Please note that the honour school of natural science: metallurgy and science of materials has been superseded by the honour school of materials science. Past papers are also available for the ems programme, which is no longer offered. The prelim to part i is taken taken at the beginning of the easter term of the first year. It consists of nineteen papers, of which candidates must sit and pass three, including paper 1 hap , if they wish to appear on the list of successful candidates. The scope of papers 2–18 is that of the corresponding papers in part i of the tripos. world history, from 1400 n.b. this paper consists of questions arising from papers 21 and 23 of part i this guide is intended as a quick introduction to some of the key online resources for prelims paper 1 available via oxlip+, the oxford libraries rsquo information platform, as well as some freely available web resources. why use online resources? there are three main advantages to using online resources: they are available to use wherever you can access the internet you don rsquo t have to wait for books to be returned to the library before accessing original or critical works they provide powerful search tools enabling fast searching of texts for terms or themes you want to explore they provide effective tools to help with textual analysis.

The databases on oxlip+ can help you locate references to books and journal articles on a particular topic, as well as providing electronic access to literary and non literary texts. Using a combination of print and online resources will provide you with a much wider range of material than relying on what you can find on the library shelves. Spanish and spanish american studies have grown enormously in british universities in recent decades, largely as a result of a general appreciation of the importance of spanish as a world language and of the diversity of the cultures of hispanic origin, including in the usa. The sub faculty of spanish at oxford is one of the largest teaching units of hispanic studies in the united kingdom, and its intake of both undergraduates and postgraduates has expanded in response to the general expansion of the subject at university level.

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The sub faculty is also dedicated to promoting spain’s minority languages and is one of the very few universities in the uk to offer teaching and research opportunities in galician studies, under the auspices of the centre for galician studies. It also receives funding from the catalan government for a generalitat teaching fellowship in catalan. The sub faculty enjoys a flourishing research culture in which its traditional strengths in medieval and golden age literature, and also in the history of the language and linguistics, are complemented by its research strengths in the modern and contemporary literatures and cultures of the spanish speaking world.

The vigorous growth of spanish has been recognised by the university in recent years through the award of two new university lecturerships in the sub faculty one appointed in 2005 and associated with st anne’s, and another appointed in 2007 and associated with lady margaret hall and somerville as well as a 2 year mellon career development fellowship appointed in 2005 and associated with st catherine’s. The undergraduate course at oxford reflects the diversity and richness of the languages and the cultures of spain as well as of the south and central american countries. Most undergraduates coming up to read spanish at oxford will also be studying another modern language. spanish can be studied on its own as a single language, though you would need to take some options in linguistics as well in your first year, or in one of the various joint schools with linguistics, english, history, philosophy, a classical language, or a middle eastern language. The degree course normally lasts four years and includes a year abroad, which may be spent studying at a university or teaching english in spain or another spanish speaking country. The majority of the exam publications in our archives are held as hard copy documents. However, we are in the process of producing soft copies of one session from each decade, from 1950 to date, of the major subjects for o level/gcse and a level.

This is because every session, from the 1870s to date is unique with its own archive of syllabuses, question papers, reports etc. For this reason, when making a request for a particular item please be aware of the following: for each subject, in any given year, there may be a number of different syllabuses. For a large number of syllabuses there are two sessions a year – a winter and a summer session with an equal number of examination papers for each session. Some so called 'question papers' may be coursework papers or case studies, so no 'question paper' will be available.

Marking schemes were first published for gcse examinations in 1991, introduced for uk gce a level examinations in 1993 and were first introduced for some cambridge international examinations exams in 20. Marking schemes correspond with each question paper, not subject or syllabus, so where they exist there is a separate marking scheme for each question paper. Although the senior tutors committee has now convened and decided that, in the vast majority of cases, it will be a right. Original post by morbo original post by derek_the_sheep why should they? the point about the problems is that you think about how to do them and work it through yourself. Secondly why should they? my question is why not? the only person who loses out by not doing the work properly and not thinking for themselves is the student. They 'give' us the answers in tutorials, but are not allowed to give us the written solutions, they have to write it on a board and we have to copy it down. And when there's a significant distribution of teaching ability within a department, some tutors write it up and explain it better than others, and so some people get an unfair advantage.

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It would save everyone a lot of effort if they just published the solutions to the problems so that everyone can learn from where they made a mistake, not so that everyone can just copy them out for the tutorial. You need to have registered for the mat by this time and date late registrations are not accepted. In order to register, please follow the instructions on the admissions testing service website. All applicants for maths and its joint schools must sit the test on this date, otherwise your application will not be considered further. Around this time you are told whether you have been shortlisted for interview or not, on the basis of your mat score and ucas form.

You may ask for feedback from the college you applied to, including what mat score you achieved. It cannot be guaranteed that university lectures or classes or college teaching will be offered in all subjects in every academic year. For full descriptions and breakdown of options please consult the caah prelims handbook.

The central themes of aristocracy and democracy are pursued throughout the period, as well as the history of the interacting archaic states and individuals the achaemenids and the greek collision with persia competing models of social and political culture after the invasion the archaeology of sanctuaries and cities the demes, and cemeteries of attica sparta and the visual revolution in statues, reliefs, and painted images. republic to empire: rome, 50 bc to ad 50 the course studies the impact of the first emperors on the history and archaeology of rome and its subject states in the period of revolution and transition from late republic to early empire. homeric archaeology and early greece, 1550 700 bc this subject comprises the archaeological history of the last centuries of the minoan and mycenaean world, and the first of the greek iron age, the setting in which the homeric poems were formed and which they reflect in various ways. The course covers the full range of material evidence and artefacts surviving from this period of which there is an excellent representative collection in the ashmolean museum. Painted vases give the fullest visual account of life and mythology in ancient greece and provide important archaeological data for refining and adding to our knowledge of various aspects of ancient culture.

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The course looks at the techniques and functions of painted ceramics as well as their subjects and styles, from the eighth to the fourth centuries bc. The ashmolean museum has a fine collection of painted pottery of the period covered by the course, and examples from the collection are used in classes and lectures. 600 300 bc greek statues and reliefs in marble and bronze retain today a strong visual impact, and our knowledge of the subject is being constantly improved and revised by dramatic new discoveries, from excavation and shipwrecks. The course studies the emergence and uses of large marble statues in the archaic period, the development of bronze as a large scale medium, and the revolution in seeing and representing that brought in the new visual system that we know as 'classical', in the fifth and fourth centuries.

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The cast gallery, located behind the ashmolean, has an excellent collection of plaster casts of major sculptures from this period. Practical classes are given in the cast gallery using the casts to illustrate ways of assessing and interpreting ancient statues and reliefs. Architecture was the roman art par excellence, and roman buildings provide some of the most impressive and best preserved monuments from the ancient world. The course studies the materials, technology, and functions of the buildings as well as their appearance and effect, from the republic to the tetrarchy, in italy and the provinces as well as in rome itself. thucydides and the west the course studies the history of the greek cities of sicily and south italy and their relations with mainland greek states in the 5th century bc through the lens of thucydides' penetrating account of the athenian expedition to sicily in 415 bc. Topics include: the earlier diplomatic and military involvement of athens in the west syracuse and syracusan politics the background in athenian politics and religion and the affairs of the herms and the mysteries and thucydides' presentation of individuals, especially nicias and alcibiades, compared with their presentation in plutarch. aristophanes' political comedy the course studies athenian politics and culture in the later fifth century bc as represented in the comedies of aristophanes.

Its subject is old comedy as a distorting mirror of the major events and currents of the day – the new style politicians cleon and others , the new intellectuals the 'sophists' , strains in traditional religion, the roles of women, the peloponnesian war, and social conflict in the city and countryside. Compulsory passages for comment will be set from wasps and lysistrata. Candidates will also be expected to be familiar with knights and the 'old oligarch' writing on the 'athenian constitution'. cicero and catiline the course studies catiline's conspiracy against the roman state in 63 bc and cicero's controversial role in its suppression. The texts relating to the conspiracy are abundant and detailed but also biased and sometimes contradictory. The texts prescribed for study in translation are: sallust, catiline cicero, in catilinam i iv, pro sulla asconius, in orationem in toga candida.

Topics include the attitudes of both the senate and roman people towards tiberius and to the imperial family as a whole. The text prescribed for study in translation is tacitus, annals i vi, with gobbets to be set from books i and i. beginning ancient greek this subject is not available to candidates with a qualification in ancient greek above gcse level or equivalent. Candidates will be required to show knowledge of some of the main grammatical structures of ancient greek and of a small basic vocabulary. The paper will consist of prepared and unprepared prose translations, with grammatical questions on the prepared texts.