Named after the pioneering Scottish ophthalmologist, Sir Stewart Duke-Elder, this exam is intended for medical students who have completed their ophthalmology undergraduate teaching, but it is open to all medical undergraduates provided they have not graduated at the time of the examination. Students may take the examination on more than one occasion provided they have not yet graduated and have not previously won the prize. The exam is a notoriously competitive and difficult exam to sit during medical school. Each year students can register for the exam before December and the exam is held in early March. Two hours are allocated to answer ninety multiple choice questions. The standard of some questions that students encounter is beyond those of the undergraduate ophthalmology curriculum experienced during medical school. It consists of questions from the different sub-specialties within ophthalmology (Eye News). Sponsored by the Royal College of Ophthalmologists, the candidate gaining the highest mark will be offered to chance to visit St John's Eye Hospital in Jerusalem. The winning candidate can alternatively choose a cash prize of GBP400. Although not a mandatory part of ophthalmology training, students are encouraged to take the exam as a pass gives a credit on the CV and also gains points towards an ST1 interview. It is also good practice in preparation for other exams. Compiled by authors who have all passed the Duke Elder examination, this book presents 180 multiple choice questions and answers with clear and in depth explanations. The first section provides a structured practice paper sectioned out by topic to assist revision, and the second section consists of a full unstructured mock exam. Questions have been written specifically with the Duke Elder exam in mind, making this book an invaluable revision aid to help achieve success in the examination.

Six Community Psychologists Tell Their Stories: History, Contexts, and Narrative presents the unique opportunity to examine how culture and social norms have combined with chance, coincidence, and serendipity to form the professional identities of men and women who were among the first generation trained to work in the field of community psychology. The book's contributors disciples of those who founded the sub-field provide insights into the factors (social status, family history, education, social environment, cultural events, important ideas) that furthered their professional development in an emerging field. Their stories still works in progress go far beyond facts, figures, dates and details to document what they've done with their lives and why. Six esteemed community psychologists three men who began their careers as the field was established in the mid-1960s and three women who took part in the increased opportunities available in the 1970s recall how important events and social movements affected them as they fulfilled their personal and professional goals.They discuss the effects of family values and styles, class, ethnic status, gender, racism, anti-Semitism, the power of social settings, supportive education and work settings, and the impact of post-World War II government programs on their education, including the G.I. Bill, and the establishment of United States Public Health Service fellowships. Their stories touch on many common themes, including social marginality and sex discrimination, making personal discoveries in response to educational experiences, the significance of fate, and the experience of gaining a new or renewed sense of self through meaningful events, occasions, and people. These Six Community Psychologists Tell Their Stories: Dr. Jean Ann Linney (University of South Carolina), whose experiences involve a combination of idealism, supportive contexts, and good fortune Dr. Julian Rappaport (University of Illinois at Urbana-Champaign), who views himself as an insider/outsider, whose personal and professional identity crosses traditional boundaries Dr. N.Dickon Reppucci (University of Virginia), who became a community psychologist by accident, an outgrowth of his involvement with social protest in the 1960s Dr. Marybeth Shinn (New York University), whose story reflects her interest in the social contexts of neighborhoods and community settings Dr. Edison J. Trickett (University of Illinois at Chicago), who writes of the life experiences that have influenced both his work and his longtime involvement in folk music Dr. Rhona S. Weinstein (University of California at Berkeley), whose work in the dynamics of self-fulfilling prophecies in educational settings developed early in her careerInsightful commentary on their recollections is provided by two distinguished scholars Henrika Kuklick, Science Historian at the University of Pennsylvania, and Dan McAdams, Professor of Psychology at Northwestern University. Six Community Psychologists Tell Their Stories: History, Contexts, and Narrative is a unique resource for community psychologists, autobiographical researchers, and anyone interested in the history of psychology.