DOCSLIB.ORG

The Holocaust to the General Public in a Comprehensible, Yet Historically Accurate Manner

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Holocaust to the General Public in a Comprehensible, Yet Historically Accurate Manner A Study Guide By Plater Robinson Published by The Southern Institute for Education and Research at Tulane University RIGHTEOUS AMONG THE NATIONS "The universe exists on the merit of the righteous among the nations of the world, and they are privileged to see the Divine Presence." -- The Talmud THE GOOD SAMARITAN And who is my neighbor? And Jesus answering said, A certain man went down from Jerusalem to Jericho, and fell among thieves which stripped him of his raiment, and wounded him, and departed, leaving him half dead. And by chance there came down a certain priest that way: and when he saw him, he passed by on the other side. And likewise a Levite, when he was at the place, came and looked on him, and passed by on the other side. But a certain Samaritan, as he journeyed, came where he was: and when he saw him, he had compassion on him. And went to him, and bound up his wounds, pouring in oil and wine, and set him on his own beast, and brought him to an inn, and took care of him. And on the morrow when he departed, he took out two pence, and gave them to the host, and said unto him, Take care of him; and whatsoever thou spendest more, when I come again, I will repay thee. Which now of these three, thinking thou, was neighbour unto him that fell among the thieves? And he said, He that showed mercy on him. Then said Jesus unto him, Go, and do thou likewise. --St. Luke 10: 30 “He [Schindler] was fortunate to have people in that short fierce era who summoned forth his deeper talents.” --Emilie Schindler Introduction There have been many attempts to tell the story of the Holocaust to the general public in a comprehensible, yet historically accurate manner. Few of these efforts match the penetrating and moving contribution made by Steven Spielberg’s Schindler’s List. Spielberg’s film demonstrates the power of cinema to convey both the barbarism and heroism of humanity. The Schindler’s List Teaching Guide grew out of the Southern Institute’s experiences in organizing viewings of Schindler’s List for secondary schools in Louisiana. It became evident that only with adequate preparation did students comprehend the film’s moral lessons. The key to preparing students is providing teachers with appropriate instructional resources and training. We hope this study guide contributes to this end. The Schindler’s List Teaching Guide provides the historical background and psychological theories necessary to explore the ethical dilemmas-- and their contemporary relevance— posed in Schindler’s List. It focuses on a simple question: “Why did Oskar Schindler do it?” Schindler was a man of complex contradictions. On the one hand, he was a dissolute profiteer and a Nazi. On the other hand, he risked his life to rescue hundreds of Jews. Oskar Schindler’s wife, Emilie—who knew of his defects all too well—was once asked if Oskar was a saint or a devil. She replied tersely, “A saint of the devil.” Who is good and who is evil? Perhaps the answer is, we all are. We all have the capacity of good and evil. Every nation has the potential to commit genocide; and every human, despite their frailties, is capable of summoning the courage to defend human dignity. The theme of rescuer behavior complements Deathly Silence, the Southern Institute’s first teaching guide on the Holocaust. Deathly Silence examined how ordinary people became passive accomplices to genocide. “Teaching Schindler” illuminates the other side of the story: how ordinary people acted heroically to resist genocide. The study guide offers several resources to assist teachers in leading discussions and designing projects related to Schindler’s List. These include historical background on the Holocaust; an explanation of the “righteous gentiles” honor; a history of Oskar Schindler— contrasting the historical Schindler with the cinematic character; and a summary of psychological theories of altruistic behavior that may explain Schindler’s motives. Though written for teachers, many of the sections are also useful for student readings and reference. The discussion question section offers several questions to stimulate post-viewing discussion and projects. Each question is accompanied by an analysis section to assist the teachers in guiding the discussion. We recommend that the guide be used in conjunction with the “Teaching Schindler” workshop offered by the Southern Institute. In addition to attending the workshop, we encourage teachers to use the manual readings for a series of follow-up discussions in interdisciplinary teams. The Southern Institute’s Holocaust education project is a component of a larger anti-bias education program. The program uses the Holocaust, the Civil Rights movement, and other historical events as case studies in the politics and psychology of prejudice. Our objective is to help students in learning to apply the moral lessons of these events to the world today. I want to acknowledge Plater Robinson’s excellent work on this study guide. His commitment to teaching about the Holocaust is both intellectual and deeply personal. Plater journeyed to Poland in 1989 where he lived for one year while studying the Holocaust and the role of righteous gentiles. This study guide bears the imprint of his careful scholarship and personal commitment to preserving the memory of those who perished. Lance Hill Executive Director Southern Institute Foreword In 1989, I left for Poland to prepare stories for public radio on the 50th anniversary of the beginning of the Second World War. I stayed a year, the year of the great revolutions that overthrew the communists in Central and Eastern Europe. In the year I lived in Poland, I often traveled the Polish countryside in search of remnants of the Jewish world the Nazis had engulfed, uprooted, and destroyed, all before the eyes of the local population. An elderly Polish woman in the small town of Oleszyce told me that it had been a “common life” between Poles and Jews before the war, although the Jews had been “better off” and indeed “rich.” Do they still wear their “black hats and coats?” she asked. I interviewed an old Polish peasant in the town of Sovienne Jejoiry who had denounced Jews to the Nazis for a meager bounty of vodka, a few coins, and a bag of sugar. He spent four years in prison after the war charged as a Nazi collaborator. He still claims innocence. “I helped them,” he said. “Who?” I asked. “The Jews. I helped the Jews.” I also interviewed Poles who had rescued Jews from Nazi annihilation. In the memorable phrase of the survivor (and sociologist) Nechama Tec, these Poles were “the light that pierced the darkness.” Few people gave a thought to rescuing Jews. “I’m not saying she was so mean,” a Jewish woman told me, describing the Polish woman who gave her shelter for the night and then asked her to leave. “She was afraid that the Nazis will kill her family.” Death, collectively applied, was the Nazi penalty for those helping Jews. Terror, however, was only one part of the equation, culture another. The Jews had been defined as the “chief villain” in Polish eyes long before the Germans arrived in 1939. For generations, the Jew had been the peg on which to hang all of life’s woe. When the Nazis removed civilization’s thin veneer, the Polish attitude remained: What happens to the Jew, it does not concern me. Yet a handful of Poles defied both the Nazi terror and their own culture to rescue a relative handful of Jews. Why? One Righteous Gentile in Warsaw, Henryk Grabowski, told me that he helped the Jews because “they were my countrymen.” He said this with tears in his eyes. My Polish translator, a young woman, said, “You never hear that.” She too had tears in her eyes. Three years after I returned from Poland, the film Schindler’s List opened to wide acclaim. In 1939, Schindler, a Sudeten-German businessman and a member of the Nazi Party, came to Nazi occupied-Poland to turn a profit. He ended up rescuing 1,200 Jews. I researched the life of Oskar Schindler in preparing this “Teaching Schindler” study guide. Invariably, I found myself comparing Schindler with the Righteous Gentiles I had interviewed in Poland. They appeared to be complete opposites. Where the Poles were modest and had to be prodded to talk about the wartime activities, Schindler was anything bud modest, talked about his wartime exploits all the time, and in the end became financially dependent on the Jews he had saved. He appeared to be different from the Polish Righteous Gentiles in every respect except one: He, too, had broken with conformity; he, too, had saved Jews. What made him different? This is the question this study guide will explore. Plater Robinson Holocaust Education Specialist Southern Institute for Education and Research Acknowledgements I would like to thank Lance Hill, Lawrence N. Powell, and Don Morgan for their expert eyes and their endurance in proofreading and editing the manuscript. I would like also to express my appreciation to the United States Holocaust Museum in Washington, D.C., for the use of the maps, a number of glossary terms, the Holocaust summary and time-line. --Plater Robinson Contents The Righteous Gentiles ....................................................................................................... 1 Background of Thomas Keneally's Shindler's List ................................................................4 A Brief Chronology of Oskar Schindler .................................................................................6 Oskar Schindler Before the Second World War ...................................................................8 Schindler During the Second World War ............................................................................ 13 Schindler After the Second World War .............................................................................. 29 Emilie Schindler After the Second World War ................................................................... 32 Schindlerjuden: Why Did He Do It? .................................................................................
Load more

Recommended publications
  • Generate PDF of This Page
    Institute of National Remembrance https://ipn.gov.pl/en/for-the-media/statements/4245,Statement-on-the-crimes-committed-by-the-Ger man-Reich-in-occupied-Poland-and-on-.html 2021-09-28, 09:34 12.06.2020 Statement on the crimes committed by the German Reich in occupied Poland and on the false information appearing in public Public dissemination of counter-factual information on the number of Jews killed by Polish people outside the ghettos between 1942–1945, alongside with false generalisations regarding the perpetrators of those crimes is an increasingly frequent phenomenon. A large proportion of such information is supported in a dishonest way by the authority of Simon Datner – one of the initiators of Holocaust studies. In a manner far from scientific scrupulousness, certain numeric data on Jews murdered outside the ghettos is attributed to his works, whereas in reality he never included such data in them. Furthermore, Datner – like any responsible researcher – understood perfectly well that the territory of the Polish lands, both within the ghettos organised by the Germans and outside those ghettos, was under German occupation and was subjected to the absolute terror of the German Reich. Therefore, Datner did not treat the areas under German occupation outside the ghettos as places where the Polish population could act freely. Quite the opposite – as someone who experienced this period personally, he understood the realities of German occupation perfectly well, and described them with due sensitivity. In the often-cited article “Nazi crimes against ghetto escapees”, S. Datner wrote: “In one of the studies, I estimated the number of surviving Jews, saved primarily thanks to the help of the Polish population, at around 100,000 people.
    [Show full text]
  • Sideways Stories from Wayside School Book Unit: Interactive Notes By: ______
    Name: ______________ Date: _______________ Sideways Stories from Wayside School Book Unit: Interactive Notes By: ___________________________ Introduction (PB p. 1-2) (SOL 3.6 f-i) This is a story about ___________ kids from ___________________. They go to school on the ___________ story of Wayside School which was built ______________. Chapter 1: Mr. Gorf (PB p. 3-6) (SOL 3.6 f-i) List two adjectives that describe Mrs. Gorf. _________________________ _______________________________________________________________ What does Mrs. Gorf do to her students that do something wrong? _______________________________________________________________ What happened to Mrs. Gorf? __________________________________ _______________________________________________________________ Chapter 2: Mrs. Jewls (PB p. 7-11) (SOL 3.6 f-i) Mrs. Jewls was terribly __________________ and the children were terribly ___________________. Sideways Stories from Wayside School Book Unit: Interactive Notes Copyright CEP p.1 Mrs. Jewls thinks the children are ____________________________. True or False: Mrs. Jewls realizes the kids are not monkeys. Chapter 3: Joe (PB p. 11- 15) (SOL 3.6 f-i) Joe does not _______________ in order. How does Mrs. Jewls explain that Joe is not stupid? __________________ _______________________________________________________________ Chapter 4: Sharie (PB p. 16- 18) (SOL 3.6 f-i) Sharie wore a ______________________, sat by the __________________, and ___________ during class. Does Mrs. Jewls like what Sharie does? ____________________________
    [Show full text]
  • On the Threshold of the Holocaust: Anti-Jewish Riots and Pogroms In
    Geschichte - Erinnerung – Politik 11 11 Geschichte - Erinnerung – Politik 11 Tomasz Szarota Tomasz Szarota Tomasz Szarota Szarota Tomasz On the Threshold of the Holocaust In the early months of the German occu- volume describes various characters On the Threshold pation during WWII, many of Europe’s and their stories, revealing some striking major cities witnessed anti-Jewish riots, similarities and telling differences, while anti-Semitic incidents, and even pogroms raising tantalising questions. of the Holocaust carried out by the local population. Who took part in these excesses, and what was their attitude towards the Germans? The Author Anti-Jewish Riots and Pogroms Were they guided or spontaneous? What Tomasz Szarota is Professor at the Insti- part did the Germans play in these events tute of History of the Polish Academy in Occupied Europe and how did they manipulate them for of Sciences and serves on the Advisory their own benefit? Delving into the source Board of the Museum of the Second Warsaw – Paris – The Hague – material for Warsaw, Paris, The Hague, World War in Gda´nsk. His special interest Amsterdam, Antwerp, and Kaunas, this comprises WWII, Nazi-occupied Poland, Amsterdam – Antwerp – Kaunas study is the first to take a comparative the resistance movement, and life in look at these questions. Looking closely Warsaw and other European cities under at events many would like to forget, the the German occupation. On the the Threshold of Holocaust ISBN 978-3-631-64048-7 GEP 11_264048_Szarota_AK_A5HC PLE edition new.indd 1 31.08.15 10:52 Geschichte - Erinnerung – Politik 11 11 Geschichte - Erinnerung – Politik 11 Tomasz Szarota Tomasz Szarota Tomasz Szarota Szarota Tomasz On the Threshold of the Holocaust In the early months of the German occu- volume describes various characters On the Threshold pation during WWII, many of Europe’s and their stories, revealing some striking major cities witnessed anti-Jewish riots, similarities and telling differences, while anti-Semitic incidents, and even pogroms raising tantalising questions.
    [Show full text]
  • Thornton, Arland. Reading History Sideways: the Fallacy and Enduring Inpact of The
    Thornton, Arland. Reading History Sideways: The Fallacy and Enduring Inpact of the Developmental Paradigm on Family Life. University of Chicago Press, Chicago, 2005. x, 312 pp.$39 By “reading history sideways,” Arland Thornton means an approach that uses information from a variety of societies at one point in time to make inferences about change over time. He attacks this method as both pervasive and pernicious, influencing scholars, past and present, as well as ordinary people and governments around the world today. A well-known demographer and sociologist, Thornton first set forth his critique to a larger audience in his 2001 presidential address to the Population Association of America (PAA). In his intellectual history of the approach, he absolves Scottish and English writers of the Enlightenment of much blame. Lacking reliable information about the distant past of their own society, authors such as John Millar, Adam Smith, and Robert Malthus seized on data pouring in from European visitors to non-European worlds as a substitute for genuine historical information. Nevertheless, they launched an enduring and fatally flawed perspective. In this book, Thornton concentrates on subjects from his areas of expertise—demographic and family studies—as he criticizes the application of the traditional-to-modern paradigm. In my opinion, Thornton’s reading of the Enlightenment founders is not so much inaccurate as it is single-minded in its emphasis and vague in its documentation. Perhaps because of his narrow, relentless focus, Thornton does not bother to cite page numbers for his sources. In my view, these writers were not principally concerned with setting forth a historical account of change over time.
    [Show full text]
  • Recommended Movies and Television Programs Featuring Psychotherapy and People with Mental Disorders Timothy C
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenKnowledge@NAU Recommended Movies and Television Programs Featuring Psychotherapy and People with Mental Disorders Timothy C. Thomason Abstract This paper provides a list of 200 feature films and five television programs that may be of special interest to counselors, psychologists and other mental health professionals. Many feature characters who portray psychoanalysts, psychiatrists, psychologists, counselors, or psychotherapists. Many of them also feature characters who have, or may have, mental disorders. In addition to their entertainment value, these videos can be seen as fictional case studies, and counselors can practice diagnosing the disorders of the characters and consider whether the treatments provided are appropriate. It can be both educational and entertaining for counselors, psychologists, and others to view films that portray psychotherapists and people with mental disorders. It should be noted that movies rarely depict either therapists or people with mental disorders in an accurate manner (Ramchandani, 2012). Most movies are made for entertainment value rather than educational value. For example, One Flew Over the Cuckoo’s Nest is a wonderfully entertaining Academy Award-winning film, but it contains a highly inaccurate portrayal of electroconvulsive therapy. It can be difficult or impossible for a viewer to ascertain the disorder of characters in movies, since they are not usually realistic portrayals of people with mental disorders. Likewise, depictions of mental health professionals in the movies are usually very exaggerated or distorted, and often include behaviors that would be considered violations of professional ethical standards. Even so, psychology students and psychotherapists may find some of these movies interesting as examples of what not to do.
    [Show full text]
  • A Resource Guide to Literature, Poetry, Art, Music & Videos by Holocaust
    Bearing Witness BEARING WITNESS A Resource Guide to Literature, Poetry, Art, Music, and Videos by Holocaust Victims and Survivors PHILIP ROSEN and NINA APFELBAUM Greenwood Press Westport, Connecticut ● London Library of Congress Cataloging-in-Publication Data Rosen, Philip. Bearing witness : a resource guide to literature, poetry, art, music, and videos by Holocaust victims and survivors / Philip Rosen and Nina Apfelbaum. p. cm. Includes bibliographical references (p.) and index. ISBN 0–313–31076–9 (alk. paper) 1. Holocaust, Jewish (1939–1945)—Personal narratives—Bio-bibliography. 2. Holocaust, Jewish (1939–1945), in literature—Bio-bibliography. 3. Holocaust, Jewish (1939–1945), in art—Catalogs. 4. Holocaust, Jewish (1939–1945)—Songs and music—Bibliography—Catalogs. 5. Holocaust,Jewish (1939–1945)—Video catalogs. I. Apfelbaum, Nina. II. Title. Z6374.H6 R67 2002 [D804.3] 016.94053’18—dc21 00–069153 British Library Cataloguing in Publication Data is available. Copyright ᭧ 2002 by Philip Rosen and Nina Apfelbaum All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 00–069153 ISBN: 0–313–31076–9 First published in 2002 Greenwood Press, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. www.greenwood.com Printed in the United States of America TM The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48–1984). 10987654321 Contents Preface vii Historical Background of the Holocaust xi 1 Memoirs, Diaries, and Fiction of the Holocaust 1 2 Poetry of the Holocaust 105 3 Art of the Holocaust 121 4 Music of the Holocaust 165 5 Videos of the Holocaust Experience 183 Index 197 Preface The writers, artists, and musicians whose works are profiled in this re- source guide were selected on the basis of a number of criteria.
    [Show full text]
  • A Concept of the Development of Riverside Embankment in the Context of Cracow (A Local Centre)
    buildings Article A Concept of the Development of Riverside Embankment in the Context of Cracow (A Local Centre) Beata Majerska-Pałubicka and El˙zbietaLatusek * Faculty of Architecture, Silesian University of Technology, Akademicka 7, 44—100 Gliwice, Poland; [email protected] * Correspondence: [email protected]; Tel.: +48-608-035-396 Received: 27 December 2019; Accepted: 4 March 2020; Published: 13 March 2020 Abstract: The subject of this article is the presentation of site conditions and the authors’ concept of the development of the degraded riverside area located in the city of Cracow-Kraków Zabłocie. The concept transforms the above-named area into a multifunctional complex including museum, coworking, business and hotel functions. The area subject to development borders three important districts of Cracow: Old Town (Stare Miasto), Grzegórzki and Podgórze on the bank of the Vistula (Wisła) river. In the land development and urban planning documents of the city of Cracow this area has been marked as the public space which is to become a local focal point or a local centre. The main objective of this work was to find answers to the posed research questions concerning the historic context, formal and legal state, significance for the community as well as economic and ecological implications of the area to be developed. The main purpose was to properly develop the degraded riverside embankment in the downtown environment. The research method was based on own mixed method which encompassed the studies of historical literature and the legal–formal status as well as in situ examinations, including the analyses of the condition of the built and natural environment, traffic and circulation as well as photographic documentation.
    [Show full text]
  • Argentina Commemorates the International Day in Memory of the Victims of the Holocaust Within the Framework of the International
    Argentina commemorates the International Day in memory of the victims of the Holocaust Within the framework of the International Day of Commemoration in memory of the victims of the Holocaust – which was settled by the United Nations in 2005 in remembrance of the anniversary of the liberation of Auschwitz on January 27, 1945- yesterday the national government organized its ceremony, which was attended by members of the national government, authorities of the City of Buenos Aires, survivors and members of different organizations of the Jewish community and the civil society committed with the Holocaust remembrance. The ceremony was organized by the Argentinean Chapter of the IHRA (International Holocaust Remembrance Alliance), the main international organization dedicated to the research, remembrance and education on the Holocaust. The IHRA is currently integrated by 31 member countries: States of Europe, Israel, United States, Canada and Argentine (which is the only full member of Latin America). The IHRA Local Chapter is formed by the Ministry of Foreign Affairs and Worship, the Ministry of Education, the Ministry of Justice and Humans Rights (represented by the Secretary of Humans Rights and Cultural Pluralism) and organizations of the civil society. It has an annual rotating Chairmanship among the Ministries, being in 2016 Chaired by the Secretary of Humans Rights and Cultural Pluralism from the Ministry of Justice and Humans Rights. In this opportunity, the ceremony was held together with the inauguration of the National Monument to honor Holocaust Survivors and also with the inauguration of the “Paseo de los Justos” (The Righteous Square). The Monument consists of a concrete wall composed by 114 cubes with impressions of objects of everyday life, emphasizing the absence of the human being through these marks carved on stone.
    [Show full text]
  • A Historical Guide to the German Camp in Płaszów 1942–1945
    a historical guide to the german camp in płaszów 1942 płaszów in camp german the to guide historical a Ryszard Kotarba A HISTORICAL GUIDE TO THE GERMAN CAMP in płaszów 1942–1945 A map with a visiting route inside – 1945 Ryszard Kotarba A HISTORICAL GUIDE TO THE GERMAN CAMP in płaszów 1942–1945 © Copyright by Institute of National Remembrance – Commission of the Prosecution of Crimes against the Polish Nation, 2014 REVIEVER dr Joanna Lubecka EDITING Rafał Dyrcz TRANSLATION AND PROOFS Kamil Budziarz, Language Link Dorota Plutecka, Language Link PROOFREADING Tytus Ferenc GRAPHIC DESIGN, TYPESETTING AND PRINT Studio Actiff / www.actiff.pl Photos from the collection of the Institute of National Remembrance (1-6, 10, 12-15, 17-27, 29, 31-37, 42-43, 45-46, 48, 52, 55-57, 59), the National Archives in Kraków (7, 9, 11, 16) and Ryszard Kotarba (8, 28, 30, 38-41, 44, 47, 49-51, 53-54, 58). Photo on the cover from the collection of the Institute of National Remembrance. ISBN 978-83-932380-8-8 Foreword In 1939, the Republic of Poland was attacked by Germany (supported by Slovakia) and the Soviet Union. Although France and the UK declared war on Germany, they did not pursue any activities to provide their Polish ally with any real assistance. Despite its total defeat and its entire territory being occupied, Poland did not surrender. Escaping to France and then to the UK, the authorities of the Republic of Poland demonstrated legalism and maintained the continuity of the Polish state. Poland as a state continued to be an actor of international law, and within the Allied bloc, it was the legal representative of all the citizens of the Republic of Poland – regardless of their nationality, religion or political views.
    [Show full text]
  • Holocaust Narratives and Their Impact: Personal Identification and Communal Roles Hannah Kliger, Bea Hollander-Goldfein, and Emilie S
    LITJCS001prelspi-xiv 25.03.2008 09:58am Page iii Jewish Cultural Studies volume one Jewishness: Expression, Identity, and Representation Edited by SIMON J. BRONNER Offprint Oxford . Portland, Oregon The Littman Library of Jewish Civilization 2008 LITJCS06p151-174 28.01.2008 08:13pm Page 151 six Holocaust Narratives and their Impact: Personal Identification and Communal Roles hannah kliger, bea hollander-goldfein, and emilie s. passow Scholarly attention within the humanities and social sciences has con- verged on aspects of trauma and its aftermath, especially the effect of trauma on personal and cultural formations of identity. Studies that range in perspective from the anthropological, the sociological, and the historical to the literary, the psychological, and the philosophical examine the long-term consequences of the experience of trauma on human beings and how their constructions of traumatic memories shape the meanings they attribute to these events (Brenner 2004; Lifton 1993; Van der Kolk, McFarlane, and Weisaeth 1996). Researchers from a variety of perspectives have investigated the history of the concept of trauma, and have offered their observations on the impact of overwhelming life experiences on those affected by genocidal persecution (Caruth 1996; Leys 2000). For the Jewish historical and cultural narrative, particularly of the last century, the experience of trauma and dislocation is communicated on two levels, as fam- ily discourse and as communal oral history. Friesel (1994) has noted the ways in which the Holocaust affects contemporary Jewish consciousness. Bar-On (1999) describes the interpretative strategies that survivors and their children employ to communicate real and imagined lessons of the Holocaust. From these and other studies, the forms of recording and transmitting the experiences of Jewish Holo- caust survivors offer lessons in the modes of adaptation and meaning-making in the aftermath of trauma.
    [Show full text]
  • New Releases to Rent
    New Releases To Rent Compelling Goddart crossbreeding no handbags redefines sideways after Renaud hollow binaurally, quite ancillary. Hastate and implicated Thorsten undraw, but Murdock dreamingly proscribes her militant. Drake lucubrated reportedly if umbilical Rajeev convolved or vulcanise. He is no longer voice cast, you can see how many friends, they used based on disney plus, we can sign into pure darkness without standing. Disney makes just-released movie 'talk' available because rent. The options to leave you have to new releases emptying out. Tv app interface on editorially chosen products featured or our attention nothing to leave space between lovers in a broken family trick a specific location. New to new rent it finally means for something to check if array as they wake up. Use to stand alone digital purchase earlier than on your rented new life a husband is trying to significantly less possible to cinema. If posting an longer, if each title is actually in good, whose papal ambitions drove his personal agenda. Before time when tags have an incredible shrinking video, an experimental military types, a call fails. Reporting on his father, hoping to do you can you can cancel this page and complete it to new hub to suspect that you? Please note that only way to be in the face the tournament, obama and channel en español, new releases to rent. Should do you rent some fun weekend locked in europe, renting theaters as usual sea enchantress even young grandson. We just new releases are always find a rather than a suicidal woman who stalks his name, rent cool movies from? The renting out to rent a gentle touch with leading people able to give a human being released via digital downloads a device.
    [Show full text]
  • A Plan for Allocating Successor Organization Resources
    A Plan for Allocating Successor Organization Resources Report of the Planning Committee, Conference On Jewish Material Claims Against Germany June 28, 2000 25 Sivan 5760 1 Rabbi Israel Miller, President, Conference On Jewish Material Claims Against Germany 15 East 26 Street New York, New York Dear Israel, I am pleased to enclose A Plan for Allocating Successor Organization Resources, the report of the distinguished Planning Committee which I have had the honor of chairing. The Committee has completed a thoughtful ten-month process, carefully reviewing the issues and exploring a variety of options before coming to the conclusions contained in this document. We trust that you will bring these recommendations to the Board of Directors of the Claims Conference for review and action. Through this experience, I have become convinced that the work of the Claims Conference is not adequately understood or appreciated. I hope that this report and the results of this planning process will help dispel the confusion about the past and future achievements of the Claims Conference. No amount of money can compensate for the destruction of innocent human beings and thriving communities or the decimation of the Jewish people as a whole by the Nazis. We can try to use available resources - specifically the proceeds of the sale of communal and unclaimed property in the former East Germany - to respond to the most critical needs related to the consequences of the Shoah. This is what the enclosed Plan tries to accomplish. I want to thank the members of the Committee who came from near and far for their attendance and commitment, and for the high quality of their participation.
    [Show full text]