Efficient concepts for large erectable space structures

The status of Langley Research Center development of the nestable column concept is reviewed including results of member and truss component tests, and planned assembly studies. In addition, more recent studies of alternative member concepts are presented. Preliminary results on relative efficiency of several types of truss-type columns are compared and future test plans discussed

Damage progression in compressively loaded laminates containing a circular cutout

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/76038/1/AIAA-10597-113.pd

Space Station truss structures and construction considerations

Although a specific configuration has not been selected for the Space Station, a gravity gradient stabilized station as a basis upon which to compare various structural and construction concepts is considered. The Space Station primary truss support structure is described in detail. Three approaches (see sketch A) which are believed to be representative of the major techniques for constructing large structures in space are also described in detail so that salient differences can be highlighted

Does Being Bored Make Us More Creative?

Boredom has traditionally been associated with a range of negative outcomes, both within the workplace and outside it. More recently, however, it has been suggested that boredom can have positive outcomes, one of which might be increased creativity. This study addressed this proposition by examining the relationship between boredom and creative potential on a range of tasks. Two studies were carried out; the first involved 80 participants taking part in either a boring writing activity or not (control group) followed by a creative task. The second study involved a further 90 participants who varied in the type of boring activity they undertook (either a boring written activity, a boring reading activity or control) and the type of creative task that followed. Results suggested that boring activities resulted in increased creativity and that boring reading activities lead to more creativity in some circumstances (such as convergent tasks) than boring written activities. The role of daydreaming as a mediator between boredom and creativity is discussed and implications are outline

Risk‐taking increases under boredom

We examined if boredom is associated with risk‐taking. Although this association has frequently been postulated, it has rarely been tested, and the evidence has thus far been rather indirect and speculative. We conducted three studies to test this association more systematically. In Study 1, people high in boredom proneness reported greater risk‐taking across financial, ethical, recreational, and health or safety domains. In Study 2, over a series of risky decisions, risk‐taking increased in tandem with state boredom. Consistently, in Study 3, people who felt more bored were more likely to choose risky gambles. Furthermore, while dispositional self‐control predicted lower risk‐taking, state boredom nullified this association, suggesting that elevated risk‐taking might be attributed the erosion of self‐control under boredom. Our findings establish via direct empirical tests that boredom is associated with making riskier decisions

Academic boredom among students in higher education: a mixed-methods exploration of characteristics, contributors and consequences

Academic boredom contributes usually adversely towards student engagement, learning and overall performance across a diverse range of settings including universities. The formal study of academic boredom in higher education remains, however, a relatively underdeveloped field and one surprisingly neglected in the UK. Adopting contemporary perspectives rooted in Control-Value Theory, details of a mixed-methods exploration of academic boredom among 235 final year undergraduates attending a single university in England are presented. Quantitative data from the principal survey instrument employed included measurement using the BPS-UKHE, a revised boredom proneness scale developed for use across the sector. Qualitative data arose primarily from ten research interviews. Findings indicate that about half of all respondents reported experiencing the most common precursors of academic boredom at least occasionally (e.g. monotony, repetition, time slowing down, lack of desire for challenge, loss of concentration and motivation to learn, restlessness); traditional lectures with a perceived excess and inappropriate use of PowerPoint stimulating the actual onset of boredom more than other interactive forms of delivery. Coping strategies when bored included daydreaming, texting and turning to social media. Boredom also occurred during the completion of assignments used to assess modules. Quantitative and qualitative differences between those identified as more prone to boredom than others extended to self-study (fewer hours), attendance (good rather than excellent) and final degree outcome (lower marks and a lower proportion of first and upper second class degree awards). Findings are considered valuable empirically, as well as theoretically, leading to recommendations surrounding boredom mitigation which challenge cultural traditions and pedagogical norms

Leading Mindfully: Two Studies of the Influence of Supervisor Trait Mindfulness on Employee Well-Being and Performance

10.1007/s12671-012-0144-zMindfulness5136-4