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The concept of sex/gender as a binary set lies at the heart of The Garden of Eden, along with Hemingway's life-long fascination with the possibilities of shift in gender and with sex. The question of male identity and the crisis in masculinity seems to have been evolved into the broader question of gender identity and gender crisis. The significance of the theme of androgyny in The Garden of Eden lies in the fact that it accentuated the issue of sex, gender and sexuality not in one single novel to which it belonged; rather, the structure of the book echoes through and affects our general understanding of Hemingway's entire oeuvre. In this novel, the traditional masculine voice lying latent in Hemingway's psyche surfaces and functions in favor of the masculine authority. This has been part of the unresolved dilemma within Hemingway for long. He had stored it within him and has expressed it on various other occasions. The present paper undertakes to resolve the long-debated tension regarding Hemingway's gender dilemma in The Garden of Eden. [ABSTRACT FROM AUTHOR]

Ernest Hemingway remained faithful to a wide range of traditional masculine values in his life and his fiction. He was a propagator of the normative roles assigned by the patriarchal system on men and women and accordingly distinguished between male and female social and artistic functions; however, the tension in his behavioral patterns is expressed through his subversion of those ascriptions on the sexual level. The themes of homoerotic wishes, suppressed femininity and transvestic impulses have well been established in Hemingway's fiction through years of literary criticism; however, the masochistic undertones of his writings have not received an equal attention so far. The purpose of this paper is to underline the masochistic properties of Hemingway's psychosexuality. [ABSTRACT FROM AUTHOR]

Background: Objective structured clinical examination (OSCE) is one of the best methods for evaluating the achievement of educational objectives and cognitive, emotional and psychomotor aspects of medical students. The main purpose of this study was to determine the reliability and validity of OSCE method in evaluating knowledge and clinical practices of midwifery students in the courses of physiopathology, infectious diseases, internal diseases and surgery of Islamic Azad University Karaj Branch -IRAN. Methods: This descriptive-analytic study was conducted on 39 midwifery students at the end of the third ye ar of their education in Islamic Azad University Karaj Branch -IRAN through the academic year 2011-2012. Students perform ed 10 different OSCE stations based on five practical purposes designed by medical experts on curriculum in this field. For the lace and content validity of OSCE, the broad consensus on these issues was used. In order to determine the accuracy of the observer's judgment, the inter-rater reliability and for internal reliability test-retest and Cronbach's alpha were used. Results: The mean of total OSCE score (standard deviation) was 85.29 (8.9). The face and content validity was confirmed after numerous meetings and discussion with teaching staffs on internal medicine and extracting practical purposes. Moreover, the reliability was confirmed by parallel validity, test-retest and Cronbach's alpha. The Cronbach's alpha in five scope of OSCE showed a range between 0.52 and 0.78 which is considered acceptable. Conclusion: Implementation of OSCE is suggested as a reliable and valid means of evaluating knowledge and clinical practice of midwifery students. [ABSTRACT FROM AUTHOR]

Background: Objective structured clinical examination (OSCE) is one of the best methods of evaluating the achievement of domains such as educational objectives and cognitive, emotional, and psycho-motor aspects of medical students. According to available evidences, no study has been conducted on the evaluating of OSCE in midwifery students. The main purpose of this study was the evaluation of knowledge and clinical practices of midwifery students in the courses of physiopathology, infectious, and internal diseases and surgery based on OSCE method, compared with traditional and with the final clinical traineeship score. Methods: This study was performed on 3 9 midwifery studen ts at the end of the third year of their education in Islamic Azad University of Karaj. The OSCE was performed in 1 0 different stations based on five practical purposes. A week later, traditional evaluation was performed using multiple choice questions and essays. Then final clinical examination was applied in next semester, when they passed their traineeship course. The scores in three evaluation methods were compared and correlation between the scores were reported. Results: The mean (Standard deviation) score of OSCE, traditional, and clinical exams were 85.29 (8.90), 62.76 (10.80) and 81.50 (3.22) respectively. Based on the results of Pearson correlation test, there was no significant difference between the three evaluation methods mutually. There was a poor correlation between scores obtained from traditional and clinical ( r = 0.30, P Value=0.068), traditional and OSCE ( r = 0.1 9, P Value=0.123) and clinical and OSCE ( r = 0 .06, P Value=0.728) evaluations. Mixed mode analysis showed a significant difference in the average scores when three evaluation methods of OSCE, traditional and clinical were compared (P<0.001, F (2, 83) = 9 1.8 ) . Conclusions: This study showed that OSCE is a good way to evaluate midwifery students' clinical skills. [ABSTRACT FROM AUTHOR]