methods; formal curriculum;the role and status of teachers; and
alternatives to traditional schooling.
SSOF03The English landscape, 13502000:transformation or tradition?
Nicholas James
Recent developments across England
in employment, housing, leisure andtransport 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.)
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SSOF04An introduction to macroeconomics
Nigel Miller
This course will develop simple
macroeconomic models and use
them to understand significant
macroeconomic events, past and
present. Students will develop an
understanding of the causes and
consequences of recessions, inflation,
economic growth, unemployment
and financial crises.
SSOF05British 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 influential figures as
Kent, Adam, Capability Brown, Jekyll,
Lutyens and Sackville-West.
SSOF06Criminals and gentlemen: theVictorian underworld in DickenssOliver Twistand 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 fiction.
This course considers Oliver Twistand
Great Expectations in particular,
placing these novels in their social,
biographical and literary context.
SSOF07The other Middle Ages: the Islamicworld and the Latin debt to Islam
Piers Bursill-Hall
This is a double course which can only
be taken with SSOE07.
SSOF08Threats and challenges incontemporary Britain
Richard Yates
We analyse key social and political
challenges in Britain today and assess
their impact upon British society.
Issues considered include terrorism,
national security, ethnic tensions,
changing external relations, crime,
civil liberties and challenges to
traditional perceptions of the role of
governmental authority.
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The University of Cambridge Summer
Schools currently run six specialist
schools. These programmes are
offered 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 different programmes to build
your own schedule of one, two, three
or more weeks. If you are a currentundergraduate 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
proficient in English. The first two
weeks (18 31 July) allow forintensive 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 proficient 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.
Specialist Summer SchoolsChoose from our wide range of specialist
programmes which offer the opportunity to studyyour favourite subjects in greater depth than our
interdisciplinary programmes.
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All courses are limited to25 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 eveninglectures 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 field.
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The Art History programme is reallysomething special. The lectures were
interesting and entertaining to the last;
I cant wait to come back.
Kathryn Henderson, Ireland
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There is nothing comparable to the
University of Cambridge Art History
Summer School. The genius of the
programme lies firstly in the links that
can be forged between lecturers and
classes, and secondly in the ability ofeach 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 offer you a unique
opportunity to learn with recognised
experts from galleries and the worldof art historical research, both in and
outside universities. You will be able
to build up a considerable
understanding of specific 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 field trip each
Wednesday to see some of the
fascinating collections that London
and Cambridge have to offer.
Students will be accompanied by
their Course Directors.
The SSOJ01 plenary lecture course,
the special subject courses, the
practical session and the field-trips
have a cumulative value: you will find
yourself drawing upon newly-
acquired knowledge to enhance your
appreciation of each new special
subject course and subsequentplenary lecture.
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Art History Summer School4 17 July
Programme Director: Nicholas Friend
Director, Inscape Fine Art Study Tours; Queens College
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Week 1 (4 10 July)
SSOJ02Colour 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 define 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 effects.
SSOJ03Coloured 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 evenanimal matter. It explores how such
matter colours the meaning of art up
to the seventeenth century.
SSOJ04Colour and meaning in Spanish art
Gail Turner
The dramatic contrasts ofsol y sombra
sunlight and shadow have been
one of several major influences 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 twentieth-
century artists Picasso, Miro and Dal.
SSOJ05Colour 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 centurythrough to the present by artists
including Van Gogh, the Fauves and
Cornelia Parker, we will discover how
the use and meaning of colour is vital
to avant-garde practice.
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Art History Summer SchoolSpecial Subject Courses
Each course meets on Monday, Tuesday, Wednesday and Thursday.
Participants choose one special subject course per week.
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Week 2 (11 17 July)
SSOJ06The rediscovery of colour: fromDelacroix 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 adjacentcolours 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.
SSOJ07
Contemporary colourJoanne 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.
SSOJ08German Expressionism: liberatingcolour 19061926
James Malpas
In 1906, Die Brcke (The Bridge) group
members Schmidt-Rottluff, 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 experimentingwith colour. In Vienna, Kokoschka and
Schiele adapted Klimts opulent style.
We examine the visual, technical
and philosophical achievements of
these groups.
SSOJ09The 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?
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I met so many nice people and gainednew knowledge in the field of science.
Jovana Petrovi, Serbia
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The University of Cambridge is
renowned globally for the quality of its
scientific research and education.
Science at Cambridge combines the
benefits of breadth and flexibility withthe opportunity to study in depth at
the frontiers of science.
The programme acknowledges that
there is now no hard boundary
between the different 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 scientific fields 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 wonderfulopportunity to hear about current
developments from acknowledged
experts in their field and to learn
about the discoveries of great
scientific figures of the past.
Special subject courses
You choose one course for each week
from the wide range of options. Each
course meets five 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 offer 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.
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Science Summer SchoolTerm 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
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Week 1 (4 10 July)
SSOP02Material matters or materials matter:an overview of materials science
Rob Wallach
The behaviour and limitations of
different materials affects us all.
Knowledge and understanding of
materials behaviour allows us to live
more efficiently by optimising natural
resources, more effectively by
facilitating innovation and change, or
just more effortlessly, by improvingliving 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.
SSOP03From atoms to galaxies: theastronomers 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 ofhydrogen that emerged from the Big
Bang. Finally, we take a closer look at
our Sun and Solar System and consider
if we are alone in the Universe.
SSOP04
SpectroscopyPeter 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 littlemathematical background and is not
aimed at students currently specialising
in physics.
SSOP05Palaeoclimate: climate changesthrough the ages
Luke Skinner
One of the most pressing challengesfacing 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.
Science Summer School Term I4 17 July
Special Subject CoursesEach course meets on Monday, Tuesday and Wednesday. Participants
choose one special subject course in each of the two weeks.
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Week 2 (11 17 July)
SSOP06Introduction to social psychology
John Lawson
Within the realm of psychology, social
psychology is concerned with how
the behaviour and thoughts of an
individual are influenced by the social
context, ie other people around them.
This course explores a number of
differing contexts (small groups,
crowds, authority figures) and
examines the evidence that seeks toexplain how this context shapes what
we do and how we think.
SSOP07The 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
effects. 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 theclaims that gyroscopes can be used to
propel spacecraft deep into space.
SSOP08Understanding infinity
Imre Leader
In the late nineteenth century, Georg
Cantor shocked the mathematical
world with the first attempt to
understand the nature of infinite 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 infinite objects andhow to get a feeling for them. (A basic
understanding of mathematics would
be helpful for this course.)
SSOP09Keeping 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 deeperinto our Universe to discover our
potential fate.
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Week 3 (18 24 July)
SSOP10The high energy frontier the LargeHadron 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 first data.
SSOP11Living with climate change
Stephen Peake
This course will develop your scientific
eco-literacy. You will grasp the
essential scientific evidence of climate
change, get your hands on some real
climate models, analyse and debate
options for decarbonisation of our
economic systems, scientifically
explore adaptation for survival, and
design your own eco-innovationthrough a lifestyle lab activity.
SSOP12The life, death, immortality andcriminality 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.
SSOP13Extreme 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 telescopeswork and meet some of the dramatic
objects that inhabit this world of
Extreme Astrophysics.
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Science Summer School Term II18 31 July
Special Subject CoursesEach course meets on Monday, Tuesday and Wednesday. Participants
choose one special subject course in each of the two weeks.
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Week 4 (25 31 July)
SSOP14An 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.
SSOP15Infectious disease and theimmune system
Dan Neill
The development of antibiotics and
vaccination strategies has
revolutionised modern medicine.
However, the emergence of multi-
drug 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.
SSOP16Autism: 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 field has
called it the enigma. This course
provides an introduction to autism and
Asperger syndrome, examining the
diagnostic features that define the
condition, some of the researchcurrently taking place and, finally, the
interventions and treatments available.
SSOP17Materials science, energy generationand sustainability
Rob Wallach
Sustainable development is essential
if the earth is not to be damaged
irreversibly. While attitudes have to
change, technology must also provide
solutions and materials science has a
pivotal role. We investigate materials
issues associated with renewable
energy sources (solar power,
geothermal, wind, and wave), the
more controversial nuclear power,
and conventional power. The course
concludes with a brief look at energy
storage and the hydrogen economy.
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I found the whole Summer Schoolprogramme to be most stimulating
intellectually.
Pauline Zidlick, United States of America
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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 ofour 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 offers
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 manydifferent kinds and periods, and offer
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 five times. (Double
courses meet ten times.) Classes allow
for close and continuing discussion, and
you will be expected to have done
substantial preparatory reading before
you arrive in Cambridge. For those keen
to do more intensive study by choosing
double courses, please note themajority of these take place in Term II.
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Literature Summer SchoolTerm I: 4 17 July, Term II: 18 31 July
Programme Director: G Frederick Parker
Senior University Lecturer in English; Fellow of Clare College
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Week 1 (4 10 July)
Group SSOGa: 9.15am 10.45am
SSOGa1Wordsworth versus Byron?
G Frederick Parker
The two towering figures 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 twodivergent 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.
SSOGa2
Jane Austen I: Northanger AbbeyandSense and Sensibility
Alexander Lindsay
This is the first 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
the novelists exploration of the
inner life and social relationships of
young women.
SSOGa3Hardys Wessex in an age oftransitions: Far From the MaddingCrowdand Tess of the dUrbervilles
Ulrike Horstmann-Guthrie
In Far From the Madding Crowd(1874),
Hardy used the term Wessex for the
first 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).
SSOGa4Romance and anti-Romance inmedieval 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 exploremedieval romances where the knight
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Literature Summer SchoolTerm I4 17 JulySpecial Subject Courses
Classes are held from Monday to Friday. Participants choose two courses
per week, one from Group SSOG and one from Group SSOH.
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is the villain, the lady must do the
saving, and falling in love might be
the most monstrous thing of all
Group SSOHa: 2.00pm 3.30pmSSOHa1Milton, Marvell, and the poetryof crisis
G Frederick Parker
John Milton and Andrew Marvell
wrote their finest poetry in the
shadow of a civil war that expressed a
time of political and spiritual crisis.We explore Miltons extraordinary
achievement in Paradise Lostby
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.
SSOHa2Expelling 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 difficult birthing-pangs
of the Renaissance and the death-
throes of medieval scholasticism. This is
the dark twin of Mores Utopia: a secret
epic which documents the bodily cost
of remaking the world.
SSOHa3Charlotte Bront:Jane Eyreand Villette
Ulrike Horstmann-Guthrie
Like her sisters in their fiction,
Charlotte Bront tackled controversial
subjects in unconventional ways. This
course places her novelsJane Eyre
(1847) and Villette (1853) in their
historical and social context, and
discusses the issue of gender, which
so greatly influenced their reception,
as well as different critical approaches
to reading them today.
SSOHa4An introduction to James Joyces
Ulysses: text and contextMark Sutton
This course focuses exclusively on
Joyces controversial and highly
influential 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 textualstudy facilitating an informed group
reading of selected passages.
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Week 2 (11 17 July)
Group SSOGb: 9.15am 10.45am
SSOGb1
To make it new: the modernistrevolution in literature from the1890s 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.
SSOGb2Jane Austen II: Pride and Prejudiceand Manseld Park
Alexander Lindsay
Pride and Prejudice develops the design
and themes ofSense and Sensibilityin a
social comedy which is witty, but more
critical and less light-hearted than at
first apparent. Mansfield Park, with its
serious-minded, avowedly Christian
heroine, may never have enjoyed the
same popularity, but is arguably the
finer achievement.
SSOGb3Elizabethan 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
of Sidney and Shakespeare, and on
Marlowes radically different poems
on the theme of love.
SSOGb4Sophocles tragic heroes andtragic 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
flaw? (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.
Group SSOHb: 2.00pm 3.30pm
SSOHb1Variations on the tragic
G Frederick Parker
We explore what happens to core
elements in classic tragedy heroes,
gods, fate, ritual, sacrifice 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?
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SSOHb2Don Quixote and Renaissancecultural crisis
Edward Wilson-Lee
This course provides a framework for
reading this masterpiece of European
literature by Shakespeares
contemporary, highlighting the
ideological conflicts inside the
comedy. Don Quixote, often
considered the firs