ISS Brochure 2010

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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

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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

32

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.


36/100

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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35

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.


38/100

36

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


39/100

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.


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.

37

Art History Summer School4 17 July

Programme Director: Nicholas Friend

Director, Inscape Fine Art Study Tours; Queens College


40/100

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.


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.


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.

41

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.

44

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.


47/100

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.


48/100

46

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.


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.

47

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


50/100

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


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

48

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


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?

50


53/100

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

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