SlideShare una empresa de Scribd logo
1 de 1
Descargar para leer sin conexión
ETAI International Conference - Jerusalem 2010
    Holocaust "Survivor" or (in Hebrew) "Nitzol" - Active or Passive ?
                              Sara Gabai – ORT Rabin Gan Yavne Israel
                                           sarag@netvision.net.il

You do not need to know Hebrew in order to understand the talk!

Hana Lustig Greenfield, born in Kolin, Czechoslovakia, was 15 years old in June of 1942, when the
Nazis sent her to Ghetto Terezin. After passing through Auschwitz and a slave labor camp in Hamburg,
she was sent to Bergen-Belsen. She was liberated on April 15, 1945, when the British captured the
camp. Greenfield, an Israeli and a resident of Jerusalem, writes in English.

       Excerpt from "Grandfather" – Fragments of Memory by Hana Greenfield (pages 4-5)
"From his pocket he took a pocketknife, peeled the potatoes, cut them in slices, and shared the portions
with me. We looked at each other with a smile . . . This was a moment of happiness we shared amidst
the sad realities of our daily life in the Ghetto."
….
"When the past becomes a dim memory and the future holds no hope, maybe that was the last and only
free choice that remained. Heroism demonstrates itself not only when we fight with guns; there is also a
heroism in fighting with what is left to us. "

      From Eitan Elhadez's article "Nitzol Shoa: 'I was 18 years old and weighed 32 kilo.'"
Sasha Miezlesh spoke at an alternative Holocaust Memorial Day ceremony in 2008. He opened his
remarks with the sentence "Don't call me ‫( ניצול שואה‬nitzol shoa). I am a Holocaust survivor."
In Hebrew: ".‫"אל תקראו לי ניצול שואה. אני שורד שואה‬

                                          Translation Class
From "Survivors Break the Silence" Fragments of Memory by Hana Greenfield (pages 58-62):
             The war ended and the concentration camps were opened. . . . Most (1)survivors were
             not well equipped to start a new existence. The majority of survivors were young people
             – old ones were either killed or didn't (2)survive the harsh realities of daily prisoner's
             life.

Students' comments on translating "survivors":
   • "The Hebrew word ‫ ניצולים‬has an emotional connotation for Jews, and more specifically for
      Israelis, because it is connected to the Holocaust, and so is more appropriate than ‫".שורדים‬
   • "The English collocation 'Holocaust survivors' is better translated to the Hebrew collocation
      ‫, ניצולי שואה‬and not to ‫ ,שורדי שואה‬which does not exist as a collocation in Hebrew. And because
      it is a part of the collocation, ‫ ניצולים‬is a more appropriate translation for the word survivors
      than ‫".שורדים‬
   • "We call them '‫ 'ניצולים‬because actually they were saved from that period of horrors."

Note: The noun ‫ ניצול‬is not based on a passive verb. The Academy of the Hebrew Language informed
me that the ‫ נפעל‬construction of Hebrew verbs is not always passive, and some ‫ נפעל‬verbs, among them
‫ ,ניצל‬are "just regular intransitive verbs."

                                              Bibliography
Elhadez, Eitan. "Nitzol Shoa: 'I was 18 years old and weighed 32 kilo.'" SCOOP: Israel Online News
       Site. 1 May 2008. Web. 3 August 2009.
Greenfield, Hana. Fragments of Memory: From Kohn to Jerusalem. Jerusalem: Gefen, 1990. Print.
       (New edition – 2006) Teacher's guide at www.israelbooks.com

If there is time at the end of the session, I will talk about the book
Skibell, Joseph. Blessing On the Moon, A. New York: Algonquin Books, 1997. Print.

Más contenido relacionado

Más de ETAI 2010

Applying Thinking Skills When Teaching a Novel
Applying Thinking Skills When Teaching a Novel Applying Thinking Skills When Teaching a Novel
Applying Thinking Skills When Teaching a Novel ETAI 2010
 
Teacher Dialogue in the Spirit of Janusz Korzak
Teacher Dialogue in the Spirit of Janusz Korzak  Teacher Dialogue in the Spirit of Janusz Korzak
Teacher Dialogue in the Spirit of Janusz Korzak ETAI 2010
 
ELLiE: a longitudinal transnational study on early language learning
ELLiE: a longitudinal transnational study on early language learningELLiE: a longitudinal transnational study on early language learning
ELLiE: a longitudinal transnational study on early language learningETAI 2010
 
Review of Research On Homework
Review of Research On HomeworkReview of Research On Homework
Review of Research On HomeworkETAI 2010
 
Raemer An Adventure in Drama: Take 1 – Improvisation in the EFL Classroom
Raemer  An Adventure in Drama: Take 1 – Improvisation in the EFL Classroom  Raemer  An Adventure in Drama: Take 1 – Improvisation in the EFL Classroom
Raemer An Adventure in Drama: Take 1 – Improvisation in the EFL Classroom ETAI 2010
 
Teacher/Student Dialogue in the Spirit of Janusz Korczak
Teacher/Student Dialogue in the Spirit of Janusz KorczakTeacher/Student Dialogue in the Spirit of Janusz Korczak
Teacher/Student Dialogue in the Spirit of Janusz KorczakETAI 2010
 
Author Studies Authentic Literature For The Very Beginners
Author Studies  Authentic Literature For The Very BeginnersAuthor Studies  Authentic Literature For The Very Beginners
Author Studies Authentic Literature For The Very BeginnersETAI 2010
 
Teacher/Student Dialogue in the Spirit of Janusz Korczak
Teacher/Student Dialogue in the Spirit of Janusz KorczakTeacher/Student Dialogue in the Spirit of Janusz Korczak
Teacher/Student Dialogue in the Spirit of Janusz KorczakETAI 2010
 
Creative Teaching Activities for the Multiple Intelligences
Creative Teaching Activities for the Multiple Intelligences Creative Teaching Activities for the Multiple Intelligences
Creative Teaching Activities for the Multiple Intelligences ETAI 2010
 
Teachers' Moral Dilemmas
Teachers' Moral DilemmasTeachers' Moral Dilemmas
Teachers' Moral DilemmasETAI 2010
 
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. ETAI 2010
 
Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.ETAI 2010
 
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. ETAI 2010
 
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. ETAI 2010
 
TLC: Teaching and Learning Cooperatively
TLC: Teaching and Learning Cooperatively TLC: Teaching and Learning Cooperatively
TLC: Teaching and Learning Cooperatively ETAI 2010
 
Handouts: Writing: Bagrut, Projects and now Bridging to Literature
Handouts: Writing: Bagrut, Projects and now Bridging to LiteratureHandouts: Writing: Bagrut, Projects and now Bridging to Literature
Handouts: Writing: Bagrut, Projects and now Bridging to LiteratureETAI 2010
 
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
 
Writing: Bagrut, Projects and Now Bridging to Literature
Writing: Bagrut, Projects and Now Bridging to Literature  Writing: Bagrut, Projects and Now Bridging to Literature
Writing: Bagrut, Projects and Now Bridging to Literature ETAI 2010
 
Liz shaprio1
Liz shaprio1Liz shaprio1
Liz shaprio1ETAI 2010
 
"Ear, Eye, Undivided Attention": Listening and Responding in a Discussion
"Ear, Eye, Undivided Attention": Listening and Responding in a Discussion"Ear, Eye, Undivided Attention": Listening and Responding in a Discussion
"Ear, Eye, Undivided Attention": Listening and Responding in a DiscussionETAI 2010
 

Más de ETAI 2010 (20)

Applying Thinking Skills When Teaching a Novel
Applying Thinking Skills When Teaching a Novel Applying Thinking Skills When Teaching a Novel
Applying Thinking Skills When Teaching a Novel
 
Teacher Dialogue in the Spirit of Janusz Korzak
Teacher Dialogue in the Spirit of Janusz Korzak  Teacher Dialogue in the Spirit of Janusz Korzak
Teacher Dialogue in the Spirit of Janusz Korzak
 
ELLiE: a longitudinal transnational study on early language learning
ELLiE: a longitudinal transnational study on early language learningELLiE: a longitudinal transnational study on early language learning
ELLiE: a longitudinal transnational study on early language learning
 
Review of Research On Homework
Review of Research On HomeworkReview of Research On Homework
Review of Research On Homework
 
Raemer An Adventure in Drama: Take 1 – Improvisation in the EFL Classroom
Raemer  An Adventure in Drama: Take 1 – Improvisation in the EFL Classroom  Raemer  An Adventure in Drama: Take 1 – Improvisation in the EFL Classroom
Raemer An Adventure in Drama: Take 1 – Improvisation in the EFL Classroom
 
Teacher/Student Dialogue in the Spirit of Janusz Korczak
Teacher/Student Dialogue in the Spirit of Janusz KorczakTeacher/Student Dialogue in the Spirit of Janusz Korczak
Teacher/Student Dialogue in the Spirit of Janusz Korczak
 
Author Studies Authentic Literature For The Very Beginners
Author Studies  Authentic Literature For The Very BeginnersAuthor Studies  Authentic Literature For The Very Beginners
Author Studies Authentic Literature For The Very Beginners
 
Teacher/Student Dialogue in the Spirit of Janusz Korczak
Teacher/Student Dialogue in the Spirit of Janusz KorczakTeacher/Student Dialogue in the Spirit of Janusz Korczak
Teacher/Student Dialogue in the Spirit of Janusz Korczak
 
Creative Teaching Activities for the Multiple Intelligences
Creative Teaching Activities for the Multiple Intelligences Creative Teaching Activities for the Multiple Intelligences
Creative Teaching Activities for the Multiple Intelligences
 
Teachers' Moral Dilemmas
Teachers' Moral DilemmasTeachers' Moral Dilemmas
Teachers' Moral Dilemmas
 
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
 
Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
 
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
 
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.
 
TLC: Teaching and Learning Cooperatively
TLC: Teaching and Learning Cooperatively TLC: Teaching and Learning Cooperatively
TLC: Teaching and Learning Cooperatively
 
Handouts: Writing: Bagrut, Projects and now Bridging to Literature
Handouts: Writing: Bagrut, Projects and now Bridging to LiteratureHandouts: Writing: Bagrut, Projects and now Bridging to Literature
Handouts: Writing: Bagrut, Projects and now Bridging to Literature
 
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...
 
Writing: Bagrut, Projects and Now Bridging to Literature
Writing: Bagrut, Projects and Now Bridging to Literature  Writing: Bagrut, Projects and Now Bridging to Literature
Writing: Bagrut, Projects and Now Bridging to Literature
 
Liz shaprio1
Liz shaprio1Liz shaprio1
Liz shaprio1
 
"Ear, Eye, Undivided Attention": Listening and Responding in a Discussion
"Ear, Eye, Undivided Attention": Listening and Responding in a Discussion"Ear, Eye, Undivided Attention": Listening and Responding in a Discussion
"Ear, Eye, Undivided Attention": Listening and Responding in a Discussion
 

Último

call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️9953056974 Low Rate Call Girls In Saket, Delhi NCR
 
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITY
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITYISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITY
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITYKayeClaireEstoconing
 
How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17Celine George
 
Difference Between Search & Browse Methods in Odoo 17
Difference Between Search & Browse Methods in Odoo 17Difference Between Search & Browse Methods in Odoo 17
Difference Between Search & Browse Methods in Odoo 17Celine George
 
Barangay Council for the Protection of Children (BCPC) Orientation.pptx
Barangay Council for the Protection of Children (BCPC) Orientation.pptxBarangay Council for the Protection of Children (BCPC) Orientation.pptx
Barangay Council for the Protection of Children (BCPC) Orientation.pptxCarlos105
 
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...JhezDiaz1
 
Procuring digital preservation CAN be quick and painless with our new dynamic...
Procuring digital preservation CAN be quick and painless with our new dynamic...Procuring digital preservation CAN be quick and painless with our new dynamic...
Procuring digital preservation CAN be quick and painless with our new dynamic...Jisc
 
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...Nguyen Thanh Tu Collection
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONHumphrey A Beña
 
4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptx4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptxmary850239
 
ENGLISH6-Q4-W3.pptxqurter our high choom
ENGLISH6-Q4-W3.pptxqurter our high choomENGLISH6-Q4-W3.pptxqurter our high choom
ENGLISH6-Q4-W3.pptxqurter our high choomnelietumpap1
 
Judging the Relevance and worth of ideas part 2.pptx
Judging the Relevance  and worth of ideas part 2.pptxJudging the Relevance  and worth of ideas part 2.pptx
Judging the Relevance and worth of ideas part 2.pptxSherlyMaeNeri
 
What is Model Inheritance in Odoo 17 ERP
What is Model Inheritance in Odoo 17 ERPWhat is Model Inheritance in Odoo 17 ERP
What is Model Inheritance in Odoo 17 ERPCeline George
 
Like-prefer-love -hate+verb+ing & silent letters & citizenship text.pdf
Like-prefer-love -hate+verb+ing & silent letters & citizenship text.pdfLike-prefer-love -hate+verb+ing & silent letters & citizenship text.pdf
Like-prefer-love -hate+verb+ing & silent letters & citizenship text.pdfMr Bounab Samir
 

Último (20)

call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
call girls in Kamla Market (DELHI) 🔝 >༒9953330565🔝 genuine Escort Service 🔝✔️✔️
 
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITY
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITYISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITY
ISYU TUNGKOL SA SEKSWLADIDA (ISSUE ABOUT SEXUALITY
 
How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17
 
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptxLEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
LEFT_ON_C'N_ PRELIMS_EL_DORADO_2024.pptx
 
Difference Between Search & Browse Methods in Odoo 17
Difference Between Search & Browse Methods in Odoo 17Difference Between Search & Browse Methods in Odoo 17
Difference Between Search & Browse Methods in Odoo 17
 
Barangay Council for the Protection of Children (BCPC) Orientation.pptx
Barangay Council for the Protection of Children (BCPC) Orientation.pptxBarangay Council for the Protection of Children (BCPC) Orientation.pptx
Barangay Council for the Protection of Children (BCPC) Orientation.pptx
 
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
 
TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
TataKelola dan KamSiber Kecerdasan Buatan v022.pdfTataKelola dan KamSiber Kecerdasan Buatan v022.pdf
TataKelola dan KamSiber Kecerdasan Buatan v022.pdf
 
YOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptx
YOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptxYOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptx
YOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptx
 
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptxFINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
 
Procuring digital preservation CAN be quick and painless with our new dynamic...
Procuring digital preservation CAN be quick and painless with our new dynamic...Procuring digital preservation CAN be quick and painless with our new dynamic...
Procuring digital preservation CAN be quick and painless with our new dynamic...
 
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
 
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
 
4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptx4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptx
 
ENGLISH6-Q4-W3.pptxqurter our high choom
ENGLISH6-Q4-W3.pptxqurter our high choomENGLISH6-Q4-W3.pptxqurter our high choom
ENGLISH6-Q4-W3.pptxqurter our high choom
 
Raw materials used in Herbal Cosmetics.pptx
Raw materials used in Herbal Cosmetics.pptxRaw materials used in Herbal Cosmetics.pptx
Raw materials used in Herbal Cosmetics.pptx
 
Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝
Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝
Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝
 
Judging the Relevance and worth of ideas part 2.pptx
Judging the Relevance  and worth of ideas part 2.pptxJudging the Relevance  and worth of ideas part 2.pptx
Judging the Relevance and worth of ideas part 2.pptx
 
What is Model Inheritance in Odoo 17 ERP
What is Model Inheritance in Odoo 17 ERPWhat is Model Inheritance in Odoo 17 ERP
What is Model Inheritance in Odoo 17 ERP
 
Like-prefer-love -hate+verb+ing & silent letters & citizenship text.pdf
Like-prefer-love -hate+verb+ing & silent letters & citizenship text.pdfLike-prefer-love -hate+verb+ing & silent letters & citizenship text.pdf
Like-prefer-love -hate+verb+ing & silent letters & citizenship text.pdf
 

Holocaust "Survivor" or (in Hebrew) "Nitzol" - Active or Passive?

  • 1. ETAI International Conference - Jerusalem 2010 Holocaust "Survivor" or (in Hebrew) "Nitzol" - Active or Passive ? Sara Gabai – ORT Rabin Gan Yavne Israel sarag@netvision.net.il You do not need to know Hebrew in order to understand the talk! Hana Lustig Greenfield, born in Kolin, Czechoslovakia, was 15 years old in June of 1942, when the Nazis sent her to Ghetto Terezin. After passing through Auschwitz and a slave labor camp in Hamburg, she was sent to Bergen-Belsen. She was liberated on April 15, 1945, when the British captured the camp. Greenfield, an Israeli and a resident of Jerusalem, writes in English. Excerpt from "Grandfather" – Fragments of Memory by Hana Greenfield (pages 4-5) "From his pocket he took a pocketknife, peeled the potatoes, cut them in slices, and shared the portions with me. We looked at each other with a smile . . . This was a moment of happiness we shared amidst the sad realities of our daily life in the Ghetto." …. "When the past becomes a dim memory and the future holds no hope, maybe that was the last and only free choice that remained. Heroism demonstrates itself not only when we fight with guns; there is also a heroism in fighting with what is left to us. " From Eitan Elhadez's article "Nitzol Shoa: 'I was 18 years old and weighed 32 kilo.'" Sasha Miezlesh spoke at an alternative Holocaust Memorial Day ceremony in 2008. He opened his remarks with the sentence "Don't call me ‫( ניצול שואה‬nitzol shoa). I am a Holocaust survivor." In Hebrew: ".‫"אל תקראו לי ניצול שואה. אני שורד שואה‬ Translation Class From "Survivors Break the Silence" Fragments of Memory by Hana Greenfield (pages 58-62): The war ended and the concentration camps were opened. . . . Most (1)survivors were not well equipped to start a new existence. The majority of survivors were young people – old ones were either killed or didn't (2)survive the harsh realities of daily prisoner's life. Students' comments on translating "survivors": • "The Hebrew word ‫ ניצולים‬has an emotional connotation for Jews, and more specifically for Israelis, because it is connected to the Holocaust, and so is more appropriate than ‫".שורדים‬ • "The English collocation 'Holocaust survivors' is better translated to the Hebrew collocation ‫, ניצולי שואה‬and not to ‫ ,שורדי שואה‬which does not exist as a collocation in Hebrew. And because it is a part of the collocation, ‫ ניצולים‬is a more appropriate translation for the word survivors than ‫".שורדים‬ • "We call them '‫ 'ניצולים‬because actually they were saved from that period of horrors." Note: The noun ‫ ניצול‬is not based on a passive verb. The Academy of the Hebrew Language informed me that the ‫ נפעל‬construction of Hebrew verbs is not always passive, and some ‫ נפעל‬verbs, among them ‫ ,ניצל‬are "just regular intransitive verbs." Bibliography Elhadez, Eitan. "Nitzol Shoa: 'I was 18 years old and weighed 32 kilo.'" SCOOP: Israel Online News Site. 1 May 2008. Web. 3 August 2009. Greenfield, Hana. Fragments of Memory: From Kohn to Jerusalem. Jerusalem: Gefen, 1990. Print. (New edition – 2006) Teacher's guide at www.israelbooks.com If there is time at the end of the session, I will talk about the book Skibell, Joseph. Blessing On the Moon, A. New York: Algonquin Books, 1997. Print.