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Sexual well-being, integral to individual identity and health, is often neglected in health care. Occupational therapists, though well-suited to addressing this aspect, lack training and confidence. A literature review revealed that discomfort and avoidance surround the intimate topic for both clients and professionals. This leads to the underrepresentation of sexual well-being in occupational therapy education and treatment. The proposed solution, “TheOtherADL.com: Access to Knowledge, Skills, and Confidence to Promote Sexual Well-Being Within Israeli Occupational Therapy Treatments” (TheOtherADL.com), is an educational website. Drawing on established theories and models, it is designed to empower Israeli occupational therapists to address their client’s sexual well-being. Offering accessible resources in Hebrew and Arabic, the initiative aims to bridge the gap in addressing sexual well-being in occupational therapy in Israel. Provided free of charge, the long-term objectives include improved support for sexual well-being interventions and increased interest in sexual well-being education. The effectiveness of TheOtherADL.com will be evaluated for changes in awareness, knowledge, and confidence levels. A multifaceted marketing strategy will ensure widespread dissemination and engagement. A funding plan outlines potential funding sources as well as a subscription model. In conclusion, TheOtherADL.com is a pioneering initiative to enhance the often-overlooked aspect of sexual well-being in occupational therapy, positively impacting overall health and the health care system.

<p>This thesis attempts to render a comprehensive interpretation of Heidegger's concept of nothingness as it is argued for in Being and Time. This thesis has two main objectives: 1) to reinterpret Heidegger's concept of the anxiety in which Dasein experiences nothingness and to argue against the standard interpretation which states that Dasein experiences anxiety or nothingness when it acknowledges its mortality, and 2) to show that section 40 of <em>Being and Time</em> should be interpreted independently from later sections. The main emphasis of this thesis is to clarify what Heidegger means by nothingness and to criticize those who misinterpret Heidegger. I attempt to provide a more satisfactory account of nothingness and its relation to anxiety and death.</p> <p>In chapter I, merely give an account of Heidegger's concept of inauthenticity, which includes the following concepts: The "they", averageness, distantiality, levelling down, publicness, idle talk, curiosity, ambiguity, and falling and throwness.</p> <p>In chapter II, I discuss anxiety and nothingness. refer to Heidegger's essay entitled "What is Metaphysics?" in order to get a deeper understanding of Heidegger's concept of nothingness. I argue against the standard interpretation and show that nothingness can be experienced without the acknowledgement of one's mortality.</p> <p>In chapter III, I attempt to answer the following question: What does Heidegger mean by death? I outline the arguments of various interpreters of Heidegger's concept of death. They equate nothingness with one's acknowledgement of mortality, i.e., the possibility of one's own death. Those who argue for this position do not understand what Heidegger means by nothingness and its significance to death. I criticize these interpreters and reveal their oversights and misinterpretations, and then put forth my own interpretation of what Heidegger means by death.</p> / Master of Arts (MA)

No / This chapter opens with a review of current conceptualizations of child well-being and a good childhood. It moves on to consider the origins and driving forces influencing the development of the field of child indicators. The incorporation of children’s subjective perspectives in measuring and monitoring their well-being is highlighted along with the concomitant challenges posed by this welcome development. Recent evidence from a quantitative survey which consulted children found three key determinants of child well-being. Their relationships with family and positive relationships with friends were positive influences while peer bullying negatively affected their well-being. Bearing these findings in mind, a body of qualitative research findings where children were central informants was selected for an in-depth examination of how these three key areas impacted upon their well-being. The studies included children in the general population, children living in different family types, children with special needs, children living in families experiencing difficulties, as well as children living in out-of-home care. Throughout the qualitative studies, there was clear evidence of the importance of relationships with family and friends. Children’s close relationships with both were characterized by a sense of trust. Shared activities were the vehicles for developing trust and learning about negotiation with others. Where children lived in different family types, the quality of their relationships rather than the structure was the critical factor. Acceptance and having close relationships with family and friends were equally important to children with special needs. Children living in families experiencing difficulties often had to balance feelings of loyalty to their parents with feeling unsafe and insecure at times. Developing and maintaining friendships was particularly challenging for these children. We gained a glimpse of the dilemmas these children face which should inform the development of support strategies. Finally, children in out-of-home care highlighted the importance of being able to develop trust in their social workers and carers and the impact of multiple moves of home and school on these developing relationships. Bullying and the fear of bullying was highlighted by the children in all of these circumstances as a constant preoccupation in their daily lives. One of the key messages from these studies was just how prevalent this issue is and how much of children’s energies are focused on preventing or combating it. Apart from seeking the support of parents, the development of strong friendships was viewed as the most successful strategy. On a more general note, children’s agency in their relationships and in keeping safe was clearly evident. It is argued that studies which place children’s perspectives at the center have an important part to play in informing policy development.