"Sewed girl" pronounced "virgin": hymenoplasty and the shift in rhetoric of virginity in Iran.

In late 2018, Ayatollah Makarem Shirazi posted a fatwa approving hymenoplasty for women who had lost their virginity before marriage, arguing that the medical procedure could restore a woman's virginity and therefore her honour. Hymenoplasty, which restores a woman's hymen to its 'virgin' state, is a highly controversial procedure in Iranian society because it strikes at the heart of the purist feminine ideal promoted by the Islamic Republic. For an ayatollah with a conservative reputation to sanction such a procedure seemed antithetical to his position in the regime. On closer inspection, however, it is possible to see his comment as a rhetorical attempt to assert control. Recent social changes, including an increase in the number of educated women and the emergence of new communication technologies, have challenged the rigidity of the old order as women take advantage of emerging freedoms of action and expression. Ayatollah Makarem's fatwa endorsing hymenoplasty can be read as a response to this perceived threat. This essay draws on Kenneth Burke's rhetorical theory to argue that Ayatollah's fatwa should be seen less as a tolerant recognition of social change and more as an attempt to maintain order. Fearing that women might begin to question and reject the entire moral order of the regime, he approves of hymenoplasty to prevent what Burke calls the 'weak in virtue' from falling into 'the strong in sin'.

Virtual Dissection: an Educational Technology to Enrich Medical Students' Learning Environment in Gastrointestinal Anatomy Course.

Background: Virtual dissection provides a digital experience of medical images to visualize anatomy on touchscreen tables. This study aimed to integrate the virtual dissection table (VDT) into the gastrointestinal anatomy course and assess medical students' intended learning outcomes and satisfaction with this educational technology. Methods: This quasi-experimental study enrolled second-year undergraduate medical students who studied anatomical sciences in the autumn semester of 2021-2022 at a single medical school. In the intervention and control groups, the participants were randomized to study anatomy by VDT or topographical anatomy textbooks. The knowledge tests evaluated the students' learning outcomes of gastrointestinal anatomy, and following the course, students completed a satisfaction survey. Results: The findings indicated that a significant gain occurred, and instructional intervention during which the learning environment was enriched with virtual dissection could enhance the students' learning (F = 13.33, df = 2, P < 0.01, partial η2 = 0.20) and satisfaction (T = 6.10, df = 54, P < 0.01, Cohen's d = 1.63, CI95% = 1.02-2.23). Conclusions: This study demonstrates the potential for virtual dissection to augment anatomical science education. Further research is required to consider the contributing features and apply this educational technology to enhance students' anatomy learning. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-023-01867-z.

Effects of iron supplementation twice a week on attention score and haematologic measures in female high school students.

INTRODUCTION: Iron deficiency, associated with a decline in cognitive function, is the most common nutritional deficiency globally. The present study aimed to identify the impact of weekly iron supplements on the attention function of female students from a high school in North Khorasan Province, Iran. METHODS: This was a blind, controlled, clinical trial study, involving 200 female students who were chosen using the stratified randomised sampling method. First, laboratory studies were performed to detect iron consumption limitations. Next, the 200 students were divided randomly and equally into case and control groups. The case group was treated with 50 mg of ferrous sulfate twice a week for 16 weeks. We compared both groups' data on attention, iron status and erythrocyte indices. Questionnaires were used to collect demographic data, while clinical data was collected using complete blood count and Toulouse-Piéron tests. Data was analysed using descriptive statistics, as well as paired and independent t-tests. RESULTS: The mean attention scores of the case and control groups were 104.8 ± 7.0 and 52.7 ± 9.6, respectively (p < 0.001). The mean haemoglobin levels of the two groups were 12.5 ± 0.9 and 11.2 ± 1.0, respectively (p < 0.001). Compared to the control group, the attention scores and haemoglobin concentrations of the case group were found to be improved by approximately 90% and 10%, respectively. CONCLUSION: Oral iron supplements (50 mg twice a week for 16 weeks) were able to improve the attention span and haematologic indices of female high school students.