 I'm going to spend a few minutes together today and we're going to talk about things related to health. Now, I'm an assistant professor in the dance department, and I teach dance science. I teach dancers who are artists about anatomy, about how their body works, about how movement happens. And it's quite fun really because I'm a scientist in the middle of the arts. It's a lot of fun. There are not very many professors that get to put a foot in both those places, so I quite enjoy it. I'm also the director of something called the Shape Lab. And some or maybe all of you, I don't know after we're done here, we're going to go up to the Shape Lab. Have a tour, look at some of the stuff there. We're going to show you how to do actually a research experiment. And I have some interesting time there, but Shape stands for Science and Health in Artistic Performance. And so the Shape Lab is just in the next building over. Our building called Cal IT. So my lab is in there on the third floor, so that's the other part of what I do. This is a research university. People have probably been starting to tell you that. And so when you come to a university that's a research university, that means, first of all, good place to be. A lot of smart people running around. A lot of opportunities for you. But it also means that in addition to sitting there learning, you're also participating in your own learning. You're actually doing things. You have an entire faculty that are all doing research. I think I do the most interesting research on the whole campus, right? But every faculty thinks that. So you just have to find out which faculty is doing the interesting thing to you. And latch on. Find out what they're about. You'll find out through today. You may have found out already a little bit what you've been here and find out through today. And find out once you actually come on campus to get up and run in that we're not the big bad wolves. We actually like students. We like being around students. We want to talk to students. We want you to be with us. You'll see one of my graduate students will be with us up in the lab. But if you're going to come up there with us and I've got about 18 students in my research group and most of those are undergraduate students. And they're just like you. They started just where you're starting. And it's very exciting because now I've got several of them coming with me in October to the International Association for Dance Medicine and Science Annual Conference. And guess what they're doing? They're presenting their research. Very cool. Very cool. Those are the kinds of things that we do here. I want you to get a vision for that for yourself. Because you can do that. That's what we're about here at UCI. So let's have a chat about some things related to important factors in your health. Now what I do, I teach a 10-week course to the dancers. And it's all about how to be healthy as a dancer. But a lot of it's just general health. So what I'm going to do is I'm going to teach you as much of a 10-week course as I can in an hour. Is that alright? Can you keep up with me, do you think? Alright, tell me, what do you see as some differences there? Do you see any differences between those two people who are in wheelchairs? Any differences? It looks like, I mean you don't know anything about them, you're just making some observations. But it looks like the person on the right, the woman there in the chair, she may need a little bit more help than the person on the right. Because here's somebody playing basketball, right? But in a wheelchair, so they're both in wheelchairs. So are either of them healthy? Is one of them more healthy than the other one? And it's hard to make those judgments looking at pictures. But you can start formulating in your mind what you might think about health as you look at those two. Okay, now let's look at another picture. How about this pair? Okay, so now you've got two basketball players. Who's more healthy? The guy on the right, the guy on the left. Any idea? Make a judgment about that? Do you know? It's difficult to say, isn't it? Alright, how about now? Here are some dancers. This is, here on the left is my good friend, Mary Fletcher Verdi. And she's the founder and director of the Dancing Wheels Dance Company. They have both wheelchair dancers and non-wheelchair dancers in their company. So who's the more healthy there? Is Mary not quite so healthy because she can't do what the other ones are doing? It becomes difficult, doesn't it, to determine what health is. But we need to try to understand. So are you healthy if you can run a mile? How many can run a mile without stopping? Oh, one time. Not five feet today and five feet tomorrow. Alright, so if you can run a mile, are you healthy? How about, well, I feel pretty good. You know, you go to the doctor and the doctor says, I feel pretty good. Getting along, okay? If you don't have any illness or disability, or if you don't have a major disease, if you don't have cancer, you don't have diabetes, you don't have any of the other things that we see in our public health dilemma and our country and around the world. Then are you healthy? You don't have one of those? How about if you can just do the things that you need to do? You can wake up, you can get out of bed, you can eat breakfast, you can go to class, you can sit there, you can take notes. You can go back home, eat some lunch. You can study, eat dinner. You can Facebook, and then you can go to bed. So you're made through the day. So are you healthy then? No, it depends. And I'm not suggesting to you that I can give you an answer, but there are some things that you need to think about with regard to health. I'm going to give you the five main reasons for health. There are some subcategories and what not, but people, researchers and clinicians and people that study this would agree that there's five main areas of health. So the first one is physical. So this is natural because everybody knows physical health. Your muscles work well, your nerves work well, you can see, your body works, you can take notes, things like that. So you have a physical health. But then you also have a mental health. So your mental health is can you think? Can you sit there, listen to what I'm saying, have it register, understand it, write it down if you want to take notes. If I asked you in a week's time, what did I just tell you a week ago, you could actually say, that's all part of your mental health. That's the ability to use your intellect, to think, to act, you make a decision, don't you? Everything you do when you are sitting there now choosing, I'm going to listen, I'm not going to listen. I'm going to take notes, I'm not going to take notes. You leave today, you come back onto this campus, I'm going to go to class, I'm not going to go to class. I'm going to take this course, I'm not going to take this course. It's all choice. Your entire life is going to be nothing but choices and you're going to have to think and then you're going to have to act. That's your mental health. Can you make it through your life, thinking and acting appropriately? The other three are your emotional health. These are your feelings. It's a little bit different from your mental health. There are some overlaps there, but these are your feelings. This isn't your intellect, this is how you feel. Are you angry? Do you like someone? Do you love someone? Do you care about your family? Do you care about your friends' feelings? So this is your emotional health. They have your spiritual health. This is your interaction with something that's bigger than you. If all you're doing with your life is living for yourself in your own little compartment of 2x2 space that you take up, that's not very transcendent, that's not very purposeful and we would say that you're pretty limited in your spiritual health because you're not really doing something that's bigger than you, right? So spiritual health. And then your social health. These are your interactions with people. How do you get along? Are you able to get along with people? Are you a loner? You stay by yourself? I hope not. One of the reasons that you came here is so that you could be in community. We're going to talk about that particular thing with a very important example toward the end of our time today. Alright, so those are the five dimensions of health. Now, if we wanted to nail down a definition, we would say there's something that we can call optimum health. And optimum health for each one of you might be different. Just like it might be for me. So optimum health in each of those five, right? Physical, mental, emotional, spiritual, social, each one of those five. You have as high a capacity, as high a quality, as high an ability to function in those dimensions as possible. So we go back to our wheelchair basketball player versus our non-wheelchair basketball player. They both can play basketball. The wheelchair basketball player, he can't run, he can't jump. He's got to do everything from the wheelchair. But for him, he may be just as healthy as the other guy. See what you don't know is that the one guy that is not in a wheelchair, he may have just started today playing basketball. It might have been his first time when he took that picture. Whereas the wheelchair basketballer, he may have been doing it for his entire life of being in a wheelchair. He may be actually a pretty accomplished wheelchair basketball player. Have you ever seen wheelchair basketball? Have you ever watched the Paralympics? Do you know what the Paralympics are? So we have the Olympics, which you know. Well, every time you have an Olympics, right after that, we also have a Paralympics in the same city with athletes who have some inability in some way to participate in the typical Olympics. Paralympics, right? Those guys are amazing. They're heart and lungs. They're upper body. They're stronger than most athletes that are in a wheelchair. So do you see what I mean? In each one of those five categories, you have the highest amount of help possible. And so we call this holistic health, where we're considering the whole person. Unfortunately, holistic has been railroaded a little bit to mean something that's not really what it is. Holistic comes from the Greek word holos. H-O-L-O-S. Holos. And it means, guess what? Hole. Right? So I gave you five dimensions, right? Well, if you're lacking in one of those five, then your holistic health is not there. You have a hole in your hole. Okay? You have an H-O-L-E in your W-H-O-L-E. Got it? So if you have a hole in your hole, then you're not healthy. And so what we need to do is address ways that we can get better. I want to first tell you, this is a picture. These two pictures are from an airport newsstand. And I was going to trip film somewhere, England or somewhere. And I said, this is a perfect example of the point I want to get across to students. I don't want you to be healthy first by being you. I don't want you to decide from the popular culture, from the media, from magazines, from the internet, from YouTube, from TV. I don't want you to decide that that's what you have to be. I want you to be you. That's important. If you get nothing else out of today, you remember that. And also, right on the step of that, you are valuable. Let me tell you something. You are valuable. I don't know you. I don't know your name. I'm just telling you you're valuable. Because I know that people are valuable. And you, sir, in the back, you're valuable. And so are you. And so are you, sir. You're valuable. And young lady, you are valuable, too. And so are you. You're valuable. You're valuable. You're valuable. You're valuable. You're valuable. You're valuable. You're valuable. You're valuable. You're valuable. You're valuable. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. And so are you. Why do I do that? I do every single dance health class I teach. I do just what I did with you. I look you in the eye and I tell you that you're valuable. Let me tell you one more. When I was working at my PhD in England, I was teaching at the university where I was getting my degree. And I did exactly what I just did with you because it's my heart's conviction that people need to hear that. So I went around just like I did with you and I looked at those students. I told them that they were valuable. And so several weeks later, one of the students, a dancer, a young man named Adam, he came to me, asked for some help with an assignment. He said, in my office, and he said, can you help me with this? And I'm not doing very well. My grade's not that great. I said, listen to me, Adam. Let's start off by saying you're valuable, apart from your grade. I don't care if you fail my class. It doesn't take away from the fact that you intrinsically who you are valuable. And he just started weeping. He just totally lost it right there in my office. I said, Adam, what's going on? He said, well, you know, a few weeks ago when you told us that in class, when you went around the room, I knew that you were going to come to me and that I was going to have a hard time holding it together. But you came around and you told every one of us that we were valuable. And it was hard, but I was able to kind of hold it together. But you said it again today and I just, here in your office, I just can't hold it together. I said, what's the story there? What's going on? He goes, well, you see, mind you, this is a young man, 22 years old. He said, no one, not one time, ever in my life has told me that. I said, your parents, no. Your grandparents, no. Your aunts, uncles, cousins, friends, no. No one, ever has told me that. And ever since Adam, I've put it in my heart that I was going to tell every student I could for their value. Don't you forget that. It's the most important thing I'm going to teach you today. Don't let anybody rip you off. No one changes the fact that you're valuable. Okay? So register? Are we there? You got it? Oh, one thing I want to, this will help. Drive home the point I forgot, I see the bicycle there and it reminds me that I have a little video that I want to play. What's the message? Your value, right? Your value. Now that was written partying in ladies, obviously, right? Well, let me tell you something. Some of you guys, you need to be that to some of the girls. And girls, you need to be just like that young man was to the guys. And it's all about walking together, journeying together, arm around one another, not in any romantic way. Just arm around and say, you know what? It's tough, but we're going to get there. We're going to get there. Not you're going to get there. We're going to get there. And again, we're going to talk about that with a strong illustration toward the end. Okay? All right, so let's go on. We talk about health, wellness, fitness, things like that. Here are the things that you have to ask, okay? Where am I? Where do I want to be? How am I going to get there? Because nobody here has it completely figured out yet, do you? If you do, could you put up your hand because I want to ask you how you did it. Because I need to know. Because none of us has it all together. Well, the reason I have this particular Google map here is when I got my job here at UCI, my family had been living in England for three years while I was working at my PhD. And so we flew back to where some of my family live in Atlanta, Georgia. And there you see that in the A over there on the right-hand corner of the picture. So we lived in Atlanta, no, they lived in Atlanta, Georgia. So we flew from England to Atlanta. Well, of course, we've been gone for three years, so people wanted to see us, right? But I had a job that was over here at F in Irvine, California. But, you see, we had a lot of places that we needed to go in between because, you see, there was a family in Atlanta, but my parents lived in Pensacola. And so we had to figure out how to get to Pensacola. We had lived before going to England and Jackson, Mississippi. So that's C right there in the middle of Mississippi. You do know there's other states besides California, right? All right, then we had to go, my wife's family lives in Houston. That's D right there along the Gulf Coast, right? And then our kids had never been to the Grand Canyon. And so we said, well, it'd be pretty cool to take them to the Grand Canyon since they'd never seen it before. So that was E. So we wanted to get from A to F, but we had certain places that we knew that we wanted to go. So what did we do? With the help of Google, we said, this is how we're going to do it. So we knew where we were when we were in Atlanta. And we knew where we wanted to get to, and that was Irvine, California. But we knew we had certain things in between. And we said, well, if we're going to get from one to the other and accomplish all of these different things and see all of these people, then we've got to have a plan. And so we made a plan. And that's how we did it. We followed the map. That's what you have to do to be healthy. And it doesn't matter which of those five dimensions, you've got to say, this is what I'm going to do. This is the plan that I've got for moving forward. So now this is what those three mean. The baseline, as we call it, is where you are now. Where you ultimately want to get to in whatever dimension of health or any other goal that you want to set an objective you have for your life. That's the thing that's way out there. And if you focus on the thing way out there, that's when you start having trouble because you need the how am I going to get there. To make it happen. Because it's too much to say, or if I just said I want to get to Irvine, California, I would have missed all the stuff in between. So you've got to have the third part, how are you going to get there. So that's what are the steps you're going to go through to get there. How are you going to get ultimately to that goal? So let's talk about a couple of these key areas. So first of all, physical activity. So here's just if you don't write these down. Because I think you're generally familiar that physical activity is a good thing. Right because they have lower blood pressure. You have increased ability to have endurance. You know, your heart and lungs work better. You can walk up stairs instead of taking the elevator. You can walk to your car instead of taking the little shovel. Carved at the mall or at the airport. You can walk between the gates right here. If you have physical fitness, if you have this physical activity, you can do these kinds of things. It's good for a long life, by the way. Now, I know that you're only 18, 19, 20, right? And you say, I'm going to live forever. That's not true. One way that you can live longer is by physical activity. And that's well documented now for multiples of decades. We've known that. And so that's a good thing to do. Because guess what? There are other people around you that would like you to live for a long time. I have a wife and two children that would really like me to be around a lot longer. And I have a heart attack here in front of you, and that's the end. They would like me to be around a little bit longer. And the same with you. There's people that want you to be around longer. So do it for them if you're not going to do it for yourself. Good idea. Other benefits help your weight because your metabolic rate and the amount of energy that your body uses goes up. So it's a good weight controller. And your mind, what you think about yourself, all of that, how you get along with people. Every one of those five dimensions we talked about, the four that came after physical all are related to physical activity. All do better when you have a physical activity regimen in your life. I saw this on an airline magazine. Have you ever read those airline magazines and crazy stuff? But for only $14,615, it will just take you four minutes every single day, and you can be healthy. So here's this contraption. It looks like it's sort of a bicycle that you sit down. I see some foot pedals there. I've never seen it work because I didn't really have $14,000 to sink into it. And I wasn't willing to do the 30-day money-back guarantee, but this is what they say. It's just four minutes a day. Actually, the research tells us that you've got to do 30 minutes a day. You'd like to do five or six days a week. Do something. Don't do nothing. Because the research also says that if you at least do something, you're going to be all right. You're going to be better if you do something instead of nothing. So you don't have to go out and run 10 miles every day. If you went out for a nice brisk walk and get your heart rate up for 30 minutes, that's better than sitting on a couch or sitting at your computer. So do something. That's your key thing. And maybe something that you enjoy. How many people enjoy running on a treadmill? Does that sound like fun to you? Some people like it. So here's a gentleman that likes it. I can't stand it. It's boring. Even if they have the television up here that I can watch, it bores them. Some people like it, though. But for me, it drives me crazy. So what do I do? Well, I do five minutes on a treadmill, five minutes on a bike, five minutes on a rower, and ten minutes on an elliptical trainer. And then maybe go jump in the pool. See, I can vary what I do. Or I can do different things every day. See, make it fun, making a joke, because you definitely aren't going to do it if you don't have fun with it, if it's not enjoyable. So find out what the things are that are enjoyable and then go do it. This is a big nutrition. This is the most expensive car in the world. $1.7 million will get you a Bugatti Fireman. Or maybe ten in the world. Not very many, I mean. Who's got enough money for a $1.7 million car? I know you didn't get that for a graduation present. So, if you have a Bugatti, would you go to a gas station that looks like this? I'd be afraid to put that in my Honda. Right? Because who knows what the quality of gas is is going to come out of that. Well, if you have an expensive car, you don't put chromey gas in it. If you have an expensive car, if you have an expensive body, why do you put chromey gas in it? Why do you put all that junk food in there? Does it make sense to you? Do you see the metaphor? You should consider yourself as important as taking good care of an expensive car. You're way more expensive and more valuable than this car. So you should be taking care of what you put into your body for fuel, too. You need to become familiar with these things. You've seen them. Now, this is a nice color-coded one to show you different things, but these are all of our food packages. And you can learn quite a lot, and here it shows you some of the things that you can learn. In the orange area, you want to make sure that you have low numbers in the orange area, but you want high numbers in the purple where it says, Bioteri fiber. So you would want that to be high. You want the combination between red and orange. You want low-orange and high-red. You want a lot of stuff in the blue. Up there are calories in the yellow. Calories from fat are important numbers. So all of these numbers are there, and it's not mysterious. You can actually figure it out, and it's actually helpful to you to be able to understand what you're supposed to be eating. One of the things, there are potato chips, because even just recently at UCI, some researchers come out that shows that potato chips they unlock an area in your brain that makes you crave more. When I was your age, Lay's potato chips had a commercial. And their commercial was, I remember the older man who was eating, their slogan was, let me see this man and he put the bag down. He tried to resist, but then he grabbed the bag again and ate the whole bag, right? No one can eat just one. It's true. But it's because genetically there's something going on in your brain and you eat a potato chip or you eat any kind of a French fries that work the same way, sugar works the same way, and it unlocks something in your brain that makes you crave more. So there's a lot of addiction and there's a lot of research now that shows that. But one key, if you just look at two products that are similar, one key is the number of ingredients. The more stuff in there, the more likely it is that it's not good for you. So that's one key. Look at the number of ingredients. Here is up closer of the same two bags. So here we've got potatoes, sunflower oil or corn oil or whatever. You've got all kinds of stuff. Look at some of this stuff in there. You've got four lines down. Monosodium blue to make. It's a flavor enhancer. Makes it taste better. Not to mention though they don't tell you on the package that it also destroys your brain cells. So you have to kind of learn some of this stuff and the more things you see on there, the more likely it is that it's not in there. And how about mesquite smoke flavor? Oh, I'd like a glass of that please. So there's a lot of things in there that are not necessarily good for you. Another key thing is if you can't pronounce it, you probably need to not eat it. And we see that a lot with chemicals. You'll see some of those on the right here. So, Fritos versus Doritos. Oh, the both corn chips, right? Both must be good for you. Now, here's whole corn on the left. But look at what comes later. Here we have whole corn and corn oil. A little bit of salt. Whole corn vegetable oil with one of these several ones. And then you start going down the line and there's monosodium blue to make again. Buttermilk solids. I'd like a glass of that please. You kind of go down here to get down to the middle. Hydrogenated soybean and cotton seed oil. When you see the word hydrogenated trans fat, have you heard of trans fats? Trans fats we found out are worse free than anything else. You'd probably be better off eating bacon every day than having trans fat, right? Because you have a lot of these... The way that they make things taste good is adding salt, adding sugar or adding fat. And the cheapest way to add fat is to use hydrogenated so that it will mix in better so that they can make their products easier and cheaper. That's a lot better way to do it. And so unfortunately the downside for us is our health. So we end up destroying ourselves. So several other things here. Dysonium phosphate. How about this one down here near the bottom? Dysonium inocinate. Why would you... Why would you laugh, right? Maybe they do play with that in chemistry life. So why are we eating it? Straight? Just a couple of words to the wiser. Let me give you some enemies of high level performance. So this is high level performance if you're an athlete, if you're a dancer, if you're a student trying to perform well on your papers, your exams, your schoolwork. All of these things are enemies of high level performance. By the way, there's more than just this one. Just a few, right? Soda. So oh, but I drink Diet Coke. Well, did you know that the sweetener in Diet Coke actually tricks your brain in the same addictive way that sugar does? Just a different compound. On top of that, it destroys your brain cells because it's an artificial compound and it's not designed to paint your brain. Where would you be without a brain? I have a few students that are trying to figure that out. I have a few students and I say, where did your brain go? Right? No, just kidding. But what's the point about your brain? You don't have a brain. Nothing else works. Your brain controls everything, doesn't it? So you have to take good care of your brain. So soda, junk food, all the stuff that we like to eat. Sorry, you could be the bearer of bad news, but it's just not good for it. It's not helping you. All I can do is give information. All I can do is give information. I'm coming and I'm saying, look, here's the info. I'm on the serving side of the table. Here's the info. You're on the buffet side of the table. You decide. You can say, Russell, he's a lunatic. I'm glad I'm not going to be in his major taking his classes. You could say that. Or you could say, I never thought about that, but maybe the guy does care about me and he's trying to give me good info. Let me take some of that up and see what I can do. You don't have to change everything about your life in one day. What do we say about the math? You have a step-wide pathway to get to it. You decide what you're going to work on and work on that. Other enemies of high level of explains. The high levels of caffeine because what does caffeine do? Sucks the water right out of you. Have you noticed that you go to the bathroom more when you have coffee, coke, Mountain Dew. Mountain Dew's got more caffeine than anything else. You said, but it's yellow. It's what's floating with caffeine. Check it out. You don't believe me? Check it out. Also, if you have too much, if you ever had too many coas or too many coffees or what happens? These are whacking out. You think you're losing your minds because of the caffeine? Monosodium glutamate. I've already talked about that. Artificial sweeteners talked about that. They trick your grain in a way that makes it just as bad as if you were having sugar. White food dimes. A lot of people are really, really sensitive to red. A number of years ago, red M&Ms went away. Now, they're back, aren't they? Are they really red or are they sort of darker red? They're not really maroon, but they're not bright red. When I was little, red M&Ms were bright red, like Coca-Cola can't red. Well, that color of dye they found out was messing up kids' brains. And so, they took that away and so we didn't have red M&Ms for a while. Then they sort of come back kind of maroon and now they brighten it up a little bit. But these bright food dimes are really bad red and yellow are too worse, probably. Simple carbohydrate. So those are all the refined things like white potatoes, white rice, white bread, white flour, anything that's white. We call it all the bad white stuff. Anything that's white probably is not that great for you if it's a food. Anything that's white generally is not good because it turns into sugar like that and your body just says, oh, good, thank you, give me some more sugar. Heavily cooked foods. Have you ever had broccoli at the restaurant and it's like kind of the color of an army uniform? Not too appetizing, because why? First of all, it probably came out of a can. Second of all, cooked it, cooked it, cooked it, cooked it. It's not broccoli, but slop on your plate, right? By the way, it's a challenge and it's a challenge and you're going to have to work hard. This is important to you. You have to work hard in the school cafeterias. School cafeterias are feeding you and they're feeding a lot of students and they're doing it as efficiently as they can. They're trying to do a good job, but they can't quite give you everything in an institutional setting that you would want. So you're going to have to be the ones that say I'm taking responsibility of my body. I'm not giving myself over to the cafeteria system. I'm going to make decisions instead of letting them make decisions for me. You're going to have to be a good consumer there. So all these other things. The bottom one, by the way, not going to beat your head, just telling you this is a bigger problem for your age group than anything else. It's a huge problem. You know that. You want. So depressing telling us we can't eat all this stuff will give us some stuff that would be good for us. So here you go. Friends of high level performance. Lots of water. Lots and lots of water. Get you a liter of water bottle. Stick it in your backpack and carry it around again. They have a new program. They're starting to have these water stations that they're putting up around campus so you can have your water bottle just filled up at the water station. There's plenty of water around. You don't have to buy the posh periade water. The periade water is not any better than any other kind of water. Just get good quality water out of the filtered spigot that they're putting up around campus. That would be fine. The better water does not have a better name. Complex carbohydrates. So that's brown rice instead of white rice. Sweet potatoes instead of white potatoes. Things like that. Whole grains instead of refined grains like white flour you would use whole wheat flour. Things like that. Lots of fruits, lots of vegetables stuff that's easy to throw in your backpack that you can take with you around campus. Antioxidants. If you can eat berries if you ate nothing but berries you'd probably turn red or blue. But your brain would be in such good shape because they're loaded with antioxidants and so are several of these other things here. Garlic's good. The devil away, is that what they say? The boogeyman or something like that. Gives your friends away. Gives your friends away. Because I don't want to be around you because you smell all the time. But garlic's really, really good for you. Really good for you. So eat lots of garlic. And then a lot of fibers. A lot of these whole grains and things like that we find are really, really helpful. Calcium for you young ladies especially you're sculpting of the future right now because there won't come a time where you're not able to put calcium into your bone structure and have strong bones. Now is the time and you also need vitamin D. And 80% of people in America have a deficiency of vitamin D so you take vitamin D 3 count. Very important because without vitamin D you can't put calcium into your bones. So you can eat calcium until the cows can't. But without vitamin D it won't get into your bones so really important. And then some things to think about as you're coming here to school and your mom will rest you out of bed and make you breakfast, right? But you're going to have to rest yourself and make your own breakfast maybe or at least get off to the dining hall. So you want to eat breakfast stuff. Really, really important. Have a lot of protein. Get off the fruit loops and all that stuff. And even a lot of healthy, quote healthy cereals are not healthy at all. They just turn the sugar like that and again, your body gets addicted to sugar. All right? Eat small snacks during the day so get nuts and fruits and things you can stick in your backpack. Remember we said lots of water? Also periods of rest. Don't study something for two hours because after 30 minutes, what are you? Jelly burn. You can't retain anything after that. So after 30 minutes get up for two or three minutes and go walk around, go outside, do something else, you know? So study for the smaller blocks of time. Smaller blocks of time and then sleep is really, really, really important. Put it like that just a second. And then as far as fruits go things growing on a plant are a lot better than things made in a plant. You know what a plant is, right? I mean there's this growing kind of a plant but you know the other kind of plant, right? Factory? Just want to make sure you're sort of don't make sure you're not fall asleep and not missing something. Growing on a plant, not made in a plant. The stuff made in a plant has got all kinds of stuff added into it. And then the complexity of your digestion is better. So the more complicated a food is something that's a fresh fruit or a whole grain compared to something that is for example white bread. Let's say white bread versus whole wheat bread. It's harder for your body to digest whole wheat bread than white bread. Why is that important? Well first of all white bread almost immediately turns into sugar because it's a very simple carbohydrate. The whole grain bread your body is still going to turn into sugar but it takes longer. What does that mean? You're going to use more calories breaking down that whole piece of whole wheat bread. It actually helps itself by burning more calories. Trying to break that down. Also it extends the amount of time. When you break down a white bread and it turns to sugar, what happens to your blood sugar? And then what happens when your blood sugar goes way up? You taking physiology yet? In high school take A and P anything like that? Biology? What happens when blood sugar goes up? Insulin comes in. What does insulin do to your blood sugar? Forces it down. What happens when your insulin drives down your blood sugar? Things start going slow in all these lectures. So boring and you fall asleep, right? That's why you go you have breakfast you eat sugar pops for breakfast and Twinkies and you load a bunch of sugar in your coffee so that it tastes better and then along about 10 o'clock what the professor thought. The professor could be taking his clothes off and you still fall asleep. Because insulin is driving your blood sugar down because of all the sugar that you took for breakfast, you see? And so all of these kinds of things help moderate that and it's going to really really help you. Alright, one other main topic we can talk about and we'll be finished. Rest and stress. Alright, these are things that you're going to have to deal with. Alright? How many are from Irvine? How many are from Orange County? Alright? How many are from North? Okay, so we have of Northers and the Orange County ones difference in distance, but the farther you are away from home, sometimes the hardest. If you're in Orange County maybe you can go home. And that's helpful. But if the farther you are from home, the harder it is, right? Also, all of a sudden mmm, Mom and Dad aren't telling me what I have to do anymore. Well, that's good for developing your responsibility, but guess what? Without that structure now you've got to have good mental health to make wise decisions and not go off the rails like we unfortunately see so many students do. So you've got to be able to handle that. Also, the second point there, lots and lots of ways to get into trouble around here you've got to guard against that. Your coursework. Oh, I've got to go to school too. No fooling. I've got actually good class got homework and papers to do. Oh, yes. And then finances. That's a big one now, isn't it? Because they just jack you guys up on your tuition again. How am I going to pay for all of this? It's hard. It's stress, right? And then the boyfriend-girlfriend thing, you know? Remember the video that I showed you? Let me just make a quick comment for you. Dad, I think, on this one. But I've been teaching college students since 1982. Have any of you ever heard of 1982? Those a year. A long time ago. So I've been doing this a long time. Almost 30 years. And it's the same thing. College students in my experience appreciate when they get guidance that's useful and helpful. Right? So I would never tell you something that I didn't think was useful and helpful. So on this last point don't worry about this stuff. You worry about being friends like the young man calling out for Amy in the video. He didn't want to have her as his girlfriend. He just wanted to be his friend. That's what you need. Guys be friends with guys and be friends with girls. And girls be friends with girls and if you forget all this that eliminates that. It's a stressor and you don't have to worry about it. That stuff will come soon enough. But for right now starting out focus on friends. Focus on developing good, solid friendships. Those are what last. Those are the things that are key. Now I know that nobody here knows how to use any of this stuff but there are people in the world that have a lot of stress from technology because they use this a lot. This is something that you guys need to really understand. These are things that can run you're alive and cause you lots of stress if you let it. What did I tell you at the beginning? It is possible to sit through an entire hour to hour and 20 minute lecture and still be alive without your cell phone. This is a big source of stress these days. You say that's my communication. It's stress. You've got to learn to deal with it because it adds more. Has anybody ever had a computer that doesn't work? It doesn't work? So you have Windows computers, right? Everybody's got... My computer doesn't work right. It's going slow. It's starting all by itself. It's just crazy stuff. It's stress. You get to a point where you want to hit your computer and throw it out the window and just go buy another one and it's just so frustrating. That's stress. You've got to be able to handle it. These are just some ways that you can do it but they all will destroy you. Every single one of those is going to destroy you. Guard against those. Understand where the stress is coming from. Control it. You can make a decision to not be on Facebook. You can make a decision to not open your computer, not use your cell phone. You can make a decision that you're not going to be involved in a particular relationship that could be stressful for you. You have the way to do that so you need to make sure that you do. Also, the bottom one I think is a really good function of friends. So we're trying to get you to think about friends, think about social structure that's strong and helpful. If you're not strong enough to say no to something and it's going to stress you, get one of your friends to help you or maybe get a group of you. Maybe get five people to say, we're going to help reduce our stress because we're going to go exercise at six o'clock in the morning. Well, it's a lot easier to go running at six o'clock in the morning when someone's coming to knock on your door it's time to go. Then it is for you to try to do that all by yourself. Exercise is a great stress review. That's just one example but have accountability with your like-minded friends, others that want to participate and that want to lower their stress. Choose your friends wisely and hang out with people that are going to build you up and not tear you down. Then take good care of your body. We talked about lots of these and I'm going to mention something about the top one here in a second. First, I have a way this is going to be invariably something that causes you can practice but don't. This is a way that will reduce your stress. Say no. Why? Because there's a lot of things that you could get involved in. I want you to be involved in the best stuff. Not the good stuff but the best stuff. Consequently you've got to say no to the good stuff so that you can say yes to the best stuff because you only get 24 hours. I don't care how high your SAT or your ACT score is. I don't care what your GPA is. You still get 24 hours just like I do. You don't get more because you're smarter. You only get 24. You've got to use those well. You want to say no to the good stuff so that you can say yes to the best and not be stressed out. There's another way. There's another study that was done at Cornell University. This is very cool. This is sleeping. This little gizmo here is called a ZEO and it has a band that goes around your head and when you go to sleep it measures the amount of sleeping that you're actually doing. It records it and they can get the data. This professor of psychology at Cornell had a psychology 101 class of like 250 students and so they did this test for a semester. He gave him all of these machines and they took it to the room and set it up in a word every night and then he tracked their amount of sleeping and their grades and the students that slept more got better grades and the students that didn't sleep as much didn't do as well in class and it's irrespective of intelligence. It's irrespective of the amount of time that you're studying. Obviously you need to put in a certain amount of time to study but you have to rest. You cannot stay up till 3 o'clock in the morning studying for a test at 8 o'clock and expect to do well. That doesn't work. It doesn't work and you say but how is that possible? Because that's the way your body is designed. That's the way your brain works and I'll tell it to 100 students and one student might actually think I don't have time but it's not my choice. I'm a server of the buffet. I know what I can do and can't do and what I am doing and not do. I'm a server of the buffet. Here's the buffet. You guys are going this way. You're picking up what you think is going to help you and what you think is useful and is true. These are what the facts are. I can only tell you the facts. So people with more sleep are better on everything. So just a couple of thoughts to finish up. I thought about as I was putting this together that I should give you something for your academic health because truly that's the main reason you're coming here. You're not coming here for a social event. You're not coming here so that you can spend two to four years so I see what college is like. We'll give that a whirl for a while. You're coming because you want to get an education and you want to do something with your life and I value you for that. It's a good thing, right? But you need to know something. The professors at UCI, we play favorites. You go, oh, I can't believe that. You can't play favorites. It's not right. We do play favorites of our favorite students. Our favorite students, they go to class. Our favorite students pay attention to class. Our favorite students do their assignments. Our favorite students work hard and our favorite students they ask for help when they need it. Now have I asked you to do anything unreasonable? That's how you can be my favorite student and a favorite student of every other professor on this campus. That's what you would expect to do at a university, right? This ain't high school anymore as we used to say in Texas. Another thing we used to say is your mama ain't here. That's a Texas... I used to live in Texas a long time. And our football coach in my first job at Texas University that's what he'd tell the guys. They'd come out for the first day of fall practice and he said, your mama ain't here. What's the message? You've got to do what you're supposed to do. You've got to be able to accomplish your work and do these things, right? If I don't know how to help you, I can't. You have to talk to us. You have to talk to us. So make sure that you avail yourself of these opportunities to work together with your professors for your education. The last thing is for you to make sure that you are linked together. Do you know what this is? This is a piece. This isn't the full... the full part of it. This is a piece of chainmail. You know what chainmail is? Chainmail is armor, isn't it? So you would see someone having it on their head totally wrapping them about to come down their sleeves. What's armor for? For protection, isn't it? So you would put on chainmail and the armor works because of all the linkages, right? So my encouragement to you is to link together like the chainmail is linked. Here's why chainmail works. Here's why it protects. Every link is connected to four other links. You see the colors over here? That red one is connected to the yellow, the green, the magenta and the blue. Every link is connected to four other links and that pattern repeats, repeats, repeats. If you pick out any other link in there you'd see that every one's got four more connected to it. That's what makes it strong. That's what makes it protected. That's why a sword doesn't go through and hurt you if you're in a night that's kind of a battle, right? It's protected. You can look over here if you look at the two green ones you see the red arrows where the linkages start so they're linked to the blues and dotted yellows and there's a linkage all the way across there. So even if they're separated they're still linked together and they're still part of that protection. Part of the protection. This is a key metaphor for your life here at UCI because if this is what your chainmail looks like if I had a handful of links I could just run them through my hand and they'd fall over the floor. They wouldn't protect anything because they're not linked to anything. It's not chainmail it's not protective unless it's linked. You have got to link together. You've got to link together with each other with other people that aren't in this room you've got to link together with professors you've got to link together with people on our staff We've got loads of people around here who want you to succeed and you have got to be able to link together so that you can accomplish what you're supposed to hear so you can get through and you're not a rat. I can't speak for my colleagues but here's what I know and this is as much from being a parent as being a professor. Your parents have loaned you to us for two to four years and they're expecting that when we're done with you that we have to mess you up through that. There are a lot of people here that want you to succeed and aren't wanting you to be messed up. You've got to link together the opportunities are there but you're going to have to be the one to do it. You remember the lesson of chain mail and that'll teach you how. Thanks. Appreciate you guys. Thank you for being here. Give a little research. Does that sound okay? This is a like to introduce first this is one of my graduate students. This is Kumio Kai. So Kumio, anybody speak Japanese? We have to practice then. So Kumio is one of my top graduate students and she is a Fulbright scholar and so she's done quite a nice scholarship to come over from Japan and to study with me in the area of dance science and bot mechanics and things related to that. So this is called the shape loud which stands for if you weren't in the lecture that I gave science and health and artistic performance and it says that somewhere on that poster I think over there. So that simply means that here we're using scientific principles to study things about artists and dancers specifically but also we're starting to do a bit of work with violinists and some of the instrumental musicians because these people have lots and lots of injuries and they're athletes in their own right. I don't know any dancers here? Any of you dancers? So the dancers have lots and lots of injuries and so what we have to try to do is understand the movement that they go through and try to develop ways that will reduce a lot of their injuries. So in this part of the lab the whole room is called the eHealth Collaboratory and that's just several professors that all have projects going on that are related in some way to health. So this part of the lab is my lab where we are studying bot mechanics with these cameras which we're going to show you in just a minute and we also have some other ways of testing out. What I thought I would do just to show you how research works is that we would do a quick research study and just use you as not forcing me to but if you want to participate in some of the testing it won't hurt you or nothing drastic but if you wanted to participate then you'd be able to do that and we can actually see how research is done. Does that sound like a good idea? Okay. So first of all we'll demonstrate this motion capture and I'm going to take my shoes off so that I can go on to the floor. This is a dance floor. We try not to bring shoes on it because it makes marks on the grey plastic which is called Marley in the dance world. So I'm going to take these off too because these glow. What we're doing is we're tracking motion with these reflective markers, okay? Thank you. So when we do that, anything that moves that we can put a marker on we can track, okay? Now Kumiel, why don't you have one maybe that one, do you have to put one where you were dancing and doing the turn and did that one there? So Kumiel I'll show you an example. This is her and so what we did was we put markers on her and just turn the frame around so that they can see, alright? So it looks like she's missing part of her leg and that just has to do with the way the software works, okay? Alright now, can you move the panel down and maybe increase the size a little bit? Yeah, yeah and then just magnify it a little bit, just make it a little bigger, can you? Yeah, there you go. Okay, alright so like you see up at the top you see the block there's four and by the way if you can't see not one thing that might help us the bar so if you look at the block on the top thank you that's her pelvis, okay? So the narrower part is the back of her pelvis and then the wider part is the front of her pelvis and then you can see down her leg so this is the middle of one thigh and then you can see the feet there, okay? So she'll put it into motion and you can actually see what she was doing in this particular performance, okay? Hit play, so everything that she did you can see, right? Quite cool, isn't it? Alright, so the way that was done is she had a bunch of these markers and you can see some of them here and if you want we'll just pass some of them around oops, I'm sorry and you can see what the block and so what happens is you see these there's nine cameras but one of them we don't have working right now we have eight, so here's this one you see all of them are red except for this one and that one now this actually has light coming out of it what kind of light would that be? Everybody know? Number of physics, infrared, good okay? It's light coming out but you can't see it and I can see the little green light tells me that the camera is actually working but you don't see the light but it's actually reflecting off the markers, okay? And the other ones are red but you see each one of those points of CUNYO's movement is represented by a marker and so you've got all these eight cameras and they're all taking pictures in three commissions and so the software on the computer will take all of the information from those eight and form it together into a stick figure and with that stick figure we can see how fast you're moving, how much your motion is and your different joints we can look at forces and things like that and then we've got some new equipment that we're going to be using where we actually can measure the amount of force that you put down against the floor and that the floor puts up against you again remembering physics for every action there's an equal opposite reaction, right? And so when you push down against the floor the floor is pushing up against you and so we can measure that and it's important to know, alright? Okay, well what I thought was maybe there'd be somebody that would like to have markers put on them and you can be a you can be a subject you'd like to, I'm going to take her because I can put them on her legs because she has short time, okay? Alright CUNYO, here's some here's some of the tape already Alright so what we're going to do is we're going to identify certain landmarks, okay? So let's have you, what's your name? Ali, okay, could you take your shoes off please? Alright so we're going to have Ali take some of these markers and so now we're going to put particular ones in particular places, alright? So here's the kneecap and so I'm just going to have you come down and just stand just a little bit like that to stretch the skin on your kneecap, alright? So I'm going to put one in her kneecap there and I'm going to put one on this kneecap alright and then we'll put one let's turn it this way and show these guys I want to see what we're doing alright we're going to put one on her thigh and we're going to put one on her other thigh but now look just turn around and let them compare so look at the thigh, you see their different heights and the idea why I would put them on different heights so you can differentiate which one is which right so I know always on the picture the lower one is in this case her left leg because you can imagine seeing that you say well if you're not used to it, what's what? I mean you can tell legs but how do you know right and left you see so it takes some practice and so this is a way that we help ourselves alright and then on her leg we'll put one in the middle of her leg like that over here I'm going to put one the outside of her ankle why would the outside of the ankle be better than the inside of the ankle do you think I want to turn and look at these guys why would it be better on the outside of the ankle? the cameras do you better? yeah that's one reason but what's the other one? sorry? this is very intimidating on the inside yeah she walks for example and they pick together then they'll knock each other off alright and then we'll put one down here just kind of put one in the front part of her foot here like so and then we're going to put two let's see can you just curl up just a little bit of your ankle I'm just going to put one we'll put it on your push against you so we're going to mark the pelvis with these two and then we'll try I'm just pulling back here and you can leave it I'm going to poke you a little bit to find your pelvis alright so we're just going to put normally we would have it set up where it would be because you don't like things that can move because obviously if the markers move that can create a problem so we're just going to tape it on her shirt just to demonstrate for you what we really want to see alright so now we have Ali all set up so we're going to come over here we want to see it's going to be a second alright oh yeah no she's just she's saying you might get a kind of cool picture if you get the plan oh try both ways because what happens is each one of those little things it looks it looks kind of like a Christmas tree I think it's when you have people in here that don't work not working yesterday because I was checking it helping your mind's eye up in one of the cameras right camera one is going to look at her this way camera number this is camera number eight is going to look at her camera number eight is not going to see all this over here but we'll see these two on her pelvis back here right camera number seven will look down here and it's going to miss some of this but it's going to pick this up you see so that's why we use all these cameras the more cameras you have the better our new lab that's going into the new building in the school of the arts will have 28 cameras so it would be pretty hard to miss a marker if you had 28 cameras right and so what ends up happening is each one of those cameras tracks that marker so Ali just go ahead and it doesn't matter what you do just just move yourself and hop around right so now as she's moving think about what are these cameras seeing what's the view that the cameras have and understand that those markers can you see them sometimes when she's in a certain position that they glow red you can see that they're red so what's happening is the red from that strobe is coming down hits the marker the marker sends that light back up to the camera the camera records the image now she moves and I'll hop over here alright so she hops here and that camera has lost this marker now can't see it anymore right she started she started here you can see it but she then hopped over here now that camera can't see it but guess what these cameras can all see that one the signal goes back so what the computer has to do is take each one of those images each frame just like standard video each frame takes each marker's position it watches the marker move and then it collects all that together with 8 cameras and makes that picture like what we showed you there you go you don't know what to do you don't know what to do you let your graduate students do it for you so they can figure it out okay alright so now can we set up just see let's see if we can run a quick capture just to see if we can do a bit of it just set up a new one just call it just give it a name just some name say Allie and put today's date or something like that A-L-E-Y yeah just call it Allie that's fine cause we'll know that that was her cause we just want it for right now alright green have the green one now look at that one this did the green one yeah now you want that one alright so now you want the next one click the next one session one and now you're going to click the camera one so yup we'll take it alright so now we'll tell you when to start but you're going to just stay still for a second and then when Kumio tells you to go then you're going to go and then we'll see what happens ready go ahead I'm going to go ahead you tell her what you want to do and then what uh no go back yeah just join capture yup so you tell her what you want her to do nope doesn't matter this is like my year of time it's a sign up for the dance department okay so now you just want to go up here and you do a build so now the camera is taking all of those bits of information or sorry the computer bits of information from all of the cameras and puts it together so now when Kumio plays it you can see Alimut now you notice that some of them are flashing and so that means that some of the cameras are dropping out you see and so it's trying to track all those different markers now Kumio can mark around and it doesn't look I mean you can see it moving and you can see her kind of hopping right but it doesn't make as much sense to you without the stick figure you know that's another whole process the stick figure is we have to stop that just anywhere in the middle and then run it back where we see a lot of those markers so what we have to do is we have to go with the software and we have to say on there we click on and we say this is her right posterior superior iliac spine this is her left posterior superior iliac spine this is her left anterior superior iliac spine this is her right anterior superior iliac spine this is her white iliac spine we have to tell the computer this is what is because remember the main problem with computers is what they do what you tell them to do instead of what you want them to do so what we have to do is tell the computer this is the marker for this particular reference anatomically and then it will go through and it will create that whole story because it has to all be done by hand. So I can't show you that. It would be longer than the amount of time that we have. But that's the process. That's how it works. So did Allie do a great job? Do a great job? Good. All right, now, the next thing that we're going to do, I just want to try to demonstrate. You can pull all those off if you want. It's kind of like when your mom was taking band-aids off, just pull it quick. If my mom used to say, oh, don't pull a band-aid off, just go quick before you know what it's all about. Just yank them and take some. You can leave that to the souvenir if you want. All right, so now I'm going to bring around a couple of pieces of equipment. We're going to do some basic tests just to show you a little bit of measurement of principles about when we do research. This is very much, my part of the lab, is applied research. So what that means is, I don't look through microscopes and look at different microbes. I don't investigate cancer and look at cellular interactions and things like that. My research is applied research. In applied research, we go directly from what we're researching to actual application to people. And so I work with dancers, as I mentioned before. And we've done some work where we've looked at motion of feet and ankles and dancers. How far, you know, because dancers, you can imagine, probably can point their foot pretty far. So we looked at dancers and non-dancers. We've looked at balance. One of the interesting things we have in our lab is a balance testing platform. And if I have time, I'll show you that. I'll give you a couple of opportunities to try that out. But we do a lot of just different kinds of measurement. And so there are some basic principles that you need to understand about doing research. Well, first of all, whenever you're doing research and when you come here, hopefully you'll get lots of good ideas. And you may have good ideas now. In fact, you're probable to do it. But when you're here and you're working in this environment and you're working with professors and the professor teaches something in class, you go, oh, wow, that gives me a great idea. Well, that's what we want. We want you to have great ideas, because great ideas lead to research questions. It's like, I wonder if guys have stronger grip strength or girls have stronger grip strength. I wonder. And so there's a research question. And so from there, the next thing that we would do in research is we would come up with a hypothesis. So what would be a hypothesis? What would you say is true about guys' grip strength versus girls' grip strength? Guys' grip strength. OK, so here's a hypothesis. What's your name? Christa. OK, so Christa has a hypothesis that guys' grip strength is stronger than girls' grip strength. Is that same reasonable to you? All right, so now we have a hypothesis. We've made a decision of what we think is true. This is all research is. And it doesn't matter where you go on this campus or how complex the problem is. It all boils down to exactly what we're going to do right now. It boils down to making decisions based on testing and information that we can gather and a hypothesis that we're trying to test. So we want to find out if Christa knows what she's talking about or not. Is she right or is she wrong? So we can design an experiment to do that. So what do you think would be the logical experiment that we would do to measure whether or not Christa's hypothesis is true or not? What would we do? So we need a pressure measurement device. Something that would measure their strength. Well, how about? I have, right? Listen, that makes me funny how that works. How do I do it? And it just happens. OK? So we can put your hand in here. And we can squeeze it. And we can see how strong you are, right? All right. So now what would be another thing that we would need? OK, so we'd want to have samples, a sample size. We want to sample. What's a sample? Well, if we really wanted to know if guys are stronger than girls, we'd have to go and get every single guy in the whole world. And every single girl in the whole world, we'd have to test them. Now, we'd be our population. We'd have to test everybody if we really wanted to know. But in research, that's not reasonable. I mean, you can't possibly do that. And so you use a sample. So from the sample of all guys in the world and all girls in the world, well, we have some guys here and we have some girls here, right? So here's a sample. You're a girl in the world, aren't you? You're a guy in the world, aren't you? OK, so we have some people that are part of the population. So this is our sample. So we gather a sample of people. So obviously, the more that we could test, the better. Because the more that you test, the more closely you resemble the sample. I mean, if I could get even half of all the guys in the world and half of all the girls in the world, that would be better than testing five people, right? But we don't have even that many. So we're going to take the sample with what we have. So would anybody like to volunteer for our study to be a subject in our study? OK, so we've got five guys and five girls. That would be a good number. All right, so if you're a guy, just be ready. And Kumiya is going to collect our data for us, OK? And so all you have to do is you're going to come up here and you're going to take the device. And you just, we're going to use your right hand and you squeeze it. And it beeps like that. And what does it say? Memory fold. And you're going to make one setting change on it. You just put it under your thumb like this. And we're going to measure. Put all four of your fingers like that. And it beeps. It keeps it to tell you that you're done. And when you look at the scale, 7.2 kilograms, OK? By the way, when you do research, you try to do the international system, right? Or what you might call the metrics. We're going to use kilograms instead of pounds, OK? Because, yeah, we're doing research, aren't we? OK, so the other thing that's interesting that you'll find is that you have to do several of each one. If I just did one, I mean, I did 7.2. But if I told you that the first one I did was 7.9, you say, well, why don't you get less strong the second time? Every time you do something, it's a little bit different, right? Why? Because we're human beings. And you can't do everything the same all the time. And so consequently, we'll need to take several trials. So we're going to use just the right hand. We're going to use guys against girls. And we'll have you do three of each one. And the cumul will collect the data. And we won't be able to run all the statistics and everything, but we should be able to get an idea of what things look like. Yes, go ahead. Since we're only using our right hand, you only want right-handed people. Well, that's an interesting point. Here's what we'll do. That's a very good point, OK? When you make those kinds of decisions, or handedness, and sometimes we'll say, well, what? We want to measure the legs. What leg would you take a soccer ball with, you know, the right leg? So that's sort of your dominant side. So that's a good one. So what we'll do is we'll say dominant hand. How would that be? OK, so already we're learning something about the research process, right? About the research process. So we'll use dominant hand. We're going to do three trials. We'll get your measurements and who would like to go first. Anybody? OK, put your name? Carl. OK, Carl. You just come up, put your thumb through there, like that. OK, now whenever you're ready, you go, it'll beep. And then you just hold it until it ends again. OK, great. I don't know. Where the point would be when you went up from the top. It's all right. I'll be good. You want me to get it? I shall grab it. You're ready? No. Let's go. So, like, stick your hand on the side. 10.7. OK, and then reset. And then do another one. 7.5. 7.5? All right. You're getting weaker. All right, we're trying to impress the girls here. We want the hypothesis to be right, don't we? Yeah. 9.3. 9.3. Bad? All right. So number two, OK, young lady. Let Allie be the reflector girl. Who wants to be one of you other girls? Yeah, come on. What's your name? Angela. Angela. OK, Angela. Come ahead. Now, I understand that there's a lot of other things. The more variables you can control, the better. So there's everything from temperature to how you hold it in your hand, to do you warm up before you do it. Are you used to the equipment or not used to the equipment? But for the sake of being able to get through the process and for you to understand the basics of how you do a research project, we're just doing this like you are today. OK, so what was that? 7.9. OK, next one. 11.9. And 9.1, OK? Now, do you see why we take three trials? Now, some people would use the maximum of the three trials. But it's probably better from a research and a measurement standpoint to take the mean or the average, OK? So what we want to do is we want to take an average of all the answers. Because, again, of the variability that we naturally see in human beings, OK? Good work. Thank you. All right, who's next? Yes, sir? Come on. And your name is? Stephen. All right, Stephen. 13.3. It's 200 pounds, right? It's kilograms now, I'm sure. A little bit shorter. And 13.9, 13.3. OK, well done. We didn't see as much variability in him, did we? So a little bit more consistent. OK, who wants to go next? Who wants to go next? Yeah, come on. Krista, your hypothesis. So you'd better be it so good. There you go. OK, yeah, squeeze hardly you can. 12.6, OK, and then hit this button right there. What's that? 2.7, about 14. 14, all right. All right, anybody else? Oh, you guys, no one else wants to be a? I am. What's your name? Katrina. Katrina, all right, Katrina. What's it say? 5.4, OK, squeeze, are you ready? OK, 9.6. The other thing is when you know what your value is, then you go, oh, I'm going to try to do better. So another area of variability. So when? 7.7, so when you're doing research, again, you have to limit variability. Because in a true research, if we were actually doing this where we wanted to publish the data, then we wouldn't let them know what their data is, because then it might affect how they try. It's like, if she said, oh, I was a 5, it didn't seem like it was very good, so I'm going to try harder the next time, you see? And so there's all of the psychological part that comes into research and so on. The more variability you can eliminate in a research, the better research you've got, the easier it is for you to analyze your results. The other guy, you want to come? Oh, come on. I seriously don't want you to do it if you want to do it, OK? I only want to make good. I don't want to make it, only if you want to. OK, what's your name? Edward. What is it? Edward Lake. Edward. Edward, Edward, OK? Edward. All right, say it again. Edward, I don't know. That's OK. Where are you from? From San Diego. Yeah, but you still have a bit of an accent. Yeah, OK. That's all right. The vampire. You're a lot more handsome than I thought. All right, let's see. All right, 21.8. Man, oh man, you love that. 19.8. Oh, you're squeezing it. Don't break it, man. Yeah, you're doing great. 18.4, OK. All right, good work. All right, someone else? How many do we have so far, Camille? Three of each. Three of each, OK. So let's just say that that's what we've got, OK? So look at the data. The guys are the top batch. The ladies are the bottom batch. So here you see, here's a bunch that's larger than everybody else down here. Here's a bunch that's larger than most here. But similar here, we've got an 11, 12, and a 14. And here we have three 13s, right? So similar, but still a little bit larger. And then here we have a bit of variability. So we have there, so you might have a mean that's around 9 or 8 point something, OK? Here you've got a mean that's going to be around 13 point something, 13 point 6 or 7. And then here you've got a, Camille's going to sort it out. So that's the mean of the groups, all right? Is that what you've done, OK? So we can take a mean for each person. And what she's done is she's gotten a mean for all of this. Because when we do the statistics, what we want to do is we're going to look at all the numbers. And when you're doing a simple experiment like this, you're comparing differences between means, OK? Differences between means. And so we would take the mean of the guys and statistically compare that to the mean of the girls. And then that would give us an idea of the girls stronger or all the guys stronger. And that would be the answer to our hypothesis, all right? So here's the number 9 point 9, OK? So on average, the guys seem to be stronger than the girls, right? Does that mean the guys are better? Oh, girls, no way, no way, right? Guys have their great attributes, girls have their great attributes. But if we look at strength, guys on average are stronger than girls. Why is that? Does anybody know? That is true. That actually, this is a simple process to show you how research works. But that actually is true. Let's me show them again and again. Do you know why? So it's attached to the name, OK? So Ali says there's differences structurally of why strength is different. And that's true, OK? Anybody else take a guess? It also has to do with an anatomical reason. On average, guys have a larger muscle mass in any given muscle. So if I took a set of girls' muscles and we kind of piled them all up here in my heart, I just ripped out all your muscles and put them in a pile. A big guy will rip out all your muscles and put them in a pile and guys have a bigger pile, right? Because the muscles, on average, are larger. And the more muscle mass you have, the greater proteins in the muscles. And the proteins are what contract to actually make the muscles get shorter into exert strength to create movement, right? And so if guys have a greater muscle mass, then that means they've got more protein. That means that they're going to be stronger in those given muscles, OK? Does that make sense? And so again, we have to enter into a statistics program. We could do all of that, but not in the amount of time. I just wanted to give you a sample of what we might do to measure some group of subjects in a mock research function, just to give you the idea. And so if you come here and get associated with some particular professor and work in his or her lab and do research, and this is the kind of thing you do, it would be a bit more complicated, but conceptually, you'd be the same. Because now we can say Krista had a hypothesis that guys are stronger than girls. And in fact, we showed that that hypothesis is true. If it was the other way around, then we would say the hypothesis is false. The hypothesis did not prove to be true. And then we'd have to come up with some reasons of why it wasn't true. Well, maybe this is a different population. Maybe California girls are stronger than every other kind of girl, right? Beach Boys had a song about that, right? No, it wasn't quite like that. Something like that, right? So you know what I'm talking about, right? You've heard of the Beach Boys, right? No, they're popular when I was younger than you. Anyways, you'd have to come up with some reason why that was true. And so if you take any given journal article, and hopefully you'll be getting yourself involved in reading journal articles where you see reports of research, it's like a lab report on steroids really, right? So take your lab reports from high school and just kind of bulk them up a lot. And that's what a journal article is like, reporting research. Then you'll see a section called discussion, right? How many have read a journal article and you're familiar with that? Okay, so a couple of you, good. So you always see a discussion section. So a typical research article, we'll have an abstract which is a summary. You have an introduction, you have the methods and the materials. Here's what we did and how we did it and your why. And then you'll have the results, okay? So what do we find out? There's our results. And then we'll have a discussion. And that's where you're saying, here's what other people have done. Here's what we did. Here's why ours is different or ours is the same. And this is what it means. This is why this is good research. This is why it's useful. This is how it's gonna make a difference in the world, right? Okay, one other thing that I'd like to show you before we go is another way of measuring strength, all right? This is a jump pad. And what it does is it measures how high you jump. One second. And so what we're going to do needing rolling subjects that I'm not here to be embarrassed, not gonna ask you to do it, I think it hurts you. We're just gonna ask you to come in and jump, okay? And what we're looking for is how high you jump in, how high you jump in centimeters, okay? Actually, I think this measure, I think this one's set right now to measure inches. But we're gonna see how high you jump because here's what we know. I've gotten this because I think there's some more research we need to do. We look at dancers. Dancers that can jump higher have fewer injuries than dancers who cannot jump as high. What does jumping high have to do with physiologically in your body? Okay, we just measured hand strength, didn't we? What does jumping high have to do with it? Instead of your hands being strong, what's that? Yeah, your gastrocnemius, your thigh muscles, your buttocks, all of these muscles gets you up off the floor. And so jump high then becomes a measure of your overall leg strength or what we call power. And power is the ability to exert force quickly in a muscle, okay? So we put people on a jump pad and the jump pad tells by how long you've been off the pad, it determines how high you've jumped, right? And so if we could collect data on all of you and we just take everybody today and we put you in a database and then over the next four years that you're at the university, we could have a tally of how many times were you injured? You went to the art center and you were working on an injury or you were participating in dance or you were participating in sports or whatever you had an injury. Then we could test whether or not the people that were weaker had more injuries than the people that were stronger. Do you see? So it'd be another way of doing a research project, all right? So you wanna have another little bit about kind of a competition research project here? Would anybody like to come and this one you'd use shoes because it has the riches on the mat. So if anyone do you want to come and measure your jump height, that's all right, good, good, come on up. Are you gonna be able to jump? I mean you can use bare feet if you don't put the ridges in your feet, decide. So the way that they jump is technique can have like a big jump. No, what you're gonna do, what you're gonna do is you're gonna stand on the mat and you're gonna do like this and you're gonna just use your legs just like that, okay? 16.8 inches. Just once? No, you can do it twice. No, actually we'll do it three times because again, thinking of doing measurement technique, 17.7 inches. That's what happens. 17.5 inches, okay? So those are, again, we take a mean of three values, 16.8. 16.8, 17.9, 17.5, okay? All right, go ahead, just, yeah, you step there and up and then you go. 23.5, okay, 24.2, 23.5. 24.8, okay? Did it hurt your feet, those ridges? Yeah, a little bit. Give me a nice massage, huh? Anybody else wanna come up and be, yeah, come on, come on. What's your name? Rebecca. Rebecca, okay. Come on on. Yeah, okay. We're just gonna come through this. Thank you. Thank you, well done. All right, Rebecca. So you just stand in the middle of the mat and then you're just gonna bend your knees and you're gonna jump up, 18.2. You know, see, this isn't the Kobe Bryant style, right? We're trying to do what? We're not trying to see how high you can possibly jump. We're trying to see how high can your leg musculature make you jump. And so that's why we have this very limited way of doing it. We're just saying, okay, stand there, bend down and come back up. So that was 18.2, okay? Rebecca, number two, 17.2, 16.8, okay? Okay, Steven, you said you wanted to do it right. And you're gonna search students here, come along. I like to wait a minute where it was in that hall. You wait a minute. Well, you know, it's funny, you know, some people they'll jump and they'll try to pull their legs way up like that, thinking that it makes you look like you're jumping. You're not jumping higher, you're just flexing your knees and the distance between your legs and the ground might be higher but you have to jump higher. Do you see what I mean? But if you keep them folded in, it takes you longer to come down, so. This will correct, this knows that you're trying to trick it. All right, what if I do that? Do you think I'll jump off in a few seconds and it's done? Yeah, I have had people where they'll stand off it and then they'll come to try to do this. You can do that, but it doesn't help us sort out our idea about lower leg strength, does it? Okay, go ahead. 15.6, 15.8, 14.7, okay? All right, anybody else? I'm gonna come and add it to the mix here. So which one is your guys? Okay, second and fourth. All right, so now here's the thing. Now, if we're trying to look at, come on, come on. What's your name? Angel. Angel, let's do that one. Okay, okay, I'll have a mental block there, okay. So we're gonna have Angel go, so you got guys at the top and girls at the bottom now? No, girls. Girls at the top, okay, all right. So we have something interesting developing here, okay? Go ahead, Angel. 12.7, 12.3, 12.3. This is very consistent, isn't it? Good, anybody else? 12. What's that? 12. They're 12, all three of them are 12. 12, they were 12, not 20. 12, all right. One other person, all right, here we go. Good job, good job with your name. William. William, all right, William, thank you for coming up. 16.1, now, see? 15.4. All right, wait, hang on, I want you to do that one, yeah, put it on the bed. But you see what he did the first two times? He kicked his legs up and his legs were farther off the ground than what, 15.4 or whatever he had. I want you to do one more. Give me a good one, give me a good one because I'm talking and you can't concentrate. 14.8. But you could see that his legs came up higher but you say, well, that looked a lot higher than 50.4. The mat hose. And pull the mat, okay? All right, so now we look at our values here and we see we have a guy that's really, really good, 23, 24. And then we have a couple of guys that are generally average and that are kind of close to one of our young ladies. And we have a young lady, a bottom group of 12s and we have a guy that's in the 15s and 14s, you see? So what kinds of things can we make? This is just this very basic research project. What can we say about life strength? Well, it's a little bit harder because why? When you're doing this with the hand grip dynamometer, you're just using a very small number of muscles, very specific area of muscles. When you're jumping this way, you're using here, all the muscles in your leg, even the ones down in deep, you're using your thigh muscles, you're using your buttocks and muscles deep down inside your hip, you're using a lot more musculature and so there's gonna be a lot more variability, right? Also overall, you know that your leg muscles are much stronger than any of the other muscles in your body and so that's gonna have something to do with it and so it becomes a little bit more difficult to come up with a hypothesis about strength, one versus the other, although if we did a lot of people, we would probably be able to make some basic assumptions or inferences but here we bet the guys are 18, the girls are almost 16. Statistically what you have to do, it seems like there's a difference but with statistics you can go through and actually find out is that difference significant? We would say so. When we talk about significance in research, that doesn't mean importance, it means statistically is there a difference? Are those numbers really different? They look different but are they statistically different? Are guys actually stronger in their leg strength than girls and sometimes you can have a difference like this and there won't be really a statistical difference because there'll be error that's built into that and it'll make the numbers essentially the same even though they seem to be spaced apart, does it make sense to you what I'm trying to say? And that's a key thing to remember about statistics, we don't say the word significance around here unless we're talking about statistically looking at differences between averages or means. Then the other thing that I mentioned about leg strength is that it's related to people who are physically active whether they're injured or not so to map that out we would have to get your test here and then track you for a while to see if you had more injuries or we could have you look and say how many times have you been injured in your life? Count those up for us and we can compare. Are the people that have a lower value here more injured or have they been in their life? We also could do another kind of research where you say what machine at the arc center? You know the arc center? Have you been toured through there already? Our recreation center that we have on campus and either recreation center, the arc, right? So you get to go there and those of you that were in my lecture about health, great opportunity for physical health right there. I mean you've got the whole workout facility it's posh man, it is really posh, it's nice. And so you can work right there but if you went to the arc center and you were going to work on a particular leg strengthening program because you wanted your legs to be stronger, well, we could test you here. You could go through your leg strengthening program for six weeks and we come back in and test you again and see if you're stronger or not. There's another application of research. We make a hypothesis, the leg strength program that you're engaged in is going to make you stronger. That's the hypothesis. How do you know? You test that, you use research. So there's lots and lots of ways that we can use research. It's really, really exciting. It's fascinating to me to be able to study the human body and the wonderful design of the body and each one of you's been designed a different way and you have your own uniqueness and that's what makes you you and that's exciting. And so celebrate the fact that your body is different. Don't say, well, I wish I looked like this person or that person or celebrate your body that you've got. That's your unique design, that makes you you. And so I get to study that on a regular basis and it's quite a lot of fun. And so hopefully you've been able to see a little bit about how research works. You've seen some kind of cool equipment and you don't have to be in my research group. One of my research group students actually talked to me. I mean, if you see me around then I'm still happy to talk to you and the same with our other professors here, my colleagues. We're all about students. We want students to succeed and have a great time while they're here at UCI. So whatever I can personally do for you, I'll do it. And just a commitment that I make, students that I speak to, you know, you've got something you wanna know about or something I can help you with, let me know. That's why we're here. We're here for you guys, right? You're paying us good money to teach you and to be part of your world for a few years. And so we wanna do that to the best of our ability. Anybody have any questions or comments that you want to know before we cut your leaves? Well, I think you're anxious to have some lunch, right? Yes, sir, go ahead. Could you use this to make motion pictures, hopefully? You've seen Avatar. Yeah. Much more sophisticated system but conceptually the same. And so you can apply, you know, if we wanted to make you some crazy looking character then we'd just put all these things on you. We'd have you move and do whatever you're acting would be in the movie but then we could put like some ugly dragon or some other birds or whatever. You know, we could put anything we want and do all the animation that way. So Hollywood makes a lot of use of this kind of technology. So I'm sure it could. And one of my colleagues in the dance department, Professor Crawford, whose lab is on the next floor down, he actually does a lot of that work. He works with dancers and other kinds of movement in motion capture. I do it in my lab from a biomechanics perspective and understanding the science of human motion. He does it from aesthetics perspective and you know, he's come up with all kinds of cool things. So he has this big box that he's put up in San Francisco and you go into this big box and you play a particular type of dance style like ballet or ballet floricco or Indian dance or any of these different kinds of dance. And then you actually dance inside this box to try to match the person that's actually dancing that way on the screen. And then it shows you how you did. And so it's just good fun. It helps people to learn movement and there's a lot of applications to that. Now they're working in rehabilitation and trying to have people that are hindered in some way with circle palsy or strokes and things like that to try to give them to match the video of these different kinds of techniques to try to get them to build back their ability to move. You see, so there's lots of ways. I mean, what we want are more young, bright, energetic and enthusiastic students to come in here and talk about stuff to come up with more ideas. That's the most, I think the most fun that I have is sitting in a room with students like Kumio and having a chat about what can we figure out? What's your idea for doing this? You know, it's amazing. And just a lot of good opportunities to do that, so. But I miss anything. Do you have anything, anything that you want to say from a student perspective or of your, you know, really your enthusiasm for the work? No, I should say it's fun because you can research on what you want to know and you can actually work with professors with your friend and you get to see close and find a spot for an odd spot, so research is fun. All right, was there another question? Yes, sir. Do the little motion capture balls have like little markers to differentiate them to the cameras? No, what differentiates them is where they are. So when we see where they are, and that was the process I was explaining where you have to, on the computer, go through and say that marker is the mid-five, that marker is the knee joint. So when you go through and assign points to each one of those markers, then across all the frames, the computer knows, oh, that one's moved from there to there to there to there, and it keeps assigning that same marker value to that same marker so that it can actually put together the structure that Kumio showed you at the first, which was her moving and that sort of stick figure. Does this, is the info when it like disappears? Yeah, and that's why you need more cameras. Yeah, because when a camera can't see it, another camera has to be able to pick it up. And if not enough cameras can see the marker, then you don't get that information, and then you have to manually build your stick figure, and that becomes really tight. That's very time consuming. Did you have a question, Kristen? Yeah, I was gonna ask, do you have to be a dance or bio major in order to take part in a research project doing this type of stuff? In my lab, more of my students at this point are dancers, are non-dancers than are dancers. Now I have some that are double majors like dance and biological sciences, but some of my students that have now graduated, one that left last year was a dance and chemistry major, one was a biological sciences major, I have another one now that's gonna graduate in the fall and she's a biological sciences major, so in my particular research group, you don't have to be a dancer, you just have to be interested in movement, interested in, I mean, you'll do things that are related to dance in some way, but you don't have to be a dancer or a dancer, I'm not a dancer, I'm a scientist, which is kind of funny, but here I'm in the School of the Arts that I'm the only scientist there, but I'm not there because I'm a dancer, matter of fact, they pay me not to dance. Please don't dance Russell, you're embarrassing me. So my job is to study the scientific part of that, and as I mentioned, I've got a couple of students and we're studying instrumentalists now working in violin and things like that, and some of the movement patterns that we see there. Anything you can reflect just to in the moves you can study, so it's quite fun, yeah? So can you answer your question? Yeah. Anything else? You guys wanna agree? Yes, go ahead. What kind of questions have you answered through your research? One of the really interesting things that I published a paper last year that looked at dancers standing on point while we took an MRI of this, so we could actually see everything inside their ankle. And so one interesting thing was we would see things on the MRI that when we said that should hurt, pathologically that should hurt, but the dancer said doesn't hurt. And so what we see is an interesting non-relationship between problems of injuries and the dancers don't report that they hurt, and it's because of the way dancers process pain totally differently than the way the rest of people process pain. And then also that's led to new research that I'm about to start within the next couple of weeks, that we're gonna use a higher-powered MRI to look at the position of some of the tissues in there. One thing that I believe is that dancers, even in their 20s, already are starting to develop arthritis. And so we're gonna be looking at the nice, smooth surfaces inside the joint and see how much they're wearing out. And so that's an example where the first MRI project and what we could see led to the next project of let's look at now the joint surfaces and then also the Achilles tendon because it goes around such a curve when the girls are standing on point that it creates a lot of stress and creates injury problems in the tendon. And then another thing that I've been developing is ways to measure dancers, this is called planar flexion or pointing up the foot. And because dancers can go so far in doing that, they're not able to measure them accurately with the usual way that we would use for the general population. And so I've been coming up with a reliable way of actually measuring them better so that it uses an electronic measurement instrument. So I've published a couple of articles about that too. Let's just a couple of examples, but that's just interesting. It's good fun, you know? And so I just want to invite you guys into the process and you can work with me or you can work with a little member. There's hundreds of professors around here doing a resort to all kinds of cool stuff. So figure out what's cool to you, find out who's doing it and go and join. That's what it's about, okay? Anything else? Lunchtime, I think. Is that right?