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Enabling Recovery Following Peer-Perpetrated Sexual Violence: Lived Experiences of Young Women in Sweden. [PDF]
Scand J Caring SciIsaksson J, Palmér L, Lundvall M.
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2021
Abstract Heidegger is well known for his arguments that architecture “shelters being,” and allows us to “dwell” in order that we may “think” in his special ontological sense of the term. This chapter takes serious these reflections on the relationship between the built environment and the question of the meaning of Being.
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Abstract Heidegger is well known for his arguments that architecture “shelters being,” and allows us to “dwell” in order that we may “think” in his special ontological sense of the term. This chapter takes serious these reflections on the relationship between the built environment and the question of the meaning of Being.
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Creating and being created: the changing panorama of paediatric rehabilitation
Pediatric Rehabilitation, 2003Paediatric rehabilitation as a discipline is rapidly changing, especially during the last decades. In the past, paediatric rehabilitation was characterized by merely adult intervention strategies in a miniaturized form, delivered by a merely adult patients-oriented profession.
Helders, Paul J. M. +5 more
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2021
Abstract This chapter explores how exclusive acceptance of the holiness framework transforms how we approach perennial problems of creation, evil, and divine hiddenness. Because creation is an intimate relationship between God and other things, and all such other things are limited in goodness, the holiness framework entails that God has
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Abstract This chapter explores how exclusive acceptance of the holiness framework transforms how we approach perennial problems of creation, evil, and divine hiddenness. Because creation is an intimate relationship between God and other things, and all such other things are limited in goodness, the holiness framework entails that God has
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The world was created for all beings
Proyecto EDIA, 2023This OER will improve both English skills and ICT ones by using as a context the Agenda 2030: SDG 12, 13, 14, 15 & 17. Students will develop the key competences and the specific competences. At the end of this project, they will have learnt: To respect life below water, life on land and the environment.
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