Kosovo (how does it illustrate political and cultural globalization) Essay

Kosovo (how does it illustrate political and cultural globalization) - Essay Example Kosovo’s case has been forwarded to the international court; its ease of getting accepted as a separate legal entity will be dependent on this case result. This fight began when Serbs left the control of Kosovo after the intervention of NATO, during Kosovo war and handed it over to the United Nations; which has gradually forwarded the rule to Kosovo’s institutions (Belgrade, 2009). After getting power, Kosovo started working towards attaining status of a separate recognized state. The fight is still on between two different ethnic groups, Serbian and Kosovo’s over this issue. The battle between Serbs and Kosovo’s over the issue of independence has been taken forward to the United Nation’s international court of justice. The reason behind this issue has not been resolved yet because as it has been already stated that 90% of the population of Kosovo consists of Albanians while the rest belongs to the Serbian ethnicity; there exists conflict between Se rbs and Kosovo over the issue of not allowing Serbians living in the territory of Kosovo to participate in the government and having a right to express themselves.

MR4 Assignment Example | Topics and Well Written Essays - 250 words

MR4 - Assignment Example VoIP system has the huge potential to provide call quality as well as reliability as compared to other competitor who generally offer the service of landline calls or mobile phone (Moran). VoIP or Voice over IP provides a lot of benefits over typical telephony, since they normally provide great reduction in cost, less complication and extra highly developed features of communication. The most prominent benefit of VoIP technology is the prospective planned for savings the costs of telecommunications. The traditional and ancient phone services used for business can be quite costly as we take into account the cost of numerous phone lines, extra charges planned for some specific features similar to three-way or conference calling, as well as the details that the majority telephone service provider’s use to bill business calls during a minute. So VoIP allows us to efficiently make our voice calls all through the similar data network that we generally use for every day applications like Web access as well as e-mail, thus greatly confiscating the cost of dedicated voice lines (Moran). The Kaestners company provides a free online test to facilitate and verify the appropriateness of Internet connection designed by considering VoIP. It estimates how many concurrent VoIP calls our network might be possible to hold through measuring its bandwidth of both directions (which may be significantly less than the raw upload bandwidth of network) as well as latency. With the implementation of this technology we are able to provide a better support for the enhanced business administration and efficient working support (Moran). Moran, Joseph. "VoIP: A Primer for Small Business." 16 November 2005. SmallBusinessComputing.com. 27 September 2010

Cady and Brutus Essay Example for Free

Cady and Brutus Essay Brutus and Cady emerge as the most complex characters in Julius Caesar and Mean Girls respectively. They are each stories tragic heroes. In each of their soliloquies, the audience gains insight into the complexities of their motives. Brutus is a powerful public figure, but he appears also as a husband, a master to his servants, a dignified military leader, and a loving friend. Cady starts off as virtually nothing, but eventually becomes a direct parallel in terms of Brutus’s power. The conflicting value systems that battle with each other in the play as a whole are enacted on incredibly small level in Brutus’s mind. Even after Brutus has committed the assassination with the other members of the conspiracy, questions remain as to whether, in light of his friendship with Caesar, the murder was a noble, decidedly selfless act or proof of a truly evil callousness, a gross indifference to the ties of friendship and a failure to be moved by the power of a truly great man. Brutus’s rigid idealism is both his greatest virtue and his most deadly flaw. In the world of the play, where self-serving ambition seems to dominate all other motivations, Brutus lives up to Antony’s elegiac description of him as â€Å"the noblest of Romans.† However, his commitment to principle repeatedly leads him to make mistakes that cost him much: wanting to curtail violence, he ignores Cassius’s suggestion that the conspirators kill Antony as well as Caesar. In another moment of rampant idealism, he again ignores Cassius’s advice and allows Antony to speak a funeral oration over Caesar’s body. As a result, Brutus forfeits the authority of having the last word on the murder and thus allows Antony to incite the shocked Roman crowd to riot against Brutus and the other conspirators. This is similar to when Regina George incites the entire school into chaos using the â€Å"burn book.† Brutus later endangers his good relationship with Cassius by self-righteously condemning what he sees as dishonorable fund-raising tactics on Cassius’s part. This is similar to how Cady views Regina, with respect and with friendship, but also with contempt. In all of these episodes, Brutus acts out of a desire to limit the self-serving aspects of his actions; ironically, however, in each incident he dooms the very cause that he seeks to promote, thus serving no one at all. The changes that shape Brutus and Cady are very interesting because they correlate so well. These changes occur because of the spurring of other characters. In Julius Caesar, Brutus is spurred on by Cassius and his conspirator band. In Mean Girls, Cady is spurred on by Janice (who is Cassius’s parallel). This spurring directly influences the characters actions and thoughts. Brutus probably wouldn’t ever have acted on this plot if it wasn’t for Cassius’s flattering comments. Cady wouldn’t have followed her path if she didn’t befriend or follow Janice’s ideas. Brutus and Cady develop along the same line in their respective stories, which is to be expected as they are the same character in similar settings.

Principles of Social Crime Prevention Practices

Principles of Social Crime Prevention Practices This essay shall evaluate the impact of Social Crime Prevention Principles on the Development of Effective Crime Prevention Practices. However, it has been suggested that the underlying Principles of Social philosophy of Crime Prevention have little to offer either towards the Development of Effective Crime Prevention Strategies or the actual Prevention of Crimes. There have been various arguments on this matter however, this essay will re-evaluate various and valid theories to establish the above argument while focusing on such effects on Youth Offending in the UK. Crime is an act or omission that violates the law and is punishable upon conviction. It includes Criminal Code offences against a person or property, drug offences, motor vehicle offences and other provincial or federal statute offences. This definition has also been buttressed by the definition from Oxford dictionary as. An action or omission which constitutes an offence and its punishable by law or an action or activity considered to be evil, shameful or wrong: (Online Oxford English Dictionary, 2010:n.p.). However it has been further explained in the Criminal Justice Reform of British Columbia that not every act could be classed as Criminal act. For instance, à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Disorderly behaviour such as aggressive panhandling, public urination and sleeping in the street are not necessarily criminal acts, but they do affect communities by a gradual erosion of the quality of life. (Criminal Justice Reform, 2010:n.p.). Therefore, it will be important to mention here that some factors have to be present in order to establish weather a Crime has been committed or not. These factors are; suitable target, motivational offender and non availability of capable guardian. (Clark Eck, 2003). Meanwhile, Social Crime Prevention is a Crime Prevention strategy that could adapt to the changing Social environment rather then the physical environment. This strategy involves engaging the offending age in various community based activities which invariably bring together children, youths and some marginalised groups in the community. The term Social Crime Prevention can simply implies the introduction of any program which endeavour to change patterns of behaviour, social conditions, self-discipline or values in order to reduce the possibility of offending. One could argue that amongst some of the viable social crime prevention initiatives are parental support programs, early childhood training such as personal discipline and self respect, publicity programs to change male thoughts about the use of violence in resolving domestic disputes, supports for disadvantaged families and provision of good, relevant education such as inclusion of black history month and extra curriculum support for the children. Social Crime Prevention can be categorised into the following areas; 1. Prevention which focuses on institutions such as schools and employers rather than on individuals. 2. Preventative Diversion programs for at risk groups. 3. Community Development approaches. 4. Media and other publicity aimed at changing Social Values. 5. Early childhood or Developmental Prevention. The aim of Social Crime Prevention is to support community relationships by increasing the levels of informal Social Control, and consequently deterring determined or potential offenders. Social Crime Prevention could centre on making those who are at risk of offending feel more reckon with in the community. For instance, a Youth Social club and activity group. On the other hand a scheme such as Neighbourhood Watch could be designed to strengthening unofficial protection in the community as a way to fight Youth Crime in which community members are keeping an eye out for one another, increasing surveillance. Social Crime Prevention measures also have significant benefit in areas other than Youth Crime. For instance, in encouraging young people to stay at school which reduces truancy, in setting up support networks for people which addresses issues of loneliness and safety. Neighbourhood watch is generally understood to be a community-based activity supported by local police that is directed towards crime prevention. It involves residents becoming more responsive to the risk of crime and taking action to protect their own and their neighbours property. (Heal et al, 1988). Youth offending is not just a question of rational choice by young people, it is also the result of lack of structural opportunities for young people in terms of education, employment, housing, adequate income and construction of leisure opportunities. (Barry McNeill, 2009). Considering various strategies to control Youth offending, Community-focused Prevention programmes could be classified as follows: i) Community organisation This typically build community based associations, and linkages to local schools, churches, etc. which however can provide effective socialisation for young people, to include local adults as positive role models. (Hope, 1995). ii) Community defence This approach is targeted at preventing victimisation by deterring of offending by the people who are not members of the community. For example, this may include housing authorities cordoning and restricting access to problematic estates to residence only. Other crime prevention strategies could be brought to bear through environmental design (CPTED), defensible space measures, and the purposeful organising of community close watch through Neighbourhood Watch; iii) Theory of broken windows which could also be called zero tolerance seeks to control both physical disorder like graffiti, litter, vandalism; rowdy street behaviour and threatening neighbours. iv) Risk based programmes are relatively recent approaches that seek to identify risk factors amid the entire community populations, to identify those most at risk, and to deliver preventive resources specifically for them. However, the pattern and believe behind this concept is that changes in community can be brought about by changing individuals rather than vice versa. This is contrarily to the earlier crime prevention strategies. These strategies include approaches targeted on victimisation, e.g., strategies aimed at the protection of victims and the deterrence of repeat victimisation and those aimed at the improvement. (Home Office Research Study 187, 1998). Structural change has a similar concept to community development. These strategies see the core changes in society with the utmost consequences for crime diminution as stemming principally from the operation of more overall level policies in economic improvement, employment, housing markets, education, health provision, and the delivery of welfare, benefits and other social services. In this view, much of the space for action against community level social dislocation to include crime depends on the interaction of social policies which even though experienced locally may not be agreeable to amend at the local level. (Home Office research, 1998). Crime Prevention through Social Development or Social Crime Prevention as contained in the UN Guidelines 2002 could be; promote the well-being of people and encourage pro-social behaviour through social, economic, health and educational measures, with a particular emphasis on children and youth, and focus on the risk and protective factors associated with crime and victimization. (Para, 6a). It is progressively more known that modernization and adaptation of initiatives are essential rather than modification, if they are to be relevant to solving problems faced in developing contexts, the resources available, and the capacity of the local state or civil society. International organizations in particular have stressed the scale of the challenges presented for developing countries. Young populations, rapid socio-economic changes, lack of education and/or sufficiently good quality and relevant training, inequality of opportunity, poverty and social exclusion, rapid urbanization and globalization, have all contributed to high rates of offending among young people, and on a scale beyond that experienced in the North. (Shaw Travers, Ed. 2007). The nature of interventions that can be integrated into social and educational crime prevention may include those that are of general programmes, or those targeted specifically to areas or individuals, long or short term programmes, one-off events such as education or training programmes, and could also be targeted on family, community or schools or institution-based. However, many early-intervention schemes have afterwards been introduced in other countries e.g. Nurse Family Partnerships in the US, the Netherlands (Every opportunity for every child-youth and family programme 2007-2011); and the UK (Pilot schemes were extended to 20 sites in 2008); The Healthy Families programme in the USA, Canada; Switzerland; Germany and the Czech Republic. (Crime Prevention Strategy 2008-11). It is believed that children who are given clear standards of behaviour and have positive social bonding with adults are less likely to get involved in crime. (Crawford A, 2007). Sports, cultural and learning have long been integrated into crime prevention strategies. International organizations such as UNESCO, UNODC and UN-HABITAT have all sustained such initiatives in recent years. The use of youth sports and leisure activities in the prevention of crime has a long history, and that it has sometimes been criticized or dismissed as unsuccessful or that is limited when considering the long-term value it has in preventing offending. Much of the criticism was as a result of failure to evaluate programmes, and simple assumptions that playing basketball at midnight will by some means keep young people out of violence. It has been observed in a recent study of sports and leisure industry in the UK, that most councils and local agencies have commissioned sport and leisure activities targeted to at risk groups, rather than providing universal activities. (Audit Commission, 2009). The review stressed the need for coordinated long-term national and local funding of such activities in areas of high deprivation, and for young people to be consulted in the planning of activities to ensure that they are accessible and relevant, as well as attention to evaluation (only 27% of the schemes could be evaluated). Beyond their objective of diverting youth from the temptation of committing a crime, sports and cultural activities are seen to encourage self expression and esteem, life skills and social skills, and education, as well as providing diversionary activities to reduce opportunities for offending, or exposure to risks of offending. Examples included programmes developed by local authorities or services, which aim to reduce the risk of street gang recruitment Projet Les Couleurs de la Justice,Montreal, Canada.(National Crime Prevention Strategy, Public Security Ministry, Quebec). In Brazil, young people have themselves set up innovative initiatives, such as the AfroReggae Cultural Group, Brazil. This group seeks to improve relations between police and young people in disadvantaged areas, teaching the police about reggae, drumming, break dancing and graffiti art. The results have been positive, and have led this group to work in partnerships with other countries such as Haiti and the UK to develop similar projects (e.g. Afro Reggae Partnership, UK). (http://www.favelarising.com/about-afroreggae.html). There is considerable diversity in the aims and provision of sports and cultural projects. In any way, causes of Youth Offending motivational factors shall also be looked into in this context. Quantitatively, there is no single cause of youth crime that can be pointed out. However, researches in a number of countries have consistently identified factors in childhood, adolescence and early adulthood that could increase the risk of a young person offending. These risk factors can be categorised under the following sub-categories; Family When the parents are involved in criminal activities; Or poor parental supervision and control; Neglect from parents and those acting in the capacity of guardianship, Exposure to erratic discipline or being treated harshly Low family income or partial isolation from the community; Family conflict and domestic violence; School Lack of motivation and commitment to go to school Truancy in school without the knowledge of parents Disruptive behaviour at school (including bullying) Low achievers as role models Expulsion from school due to attitude or behaviours Community Lack of unity amongst the dwellers in the community Conspicuous opportunities for crime Easy access to drugs and weapons High children population densities Personal Their personality Lack of sense of belonging in matters that concerns or affects the society Early participation in irrational behaviour Associating with peers that are involved in anti-social behaviour Exposure to hanging out with friends unsupervised. Early adulthood They have no academic or vocational qualifications They have no work experience or any tangible skill Unemployment or on a low income They receive no advice or support or lack of mentoring Homelessness, or are threatened with homelessness However, is worth mentioning here that the list is far more comprehensive that this but have limited the extract to just a few for the purpose of this essay. (Bienhart et al, 2002). Effective monitoring of the youth justice system is necessary for a successful delivery of the aim of preventing offending by children and young people. It is very essential to understand the patterns of youth crime, its causes and the success of different strategies of intervention in preventing further offending which can help in planning youth justice services, target resources and inform sentencing decisions. Amongst the duties of Youth Justice Board is monitoring the function of the youth justice system and the work of youth offending teams across England and Wales. Local monitoring and the sharing of monitoring information locally are also important. Local agencies need to have an accurate measure of local youth crime and the related risk factors. The basic test must be are we reducing youth crime (Home Office document, 1998). There are various Youth crime prevention strategies which are backed by government and organisations. However, Government plans to build on and support existing initiatives such as Grants for Education Support and Training which was aimed at providing  £1.5 million to support drug education and crime prevention programmes between 1997-1998. There is Home Office-sponsored Safer Cities programmes and Crime Concerns, Youth Crime Prevention work, including Youth Action Groups which entails using young people to tackle problems such as bullying, graffiti, vandalism and drug misuse. Crime Concerns work is partly funded by an annual Government grant of  £750,000. However, work with the National Neighbourhood Watch Association and the National Association for the Care and Resettlement of Offenders to encourage young people to be part of the solution to crime, not part of the problem. (Audit Commission, 1996. ISBN 1862400075). It was considered by the government that it will be necessary to reform the criminal justice system in England and Wales to enable them have more constructive outcomes with young offenders. Its proposals for reform build on ideology underlying the concept of restorative justice which is restoration, reintegration and responsibility; Restoration involves young offenders apologising to their victims and making amends for the damage they have done while Reintegration is all about young offenders paying their debt to society, putting their crime behind them and integrating into the law abiding community. The responsibility of the consequences of their offending behaviours lies in their hand and their parents who need to ensure that further offending is prevented. Meanwhile, the new approach is intends to ensure that the most serious offenders continue to be dealt with in a criminal court to provide punishment, protect the public and prevent re-offending. Also, provide an opportunity for less serious offending to be dealt with in a new non-criminal panel, enforced by a criminal court. It aims at allowing young people to be actively and effectively involved in decisions about themselves by encouraging them to admit their faults and face the consequences of their behaviour in whatever way it comes. This also involves the victim in proceedings, but only with their active permission; and Concentrate on preventing offending. (Mirrlees-Black et al, 1993). Television and movies have made popular the cult of heroes, which promotes justice through the physical eradication of enemies. Many researchers have concluded that young people who watch violence behaviours or acts tend to behave more aggressively or violently, principally when annoyed. This is mainly characteristic of 8- to 12-year-old boys, who are more susceptible to such influences. Individuals are brought into violence by the Media in three ways. First, movies that show violent acts which excite viewers and the belligerent energy can then be transferred to everyday life, causing an individual to be involved in physical doings on the streets. This type of influence is momentary, which could last from several hours to several days. Secondly, television can portray ordinary daily violence committed by parents or colleagues or peers. It is very common nowadays to find television shows that do portray such patterns of violence, because viewer endorsement of this type of programming has ensured its continuation. As a result, children are repeatedly exposed to the use of violence in different circumstances and the number of violent acts on television appears to be ever-increasing. And lastly, violence depicted in the media is illusory and has a surrealistic quality but the real pain and agony resulting from violent actions are very hardly ever shown. The penalties of violent behaviour often seem negligible. Over time, television causes a shift in the system of human values and indirectly leads children believe and think violence as a desirable and even courageous way of re-establishing justice. It has been concluded by The American Psychological Association that television violence accounts for about 10 per cent of violent behaviours among children. (APA Commission on Violence and Youth, Washington, D.C., 1993). In conclusion, it appears there are disparities among the theoretical nuances uttered through the various Social and developmental based programmes propounded by the academics with vested political enterprise such as the succession of theories provided by the home office intelligentsia and the perpetual re-offending by some Youths especially in deprived Communities. Although vast sums of tax payers money have been thrown on such initiatives without much to show for it in terms of impeding the tide to re-offending it appears therefore especially in recessionary times such as this when the government is concerned more about savings than anything else, one could perhaps take solace on Lord Judge the Lord Chief Justice contentions that re-offenders should be brought to justice without considering the costs which could undermine the rule of law.

Copernicus Essay -- essays research papers fc

Nicolas Copernicus Nicolas Copernicus 1473-1543 Physics February 8, 2000 Nicolas Copernicus Nicolas Copernicus 1473-1543 Copernicus was born in Poland in 1473, he started his education at Cracow University. There he studied mathematics and optics. From here he went to Italy, where he was appointed as a canon in the cathedral of Frauenburg, where he spent a comfortable academic life studding. Copernicus had some small hobbies while at the cathedral, he painted, and frequently translated Greek poetry into Latin. One other hobby that just wasn't small enough to be called a hobby to most of us was astronomy. He made investigations quietly and alone, without any help. He observed from a turret on a protective wall around a cathedral, he also looked with his naked eye rather than with a telescope. He was one of the founders of modern astronomy. Copernicus died in 1543 of a cerebral hemorrhage. In 1530 right before Copernicus died he managed to published his work, De Revolutionibus. Which said that the earth rotated on its axis once daily and traveled around the sun once yearly. This might no sound very controversial but at this time the church and its followers believed in the Ptolemiac theory, which stated that the universe was a closed space bounded by a spherical envelope beyond which there was nothing. (Landry 1999) Copernicus’s works went against the church, and most scientific beliefs. This may be one reason why Copernicus didn’t publish his work until his deathbed. Another ...

Decriminalization Vs. Prohibition :: essays research papers

Decriminalization vs. Prohibition The idea of Drug Prohibition made sense: lower the availability of drugs by the use of law enforcement. Unfortunately, Drug Prohibition means heavy costs while proving to be ineffective and counterproductive. I was thirteen when I saw drugs for the first time. I was with some of my friends that live down the road from me. They asked me if I wanted to get high with them. At the time, I didn't know what getting high meant, so I asked them. One of them pulled ut a long slender object, similar to a cigarette, but twisted on either end. They told me it was something special. I was still bewildered. They said "It's pot, you know, marijuana?" Immediately I said no. I had seen several anti-dug commercials, all with the same motto, "Just Say No". I felt so good about myself. I had done the right thing. I said no to my friends, which is a very hard decision to make at that age. I was not going to be one of those sad cases, where my life is wasted away. I was not going to be a crazed addict, who would stop at nothing to get a hit. I was not going to be dodging the law my whole life. I was going to be everything I wanted to be, and drugs were definitely not going to get in the way. I promised myself I would not end up like Jimi Hendrix, or Janis Joplin, both found dead after overdoses, because I had the power to say no. I had read stories and seen news flashes about the side effects of some drugs. I had read newspaper articles about people in Rome, which is just a few minutes away, dying of heroin overdoses. I had seen people on TV that were alive, but were not conscious of their surroundings, because of drug use. Their lives were basically over. I had listened to speakers preach that drugs were one of the Devil's tools. There was no way I would even consider ever trying them, because once a person starts, they can't stop. It was a few years later that I heard the other side of the story. I learned that not only were we losing the war on drugs, but that the war had been corrupted. The government was wasting money on something without a cause, or hope. It wasn't long after that when I tried marijuana for the first time. I remember it well. I was with my sister, who was the only person that I couldn't

The Unforgiving Minute

The Unforgiving Minute Craig Mullaney definitely made many challenges for himself and accepted challenges from others with no questions asked. Being the thriving Valedictorian of his high school class and earning other prestigious accolades he stood out from the other entire student. But at West Point, Mullaney would be intertwined with hundreds of other classmates with the same, if not more achievements, making it seemingly impossible to be any kind of a predominant student. Mullaney learned from West Point not only strategies for battle, but also the reasons for someone to go into battle in the first place.Craig came from a strong Catholic upbringing being in a catholic school system where he went to confession routinely, â€Å"confessing all of the shortcomings that he faced during the week whatever it was, from losing a wrestling match to missing homework†, that had been taunting his conscience and where he was taught to â€Å"sanctify others, seeing even our enemies in t he image of god† Now he is being asked to do things that conflict those beliefs immensely, such as running a dummy attacker through with a bayonet, and he starts to question his situation, â€Å" I wasn’t sure that I wanted to be a warrior, a professional trained to kill†.So in search of an answer to his question he goes to the Catholic chaplain for better insight. The priest talked to him about believing in a just war, and that â€Å"war, although always horrible, is sometimes necessary to stop a greater evil†. This lesson that Mullaney received from the priest, would better break him in for his future experiences at West Point. But being at West Point strengthened his academics by its uniquely high physical and mental demand. Its demand to be active in a sport in which Craig chose Wrestling gave a harder challenge because of its incredibly strenuous practices and tough competition.Craig was an all state wrestler in high school but in West Point he was in ferior to most and had to fight hard to win any matches. The strict rules of West Point were bountiful and diverse from the public display of affection, to making your bed good enough to bounce a quarter off of it, all to make a disciplined and reliable cadet. As far as being a student goes, Mullaney was always learning especially when he went to West Point but also when he went to Ranger School.There he learned the fundamentals of leading a team trough the harshest of missions, whether it is cold, wet, the group is totally sleep deprived and exhausted he learned how to motivate and be the one who knows all the questions. Though sometimes he didn’t know the question such as when he got lost leading his platoon and had to perform the grueling exhausting task all over again which supported a lesson Ranger school taught him, â€Å"real roads never look as they did on a map†. What Ranger School taught Mullaney about being a soldier is, really, everything.From the disciplin e needed to burn the midnight oil for days straight while still being mentally sharp, to learning how to read maps. His leading skills were really put to the test though, when he had to guide his platoon through miles and miles of rugged terrain, while being responsible for their lives and having to keep track of them when they wonder off because of lack of sleep, and follow a lightning bug. While attending Oxford Mullaney broadened his academic horizons when he was at Lincoln college.He signed up for lectures of all sorts to see what the school had to offer. He said he learned more about drinking than anything and that it was a great transition from West Point, from everything being laid out and strict, to less demanding and stress. Well my experiences in high school didn’t have much of an impact on my leadership skills except in football. Being an upperclassman I was looked up to, and I took on that responsibility to make them into better football players.I took a few AP cl asses in high school to better prepare me for college and I know It helped me a lot with the transition by getting me familiar with reading a lot more and relying on myself to get things done that are laid out on the syllabus. ——————————————– [ 1 ]. The Unforgiving minute, A Soldier’s Education. Craig M. Mullaney (Penguin Books 2009). 30 [ 2 ]. The Unforgiving Minute. 30 [ 3 ]. The Unforgiving Minute. 30 [ 4 ]. The Unforgiving Minute. 106