Getting Too Little Sleep Can Impair Body and Brain, and Could Even Be

Total Page:16

File Type:pdf, Size:1020Kb

Getting Too Little Sleep Can Impair Body and Brain, and Could Even Be SCIENCE OF SLUMBER | DYING TO SLEEP Dying to sleep Getting too little sleep can impair body and brain, and could even be deadly By Tina Hesman Saey or many people, days just don’t night may cause long-term — maybe even a driving simulator with electrodes taped seem long enough. In order to permanent — changes in the brain, some to her head. She pushes the accelerator so F cram everything into one 24-hour of which may predispose people to men- that her virtual car buzzes along at just period, something has to give. Judging by tal disorders such as depression. over 60 miles per hour on a dark road many surveys of Americans, it’s sleep. Just one night of short sleep has been illuminated only by her headlights. White Sleep is regarded by some as unpro- shown to increase levels of inflammatory poles flash by. Suddenly, around a bend, ductive, wasteful downtime. People who chemicals in the blood (SN: 10/11/08, the back of a large cargo truck looms in the would rather hit the hay than the dance p. 14) and increase hunger-promoting darkness. Heather quickly brakes to avoid floor are told that only losers snooze and hormones. A week of getting just two colliding with the slow-moving truck. that they can sleep when they’re dead. hours less sleep per night than usual But new data about sleep’s benefits changed the way people in one study Drowsy driving More than one-third of U.S. suggest that losing sleep might speed responded to glucose, mirroring a change drivers have fallen asleep behind the wheel. While most of those surveyed were startled up death’s arrival. Recent research also seen in people who develop diabetes. awake, some crashed. shows that people who don’t snooze And lack of sleep can also have immedi- Percentage of people who have nodded off enough face a higher risk of losing their ate injurious or fatal consequences: The while driving, by age health than those who regularly get a National Highway Transportation Safety 37% 40% 41% 42% good night’s sleep. Administration estimates that drowsy- 30% “What is certain is that we can’t do driving crashes result in about 40,000 18% without sleep,” says Peter Meerlo, a nonfatal injuries and 1,550 deaths each neuroscientist at the University of year, probably a conservative estimate. Total 16–20 21–29 30–45 46–64 65+ Groningen in the Netherlands. Now, scientists are trying to understand Some of the consequences of lost sleep not only how sleep deprivation affects Hours slept the night before driving drowsy are immediate, obvious and unpleasant, driving performance, but also why one ≤ 4 hrs such as a toddler’s crabbiness after miss- sleepy person might drive fine while ing a nap. Older children and adults get another becomes a road menace. 24% ≥ 8 hrs 17% irritable when tired, too. Sleepy students 5 hrs 16% don’t learn or perform as well as their Too tired to function 17% well-rested peers (SN: 09/09/06, p. 174). Nodding off behind the wheel is a com- 26% 7 hrs And nodding off at work probably won’t mon occurrence in David Dinges’ lab at 6 hrs help anyone get a promotion. the University of Pennsylvania School of Other penalties for staying up too late Medicine in Philadelphia. Outcome of nodding off while driving can be far more serious, even deadly. Dinges and his colleagues limit volun- Studies have linked chronic sleep loss to teers’ time in bed to four hours a night for Ran off the road 10% obesity (SN: 11/17/07, p. 318; SN: 4/1/06, five nights, then let the volunteers sleep Crossed centerline 19% p. 195), heart disease, high blood pressure, up to 10 hours for two days. The aim of Wandered out of lane 33% diabetes (SN: 1/3/09, p. 5; SN: 1/19/08, the experiments is to learn more about Got in a crash 2% p. 46) and shorter lives (SN: 2/8/03, how the brain responds to the kind of Was honked at 6% p. 85) in people and laboratory animals. chronic sleep deprivation people expe- And now, a new study links sleep loss rience in real life, and to find out how Startled awake 92% in mice to Alzheimer’s disease plaques much sleep is needed to repay the debt. Other 9% (SN: 10/24/09, p. 11). And some evidence In the dimly lit laboratory, a volunteer SOURCE: 2002 SURVEY OF DISTRACTED AND DROWSY DRIVING/ suggests that stinting on sleep night after named Heather sits behind the wheel of NATIONAL HIGHWAY TRAFFIC SAFETY ADMINISTRATION TOMMY LEONARDI PAGE: FACING 28 | SCIENCE NEWS | October 24, 2009 www.sciencenews.org Sleepy volunteers put pedal to the metal in a University of Pennsylvania driving simulator. Lab technician Christopher Jones demon- strates: electrodes on his head register brain waves on an EEG and the simulator measures his driving performance. SCIENCE OF SLUMBER | DYING TO SLEEP For each of the past four nights, Heather crashes and near-crashes recorded in a willingly deprive themselves of sleep, has gotten just four hours of sleep. “My study by researchers at Virginia Tech in says Eve Van Cauter, a sleep researcher limbs feel heavy,” she reports. She isn’t Blacksburg. The team fitted 100 cars with at the University of Chicago. “You can- used to this curtailed sleep schedule. cameras and sensors and then recorded not put a rat in front of the television, “I never stay up all night,” she says. “I drivers’ actions for about a year. A drowsy give him the remote and tell him, ‘you always get my sleep.” She is forgoing driver was four to six times more likely to have to stay awake,’ ” she says. shut-eye for a study of genetic differ- have a crash or near-crash. In contrast, People think that they are just too busy ences that may affect people’s responses reading, putting on makeup and dialing to bother with sleep. “We are ignoring that to sleep deprivation. a cell phone increased crash risks three- sleep, like exercise and proper feeding, is The electrodes on Heather’s head fold, the researchers found. crucial for health,” Van Cauter says. are monitoring her brain waves and No one could have predicted Heath- Those respondents who slept less than eye movements so that researchers er’s and James’ individual responses to six hours a night were also less likely than can detect even brief bouts of sleep. sleep deprivation, Dinges says. In his people who slept eight hours or more to But despite feeling tired, “a little light- studies, he has found that some people say that they work well and efficiently, headed and dizzy,” Heather hasn’t nod- fall apart after missing just a few hours eat healthy diets, engage in leisure activi- ded off when she’s not supposed to, and of sleep. Others, like James, show a slow, ties, exercise or have sex. Short-sleepers her performance on the driving simula- steady decline in their ability to remain also were more likely to smoke, drink tor and other tests hasn’t deteriorated vigilant and sharp on tests as their sleep caffeinated beverages and eat high-sugar from her well-rested showing. is cut short over the course of five days. or high-carbohydrate foods. The tests in Dinges’ lab have shown Then there are the people Dinges refers An analysis of several population just how severely most people’s perfor- to as “type 1s,” like Heather. Those peo- studies worldwide showed that children mance of daily activities can deteriorate ple’s performance on a variety of atten- who sleep less than 10 hours a night are with sleep loss. But Heather may be one tion and response-time tests doesn’t nearly twice as likely to be obese com- of a few rare people whose brains don’t change with five days of restricted pared with children who slept more than become mush when deprived of sleep. By sleep. “People are walking around with 10 hours. The study, published last year figuring out which genes keep Heather’s grossly different brain activity profiles,” in Sleep, also showed that short-sleeping brain functioning despite so little sleep, Dinges says. adults (those who got less than five hours researchers may be able to develop drugs of sleep per night) were more likely to be that affect those genes and help ordinary How much is enough obese, with body mass index increasing people resist making sleepy mistakes. No magic number exists for the amount with each hour of lost sleep. James, an architecture student, rou- of sleep people need each night. The Some data suggest that people who tinely pulls all-nighters, especially at the “normal” range includes as little as six sleep far more than average are also at end of a semester. He expected to feel hours (SN: 9/12/09, p. 11) and as much risk for health problems. Both short- and horrible after missing out on four hours as 10 hours of sleep per night, depend- long-sleepers were more likely to have of sleep each night for several days. “I ing on the person. But studies of various symptoms of “the metabolic syndrome,” thought I was going to be like a zombie, diseases show that sleeping about seven a cluster of conditions — including high not able to process things and short- to eight hours each night carries the least blood pressure, high cholesterol levels tempered,” he says.
Recommended publications
  • Excesss Karaoke Master by Artist
    XS Master by ARTIST Artist Song Title Artist Song Title (hed) Planet Earth Bartender TOOTIMETOOTIMETOOTIM ? & The Mysterians 96 Tears E 10 Years Beautiful UGH! Wasteland 1999 Man United Squad Lift It High (All About 10,000 Maniacs Candy Everybody Wants Belief) More Than This 2 Chainz Bigger Than You (feat. Drake & Quavo) [clean] Trouble Me I'm Different 100 Proof Aged In Soul Somebody's Been Sleeping I'm Different (explicit) 10cc Donna 2 Chainz & Chris Brown Countdown Dreadlock Holiday 2 Chainz & Kendrick Fuckin' Problems I'm Mandy Fly Me Lamar I'm Not In Love 2 Chainz & Pharrell Feds Watching (explicit) Rubber Bullets 2 Chainz feat Drake No Lie (explicit) Things We Do For Love, 2 Chainz feat Kanye West Birthday Song (explicit) The 2 Evisa Oh La La La Wall Street Shuffle 2 Live Crew Do Wah Diddy Diddy 112 Dance With Me Me So Horny It's Over Now We Want Some Pussy Peaches & Cream 2 Pac California Love U Already Know Changes 112 feat Mase Puff Daddy Only You & Notorious B.I.G. Dear Mama 12 Gauge Dunkie Butt I Get Around 12 Stones We Are One Thugz Mansion 1910 Fruitgum Co. Simon Says Until The End Of Time 1975, The Chocolate 2 Pistols & Ray J You Know Me City, The 2 Pistols & T-Pain & Tay She Got It Dizm Girls (clean) 2 Unlimited No Limits If You're Too Shy (Let Me Know) 20 Fingers Short Dick Man If You're Too Shy (Let Me 21 Savage & Offset &Metro Ghostface Killers Know) Boomin & Travis Scott It's Not Living (If It's Not 21st Century Girls 21st Century Girls With You 2am Club Too Fucked Up To Call It's Not Living (If It's Not 2AM Club Not
    [Show full text]
  • The Knowledge-Knower Structures Used in the Assessment of Graphic Design Practical Work in a Multi-Campus Context
    The knowledge-knower structures used in the assessment of graphic design practical work in a multi-campus context. A thesis submitted in fulfilment of the requirements for the degree of DOCTOR OF PHILOSOPHY of RHODES UNIVERSITY by SUSAN LOUISE GILOI November 2015 Abstract This case study explicates the knowledge-knower structures that are valued in the assessment of Graphic Design (GD) practical work in a multi-campus Private Higher Education (PHE) context. Assessment, which provides the measure for student success and progression, plays a significant role in Higher Education (HE). It is acknowledged that, in addition to increased pressure on educators to deliver high pass and throughput rates, there is often scrutiny of their assessment practice to ensure that it is fair, reliable, valid and transparent. The aspects of reliability and validity are particularly significant in for-profit private higher education institutions, where a strong focus on efficiency may result in added scrutiny of assessment practices. Although the assessment of GD practical work exemplifies these pressures and objectives, its characteristics and practices set it apart from many of the more standard forms of assessment found in HE. Not only is GD practical work predominantly visual rather than text-based, but complex achievements and tacit knowledge are assessed. This form of assessment traditionally relies on panel or group marking by connoisseurs who consider what is commonly termed ‘person’, ‘process’ and ‘product’ when making value judgements. Therefore, in GD assessment knowledge, the design product, the graphic designer and what the graphic designer does may all be valued. GD assessment, where outcomes are not easily stated, relies on the tacit expertise of assessors and can often be perceived to be subjective and unreliable.
    [Show full text]
  • As Schoolwork and the Need for Socializing Pile Up, Students Find Themselves Pushing One of the Most Important Activities out of Their Schedules — Sleep
    February 2, 2021 The Octagon 6 Centerpoint 7 TIME IS OF THE As schoolwork and the need for socializing pile up, students find themselves pushing one of the most important activities out of their schedules — sleep. BY ARIJIT TRIVEDI & ETHAN MONASA Anxiety symptoms ucator Pat Reynolds said it’s counterpro- ends and a nap in the evening after his soc- “To hang out with your friends or do “I lay down to go to sleep. It’s 12, and Depressed mood ductive. cer practices. In total, he said he gets nine anything social, you’re basically online,” then I turn around and it’s five in the usually wake up around 10 min- Alcohol use “People who stay up all night and study to 10 hours spaced throughout the day. Boersma said. morning, and I have to get up,” Fesai said. utes before class.” and then don’t get any sleep are not going Fragmented sleep phases often result in He added that he spends a significant “There would be nights where I wouldn’t That’s junior Dylan Margolis. to be able to access what they’ve been try- unrestfulness because the body is usually amount of his free time interacting with sleep at all.” It’s 8:10 a.m. He opens his eyes School and studying ing to learn because it hasn’t gone from not getting the REM sleep it needs, Dha- his friends, more so during senior year than On average, Fesai goes to bed around “Ito the sound of his phone playing “By the short term to longer term memory,” she wan said.
    [Show full text]
  • Getting Started a Guide for Your Apple Mobile Learning Lab Contents
    Getting Started A guide for your Apple Mobile Learning Lab Contents Introduction 1 Setting Up and Working with Your Mobile Lab 3 Setting Up Your Mobile Lab 3 Daily Setup 6 Sharing the Mobile Lab 9 Creating and Managing User Accounts 9 Installing Software 11 Sharing and Storing Files 14 Apple Remote Desktop: Managing Student Computers from One Computer 15 Using Parental Controls to Provide Extra Security 16 Maintaining Your Mobile Lab 17 Using the Tools That Come with Your Mobile Lab 20 Using iChat AV to Communicate and Collaborate with Video, Audio, and Text 20 Having Instant Access to Information with Widgets 22 Finding Files in a Flash with Spotlight 23 Crunching Numbers with Calculator and Grapher 24 Browsing the Internet with Safari 25 Staying Up to Date with iCal 27 Producing Digital Media Projects with iLife 28 Creating Digital Stories with iMovie 29 Creating Digital Music and Recording Audio with GarageBand 30 Organizing, Editing, and Sharing Digital Photos with iPhoto 32 Building Websites with Photos, Movies, Podcasts, and Text with iWeb 34 Organizing and Playing Music and Audio with iTunes 36 Reaching All Learners with Built-in Accessibility Features 37 Communicating via Email with Mail 38 Supporting Writing with Dictionary and TextEdit 39 Getting Started: A guide for your Apple Mobile Learning Lab II Contents More Tools to Use with Your Mobile Lab 40 Increasing Student Achievement with the Apple Digital Learning Series 40 Using the iPod as a Portable Learning Tool 44 Creating, Presenting, and Publishing Work with iWork 45 Additional Resources 47 Apple Learning Interchange 47 Apple Education 47 Apple Professional Development 48 Apple Support 48 Mobile Lab Teacher Sign-Up Sheet 49 Mobile Lab Student Checkout Sheet 50 Mobile Lab Teacher Checkout Sheet 51 © 2007 Apple Inc.
    [Show full text]
  • Winter2011.Pdf
    WINTER 2011 FARMERS’ MARKETS | FOOD TRUCKS | THE PEARL | INTRAMURALS | MISS VAMP www.leeward.hawaii.edu/kamanao 1 PART-TIME PAYCHECK. FULL-TIME PRESTIGE. 2 KA MANA‘O www.leeward.hawaii.edu/kamanao 3 INSIDE 6- Learning Commons 26- Meals on wheels New look coming to Leeward Eating out at food trucks 8- Help is here 29- The Cleanse Psychologist on campus Drink is more than a diet 9- Tuition increase 30- Recipes Prices going up in UH system Easy dishes to whip up 10- Intramural sports 32- FITTED Students take to the court Latest trends for men 12- Queen of the night 38- Netflix Pageant for vampires Film picks 14- 40 years later 40- Student Showcase Journey continues for Kaneshiro Artwork, photography, poetry 15- Campus Voices 46- Travel What’s your favorite food? Sights from California 16- The Pearl 49- Touch this Five-star dining from students Apps are a tap away 20- Farmers’ markets 50- Puzzles Fresh finds and grinds Sudoku, word puzzles 4 KA MANA‘O OUTSIDE KA MANA’O STAFF Dragon fruits are grown Graphic Designers in Hawaii, Asia, South Maisha Abbott, Joel Gaspar, Jadine Hirchag, and Central America. Jasmine Hirchag, Irene Ilalio, Audrey Mayfield A type of cactus, the inside flesh has the taste Writers and texture similar of Keo Akina, Amanda Barr, Elizabeth Daligdig, pear and kiwi — photo Suzette Farnum, Leimaile Guerrero, Valerie Mako, by Leimaile Guerrero Andrew Outwater, Dwight Relente, Chloe Richie, Sazza Self, Missy Trippett Photographers Ka Mana’o is the student publication of Leeward Com- Carlo Cayetano, Chelsey Dale, Brandon Hicks, munity College.
    [Show full text]
  • Guns N' Roses Entity Partnership Citizenship California Composed Of: W
    Trademark Trial and Appeal Board Electronic Filing System. http://estta.uspto.gov ESTTA Tracking number: ESTTA966168 Filing date: 04/10/2019 IN THE UNITED STATES PATENT AND TRADEMARK OFFICE BEFORE THE TRADEMARK TRIAL AND APPEAL BOARD Notice of Opposition Notice is hereby given that the following party opposes registration of the indicated application. Opposer Information Name Guns N' Roses Entity Partnership Citizenship California Composed Of: W. Axl Rose Saul Hudson Michael "Duff" McKagan Address c/o LL Management Group West, LLC 5950 Canoga Ave., Ste. 510 Woodland Hills, CA 91367 UNITED STATES Attorney informa- Jill M. Pietrini Esq. tion Sheppard Mullin Richter & Hampton LLP 1901 Avenue of the Stars, Suite 1600 Los Angeles, CA 90067 UNITED STATES [email protected], [email protected], [email protected], [email protected], MDan- [email protected], [email protected], RLHud- [email protected] 310-228-3700 Applicant Information Application No 87947921 Publication date 03/12/2019 Opposition Filing 04/10/2019 Opposition Peri- 04/11/2019 Date od Ends Applicant ALDI Inc. 1200 N. Kirk Road Batavia, IL 60510 UNITED STATES Goods/Services Affected by Opposition Class 029. First Use: 0 First Use In Commerce: 0 All goods and services in the class are opposed, namely: cheese, namely, cheddar cheese Grounds for Opposition Priority and likelihood of confusion Trademark Act Section 2(d) False suggestion of a connection with persons, Trademark Act Section 2(a) living or dead, institutions, beliefs, or national symbols, or brings them into contempt, or disrep- ute Mark Cited by Opposer as Basis for Opposition U.S. Application/ Registra- NONE Application Date NONE tion No.
    [Show full text]
  • The Meanings of Sleep Among College Students
    University of Central Florida STARS HIM 1990-2015 2013 Sleeping, napping and staying up: the meanings of sleep among college students Natasha Tate University of Central Florida Part of the Anthropology Commons Find similar works at: https://stars.library.ucf.edu/honorstheses1990-2015 University of Central Florida Libraries http://library.ucf.edu This Open Access is brought to you for free and open access by STARS. It has been accepted for inclusion in HIM 1990-2015 by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation Tate, Natasha, "Sleeping, napping and staying up: the meanings of sleep among college students" (2013). HIM 1990-2015. 1470. https://stars.library.ucf.edu/honorstheses1990-2015/1470 SLEEPING, NAPPING AND STAYING UP: THE MEANINGS OF SLEEP AMONG COLLEGE STUDENTS by NATASHA L. TATE A thesis submitted in partial fulfillment of the requirements for the Honors in the Major Program in Anthropology in the College of Sciences and in The Burnett Honors College at the University of Central Florida Orlando, Florida Spring 2013 Thesis Chair: Dr. Joanna Mishtal Abstract Throughout public discourse, sleep, despite being a physiological function and an important facet of an individual’s health, is frequently utilized as a rhetorical device to comment on an individual’s productivity within society. As Antje Richter (2003:34) explains, to consider someone early to rise yet late to bed is less a comment on their sleeping behavior and more an assessment of their dedication to their business. Too often productivity is conveyed as existing in the absence of sleep, an idea that has contributed to the association of sleep with laziness (Yi 2003:60) and a general misuse of time (Richter 2003:36).
    [Show full text]
  • Participation, Recognition and Creativity As Resources for Growing up Across Cultures
    Playing our way: Participation, recognition and creativity as resources for growing up across cultures Hildegunn Marie Tønnessen Seip University of Oslo, Ansgar University College and ABUP/Sørlandet Hospital Dissertation presented for the degree of Philosophiae Doctor (PhD) 2020 Department of Psychology Faculty of Social Sciences University of Oslo © Hildegunn Marie Tønnessen Seip, 2020 Series of dissertations submitted to the Faculty of Social Sciences, University of Oslo No. 809 ISSN 1564-3991 All rights reserved. No part of this publication may be reproduced or transmitted, in any form or by any means, without permission. Cover: Hanne Baadsgaard Utigard. Cover photo: Lars Verket Print production: Reprosentralen, University of Oslo. Prelude: Puzzles and potential Where did this story begin? Was it when my grandparents brought me gifts from Jamaica and Nairobi after traveling to UN conferences, and I as a child felt the excitement of being part of a big and colorful world? Was it when I admired my other grandfather’s treasures from his migrant years in New York in the early 20th century? Was it when I lived in Mexico or California or Greece, or when I returned home to Norway with my own multilingual children? Whenever it began, I followed my curiosity, and it got me moving. That sense of wonder in encounters with people who had lived different lives from me, as I understood that we therefore saw and moved through the world differently. The ways I learned from and grew in those encounters. The richness of finding different perspectives interacting and unfolding, even in one and the same person – like melodies and rhythms from different musical traditions playing together, blending into something rooted, but also new.
    [Show full text]
  • The Effect of Sleep Deprivation on Information Processing and on the Cortical System
    The effect of sleep deprivation on information processing and on the cortical system Investigating functional connectivity and cognitive control Anikó Kusztor Master of Philosophy in Psychology Cognitive Neuroscience UNIVERSITY OF OSLO May 2017 I II The effect of sleep deprivation on information processing and on the cortical system: Investigating functional connectivity and cognitive control Anikó Kusztor Master of Philosophy in Psychology Cognitive Neuroscience Department of Psychology University of Oslo May 2017 III © Anikó Kusztor 2017 The effect of sleep deprivation on information processing and on the cortical system: Investigating functional connectivity and cognitive control Author: Anikó Kusztor Supervisor: Liisa Raud Co-supervisor: Johan Frederik Storm http://www.duo.uio.no/ IV Acknowledgments First and foremost, I would like to thank Liisa Raud for the infinite amount of help and feedback she has provided during the course of the year. Without your supervision, this thesis would not exist. More importantly, you have provided a framework for high quality work and a professional attitude that has been very inspiring. I aim to produce my future work at the standard that you have set. I feel exceptionally grateful to have been able to learn from you. I would also like to thank Nadine Farnes, Bjørn Erik Juel, Andre Sevenius Nilsen and Benjamin Thürer for helping me during the data collection, giving me feedback on my thesis and being truly motivated and exceptional scientists. I had the best time working with you. I would like to thank Johan Frederik Storm for giving me the opportunity to work in his research group and for supporting the whole project with curiosity and enthusiasm.
    [Show full text]
  • Way Cool Apptivities in Educational Settings
    2012 UNIVERSITY OF COLORADO, WAY COOL ³$PP´TIVITIES IN ANSCHUTZ EDUCATION MEDICAL CAMPUS Maureen Melonis, M.N.S., CCC-SLP | Assistive Technology Partners Assistive Technology Partners, 303-315-1280 [email protected] Way-&RRO³$SS´WLYLWLHVIRU(GXFDWLRQDO6HWWLQJV Table of Contents General Introductory Information««««««««««««««««««««««««« Resources on Finding & Evaluating Apps««««««««««««««««««««« General information«««««««««««««««««««««««««««««« Document sharing and storage«««««««««««««««««««««««««« Time Management & Teacher/Administrative Resources««««««««««««««« Math««««««««««««««««««««««««««««««««««««.9 0XVLF«««««««««««««««««««««««««««««««««««1 Reading««...«««««««««««««««««««««««««««««««12 Writing««..««««««««««««««««««««««««««««««««7 General Writing«««««««««««««««««««««««««««7 Word Prediction«««««««««««««««««««««««««««9 Text to speech««««««««««««««««««««««««««««20 Speech to Text Voice Recognition Apps««««««««««««««««««20 Mind Mapping (organizing thoughts for writing) «««««««««««««««22 Art««««««««««««««««««««««««««««««.«««««23 Science««««««««««««««««««««««««««««.«««««24 Social Studies«««««««««««««««««««««««««««««««7 Communication«««««««««««««««««««««««««««««««8 Speech Production/Articulation««««««««««««««««««««««8 Language««««««««««««««««««««««««««««««30 AAC««««««««««««««««««««««««««««««««33 Sign Language«««««««««««««««««««««««««««.««««39 Texting««««««««««««««««««««««««««««««.«««40 2FFXSDWLRQDO7KHUDS\«««««««««««««««««««««««««««««40 Schedules«««««««««««««««««««««««««««««««««41 Switch Use«««««««««««««««««««««««««««««.«««42 Vision«««««««««««««««««««««««««««««««.««43
    [Show full text]
  • Sound - Space - Body Reflections on Artistic Practice
    Sound - Space - Body Reflections on Artistic Practice Trond Lossius Bergen National Academy of the Arts Submitted in partial fulfillment for Research Fellowship in the Arts February 8, 2007 Contents 1 Aknowledgements 3 2 Introduction 5 2.1 Background . 5 2.2 Methods . 6 2.2.1 Contextualization . 6 2.2.2 Artistic Practice . 6 2.2.3 Art as code . 8 2.3 Results . 9 2.4 Discussion . 9 3 Sound and Space 11 3.1 Introduction . 11 3.1.1 Coordinate System Conventions . 12 3.1.2 Technical Equipment . 12 3.2 Acoustics and Psychoacoustics . 13 3.2.1 Psychoacoustics and Spatial Sound Perception . 13 3.2.2 Acoustics . 20 3.3 Spatialisation Techniques . 22 3.3.1 Stereo . 22 3.3.2 ITU 5:1 Surround Sound . 26 3.3.3 Vector-Based Amplitude Panning . 28 3.3.4 Ambisonics . 33 3.3.5 Wave field Synthesis . 40 3.3.6 Distance-Based Amplitude Panning . 43 3.3.7 The Ircam Spat Library and Binaural Sound . 49 3.3.8 Loudspeakers as Direct Sources of Sound . 52 3.3.9 Distant Voices . 53 3.4 A Space for Sound . 54 3.5 Data Space . 61 4 Issues of the Performative 64 4.1 Introduction . 64 4.2 Performative Issues in Installation Contexts . 65 4.2.1 Music as Process, Music as Weather . 65 4.2.2 The Memory of a Gold Fish . 71 4.2.3 Installations with Sound of Their Own Making . 79 4.2.4 A Shared Space . 98 1 CONTENTS 2 4.3 Performative Issues in Live Art .
    [Show full text]
  • Getting Started a Guide for Your Apple Macbook Learning Lab Contents
    Getting Started A guide for your Apple MacBook Learning Lab Contents Introduction 4 Setting Up and Working with Your Apple MacBook Learning Lab 6 Setting Up Your Apple MacBook Learning Lab 6 Daily Setup 9 Sharing the Lab 12 Creating and Managing User Accounts 12 Installing Software 14 Sharing and Storing Files 16 Apple Remote Desktop: Managing Student Computers from One Computer 17 Using Parental Controls to Provide Extra Security 18 Maintaining Your Apple MacBook Learning Lab 19 Using the Tools That Come with Your Apple MacBook Learning Lab 22 Using iChat to Communicate and Collaborate 22 Having Instant Access to Information with Widgets 24 Finding Files in a Flash with Spotlight 25 Crunching Numbers with Calculator and Grapher 26 Browsing the Internet with Safari 27 Staying Up to Date with iCal 28 Producing Digital Media Projects with iLife 29 Creating Digital Stories with iMovie 30 Creating Digital Music and Podcasts with GarageBand 31 Organizing, Editing, and Sharing Digital Photos with iPhoto 32 Building Websites and Blogs with iWeb 33 Organizing and Playing Music and Audio with iTunes 34 Reaching All Learners with Built-in Accessibility Features 35 Communicating via Email with Mail 36 Supporting Writing with Dictionary and TextEdit 37 Getting Started: A guide for your Apple MacBook Learning Lab Contents 3 More Tools to Use with Your Apple MacBook Learning Lab 38 Enhancing Student Learning with K-12 Curriculum Collections 38 Using iPod as a Mobile Learning Tool 39 Creating, Presenting, and Publishing Work with iWork 40 Additional Resources 41 Apple Learning Interchange 41 Apple Websites 41 Apple Professional Development 42 Apple Support 42 Apple MacBook Learning Lab Teacher Sign-Up Sheet 43 Apple MacBook Learning Lab Student Checkout Sheet 44 Apple MacBook Learning Lab Teacher Checkout Sheet 45 © 2009 Apple Inc.
    [Show full text]