School Principals’ Experiences and Learning from the Covid-19 Pandemic in Norway

This exploratory study present findings from semi-structured interviews with 15 Norwegian school principals elaborating on their experiences and learning from the school closures, transition to digital education, and educational leadership in the first six months of the pandemic. Three main themes emerged from the interviews: (1) “We took a quantum leap into the digital world” addressing how the school principals supported and experienced a rapid transformation to digital education; (2) “We tried to be close, even if we could not be” elaborating on worries regarding teachers and children with special needs; and (3) “We had to adjust” elaborating on the unpredictable and constantly changing nature of the situation. These themes are detailed and discussed in the context of research in crisis management, organizational change, role requirements, and leadership responsibilities. In closing, we discuss how the transformative experiences from the pandemic may have implications for educational leadership in future crisis situations.publishedVersio

Undervaccination and severe COVID-19 outcomes : meta-analysis of national cohort studies in England, Northern Ireland, Scotland, and Wales

Background: Undervaccination (receiving fewer than the recommended number of SARS-CoV-2 vaccine doses) could be associated with increased risk of severe COVID-19 outcomes—ie, COVID-19 hospitalisation or death—compared with full vaccination (receiving the recommended number of SARS-CoV-2 vaccine doses). We sought to determine the factors associated with undervaccination, and to investigate the risk of severe COVID-19 outcomes in people who were undervaccinated in each UK nation and across the UK. Methods: We used anonymised, harmonised electronic health record data with whole population coverage to carry out cohort studies in England, Northern Ireland, Scotland, and Wales. Participants were required to be at least 5 years of age to be included in the cohorts. We estimated adjusted odds ratios for undervaccination as of June 1, 2022. We also estimated adjusted hazard ratios (aHRs) for severe COVID-19 outcomes during the period June 1 to Sept 30, 2022, with undervaccination as a time-dependent exposure. We combined results from nation-specific analyses in a UK-wide fixed-effect meta-analysis. We estimated the reduction in severe COVID-19 outcomes associated with a counterfactual scenario in which everyone in the UK was fully vaccinated on June 1, 2022. Findings: The numbers of people undervaccinated on June 1, 2022 were 26 985 570 (45·8%) of 58 967 360 in England, 938 420 (49·8%) of 1 885 670 in Northern Ireland, 1 709 786 (34·2%) of 4 992 498 in Scotland, and 773 850 (32·8%) of 2 358 740 in Wales. People who were younger, from more deprived backgrounds, of non-White ethnicity, or had a lower number of comorbidities were less likely to be fully vaccinated. There was a total of 40 393 severe COVID-19 outcomes in the cohorts, with 14 156 of these in undervaccinated participants. We estimated the reduction in severe COVID-19 outcomes in the UK over 4 months of follow-up associated with a counterfactual scenario in which everyone was fully vaccinated on June 1, 2022 as 210 (95% CI 94–326) in the 5–15 years age group, 1544 (1399–1689) in those aged 16–74 years, and 5426 (5340–5512) in those aged 75 years or older. aHRs for severe COVID-19 outcomes in the meta-analysis for the age group of 75 years or older were 2·70 (2·61–2·78) for one dose fewer than recommended, 3·13 (2·93–3·34) for two fewer, 3·61 (3·13–4·17) for three fewer, and 3·08 (2·89–3·29) for four fewer. Interpretation: Rates of undervaccination against COVID-19 ranged from 32·8% to 49·8% across the four UK nations in summer, 2022. Undervaccination was associated with an elevated risk of severe COVID-19 outcomes. Funding: UK Research and Innovation National Core Studies: Data and Connectivity

Abstracts from the NIHR INVOLVE Conference 2017

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School leadership during pandemic - An interview study of school leaders

Idet Covid-19-pandemien spredde seg over hele verden, kjempet mange skoleledere med å reagere raskt og tilstrekkelig på en radikalt endret kontekst. Skolene var blant de viktigste samfunnsinstitusjonene som ble berørt av Covid-19-pandemien. Skoleledere har imidlertid generelt liten eller ingen opplæring i kriseledelse eller i hvordan de skal takle en krise av denne skalaen og med et så stort omfang. Denne avhandlingen presenterer funn fra dybdeintervjuer med 15 skoleledere i den norske grunnskolen om hvordan de har erfart det å utøve ledelse i skolen under det første halvåret av pandemien. Gjennom en systematisk tekstkondensering ble det identifisert 3 overordnede temaer fra intervjuene: overgangen til en digital hverdag; nærhet gjennom avstand; tilpasning til en ny normal. Disse funnene gjenspeiler erfaringer og utfordringer skoleledere har stått overfor i sin endrede arbeidshverdag, og har viktige implikasjoner for skolelederes fremtidige organisering, lederatferd og støttefunksjoner under krisehendelser.As the Covid-19 pandemic spread across the world, many school leaders struggled to respond quickly and adequately to a radically changed context. The schools were among the most important societal institutions to be affected by the Covid-19 pandemic, and school leaders generally have little or no training in crisis management or in how to deal with a crisis of this scale or scope. This thesis presents findings from in depth interviews with 15 school leaders in the Norwegian primary and lower secondary school about their experiences of exercising leadership in the school during the first half of the pandemic. A systematic text condensation identified 3 main themes from the interviews: the transition to a digital life; being close through distance; adaptation to a new normal. These findings reflect the experiences and challenges school leaders have faced in their changed working lives, and have important implications for school leaders’ future organization, leadership behavior and support functions during crisis events.Masteroppgave i arbeids- og organisasjonspsykologiMAPSYK345MAPS-PSY

Skoleledelse under pandemi - En intervjuundersøkelse av skoleledere

Idet Covid-19-pandemien spredde seg over hele verden, kjempet mange skoleledere med å reagere raskt og tilstrekkelig på en radikalt endret kontekst. Skolene var blant de viktigste samfunnsinstitusjonene som ble berørt av Covid-19-pandemien. Skoleledere har imidlertid generelt liten eller ingen opplæring i kriseledelse eller i hvordan de skal takle en krise av denne skalaen og med et så stort omfang. Denne avhandlingen presenterer funn fra dybdeintervjuer med 15 skoleledere i den norske grunnskolen om hvordan de har erfart det å utøve ledelse i skolen under det første halvåret av pandemien. Gjennom en systematisk tekstkondensering ble det identifisert 3 overordnede temaer fra intervjuene: overgangen til en digital hverdag; nærhet gjennom avstand; tilpasning til en ny normal. Disse funnene gjenspeiler erfaringer og utfordringer skoleledere har stått overfor i sin endrede arbeidshverdag, og har viktige implikasjoner for skolelederes fremtidige organisering, lederatferd og støttefunksjoner under krisehendelser

School Principals’ Experiences and Learning from the Covid-19 Pandemic in Norway

This exploratory study present findings from semi-structured interviews with 15 Norwegian school principals elaborating on their experiences and learning from the school closures, transition to digital education, and educational leadership in the first six months of the pandemic. Three main themes emerged from the interviews: (1) “We took a quantum leap into the digital world” addressing how the school principals supported and experienced a rapid transformation to digital education; (2) “We tried to be close, even if we could not be” elaborating on worries regarding teachers and children with special needs; and (3) “We had to adjust” elaborating on the unpredictable and constantly changing nature of the situation. These themes are detailed and discussed in the context of research in crisis management, organizational change, role requirements, and leadership responsibilities. In closing, we discuss how the transformative experiences from the pandemic may have implications for educational leadership in future crisis situations

Migraine induction with calcitonin gene-related peptide in patients from erenumab trials

Abstract Background Migraine prevention with erenumab and migraine induction by calcitonin gene-related peptide (CGRP) both carry notable individual variance. We wanted to explore a possible association between individual efficacy of anti-CGRP treatment and susceptibility to migraine induction by CGRP. Methods Thirteen migraine patients, previously enrolled in erenumab anti-CGRP receptor monoclonal antibody trials, received CGRP in a double-blind, placebo-controlled, randomized cross-over design to investigate their susceptibility to migraine induction. A standardized questionnaire was used to assess the efficacy of previous antibody treatment. The patients were stratified into groups of high responders and poor responders. Primary outcomes were incidence of migraine-like attacks and area under the curve of headache intensity after infusion of CGRP and placebo. All interviews and experiments were performed in laboratories at the Danish Headache Center, Copenhagen, Denmark. Results Ten high responders and three poor responders were included. CGRP induced migraine-like attacks in ten (77%) patients, whereof two were poor responders, compared to none after placebo (p = 0.002). The area under the curve for headache intensity was greater after CGRP, compared to placebo, at 0–90 min (p = 0.009), and 2–12 h (p = 0.014). The median peak headache intensity score was 5 (5–9) after CGRP, compared to 2 (0–4) after placebo (p = 0.004). Conclusions Patients with an excellent effect of erenumab are highly susceptible to CGRP provocation. If an association is evident, CGRP provocation could prove a biomarker for predicting antibody treatment efficacy. Trial registration Retrospectively registered at clinicaltrials.gov with identifier: NCT03481400

Evaluation of bioconvection for sinusoidally moving Jeffrey nanoparticles in view of temperature dependent thermal conductivity and Cattaneo-Christov heat diffusion model

With impressive thermal outcomes, the nanofluids present multidisciplinary applications in the cooling processes, thermal systems, extrusion processes, heat storage devices and many more. The aim of current research is to inspect thermal impact of Jeffrey fluid with tiny particles under the assumptions of variable thermal conductivity. The problem is supported with applications of chemical reaction, activation energy and magnetic force. For heat and mass transfer phenomenon, Cattaneo-Christov diffusion theories have been implemented. The formulated model is solved by using the homotopy analysis method (HAM) with excellent accuracy. The graphical analysis is performed with specified range of parameters like 0.2⩽H⩽0.8, 0.1⩽ϖ⩽1.7, 0.0⩽N⩽1.5, 0.0⩽Π⩽3.1, 0.3⩽γ⩽0.6, 0.6⩽Ψ⩽3.2, 0.5⩽Ω⩽2.0, 0.0⩽Σ⩽1.5, 0.2⩽Nt⩽1.7, 1.0⩽Pr⩽1.9, 0.5⩽Sc⩽1.4,0.3⩽β⩽1.5, 0.1⩽ε⩽1.0, 0.2⩽Nb⩽1.7. The assessment of flow parameters is graphically evaluated. It is observed that both velocity profiles periodically enhance for Deborah number while temperature, microorganisms and concentration distributions decelerate. The greater estimates of variable thermal conductivity and heat generation improve the temperature distribution while conflicting scenario ensures for thermic relaxation constant