Bibliographic record
Abstract
The mosque holds an invaluable role in Islamic tradition; it has historically offered many religious and health services for its communities while also addressing relevant social and political affairs. With the steady increase in Muslim populations in Canada comes the need for more services and programs geared towards supporting Muslim individual and community well-being. It is important to utilize the full potential of mosques in supporting Muslim communities and revive the Islamic notion that mosques are hubs for service provision. My thesis research used digital qualitative methods to understand the ways in which mosques in the Greater Toronto and Hamilton Area (GTHA) support the well-being of Muslim communities. The main question that drove my research is: How do mosques in the GTHA support the holistic well-being of Muslim children, youth, and families through their programs and services? The digital qualitative methods comprised of 17 semi-structured interviews as well as three sources of observational data: 40 hours of observation of live and archived video and audio content; website content analyses; and environmental scans. Analyses of the interview transcripts were the most detailed form of analysis. Analyses of the observational data were used to support and strengthen the themes that were generated from the interview transcripts. My findings demonstrate that mosques strive towards promoting individual and community growth by strengthening individuals’ spiritual relationships with Allah; developing programs and services for individuals across the lifespan; and serving as social service providers for marginalized groups. Furthermore, while equity, diversity, and inclusion emerged as elements of practice that are being integrated into service provision, there was also recognition of the need to better implement equitable practices in mosques. Overall, my research illustrates that mosques function as therapeutic spaces for Muslim communities and foster individual and community well-being. It is essential that the practice of psychology recognize mosques as complex institutions that can serve and benefit Muslim individuals and communities.
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.
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 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".