Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Accumulating clinical and research evidence suggests that spirituality, which encompasses many and varied definitions, plays an important role in clients' lives.According to Walsh (2003), "over the centuries and across cultures, spiritual beliefs and practices have anchored and nourished families and their communities" (p.337).However, due to the historical separation between the empirical, scientific, and rationalistic paradigms and those of a more subjective, multiple views of reality, spirituality and religious aspects of clients have long been ignored in psychotherapy (Richards & Bergen, 1997).The resurgence of spirituality is evidenced in and across multiple disciplines although it gives rise to numerous ethical, ideological and practical implications for social work practice.In order to include these approaches in practice, social workers must be educated in the complexities and diversities of these approaches.However, there may be a disjuncture between emerging practice needs and religious and spiritual content in social work education (Murdock, 2005).Social work education has only addressed these issues in limited ways with little or no such education as reported by students of one U. S. study (Canda & Furman, 1999). Results from a curricula review of one undergraduate program at a Canadian university indicate a limited focus on issues of the spiritual and religious dimensions in social work education classes. Such material is only being presented in courses on diversity issues and alternative ways of knowing themes. In efforts to bridge the ways of knowing, it would be important to consider individuals' spiritual/religious beliefs as a way of treating clients holistically by incorporating their most fundamental beliefs and values.Social workers need to acknowledge that religiosity/spirituality is often ingrained in the very core of clients' lives.Further research is required to examine the viability and complexities of including such curricula in social work education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.015 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it