[pt] A presente dissertação tem como objetivo analisar as dimensões sensoriais envolvidas nas relações de cuidado entre o bebê e seus agentes cuidadores nos primórdios da vida psíquica. A partir de uma interlocução entre psicanálise e desenvolvimento infantil, o presente estudo discute um modelo de intervenção que visa favorecer a constituição psíquica dos bebês a partir das relações estabelecidas entre estes e os agentes de cuidado nas instituições. A pesquisa sobre relações objetais precoces e constituição do sujeito, desenvolvida no berçário de uma instituição (abrigo/creche) com bebês entre 6 e 18 meses fundamenta a análise dos eixos do cuidado com bebês, o método de observação e a construção clínica da intervenção precoce. A participação primordial da narratividade nas relações de cuidado está no centro de nossa investigação e tem como eixo teórico os trabalhos desenvolvidos por D. Stern, B. Golse e G. Haag sobre os primórdios da subjetivação, assim como o modelo metapsicológico proposto por Winnicott sobre as relações iniciais mãe/bebê. Através da compreensão das funções do cuidado como um eixo primordial para o processo de subjetivação dos bebês, o trabalho procura ressaltar as dimensões sensíveis do bebê e do adulto, o que torna fundamental a noção de mutualidade e co-construção nas práticas direcionadas à primeira infância. / [en] The thesis herein aims to analyze the implications involved in a relationship of care between babies and their caregivers in the early days of psychic life. Founded on an interchange between psychoanalysis and infantile development, this study discusses an intervention model which concentrates on the psychic constitution of babies, based on the relationships established with caregivers in care centers. The research on early object relations and constitution of the subject, carried out at the nursery of a given institution (children s shelter or daycare center), with babies between 6 and 18 months, sustains the analysis of the principles of baby care, the observation method and the clinical development of early intervention. The essential role of narrativity in relationships of care is central to our investigation and its theoretical basis lies in the works developed by D. Stern, B. Golse and G. Haag about the early stages of subjectivity, as well as in the metapsychological model proposed by Winnicott on the early relations between mother and baby. By accepting the role of baby care as an essential basis for the process of subjectivity in babies, this study looks to highlight the sensitive aspects of both the baby and the adult, confirming the notions of mutuality and co-construction as an essential part of practices relating to early childhood.

The aim of the thesis is to evaluate personnel activities in the selected company and to suggest changes to improve them. This thesis consists of theoretical and practical parts. The theoretical part explains the basic personnel activities. It explains the following activities: job analysis, personnel planning, recruitment, selection and adaptation of employees, performance management and appraisal, placement and termination of employment, remuneration of employees, motivation and employee benefits, education and development, interpersonal relationships, employee care and personnel information system. The practical part describes the personnel activities in the limited liability company GEFOS Inženýring, based on an interview with directress of the company. She allowed me to look into company´s documents. The next chapter analyzes the results of the questionnaire inquiry. These results are supplemented by information from my direct observation. The final part of this thesis evaluates the personnel activities of the company and suggests changes to improve the current situation.

Thesis: The main contribution of D. Orem's self-care theory is that, using adequate methods, it leads the nurses to respect patients' own conception of self-care. Key words: Patient - nurse relationships, Self-Care Deficit Nursing Theory, D. E. Orem, human actions, respect for autonomy, NANDA taxonomy, non-compliance, responsibility. This dissertation thesis deals with the issues of a relationship between a patient and a healthcare worker, or more precisely a nurse, all from the point of view of patient self-care in the sense of deliberate action that is conducted by the patient for the purpose of sustaining their health and realizing their life plans. Ethical aspects of Orem's Self-Care Deficit Theory consist in the approach to a person that emphasizes the human nature of a human being that develops within the community - among other people, that becomes unique and that cares about their own being. Self-care deficit nursing theory is compared to NANDA taxonomy II with respect to a patient's autonomy. Both approaches to nursing care are studied from the point of view of their assumptions, theoretical basis, the diagnostic process, communication, personal competence of nurses and the aims of health care. Attention is also paid to the situations when a patient is not willing to take part in the...

Il presente lavoro muove dall’idea che nell’autenticità sia possibile rintracciare una tematica importante per la teorizzazione pedagogica e un obiettivo rilevante per la formazione, soprattutto in questa epoca storica in cui l’uomo è sempre più spaesato, frammentato, in bilico nel rischio di perdersi e di non pervenire mai a sé stesso. La prospettiva dell’autenticità risulta aspetto rilevante della pienezza esistenziale della persona, ma è anche una dimensione valoriale e una “direzione intenzionale” capace di orientare e fornire direttrici di senso al percorso educativo, poiché non esiste intervento educativo che non sia sostenuto dalla ricerca di portare a compimento le possibilità più proprie dell’educando. È anche una indicazione epistemologica e metodologica attraverso la quale l’educatore rispetta la possibilità dell’educando di esistere secondo il più proprio poter-essere, il che si traduce nel riconoscere e sostenere il suo progetto di mondo, nell’alimentare il suo desiderio di divenire pienamente quello che può essere, nel far sì che si assuma la responsabilità di dare forma alla sua originale presenza nel mondo. Il riferimento teoretico è individuabile principalmente nell’ambito della pedagogia fenomenologico-esistenziale (ivi compresi i suoi sviluppi nell’ermeneutica e nelle filosofie della persona), con rimandi ai principali esponenti di tale orientamento in ambito filosofico e psicologico oltre che, principalmente, pedagogico. Nel percorso di ricerca sono stati individuati molteplici nuclei tematici di approfondimento, dovuti alla dimensione “di confine” dell’autenticità che tocca più campi educativi quali: relazione, comunicazione, cura, etica, identità, progetto, scelta, libertà, temporalità, morte, dolore, vita emotiva, tempo, corpo, spazio. La tesi si articola in due sezioni che procedono da considerazioni teoretico-pedagogiche verso indicazioni pratico-educative. / This works takes as a departing point the idea that authenticity is an important issue in pedagogical theorization as well as a relevant goal for education, and particularly so in the current historical era when the human being is increasingly bewildered, fragmented and subject to the risk of losing oneself and never attaining selfhood. Beside being an important aspect of existential wholeness, authenticity may act as a directional goal able to steer and provide meaning to an educational journey aiming to bring into actuality the person’s potentials. Authenticity also provides epistemological and methodological directions through which the educator respects the individuality of the person to be educated. The theoretical approach here adopted mostly refer to phenomenological-existential pedagogy (including developments in hermeneutics and philosophies of the person), with additional references to the main exponents of such perspective in philosophy, psychology and, mostly, theory of education. During the research process many themes have been thoroughly investigated, because of the boundary spanning nature of authenticity, which touches upon several educational fields, including: relationships, communication, care, ethics, identity, project, choice, freedom, temporality, death, sorrow, emotional life, time, body, space. The thesis consists of two sections that go from theoretical-pedagogical considerations to practical-educational directions.