Psychoanalysis and the Imaginary: Translating Freud in Postcolonial Egypt

2018 ◽  
Vol 20 (3) ◽  
pp. 313-335
Author(s):  
Omnia El Shakry

This article imagines psychoanalysis geopolitically by way of an exploratory foray into the oeuvre of Sami-Ali, the Arabic translator of Sigmund Freud's Three Essays on the Theory of Sexuality, author of a large body of original psychoanalytic writings, and translator of the poetry of Sufi masters. Taken together, his writings enable a critical rethinking of the role of the imaginary, the mechanisms of projection, and the epistemology of non-knowledge in the workings of the unconscious. Significantly, such a rethinking of key psychoanalytic concepts drew upon the Sufi metaphysics of the imagination of Ibn ʿArabi. Yet such theoretical work cannot be understood outside of its wider clinical context and the conditions of (im)possibility that structure psychoanalysis within the postcolony. Reconstituting Sami-Ali's early theoretical writings alongside his work with the long-forgotten figures he observed, incarcerated female prostitutes in 1950s Cairo, I argue that his clinical encounters constituted the ground of his theorization of the imaginary within the embodied subject. Attending to the work of translation inherent within psychoanalytic practice – whether from Sigmund Freud's own German writings into French or Arabic, or from clinical practice into theoretical discourse – helps us conceptualize psychoanalysis as taking place otherwise at the intersection of multiple epistemological and ethical traditions.

Author(s):  
Cym Anthony Ryle

This chapter briefly describes the author’s background in primary care and the origins of his interest in diagnostic reasoning and error. It introduces the key themes of the book: the central role of diagnosis in medicine; the nature of diagnostic terms and classifications; the characteristics of human cognition; diagnostic reasoning; common types of diagnostic error; the implications for patient safety; the potential for changes in education, postgraduate medical training, and clinical practice to reduce diagnostic error; and possible obstacles to the implementation of the proposed changes. Also addressed is actual clinical encounters and how they are addressed by new clinicians and experienced physicians.


2020 ◽  
Vol 48 (5) ◽  
pp. 2295-2305
Author(s):  
Jiawei Zhang ◽  
Dandan Li ◽  
Rui Zhang ◽  
Peng Gao ◽  
Rongxue Peng ◽  
...  

The role of miR-21 in the pathogenesis of various liver diseases, together with the possibility of detecting microRNA in the circulation, makes miR-21 a potential biomarker for noninvasive detection. In this review, we summarize the potential utility of extracellular miR-21 in the clinical management of hepatic disease patients and compared it with the current clinical practice. MiR-21 shows screening and prognostic value for liver cancer. In liver cirrhosis, miR-21 may serve as a biomarker for the differentiating diagnosis and prognosis. MiR-21 is also a potential biomarker for the severity of hepatitis. We elucidate the disease condition under which miR-21 testing can reach the expected performance. Though miR-21 is a key regulator of liver diseases, microRNAs coordinate with each other in the complex regulatory network. As a result, the performance of miR-21 is better when combined with other microRNAs or classical biomarkers under certain clinical circumstances.


1994 ◽  
Vol 49 (1) ◽  
pp. 30-33 ◽  
Author(s):  
J. Jarrett Clinton ◽  
Kathleen McCormick ◽  
Jacqueline Besteman

2019 ◽  
Vol 110 (1) ◽  
Author(s):  
Abhishek Sharma ◽  
Nidhi Madan

2020 ◽  
Author(s):  
Cristhian David Morales-Plaza

Guarantee better clinical practices among clinicians who attend NTDs in developing countries as well as provide education in vector control in hotspot vulnerable communities


2020 ◽  
Vol 1 (8(77)) ◽  
pp. 23-32
Author(s):  
S. Radeva ◽  
L. Georgieva

The training of midwives in recent years has been consistent with the development of technology, the growing demands of the field of obstetric services, from patients and legislative changes, but, nevertheless, the emphasis has not yet been placed on mastering professional skills and communication. Clinical practice is a form of training associated with high responsibility, good theoretical training and mastered skills and competencies during training sessions. During clinical practice, students should master a number of practical skills, they should be able to develop the necessary confidence and the necessary professional self-esteem. Proper and appropriate organization of clinical practice contributes to the creation of positive motivation for learning, the development of cognitive interests that were once formed, become active internal factors for improving the quality, effectiveness and selfesteem in relation to educational activities. The activities of teachers and mentors should be aimed at working more closely with students during clinical practice, so that they can prepare well and fully independently during practical training to perform the specified skills. Motivation is important for creating a professional orientation that is passed on by practitioners and is a prerequisite for choosing a future workplace for students. Mentors from training bases are people who can guide young professionals to train them, educate them on professional responsibility, and teach them how to communicate with patients and colleagues. Students need daily incentives for active, purposeful and constant efforts for all types of activities, so that they can gain the necessary confidence and be ready for the requirements of their chosen profession.


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