Spirituality in education to work transitions: synergy of mind, body and soul
Bibliographic record
Abstract
This work gave consideration to how spirit injury affects dominant and minority students' outlooks of the education to work transition and to further an understanding of the role of spirituality in this life stage. Maintaining that spirituality is fundamental for individuals' development, the project revealed how valued spiritual development and a sense of interconnectedness enables young adults to relocate from education into the world of employment while making informed life choices. The interrelations of spiritual and emotional development gave breadth and importance to outlooks as both spirituality and spirit injury are closely tied to the manifest perceptions held by students. Utilizing a sample of various Canadian cultural groups aided an exploration of the pivotal function played by different forms of spiritual expression and how spirit injury leads to a sense of disconnection. The work incorporated spirituality as a pervasive, meaningful and universal energy defined religiously and non-religiously. The interview process revealed the role of spiritual development in confidence building and consideration was given to the relationships shared between minority and dominant students' perspectives with respect to spirit injury, education and work. The nuances that exist across cultures produced clarity toward appreciating how spirituality informs the critical intermediary stage and further, what happens when spiritual development is not fostered at the educational level and how spirit injury may ultimately affect work paths and lifelong goals.
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How this classification was reachedexpand
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".