Non award bearing | Page 47 | Institute of Continuing Education (ICE)

Course code:

2324NOE029

Start date:

Monday, 23 October, 2023 - 01:00 to Sunday, 10 December, 2023 - 00:00

Apply by:

Sunday, 22 October, 2023 - 01:00

Course tutor id:

1406

Dr Paul Suttie

Course ID:

30953

Tuition fee:

£305

Course programme:

Online Courses

Duration description:

7 Weeks

Non-accredited

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Course information

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Aims of the course:

To introduce students to critical study of Shakespeare.
To provide students with the basic historical context needed to understand and appreciate Shakespeare's poetic and dramatic works.
To enable students to answer some commonly asked questions about Shakespeare and to grasp some of the reasons for his high literary reputation.

Course content overview:

Shakespeare is widely regarded as one of the greatest writers of all time. He created some of the most recognisable characters in all of literature - Romeo and Juliet, Hamlet, Macbeth to name a few - and his works continue to be regularly performed and studied to this day. He also was a great poet outside the context of the theatre, whose sonnets in particular remain some of the best-loved poems in English.

Nonetheless, many people find Shakespeare's works difficult to approach, partly because of the antiquity of his language, and partly from lack of familiarity with the theatrical and social conventions of his time. What's more, it's fair to ask whether any writer can really have been so extraordinarily good as to deserve the superlative praise heaped on Shakespeare's works over the centuries.

This course aims to supply some of the necessary historical context for understanding and appreciating Shakespeare's works, and to try to bring to light some of the things that gave him such a claim to greatness. It will not attempt to answer the question whether he really was 'the best ever', but will try to convey some of the reasons why his works do deserve a reputation for brilliant storytelling, astonishingly rich use of language, and profound observation of life.

Each week will focus on a particular aspect of Shakespeare's achievement. In Week One we will consider him as a poet, in Week Two as a dramatist, and in Weeks Three, Four and Five we will look in more detail at the various types of drama in which he excelled: Histories, Comedies, and Tragedies.

Schedule (this course is completed entirely online):

Orientation Week: 23-29 October 2023

Teaching Weeks: 30 October-3 December 2023

Feedback Week: 4-10 December 2023

Week 0 - Preparing to study this course

Purpose/Learning outcomes

By studying this week the students should have:

•become familiar with navigating around the VLE and from VLE to links and back

•tested their ability to access files and the web conferencing software and sorted out any problems with the help of the eLearning team

•learnt how to look for and reference internet resources

•used Quickmail to introduce themselves to other students

•contributed to a discussion forum to introduce themselves to other students and discuss why they are interested in the course, what they hope to get out their studies and also to respond to a question set by tutor aimed at initiating critical discussion of Shakespeare.

Week 1 - Shakespeare’s Poetry

Purpose

Students will be introduced to Shakespeare’s poetry by way of a close look at his sonnets, with a glance along the way at some of his other non-dramatic writing, notably his narrative poem Venus and Adonis.
Historical context will be provided, describing Shakespeare’s popularity as a poet during his own lifetime, and explaining how poetry circulated in Elizabethan society both in print and in manuscript. We will see that Shakespeare wrote poetry in forms popular among his contemporaries, though always with a distinctive turn. Explanation will be given of the main verse forms he used, notably the ‘English sonnet’ and its building block, the ‘iambic pentameter’ line, which is also the basic unit of his dramatic verse.
By looking closely at selected sonnets, we will explore what makes Shakespeare’s poetry so interesting and rewarding to read. Among other matters, we will consider the temptation to read his sonnets as autobiographical, examining the interplay in them between a sense of things revealed and of things concealed.
Supplementary materials will be provided this week noting some of the distinctive features of the English language of Shakespeare’s day.

Learning outcomes

By studying this week the students should have:

grasped some of the distinctive features of the English language in Shakespeare’s time
understood Shakespeare’s reputation as a major Elizabethan poet
seen in detail the forms in which Shakespeare’s poetry was written
closely read and discussed selected examples of Shakespeare’s poetry

Week 2 - Shakespeare’s Theatre

Purpose

Students will be introduced to Shakespeare’s dramatic works by way of three plays which famously explore the ideas of the theatre and of acting: Henry the Fifth, Hamlet, and As You Like It. We will look together at specific passages from each play, as well as considering the important role of theatricality and acting in the stories that they tell. We will see how the idea that people are often required to play parts in life, while keeping their true thoughts or feelings hidden, is a key element of what gives Shakespeare’s more memorable characters such an extraordinary impression of ‘depth’. Connections will be made back to what we learned in Week One about Shakespeare’s sonnets.
Historical context will be provided, describing the nature of the theatre in Shakespeare’s time, and his involvement in it as playwright, actor, and shareholder in one of the major theatrical companies. We will consider the conditions of performance, and the extraordinary diversity of his audiences ― from apprentices to monarchs ― and ask how these things are reflected in Shakespeare’s plays.
Supplementary materials will be provided addressing the currently fashionable idea that someone other than Shakespeare wrote the plays attributed to him, showing why this idea is historically implausible.

Learning outcomes

By studying this week the students should have:

learned about the nature of the Elizabethan theatre and Shakespeare’s involvement in it
seen how a sense of the theatricality of life features as a recurrent theme in his plays
discussed specific passages in which Shakespeare’s characters are required to play-act, and seen how these foster a sense of depth of characterisation
understood the basis on which scholars reject the popular notion that someone else wrote Shakespeare’s plays

Week 3 - Shakespearean History

Purpose

Shakespeare’s career as a playwright took off with an extraordinary series of plays retelling key events in English political history. Background will be provided describing what those events were, and why they mattered to Shakespeare’s contemporaries. Then we will examine the way in which Shakespeare retold those old stories: what he kept, what he altered, and above all how he explored their significance in a complex way that can still resonate today despite the remoteness from us of the events he recounts.
We will look together at the greatest group of these English history plays, comprising Richard II, Henry the Fourth (Parts One and Two), and Henry V. We will see how Shakespeare masterfully reshapes his story ― freely mixing fact and invention, the serious and the comic, high society and low ― to give us a remarkable breadth of perspective on political upheavals and their relation to personal life, as well as some of the most captivating characters ever to grace the stage.
Supplementary materials will discuss the extraordinary way in which Shakespeare mixes verse and prose to produce dramatic contrasts and to help create a strong sense both of characters and of contexts.

Learning outcomes

By studying this week the students should have:

understood the importance of English medieval history to Shakespeare’s contemporaries
considered in detail the way in which Shakespeare represents this history on stage
explored Shakespeare’s use on verse and prose for dramatic purposes

Week 4 - Shakespearean Comedy

Purpose

Students will be introduced to Shakespeare’s peerless achievement as a writer of comic drama by way of a close look at The Merchant of Venice, with mention along the way of some of his other great comedies including A Midsummer Night’s Dream.
Background will be provided describing the conventional themes and plot structure of romantic comedy, in order to show how Shakespeare draws heavily on those conventions while also pushing their limits, not least by greatly complicating the question of who the ‘good guys’ and the ‘bad guys’ really are. We will focus in particular on the fascinating moral ambiguities of The Merchant’s supposed villain Shylock and of its heroine Portia ― two of the most memorable characters in all of Shakespearean comedy ― and we will ask, what are the rights and wrongs of the play’s famously ambivalent denouement, in which Shylock tries but fails to get his “pound of flesh”? We will see that Shakespearean comedy, as well as having great entertainment value, also impels us to think about issues of real importance in life.
Supplementary materials will address the question of Shakespeare’s originality as a storyteller: to what extent did he invent his own stories, and to what extent borrow them ready-made from other writers?

Learning outcomes

By studying this week the students should have:

seen how Shakespeare adapts and questions the conventions of comic drama
understood and assessed the complex moral perspective fostered by The Merchant of Venice
discussed the play’s principal characters and key events in light of these themes

Week 5 - Shakespearean Tragedy

Purpose

Among Shakespeare’s most famous characters of all are the heroes of his great tragedies: Hamlet, Othello, King Lear, and Macbeth. We will focus on the notoriously wicked protagonists of Macbeth ― that is to say, Macbeth himself and his wife Lady Macbeth ― asking what it is that makes Shakespeare’s portrayal of them so compelling, and what sets them so far apart from more conventional villains.
Background will be provided on the critical history of Shakespeare’s tragedies, with particular emphasis on the well-known idea of a ‘tragic flaw’ which leads the heroes of these plays to their untimely demise. We will see where this idea comes from, and consider what its strengths and limitations are as a means of getting to grips with the dramatic power of these plays.
Supplementary materials will discuss Shakespeare in performance. What are some of the key things that happen in bringing a play-text to life on stage or screen? How can watching performances enhance our understanding of a play, and how can reading it help us to get more from seeing performances?
An attempt will be made to draw together the various threads of our discussion over the weeks, in order to summarise some of the qualities that combine to make Shakespeare’s works a source of continuing fascination and pleasure.

Learning outcomes

By studying this week the students should have:

considered in detail two of Shakespeare’s great tragic characters
explored the relationship in Shakespearean tragedy between character and action in the light of critical history
gained insight into the relationship between Shakespearean text and performance, and perceived how reading the plays and seeing productions can enrich one another

Week 6 - What Next?

Purpose

Assessment of student learning
Assessment of student satisfaction
Encouragement of further study

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).

Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards,etc).

Certificate of Participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say:

"I cannot say enough in praise of the tutor, Paul Suttie. "Very good" is totally inadequate to describe his teaching. It was extremely excellent. I found myself saying "Yes!" aloud to the points he made in his lectures. He began by making sure that we understood what the words of the text meant, and then went on to develop more nuanced and sophisticated interpretations. He was also an excellent discussion moderator, first allowing a dialog to occur between the participants and then stepping in with an insightful summary and commentary on the discussion. I would definitely take another course with him."

"It has been so enriching! Professor Paul is really a doctor in Shakespeare! Since I hold a BSc. in Naval Architecture and Marine Engineering and in Mathematics, I was afraid that my limited knowledge in literature would have a negative impact on this course. Fortunately, I could slowly recollect most of what I had learned about literature more than 40 years ago back in high school. Not only has this course provided the needed skills to start appreciating Shakespeare, but also it has taught me the fundamentals of the English History! Very awarding. As I love critical thinking, I may usually divert from a more scholastic track for I love forming my own interpretation and Shakespeare is a very delicate subject."

"Paul was excellent, and he responded to every post we raised. He took time and answered our questions. His profound knowledge was a blessing to us."

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Entry requirements

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This course is open to everyone, and you don't need any previous knowledge or experience of the subject to attend.

Our short courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

For information on bursaries for this course, please see http://www.ice.cam.ac.uk/info/bursaries

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Introduction to emotional and social embodied cognition

Subject ref:

Psychology

Type ref:

Course code:

2324NOE042

Start date:

Monday, 8 January, 2024 - 00:00 to Sunday, 25 February, 2024 - 00:00

Apply by:

Monday, 8 January, 2024 - 00:00

Course tutor id:

9688

Dr Giulia Mangiaracina

Course ID:

30959

Tuition fee:

£305

Course programme:

Online Courses

Duration description:

7 Weeks

Non-accredited

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Overview

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Aims of the course

To introduce participants to key theories and concepts in psychology of social cognition and emotions
To learn the key methods to study emotional and social cognition: how to measure our ability to recognise facial expressions and the feelings of others
To study the foundations of the theories of embodied cognition: we are what we feel

Target audience

Anyone with an interest in psychology. This course will touch on the fundamental principles of cognitive psychology with a specific focus on emotional social and embodied cognition

Course content overview

Psychology is the study of the human mind. cognitive psychologists primarily focus on how our mind works when interacting with other minds and bodies as well as interacting with itself, such as with our own memories and sensations. This course is an introduction to a fascinating discipline. It is intended for anyone with an interest in psychology. We will explore the key theories and findings on emotions and social embodied cognition, the key methods to measure our ability to understand the feelings of others. We will focus on the main theories of embodiment and hypotheses and on how researchers investigate and address them. In doing so, we will learn about the main methods and materials used to explore emotional embodiment and to measure our ability to recognise other people’s facial expressions. This will include the main experimental designs, behavioural and neuroimaging methods adopted. This course will show that psychology is not just about the mind; it will introduce participants to the idea that our mind is rooted in our body and that perhaps it is time to move on from this dichotomy.

Schedule (this course is completed entirely online)

Orientation Week: 8-14 January 2024

Teaching Weeks: 15 January-18 February 2024

Feedback Week: 19-25 February 2024

Teaching week 1 - What is Cognitive Psychology: an overview

This week will provide an overview of key findings, theories and research methods of cognitive psychology.

Cognitive psychology is the scientific study of the mind as an input and output processor. Cognitive psychologists base their research on models of how people's minds process information and how different areas of the brain interact with each other to do it. These models relate to various cognitive functions including perception, attention, language, memory, thinking, and consciousness.

This week will explore:

a. History and key findings of cognitive psychology.

b. What is the purpose of cognitive psychology?

c. What is the literature framework of the major models.

Learning outcomes

By studying this week participants should:

Learn about the key findings and assumptions of cognitive psychology;
Familiarize themselves with some of the central debates in cognitive psychology concerning the role of nature vs nurture in shaping the human mind;
Understand the relationship between the mind and the brain and the role of automatic vs controlled processes in shaping human behaviour.

Teaching week 2 - How we feel emotions: introduction to the psychology of facial expressions and to theories of embodied emotional processing

This week will provide an introduction to the main concepts and theories of social cognition. In particular, this weel explores the extent to which mirror neurons shape our ability to understand others and our ability to understand that others might have mental states that differ from our own (theory of mind reasoning).

Learning outcomes

By studying this week participants should:

Learn key concepts and theories in studying emotional and social cognition;
Become familiar with core debates on the role of facial expressions and on the embodiment of emotional recognition.
Understand how the production and perception of emotional facial expressions is explored from different angles by different theories.

Teaching week 3 - How do we study emotions? Emotional processing and social cognition research methods

This week explores the key research methods of embodied emotional processing and social cognition. It will outline the most important techniques in the broader cognitive psychology and evaluate the contribution they can make to emotional processing research and embodiment theories. It will also introduce the role of neuropsychological research in understanding how brain lesions can help us understand how the brain normally functions. Key methods of neuroimaging techniques covered will be specifically focused on electroencephalogram (EEG) and electromyography (EMG).

Learning outcomes

By studying this week participants should:

Understand of the main methods in Cognitive Psychology.
Learn neuroimaging techniques and neuropsychological findings and how they contribute to our knowledge on emotional processing and embodied cognition.
Develop a critical approach to methods and how each of them helps answer to specific research questions.

Teaching week 4 - How do we recognise the emotional facial expressions of others? Feeling me to feel you - from theory-theories to the simulation theory

This week will provide an introduction to the main theories of emotional facial expression recognition. It will include an overview of the Theory theory models as well as of the simulation theory models. It will also illustrate the key findings on facial mimicry often associated with better facial expression recognition.

Learning outcomes

By studying this week participants should:

Learn the main theories of emotional facial expression recognition and to critically evaluate the extent to which empirical studies support different theoretical claims.
Understand how the simulation models account for the facilitating role of sensorimotor simulations during emotion mind-reading process.
Develop a critical approach towards the literature on production and recognition of emotional facial expressions and the mechanisms involving both sensorimotor simulation and theory-theory processing.

Teaching week 5 - Is it always easy to understand others' emotions? The influence of context and expression ambiguity on mimicry during emotional recognition

Any emotional expression is a communication channel that has the intrinsic intention of conveying a message. The expression finds its meaning in the interaction with another person and its sense in the social context.

This week provides an overview of the factors that influence the emotional understanding in a natural social situation. This week will outline some of the main factors that are thought to affect the way we have insights about other’s feeling and intentions. This includes our attitude towards the other (for instance our motivation to understand their emotions), prior knowledge that we have about them and the ambiguity of the facial expression itself.

Learning outcomes

By studying this week participants should:

Learn that the embodied understanding of other’s emotions is an interpretation of emotional signals.
Understand that the embodied understanding of other’s emotions is influenced by contingent factors of the reader and the expresser.
Develop a critical approach to the literature and research questions of the field.

Virtual Learning Environment

Certificate of participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say

"I think the content was easy to follow, considering it is open to everyone. Then, the articles and additional readings and videos were complementary of the course transcript. I think it is a good mix."

"It was better than my expectations! The combination of a summary provided by the professor with related articles and videos was very engaging."

"The mixture of learning delivery was great - readings, lectures, quizzes, discussions. There was a lot of information so great value for money."

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Requirements

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Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

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Fees & bursaries

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Fees

The course fee includes access to the course on our Virtual Learning Environment (VLE), personal feedback on your work from an expert tutor, a Certification of Participation (if you complete work and take part in discussions), and access to the class resources for two years after your course finishes.

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Bursaries

The Cambridge University Press (CUP) Bursary Fund offers a bursary of 50% of the course fee to applicants who teach in a UK state school or state-funded further education institution, applying to study a day school, weekend course or online course.

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Canonical Course ID:

31226

Heritage Studies: the politics of the past

Subject ref:

Type ref:

Course code:

2324NOE056

Start date:

Thursday, 22 February, 2024 - 00:00 to Sunday, 7 April, 2024 - 01:00

Apply by:

Thursday, 22 February, 2024 - 00:00

Course tutor id:

1623

Dr Britt Baillie

Course ID:

30965

Tuition fee:

£305

Course programme:

Online Courses

Duration description:

7 Weeks

Non-accredited

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Overview

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Aims of the course

to introduce the history of heritage management and museums
to explore key contemporary debates in heritage studies
to examine how heritage is affected by political and ethical concerns

Course content overview

Heritage is about the past in the present—what survives, what is valued, and what is selected to be preserved. Heritage is a contested domain in flux, with many ‘stakeholders’, layers of meaning, and uses.

This online course asks who owns the past? What places and practices are worthy of being deemed ‘heritage’? How does politics influence our understanding of heritage? If you are interested in these questions, then this course is for you. Join us as we explore some of the big questions about how to understand the role of the past in the present. Specifically, we will look at a range of pivotal and highly contested heritage debates, such as commodification, repatriation, illicit antiquities, and decolonisation.

If you are interested in tackling questions about how we think about our past, then this course is for you. During this course we will explore some of the most charged debates in heritage studies today through a mix of illustrated lectures, live discussions, videos, and readings.

Schedule (this course is completed entirely online)

Orientation Week: 19-25 February 2024

Teaching Weeks: 26 February-31 March 2024

Feedback Week: 1-7 April 2024

Teaching week 1 - What is heritage?

What do we choose to pass down from generation to generation? Who does the choosing? What values are these choices based on? The term ‘heritage’ is not static. Definitions of the term have changed over time in response to shifting contemporary concerns and the recognition of regrettable omittances. This week will introduce a history of heritage to explore how and why our understandings of it have changed over time.

Learning objectives:

to familiarise ourselves with the history of heritage studies
to develop an understanding of the key drivers in shifting definitions of heritage

Teaching week 2 - Stealing the past

Who are the looters? Why do they loot? Who are the buyers? Why do they buy? How do the middlemen act as go-be-tweens? What is the impact of looting on the archaeological record and the origin locations?

Learning objectives:

to become acquainted with the drivers behind looting
to gain an understanding of the impacts of looting

Teaching week 3 - Repatriating heritage

Heritage items have been moved around the globe through the processes of trade, expropriation, and conquest. Collections, predominantly in the Global North, contain items which are considered to have national, spiritual, or identity values to other groups. Such collections can include the human remains of the ancestors of others. This week we will explore the complex debates around the questions of what should be repatriated and to achieve what aims.

Learning objectives:

to expand our knowledge of salient repatriation cases
to further our understanding of why certain repatriation agreements have been reached, been denied or remain in stalemate

Teaching week 4 - Decolonising heritage

Heritage has been mobilised as an instrument of power to stake claim to territories, deny the rights of others to them, and to discursively erase certain pasts from the public domain. Calls for the decolonisation of heritage reached a peak in the 1950s and 60s, as formerly colonised nations called for their heritage to better reflect the history of the new independent states. Such calls again came to the fore in the 2010s, as descendants claimed that earlier decolonisation attempts remained incomplete. Yet, the heritage of colonisation is also a part of history.

Learning objectives:

to gain an overview of the contemporary and historic debates around the decolonisation of heritage
to further our insights into the complex questions that heritage managers and community members grapple with when making decisions in such cases

Teaching week 5 - The commodification or heritage

Heritage has many values: social, economic, environmental, etc. However, over the last four decades heritage has become increasingly commodified. Governments demand that it pays its own way. Certain stakeholders seek to cash in on its contemporary value whilst some communities see it as a vehicle to enhance their future well-being. This lecture asks what is lost and what is gained (for who) through the commodification practice.

Learning objectives:

to enhance our understanding of the different forms of values that are ascribed to heritage
to gain the ability to begin to unpack the impact of the commodification of heritage

Virtual Learning Environment

Certificate of participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

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Requirements

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Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

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Fees & bursaries

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Fees

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Bursaries

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Canonical Course ID:

31287

An introduction to the Roman Republic

Subject ref:

Classics

History

Type ref:

Course code:

2324NOE046

Start date:

Monday, 8 January, 2024 - 00:00 to Sunday, 25 February, 2024 - 00:00

Apply by:

Sunday, 7 January, 2024 - 00:00

Course tutor id:

1376

Dr Maty Matyszak

Course ID:

30963

Tuition fee:

£305

Course programme:

Online Courses

Duration description:

7 Weeks

Non-accredited

Course photo:

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Overview

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Aims of the course

To introduce the Roman Republic to those new to the topic
To show the Roman Republic as a part of wider Mediterranean culture
To teach collaborative working techniques in an online environment

Course content overview

This course will examine the rise and fall of the Republic, and its change from a parochial kingdom to a multi-cultural Mediterranean-spanning political and cultural entity.

Developments in literature, religion and law will be examined, along with key trends in areas such as urbanisation and science and engineering.

Week 0 - Preparing to study this course

Purpose/Learning outcomes

•Become familiar with navigating around the VLE and from VLE to links and back

•Tested their ability to access files and the web conferencing software and sorted out any problems with the help of the eLearning Helpdesk

•Learnt how to look for, assess and reference internet resources

•Used forums to introduce themselves to other students

•Contributed to a discussion forum to introduce themselves to other students and discuss why they are interested in the course, what they hope to get out their studies and also to respond to News item sent out on behalf of tutor

Teaching week 1 - Foundations

Participants will examine the foundation of Rome both from a historical/archaeological perspective and from the point of view of Roman myth and legend. Participants will critically examine sources, and discuss the gradualist-literalist controversy. There will also be a discussion of the ethnic and cultural situation in the Archaic era in the Mediterranean world.

Learning outcomes

By studying this week the students should have:

•A good idea of the legends of the foundation of Rome

•An introduction to historical controversies and the idea of history as debate

•An understanding of the cultures with which Rome interacted

•Knowledge of the relevant original sources and how to approach them

•An understanding of how to engage in online group discussions

Teaching week 2 - Early Rome

This week will show Rome as an evolving Italian city – how Rome learned from others and also developed a distinct cultural identity. How Roman society formed into classes and roles within these classes. (e.g. Patricians and Plebeians, legal codes, the status of women)

Learning outcomes

By studying this week the students should have:

•An understanding of Rome's legal and political system

•A grasp of why Rome was an intensely militaristic society

•An appreciation of how much Rome learned from Greece, the Etruscans and elsewhere

•Practise in videoconferencing and presenting an argument to a group

Teaching week 3 - The Punic Wars

This week will look to explain why these wars were critical to Rome developing into a Mediterranean power, and to analyse how Roman society survived under extreme stress.

Learning outcomes

By studying this week the students should have:

•An understanding of the chronology and protagonists of the war

•An appreciation of Phoenician achievements and culture

•An introduction to ancient demographics and wartime economics

•An appreciation of history as propaganda

Teaching week 4 - Rome and the Mediterranean

To introduce the Hellenistic kingdoms, and their contribution to contemporary culture. The reasons these powerful and populous states fell to Rome, to introduce the peoples of Gaul and Iberia.

Learning outcomes

By studying this week the students should have:

•An understanding that most of Rome's conquests were of states more civilized than Rome itself.

•An understanding of the concept of Hellenization

•An appreciation of Roman art, literature and architecture

•An appreciation that Iberia and Gaul had nascent civilizations of their own

Teaching week 5 - The fall of the Republic

This week will examine how and why the Roman Republic fell, the reasons for political dysfunction, and why this same period saw an extraordinary flowering of the arts. To stimulate more general discussion of what preserves or destroys states.

Learning outcomes

By studying this week the students should have:

•A knowledge of the events and personalities of the era

•A knowledge of contemporary writers, poets and philosophers

•An appreciation of what social and political constructs survived into the empire

•An overall appreciation of the interaction of politics, social issues and the economy

Week 6 - What Next?

•Assessment of student learning

•Assessment of student satisfaction

•Encouragement of further study

Schedule (this course is completed entirely online)

Orientation Week: 8-14 January 2024

Teaching Weeks: 15 January-18 February 2024

Feedback Week: 19-25 February 2024

Virtual Learning Environment

Certificate of Participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say

"As an educator myself I felt that the tutor was able to cater to students of a range of interests, abilities and learning styles very effectively, doing so with charm, good humour and a welcome concern for accuracy."

"Once again(the 5th time) Mr Maty is fascinating in how he teaches one of his courses. Thank you very much."

"The fact the tutor gave personal feedback is much appreciated. I was sent extra resources specific to interests I expressed or comments I made. The quality of the seminars is high due to the level of knowledge of fellow students."

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Requirements

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Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

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Fees & bursaries

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Fees

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Bursaries

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Learning and memory in the brain

Short description:

Find out what happens in the brain when we learn and create memories, and why we shouldn’t always trust everything we remember. By understanding our brains better, we can find ways to help improve these processes, at any stage of our lives. During the course, you will find out how memories are stored in the brain, how this process can go wrong, and what changes in the brain as you age. Using research from psychology and neuroscience, we will also cover tips and tricks to help you make the most of your memory.

Subject ref:

Biological Sciences

Psychology

Type ref:

Course code:

2324NOE043

Start date:

Monday, 8 January, 2024 - 00:00 to Sunday, 25 February, 2024 - 00:00

Apply by:

Sunday, 7 January, 2024 - 00:00

Course tutor id:

8952

Ginny Smith

Course ID:

30960

Tuition fee:

£305

Course programme:

Online Courses

Duration description:

7 Weeks

Non-accredited

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Course information

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Aims of the course:

Improve understanding of what the neuroscience and psychology of learning and memory can (and can’t) tell us.
Raise awareness of how the brain changes throughout life and how this affects our behaviour.
Help develop strategies that can be used at home to improve learning & memory.

Learning outcomes:

As a result of the course, within the constraints of the time available, students should be able to:

Know what happens in the brain when we learn.
Recall what psychological studies have taught us about learning & memory, and their limits.
Understand how the brain changes as we grow and age.
Use this understanding to improve the efficiency of their learning & memory.

Target audience:

Anyone with an interest in the brain, learning and memory. Teachers, parents, those with elderly relatives.

Course content overview:

Research in Psychology and Neuroscience progresses rapidly; we discover more about how we learn and how our memories work. This online course will provide a guided tour through the brain, looking at the changes that occur on a cellular level when we learn new information or store a memory. We will examine the way the brain changes from child to teenager to adult, and how these affect the way we learn and remember information. By understanding more about the way memories are stored and recalled, we can explore different ways to help improve this process, at any stage of our lives.
The study of how learning happens in the brain is a popular emerging field, but it is filled with misinformation. The course will tackle common misconceptions and look at ways in which we can use our understanding of the brain, as well as the tricks psychological research has uncovered, to help everyone learn more quickly and efficiently. We will finish with a practical session covering memory tricks and exercises anyone can use to learn and remember information more effectively.

Schedule (this course is completed entirely online):

Orientation Week: 8-14 January 2024

Purpose/Learning outcomes: By studying this week the students should have:

Become familiar with navigating around the VLE and from VLE to links and back
Tested their ability to access files and the web conferencing software and sorted out any problems with the help of the eLearning Helpdesk
Learnt how to look for, assess and reference internet resources
Used forums to introduce themselves to other students
Contributed to a discussion forum to introduce themselves to other students and discuss why they are interested in the course, what they hope to get out their studies and also to respond to News item sent out on behalf of tutor

Teaching Weeks: 15 January-18 February 2024

Week 1 Learning in the brain

Purpose: To introduce students to the neuroscience of learning and memory, and our limitations in its understanding. We will cover the reconstructive nature of memories, false memories, and their implications. By studying this week the students should have:

Understood what neurons and synapses are, and their role in memory formation.
Know the main brain regions implicated in memory and learning.
Learnt that memory is fallible and changeable, and thought about what this means for e.g. eyewitness testimony.

Week 2 Types of memory

Purpose: To discuss the distinctions that can be made between different types of memory, and their usefulness. By studying this week the students should have:

Understood the difference between short term and long term memories.
Explored different types of long term memory, including explicit and implicit, and the brain regions involved.
Looked at how recall and recognition memory differ.

Week 3 Brain changes through the ages

Purpose: To cover the way the brain changes as we progress from babies to children, teens, and adults and as we age. We will explore how these changes impact our ability to learn at each stage in our life. By studying this week the students should have:

Understood how the infant’s brain is primed for learning, and how different abilities mature at different times. Examined the evidence for critical periods in human learning.
Looked at the teenage brain, and its implications for teen behaviour.
Gained knowledge about healthy aging, and the brain and behaviour changes associated with it.

Week 4 Memory problems

Purpose: To cover a variety of conditions that can affect memory, including traumatic brain injury, stroke and dementia. We will look at the portrayal of amnesia in the media and its accuracy and discuss what happens in the brain to cause these symptoms. By studying this week the students should have:

Understood that damage to different areas of the brain can cause different types of memory problem.
Looked at psychological causes of amnesia and the controversies surrounding them.
Covered childhood amnesia, and our limits in explaining it.
Become aware of the limits in our understanding of dementia, and the direction future research is likely to take.

Week 5 Brain Boosts

Purpose: To provide practical, science-based tips and tricks that students can use in their daily lives to help improve their memory and learning. By studying this week the students should have:

Understood that psychology, not neuroscience, currently provides us with the most practical guidance.
Tried a variety of memory boosts to determine which work best for them, and thought about how they could apply them in their lives.
Analysed how the information they have learnt in the course can help make them better learners.

Feedback Week: 19-25 February 2024

Purpose:
•   Assessment of student learning
•   Assessment of student satisfaction
•   Encouragement of further study

Certificate of Participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say:

"I’ve really enjoyed the course. Ginny, you have made quite complex topics really clear and easy to understand. The quality of your weekly presentations have been excellent and I’ve benefited from being able to work at my own pace. Additionally, the reading lists have been helpful in expanding my understanding of topics."

"Thank you for this great course Ginny. I enjoyed it all... It was good to be able to try live experiments on ourselves too!"

"Ginny responded so well to our forum answers and questions and even supplied further material on it. Ginny made the course really interesting and understandable."

"The course was well structured, thorough and well-presented and the tutor engaged in conversations, sharing her opinions and insights."

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Entry requirements

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This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

For information on bursaries for this course, please see http://www.ice.cam.ac.uk/info/bursaries

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Canonical Course ID:

31283

Cosmology: the birth, the present, and the fate of our Universe

Subject ref:

Astronomy

Type ref:

Course code:

2324NOE055

Start date:

Thursday, 22 February, 2024 - 00:00 to Sunday, 7 April, 2024 - 01:00

Apply by:

Thursday, 22 February, 2024 - 00:00

Course tutor id:

3532

Dr Hardip Sanghera

Course ID:

30964

Tuition fee:

£305

Course programme:

Online Courses

Duration description:

7 Weeks

Non-accredited

Course photo:

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Overview

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Aims of the course

To provide a full structure and understanding to your learning in this subject, through a framework that gives a clear and comprehensive understanding of the nature of the universe through a review of its origin, structure, and evolution from the Big Bang to today, and on into the future.
To provide an understanding of modern cosmology, the scientific study of the large-scale properties of the universe as a whole.
To provide a framework, in this present golden era of astronomy, within which you may better understand the science of astronomy encountered on multimedia, and to place into context the importance of new discoveries.
To help you take full advantage of online resources, such as YouTube astronomy channels, audiobooks, and astronomy books aimed at the general public.
To encourage you to attend astronomical observing opportunities and consider undertaking additional astronomy courses elsewhere.

Target audience

Non-astronomers who are captivated by the night sky and simply wonder 'why'?

Course content overview

Assuming no prior knowledge, as celestial explorers in today’s modern era of precision cosmology, and armed with full-spectrum vision and multi-messenger tools, we’ll explore the entire history of our Universe. From birth to death through its origin, evolution, and structure, with precise, reliable answers based on a spectacular series of recent breakthroughs in the last few decades.

Cosmology, an ambitious field that concerns itself with the entire universe, as well as all of time, is presently in the midst of a truly remarkable period of growth, particularly in the last 20 to 30 years. Precision is indeed possible, even on the grandest of scales, in which to nail down the various parameters, with an uncertainty in these values of just ~1% or so, that have worked in concert to determine the structure of the universe over its eons of existence, along with all the eons to come - long sought-after numbers that define the form and age of the universe.

A universe that is vast, pushing comprehension to its limits, but surprisingly one that bears witness to the fact that the consistency of our laws of nature throughout the universe means that it is understandable. This is a remarkable fact, for as Neil DeGrasse Tyson points out, the Universe is under no obligation to make sense to you, and yet the same laws of science apply everywhere. That is, the laws of physics are universal. This is why we can use spectroscopy and studies of the behaviour of distant stars and planets under gravity to derive information about them. Atoms in distant stars and galaxies obey the same quantum laws everywhere, allowing us to interpret information conveyed by their spectra. The motions of planets, stars, galaxies and galaxy clusters can be understood using the universal laws of gravity and motion, whether we use the version complied by Newton or Einstein.

By the end of this course, we will understand how cosmology, as a subject, which not that long ago carried a faint hint of disreputable scientific study, has moved from pure and often wild speculations, to the most solid of solid scientific foundations. A universe that we now comprehend was birthed from a microscopic dot of existence to the size of a watermelon through faster-than-light expansion for the merest fraction of a fraction of a second. But the universe, that we could understand and live in, then followed, born silently in the shortest of instances, in a torrent of energy in full blazing light. Then, following basic scientific laws within the first three minutes of its existence, proceeding the creation of subatomic particles, the light elements, hydrogen, and helium, were formed. From the creation of the first atoms, and the operation of the known forces of physics, the rest was history, as laid out beautifully in the LambdaCDM model, our current best picture of the origin and evolution of the Universe.

From dark matter to dark energy, cosmic inflation and the possibility of a multiverse, we will comprehend the full wealth of mysteries of this vast universe. An observable universe that was once considered finite and unbounded, as in the surface of a sphere by analogy with nothing outside of it, is now thought likely infinite and more or less flat in shape, with any possible curvature only visible in the metaverse beyond.

To comprehend this stunningly rich and coherent picture presented by modern observational cosmology, that is dominated by the Big Bang theory, requires getting to grips with the two essential languages for cosmology: General Relativity, Einstein’s theory of gravity; and the Standard Model of physics, which explains how the basic building blocks of matter interact, governed by four fundamental forces.

Armed with this knowledge we will address some of the biggest questions in modern astronomy, such as: What came before the Big Bang? How old is the universe? Will the universe end? and if so, how? In addition we will touch on some of its most fundamental mysteries which remain unsolved. So, if you truly wish to expand your horizons, and occasionally blow your mind in the process, then please join me for this one truly amazing journey

Schedule (this course is completed entirely online)

Orientation Week: 19-25 February 2024

Teaching Weeks: 26 February-31 March 2024

Feedback Week: 1-7 April 2024

Teaching Week 1: An inventory of the contents of the Universe

This week will cover:

Understanding the quantities, and types, of matter and radiation in the cosmos.
Understanding the concepts of dark matter and dark energy.
The uniformity and expansion of the cosmos.

Teaching Week 2: Modelling the Universe

This week will cover:

Understanding the cosmological assumptions and the Copernican principle that underly modern cosmological models.
Comparing the Steady State and Big Bang models, and the overwhelming evidence for the latter theory.
A brief over of all the ages of the universe.

Teaching Week 3: The very early Universe - in the beginning...

This week will cover:

Understanding the smallest scales we can observer, and consider what came before the hot Bing Bang, that is inflation.
Neutrino decoupling and particle annihilation to complete the first second of the universes existence.

Teaching Week 4: The early Universe - Creation of atoms to recombination

This week will cover:

Understanding the creation of the lightest elements via the process of nucleosynthesis.
Studying the Cosmic Microwave Background and its cosmological implications.
Considering the Dark Ages and the emergence large-scale structure.

Teaching Week 5: The Universe today, the far future, and its ultimate fate

This week cover:

Discussing the stelliferous era, beginning with the first stars and galaxies in the universe, and ending with the fate of the galaxies.
Considering the various degenerate, black hole and dark era's.
Concluding with a discussion on the fate of the universe, the consequences of dark energy and consideration of such concepts such as the multiverse.

Virtual Learning Environment

Certificate of participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say

"I can easily tell that Dr Hardip has a true passion for the mysteries of the universe around us and a great understanding of how we have progressed from wonder to a firm foundation of knowledge about many aspects of our universe I found his presentations thought provoking but not abstruse The you tube links were also generally good as supplements and often led me to other videos/ articles regarding related information I will try to continue pursuing this topic on my own although the feedback from Dr Hardip was very valuable."

"I found this to be a fabulous course and a wonderful final course to end the trilogy of courses on introductory astronomy. I left this course with an awe on the scale of our universe, a grounding in particle physics and its mysteries and a wonder as to whether this universe is just one of many in existence. I enjoyed the presentations, discussion threads and fantastic videos. All made possible by Hardip, an excellent and remarkably supportive tutor."

"I have enjoyed the course massively! I look forward to signing up for the other two courses in the series. We have all gained immensely from the extra effort that Hardip has put in to deliver the complex concepts of the course so concisely (especially General Relativity), being available in the forums, posting extra videos, and reviewing contributions. We leave with a solid introduction to cosmology, the evolutionary history of the universe, and current research, as well as a sense of profoundness."

"As with the previous two courses, this was superbly presented with a wealth of fascinating and thought-provoking subjects. It’s easy to say, but it genuinely is awe-inspiring to try to comprehend the distances, sizes and time spans involved with cosmology, from the infinitesimally tiny to the absolutely enormous. Once again, thank you Hardip for your well-constructed modules, your stimulating use of video to bring to life the various subjects, and the prompt and proactive way you have dealt with questions and issues as they’ve arisen."

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Requirements

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Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

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Fees & bursaries

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Fees

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Bursaries

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Course Image version:

Study level ref:

Canonical Course ID:

31253

The Grandest Tour: exploring the wonders of our Cosmos

Subject ref:

Astronomy

Type ref:

Course code:

2324NOE037

Start date:

Monday, 8 January, 2024 - 00:00 to Sunday, 25 February, 2024 - 00:00

Apply by:

Sunday, 7 January, 2024 - 00:00

Course tutor id:

3532

Dr Hardip Sanghera

Course ID:

30955

Tuition fee:

£305

Course programme:

Online Courses

Duration description:

7 Weeks

Non-accredited

Course photo:

City or Town:

Postcode:

Single capacity:

Double capacity:

Twin capacity:

Single usage:

Double usage:

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Overview

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Aims of the course

To provide a full structure and understanding to ones learning in this subject, through a framework that gives a clear and comprehensive understanding of the relative size of objects and their relationship to one another.
A review of the structures found in the wider universe, beyond the edge of our Milky Way galaxy, from galaxies, galaxy clusters, to the cosmic web, resulting in an understanding of our place, relationship to, and a sense of scale to the cosmos we inhabit.
To provide a framework, in this present golden era of astronomy, within which participants may better understand the science of astronomy encountered on multimedia, and to place into context the importance of new discoveries.
To help participants take full advantage of online resources, such as YouTube astronomy channels, audiobooks and astronomy books aimed at the general public.
To encourage participants to attend astronomical observing opportunities and consider undertaking additional astronomy courses.

Target audience

Non-astronomers who are captivated by the night-sky and simply wonder why?

Course content overview

Assuming no prior knowledge (but students may wish to complete the 'An introduction to astronomy: exploring the wonders of our Universe' online course first, as celestial traveller's we'll obtain a step-by-step overview of this amazing cosmos, through the full-spectrum eyes of our present golden era of astronomy, as evidenced by 2019s first ever image of a black hole and the Hubble image of a quarter of a million galaxies at every stage of evolution back to 500 million years after the Big Bang. We shall undertake this part of our grand tour, starting outwards from the shoreline of our own Milky Way galaxy passing neighbouring companion galaxies in our local cluster, a small conglomeration amongst the 100,000 other nearby galaxies that compose the Laniakea Supercluster. We shall witness galaxies of all shapes and sizes, how they grow through cannibalization, and focus on that small percentage of galaxies, in which the dark heart is active, making them clearly visible across the universe. Despite the insignificant relative size in comparison to their host galaxy, there is a remarkably close and intimate relationship between the supermassive black holes that lie at the heart of all galaxies, how they appear to grow in lockstep, and how such ubiquitous objects can be used to explain the most monstrous of explosions in the cosmos, in which the birth scream of black holes, and their intergalactic death rays can sterilize vast regions of all potential life, but which provide the precious metals stored in our bank vaults. We shall trace the largest structure in the universe, the cosmic web, via it’s interconnecting filaments of clustered galaxies and gases, stretched out across the universe and separated by giant voids. A universal scaffolding formed by dark matter, down which flows the steady stream of gas that feeds the growth of galaxies, such as our own. These key building block of our cosmos have births, lives and deaths, just like that of the stars, that are their building blocks, which can be used to understand how such structure arose from the otherwise smooth universe following the Big Bang. Using the deepest observations we’ll take a census of the universe’s galactic population, and awe at how the foaminess of the universe gives way to a homogeneous composition, known as the End of Greatness, that describes the universe on the largest scales, and which underlies our present cosmological models. So, if you truly wish to expand your horizons, and occasionally blow your mind in the process, then please join me for this one truly amazing journey.

Teaching week 1: The birth, life and death of galaxies

We show how Edwin Hubble in the 1920 expanded our cosmic horizons beyond that of the Milky Way by showing the existence and nature of other island universes, which is demonstrated today

via the Hubble Deep Field image, displaying galaxies at every stage of evolution. We consider how structure first arose from the relatively smooth distribution of matter following the Big Bang birth of the universe, with the birth of galaxies through the hierarchical bottom-up model and review the observational data to support it. Through the evolution of galaxies, via the Hubble diagram, as they live and grow via cannibalization, and then die when they have exhausted their star-forming material, as observed in dead and dying galaxies, to a conclusion on their ultimate fate.

Learning outcomes

By studying this week the students should have:

Understood that our galaxy is one of a multitude of galaxies.
Comprehended a model for galaxy evolution firmly grounded in observations, with an awareness of how the birth of galaxies is moving into our observational window.
Consider the different types of galaxies that exist with examples of each, with the focus on what are termed normal galaxies.
How star formation exhausts the supply of material for new stars, or how it is stripped out of galaxies, leaving galaxies to slowly die and fade.

Teaching week 2: Active Galaxies - the ultra-violent universe (part 1)

The focus is on the 2% of all galaxies that are termed active galaxies, and why using radiation from the full electromagnetic spectrum is required to understand their true nature. We’ll review their behaviour in varying timescales and understand the differences between the know classes of active galaxies.

Learning outcomes

By studying this week the students should have:

How to tell the difference between normal and active galaxies.
The requirement for observations across the full electromagnetic spectrum.
The difference between narrow and broadband spectral observations.
The observational clues to the true nature of active galaxies.
The differences between the four classes of active galaxies: Seyfert, Double-lobed Radio galaxies, Quasars and Blazars.
Their high redshifts and density variation of quasars with redshift.

Teaching week 3: AGN model and Gamma-Ray bursts - the ultra-violent universe (part 2)

Active galaxies can be hundreds of time more luminous than normal galaxies, with far more energy emitted in the higher energy end of the spectrum. We shall interpret from the data a possible source of that energy, which is a spinning supermassive black hole emitting bi-polar jets. And it is view of that source from different directions that leads us to the different classes of active galaxies. A model that proves ubiquitous across the universe and used to explain many other violent phenomena, in which the formation of a black hole is key.

Learning outcomes

By studying this week the students should have:

From time variability of emission from active galaxies we can determine that the source is extremely small.
Review other evidence why the engine for such sources is likely a supermassive black hole, with an accretion disk responsible for the observed energies.
By classifying the various components of an active galaxies, we can combine them into a single model to explain their behaviour.
That the angle of orientation of the accretion disk and bi-polar jets that accounts for the 4 different classes that are observed.
The same model can be used to explain gamma ray bursts, which are even more energetic, and occurs at the point of creation, or merger, of black holes.
Observational confirmation is provided for such a model using gravitational waves.
The danger such objects pose to potential, and existing, life, like us.

Teaching week 4: Black Holes and galaxy formation

Black holes are often the culprit behind many of the most energetic phenomena observed in the universe and cover a vast range in sizes. They seem intimately connected with the growth of galaxies by dumping vast amounts of energy into its host galaxy, suppressing and encouraging stellar formation in waves, and thereby play a fundamental role in the formation and evolution of the universe.

Learning outcomes

By studying this week the students should have:

Understand the full range of black hole sizes from stellar, through to supermassive.
Review our understanding how they may evolve to supermassive size, but the problems this poses for observations of quasars quite early in the history of the universe.
The discovery of intermediate sized black holes, which had been missing from observational data until recently.
An understanding of supermassive black hole which lies at the heart of the Milky Way, and the evidence of its present and past activity.
Future collisions of the Milky Way, first with the LMC, and then later with the Andromeda galaxy.
An understanding of the relative size of the supermassive black hole to its host galaxy yet play a dominant role in its evolution. First supressing star formation in the growth phase of the black hole, then letting it continue when it becomes quiescent.
An awareness of the total number of galaxies in the observable universe.

Teaching week 5: Large scale structure in the universe

Multi-wavelength observations have revealed a diverse and complex universe, from different states of matter to a bewildering array of new objects and phenomena. The development of deep astronomical surveys has revealed a new level of structure, the largest known, termed the cosmic web. A structure that helps account for missing baryonic matter. And whose homogenous nature on the largest scales provides supporting evidence for modern cosmological models of the universe.

Learning outcomes

By studying this week the students should have:

A description of the Local Group, a galaxy cluster of which the Milky Way is a member, its size and membership.
The first catalogue of galaxy clusters, and how to determine their mass using gravitational lensing.
A description and outline of gravitational lensing.
Problems with making deep sky surveys, and description of a number of surveys that have mapped the large-scale structure of the local universe.
Large-scale structure in the form of clusters and super-clusters, including the Lanakea super-cluster to which the Milky Way belongs.
A description of the Great Attractor, its location and likely source of its gravitational pull.
Structure on even larger scales in the form of the Cosmic Web composed of filaments and voids, and homogeneous distribution of matter on the largest scale, in which one 200 Mpc region looks much like another.
A consideration of the origin of structure from inflated quantum fluctuations at the birth of the universe.

Schedule (this course is completed entirely online)

Orientation Week: 8-14 January 2024

Teaching Weeks: 15 January-18 February 2024

Feedback Week: 19-25 February 2024

Virtual Learning Environment

Certificate of participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say

'Thank you for a brilliant course. I intend on carrying on studying astronomy particularly high energy stuff and cosmology because of this course.'

'I learned that there is still so much to discover, so much that we do not yet understand. It also made me realize how wonderful Earth's environment is and that it is our responsibility as a species to protect this environment.'

'It has been a wonderful course, stimulating and challenging. I have learned so much and there is so much more to learn.'

'All too soon we have reached our destination and right there is our postal address. It has been the grandest of all journeys that deliver beyond what I have set out to observe. Thank you so much Hardip. It has been a greatest journey and I love it.'

'Thank you for putting together such an excellent and inspiring course on the wonders of the cosmos! The course provided just the right combination of breadth of coverage together with depth and detail. Thank you also for your prompt and comprehensive responses to questions raised.'

'Thank you for taking us on the grandest tour of all! I have learned so much over the last five weeks rediscovering what an exciting, though complicated subject astronomy is and how far it has evolved over the last fifty years. I put every moment I could into learning as much as I could each week becoming more enthusiastic each week.'

'I have gained an even greater appreciation of the vastness, complexity and wonder of the universe, and of how much we have learned but, at the same time, how much remains unknown or even unknowable. I still have an undiminished desire to know more and this course has provided me with more ideas and sources to do so.'

'Another great course from Hardip and ICE. I have been reading about astronomy as an armchair amateur for a very long time, and yet in this course I have been brought up to date on many new theories and research programs. This course, like “An introduction to Astronomy” course, does a fantastic job of summarizing the historical knowledge as well as presenting the state-of-the-art science. All this packaged in a user friendly, online format.'

'The sequencing of the presentations was perfect in relation to building on the acquired knowledge and gaining a wider understanding of the wonders of our cosmos. Thank you Hardip for creating another very high quality ,enjoyable and rewarding course.'

'I'd really like to thank Hardip for making this course such an exciting, fun, inspiring experience, and for caring about our learning! I'm very grateful for the great foundation this course has provided.'

'The course has inspired me to go on learning more and to try and keep up to date with new discoveries. As a start, I've taken out a subscription to New Scientist.'

'I have thoroughly enjoyed this course as a continuation from ‘An Introduction to Astronomy’, and I've enjoyed every topic covered in this course. As before in the previous course, I very much appreciated the clearly-created PDFs of the text and images from the audio/visual presentations – this made learning clearer as it is easier to go back and review the document along with my notes. I also very much enjoyed as always the fun quizzes along the way and the informative and thought-provoking exercises. Thank you Dr. Sanghera for another fantastic course!'

'Also, I want to remark something we already know, is that Hardip is an excellent teacher, that his courses are amazing and are taught to different public in one, from beginner's to advanced people and anybody learns a lot. I hope ICE continue developing new courses with Hardip, I will be attentive to re-enter.'

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Requirements

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Entry requirements

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

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Fees & bursaries

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Fees

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Bursaries

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Course Image version:

Study level ref:

Canonical Course ID:

31231

Blogging and writing for online audiences

Short description:

The world of blogging has never been more accessible, nor more complex - nor more rewarding. This course will help students develop the wide range of skills needed to become sustainable, safe and ethical bloggers. We will analyse the diverse blogging styles out there, discovering what works - and what doesn't. We will also cover things that tie into blogging such as social media, sponsored posts, crowdfunding, SEO and affiliate schemes. Students will develop their own blogging approach and be able to (hopefully!) avoid any potential pitfalls.

Subject ref:

Creative Writing

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Course code:

2324NOE028

Start date:

Monday, 23 October, 2023 - 01:00 to Sunday, 10 December, 2023 - 00:00

Apply by:

Sunday, 22 October, 2023 - 01:00

Course tutor id:

9337

Daisy May Johnson

Course ID:

30952

Tuition fee:

£395

Course programme:

Online Courses

Duration description:

7 Weeks

Non-accredited

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Course information

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Aims of the course:

1. To expose students a wide range of online writing formats and approaches, including vodcasting, blogging and podcasting.

2. To allow students to reflect, recognise and develop their own writing voice, style and platform preference.

3. To recognise and address the demands of writing for an online audience, such as personal safety ethical considerations, legalities and potential abuse.

Course content overview:

This course will explore a wide range of online writing formats and reflect upon the benefits and disadvantages of these approaches.

An understanding of the distinct nature of online writing will be developed, addressing both ethical and legal practicalities.

The student will be able to draw on a range of strategies in order to deliver consistent online content.

Course outline

Welcome to the course (Week 0)

Become familiar with navigating around the VLE and from VLE to links and back.
Test your ability to access files and the web conferencing software and sort out any problems with the help of the Technology Enhanced Learning team.
Learn how to look for, assess and reference internet resources.
Contribute to a discussion forum to introduce yourself to other students and discuss why you are interested in the course and what you hope to get out of your studies.

Week 1: Discovering Your Voice

By studying this week the students should have:

an understanding of the diverse approaches available to bloggers and selected a favourite to model best practice upon
an understanding of their personal drivers for blogging.

Week 2: What To Write About (And How)

By studying this week the students should have:

developed a personal strategy for creating their content and finding ideas
an understanding of the benefits and risks of sponsored content, affiliates, and advertising.

Week 3: Ethics

By studying this week the students should have:

an entry-level understanding of copyright, both written and visual, and the General Data Protection Regulation
an awareness of wider ethical issues such as informed consent, abuse, managing their personal data, plagiarism and content theft.

Week 4: Community (No Blog Exists Within A Bubble)

By studying this week the students should have:

developed an appreciation and understanding of the established community within their particular sector
an understanding of how to manage third party input on their own sites, such as commenting, feedback and potential abuse
commented on an external blog.

Week 5: Sustainability (It’s Not All About The Stats)

By studying this week the students should have:

an understanding of the importance of self-care, scheduling and taking a break
an entry level understanding of SEO
an entry level understanding of monetizing opportunities such as Patreon, Amazon, and Ko-fi.

Week 6: Feedback and future directions

Assessment of student learning
Assessment of student satisfaction
Encouragement of further study

Schedule (this course is completed entirely online):

Orientation Week: 23-29 October 2023

Teaching Weeks: 30 October-3 December 2023

Feedback Week: 4-10 December 2023

Certificate of Participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say

“What I have gained from the course?

A lot of information and resources about blogging which has increased (from a low base I think) my knowledge and understanding. There is a lot more to blogging than I had really thought about. As well as writing and posting regularly there is making your blog look attractive and getting it seen and read. The latter probably being the most demanding of all.
Some interesting insights into other lives, interests, motivations and writing styles - from all of you, fellow students.
Excellent feedback from Daisy. I appreciate the focus on quality of writing from someone who is earning a living - or aiming to do so from writing.
Space and time to think about whether I want to pursue blogging."

"This course has provided me with input on so many different aspects of social media and blogging! Each week's content was really thought-provoking and I found myself reflecting on it even when I wasn't sitting at my laptop. Daisy is such an encouraging, positive person who gives spot-on feedback, really making me see things I didn't before. I was so touched by the positive comments and am now so motivated to continue writing and posting. A huge thank you to you Daisy! "

"It’s really worth taking this course. The content and teacher’s feedback not only met my expectations but beyond. From this course, I have gained much knowledge which is beneficial to my blogging journey, including tips on naming my blog, writing tools, understanding copyright laws and fair use, GDPR, ethical considerations for bloggers, proper citation of the source material and so on. Not to mention the assistance of the tutor, Daisy is incredible and always willing to help students overcome the challenges of writing. And the most important thing I have got is how to improve my writing through the tutor's feedback."

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Entry requirements

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This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Our online courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

Given the nature of creative writing, it is important that students' use of English is sufficiently fluent to be able to understand in English nuances of meaning and have a familiarity with the structure and grammar of English. Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

For information on bursaries for this course, please see http://www.ice.cam.ac.uk/info/bursaries

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Canonical Course ID:

30989

Blogging and writing for online audiences

Short description:

Subject ref:

Creative Writing

Type ref:

Course code:

2324NOE044

Start date:

Monday, 8 January, 2024 - 00:00 to Sunday, 25 February, 2024 - 00:00

Apply by:

Sunday, 7 January, 2024 - 00:00

Course tutor id:

9337

Daisy May Johnson

Course ID:

30961

Tuition fee:

£395

Course programme:

Online Courses

Duration description:

7 Weeks

Non-accredited

Course photo:

City or Town:

Postcode:

Single capacity:

Double capacity:

Twin capacity:

Single usage:

Double usage:

Twin usage:

Maximum places:

Booked places:

Course cancelled:

false

course status ref:

booking destination ref:

Tutor role ref:

Purpose ref:

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tab1name:

Course information

tab1html:

Aims of the course:

1. To expose students a wide range of online writing formats and approaches, including vodcasting, blogging and podcasting.

2. To allow students to reflect, recognise and develop their own writing voice, style and platform preference.

3. To recognise and address the demands of writing for an online audience, such as personal safety ethical considerations, legalities and potential abuse.

Course content overview:

This course will explore a wide range of online writing formats and reflect upon the benefits and disadvantages of these approaches.

An understanding of the distinct nature of online writing will be developed, addressing both ethical and legal practicalities.

The student will be able to draw on a range of strategies in order to deliver consistent online content.

Course outline

Welcome to the course (Week 0)

Become familiar with navigating around the VLE and from VLE to links and back.
Test your ability to access files and the web conferencing software and sort out any problems with the help of the Technology Enhanced Learning team.
Learn how to look for, assess and reference internet resources.
Contribute to a discussion forum to introduce yourself to other students and discuss why you are interested in the course and what you hope to get out of your studies.

Week 1: Discovering Your Voice

By studying this week the students should have:

an understanding of the diverse approaches available to bloggers and selected a favourite to model best practice upon
an understanding of their personal drivers for blogging.

Week 2: What To Write About (And How)

By studying this week the students should have:

developed a personal strategy for creating their content and finding ideas
an understanding of the benefits and risks of sponsored content, affiliates, and advertising.

Week 3: Ethics

By studying this week the students should have:

an entry-level understanding of copyright, both written and visual, and the General Data Protection Regulation
an awareness of wider ethical issues such as informed consent, abuse, managing their personal data, plagiarism and content theft.

Week 4: Community (No Blog Exists Within A Bubble)

By studying this week the students should have:

developed an appreciation and understanding of the established community within their particular sector
an understanding of how to manage third party input on their own sites, such as commenting, feedback and potential abuse
commented on an external blog.

Week 5: Sustainability (It’s Not All About The Stats)

By studying this week the students should have:

an understanding of the importance of self-care, scheduling and taking a break
an entry level understanding of SEO
an entry level understanding of monetizing opportunities such as Patreon, Amazon, and Ko-fi.

Week 6: Feedback and future directions

Assessment of student learning
Assessment of student satisfaction
Encouragement of further study

Schedule (this course is completed entirely online):

Orientation Week: 8-14 January 2024

Teaching Weeks: 15 January-18 February 2024

Feedback Week: 19-25 February 2024

Certificate of Participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say

“What I have gained from the course?

A lot of information and resources about blogging which has increased (from a low base I think) my knowledge and understanding. There is a lot more to blogging than I had really thought about. As well as writing and posting regularly there is making your blog look attractive and getting it seen and read. The latter probably being the most demanding of all.
Some interesting insights into other lives, interests, motivations and writing styles - from all of you, fellow students.
Excellent feedback from Daisy. I appreciate the focus on quality of writing from someone who is earning a living - or aiming to do so from writing.
Space and time to think about whether I want to pursue blogging."

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Entry requirements

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This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

For information on bursaries for this course, please see http://www.ice.cam.ac.uk/info/bursaries

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tab2order:

Course Image version:

Study level ref:

Canonical Course ID:

31228

The early Tudors, 1485-1558

Short description:

The Tudor dynasty, which ruled between 1485 and 1603, transformed England and monarchs such as Henry VIII are larger-than-life figures who are instantly recognizable. But where did the Tudors come from and why were they so successful? This online course will examine the first four Tudor monarchs, we will begin with Henry Tudor's victory at Bosworth, before moving on to examine the complex and often violent history of the English Reformation under Henry, Edward VI and Mary.

Subject ref:

History

Type ref:

Course code:

2324NOE039

Start date:

Monday, 8 January, 2024 - 00:00 to Sunday, 25 February, 2024 - 00:00

Apply by:

Sunday, 7 January, 2024 - 00:00

Course tutor id:

305

Dr Andrew Charles Lacey

Course ID:

30957

Tuition fee:

£305

Course programme:

Online Courses

Duration description:

7 Weeks

Non-accredited

Course photo:

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Course information

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Aims of the course:

to provide a narrative of the period 1485-1558
to introduce the key personalities in the period and their significance
to examine the causes and progress of the English Reformation to 1558

Target audience:

The period 1485 – 1558 witnessed the establishment of the Tudor dynasty and the upheavals of the English Reformation. The Tudors continue to fascinate and the figure of Henry VIII is instantly recognizable to large numbers of people. The number of books written, both fiction and non-fiction, films, television series, etc. on the Tudors or set in Tudor England demonstrate the enduring appeal of this period. The Tudors are also popular as subjects for GCSE and A level history. This course should appeal to a wide group of people, including those who wish to be introduced to the early Tudors for the first time, or those who wish to deepen their knowledge of this fascinating and important period in English history.

Outcomes:

As a result of the course, within the constraints of the time available, students should be able to:

understand the significance of the key events and personalities during the period 1485-1558
engage with the issues created by the English Reformation and their significance
demonstrate some understanding of the long-term significance of the early Tudors and the English Reformation

Schedule (this course is completed entirely online):

Orientation Week: 8-14 January 2024

Purpose/Learning outcomes: By studying this week the students should have:

Become familiar with navigating around the VLE and from VLE to links and back
Tested their ability to access files and the web conferencing software and sorted out any problems with the help of the eLearning team
Learnt how to look for, assess and reference internet resources
Used Quickmail to introduce themselves to other students
Contributed to a discussion forum to introduce themselves to other students and discuss why they are interested in the course, what they hope to get out of their studies and also to respond to News items sent out on behalf of tutor

Teaching Weeks: 15 January-18 February 2024

Week 1 Henry VII and the origins of the Tudor Dynasty

Purpose:

To study the origins of the Tudor dynasty in the Wars of the Roses. Where the Tudors came from, why they emerged as the leading Lancastrian claimants, the importance of Lady Margaret Beaufort in the career of Henry Tudor. To understand the invasion of England by Henry Tudor in the summer of 1485 and the Battle of Bosworth, at which Richard III was defeated and killed and Henry acclaimed king. To study the ways in which Henry consolidated his rule. The threat posed by the pretenders Perkin Warbeck and Lambert Simnel. By studying this week, students should have an understanding of:

How Henry Tudor survived the Wars of the Roses and emerged victorious in 1485
How he established his rule
How he dealt with rivals and pretenders to his throne

Week 2 Marriages, Annulments and Reformations

Purpose:

To understand the first half of the reign of Henry VIII, his marriage to Katherine of Aragon, his early wars against France and his championing of Catholic orthodoxy against the teachings of Martin Luther. From there we will look at the career of Thomas Wolsey and the growing concerns over the succession due to Katherine’s failure to produce a male heir and the way the king’s ‘great matter’ came to dominate the reign in the 1520s. We will then consider the events of the early 1530s, the break with Rome, the dissolution of the monasteries and Henry’s marriage to Anne Boleyn. Apart from Wolsey, we will also consider the careers of Thomas Cromwell and Thomas Cranmer and their role in the Reformation. We will also consider some of the victims of the Reformation, such as John Fisher and Thomas More. By studying this week the students should have an understanding of:

The early years of the reign of Henry VIII
Why he sought to annul his marriage to Katherine of Aragon
Why this precipitated the break with Rome and the dissolution of the monasteries, etc.
The importance of such figures as Wolsey, Cromwell, Cranmer, More and Fisher in this process

Week 3 Henry VIII – Supreme Head in Earth

Purpose: This unit will consider the later part of Henry’s reign, from his proclamation of the Royal Supremacy to his death in 1547. We will consider further the careers of Thomas Cromwell and Thomas Cranmer in the creation of the Church of England and the publication of an English Bible in 1540. We will also examine the increasingly conservative thrust of Henry’s religious policies in the final years of his reign and the faction fighting at court between conservatives and radicals for the king’s patronage. By studying this week the students should have an understanding of:

Why Henry proclaimed himself the Supreme Head of the Church of England
Why Henry’s religious policies became more conservative after 1540
The implications of the faction fighting at court

Week 4 England’s Josiah – the reign of Edward VI

Purpose:

With the death of Henry in 1547 his nine year old son became king. His short reign witnessed a radical change in religious policy in a Protestant direction. We will examine the effects of this radicalization on the fabric and liturgy of the English church. We will also consider the careers of the two ‘Protectors’ of Edward, namely, Edward Seymour, Duke of Somerset and John Dudley, Duke of Northumberland. The course will end with the attempt by Edward and Dudley to alter the succession in favour of Dudley’s daughter-in-law, Lady Jane Grey. By studying this week the students should have an understanding of:

Why the Reformation became more radical under Edward VI
The importance of Cranmer to this process and the significance of the two Prayer Books of 1549 and 1552
Why Edward attempted to change to succession in 1553

Week 5 Fires of Faith – the England of Mary Tudor

Purpose:

We begin this unit with the challenge to Mary’s succession by Dudley’s attempt to place Lady Jane Grey on the throne, we will study the ways in which Mary defeated this attempt. From there we will concentrate on Mary’s attempts to undermine the English Reformation and restore the Catholic faith, which involved her marriage to Philip of Spain and, most notoriously, the burning of nearly 300 Protestants, including the Archbishop of Canterbury, Thomas Cranmer. Despite Mary’s marriage she died childless in November 1558 and was succeeded by her half-sister, Elizabeth who restored the Protestant faith in England. The course will end with a discussion of the significance of the period and some of the long-term implications of the events studied. By studying this week the students should have an understanding of:

How Mary defeated Dudley and Lady Jane Grey
Why Mary was so determined to restore Catholicism
The significance of her marriage to Philip of Spain
The significance of the policy of persecution – did it help to consolidate Protestantism in England?

Feedback Week: 19-25 February 2024

Week 6 What next?

Purpose:

Assessment of student learning
Assessment of student satisfaction
Encouragement of further study

Certificate of Participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say:

"I learned so much. I am a big fan of Elizabeth I. I took Dr Lacy's Gloriana Course and wanted to learn more about the Tudor's some more. So it was very informative. Bought some books to keep learning."

"I very much appreciated the feedback received and felt the content of the course was very good and suited my needs perfectly"

"Dr Lacy's course is fun and informative. I hope to do another course with him again."

"The tutoring made this course – highly professional, involved, encouraging, informative, friendly, and entertaining"

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Entry requirements

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This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

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Fees & bursaries

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Fees

The course fee includes access to the course on our Virtual Learning Environment (VLE), personal feedback on your work from an expert tutor, a Certification of Participation (if you complete work and take part in discussions for the duration of the course), and access to the class resources for two years after your course finishes.

VAT does not apply to course fees and there is no service charge (gratuities to domestic staff are left to your discretion).

Bursaries

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