Exploring the Resilience of Heartbroken Divorced Individuals at a University in London

This study explored how resilience was achieved and experienced among individuals who experienced heartbreak from divorce. If individuals experience resilience, the study will further explore how resilience was achieved. A sample of (n = 10) participants aged between 42 and 61 years underwent hour-long online interviews. Participants answered a series of open-ended questions, explaining their experiences of divorce and heartbreak. Through a qualitative thematic analysis, three main themes were identified: mental health, support of others, and positive and negative activities. There were noticeably high levels of common responses from shared experiences of the divorce process and how resilience was achieved. Results of the study found that while heartbreak and poor mental health conditions arise from divorce, overcoming them resiliently was achievable through positive activities and social support

Perceived control of academic events in Turkish and English adolescents Comparing classical test theory and item response theory to detect item biases across cultures

SIGLEAvailable from British Library Document Supply Centre-DSC:DXN028348 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Teaching diversity to medical undergraduates: curriculum development, delivery and assessment. AMEE GUIDE No. 103

The aim of this Guide is to support teacher with the responsibility of designing, delivering and/or assessing diversity education. Although, the focus is on medical education, the guidance is relevant to all healthcare professionals. The Guide begins by providing an overview of the definitions used and the principles that underpin the teaching of diversity as advocated by Diversity and Medicine in Health (DIMAH). Following an outline of these principles we highlight the difference between equality and diversity education. The Guide then covers diversity education throughout the educational process from the philosophical stance of educators and how this influences the approaches used through to curriculum development, delivery and assessment. Appendices contain practical examples from across the UK, covering lesson plans and specific exercises to deliver teaching. Although, diversity education remains variable and fragmented there is now some momentum to ensure that the principles of good educational practice are applied to diversity education. The nature of this topic means that there are a range of different professions and medical disciplines involved which leads to a great necessity for greater collaboration and sharing of effective practice