This study investigated drill-specific head impact biomechanics in a Division 1 collegiate football team using the Head Impact Telemetry System (HITS). A total of 32,083 impacts were recorded across 2 years of practices. Precise tracking of instrumented athletes, head impacts, and drill participation allowed quantification of hits sustained per person per minute (H/P/M) for each specific drill. We found significant H/P/M variability between 14 drills and player position, ranging from 0.02 to 0.41 H/P/M for Linemen and 0.01 to 0.15 H/P/M for Non-Linemen. Impact magnitude data are also reported for practice term (Spring, Training Camp, In-Season) and dress-type (Helmets Only, Spyders, Shells, Full Pads). Recommendations for shortening high-risk drills, based on H/P/M drill impact frequencies, suggest possible "friendly fire" reductions of 1000 impacts for Linemen and 300 impacts for Non-Linemen over their collegiate career. Over 80% of potentially avoidable head impacts were attributable to just three drills-"Team Run," "Move the Field," and "Team." Recommending drill-specific modifications based on practical considerations (the drill's impact frequency, dress-types when performing the drill, and duration) could improve acceptance from coaches and efficiently reduce head impact exposure without drastically altering overall practice structure.
In recent years, the rise of social media networks and the potential they hold for Higher Education teaching and learning has not gone unnoticed by practitioners. There is now an increasing body of academic work that has set out to investigate the benefits that social media can have on the student learning experience. However, the vast majority of these studies have been carried out in American universities and largely focus on students enrolled in social science or science subjects. This study, building upon the findings of previous trials, sought to examine how social media platforms could be utilised to facilitate increased student participation and engagement amongst Humanities students at a British university. The project outcomes offered positive indicators about the potential that social media can hold for this form of learning, reinforced by the levels of interest and enthusiasm amongst students. Yet, the results also indicate that for social media to achieve its full potential, students need to be inculcated, nurtured and encouraged to engage with this form of learning.
At the beginning of the transition from apartheid to democracy, the African National Congress (ANC) was unprepared for foreign policy discussion, a lack of readiness magnified by the collapse of international Communism and the Cold War ideology. President De Klerk and the National Party controlled foreign policy in the early years of the transition and began the process of reintegration with the international community, The ANC initially struggled to adapt to the new international situation, whereas De Klerk was successful in wooing the international community. In the later stages of transition, the ANC developed a greater sense of direction and substance in foreign relations, although there were differences of opinion among and between the leadership and the rank and file. Already in 1994 there was evidence of tension between idealism and pragmatism. Post-apartheid foreign policy under Mandela was riddled with inconsistencies, which stemmed from the events of South Africa's transition
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