Functional design specification for Stowage List And Hardware Tracking System (SLAHTS)

This functional design specification defines the total systems approach to meeting the requirements stated in the Detailed Requirements Document for Stowage List and Hardware Tracking System for the space shuttle program. The stowage list and hardware tracking system is identified at the system and subsystem level with each subsystem defined as a function of the total system

What music makes us feel: At least 13 dimensions organize subjective experiences associated with music across different cultures

What is the nature of the feelings evoked by music? We investigated how people represent the subjective experiences associated with Western and Chinese music and the form in which these representational processes are preserved across different cultural groups. US (n = 1,591) and Chinese (n = 1,258) participants listened to 2,168 music samples and reported on the specific feelings (e.g., “angry,” “dreamy”) or broad affective features (e.g., valence, arousal) that they made individuals feel. Using large-scale statistical tools, we uncovered 13 distinct types of subjective experience associated with music in both cultures. Specific feelings such as “triumphant” were better preserved across the 2 cultures than levels of valence and arousal, contrasting with theoretical claims that valence and arousal are building blocks of subjective experience. This held true even for music selected on the basis of its valence and arousal levels and for traditional Chinese music. Furthermore, the feelings associated with music were found to occupy continuous gradients, contradicting discrete emotion theories. Our findings, visualized within an interactive map (https://www.ocf.berkeley.edu/∼acowen/music.html) reveal a complex, high-dimensional space of subjective experience associated with music in multiple cultures. These findings can inform inquiries ranging from the etiology of affective disorders to the neurological basis of emotion

Is Touch in Romantic Relationships Universally Beneficial for Psychological Well-Being? The Role of Attachment Avoidance.

Affectionate touch is crucial for well-being. However, attachment avoidance is associated with negative attitudes toward touch. We tested two preregistered hypotheses about how attachment avoidance influences the association between touch in romantic couples and psychological well-being. We examined whether greater attachment avoidance is associated with a reduced link between touch and well-being, and/or whether reduced touch mediates the relationship between attachment avoidance and lower well-being. Across three studies, including two dyadic ones, we measured retrospective self-reports (Studies 1 and 2), laboratory observations (Study 2), and daily experiences (Study 3) of touch. Touch and well-being were positively associated, and attachment avoidance was associated with lower well-being and less frequent touch. Touch was associated with greater well-being regardless of level of attachment avoidance, and less frequent touch mediated the negative association between attachment avoidance and well-being in most analyses. This underscores the importance of touch, even for those valuing distance and autonomy

What is the role of emotions in educational leaders’ decision making? Proposing an organizing framework

Purpose: Emotions have a pervasive, predictable, sometimes deleterious but other times instrumental effect on decision making. Yet the influence of emotions on educational leaders’ decision making has been largely underexplored. To optimize educational leaders’ decision making, this article builds on the prevailing data-driven decision-making approach, and proposes an organizing framework of educational leaders’ emotions in decision making by drawing on converging empirical evidence from multiple disciplines (e.g., administrative science, psychology, behavioral economics, cognitive neuroscience, and neuroeconomics) intersecting emotions, decision making, and organizational behavior. Proposed Framework: The proposed organizing framework of educational leaders’ emotions in decision making includes four core propositions: (1) decisions are the outcomes of the interactions between emotions and cognition; (2) at the moment of decision making, emotions have a pervasive, predictable impact on decision making; (3) before making decisions, leaders’ individual differences (e.g., trait affect and power) and organizational contexts (e.g., organizational justice and emotional contagion) have a bearing on leaders’ emotions and decision making; and (4) postdecision behavioral responses trigger more emotions (e.g., regret, guilt, and shame) which, in turn, influence the next cycle of decision-making process. Implications: The proposed framework calls for not only an intensified scholarly inquiry into educational leaders’ emotions and decision making but also an adequate training on emotions in school leadership preparation programs and professional development