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In this episode we discover the the importance and science of sleep

Sleep Science: The Mystery of Dreams and Dreaming

We spend one third of our lives sleeping. But WTF is going on during those hours?! This week, Dr. Gina Poe gives us an A to Zzzz crash course in all things sleep. Dreams, memory, narcolepsy, naps, sleep demons, traveling across time zones, playing video games before bed, how substances like caffeine and alcohol affect our rest-and beyond!Gina Poe is a neuroscientist at UCLA who has worked on the functions of sleep for over 30 years with an independent research laboratory funded by the National Institute of Mental Health for over 20 years. At UCLA she teaches how the brain becomes biased and one can change one's mind through the powerfully plastic state of sleep, winning the UCLA Distinguished Teaching award in 2022 and the US President's 2014 PAESMEM award for mentoring work through the Society for Neuroscience. Dr. Poe counsels on initiatives and funding priorities for the National Institute for Neurological Disorders and Stroke, has authored nearly 200 publications (papers and abstracts), and has appeared on PBS's NOVA and Netflix's The Mind Explained and other television and podcast venues. She and her husband have four children, two grandchildren (with another on the way!), a dog, and a cat.You can follow Dr. Poe on Twitter @doctorpoe, on Instagram @poe.gina, and on LinkedIn at Gina R. Poe.For more information, check out:The National Sleep FoundationDr. Poe's Brain Research Institute siteDr. Poe's Department siteDr. Poe Lab siteDr. Poe's publicationsFollow us on Instagram @CuriousWithJVN to join the conversation. Jonathan is on Instagram @JVN.Transcripts for each episode are available at JonathanVanNess.com.Find books from Getting Curious guests at bookshop.org/shop/curiouswithjvn.Our executive producer is Erica Getto. Our producer is Chris McClure. Our associate producer is Allison Weiss. Our engineer is Nathanael McClure. Production support from Julie Carrillo, Samantha Martinez, and Anne Currie.Our theme music is \"Freak\" by QUIÑ; for more, head to TheQuinCat.com.Curious about bringing your brand to life on the show? Email [email protected] more about your ad choices. Visit podcastchoices.com/adchoices

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In this episode we will be looking at the science of sleep, what sleep is and why sleep is so important, the consequences of sleep deprivation and why dreaming is an important part of sleep, what affects sleep patterns; circadian rhythms and sleep drive. We will also be talking about Dr. William Dement, who died recently and was a leader of sleep science and is known as the 'Father of Sleep Medicine'. Support the show (https://www.buymeacoffee.com/johanncallaghan)

Dan & Carlo discuss some older, lesser-known hidden-gems they watched for the first time last year.

Zach pops an ambien for some R.E.M. with the writer and director of The Science Of Sleep, Michel Gondry

This is a New Zealand classification of The Science Of Sleep . Title The Science Of Sleep Publication number 601477 Application number 60100676 Medium Film 35mm Current decision Unrestricted M Unrestricted: Suitable for mature audiences 16 years of age and over. Descriptive note Offensive language and sexual references Associated documents 46698_18_4_40646.pdf (Register Page) Registration date 2006-07-03 Language Spanish, English, French Country France Classification body Office of Film and Literature Classification (1994–) Submission channel Section 12(1) - Labelling Body Running time At submission: 106:51 At classification: 106:51

We explore the science of sleep...

We explore the science of sleep...

We explore the science of sleep...

From Dewey to the Standards, inquiry has been an increasingly prominent theme in multiple science education reform movements, yet the transition from theory and advocacy to practice and policy has been disappointing. While there is a growing body of research which suggests that student understanding is enhanced by inquiry-based teaching, only recently have studies begun to use experimental designs. This study attempts to answer the following questions: (1) To what extent can differences in student learning between the inquiry-based and commonplace groups be attributed to randomized group assignment?; (2) What differences in achievement by treatment group exist specific to the learning goals of knowledge, reasoning, and argumentation?; and (3) Does student race/ethnicity, gender, or socio-economic status account for variation in posttest scores above and beyond variation accounted for by pretest scores and group assignment? The study participants came from 24 schools from seven districts from across a range of urban, suburban, and rural areas; five of the students attended private schools and two were home-schooled. The authors use the Horizon Research Inc. survey and interview data (Weiss et al., 2003 and Hudson, McMahon & Overstreet, 2002) to define "commonplace teaching", and use The Biological Sciences Curriculum Study (BSCS) 5E instructional model, or the "5Es" (Bybee, 1997) to organize the inquiry-based unit. This study found that students in an inquiry-based classroom reached significantly higher levels of achievement than students experiencing commonplace teaching. The superior effectiveness of the inquiry-based instruction was consistent across a range of learning goals (knowledge, scientific reasoning, and argumentation) and types of measures (dichotomous items, open-response items, and clinical interviews). This study therefore contributes to the growing body of evidence demonstrating the effectiveness of inquiry-based teaching; supports the claims about inquiry in national science education reform documents (e.g. AAAS, 1993, 2000; NRC, 1996, 2000); and refutes the claims made by Kirshner, Sweller & Clark (2006) in response to the findings by Klahr and colleagues (Chen & Klahr, 1999; Klahr & Nigam, 2004). (Contains 2 tables and 2 figures.)

From Dewey to the Standards, inquiry has been an increasingly prominent theme in multiple science education reform movements, yet the transition from theory and advocacy to practice and policy has been disappointing. While there is a growing body of research which suggests that student understanding is enhanced by inquiry-based teaching, only recently have studies begun to use experimental designs. This study attempts to answer the following questions: (1) To what extent can differences in student learning between the inquiry-based and commonplace groups be attributed to randomized group assignment?; (2) What differences in achievement by treatment group exist specific to the learning goals of knowledge, reasoning, and argumentation?; and (3) Does student race/ethnicity, gender, or socio-economic status account for variation in posttest scores above and beyond variation accounted for by pretest scores and group assignment? The study participants came from 24 schools from seven districts from across a range of urban, suburban, and rural areas; five of the students attended private schools and two were home-schooled. The authors use the Horizon Research Inc. survey and interview data (Weiss et al., 2003 and Hudson, McMahon & Overstreet, 2002) to define "commonplace teaching", and use The Biological Sciences Curriculum Study (BSCS) 5E instructional model, or the "5Es" (Bybee, 1997) to organize the inquiry-based unit. This study found that students in an inquiry-based classroom reached significantly higher levels of achievement than students experiencing commonplace teaching. The superior effectiveness of the inquiry-based instruction was consistent across a range of learning goals (knowledge, scientific reasoning, and argumentation) and types of measures (dichotomous items, open-response items, and clinical interviews). This study therefore contributes to the growing body of evidence demonstrating the effectiveness of inquiry-based teaching; supports the claims about inquiry in national science education reform documents (e.g. AAAS, 1993, 2000; NRC, 1996, 2000); and refutes the claims made by Kirshner, Sweller & Clark (2006) in response to the findings by Klahr and colleagues (Chen & Klahr, 1999; Klahr & Nigam, 2004). (Contains 2 tables and 2 figures.)

The independent and foreign film discussion group TalkAboutFilms talks about the film: The Science of Sleep

What is dreaming? Why are dreams so strange and why are they so hard to remember? In this fascinating book, Harvard researcher Allan Hobson offers an intriguing look at our nightly odyssey through the illusory world of dreams. Hobson describes how the theory of dreaming has advanced dramatically over the past fifty years, sparked by the use of EEGs in the 1950s and by recent innovations in brain imaging. We have learned for instance that, in dreaming, some areas of the brain are very active--the visual and auditory centers, for instance--while others are completely shut down, including the centers for self-awareness, logic, and memory. Thus we can have visually vivid dreams, but be utterly unaware that the sequence of events or locales may be bizarre and, quite often, impossible. And because the memory center is inactive, we don't remember the dream at all, unless we wake up while it is in progress. Hobson also shows that modern research has disproved most of Freud's  The Interpretation of Dreams  (as one scientist put it, "Freud was 50% right and 100% wrong"), but we have gained new insight into the nature of mental illness. The book also discusses dream disorders (nightmares, night terrors, sleep walking), the possible link between dreaming and the regulation of body temperature, the effects of sleep deprivation, and much more. With special boxed features that highlight intriguing questions--Do we dream in color? (yes), Do animals dream? (probably), Do men and women dream differently? (no)-- Dreaming  offers a cutting-edge account of the most mysterious area of our mental life.

What is dreaming? Why are dreams so strange and why are they so hard to remember? In this fascinating book, Harvard researcher Allan Hobson offers an intriguing look at our nightly odyssey through the illusory world of dreams. Hobson describes how the theory of dreaming has advanced dramatically over the past fifty years, sparked by the use of EEGs in the 1950s and by recent innovations in brain imaging. We have learned for instance that, in dreaming, some areas of the brain are very active--the visual and auditory centers, for instance--while others are completely shut down, including the centers for self-awareness, logic, and memory. Thus we can have visually vivid dreams, but be utterly unaware that the sequence of events or locales may be bizarre and, quite often, impossible. And because the memory center is inactive, we don't remember the dream at all, unless we wake up while it is in progress. Hobson also shows that modern research has disproved most of Freud's  The Interpretation of Dreams  (as one scientist put it, "Freud was 50% right and 100% wrong"), but we have gained new insight into the nature of mental illness. The book also discusses dream disorders (nightmares, night terrors, sleep walking), the possible link between dreaming and the regulation of body temperature, the effects of sleep deprivation, and much more. With special boxed features that highlight intriguing questions--Do we dream in color? (yes), Do animals dream? (probably), Do men and women dream differently? (no)-- Dreaming  offers a cutting-edge account of the most mysterious area of our mental life.

What is dreaming? Why are dreams so strange and why are they so hard to remember? In this fascinating book, Harvard researcher Allan Hobson offers an intriguing look at our nightly odyssey through the illusory world of dreams. Hobson describes how the theory of dreaming has advanced dramatically over the past fifty years, sparked by the use of EEGs in the 1950s and by recent innovations in brain imaging. We have learned for instance that, in dreaming, some areas of the brain are very active--the visual and auditory centers, for instance--while others are completely shut down, including the centers for self-awareness, logic, and memory. Thus we can have visually vivid dreams, but be utterly unaware that the sequence of events or locales may be bizarre and, quite often, impossible. And because the memory center is inactive, we don't remember the dream at all, unless we wake up while it is in progress. Hobson also shows that modern research has disproved most of Freud's  The Interpretation of Dreams  (as one scientist put it, "Freud was 50% right and 100% wrong"), but we have gained new insight into the nature of mental illness. The book also discusses dream disorders (nightmares, night terrors, sleep walking), the possible link between dreaming and the regulation of body temperature, the effects of sleep deprivation, and much more. With special boxed features that highlight intriguing questions--Do we dream in color? (yes), Do animals dream? (probably), Do men and women dream differently? (no)-- Dreaming  offers a cutting-edge account of the most mysterious area of our mental life.

What is dreaming? Why are dreams so strange and why are they so hard to remember? In this fascinating book, Harvard researcher Allan Hobson offers an intriguing look at our nightly odyssey through the illusory world of dreams. Hobson describes how the theory of dreaming has advanced dramatically over the past fifty years, sparked by the use of EEGs in the 1950s and by recent innovations in brain imaging. We have learned for instance that, in dreaming, some areas of the brain are very active--the visual and auditory centers, for instance--while others are completely shut down, including the centers for self-awareness, logic, and memory. Thus we can have visually vivid dreams, but be utterly unaware that the sequence of events or locales may be bizarre and, quite often, impossible. And because the memory center is inactive, we don't remember the dream at all, unless we wake up while it is in progress. Hobson also shows that modern research has disproved most of Freud's  The Interpretation of Dreams  (as one scientist put it, "Freud was 50% right and 100% wrong"), but we have gained new insight into the nature of mental illness. The book also discusses dream disorders (nightmares, night terrors, sleep walking), the possible link between dreaming and the regulation of body temperature, the effects of sleep deprivation, and much more. With special boxed features that highlight intriguing questions--Do we dream in color? (yes), Do animals dream? (probably), Do men and women dream differently? (no)-- Dreaming  offers a cutting-edge account of the most mysterious area of our mental life.

What is dreaming? Why are dreams so strange and why are they so hard to remember? In this fascinating book, Harvard researcher Allan Hobson offers an intriguing look at our nightly odyssey through the illusory world of dreams. Hobson describes how the theory of dreaming has advanced dramatically over the past fifty years, sparked by the use of EEGs in the 1950s and by recent innovations in brain imaging. We have learned for instance that, in dreaming, some areas of the brain are very active--the visual and auditory centers, for instance--while others are completely shut down, including the centers for self-awareness, logic, and memory. Thus we can have visually vivid dreams, but be utterly unaware that the sequence of events or locales may be bizarre and, quite often, impossible. And because the memory center is inactive, we don't remember the dream at all, unless we wake up while it is in progress. Hobson also shows that modern research has disproved most of Freud's  The Interpretation of Dreams  (as one scientist put it, "Freud was 50% right and 100% wrong"), but we have gained new insight into the nature of mental illness. The book also discusses dream disorders (nightmares, night terrors, sleep walking), the possible link between dreaming and the regulation of body temperature, the effects of sleep deprivation, and much more. With special boxed features that highlight intriguing questions--Do we dream in color? (yes), Do animals dream? (probably), Do men and women dream differently? (no)-- Dreaming  offers a cutting-edge account of the most mysterious area of our mental life.

A tour of the often odd, sometimes disturbing, and always fascinating things that go on in the peculiar world of sleep. You'll never look at your pillow the same way again.

A tour of the often odd, sometimes disturbing, and always fascinating things that go on in the peculiar world of sleep. You'll never look at your pillow the same way again.

A tour of the often odd, sometimes disturbing, and always fascinating things that go on in the peculiar world of sleep. You'll never look at your pillow the same way again.

Includes bibliographical references (p. 261-267) and index

Includes bibliographical references (p. 261-267) and index

Includes bibliographical references (p. 261-267) and index

Includes bibliographical references (p. 261-267) and index

Includes bibliographical references (p. 261-267) and index

Perma.cc archive of https://www.hopkinsmedicine.org/health/wellness-and-prevention/the-science-of-sleep-understanding-what-happens-when-you-sleep created on 2022-03-20 13:59:58.544531+00:00.

Matthew Walker Teaches the Science of Better Sleep

Matthew Walker Teaches the Science of Better Sleep

The Science Of Sleep 2006

The Science Of Sleep 2006