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Zzzzzzzz World: The World of Sleep 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs Zzzzzzzz World: The World of Sleep • Brought to you by: – Positively Aging® and M.O.R.E. Curriculum Programs – University of Texas Health Science Center at San Antonio 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs Sleep: What is it? “The natural periodic suspension of consciousness during which the powers of the body are restored.” 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs MedlinePlus Medical Dictionary Sleep: What is it? • Sleep-wake cycle varies in relation to age and gender – Newborns sleep as much as 20 hours/day – Children sleep 8-14 hours/day – Elderly sleep 6.5 hours/day – Women past age 35 sleep more than men 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs Taber’s Cyclopedic Medical Dictionary Edition 19 NREM Sleep 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs (Figure modified with permission from “Ontogenetic Development of Human Sleep-Dream Cycle”, by H.P. Roffwarg, J.N. Muzio, and W.C. Dement, 1966, Science, 152, p. 608. Copyright © 1966 by the AAAS.) Sleep: What is it? • Stages of sleep have been defined in terms of – Depth – EEG (plot of brain wave activity) – Physiologic characteristics – Anatomic level 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs Stedman’s Medical Dictionary 27th Edition Some Measurements Taken During Sleep Studies http://science.education.nih.gov/supplements/nih3/sleep/guide/info-sleep.htm 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs Sleep Stages Modified w/ permission from Dr. Eric Chudler Neuroscience for Kids http://faculty.washington.edu/chudler/sleep.html 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs Physiological Changes During NREM and REM Sleep Physiological Process During NREM During REM Brain activity (Nervous System) Decreases from wakefulness Increases in motor and sensory areas Heart Rate (Circulatory System) Slows from wakefulness Increases and varies compared with NREM Blood Pressure (Circulatory System) Decreases from wakefulness Increases up to 30% & varies from NREM Blood flow to brain (Circulatory System) No change from wakefulness in most regions Increases by 50% - 200%, varies with brain region 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs Physiological Changes During NREM and REM Sleep Physiological Process During NREM During REM Breathing Rate (Respiratory System) Decreases from wakefulness Increases & varies from NREM Breathing Airway resistance (Respiratory System) Increases from wakefulness Increases & varies from wakefulness Body Temperature Lower set point than wakefulness; shivering starts at lower temperature than when awake Not regulated, no shivering or sweating; body temperature drifts toward that of surroundings 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs Physiological Changes During NREM and REM Sleep Physiological Process During NREM Hormone Secretion (Endocrine System) Several sleepdependent hormones released Several sleepdependent hormones released Urine Concentration (Excretory System) Increases from wakefulness Increases from wakefulness Digestive Acid Production (Digestive System) Decreases in normal digestive systems Decreases in normal digestive systems Swallowing (Digestive System) Decreases Decreases 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs During REM Body Temperature During Circadian Sleep/Wake Cycle 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs http://www.antenna.nl/lithium/englishweb/images/cir_temp2.gif WAVE CHARACTERISTICS 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs This work is supported by funding from the following sources: • Science Education Partnership Awards (National Center for Research Resources, National Institute for Dental and Craniofacial Research, National Institute on Aging) – – • • • R25-RR-12369 R25-RR-08549 Minority K-12 Initiative for Teachers and Students Grant R25-HL-075777 (National Heart, Lung, and Blood Institute) MO1-RR-01346 for the Frederic C. Bartter General Clinical Research Center. The Positively Aging© and M.O.R.E. curriculum programs are administered through the Frederic C. Bartter General Clinical Research Center and the Department of Medicine. For further information, please contact Michael Lichtenstein, M.D. at [email protected]. 2004 © University of Texas Health Science Center at San Antonio Positively Aging® & M.O.R.E. Curriculum Programs