This phenomenological research aimed to illuminate the nature and effects of ordinariness in nursing and to discover whether the phenomenon enhanced the nursing encounter. The researcher worked as a participant observer with six registered nurses in a Professorial Nursing Unit. Following each interaction, the researcher wrote her impressions in a personal-professional journal and audiotaped conversations with the respective nurses and patients to gain their impressions. Using a theoretical framework of the phenomenological concepts of lived experience, Dasein, Being-in-the-world and fusion of horizons as an underpinning methodology, an initial hermeneutical analysis and interpretation of the impressions generated qualities and activities indicative of the aspects of the phenomenon of ordinariness in nursing. The second phase of the analysis and interpretation sought to illuminate the nature of the phenomenon itself. Eight actualities of the nature of the phenomenon emerged: 'allowingness,' 'straightforwardness,' 'self-likeness,' 'homeliness,' 'favourableness,' 'intuneness,' 'lightheartedness' and 'connectedness.' These actualities were described in relation to the phenomenon of interest. The effects of the phenomenon were the creative potential to enhance the nursing encounter and included many and various effects of facilitation, fair play, familiarity, family, favouring, feelings, fun and friendship. The research found that nurses and patients shared a common sense of humanity, which enhanced the nursing encounter. Within the context of caring, the nurses were ordinary people, perceived as being extraordinarily effective, by the very ways in which their humanness shone through their knowledge and skills, to make their whole being with patients something more than just professional helping. The shared sense of ordinariness between nurses and patients made them as one in then- humanness and created a special place, in which the relative strangeness of the experience of being in a health care setting, could be made familiar and manageable.

This dissertation focuses on how the theme of the image of God (Gen 1 :26-27) is seen and developed in the Pentateuch. The image of God in man (Gen 1 :26-27) has been interpreted in various ways. Predominant opinions have changed over time from the Early Jewish interpretation to the present period. Today there is a wider range of opinion regarding the image of God than ever. This dissertation follows a biblical-theological approach from a Reformed tradition of Genesis 1 :26-27, thus starting with an examination of 1 :26-27 in the context of Genesis 1 where the key words, pronouns and the Ancient Near Eastern concept of the image of God are examined. Genesis 1 :26-27 is examined in the context of Genesis 2-11 and we discover that the image of God in Genesis 1:26-27 is both moral and relational in perspective: it involves moral likeness to God and a relationship between God and man like that between parent and child. The theme of the image of God is traced in both narrative and legal material of the law; certain features of the law suggest that defining God-likeness is at least one goal of the law. Some laws are based on moral God-likeness and others are not based on inherent morality. but on the relational aspect of sonship. The theme image of God is also seen in the New Testament, where Christ is the perfect expression of the image of God. He is the Son of God and morally, he is like the Father. Through his death on the cross, believers are individually adopted in God's family and they become his children. They are to be morally like him. Through sanctification, the Church is being renewed into the image of God. Believers are called to be like Christ. They are to imitate Christ's moral-likeness and submission to the Father. / Thesis (M.A. (Old Testament))--North-West University, Potchefstroom Campus, 2007.

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Esta dissertação, "O Educador e a Assessoria EP/PI de Porto Alegre em cena na prevenção do Autismo", tem como objetivo refletir sobre os laços e as possibilidades constitutivas dos atos educativos de três educadores da escola infantil João Alhures com duas crianças pequenas que apresentavam sinais de Autismo em 2014, a partir do assessoramento denominado Educação Estruturante. A Educação Estruturante é uma concepção de trabalho da Assessoria EP/PI baseada nas leituras dos aspectos do desenvolvimento e da singularidade dos alunos da Educação Infantil, englobando isso aos seus planejamentos educativos. A posteriori, penso que a primeira etapa da pesquisa foi em 1991, quando foram criados os atendimentos de Educação Precoce, Psicopedagogia Inicial e a Assessoria de Inclusão dessas modalidades à Educação Infantil. A segunda etapa foi em 2014, quando foram detectados os sinais de Autismo em duas crianças que frequentavam o berçário da escola infantil João Alhures. Após, a terceira etapa consistiu na realização de uma avaliação psicanalítica das crianças aos seus três anos de idade, a fim de observar se ainda apresentavam sinais de Autismo. Já a quarta etapa consistiu na realização de entrevistas aos educadores, a fim de compreender como e quais laços discursivos estabelecidos entre ambos podem ter contribuído para a não fixação dessa estrutura psíquica. Para tal, a direção desta pesquisa trouxe surpresas ao ler que a Assessoria denominada Educação Estruturante se mostrou como movimentadora dos giros discursivos e do desejo dos educadores ao intervirem e participarem do processo de subjetivação das crianças pequenas com sinais de Autismo. Dessa forma, apostou-se que, na cena lúdica entre educador e crianças da pesquisa – as quais nos pareceram como sendo as prediletas entre as outras –, os educadores se autorizaram a exercer posições discursivas que lembravam as funções de pai, mãe, professores e terapeutas em estimulação precoce. Para tal leitura, a noção de semblante ganhou importância, no sentido de ser a agente nos quatro discursos de Lacan (1969-1970/1992) e a sustentadora do discurso analítico. Nessa direção, associamos que o educador também pode ter suas posições discursivas de semblante, ao realizar ¼ de giro nestas e produzir atos estruturantes que lembrem um pai, uma mãe, uma mestra e as vezes, um terapeuta em EP. As posições discursivas de semblante tomaram um caminho de ato estruturante, ao ser usual, atualmente, o educador passar quase 12 horas com as crianças e passar a ocupar papéis que ampliem o seu campo pedagógico. A partir dessas urgências, o educador foi lançado ao campo da invenção e do brincar denominado estruturante (Jerusalinsky, 1999). Esse brincar, a posteriori, se mostrou como possibilitador na promoção e articulação necessária para a constituição das crianças enquanto sujeitos. Nesse rumo, considerou-se que os educadores, conforme seu desejo pelas crianças e a Assessoria EP/PI recebida, parecem ter realizado o semblante necessário para que o brincar estruturante aparecesse, possibilitando atos de inscrições nelas. Também, demos destaque ao desejo do educador e à sua boa transferência com a Assessoria EP/PI. Enfim, ao final da pesquisa, apresentou-se como relevante os caminhos do semblante e do Entre (Bhabha, 1998), enquanto possibilidade da construção de um lugar transdisciplinar entre o campo da estrutura psíquica indecidida (Bernardino, 2004) e o campo do discurso (Lacan, 1969-1970/1992) para não fixação do Autismo. Afinal, que posições discursivas são essas que os educadores transitam, que não é mãe, não é pai, não é analista e nem terapeuta em EP? / This dissertation, "The Educator and Counseling EP/PI from Porto Alegre in scene on autism’s prevention", aims to consider the bond sand the constitutive possibilities of the pedagogical action sof three teachers from João Alhures school with two small children who have shown signs of autism in 2014, based on the counseling called Structuring Education. Structuring Education is a work concept of the EP/PI Counseling based on the readings of the development aspects and singularity of the students of early education, encompassing this with their educational planning. A posteriori, I believe that the first stage of the research was in 1991, when the services of Early Education, Initial Psychopedagogy and the counceling of Inclusion of these modalities to early childhood education were created. The second stage was in 2014, when signs of autism were detected in two children who attended the nursery school of Juan Alhures. Later on, the third step consisted in performing a psychoanalytic evaluation of children at the age of three, in order to see if they still showed signs of autism. The fourth stage consisted on interviewing the educators in order to understand how and what discursive bonds established between both may have contributed to the non-fixation of this psychic structure. Hence, the focus of this research was a surprise when reading that the counseling denominated Structure Education was shown as a mover of the discursive turns and of the longing of the educators when intervening and participating in the process of subjectivation of small childrenwith signs of autism. Thus, it was bet that in the playful setting between educator and the children of the research, which appeared to us as their favorite among the others, these educators allowed themselves to apply discursive positions that resembled the roles of father, mother, teachers and therapists in EP. For such reading, the notion of countenance has become important in the sense of being the agent in Lacan's four speeches, (1969-1970/1992) and supporter of the analytic discourse. Within this approach, we can relate that the educator can also have his or her own discursive positions of likeness, by performing ¼ of these in turn and producing structuring performances that resemble a father, a mother, a teacher and sometimes a therapist in early stimulation. The discursive positions of likeness took a path of structuring performances, as it is usual nowadays, the educator spends almost 12 hours with the children and ends up performing roles that broad en their pedagogical field. From these demandings, the educator was launched in to the field of invention and play called structuring (Jerusalinsky, 1999). This play, a posteriori, has shown itself as an enabler in the promotion and articulation necessary for the establishment of children as subjects. As follows, it was considered that the educators, according to their motive towards the children and the given counseling, seem to have accomplished the likeness necessary so that the structuring play could appeared, making possible the acts of inscriptions in these. We have highlight ted the educator's motive and its good convey with the EP/PI Counseling. Finally, at the end of the research, the paths of likeness and the "Entre"(Bhabha, 1998) were presented as relevant, as a possible way of constructing a transdisciplinary place between the field of undecided psychic structure (Bernardino, 2004) and the field of discourse (Lacan, 1969-1970/1992) for the non-fixation of Autism. After all, what discursive positions are these ones that the educators are going through, who is not mother, not a mother, not a father, not an analyst, or a therapist in EP?

Esta dissertação, "O Educador e a Assessoria EP/PI de Porto Alegre em cena na prevenção do Autismo", tem como objetivo refletir sobre os laços e as possibilidades constitutivas dos atos educativos de três educadores da escola infantil João Alhures com duas crianças pequenas que apresentavam sinais de Autismo em 2014, a partir do assessoramento denominado Educação Estruturante. A Educação Estruturante é uma concepção de trabalho da Assessoria EP/PI baseada nas leituras dos aspectos do desenvolvimento e da singularidade dos alunos da Educação Infantil, englobando isso aos seus planejamentos educativos. A posteriori, penso que a primeira etapa da pesquisa foi em 1991, quando foram criados os atendimentos de Educação Precoce, Psicopedagogia Inicial e a Assessoria de Inclusão dessas modalidades à Educação Infantil. A segunda etapa foi em 2014, quando foram detectados os sinais de Autismo em duas crianças que frequentavam o berçário da escola infantil João Alhures. Após, a terceira etapa consistiu na realização de uma avaliação psicanalítica das crianças aos seus três anos de idade, a fim de observar se ainda apresentavam sinais de Autismo. Já a quarta etapa consistiu na realização de entrevistas aos educadores, a fim de compreender como e quais laços discursivos estabelecidos entre ambos podem ter contribuído para a não fixação dessa estrutura psíquica. Para tal, a direção desta pesquisa trouxe surpresas ao ler que a Assessoria denominada Educação Estruturante se mostrou como movimentadora dos giros discursivos e do desejo dos educadores ao intervirem e participarem do processo de subjetivação das crianças pequenas com sinais de Autismo. Dessa forma, apostou-se que, na cena lúdica entre educador e crianças da pesquisa – as quais nos pareceram como sendo as prediletas entre as outras –, os educadores se autorizaram a exercer posições discursivas que lembravam as funções de pai, mãe, professores e terapeutas em estimulação precoce. Para tal leitura, a noção de semblante ganhou importância, no sentido de ser a agente nos quatro discursos de Lacan (1969-1970/1992) e a sustentadora do discurso analítico. Nessa direção, associamos que o educador também pode ter suas posições discursivas de semblante, ao realizar ¼ de giro nestas e produzir atos estruturantes que lembrem um pai, uma mãe, uma mestra e as vezes, um terapeuta em EP. As posições discursivas de semblante tomaram um caminho de ato estruturante, ao ser usual, atualmente, o educador passar quase 12 horas com as crianças e passar a ocupar papéis que ampliem o seu campo pedagógico. A partir dessas urgências, o educador foi lançado ao campo da invenção e do brincar denominado estruturante (Jerusalinsky, 1999). Esse brincar, a posteriori, se mostrou como possibilitador na promoção e articulação necessária para a constituição das crianças enquanto sujeitos. Nesse rumo, considerou-se que os educadores, conforme seu desejo pelas crianças e a Assessoria EP/PI recebida, parecem ter realizado o semblante necessário para que o brincar estruturante aparecesse, possibilitando atos de inscrições nelas. Também, demos destaque ao desejo do educador e à sua boa transferência com a Assessoria EP/PI. Enfim, ao final da pesquisa, apresentou-se como relevante os caminhos do semblante e do Entre (Bhabha, 1998), enquanto possibilidade da construção de um lugar transdisciplinar entre o campo da estrutura psíquica indecidida (Bernardino, 2004) e o campo do discurso (Lacan, 1969-1970/1992) para não fixação do Autismo. Afinal, que posições discursivas são essas que os educadores transitam, que não é mãe, não é pai, não é analista e nem terapeuta em EP? / This dissertation, "The Educator and Counseling EP/PI from Porto Alegre in scene on autism’s prevention", aims to consider the bond sand the constitutive possibilities of the pedagogical action sof three teachers from João Alhures school with two small children who have shown signs of autism in 2014, based on the counseling called Structuring Education. Structuring Education is a work concept of the EP/PI Counseling based on the readings of the development aspects and singularity of the students of early education, encompassing this with their educational planning. A posteriori, I believe that the first stage of the research was in 1991, when the services of Early Education, Initial Psychopedagogy and the counceling of Inclusion of these modalities to early childhood education were created. The second stage was in 2014, when signs of autism were detected in two children who attended the nursery school of Juan Alhures. Later on, the third step consisted in performing a psychoanalytic evaluation of children at the age of three, in order to see if they still showed signs of autism. The fourth stage consisted on interviewing the educators in order to understand how and what discursive bonds established between both may have contributed to the non-fixation of this psychic structure. Hence, the focus of this research was a surprise when reading that the counseling denominated Structure Education was shown as a mover of the discursive turns and of the longing of the educators when intervening and participating in the process of subjectivation of small childrenwith signs of autism. Thus, it was bet that in the playful setting between educator and the children of the research, which appeared to us as their favorite among the others, these educators allowed themselves to apply discursive positions that resembled the roles of father, mother, teachers and therapists in EP. For such reading, the notion of countenance has become important in the sense of being the agent in Lacan's four speeches, (1969-1970/1992) and supporter of the analytic discourse. Within this approach, we can relate that the educator can also have his or her own discursive positions of likeness, by performing ¼ of these in turn and producing structuring performances that resemble a father, a mother, a teacher and sometimes a therapist in early stimulation. The discursive positions of likeness took a path of structuring performances, as it is usual nowadays, the educator spends almost 12 hours with the children and ends up performing roles that broad en their pedagogical field. From these demandings, the educator was launched in to the field of invention and play called structuring (Jerusalinsky, 1999). This play, a posteriori, has shown itself as an enabler in the promotion and articulation necessary for the establishment of children as subjects. As follows, it was considered that the educators, according to their motive towards the children and the given counseling, seem to have accomplished the likeness necessary so that the structuring play could appeared, making possible the acts of inscriptions in these. We have highlight ted the educator's motive and its good convey with the EP/PI Counseling. Finally, at the end of the research, the paths of likeness and the "Entre"(Bhabha, 1998) were presented as relevant, as a possible way of constructing a transdisciplinary place between the field of undecided psychic structure (Bernardino, 2004) and the field of discourse (Lacan, 1969-1970/1992) for the non-fixation of Autism. After all, what discursive positions are these ones that the educators are going through, who is not mother, not a mother, not a father, not an analyst, or a therapist in EP?

Esta dissertação, "O Educador e a Assessoria EP/PI de Porto Alegre em cena na prevenção do Autismo", tem como objetivo refletir sobre os laços e as possibilidades constitutivas dos atos educativos de três educadores da escola infantil João Alhures com duas crianças pequenas que apresentavam sinais de Autismo em 2014, a partir do assessoramento denominado Educação Estruturante. A Educação Estruturante é uma concepção de trabalho da Assessoria EP/PI baseada nas leituras dos aspectos do desenvolvimento e da singularidade dos alunos da Educação Infantil, englobando isso aos seus planejamentos educativos. A posteriori, penso que a primeira etapa da pesquisa foi em 1991, quando foram criados os atendimentos de Educação Precoce, Psicopedagogia Inicial e a Assessoria de Inclusão dessas modalidades à Educação Infantil. A segunda etapa foi em 2014, quando foram detectados os sinais de Autismo em duas crianças que frequentavam o berçário da escola infantil João Alhures. Após, a terceira etapa consistiu na realização de uma avaliação psicanalítica das crianças aos seus três anos de idade, a fim de observar se ainda apresentavam sinais de Autismo. Já a quarta etapa consistiu na realização de entrevistas aos educadores, a fim de compreender como e quais laços discursivos estabelecidos entre ambos podem ter contribuído para a não fixação dessa estrutura psíquica. Para tal, a direção desta pesquisa trouxe surpresas ao ler que a Assessoria denominada Educação Estruturante se mostrou como movimentadora dos giros discursivos e do desejo dos educadores ao intervirem e participarem do processo de subjetivação das crianças pequenas com sinais de Autismo. Dessa forma, apostou-se que, na cena lúdica entre educador e crianças da pesquisa – as quais nos pareceram como sendo as prediletas entre as outras –, os educadores se autorizaram a exercer posições discursivas que lembravam as funções de pai, mãe, professores e terapeutas em estimulação precoce. Para tal leitura, a noção de semblante ganhou importância, no sentido de ser a agente nos quatro discursos de Lacan (1969-1970/1992) e a sustentadora do discurso analítico. Nessa direção, associamos que o educador também pode ter suas posições discursivas de semblante, ao realizar ¼ de giro nestas e produzir atos estruturantes que lembrem um pai, uma mãe, uma mestra e as vezes, um terapeuta em EP. As posições discursivas de semblante tomaram um caminho de ato estruturante, ao ser usual, atualmente, o educador passar quase 12 horas com as crianças e passar a ocupar papéis que ampliem o seu campo pedagógico. A partir dessas urgências, o educador foi lançado ao campo da invenção e do brincar denominado estruturante (Jerusalinsky, 1999). Esse brincar, a posteriori, se mostrou como possibilitador na promoção e articulação necessária para a constituição das crianças enquanto sujeitos. Nesse rumo, considerou-se que os educadores, conforme seu desejo pelas crianças e a Assessoria EP/PI recebida, parecem ter realizado o semblante necessário para que o brincar estruturante aparecesse, possibilitando atos de inscrições nelas. Também, demos destaque ao desejo do educador e à sua boa transferência com a Assessoria EP/PI. Enfim, ao final da pesquisa, apresentou-se como relevante os caminhos do semblante e do Entre (Bhabha, 1998), enquanto possibilidade da construção de um lugar transdisciplinar entre o campo da estrutura psíquica indecidida (Bernardino, 2004) e o campo do discurso (Lacan, 1969-1970/1992) para não fixação do Autismo. Afinal, que posições discursivas são essas que os educadores transitam, que não é mãe, não é pai, não é analista e nem terapeuta em EP? / This dissertation, "The Educator and Counseling EP/PI from Porto Alegre in scene on autism’s prevention", aims to consider the bond sand the constitutive possibilities of the pedagogical action sof three teachers from João Alhures school with two small children who have shown signs of autism in 2014, based on the counseling called Structuring Education. Structuring Education is a work concept of the EP/PI Counseling based on the readings of the development aspects and singularity of the students of early education, encompassing this with their educational planning. A posteriori, I believe that the first stage of the research was in 1991, when the services of Early Education, Initial Psychopedagogy and the counceling of Inclusion of these modalities to early childhood education were created. The second stage was in 2014, when signs of autism were detected in two children who attended the nursery school of Juan Alhures. Later on, the third step consisted in performing a psychoanalytic evaluation of children at the age of three, in order to see if they still showed signs of autism. The fourth stage consisted on interviewing the educators in order to understand how and what discursive bonds established between both may have contributed to the non-fixation of this psychic structure. Hence, the focus of this research was a surprise when reading that the counseling denominated Structure Education was shown as a mover of the discursive turns and of the longing of the educators when intervening and participating in the process of subjectivation of small childrenwith signs of autism. Thus, it was bet that in the playful setting between educator and the children of the research, which appeared to us as their favorite among the others, these educators allowed themselves to apply discursive positions that resembled the roles of father, mother, teachers and therapists in EP. For such reading, the notion of countenance has become important in the sense of being the agent in Lacan's four speeches, (1969-1970/1992) and supporter of the analytic discourse. Within this approach, we can relate that the educator can also have his or her own discursive positions of likeness, by performing ¼ of these in turn and producing structuring performances that resemble a father, a mother, a teacher and sometimes a therapist in early stimulation. The discursive positions of likeness took a path of structuring performances, as it is usual nowadays, the educator spends almost 12 hours with the children and ends up performing roles that broad en their pedagogical field. From these demandings, the educator was launched in to the field of invention and play called structuring (Jerusalinsky, 1999). This play, a posteriori, has shown itself as an enabler in the promotion and articulation necessary for the establishment of children as subjects. As follows, it was considered that the educators, according to their motive towards the children and the given counseling, seem to have accomplished the likeness necessary so that the structuring play could appeared, making possible the acts of inscriptions in these. We have highlight ted the educator's motive and its good convey with the EP/PI Counseling. Finally, at the end of the research, the paths of likeness and the "Entre"(Bhabha, 1998) were presented as relevant, as a possible way of constructing a transdisciplinary place between the field of undecided psychic structure (Bernardino, 2004) and the field of discourse (Lacan, 1969-1970/1992) for the non-fixation of Autism. After all, what discursive positions are these ones that the educators are going through, who is not mother, not a mother, not a father, not an analyst, or a therapist in EP?

The aim of this work is to introduce Gregory of Nyssa's doctrine of man as the image of God, based especially on his work Περ κατασκευ ς νθρώπουὶ ῆ ἀ (De hominis opificio). In his work Gregory created quite a systematic anthropological treatise based on Stoic sources, Biblical interpretations inspired by Philo of Alexandria and Origen, as well as on ancient medicine. In contrast to the ancient philosophical school views concerning human being, Gregory refuses the parallel of man as a small world and says that the dignity of man consists not in being similar to the created world, but to the Creator. There are many attributes that constitute human similarity to God, but especially due to the incomprehensibility man is the image of God. The incomprehensibility consists in human mind (νο ςῦ ) in which the human likeness to God can most apparently be recognized. It cannot be placed anywhere in the body and the connection between mind and body is, according to Gregory, unspeakable: the mind does not reside in any particular part of the body, but yet it acts in and is influenced by the whole body. The image of God is the whole mankind, from the first up to the last created human being. When the planned number of souls is completed, the time and everything that happens in time will come to an end. In the...

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The rapid development of social robots, designed to interact with humans, has led to increased research on user acceptance and emotions in human-robot interaction. Social acceptance is an important area to investigate if the development of social robots is to be useful. Investigating how people feel about social robots is one tool to assess acceptance toward them, and research has shown that positive emotions could invoke higher acceptance. Possible factors that have been shown to affect peoples’ attitudes regarding social robots is (1) the human-likeness and appearance of the robot and (2) the application area of the robot. Therefore, this thesis research questions address the effect of human-likeness and application areas of social robots on people's emotions. The findings indicate that in the context of companionship, people have varying emotional responses based on the appearance of the social robot. Highly human-like robots evoke more positive emotions, while low human-likeness robots elicit more negative emotions. This suggests that individuals prefer human-like social robots in intimate interactions like companionship. The results also reveal an effect of application areas, where people respond more positively to highly human-like robots used for tasks like lecturing students or companionship for older adults. Regarding less human-like social robots, people tend to respond with greater positive emotions when used within commerce. This suggests that a simpler-looking robot with low human-likeness is more suitable for commercial applications. Negative emotions expressed in the healthcare condition may reflect mistrust in robots' abilities and the sensitivity of the healthcare area. Developers and designers should consider the emotional responses that might be evoked by the task or appearance of the social robot, to ensure successful integration into society.