Hunting alleged Nazi war criminals Essay

I can’t say if hunting Nazi war criminals is worth it, but I can give my opinion and it is up to you to make up your own mind. By the end of reading this, you should have come to some conclusion. I believe it is not worth hunting alleged Nazi war criminals, anymore. I think that spending tens of millions of pounds, and all the time and effort that goes into it now is worthless now. If they had have done it ten or fifteen years after the war had ended then they would have had much more success. The reason I think it is worthless now is because almost all evidence will have been destroyed after the war ended, and any war criminals from World War II would have done their best to completely hide their background and any evidence they have that they committed war crimes. Also victims that survived concentration camps will not be able to identify a man with absolute certainty that he was the same man that put people to death around fifty years ago, mainly for the simple reason that it was so long ago. Also witnesses may want to blame someone, so they blame the suspect in question, or they want it to be that suspect so much that they believe it was him. Also lots of witnesses are now dead, and the ones who are still alive may have something wrong with them that they can’t remember the face or voice of the man who put their friends and family to death. I also think that if they do catch a suspected Nazi war criminal, then he may have something mentally wrong with him. Due to old age the accused might not be able to remember anything, so it would be an unfair trial, because he doesn’t have an alibi with which to prove he was not a Nazi war criminal. A suspect may be too old or ill to go to court also, a suspect when found could be dying in their bed with only a few weeks to live and so they would never be able to stand a court trial anyway. These are the main reasons I believe that spending all the time, money and effort is not worth it. I believe it is too late and the suspects will be dying by the time they are found, an example of this is seen in a case where a man called Szymon Serafinowicz, who was accused of being a nazi war criminal. In this case the jury saw Serafinowicz to be unfit to plead to charges of war crimes, because he had dementure, so he couldn’t remember anything about where he was at certain times of the war, or what he was doing meaning he wouldn’t have an alibi with which to protect himself so the case would have been totally unfair. After being freed he died about 18 months later, so even if he had have been convicted he would have only spent a few months in jail, and would have probably been let out after a couple of weeks to be admitted into hospital. There was no case for this man who was suspected of being in command of police officers who ordered Jews to lay face down in the snow and where then shot, hit children’s heads against tomb stones to kill them, order Jewish families to line up and then shoot them, and he himself was accused of shooting a woman with a child who was running away. In total he was accused ordering 3000 Jews to be killed. If a man like this can’t even get a trial then, let alone being convicted is it really likely that another man will get convicted. In another case, the ‘Demjanjuk trial’ he was convicted of being ‘Ivan the terrible’ a guard at Treblinka and was accused of putting thousands to death, and torturing some people for the fun of it. He was sentenced to death by hanging, but got released after appealing. The judges decided there was not enough evidence to convict him after all. Five witnesses said under oath that they were certain that Demjajuk was Ivan the terrible, also he couldn’t remember where he was or what he was doing at certain times in the war, and it sounded like he was trying to pretend he was at certain places at certain times. It appeared only five outgo twenty survives thought Demjanjuk was Ivan the terrible, and these were the witnesses used in court. If fifteen say it wasn’t him and only five say it was him, the chances are that it was not him, even though five witnesses were sure of it, this proves that eye witnesses can not be totally relied upon to identify a man they saw about fifty years ago. This proves to me that it is not worth the bother and money of hunting them down anymore, but if you are not convinced yet I will talk about another trial, the ‘Papon case’. The jury heard that Papon should be freed during the trial, because of his advanced age and his medical condition (he suffered from angina). It was heard that even if he were found guilty he would not have to spend another night in jail. He died a few months later, so if he had have been convicted he was still be able to be free and walk about the streets. The war crimes unit did not get a single person convicted, even after all the effort they put in, they found evidence but did not manage to get a single conviction. After looking at all the evidence I really don’t think it is worth spending lots of time and effort and millions of pounds to find an old man who will probably be too ill and old to go through a court case, and even if they are fit to go through trial then they probably wont be convicted due to not enough evidence, or unreliable evidence.

Using the Spanish Verb Echar

Using the Spanish Verb Echar Echar may primarily mean to throw, but the reality is that it has literally dozens of possible translations that vary wildly with the context. Fast Facts Although it is usually defined first in dictionaries as to throw, echar is an extremely flexible verb than can refer to many types of giving something motion, either literally or figuratively.Echar is the verb in a wide array of idiomatic phrases.Echar is conjugated regularly. In its simplest usage, echar means to throw or, more generally, to move (something) from one place to another. See how the way you understand and translate the verb depends on what is being moved and how: Echà ³ el libro a la basura. (She threw the book in the garbage.)Echar una cuchara de aceite de oliva. (Add a spoonful of olive oil. While throw works in the sentence above, it obviously doesnt here.)Angelita echà ³ la carta al correo. (Angelita sent the letter in the mail.)Echà ³ el vino en una copa. (He poured the wine into a glass.)Este dragà ³n es monstruo que echa llamas de fuego por la boca. (This dragon is a monster that breathes fire from its mouth.)Esa mquina echa chispas. (That machine gives off sparks. You also could use throw here: That machine throws sparks.)Le echaron de la escuela. (They tossed him out of the school. Note that, as in English, this sentence can be understood literally, meaning he was physically removed, or figuratively, meaning that he was expelled.)Zupo les echà ³ la charla a sus jugadores. (Zupo gave the talk to his players.) Idioms Using Echar Because echar can be so broadly understood, it is used in a variety of idioms, many that you probably wouldnt associate with the concept of throwing. For example, echar la culpa, which might literally be understood as to throw blame, typically would be translated simply as to blame. Example: Y luego me echà ³ la culpa de arruinarle el cumpleaà ±os. (And later he blamed me for ruining his birthday.) Here are some other idioms using echar: echar un vistazo a (to glance at)echar de menos a alguien (to miss someone)echar abajo (to pull down)echar la llave (to lock)echar el freno (to put the brakes on)echar a perder (to ruin or demolish)echarse atrs (to back out)echarse un novio (to get oneself a boyfriend)echar ganas (to put forth much effort)echar a suertes (to make a decision by random means such as tossing a coin or drawing straws)echar el alto (to order someone to stop)echar un ojo (to watch or look at)echar balones fuera (to sidetrack)echar las campanas al vuelo (to shout out the news)echar el cierre (to close or shut down)echar algo en falta (to miss something)echar la buenaventura (to tell a fortune)echar la vista atrs (to look back)echar por tierra (to ruin or spoil)echar una siesta (to take a nap or siesta)echar sapos y culebras (to rant and rave)echar una mirada (to take a look)echar sal (to salt)echar en saco roto (to do something in vain)echar el resto (to go for broke)echar un pulso (to challenge someone, t o arm wrestle) echar pestes de alguien (to run somebody down)echar una pelà ­cula (to show a film)echar la primera papilla (to vomit)echar una mano, echar un capote (to help out, give a hand)echar leà ±a al fuego (to add fuel to the fire)echar el guante a alguien (to catch somebody)echar una cana al aire (to let ones hair down. A cana is a gray or white hair.)echar una cabezada (to nap)echar chispas (to give off sparks, to rant)echar una bronca a alguien (to tell off someone)echar agua al vino, echar agua a la leche (to water down) Also, the phrase echar a followed by an infinitive often means to begin, as in these examples: Cada vez que oà ­a la cinta me echaba a llorar. (Each time I heard the tape I would burst into tears.)Prà ©stame tus alas y echarà © a volar. (Lend me your wings and I will begin to fly.) Conjugation of Echar Echar is conjugated regularly, following the pattern of hablar. Here are the most common indicative tenses: Present: yo echo, tà º echas, à ©l/ella/usted echa, nosotros echamos, vosotros echis, ellos echanPreterite: yo echo, tà º echas, à ©l/ella/usted echa, nosotros echamos, vosotros echis, ellos echanImperfect: yo echaba, tà º echabas, à ©l/ella/usted echaba, nosotros echbamos, vosotros echabais, ellos echabanFuture: yo echarà ©, tà º echs, à ©l/ella/usted ech, nosotros echaremos, vosotros echarà ©is, ellos echaran.

Glenn T. Seaborg Biography

Glenn T. Seaborg Biography Glenn Seaborg was a scientist who discovered several elements and won a Nobel Prize in Chemistry. Seaborg was one of the great pioneers of nuclear chemistry in the United States. He was responsible for the actinide concept of heavy element electronic structure. He is credited as co-discoverer of  plutonium and other elements up to element 102. One interesting bit of trivia about Glenn Seaborg is that he may have achieved what the alchemists could not: turn lead into gold! Some reports indicate the scientist transmuted lead into gold (by way of bismuth) in 1980.   Seaborg was born on  April 19,  1912  in Ishpeming, Michigan, and died on February 25,  1999  in  Layfayette, California at age 86.   Seaborgs Notable Awards 1951 Nobel Prize for Chemistry with Edwin McMillan for research with transuranic elements.Between 1946 and 1958, his team added ten new elements to the periodic table.Appointed chairman of the Atomic Energy Commission (1961-1971). President of American Chemical Society in 1976.Element 106 was renamed  seaborgium  in his honor. There was controversy over the element name, as it was issued while Seaborg was still alive.Co-author of approximately 500 scientific articles and many books.Seaborg held over 40 patents, including the only patents ever granted for making chemical elements (curium and americium). Early Nuclear Chemistry and New Element Group - Actinides In February 1941, Seaborg with Edwin McMillan produced and chemically identified the existence of  plutonium. He joined the Manhattan Project later that year and started work on the investigation of transuranium elements and better ways to extract plutonium from uranium. After the end of the war, Seaborg moved back to Berkeley where he came up with the idea of the  actinide  group, to position higher numbered elements in the periodic table of the elements. Over the next twelve years, his group discovered elements 97-102. The actinide group is a set of transition metals with properties similar to each other. The modern periodic table places the lanthanides (another subset of transition metals) and actinides below the body of the periodic table, yet in line with the transition metals. Cold War Applications of Nuclear Materials Seaborg was appointed chairman of the Atomic Energy Commission in 1961 and held the position for the next ten years, serving three presidents. He used this position to champion the peaceful use of atomic materials such as for medical diagnosis and treatments, carbon dating, and nuclear power. He was also involved in the Limited Nuclear Test Ban Treaty and the Non-Proliferation Treaty. Glenn Seaborg Quotes The Lawrence Berkeley Lab recorded several of Seaborgs most famous quotes. Here are some favorites: In a quote regarding education, which was printed in the New York Times: The education of young people in science is at least as important, maybe more so, than the research itself. In a comment about the discovery of the element plutonium (1941): I was a 28-year-old kid and I didnt stop to ruminate about it, he told the Associated Press in a 1947 interview. I didnt think, My God, weve changed the history of the world! On being a graduate student at Berkeley (1934) and competing with other students: Surrounded by dazzlingly bright students, I was uncertain I could make the grade. But taking heart in Edisons dictum that genius is 99 per cent perspiration, I discovered a pedestrian secret of success. I could work harder than most of them. Additional Biographical Data Full Name: Glenn Theodore Seaborg Field of Expertise: Nuclear Chemistry Nationality: United States High School: Jordan High School in Los Angeles Alma Mater: UCLA and University of California, Berkeley

Chem Lab Mixture of Solutions Essay Example

Chem Lab Mixture of Solutions Essay Example Chem Lab Mixture of Solutions Essay Chem Lab Mixture of Solutions Essay In the remaining cup, heat the sand until the solution is completely dissolved. The sand should be left. 5) Using the cooled solution of benzene acid crystals, filter out the benzene acid from the table salt using funnels. Calculate the percentage amount for each solution and net amount, record data in table. Data Table 1: Substance Grams (g) % of Mixture Iron fillings(Fee) 1. G 27. 69% Table salt (Niacin) 1. G 29. 23% Sand 1. G 26. 15% Benzene Acid . G 12. 31% Total: 6. G 100% 1) The iron was easily separated using the magnet to draw out the iron fillings 2) The table salt was calculated using filtration and evaporation 3) The sand was calculated through evaporation 4) The benzene acid formed crystals after the cooling bath and was obtained through filtration Questions: A. How did your proposed procedures or flow chart at the beginning of the experiment compare with the actual procedures of this experiment? My proposed procedure was a lot more condensed and summarized as to the actual procedure which involved many steps and techniques. Though, my flow chart did produce similar results. B. Discuss potential advantages/disadvantages of your proposed procedure compared to the one actually used: The disadvantage to my proposed procedure would be that the results would not be as accurate, and probably would not have en conclusive. C. How would you described a sand recovery percentage higher than the original sand percentage? Either the sand was not completely filtered out of the solution when testing the other components, or when the sand was exposed to air other particles bonded to the sand which would create the appearance of an increase in percentage. D. What were potential sources of error in this experiment? There were many potential sources of error in this experiment, the first being that you may not have fully separated each component to its fullest extent. Mathematical calculations could also cause room for error if you miscalculated any one of the substances tested. The initial calculation of the mixture in the beginning could have very well not been measured accurately which would change the entire results of the experiment. Conclusion: The mixture could be separated into individual components by evaporation, filtration, magnetic separation, and distillation. Not all techniques will work on each substance, and the characteristics of each substance determine which technique to use based on the solubility of that substance.

Business ethical failure - Worldcom with their audits Research Paper

Business ethical failure - Worldcom with their audits - Research Paper Example Upon the disclosure of massive accounting irregularities, WorldCom, which was the second biggest telecommunication company in the world, filed for insolvency in the summer of 2002 in the federal court of Manhattan. The major departures from the desired corporate behaviour experienced in the company came because of the failure of the directors to identify and effectively, combat abuses leading to the widespread culture of greed. The failure also resulted from irresponsible members within the corporation to perform their fiduciary duties to the shareholders (Pulliam & Solomon, 2002). The other failure resulted from lack of transparrency in the operations and the management of the company. There was no proper co-ordination between the board of directors and the senior management of the company. The system of checks and balances in the leadership of the company did not play its role leading to a complete failure of the system of governance. The real fraud in the company comprised of a series of topside manipulations to the accounting entries to cover dwindling earnings. Mostly, these comprised of wrong drawdowns of accumulated reserves from the acquizition program as well as other sources and innappropriate cost capitalizations that were to be added as expenses. In other words, according to Kuhn and Sutton (2006), it was a very good incident of the so called ‘books cooking’. The company overstated its earnings by about eleven billion dollars and its balance sheet by about seventy five billion dollars. Consequently, there was a shareholder loss of approximately two hundred and fifty billion dollars. The desirable market views of the company in the 1990s sustained by a number of acquizitions. During this time, WorldCom was in a constant mode of acquizition as the means of expanding its operations. In turn, this caused a very great pressure of keeping price of its stock high in

Critique of Professional Lecture #1 and Lecture #2 Assignment

Critique of Professional Lecture #1 and Lecture #2 - Assignment Example Technologies are designed to effectively enhance production and decision making performances. The first lecture focuses on the importance of technology in healthcare (Lawrence Technological University, 2014). The paper shows that today’s healthcare system is far better than the healthcare system of more than twenty years ago. Dr. V. Moudgil reiterates that the average life span of individuals is more than 60 years of age. On the other hand, the average life span of the individuals 20 years ago was less than 50 years of age. Modern technology contributed to individuals living longer lives. Dr. Glen Greene spoke on the use of medical technology implant device inserted in a child’s throat allowed the child to breathe without the help of ventilators or breathing machines. Mr. Sean Bumstead focused on innovative technology enhanced medical care, resolving consequences of healthcare issues. Mr. Bumstead focused on resolving the cost of healthcare businesses, generating profits. Mr. Bumstead indicated that hackers generated $ U.S. billions from steal credit card and o ther information. The hackers increased their theft outputs by using cloud technology. Dr. John Tu focused on the government’s funding healthcare programs by allocating funds to hospitals and medical professionals. The second lecture focuses on the technology presentation of Microsoft management officer John Fikany (Lawrence Technological University, 2014). Mr. Fikany shows the different technologies developed and promoted by one of the world’s technology giants, Microsoft. Mr. Fikany shows how the future world of technology makes the life of the ordinary citizen easier. The Microsoft technology products were created in order to make the information technology device owners more productive. By letting the information technology devices do the mundane mathematical, word processing, and other data gathering and preparation, the Microsoft device owners

Trying to fit in Essay Example | Topics and Well Written Essays - 750 words

Trying to fit in - Essay Example The outcome was successful and I completed all tasks as expected by the group members. Before I expressed my willingness to join the group, I first assessed the openness and closeness of the group. It understood that the group was interested in discussing topics that concerned me since I could hear their conservations while seated next to them during my break time. I introduced myself sincerely and openly by greeting all members and telling them my name. I asked them on how long they had been working together and make a positive statement about the group. I also made a positive statement about myself and expressed my willingness to join and fit in the group since I shared the same objectives with all the group members (Crisp and Turner 108). The main objective of joining and fitting in the group was to combine our unique talents, skills and knowledge in accomplishing our classroom work. At the formation stage, each member talked politely and outlined the duties and responsibilities o f each individual. For instance, the group members openly provided suggestions on the time schedules of the meetings and also number of hours for the meetings. The members had adequate time to adapt to the unique personalities of each group member. For instance, the members selected a common mode of communication which was official English language (Crisp and Turner 109). ... In the group work decisions, the group laid down a framework of clarifying the factual ideas and suggestions of the members towards the discussion including reviewing academic literature that is contained in classroom notes. In addition, any arguments during the discussion were based on opinions, ideas and not individual personalities (Crisp and Turner 110). The members had diversity of opinions and view points on the discussion topics and the discussion process was well organised. Showing my confidence and asking questions made the other members easily accept me in the group. I also played an additional role of note taking and organizing the meeting venues which made me an active and crucial member of the group. At the fitting stage, I exercised my listening skills and leadership skills which were critical for the attainment of the group objectives. In deed, some members suggested that I should take up the group leader role due to my self-confidence, decision making skills, assertiv eness and politeness while dealing with conflicts or countering opposing arguments and ideas. Sitting next to the group and making positive comments made me easily join and fit in to the group. I attained my outcomes of fitting in to the group since the group provided me an opportunity to share my ideas and opinions and also counter the arguments of the rest of the members. I understood that individuals have different cultural backgrounds, personalities and values thus it is essential that group members focus on ideas and not differing personalities. It is important that group members familiarize themselves with discussion materials and clearly understand the rules and