Oedolyn Corff Cymru
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-Subtitles | 0:00:00 | 0:00:00 | |
-Subtitles - -Subtitles | 0:00:00 | 0:00:02 | |
-We're all different. | 0:00:04 | 0:00:06 | |
-We all live a life -that's unique to us. | 0:00:07 | 0:00:09 | |
-From our first breath... | 0:00:10 | 0:00:12 | |
-..throughout our life... | 0:00:12 | 0:00:14 | |
-..we learn and change... | 0:00:15 | 0:00:16 | |
-..we learn and change... - -..as we adapt to our surroundings. | 0:00:16 | 0:00:19 | |
-I'm Dr Anwen Jones, -a Physiology lecturer... | 0:00:20 | 0:00:22 | |
-..at Cardiff Metropolitan -University. | 0:00:22 | 0:00:25 | |
-I'm Dr Katie Hemer, a Bioarchaeology -specialist at Sheffield University. | 0:00:26 | 0:00:31 | |
-We'll look at the key developmental -steps for body and brain... | 0:00:32 | 0:00:36 | |
-..as we grow, mature and welcome -new members to our midst. | 0:00:37 | 0:00:41 | |
-In each programme, we focus -on a specific stage of our life. | 0:00:42 | 0:00:46 | |
-This is our journey through life. | 0:00:47 | 0:00:50 | |
-Adulthood | 0:00:56 | 0:01:00 | |
-Once we reach adulthood, we face a -world that's full of responsibility. | 0:01:03 | 0:01:08 | |
-It's a long, busy period which -stretches from our late teens... | 0:01:09 | 0:01:14 | |
-..through to our middle age years -and beyond. | 0:01:14 | 0:01:18 | |
-What happens to the body -during adulthood? | 0:01:18 | 0:01:21 | |
-And what about the brain? | 0:01:22 | 0:01:23 | |
-Does it continue to develop -and change during our adult years? | 0:01:24 | 0:01:28 | |
-We all look a bit like our parents. | 0:01:36 | 0:01:39 | |
-We pass on information -from one generation to the next... | 0:01:39 | 0:01:43 | |
-..through genetic heredity. | 0:01:43 | 0:01:45 | |
-Every aspect of a person, -from hair colour to ear shape... | 0:01:49 | 0:01:53 | |
-..and even height... | 0:01:53 | 0:01:55 | |
-..is decided by our genes. | 0:01:55 | 0:01:57 | |
-How does heredity work? | 0:01:59 | 0:02:01 | |
-Does upbringing and environment have -a direct impact on our development? | 0:02:03 | 0:02:08 | |
-I'm at Swansea University to meet -Dr Heledd Iago and find out more. | 0:02:10 | 0:02:16 | |
-Heledd, what is heredity? | 0:02:17 | 0:02:18 | |
-The information which makes us -who we are is stored in our DNA. | 0:02:19 | 0:02:23 | |
-Every person's DNA -is totally unique. | 0:02:24 | 0:02:27 | |
-Half the information comes our -mother and half from our father. | 0:02:28 | 0:02:32 | |
-That information -is stored in the genes. | 0:02:32 | 0:02:35 | |
-We have a gene -for eye colour, for example. | 0:02:36 | 0:02:39 | |
-We carry different forms of genes, -which are called alleles. | 0:02:39 | 0:02:44 | |
-There's a brown eyes allele, -a blue eyes allele... | 0:02:44 | 0:02:49 | |
-..and a green eyes allele. | 0:02:49 | 0:02:52 | |
-Each parent -carries two eye colour alleles. | 0:02:54 | 0:02:58 | |
-As we only inherit one of these -alleles from Mam and one from Dad... | 0:02:59 | 0:03:05 | |
-..we can inherit -different combinations of alleles... | 0:03:06 | 0:03:10 | |
-..from our parents. | 0:03:10 | 0:03:12 | |
-In addition to this, one allele -can be dominant to the other. | 0:03:13 | 0:03:17 | |
-The brown eye allele -is dominant to the blue eye allele. | 0:03:20 | 0:03:23 | |
-In this case, although both parents -carry brown and blue eye alleles... | 0:03:24 | 0:03:29 | |
-..as brown is dominant... | 0:03:30 | 0:03:32 | |
-..there's a three-in-four chance -their children will have brown eyes. | 0:03:33 | 0:03:38 | |
-Many different things -can affect the way our genes work. | 0:03:38 | 0:03:42 | |
-More then one gene -can actually have the same effect. | 0:03:43 | 0:03:47 | |
-For example, many different genes -affect a person's height. | 0:03:47 | 0:03:51 | |
-What effect does environment and -upbringing have on our development? | 0:03:52 | 0:03:57 | |
-DNA gives us a foundation -for what we could become... | 0:03:59 | 0:04:02 | |
-..if we have good nutrition -and nurture. | 0:04:02 | 0:04:05 | |
-If I have a set of genes -which mean I should be tall... | 0:04:06 | 0:04:09 | |
-..but my parents don't give me -the nourishment I need... | 0:04:09 | 0:04:13 | |
-..I won't grow to be tall. | 0:04:14 | 0:04:15 | |
-What has the greatest impact on -our development - nature or nurture? | 0:04:16 | 0:04:21 | |
-Nature has a huge impact on us -and we can't control it. | 0:04:22 | 0:04:26 | |
-We can't control the genes -we inherit from our parents. | 0:04:27 | 0:04:31 | |
-What we can control, to a degree, -is the environment... | 0:04:31 | 0:04:35 | |
-..which affects -our development and growth. | 0:04:35 | 0:04:38 | |
-We can stay healthy, -go to the gym... | 0:04:38 | 0:04:41 | |
-..and avoid things -which will impair our development. | 0:04:41 | 0:04:45 | |
-We can strive -to fulfil our potential. | 0:04:46 | 0:04:49 | |
-Our childhood environment has a -direct impact on our development... | 0:04:50 | 0:04:55 | |
-..by influencing the genes -we inherit from our parents. | 0:04:55 | 0:04:59 | |
-Obesity is one example -of nurture's impact on the body. | 0:04:59 | 0:05:03 | |
-It's a big problem -in modern-day Wales. | 0:05:04 | 0:05:06 | |
-Over half of Welsh adults -are overweight or obese. | 0:05:07 | 0:05:10 | |
-I discussed obesity with -the dietician, Sioned Quirke. | 0:05:10 | 0:05:14 | |
-Sioned, obesity levels among Welsh -adults are higher than ever before. | 0:05:16 | 0:05:21 | |
-Yes, and those levels -continue to increase year upon year. | 0:05:22 | 0:05:26 | |
-We have the highest -adult obesity levels in the UK. | 0:05:26 | 0:05:30 | |
-Is there an explanation for it? | 0:05:32 | 0:05:34 | |
-Is there an explanation for it? - -We're busier, so we don't cook. | 0:05:34 | 0:05:36 | |
-We buy ready meals from supermarkets -and heat them up... | 0:05:37 | 0:05:41 | |
-..and they tend to be more calorific -than home cooked meals. | 0:05:41 | 0:05:46 | |
-We never walk anywhere either. | 0:05:47 | 0:05:49 | |
-Obesity levels are so high, it's -almost normal to be overweight... | 0:05:49 | 0:05:54 | |
-..rather than -to be a healthy weight. | 0:05:55 | 0:05:57 | |
-There are lots of reasons for it. | 0:05:58 | 0:06:01 | |
-Our lifestyle certainly contributes -to obesity levels. | 0:06:02 | 0:06:06 | |
-Yes, lifestyle and nurture -make it easy to be overweight... | 0:06:07 | 0:06:11 | |
-..and very difficult to lose weight. | 0:06:11 | 0:06:14 | |
-What impact does this have -on our long-term health? | 0:06:16 | 0:06:19 | |
-Many people -are obese from a young age... | 0:06:20 | 0:06:23 | |
-..and they don't think it -affects them, so it doesn't matter. | 0:06:23 | 0:06:27 | |
-In reality, it will -catch up with them eventually. | 0:06:28 | 0:06:31 | |
-We see high levels of diabetes, -heart disease, cancer... | 0:06:32 | 0:06:37 | |
-..and joint pain. | 0:06:37 | 0:06:39 | |
-Obesity affects -every aspect of our health. | 0:06:41 | 0:06:45 | |
-Can our actions as a child... | 0:06:45 | 0:06:47 | |
-..contribute to obesity -when we're adults? | 0:06:49 | 0:06:52 | |
-Yes. | 0:06:52 | 0:06:54 | |
-From a very young age, -we're predisposed... | 0:06:54 | 0:06:57 | |
-..to these ideas -of how we eat, how we live... | 0:06:58 | 0:07:01 | |
-..and how much exercise we get. | 0:07:01 | 0:07:03 | |
-As we grow up, we learn -from different people around us. | 0:07:04 | 0:07:08 | |
-That's why our families -are incredibly important... | 0:07:08 | 0:07:12 | |
-..right from the moment we're born. | 0:07:12 | 0:07:15 | |
-It has a huge impact -on our behaviour in adulthood. | 0:07:15 | 0:07:18 | |
-At Tir na n-Og Child Research -Centre, Bangor University... | 0:07:20 | 0:07:25 | |
-..Catherine Sharp looks at the -impact of early intervention... | 0:07:25 | 0:07:30 | |
-..on a child's attitude towards -a healthy diet and exercise. | 0:07:30 | 0:07:34 | |
-It's crucial -to target young children... | 0:07:35 | 0:07:38 | |
-..because that's when they learn -what food they like. | 0:07:38 | 0:07:42 | |
-Our research's aim is to create -a fun, enjoyable programme... | 0:07:42 | 0:07:47 | |
-..which gets chilren -eating fruit and vegetables. | 0:07:47 | 0:07:51 | |
-It's not about seeing or smelling. -It's about eating it. | 0:07:51 | 0:07:55 | |
-Behaviours -which you learn at a young age... | 0:07:56 | 0:07:58 | |
-..are repeated over the years. | 0:07:59 | 0:08:01 | |
-If we can get them eating fruit -and vegetables at a young age... | 0:08:01 | 0:08:06 | |
-..we hope they carry on -and be healthy. | 0:08:06 | 0:08:08 | |
-These three -and four-year-old children... | 0:08:09 | 0:08:12 | |
-..follow a healthy eating programme -called Food Dudes. | 0:08:13 | 0:08:17 | |
-Through this, they taste food like -strawberries and raw broccoli... | 0:08:17 | 0:08:23 | |
-Who likes broccoli? | 0:08:24 | 0:08:26 | |
-..which young children rarely enjoy. | 0:08:27 | 0:08:29 | |
-They're rewarded -for eating a portion. | 0:08:30 | 0:08:33 | |
-They do this several times -as research shows... | 0:08:33 | 0:08:37 | |
-..children must try food at least -ten times before they like it. | 0:08:37 | 0:08:41 | |
-Before they started the programme, -they refused to eat raw broccoli. | 0:08:42 | 0:08:46 | |
-Over time, we stop rewarding them... | 0:08:47 | 0:08:49 | |
-..but they still eat -the fruit and veg. | 0:08:50 | 0:08:52 | |
-Have you seen a difference? | 0:08:53 | 0:08:55 | |
-Yes, and children who are part -of the intervention scheme... | 0:08:55 | 0:08:59 | |
-..eat more fruit and veg than -children given fruit and veg... | 0:08:59 | 0:09:04 | |
-..without the intervention. | 0:09:04 | 0:09:06 | |
-Placing food in front of them -doesn't have as strong an impact... | 0:09:07 | 0:09:11 | |
-..as our programme. | 0:09:12 | 0:09:13 | |
-Catherine's research also looks at -physical activity among children. | 0:09:16 | 0:09:21 | |
-Children watch a DVD -featuring characters and a story. | 0:09:23 | 0:09:27 | |
-The children must copy -the characters' movements... | 0:09:27 | 0:09:31 | |
-..which means they get some exercise -as they watch. | 0:09:31 | 0:09:35 | |
-They wear tabards which include -activity-monitoring devices. | 0:09:35 | 0:09:40 | |
-The children seem to enjoy it. | 0:09:41 | 0:09:43 | |
-A positive attitude towards food -and exercise when we're young... | 0:09:46 | 0:09:51 | |
-..has a positive effect on us -when we're older too? | 0:09:51 | 0:09:55 | |
-Yes, and that's why it's vital -to target young children. | 0:09:56 | 0:10:00 | |
-Give children -the best possible start... | 0:10:00 | 0:10:03 | |
-..and hope -they become healthy adults. | 0:10:04 | 0:10:06 | |
-Early intervention is likely -to change our long-term attitude... | 0:10:07 | 0:10:12 | |
-..towards healthy eating -and exercise as we become adults. | 0:10:12 | 0:10:16 | |
-Programmes like this -could play a vital role... | 0:10:17 | 0:10:20 | |
-..in the battle against obesity. | 0:10:20 | 0:10:23 | |
-Coming up, we interrupt the brain -and compare skeletons... | 0:10:27 | 0:10:31 | |
-..as we examine -the development of an adult. | 0:10:32 | 0:10:35 | |
-. | 0:10:36 | 0:10:36 | |
-Subtitles | 0:10:40 | 0:10:40 | |
-Subtitles - -Subtitles | 0:10:40 | 0:10:42 | |
-Once we've learned a skill like -driving, it comes naturally to us. | 0:10:50 | 0:10:55 | |
-We don't have to think too much -about what we're doing. | 0:10:55 | 0:10:59 | |
-The brain -processes these messages... | 0:11:01 | 0:11:03 | |
-..and reacts -by giving the body instructions. | 0:11:04 | 0:11:07 | |
-Things like 'move your arm' -or 'tilt your head'. | 0:11:07 | 0:11:11 | |
-How does the brain do this? | 0:11:12 | 0:11:13 | |
-Where does this control stem from? | 0:11:14 | 0:11:17 | |
-I'm at CUBRIC, -Cardiff University... | 0:11:19 | 0:11:23 | |
-..where they work to understand -how we control our movements. | 0:11:23 | 0:11:28 | |
-This research is a huge challenge... | 0:11:28 | 0:11:31 | |
-..as they try to get a snapshot of -what part of the brain is working... | 0:11:32 | 0:11:37 | |
-..and how the brain functions -at the same time. | 0:11:38 | 0:11:41 | |
-New technology has been developed -in order to achieve this. | 0:11:42 | 0:11:46 | |
-Transcranial Magnetic Stimulation -is used to cause brain activity. | 0:11:46 | 0:11:52 | |
-The TMS sends a magnetic pulse -into a specific part of the brain... | 0:11:52 | 0:11:58 | |
-..and this has a direct impact -on the activity in that area. | 0:11:58 | 0:12:02 | |
-In this case... | 0:12:04 | 0:12:05 | |
-..the TMS targets the area of the -brain which controls hand movement. | 0:12:05 | 0:12:10 | |
-That's what -caused Rhydian's hand to move. | 0:12:12 | 0:12:14 | |
-In order to look at -the active area of the brain... | 0:12:15 | 0:12:19 | |
-..Rhydian lies in an MRI scanner, -where his brain will be monitored... | 0:12:19 | 0:12:24 | |
-..as he performs a task. | 0:12:24 | 0:12:26 | |
-How important is our control -over movement in our everyday life? | 0:12:28 | 0:12:33 | |
-It's a constant process -but we're unaware of it. | 0:12:33 | 0:12:36 | |
-When the lights change at traffic -lights, should you go or stop? | 0:12:37 | 0:12:41 | |
-That's the kind of decision -which is controlled by this system. | 0:12:41 | 0:12:45 | |
-If I want to perform a movement, -what happens in my brain? | 0:12:46 | 0:12:50 | |
-Several areas of your brain are -active during voluntary movement. | 0:12:50 | 0:12:54 | |
-When you decide to move, the signal -comes from the motor cortex... | 0:12:55 | 0:13:00 | |
-..at the top of the brain. | 0:13:00 | 0:13:03 | |
-That signal must travel through -several areas of the brain... | 0:13:03 | 0:13:07 | |
-..and other areas can connect -to that area to form a network. | 0:13:08 | 0:13:13 | |
-The central brain areas -integrate that data... | 0:13:14 | 0:13:17 | |
-..to decide whether or not -you should slam on the brakes. | 0:13:17 | 0:13:21 | |
-Why do you use TMS -to affect people's behaviour? | 0:13:21 | 0:13:25 | |
-In this experiment, -Rhydian performed tasks... | 0:13:26 | 0:13:29 | |
-..where he had make -quick decisions. | 0:13:29 | 0:13:32 | |
-We apply TMS at that precise moment -when he's trying to make a decision. | 0:13:33 | 0:13:38 | |
-This should show us how the network, -or the activity changes. | 0:13:38 | 0:13:43 | |
-We're ready to go, -so here's your first scan. | 0:13:45 | 0:13:48 | |
-Rhydian must respond to instructions -which tell him to move... | 0:13:48 | 0:13:53 | |
-..but sometimes, he's told to stop. | 0:13:54 | 0:13:56 | |
-The MRI scanner can show us -what part of the brain is active... | 0:14:00 | 0:14:05 | |
-..when the task is performed. | 0:14:05 | 0:14:07 | |
-The TMS can directly affect -the way the brain works. | 0:14:08 | 0:14:12 | |
-It targets areas of the brain... | 0:14:12 | 0:14:15 | |
-..which are vital -to voluntary movement. | 0:14:16 | 0:14:18 | |
-Researchers use MRI images -to spot brain activity... | 0:14:19 | 0:14:22 | |
-..as Rhydian controls his movements -with and without TMS. | 0:14:23 | 0:14:27 | |
-We're not looking for -changes in the brain activity... | 0:14:28 | 0:14:31 | |
-..directly below the area -of the brain we're stimulating. | 0:14:32 | 0:14:36 | |
-We're looking for change -further down the brain. | 0:14:37 | 0:14:40 | |
-Several areas are important -to this decision-making process... | 0:14:40 | 0:14:45 | |
-..and they lie between -the motor cortex and the brainstem. | 0:14:46 | 0:14:50 | |
-We study any differences -in the movement... | 0:14:50 | 0:14:53 | |
-..when the TMS pulse is applied. | 0:14:54 | 0:14:56 | |
-Where will this work lead -in the future? | 0:14:57 | 0:15:00 | |
-We're studying young adults... | 0:15:00 | 0:15:03 | |
-..to better understand -this voluntary movement network. | 0:15:03 | 0:15:07 | |
-We will then take this research work -and apply it to older adults... | 0:15:08 | 0:15:12 | |
-..to try to understand how this -network changes as we get older. | 0:15:13 | 0:15:18 | |
-One of the main symptoms -of Parkinson's disease... | 0:15:20 | 0:15:24 | |
-..is an inability -to control movements. | 0:15:25 | 0:15:27 | |
-Understanding -how a healthy person does this... | 0:15:28 | 0:15:31 | |
-..and how control changes -during our lifetime... | 0:15:31 | 0:15:34 | |
-..will help researchers -understand Parkinson's... | 0:15:34 | 0:15:39 | |
-..and maybe lead to a new treatment. | 0:15:39 | 0:15:41 | |
-Our bodies change very little -during adulthood... | 0:15:42 | 0:15:46 | |
-..but when we hit 40, -it begins to change noticeably. | 0:15:46 | 0:15:50 | |
-Middle-aged men and women -gain weight. | 0:15:51 | 0:15:53 | |
-Men tend to gain belly fat after 40. -Why is that? | 0:15:54 | 0:15:57 | |
-One theory is that it's easier -to carry fat around on the waist... | 0:15:57 | 0:16:01 | |
-..than any other part of the body. | 0:16:01 | 0:16:04 | |
-That left Neanderthal man free to -hunt without being impeded by fat. | 0:16:04 | 0:16:09 | |
-We lose muscle mass as we get older -and our metabolic rate slows down. | 0:16:09 | 0:16:14 | |
-That means we burn around ten fewer -calories every day. | 0:16:14 | 0:16:18 | |
-But how many of us eat less? | 0:16:18 | 0:16:20 | |
-By the age of 55, the female body -has undergone huge change... | 0:16:21 | 0:16:25 | |
-..and she goes through -the menopause. | 0:16:25 | 0:16:28 | |
-The ovaries -no longer release eggs... | 0:16:28 | 0:16:31 | |
-..and the levels -of oestrogen and progesterone drop. | 0:16:31 | 0:16:35 | |
-It may be no coincidence that we -live long past reproductive age. | 0:16:35 | 0:16:39 | |
-Adults who are middle-aged and older -are valuable to society. | 0:16:40 | 0:16:44 | |
-They're a mine of information... | 0:16:44 | 0:16:46 | |
-..and they can pass on knowledge -to the next generation. | 0:16:46 | 0:16:50 | |
-I'm a Bioarchaeologist who -specializes in bones and skeletons. | 0:16:50 | 0:16:55 | |
-The skeleton changes a lot -during our life... | 0:16:56 | 0:16:59 | |
-..even during adulthood. | 0:17:00 | 0:17:02 | |
-Studying bones offers countless -clues about humans in the past. | 0:17:03 | 0:17:07 | |
-How does the skeleton change -during childhood and adulthood? | 0:17:07 | 0:17:12 | |
-These two individuals -lived over 1,000 years ago. | 0:17:13 | 0:17:17 | |
-This child was around six years old. | 0:17:18 | 0:17:21 | |
-This man was at least 40 years old. | 0:17:21 | 0:17:23 | |
-A normal adult has 206 bones. | 0:17:24 | 0:17:28 | |
-When we're born, there are -over 300 sections in our skeleton. | 0:17:29 | 0:17:34 | |
-There's an obvious difference -in the sizes of the bones... | 0:17:35 | 0:17:39 | |
-..but we can look at other features -on the skeleton... | 0:17:40 | 0:17:43 | |
-..to reveal this person's exact age. | 0:17:44 | 0:17:46 | |
-As the skeleton develops, -the bones grow... | 0:17:48 | 0:17:53 | |
-..and different sections fuse -to create a complete, mature bone. | 0:17:54 | 0:17:58 | |
-Bone fusion happens across the -whole skeleton at different times. | 0:17:58 | 0:18:04 | |
-I can use this information -to age any particular individual. | 0:18:05 | 0:18:10 | |
-I also look at teeth. | 0:18:10 | 0:18:12 | |
-They develop and appear -at specific times. | 0:18:13 | 0:18:16 | |
-What about the skeleton -of an adult who's stopped growing? | 0:18:18 | 0:18:22 | |
-You can age a mature skeleton... | 0:18:23 | 0:18:25 | |
-..by looking at several features -linked to physiological decline. | 0:18:26 | 0:18:30 | |
-In a mature adult, -I'd expect to see... | 0:18:31 | 0:18:34 | |
-..more wear -on the teeth's chewing surface. | 0:18:34 | 0:18:37 | |
-I also look for changes in bones' -surface, for example in the pelvis. | 0:18:39 | 0:18:44 | |
-Bones can reveal a lot about -diseases which develop over time. | 0:18:44 | 0:18:48 | |
-This change suggests to me... | 0:18:48 | 0:18:51 | |
-..that this person suffered from -a disease such as arthritis. | 0:18:51 | 0:18:55 | |
-Osteoporosis is another condition -which affects the bones. | 0:18:58 | 0:19:02 | |
-It's a condition -in which bones become fragile. | 0:19:02 | 0:19:06 | |
-One in three women over 50 -and one in five men suffer from it. | 0:19:07 | 0:19:11 | |
-An adult's lifestyle is likely to -affect the strength of their bones. | 0:19:12 | 0:19:17 | |
-Katie is at the Institute Of -Molecular & Experimental Medicine... | 0:19:17 | 0:19:23 | |
-..to meet Dr Bronwen Evans, -who specializes in osteoporosis. | 0:19:24 | 0:19:28 | |
-Osteoporosis happens when cells -in the bone don't function properly. | 0:19:32 | 0:19:37 | |
-There are two types of bone cells... | 0:19:38 | 0:19:41 | |
-..namely osteoclasts -and osteoblasts. | 0:19:42 | 0:19:45 | |
-Osteoclasts break down -bone tissue and create holes. | 0:19:47 | 0:19:51 | |
-They communicates -with the osteoblasts... | 0:19:51 | 0:19:55 | |
-..and the osteoblasts deposit -new bone tissue to fill those holes. | 0:19:55 | 0:20:00 | |
-You need balance between -the osteoclasts and the osteoblasts. | 0:20:00 | 0:20:04 | |
-When that balance is lost... | 0:20:04 | 0:20:07 | |
-..less bone tissue is created -and osteoporosis takes hold. | 0:20:07 | 0:20:11 | |
-You have an example of that here. | 0:20:12 | 0:20:14 | |
-You have an example of that here. - -Yes. This is a normal bone. | 0:20:14 | 0:20:16 | |
-You can see the wall here -and a little bit of bone structure. | 0:20:19 | 0:20:23 | |
-This is one -which is affected by osteoporosis. | 0:20:24 | 0:20:27 | |
-You can see that the wall is thinner -and much of the structure is lost. | 0:20:29 | 0:20:33 | |
-This bone is much more brittle -and it will break far easier. | 0:20:34 | 0:20:38 | |
-Bone is a dynamic tissue... | 0:20:39 | 0:20:41 | |
-..which the body constantly -breaks down and remodels. | 0:20:41 | 0:20:45 | |
-Our capacity to do this -changes as we get older. | 0:20:45 | 0:20:48 | |
-Bones get stronger -during childhood... | 0:20:49 | 0:20:51 | |
-..and they're at their strongest -when we're around 25 years old. | 0:20:52 | 0:20:57 | |
-From the age of 35, -our bones naturally start to weaken. | 0:20:57 | 0:21:00 | |
-Our lifestyle can affect -the amount of bone density we lose. | 0:21:01 | 0:21:05 | |
-When does osteoporosis affect us? | 0:21:05 | 0:21:09 | |
-When does osteoporosis affect us? - -It can hit you at any time. | 0:21:09 | 0:21:11 | |
-The most important thing you can do -to halt this condition... | 0:21:11 | 0:21:15 | |
-..is to adopt a healthy lifestyle. | 0:21:15 | 0:21:18 | |
-Eat a calcium-rich diet... | 0:21:18 | 0:21:20 | |
-..get enough sun to absorb -the vitamin D your bones need. | 0:21:21 | 0:21:25 | |
-Get some exercise, -especially weight-bearing exercise. | 0:21:25 | 0:21:29 | |
-Weight-bearing exercise stimulates -the creation of new bone tissue... | 0:21:30 | 0:21:35 | |
-..which strengthens the skeleton. | 0:21:35 | 0:21:39 | |
-To see how weight-bearing exercise -helps increase bone density... | 0:21:39 | 0:21:44 | |
-..Bronwen's team focuses on the -bone's third cell - the osteocyte. | 0:21:45 | 0:21:50 | |
-These cells sense the pressure -on the bone structure. | 0:21:50 | 0:21:54 | |
-It communicates -with the osteoblast... | 0:21:54 | 0:21:57 | |
-..which reacts by creating new bone -and strengthening existing bone. | 0:21:58 | 0:22:03 | |
-These cells are embedded -deep in the bone matrix... | 0:22:03 | 0:22:07 | |
-..and Bronwen's team created a -new technique to see how they work. | 0:22:07 | 0:22:12 | |
-They grew osteocytes on -a 3D structure in the laboratory. | 0:22:12 | 0:22:16 | |
-They developed a machine -which puts pressure on the cells... | 0:22:17 | 0:22:21 | |
-..that is equivalent to the pressure -exercise puts on the skeleton. | 0:22:22 | 0:22:27 | |
-This technique allows Bronwen's team -to study the effect of weight... | 0:22:27 | 0:22:32 | |
-..on the osteocytes. | 0:22:33 | 0:22:34 | |
-This means they can gauge how -they react within the bone itself. | 0:22:35 | 0:22:39 | |
-By understanding -exactly how that works... | 0:22:41 | 0:22:44 | |
-..we hope to create new medication -to treat osteoporosis. | 0:22:45 | 0:22:49 | |
-Adulthood is a long period... | 0:22:53 | 0:22:56 | |
-..during which we leave home, -create a career and have children. | 0:22:56 | 0:23:01 | |
-Our bodies reach full maturity -and we stop growing. | 0:23:02 | 0:23:07 | |
-But our brain constantly adjusts -to the complex world around us. | 0:23:08 | 0:23:12 | |
-We amass experience and knowledge -to share with the next generation. | 0:23:13 | 0:23:18 | |
-Lifestyle has a long-term impact -on the body... | 0:23:19 | 0:23:22 | |
-..which changes once again... | 0:23:22 | 0:23:24 | |
-..as we pass through our middle-aged -years and reach our final chapter. | 0:23:25 | 0:23:30 | |
-Next time, we test body and brain... | 0:23:30 | 0:23:33 | |
-..as we focus on later life. | 0:23:34 | 0:23:37 | |
-S4C subtitles by Eirlys A Jones | 0:23:51 | 0:23:53 | |
-. | 0:23:53 | 0:23:53 |
