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(3:11:50) JHU Bloomberg School of Public Health Graduation May 22, 2018 Royal Farms Arena

(1:18) Join us on Friday, May 18, 2018 for ONEHopkins, our annual day of giving. Help us reach our goal of 1,000 donors, and see the difference that one day can make! Visit Givingday.jhu.edu to learn more.

(1:33) Johns Hopkins University researchers have developed a way to study the brain of a bat as it flies, recording for the first time what happens as an animal focuses its attention.This groundbreaking advance allows us to see what happens in the brains of naturally-behaving animals, uninhibited by laboratory constraints. Because bats share the same brain structure as all mammals, including humans, the achievement, published this week in the journal eLife, deepens our understanding of what happens in the brain as we move through the world.

(0:50) Proudly introducing the Johns Hopkins 2018 Commencement speaker, attorney, activist and civil rights champion Bryan A. Stevenson.Video Transcript[dramatic music]Bryan Stevenson: Hope is your superpower. Hope is what allows you to stand up when other people say sit down.Graphic: Bryan A. StevensonNewscaster: Bryan Stevenson found his calling defending the poor and least powerful among us.Graphic: His calling… racial justice, children in prison, mass incarceration, death penaltyNewscaster2: Bryan Stevenson is a public interest lawyer and founder of the Equal Justice Initiative.Newscaster3: His organization has helped spare the lives of more than 115 wrongly condemned death row prisoners.Stephen Colbert: Please welcome, Bryan Stevenson!Graphic: His work will move you. His message will inspire you. Your 2018 Commencement speaker Bryan A. StevensonBryan Stevenson: We're trying to confront bias and discrimination. I want the class of 2018 to stay hopeful. We change the world, not with the ideas in our mind, but when we allow the ideas in our mind to be fueled by the conviction heart.Graphic: #jhu2018--end of transcript--Video by: Johns Hopkins University Office of Communications video@jhu.edu

(0:53) Johns Hopkins freshmen gather at the First-Year Banquet to converse with faculty and celebrate their college experiences thus far. The dinner is sponsored by the Hopkins Parents Fund which is dedicated to enriching the Homewood student experience.

(0:45) Researchers at Johns Hopkins University say most participants in a study couldn't pick out the correct form of lowercase g, a letter shape most of us have seen millions of times. Play this game to find out if you can spot the right g. See the full video story at https://youtu.be/iSNGaJ0KiEs.Video Transcript[upbeat music] Graphics: It's part of the alp[habet you've seen millions of times. But do you really remember how it looks? Johns Hopkins researchers found out a lot of people don't. So go ahead, pick the right form of the letter g. 1.g 2.g 3.g 4.g Let's see those one more time (four letter g grid) Ready for the answer? The devil's in the g-tails! [Johns Hopkins logo]Video by: Len Turner Johns Hopkins Office of Communications video@jhu.edu

(1:55) Can we see something millions of times and still not remember what it looks like? Cognitive researchers at Johns Hopkins University say the answer is "yes" and use the letter "g" to demonstrate.Video Transcript[whimsical music] So many people have the same reaction. Student: Wait. Am I crazy? They have no idea what we're talking about. Graphic: Johns Hopkins researchers make a surprising discovery... I need you to tell me which one is the right one. Take your time. Graphic: about a letter most of us have seen millions of times. Which one is the real letter? Graphic: In books and online. Michael McCloskey: I think we all if we've been to school, think that we know our ABC's. We think if I asked you about a letter you would know what it looked like But many people don't seem to be aware of a very very common form of the letter g. It's a letter shape that people see all the time millions and millions of times throughout their life and yet many people are unaware that it exists. Graphic: All research participants remembered the shape they learned to write in school (g). But just a few could describe the one they constantly see in print. Have you ever written this g before? No. And even when they are aware it exists they are unable to recall the exact shape. I think we only had one participant out of all of our participants who even wrote it close to correct. And this is my attempt... Many researchers are thinking now that learning to write plays an important role in learning to read. People are writing less and less in our culture nowadays. This kind of gives us an intriguing way of looking at some of those questions. The main thing this makes us question is the notion that if you see something enough times you know it. There are things that we see in everyday life all the time but somehow don't possess enough knowledge of it to access it consistently. This is the g you attempted to write. That's the g I was trying to do. The devil's in the g-tails! [Johns Hopkins logo]Video by: Len Turner and Dave Schmelick Johns Hopkins University Office of Communications video @jhu.edu

(1:44) While cockroaches make most of us squirm, engineers at Johns Hopkins University are using the bugs' amazing skills of agility and balance to model the next generation of climbing, jumping robots.Video Transcript: [Mysterious Music] Sean Gart: People hate cockroaches because they are a little bit icky. They touch you with their antenna- it's kind of gross, but because they are so quick, because they can climb so well, that information can help you build a robot that is fast and can climb well. [Robot noise] Chen Li: That's exactly what we are looking for - how they can go everywhere and move through almost any environment. [Researcher tapping roach] Gart: So to start with the study we took the cockroaches and we put them in a little test arena and they ran across the obstacle very quickly. Li: We studied them traversing both a large gap and large bump obstacle, and then we used high speed videos to observe how they interact with the obstacles to eventually traverse. What we found is that if they can run fast enough and if they have appropriate enough body pose, they would be able to pitch up and very quickly transition into dynamic climbing. Gart: So once we did the animal study, we moved to our robot study. Li: This REX Robot which we are using is basically modeled after cockroach so that it is dynamically stable. [Robot sounds] Gart: We ran it toward the same obstacles that the cockroaches crossed, and what we found was this pitching the body upward was pretty important. So we added what we call an active tail to the robot. So the tail swings back, the robot also pitches up. (Robot Sound) Li: Once we implement this new control strategy, the robot can actually traverse an obstacle that is about fifty percent greater than its body size. Gart: So the more we know about traversing these obstacles, the better robots will become in the future, so we have the cockroach to thank for these advancements in robotics. [music ending]Video by: Derek Valcourt and Dave Schmelick Johns Hopkins University Office of Communications video@jhu.edu

(1:43) Athletes who make it to the Olympics have the speed or strength or whatever physical skills it takes to lead the world in their sport. But Johns Hopkins University scientists say those who ultimately bring home gold have also honed the mind of a medalist. Some of these athletes were born with brains inherently more suited to winning. In other cases, researchers say, their brains changed after years of intense training. While stakes are high at the Olympics, the brain activity of the contenders can reveal who will choke under pressure. Video Transcript [upbeat music] [Announcer: And she takes the lead by 159!] Vikram chib/Assistant Professor of Biomedical Enginnering at Johns Hopkins University: The Olympics can be a once-in-a-lifetime opportunity for a lot of athletes, but [Announcer: Takes a little bit of a tumble...] some of them tend to choke under pressure. And we're trying to answer why. [electrical buzzing noise] [keyboard typing] My name is Vikram Chib and I'm an assistant professor of biomedical engineering at Johns Hopkins. We try and understand how incentives motivate performance, how the brain is responding when it's performing under pressure. [whooshing] There's a lot of literature in psychology that's shown when the stakes are really high [announcer yells] people do poorly. The question we want to answer is what's happening in yoour brain that's causing these things to happen. [typing sound] We had people perform a skilled motor task and we paid them different levels of incentive to do this task, from zer to a hundred dollars. We couuld look at how their brain is processing the incentives and how that influenced their motor performance. As you paid people more their performance got better up until a point. They encoded it as a potential gain. But if you paid people a hundred bucks areas of the brain that have been shown to encode loss actually tended to light up and they begin framing things as a potential loss and they tended to choke under pressure. [TV Announcer: Right back up! Here she goes...] Whne you're playing for your country, you know you have millions of people who are counting on you to do well, the very best athletes are the ones who are able to sort of reframe the task and not be worried about that at the time of performance and that could actually lead them to win medals.Video by: Len Turner and Dave Schmelick Johns Hopkins University Office of Communications video@jhu.edu

(1:52) Athletes who make it to the Olympics have the speed or strength or whatever physical skills it takes to lead the world in their sport. But Johns Hopkins University scientists say those who ultimately bring home gold have also honed the mind of a medalist. Some of these athletes were born with brains inherently more suited to winning. In other cases, researchers say, their brains changed after years of intense training. Though ordinary folks get dizzy just watching skaters and skiers spin and flip, the brains of these athletes have adapted in surprising ways to handle the disorientation. Video Transcript[upbeat music] What probably makes Olympic athletes special is they're not only training their bodies but they're obviously training their minds. [electrical buzzing noise] My name is Kathleen Cullen. I'm a professor of biomedical engineering at Johns Hopkins University. What I study is the vestibular system and the vestibular system is what people think of as a sixth sense, the sense of motion. What it does is give you a moment by moment signal about how you're actually rotating through the world. [classical music fanfare] So if you think of an Olympic athlete who's doing these very sophisticated performances when they started practicing at the very beginning of their career when they would spin around they would feel dizzy. And that's really that sense you get when you're spinning yourself around and you feel like the world is still moving. And you can see that in the lab by recording somebody's eye movements. If you have somebody spinning around and then they stop they're still generating these compensatory eye movements. [TV Announcer: A great performance by the German newcomer...] But there's a really profound fundamental thing that happens in the brain of people like dancers or skaters over lots and lots of practice. And that's basically a change in the way that the brain is processing your information. When you're spinning around you're activating the semicircular canals, the rotation sensors. They're filled with fluid and they're sensing your rotation but when you stop [musical fanfare] then the fluid has inertia and it continues to move. They actually get a false sensation of movement. Over time what they learn to do is suppress this sort of false input. So their brains have learned to ignore this error. It's not totally gone but it's suppressed considerably from normal people. So the skaters over time their brain learns to better interpret the vestibular information.[upbeat music] What probably mkaes Olympic athletes special is they're not only training their bodies but theyre obviously training their minds. [electrical buzzing noise] My name is Kathleen Cullen. I'm a professor of biomedical engineering at Johns Hopkins University. What I study is the vestibular system and the vestibular system is what people think of as a sixth sense, the sense of motion. What it does is give you a moment by moment signal about how you're actually rotating through the world. [classical music fanfare] So if you think of an Olympic athlete who's doing these very sophisticated performances when they started practicing at the very beginning of their career when they would spin around they would feel dizzy. And that's really that sense you get when you're spinning yourself around and you feel like the world is still moving. And you can see that in the lab by recording somebody's eye movements. If you have somebody spinning around and then they stop they're still generating these compensatory eye movements. [TV Announcer:A great performance by the German newcomer...] But there's a really prfound fundamental thing that happens in the brain of people like dancers or skaters over lots and lots of pratice. And that's basically a change in the way that the brain is processing your information. When you're spinning around you're activating the semicircular canals, the rotation sensors. They're filled with fluid and they're sensing your rotation but when you stop [musical fanfare] then the fluid has inertia and it continues to move. They actually get a flase sensation of movement. Over time what they learn to do is supress this sort of false input. So their brains have learned to ignore this error. It's not totally gone but it's supressed consderably from normal people. So the skaters over time their brain learns to better interpret the vestibular information.Video by: Len Turner and Dave Schmelick Johns Hopkins University Office of Communications video@jhu.edu

(1:41) Athletes who make it to the Olympics have the speed or strength or whatever physical skills it takes to lead the world in their sport. But Johns Hopkins University scientists say those who ultimately bring home gold have also honed the mind of a medalist. Some of these athletes were born with brains inherently more suited to winning. In other cases, researchers say, their brains changed after years of intense training. When 100ths of a second count, an Olympian’s brain connections allow for faster decision-making. Video Transcript[Olympic-style music] We tend to think of elite athletes as being different from us in terms of their bodies, their strength, their agility but what really sets apart the gold medalist is the quickness and flexibility of their mind. [Olympic-style music] [Hydraulic noise] My name is Chris Fetsch. I'm an assistant professor of neuroscience at Johns Hopkins University. I study decision-making and in particular how the brain makes decisions based on information that comes in through the senses. [whooshing] In the case of athletes say at the Olympics how the brain decides where it's moving in space. [Announcer: As she makes these quick corners...] It looks very effortless what the athletes are doing but in reality what the brain is faced with is a tough computational challenge. [cheering] It has to piece together different sources of information in real time and that are varying dynamically and unpredictably. Imagine yourself a skier heading down a slope. You're getting all this information in through your eyes to say you're heading slightly to the left or slightly to the right. But you also have touch, hearing. The brain's task is to combine that information with information it gets from other senses to make up its mind about what to do next. [starting gun] The key way an athlete's brain is different is that they have trained and strengthened connections in the brain that more rapidly and more efficiently convert the input from their senses into commands to move the muscles. [starting bell] We talk about something called muscle memory, when you do a task over and over again it starts to become automatic. The memory does not reside in the muscles. The memory is in the brain. [wooshing wind] So that's what being trained when athletes get better and better at their sport.Video by: Len Turner and Dave Schmelick Johns Hopkins Office of Communications video@jhu.edu

(1:48) It’s the last day for students to finalize the clay and papier-mâché masks they created during Intersession, and Larcia Premo, an instructor in the Johns Hopkins Center for Visual Arts, is buzzing around giving advice on paints and sealants to use. Taught for the first time this year, The Many Faces of Masks challenges students to create decorative or functional masks using an array of techniques and the supplies that Premo provides.https://hub.jhu.edu/2018/01/31/many-faces-masks-intersession-visual-arts/

(51:54) Session 3: IMPLICATIONS OF TRAINING PROGRAMSDo 'Brain Training' Programs Work?Daniel Simons, Professor of Psychology, University of Illinois at Urbana-Champaignrecorded January 22, 2018, Johns Hopkins University Hodson Hall

(0:31) To meet rising demand and minimize wait times, the Blue Jay Shuttle service has expanded its fleet of vans and partnered with the popular ride-sharing service Lyft to increase the capacity of its Homewood-area Night Ride program on busy Friday and Saturday nights.Video Transcript-- Graphics: When the sun goes down, It's time to catch a night ride. The Blue Jay Shuttle and Lyft Lyft Wait Less Ride More Still Free! Blue Jay Shuttle Now with faster peak service by Lyft Get the Transloc app to get onboard. Johns Hopkins UniversityVideo by: Johns Hopkins University Office of Communications video@jhu.edu Producer/Editor-Len Turner Photography-Will Kirk

(9:23) IMPLICATIONS OF TRAINING PROGRAMS Open DiscussionAmy Shelton, Professor of Education; Associate Dean of Research, School of Education; Director of Research, Center for Talented Youth, Johns Hopkins UniversityDaniel Simons, Professor of Psychology, University of Illinois at Urbana-Champaignrecorded January 22, 2018, Johns Hopkins University Hodson Hall

(46:59) Session 3: IMPLICATIONS OF TRAINING PROGRAMSNeuro-Education, Educational Neuroscience, and the Research-Practice Gap: A Cautionary TaleAmy Shelton, Professor of Education; Associate Dean of Research, School of Education; Director of Research, Center for Talented Youth, Johns Hopkins Universityrecorded January 22, 2018, Johns Hopkins University Hodson Hall

(18:26) NEURAL AND COGNITIVE BASES OF MOTIVATION Open Discussion Patricia Janak, Bloomberg Distinguished Professor of Psychological and Brain Sciences and Neuroscience, Johns Hopkins UniversityAndrei Cimpian, Associate Professor of Psychology, New York Universityrecorded January 22, 2018, Johns Hopkins University Hodson Hall

(54:54) Session 2: NEURAL AND COGNITIVE BASES OF MOTIVATIONThe Brilliance Barrier: Stereotypes about Brilliance are an Obstacle to Diversity in Science and BeyondAndrei Cimpian, Associate Professor of Psychology, New York Universityrecorded January 22, 2018, Johns Hopkins University Hodson Hall

(41:15) Session 2: NEURAL AND COGNITIVE BASES OF MOTIVATIONHow Does Dopamine Mold Your Behavior? Behavioral Neuroscience Studies of Dopamine, Learning, and MotivationPatricia Janak, Bloomberg Distinguished Professor of Psychological and Brain Sciences and Neuroscience, Johns Hopkins UniversityThe Brilliance Barrier: Stereotypes about Brilliance are an Obstacle to Diversity in Science and BeyondAndrei Cimpian, Associate Professor of Psychology, New York Universityrecorded January 22, 2018, Johns Hopkins University Hodson Hall