Nuremberg Trials Essays (782 words) - International Criminal Law

Nuremberg Trials After World War II, numerous war-crimes trials tried and convicted many Axis leaders. Judges from Great Britain, France, the Soviet Union, and the United States tried twenty-two Nazi leaders for: crimes against humanity (mostly about the Holocaust), violating long-established rules of war, and waging aggressive war. This was known as the "Nuremberg Trials." Late in 1946, the German defendants were indicted and arraigned before a war crimes tribunal at Nuremberg. Twenty of the defendants were physicians who, as governmental, military, or SS officials, stood at or near the top of the medical hierarchy of the Third Reich. The other three occupied administrative positions which brought them into close connection with medical affairs. It all started when people started hearing about the Nazi's in human acts, just about four months after World War II started. No one would believe that such a thing would happen. While the people were thinking like that the Jews were being shipped out of the country. Some of them were put in working camps or at a person's farm. This was the beginning of the Final Solution of the German's Problem (the Holocaust). On August 8 the Four Power nation signed the London Agreement. They later named it the International Military Tribunal (IMT), it had 8 judges, one judge and one alternate. This was made so that they would try to stop the Nazi crimes (Rice Jr. 81). They had supplementary Nuremberg hearings that were broken down into twelve trials. In connection with these trials, the U.S. military tribunals had thirty-five defendants and released nineteen of them because they could find anything to get them on (Rice Jr. 76). They made Nuremberg Laws because of Hitler's concentration camps and his other inhuman acts (Rice Jr. 31). He didn't go by the lead system, he made himself the Supreme Judge. Hitler could imprison or execute anyone he wanted to. He made laws keeping Jews out of certain public places or jobs. He wouldn't let Jews have German citizenship. The Nuremberg Laws stated that there would be no more inhuman acts or segregation of Jews. One of the positive sides of the Nuremberg incident was the trials documented Nazi crimes for posterity. Many citizens of the world remember hearing about the Nazi's brutalities and inhuman acts (Rice Jr., 5). Hundreds of official Nazi documents entered into evidence at Nuremberg tell the horrible tale of the Third Reich in the Nazi's own words. Six million Jews, and others not liked by the Nazis were killed. Not one convicted Nazi denied that the mass killing had occurred. Each disclaimed only personal knowledge and responsibility. The negative things that happened at Nuremberg were the establishment of the I.M.T. has yet to lead to a permanent counterpart before which crimes against humanity can be tried. Twenty-four wars between nations and ninety-three civil wars or insurgencies between 1945 and 1992, no international body had been convened to try aggressor nations or individuals accused of war crimes. To prosecute and punish aggression rest still on the wavering will of an international community ever reluctant to impose sanctions on offending governments (Rice Jr. 100). Despite the reluctance of nations to unite in common cause and move swiftly toward a lasting road to aggression, hope yes abides for the best of Nuremberg's brightest promise. The world had a problem of what to do about the Nazi regime that had presided over the extermination of some six million Jews and deaths of millions of others with no basis in military necessity. Never before in history had the victors tried the vanquished for crimes committed during a war (Rice Jr., 97). Yet never in history had the vanquished perpetrated crimes of such inhumanity. The I.M.T., like the courts in many countries, have held to the principle that persons committing a criminal violation of international law are responsible for violation, on the grounds that crimes of this nature are the result of their own acts (Rice 1492). The tribunal thought for crimes carried out on orders from above, since many of the crimes had been committed in one with the Reich policy (Rice 1493). The portion of the I.M.T. judgment dealing with war crimes and crimes against humanity committed by the defendants in the trial and by the criminal organizations concerns, in large measure, the persecution and murder of the Jewish people. In its analysis of these crimes, the I.M.T. found it appropriate to single out the persecution of the Jews as a manifestation of consistent and systematic in humanity on a huge scale (Rice 1493). The testimony

Knowledge Transfer and Problem Solving

Transfer of knowledge also known as transfer of learning is a notion that refers to the ease of performance of new tasks owing to previous exposure to a similar situation or a situation that shares similar characteristics to the current one. In this regard it is generally expected that mastery of one cognitive skill will influence another related one.Advertising We will write a custom essay sample on Knowledge Transfer and Problem Solving specifically for you for only $16.05 $11/page Learn More By the end of the 19th century various views on transfer had emerged. Key among these views was the Doctrine of Formal Discipline (Ormrod, 2004). This doctrine explained improvement in mental power using the correlation that exists between physical activity and muscle power. It was held that cognitive function could be improved by mental exercise. Study of subjects regarded as difficult was therefore, expected to improve learning of simpler subjects. Other influen tial views on this area are the associations approach and the meaning theory. The associations approach asserted that problem solving is achieved through a quick mental trial and error. In this context thinking is a process in which all possible solutions to a problem are mentally tried until one that is appropriate is identified. The identical elements theory gives further insight to this approach (Schunk, 2012). The theory advances that transfer can only occur when the new task and learned task share identical elements. The identical elements are thought to be stimulus-response pairs. Transfer of a skill increases with increase in the number of identical elements. It can therefore, be said that transfer is functionally related to similarity and difference between stimuli and responses in an original and a transfer task. Gestalt approach and meaning theory presume that thinking is a process of relating a problem situation to another resulting in understanding (Ormrod, 2004). In suc h a scenario a transfer is achieved by reorganizing ideas to gain an insight into the problem to be solved. Two forms of transfer emerge from these approaches; the near transfer and the far transfer. Near transfer denotes a transfer process in which there is overlap between situations. That is, the original and the transfer situations are analogous. For example, learning how to drive a saloon car and transferring that to acquiring skills necessary to drive a truck.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In far transfer there is little overlap between situations. For example, learning problem solving in school and later using knowledge gained to solve problems outside the classroom setting. Mechanisms of transfer Two mechanisms of transfer exist. They are the procedural overlap and scheme-based transfer. Procedural overlap transfer is of the view that production sequences gained during train ing are applicable in performing a new task. A greater overlap in the required productions results in greater the transfer. This kind of transfer is applicable to skills that have recurrent sequences. Scheme-based transfer is applicable to situations that require an understanding of the problem before a solution is developed. During learning and practice, cognitive schemata are acquired. These acquired schemes provide knowledge necessary for understanding the new problem situation. Difference between experts and novices in problem solving Though experts and novices may both achieve a desirable result to a problem, the way they go about it is different. Novices and experts perceive and understand stimuli differently. When solving problems experts can recognize patterns and connections that are not immediately evident to novices. The experts can therefore, arrive at a solution faster than novices. Experts are also able to filter information faster. Experts often notice the relevant in formation and separate it from irrelevant information. It is this attribute that helps experts act quickly in situations that require quick and useful responses to avert a danger. Experts are flexible and highly adaptable to different situations. Experts are able to vary their methods of learning and practice with ease as compared to novices who may have difficulty doing this. This enables the expert to come up with new solutions to a problem. Flexibility is important in problem solving especially when a new challenge is encountered. Teaching adults problem solving skills The approaches used to teach adults problem solving skills are not very different from those used when teaching children. Adults can be taught problem solving skills using the problem solving process. This process has three major steps namely; representing the problem, solution search and implementation of the solution.Advertising We will write a custom essay sample on Knowledge Transfer and Problem Solving sp ecifically for you for only $16.05 $11/page Learn More However, for adults contextual learning is important (Ormrod, 2004). Adults should be taught with special emphasis laid on context. Examples used should be those that one is likely to encounter in real life situations. The examples should be real and properly put in the right context. References Ormrod, J. E. (2004). Human learning (4th ed.). Upper Saddle River, NJ, USA: Pearson. Schunk, D.H. (2012). Learning theories: an educational perspective (6th ed.). Boston, MA: Allyn Bacon (Pearson Education). This essay on Knowledge Transfer and Problem Solving was written and submitted by user Giselle H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.