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Sports Medicine Physician

Transcript: Assets *Pass the National Certification Exam *Specialize in the following fields: -Emergency Mediccine -Family Medicine -Internal Medicine -Pediatrics -Physical Rehabilitation Treating and diagnosing injuries related to the muskoskeletal system Certification What do they do on a daily basis? Teaching athletes about nutrition, conditioning, exercising safely and injury prevention Additional Education Guiding injured athletes in recovery and when they'll be able to play again Requirements to become a Sports Medicine Physician *Bachelors Degree *4 years of medical school *Atleast 3 years of Residency. 1. 2. *Atleast 1 year of fellowship A sports medicine physician specializes in treating the muskoskeletal for athletes. They focus on getting the athlete back quickly and safely. Sports Medicine Physician What does a Sports Medicine Physician do? Skills/Qualities Provincial Outlook: In Ontario, the career of Sport Medicine Physician has a good outlook in our current job market. National Outlook: While looking at the job market throughout Canada it seems even better having the best possible outlook in most provinces The skills/qualities important to become a sports medicine physician Skills: - Dexterity - Communication skills - Detail oriented - Leadership skills Qualities: - Compassion - Patience - Physical Stamina 4. Demand: Being a Sports Medicine Physician is in high demand as there is a smaller supply compared to the demand. 3. Key point

Presentation Template

Transcript: Title Number Three Here are some bullet points Because everyone loves these Also, mustache Another Title Body of the conclusion. Title Number One subtitle Concluding Title ... and subtitle Insert Title Body of the point With BIGGER points.

Automobile Presentation

Transcript: ENGLISH PRESENTATION THE AUTOMOBILE Hugo LEBOUC Jean-Baptiste AMELINE THE HISTORY HISTORY The automobile was born from a human dream to create a way to move more efficient than horses. Since 1769, it became the main way of transportation to a point of being omnipresent in the human society and history. Today, the automobile is still one the most used vehicle, and it has evolved so much that it became an art. 1769 The first car ever created was a steam-powered engine vehicule made by Nicolas-Joseph Cugnot in 1769. 1885 The first car to go into production with an internal combustion engine was the 1885 Benz Patent-Motorwagen. HOW DOES AN ENGINE WORK? HOW AN ENGINE WORKS. These days, the engineering of engine is a well known exercise and we're not creating new things, we only improve the existant patterns. There is two main kinds of Thermal engines : two-strokes and four-strokes. But there is also Hybrid and Full-electric engines. These are the most used engines because of their reliability and their diversity. Thermal engines. Thermal There is a lot of different thermal engines, and they all have a specific use. We will show you the most used ones. This is kind of an extinct race, since the two-strokes engines requires lots of oil and gaz. They used to be very famous among the bikers since this kind of engine is very powerful, they tend to work better at higher RPMs and the bikes being lightweight it was a great combo Two-strokes engines. Two-strokes This is the most common engine race, basically all engines are 4Strokes these days because of the lower fuel consumption and CO2 rejections compared to a 2Strokes engine. Four-strokes engines. Four-strokes Here's an overview of the most famous engine types. Different kinds of engines. Inline Basically the most common engine that you can find in any standard car. It's fuel efficient, compact and cheap to build. Inline engine V8 Boxer Rotary Hybrid Full-electric QUESTIONS QUESTIONS ?

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Transcript: and subtitle We have the conclusion. So make any final notes you can think of, within this box. Then make jokes. Tear off your break away pants. Party. Example Title Facebook Twitter LinkedIn Mustache Coalition And Finally, Mega Point #1 Social Media Because who doesn't? With Bullet Points Because People Love Bullet Points Also, Mustaches

Automobile Presentation

Transcript: Work Cited 2 Independent Variable: Height of Ramp Dependent Variable: Force of Impact Constant Factors: Weight, Cart Weight,and Distance Released Q8: What are two improvements that could be made with the set up or procedure of this activity if you were to do this again? If we were to do this again, two improvements we would make would be an easier and more accurate way to set up and test the height and also have the motion sensor work more accurately. 1. Open the program logger lite 2. Measure 1 meter on the ramp and mark the spot 3. Create a ramp with a height of 30cm with one end against the wall 4. Measure the mass of your cart with the triple-beam balance 5. Record value of mass disc 6. Place motion sensor at the top of the ramp 7. Hold the front wheels of the cart behind the 1 meter mark 8. Press the collect button and let go of the cart and record the distance and time 9. Repeat this process for the heights of 20cm, 40cm, and 50cm 10. Figure out the calculations By: Andrea Smith and Cheyenne Alm Introduction Problem Statement: How does the height of the ramp effect the force of impact? Data Table and Calculations 2 Discussion Questions Conclusion In our experiment we tested how the height affected the force of impact. We used a ramp with a stand to hold it at different heights, as well as a cart to simulate a car. We used a motion sensor to be able to detect movement of the cart. We set up the ramp at our predetermined height and added 200g weight to our cart. We started the car a meter away from the wall and made sure the motion sensor was collecting the movement. From these tests, we were able to determine the mass, distance, and time. We were then able to calculate the velocity, acceleration, force, and momentum. We then conducted that the more intense the angle of elevation the greater of force. If the height of the ramp is only 0.2m then the force is 0.25N but if the height is 0.5m then the force is 1.15N. The force for the 0.4m was 0.91N and the force of the ramp when it was 0.3m was 0.27. The larger height resulted in a more intense force. In our experiment we found reasonable data that make sense. Our hypothesis, if the height is changed then the force of impact will either increase or decrease, was proven correct due to our results varying to what height the ramp is located at. I do think our hypothesis is correct due to more than just the data. It’s logical that sense that a steeper angle will cause the speed to increase which results in more force at the impact. Our problem question was: how does the height effect the force of impact? We found out that the greater the height of the ramp (0.4m or 0.5m) the more intense the force is (0.91N or 1.15N) so we can see that height does effect the speed and time of the cart which results in a change in force. Q6: Did the momentum of the cart change very much between trials? Why or why not? Yes, the momentum did change between trials due to the changing of the independent variable and the factors that go along with that. Q7: What would have happened to the momentum if the velocity of your cart was higher? The momentum would increase because velocity is part of how you calculate momentum so the higher the number the higher the momentum. Materials -Cart -Ramp -Meter Stick -Triple-beam Balance -Ring Clamp -Ring Stand -Motion Sensor -Computer -200g disc Results Procedure In our research we learned when automobiles were first produced, and other safety features. The first mass production of automobiles was in 1908 by Henry Ford. The first safety feature we researched were seat belts which were first put in cars in the early 1950's. The second safety feature we researched was air bags which were first produced it the 1980's. The third and final safety feature we researched was disc brakes which were put in cars in the mid 1970's. One safety feature that we thought cars should have in the future was windows that slightly tint when the sun shines bright on them, so that the sun does not distract or make it so the driver can't see. Automobile Project Background Q1: What was the purpose of doing the control experiment? The purpose of doing a control experiment is so you have data to base your experiment off of. Q2: Compare the results for the force for the various trials. Our second trial had the smallest force because the cart was not moving as fast due to the ramp being at a lower elevation Q3: What is the importance of keeping everything constant between trials except for the independent variable? It is important to keep all the variables the same exept your independent variable because then you are able to see how the variable effect the outcome and the data. "Automobile." Britannica School. Encyclopedia Britannica, Inc., 2014. Web. 21 Feb. 2014. "Henry Ford." Britannica School. Encyclopedia Britannica, Inc., 2014. Web. 21 Feb. 2014. "vehicular safety devices." Britannica School. Encyclopedia Britannica, Inc., 2014. Web. 21 Feb. 2014. 2 Our hypothesis was

Template Presentation

Transcript: Template Presentation Fill in the relevant content Impactful Image Additional Details Conclusion Key Points Description Details Visual Impact Wrap-Up Summary Empowering image representing the importance of the topic. A captivating photograph showcasing the essence of the topic. Further information on the topic. Concluding remarks and summary of key points. Key takeaways from the presentation. Discussion Fun Facts Context Introduction Historical Context Topic Discussion Overview Interesting Facts Relevance Today Brief overview of the topic. Engage in a discussion about the main points. Exploring the historical background of the topic. Fascinating facts about the topic. Highlighting the relevance of the topic in the present day.

Presentation Template.

Transcript: Presentation Name. By: Liam Lawrence Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic. Text. Topic. Topic.

Template Presentation

Transcript: Assessing the Maritime Students’ Perceptions and Preparedness of Coastal Resilience: A Descriptive Correlational Study BSMT SII-BRAVO (GROUP1) OBJECTIVES: The sole purpose of the descriptive correlational study is to investigate fundamental research inquiries through a comprehensive assessment of the level of awareness, perception, and readiness among maritime students about coastal resilience. The chapter presents the findings from the data gathered. The chapter is organized into themes that go along with the sub-themes obtained through thematic analysis which is also derived from the research questions. The result is hereby integrated with the information gathered from the interviews. To examine the extent of maritime students' awareness of coastal resilience and its importance. To investigate the opinions of maritime students regarding coastal hazards and theirpossible impact on many elements of maritime activity. To evaluate the preparedness of maritime students in implementing coastal resiliencemethods within their field focuses on assessing their readiness. To recommend practical suggestions for enhancing the education and training ofmaritime students within the framework of coastal resilience and monitoring systems. CONCLUSION: 1. The extent of maritime students' awareness of coastal resilience and its importance is very pivotal in achieving success. 2. The opinions of maritime students regarding coastal hazards and their possible impact on many elements of maritime activity differs from their educational backgrounds, views, opinions, and perspectives that can be seen from positive and negative statements. 3. The preparedness of maritime students in implementing coastal resilience methods within their field focuses on assessing their readiness. 4. The recommended practical suggestions for enhancing the education and training of maritime students within the framework of coastal resilience and monitoring systems will be a great leap towards total quality achievement. RECOMMENDATIONS: 1. School administrators may support the development of practical suggestions for enhancing the education and training of maritime students within the framework of coastal resilience and monitoring systems. 2. Strengthen or maintain development programs for maritime students that nurture the development of their personal life and professional role. 3. The education and training of maritime students within the framework of coastal resilience and monitoring systems may be reviewed, refined, and later used to guide researchers. 4. Future researchers may use this study as a reference for further study on variables that were not explored in this study. This descriptive correlational study evaluated maritime students' views of and readiness for coastal resilience in order to prevent problems in the near future. The purpose of this study was to determine how good the maritime students were in understanding the ideas of coastal resilience and how equipped they were to handle issues that may arise along the coast. The findings showed that most of the participants had awareness and comprehension about the topic. While most of them also agreed that it is still dangerous for reducing the effects of climate change and natural disasters. Findings also revealed that there were differences in their level of practical readiness to deal with these problems since they differ from aspects as observed in their demographic profiles. This study which is a qualitative research provided themes and subthemes, through thematic analysis of the concept the focuses on the information and solicited opinions of the female participants. Findings from the data analysis have been organized by themes, with each theme referencing several sub themes and codes from the analysis

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