Exploring work-related cosmology events: lessons from the COVID-19 pandemic
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
Purpose The present study examines personal accounts of disruptions and adaptations in the work lives of individuals who were required to work from home during the coronavirus disease 2019 (COVID-19) pandemic. Our objective was to better understand how individuals respond to rapid, unanticipated changes in their work conditions. Design/methodology/approach Our qualitative study reflects in-depth interviews with 56 individuals to investigate how they were thinking, feeling and behaving in the early stages of the COVID-19 pandemic. Findings Our results suggest that individuals engaged in sensemaking to adapt to remote work and reacted in two ways: backward-focused and filled with nostalgia for a past that might never re-emerge, or forward-focused and filled with anticipation to build a new way of work. Practical implications Understanding employees’ responses to a major disruption provides guidance for how to support and lead them back to stability. Building flexibility into organizational structures, as well as establishing more robust and personalized support mechanisms, may enable more adaptive and resilient coping in the future. Originality/value We contend that the rapid shift to working from home represents a pervasive cosmology event – an abrupt crisis that challenges our assumptions about what is normal. Studying the responses to such an event provides insight into how people make sense of disruptions to their working lives, determine how to react and act to re-establish order.
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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 | 0.001 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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