1
50
549
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PDF Text
Text
INDOCHINESE REFUGEES FOUNDATION, INC.
79 High Street
Lowell, Massachusetts 01852
Telephone: (617) 454-4286
ESL PROGRAM ADMISSION PRIORITY
According to the State Contract guidelines, the teacher must adhere
to the following priority order for 30 students/class = 60 students.
OFFICERS
Ms. Lan T. Pho
President
Mr. Walter W. Mode
Vice-President
Mr. John N. Vinh
Treasurer
Ms. Phan Thi Ngoc Chan
General Secretary
1.
The student must be the primary wage earner in the family.
2.
The student must be able to attend class 4 out of 5 days per week.
3.
The student must take a test for placement into one of three classes.
If enrollment is more than 30 students per class, a waiting list will
be maintained.
BOARD OF DIRECTORS
Mrs. Nguyen Phuong Dzung
Mr. Daniel Law
Mrs. Suy Sinh Law
Mrs. Nguyen Ly
Mr. To Ly
Mrs. Ha Thi Mai
Mrs . Florizel R. Mode
Dr. Huy Ngoc Nguyen
Mr. Tuan Huu Nguyen
Mrs. Vien Nguyen
Mrs. Minh Thi Nguyen
Mr. Hai Ba Pho, Ph.D.
Mr. Phat Tai Truong
If enrollment is under 30 students per class, the above guidelines may
be dropped at the teacher's/director's discretion.
Proposal for 3 classes
8:30 - 10:00
Beginners (Survival) English
Maximum 30 students and three bilingual interpreters
Text: Everyday English, Book 1, 2A
Goal:
Mrs. Hoa Young
Mr. Stephen B. Young, Esq.
INDOCHINESE
SELF-HELP PROJECT
10:00 - 11:00 -
Tutoring session for beginners class with bilingual
interpreters reviewing material from morning class.
No teacher present.
10:00 - 11:30 -
Pre-Vocational Intermediate English
Maximum 30 students with 3 bilingual interpreters.
Text: English that Works (Pre-Voe.)
Mr. Hai B. Pho, Ph .D.
Coordinator
Ms. Jacqueline M. Fidler
Project Director
To equip students with basic English vocabulary
and conversational ability to deal with everyday
survival situations.
Goal: To prepare students for job hunting; to ensure
job-readiness.
6:00 - 9:00 pm - Advanced English
M- W
25 - 30 students, no bilingual interpreters
Text:
Goal:
To increase the English level of those students
already working or enrolled in training programs.
A non-profit organization founded on January 27, 1977, under the Commonwealth of Mass., G .L., Ch . 180. Sec. 26A
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
ESL Program Admission Priority and Class Proposal, [1981]
Subject
The topic of the resource
Lowell (Mass.)
English language--Study and teaching
Social service
Nonprofit organizations
Community organization
Description
An account of the resource
English as a Second Language program admission statement and outline of three proposed classes.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1981]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rights holders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f01_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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PDF Text
Text
WEEKLY BILLING/ESL
Service Delivery:
Class
Billing
Staff x Hrs.
Survival ESL
Monday
Tuesday
Wednesday
4 x 2
4 x 2
4 x 2
8
8
8
Pre Voe. ESL
Monday
Tuesday
Wednesday
Thrusday
1
1
1
1
2
Monday
Tuesday
Wednesday
1 x 3
1 x 3
1 x 2
3
Monday
Tuesday
Wednesday
Thursday
Friday
3
3
3
3
1. 25
1. 25
1. 25
3.75
3.75
3.75
3.75
1
3
Pre GED
Literacy Training
x
x
x
x
2
2
2
2
2
2
2
3
2
x 1.25
x
x
x
3 x
TOTAL
58 hrs.
x
MONTHLY BTLLING
4.33
251.14
�WEEKLY BILLING/ EMPLOYMENT
Service Delivery:
Group Services
Staff x Hrs.
Billing
Job Placement
average
60 hrs/wk
Job Search Training
Monday
Tuesday
Wednesday
Thursday
1
1
1
1
x
x
x
x
1
1
1
1
1
1
1
1
Pre Voe.
Monday
Tuesday
Wednesday
Thursday
3
3
3
3
x
x
x
x
1
1
1
1
3
3
3
3
Thursday
Friday
4 x 2
4 x 2
8
8
TOTAL
92
P.E.O.
Survival P.E.O./ Life
Skills Training
~
x
MONTHLY BILLING
4.33
398.36
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Weekly Billing for ESL and Employment classes, [1981]
Subject
The topic of the resource
Lowell (Mass.)
Budget
Social service
Nonprofit organizations
English language--Study and teaching
Community organization
Invoices
Description
An account of the resource
Document outlining weekly compensation for the various classes and teachers.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1981]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2 p.; 21.5 x 28
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f09_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
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27f72c5c2b94923f62280d75e32a36bb
PDF Text
Text
UTHQ.IN U . S.A.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
English as a Second Language Phase II completion certificate, 1982-09-08
Subject
The topic of the resource
Lowell (Mass.)
Social service
Nonprofit organizations
English language--Study and teaching
Community organization
Description
An account of the resource
Example of certificate given to those who have completed Phase II of the English as a Second Language program.
Date
A point or period of time associated with an event in the lifecycle of the resource
1982-09-08
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 21.5 x 28
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f11_i001
1980-1989
Ephemera
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PDF Text
Text
INDOCHINESE SELF-HELP PROJECT
THIS IS TO CERTIFY THAT
HAS CREDITABLY COMPLETED A PROGRAM
OF STUDY IN ENGLISH AS A SECOND LANGUAGE PHASE lil
AS EVIDENCE OF WHICH THIS
CERTIFICATE
IS GRANTED THIS TWENTY-SECOND DAY OF DECEMBER, 1981
Project Director
ESL Instructor
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
English as a Second Language Phase III completion certificate, 1981
Subject
The topic of the resource
Lowell (Mass.)
Social service
Nonprofit organizations
English language--Study and teaching
Community organization
Description
An account of the resource
Example of certificate given to those who have completed Phase III of the English as a Second Language program.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1981
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 21.5 x 28
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f11_i002
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
Language
A language of the resource
English
1980-1989
Ephemera
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PDF Text
Text
Indochinese Education &
Employment Services
ENGLISH AS A SECOND LANGUAGE PROGRAM
This is to to certify that __
has creditably completed the following program,
___
as evidence of which this Certificate
is granted this _ day of _ , 19_
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
English as a Second Language program completion certificate, 1982?
Subject
The topic of the resource
Lowell (Mass.)
Social service
Nonprofit organizations
English language--Study and teaching
Community organization
Description
An account of the resource
Example of general certificate given to those who have completed various English as a Second Language programs.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1982
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 21.5 x 28
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f11_i003
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Ephemera
-
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PDF Text
Text
UNIVERSITY OF MASSACHUSETTS LOWELL
CENTER FOR LOWELL HISTORY
CENTER FOR ASIAN AMERICAN STUDIES
ORAL HISTORY PROJECT
INFORMANT: JACQUELINE MOLONEY
INTERVIEWER: MEHMED ALI
KALE CONNERTY
DATE: 2/11/2016
J=JACKIE
A=ALI
K=KALE
A: Okay. This is interview with Jacqueline Moloney on February 11, 2016. And thanks again
Jackie for being here with us.
J: It’s great to be here.
K: Okay. So I guess I’ll just start with asking you about the Foundation, The Indochinese Refuge
Foundation. Do you know how and why it was established in Lowell?
J: Yes. Actually the Founders of the Indochinese Self-Help Foundation, one of them was a
member of the faculty here. His name was Hai Pho, and his wife’s name was Lan Pho. And they
were from Vietnam. And they had family in Vietnam during the fall of Vietnam, and were
instrumental in trying to create a kind of what they called at the time, Mutual Assistance
Associations to enable refugees who were fleeing from Southeast Asia to support each other in
the U.S. So they were very involved in the Refugee Resettlement Movement and they created
that Foundation to do that work.
K: Do you know what year that was?
J: What year they founded the Foundation? I’m trying to think of when I started working for
them. So I would say, I could give you roughly the late seventies, but I don’t have the actual
date.
K: And when did you start working there?
1
�J: About 79.
K: 79? (J: Umhm) Okay.
A: So you started right at the very beginning Jackie?
J: It was pretty close to the beginning. I was their second Executive Director.
A: Okay.
J: And the first one, I don’t think she lasted that long. It was really hard work and there were a
lot of cultural differences in the way that you know, even for me when I took on that job I had
to make a lot of adjustments in the way that I thought about running a non-profit that surprised
me in my first couple of weeks there. And it quickly became a labor of love for me. And I knew,
and maybe because they had learned from the first director that they had, that it didn’t work at
all because she wanted to do things in a certain way and they knew that would not work with
this refugee population, which honestly we can talk about in a minute, surprised me. I mean
these were people who were being resettled in Lowell in very large numbers, very irresponsible
way. They were being dropped in the city. The resettlement agency who was resettling them,
it wasn’t the Indochinese Self-Help Group, but there were different resettlement agencies
across the country who were, they would be paid $500.00 a person to resettle a refugee. Now
in some places, you know, like in the Mid-West there were a lot of small towns. They would
take that money in the church say, and help a family to resettle in you know, wherever, Idaho.
So that was one model.
In a place like Lowell unfortunately there was a resettlement agency that would take many,
many families, take their money and place them in very inadequate housing with no training,
no ESL, no support services, you know, to the point where we were finding people. I would get
calls from the hospital or police and say, “We just picked up this family. They have no shoes.
They don’t speak a word of English. It’s the middle of winter. They’re walking on Merrimack
Street with no shoes on. What are you doing about that?” So we had to develop a pretty, you
know large scale, very fast-responding mobilize the community to care for this group of
refugees that were basically dumped in the city. And the city was not prepared for it. The
schools were not prepared. The hospitals were not prepared. There were no translators, no
interpreters anywhere.
And so that was, that was my first job. I rang the first round of interpreters in the city of Lowell
providing ESL classes and then where we could you know, helping families to resettle and you
know, distributing goods that we were collecting to the families themselves.
K: Those were the main services then?
J: Those were it, yah.
2
�K: So during your time there, there was the Indochinese Self-Help Project, correct?
J: Yes.
K: So was that a separate function of the IRF?
J: So the IRF was broader than just Lowell. In fact a lot of their work was in Boston. So you
know I honestly didn’t have as much to do with them. They got funding, this Indochinese
Refugees Foundation got funding to do the Self-Help Project from the Resettlement Agency.
K: So the Self-Help Project is what offered those services?
J: Yes.
K: Okay.
A: And the IRF was, the Headquarters was not based in Lowell?
J: Honestly the, I wonder if the (--) It was a Board. A lot of the members were from Boston and
they would hold their meetings where we were housed, which was the International Institute.
But they had other meetings that I didn’t always go to all their meetings Mehmed. So they
might have had some in Boston.
A: Okay.
J: So they were a broader base, more of the, I would say established, you know, well
established. They weren’t refugees. These were Southeast Asians who were well established
who created this Foundation. You know, they would hold, I remember them holding fashion
shows, fundraisers, but it was really to help build their own ethnic community until this crisis
happened. And that’s when they got funding to help intervene in the city of Lowell.
K: As Director what were your main duties with the Self-Help Project?
J: Well it was everything. The chief, cook and bottle washer. I mean there were really only I (-) There were probably six of us. And so one was to run the, set up and run the ESL Program and
to get those refugees to the point where they could actually go into the Adult Education
Program. So you think about Fred Abisi and Adult Education, which they were totally opened to
helping these refugees, but they didn’t have the resources either. They were not prepared for
people who were you know, Laotian, Cambodian whose you know first language, the alphabet
didn’t even look like ours. I mean you come into Lowell now, it’s so much more diverse and
people coming from so many different countries, Lowell was really not prepared for this
generation of refugees that came here. So we set up that first ESL class. That was a big deal.
We did work with companies trying to get job placements. And then I had this whole group of
interpreters. And their work was to go to the hospitals to you know, I mean there were battles
3
�over everything going into the schools. There are a lot of cultural issues where you know, a
woman would go into the birthing center at Lowell General, and Lowell General was not
equipped to deal with the cultural traditions of these women coming from Cambodia, or from
Laos. And the interpreters, I mean they could barely speak English you know. I remember my
first Cambodian interpreter really barely, barely could speak English. And they were the most
challenged community, because of course of the genocide that had happened. So there
weren’t a lot of educated Cambodian refugees who could even read and write.
So we had a lot of challenges to overcome. It certainly changed their way of looking, changed
my way of looking at life for sure. You know the things that you take for granted, and dealing
with people who were traumatized by the wars in their countries. You know the civil wars as
well as the Vietnam War. And so there’s a lot of suspicion that we had to overcome, a lot of
worry about an agency. It took me a long time to earn the trust and respect of those people.
And that was the biggest surprise for me to be honest. I just thought, well I’m here. I’ve got
English language for you. I can help you find a job. You know, we might have some silverware
for your kitchen. Why would you not welcome me into your home? Well trust me, they did
not. It took me a long (--) But I really worked at it. And you know things like, and of course to
add to it, at the time I was pregnant.
Well there are certain customs which were unbeknown to me. There’s a whole hierarchy in
their cultures of you know, gratefully teachers are very important in their culture, women was
not. You know that I would go literally into the family home and the women would sit behind
the men. And here I as a woman who was pregnant no less, we’re pregnant and you were just
supposed to stay home and not even go outdoors, and I’m this pregnant woman walking into
their home trying to help them. And they would, some of them would take it like she’s trying to
tell me what to do. So I had to be very careful and very respectful, and really learn the
protocol. Things like who goes out of the room first? That was my first confusing you know,
cultural episode when you know, my first meeting I would just walk out the door. And then I
realized I was really upsetting some of the elders and I learned how to gracefully bow out of the
room, or let them go first. If they were the elder you always give them the respect. If they
hand you something you take it with two hands. You don’t just take it with one. So all of these
small things to show them the respect coming from what they had come from was a big deal.
So it was everything you know. We had our first, the first death of that community. I
remember we were about six months into this, so I was in pretty good shape with the
community at that point. We had delivered a lot of food and silverware and done a lot of ESL,
and gotten jobs and intervened in a lot of emergency room people calling, saying, “You’ve got
to get someone down here. These people are all [unclear].” So we settled a lot of those kind of
things. So we had great trust at that point from the community. And we had a death, and it
was a young man I think he was probably 32, or 33. And there was a belief among the Lao
Hmong people who were more, much more tribal, but they were a whole group of people in
Laos that had been displaced because they had helped the CIA. So this was this whole group of
people who were taken from their very tribal culture, ethnic culture, and dropped in the city.
It’s very, very difficult. And this young man died and they felt it was from his home sickness.
4
�And they said that they would will themselves to death in a way, and that’s how they felt this
young man died.
Now of course here we go again. How do you bury him? They have all of these burial rituals. I
can remember bringing in the funeral directors into the International Institute and the city
health inspectors, and we had to meet and figure out how we were going to bury this young
man and respect their cultures, because it was even more traumatic that he had died this way.
And if we didn’t bury him the right way his spirit would wander forever. So that was on
everyone’s head, but there were all these city rules about you know, you have to cremate the
body first, not cremate it but what is it when you take the blood out of people? Do you know?
A: The embalming process?
J: Embalming. Yes, and when the embalming happened, that’s what it was. Oh boy trying to
resolve that! And to everyone’s credit in this city, you know, when I really learned to love this
city, because people figured it out and they made it work, and they made it right for that family.
And that fellow was buried the right way. And everybody changed everything that they were
doing to accommodate that. One small person’s life, you know I don’t think that would happen
everywhere. I know it wouldn’t. So it just, it really made me appreciate the compassion of the
people in this city and their inclination to really welcome people from diverse backgrounds, and
to try to find solutions rather than (--) I think in some cities they would have been so
overwhelmed. They would have said (--) We see it happening now and I understand it, in cities
in Europe where they’re saying stop. We can’t take any more of these refugees. You know, this
is overwhelming our community. Well this community was overwhelmed but people stepped
up. The school system stepped up. They hired teachers eventually. It took us some time, but
you know it was a challenging time.
K: You’re still working in Lowell here thirty years later. Do you think that working for the IRF
had any impact on your decision to stay involved in the Lowell Community?
J: Oh absolutely. Like I said, it was a life altering experience for me. And I was only there a
little over a year, but I never lost my tie with that community you know. It was just a
phenomenal experience. And I just described to you how it just changed my view of this city
and what the city is capable of doing, and has helped me to keep faith and focused. And having
been involved now in a lot of non-profits like Lowell General Hospital, now I’m on the board,
then I was taking people to the emergency room. Now I’m on the board. But I can tell you I
know that Lowell General Hospital really honors the diversity of people that come there, and
they’re well cared for. Lowell Community Health is there for that reason. And I just, I still see
how you know, this community embraced that community and really made it special for them.
I remember (--) Who? There was a special thing every year. It was before the Farmer’s Market
in downtown, but they would have these monthly whatever it is, some show or something
downtown Lowell, and they were so kind and reached out the Southeast Asian Community.
And these people were hurting. You know they left their countries with nothing. So culturally
like they didn’t have many of their clothes or their instruments; they didn’t even know who was
5
�the singer from there, how to find a singer, or dance, or how to do the dance. So we were kind
of coddling together the first Cambodian Dance Troupe.
K: That’s wonderful.
J: And I remember them performing in JFK Center and it was just really hard to pull that off. I
remember how hard they worked. And they’re calling their friend in Connecticut and their
friend in California. People are trying to ship stuff here. We were trying to coddle together
enough little outfits for the women to do the dance, and you know the different instruments.
And we coddled together that first group and there was such great pride in the community.
And I think for them it was also just bringing their culture here and having it back and be part of
who they were was very, very important for them. So it was nice to be a part of it.
A: Could you speak a little bit about the jobs program that the IRF had when you were there, if
you remember any details? Do you remember any?
J: I don’t. I know that we worked with a lot of companies and did entry level training. The ESL
was big, but beyond that I don’t really remember.
A: Okay.
J: Did you remember it?
A: Nope. I mean we found some of the companies in the photographs. Now I’ve forgotten. I
don’t know if you remember it.
K: Just kind of like linen work, or just working in like clothing factories, or anything like that.
There are a lot of pictures of people working.
J: Yeah, and you know, so we would arrange the transportation. And what’s funny to me is
now when I drive home I drive down Westford Street where of course a lot of the Southeast
Asians settled in the highlands. And you still see the buses, the vans going up that street and
dropping workers off at different plants. So you know, again, the plants were great. Of course
they loved these employees because they were very hard working.
K: So the building where you worked was 79 High Street, correct?
J: Yes, the International Institute.
K: What was that building like? Was it, is it still there? Is it, it changed right?
J: Well it’s still there. It got sold to a private residence. The International Institute moved. I
don’t even know where they are now. Do they even have a place in Lowell?
6
�A: Yes, because Derek Mitchell was in charge of it until recently.
J: Yes.
A: I think they’re at 144 Merrimack Street.
J: Okay.
A: But the building itself, what was?
J: It was a big old house. It was, you know, the International Institute was downstairs, but it
was perfect for us because they had a lot of space, actually classroom space. And there was an
apartment in the building, and they needed someone to take care of it. So we had our first
interpreter, the Cambodian interpreter who lived in the building. So it was great for them too.
So it was great shelter. It was a great building. There was a big beautiful opened room. And I
still remember the, on the cultural, what we had to overcome. You know, probably at this point
we were four months, it was before that death, and many of the people had not seen a monk
for a year or two and they were really desperate to see a monk. So we, they connected with
friends and somewhere in Connecticut, they had some other group in Connecticut and the
monk came. So we announced the monk. I felt like there must have been 250 people in this
room where there should have been 100 people. And the same thing happened. And then I
was standing there and now I’m eight months pregnant, and everyone in the room dropped to
the floor in honor of the monk, you know the bow and hitting the floor and prostrating
themselves. And I’m standing there and I’m thinking it’s me and the monk. I don’t know what
to do. I’m not going to drop to the floor because I’ll never get up. And you know it wasn’t my
religion. I wasn’t disrespectful to him, but I didn’t know what else to do. Nobody coached me
on that one Kale. I didn’t really know what to do. But we had a lot of moments like that, that
were so special and people were just I mean crying and so happy to have a monk among them
again. And to have their traditions back, and to be able to say their prayers, and it was very,
very nice to be a part of that. So that building really lent itself to those meetings, a special
place.
K: What were your reasons for leaving the IRF?
J: I was pregnant.
K: Yah, that’s what I figured.
J: I just mentioned that, and I was having my second daughter. You know, I never intended to
stay there. I didn’t know what I was getting myself into when I took on that job. I probably
wouldn’t have done it if I had known, because I knew they needed a longer term solution. But I
had hired a couple of people who were very involved as the teachers, and one of them in social
work is Carol Keirstead who kind of took over.
7
�K: She took over?
J: Yah. So that was great. It’s amazing the way things happen, but it’s funny they were very
concerned when I was leaving. And I was in labor and they did not want me to leave. And you
know, at this point my office would always have like fifteen, sixteen of the elder men because
they decided everything as a community. And they would sit in my office every day and they’d
you know, bring me all like ginger root. I was supposed to eat ginger root and this big (egg?).
And Alise Martin was a teacher then too. Do you know Alise?
A: Yeah Alise.
K: Umhm.
J: Yah, that worked at Middlesex and she was pregnant too. It was just unusual. And they
didn’t want me to leave. And I’m like, “I have to leave. I’m in labor. I’m going. Bye, I’m
leaving.” And I got to the hospital and I had my daughter. And the nurse came in to me the
next morning and said, “Excuse me Ms. Moloney, but you’re going to have to help us. There
are all these people out in the waiting room and they won’t leave!” [All laugh] The same elders
and their families out in the waiting room and they wanted to talk to me. They wanted to talk
to me. I just had this little (--) I’m like we don’t do that here. We’re not going to talk, but I had
to go talk to them and tell them I’m okay and I will come back. [Laughing] And you know, it
was just again, because they knew at the hospital too what had been going on because I had
been helping them with different patients that were being admitted there. So that’s why I left.
K: So over your time there it seems like it became a lot easier, they warmed up to you. What
do you think was the most important thing that you did in kind of helping build that
relationship?
J: You know I’m a big believer as you know, maybe you’ve heard about my feelings about
students is to empower people to have control over their lives. And I think that self-help
project blossomed beautifully and it was because you know, having those elders in the room
and helping them to build their own community, get their own temple, build their own dance
groups, their own churches, you know, to take care of themselves and become their own
leaders. I think that’s what it was all about. [Repeats] That’s what it was all about. And I
believe that Lowell is a testament to how you do refugee resettlement correctly, because so
many, that community is so strong here. They’re such a strong part of this community and look
at where the first Cambodian State Legislator in the country. I mean that is a lot to be proud of
for this city. And I just, so when I look around me and most of the South Asians don’t have any
idea who I am, or what happened back then, it doesn’t matter to me at all. It was an honor to
be a part of it.
A: Two more questions Jackie.
J: Sure.
8
�A: One, any stories about coworkers, colleagues, special people that were there with you
during that time?
J: Absolutely. The interpreters were amazing. They were amazing people. And you know, they
came, they were very different. We had a fellow who was a Vietnamese. He was a refugee in
some ways, but he is a very well-educated man who had a wonderful family. So he wasn’t
coming out of poverty, didn’t live in (--) He had a family to come to here. [Ja] Pho, he was Lan
and Hai, he was Lan Pho’s father.
A: Okay.
J: But he was such a gentleman. He didn’t want to have any special treatment. So when I met
him I didn’t know he was Lan’s father. He wanted me to treat him like any other interpreter,
and he wasn’t like any other interpreter. This was a very distinguished scholar, wonderful man,
so well educated, and he just wanted to be you know, acted like the other interpreters. And of
course it took us about a month, but gradually I let him know I really needed him to do more
than be just (--) I needed advice. I needed guidance. And so he was very special. And the
other interpreter [So Chet Urk] was a Cambodian interpreter. He’s the one who really could
barely speak English, had grown up as a farmer, but worked so hard to help his people. Just
didn’t sleep, didn’t sleep. Twenty-four seven these people were on the road, they were on call
and they were needed, and we needed them to do it. And their community needed them to do
it. And you know, I know, I’ve met So Chet’s son like as a student here at the University. And I
hadn’t been in touch with So Chet for twenty years. You know, and to see his son be a student
here, that’s a pretty special feeling. That’s a pretty special feeling. They were great people.
K: So do you see any similarities in your job today as Chancellor as with working with for the
IRF?
J: I do always, everything I’ve ever done in my career to me it’s about building community, and
a community that thinks about making the world a better place. So certainly in that sense yes.
I think that that job really sensitized me to what it means to help people who are in trauma,
who have been traumatized and who need really emergency, immediate, deep care. And but
the biggest part of that is that it has to be done with respect. So I feel like, you know, certainly
at the university we have students who come here who are in that situation, who need that
help. As a community I feel like my greatest pride in UMass Lowell is that we are certainly, you
know, it goes without saying we’re an excellent academic institution, right? We are excellent in
research that we do. We provide excellent academic programs. But I think what gives me the
greatest pride (--) My greatest pride is that we’re a compassionate community. We are
compassionate to each other. Students, every day, every day I hear a story of students helping
other students. That gives me great pride. Every day I hear about our staff. Somebody, you
know, their child has cancer, or they’ve gone through a divorce, or they lost a parent, or
whatever happened, people reach across and help each other here. And that is what I think
9
�makes this place so unique and so special, and so extraordinary. So you know, to the extent
that I brought some of that because of that experience, all to the good.
A: Well thank you Jackie very much.
K: That you so much.
M: That helpful I hope?
K: Yah it was.
A: Wonderful.
M: Good. Good. A special group.
Interview ends
jw
10
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Oral Histories, 2016
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Oral Histories, 2016. UML 4. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
Four oral history interviews with former staff and board members of the Indochinese Refugees Foundation, Inc., an organization that helped resettle Southeast Asian refugees in the greater Lowell, Massachusetts area during the 1980s. Oral histories were conducted with Jacqueline (Fidler) Moloney, Carol Keirstead, Elise Martin, Hai Pho, and Lan Pho. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml4">https://libguides.uml.edu/uml4</a>.<br /><br />The entire collection is accessible on this site.
Creator
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University of Massachusetts Lowell
Relation
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The collection finding aid, <a href="https://libguides.uml.edu/uml4" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml4</a>.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Jacqueline Moloney oral history interview transcript, 2016
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Occupational training
Political refugees
Refugee families
Refugee issues
Refugees--Southeast Asia
Refugees--United States
Social service
Unemployed--Services for
Oral history
Description
An account of the resource
The transcript of an oral history with Jacqueline Moloney, current Chancellor of the University of Massachusetts Lowell, on her experiences as an Indochinese Refugees Foundation, Inc. staff member during the late 1970s. Topics include programs, government policy, Southeast Asian refugees, and Lowell, Massachusetts.
Creator
An entity primarily responsible for making the resource
Moloney, Jacqueline
Connerty, Kale
Ali, Mehmed
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Oral Histories, 2016
Publisher
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University of Massachusetts Lowell
Date
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2016-02-11
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UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
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10 p., 21.5 x 28
Language
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English
Type
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Text
Identifier
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uml4_16.01_i002
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
2010-2019
Cambodians
Documents
Highlands
Hmong
Indochinese Self-Help Program
International Institute of New England
Laotians
Vietnamese
-
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Text
UNIVERSITY OF MASSACHUSETTS LOWELL
CENTER FOR ASIAN AMERICAN STUDIES
ORAL HISTORY PROJECT
INFORMANT: CAROL KEIRSTEAD
INTERVIEWER: MEHMED ALI
KALE CONNERTY
DATE: MARCH 5, 2016
C=CAROL
A=ALI
K=KALE
A: So this is interview with Carol Keirstead. Is that how you say it, Keirstead?
C: Keirstead, yup.
A: Keirstead, on March 5, 2016. And Carol thanks very much for willing to share some
time for us.
C: Excited to do it.
A: Good, great.
K: All right. Well I’ll just ask the first question. What do you know about the
circumstances under which the IRF [Indochinese Refugee Foundation] was founded?
C: Um, what I know about its founding was Hai Ba Pho and his wife Lan Pho were
Vietnamese refugees who settled in the country, and they wanted to establish an
organization that was really, ultimately they wanted it sort of for and by the refugee
community. So it was formed at a Mutual Assistance Association, which if memory
serves me correctly was really to be governed by members of the refugee community. So,
and his, his dream which actually came to fruition was to have the refugee community
actually you know, set up their own service organizations. So that’s what I recall about
that a few years ago. [All laugh]
K: When did you start working for the IRF [Indochinese Refugee Foundation]?
1
�C: In 1982.
K: Okay. And how long were you working there?
C: Two years.
K: Okay. Where had you previously been working?
C: The year before that I was with the university. I managed a Masters ESL Program for
teachers in Lowell Public Schools. It was a federally funded project. So we trained
“mainstream” classroom teachers to be able to effectively instruct English language
learners. So I did that for a year.
K: While you (--)
A: I’m sorry. And Carol how did you get, get into this field overall?
C: So way back when Ed Moloney and I worked together for CETA, which was the, you
know, federally funded sort of Skills in Employment Service Agency. And for whatever
reason you know at the time when refugees were coming into the city I just sort of took it
upon myself to reach out and do as best I could to serve that community through that
program. And so at one point he said to me, “Carol, you know, Jackie is going to be
leaving her position and I think you’d be great for it.” And I said, “Well I, you know,
I’m not so sure about that,” you know, but anyway. So he encouraged me to apply and I
did and got the job. So.
A: And where were you working for CETA previously like geographically?
C: In Lowell.
A: In Lowell, and where in Lowell?
C: Yup, it was up on Appleton Street. You know where the court is now?
A: Oh 89 Appleton, (C: You got it) The old Post Office?
C: Yup.
A: Okay. All right, that makes sense. And go ahead Kale.
K: How did you see the services offered by the IRF [Indochinese Refugee Foundation]
change while you were there? Did you see any change? You were only there for two
years, but.
C: Right. So in terms of change the actual services didn’t change much that I recall.
Again that was a long time ago. You know what changed over time was either one, the
2
�nature of the population, or the size of the population that we were serving. I mean when
we first started refugees were being resettled at a pretty rapid rate in this city. So we
were pretty, it was a pretty busy place. Yah, so over time I think it was the nature of the
population that we were serving, not so much the services.
A: And tell us about those changes and the different people coming and going.
C: Yah, so you know it would vary. It was Vietnamese, Cambodian and Lao that we
served and it just changed over time. The Vietnamese community was much smaller that
we served ultimately just by sheer numbers, and the Cambodian community kind of
started to excel. And there were a fair number of Lao families that we served as well.
And that over time, probably even after I left, just kind of flattened and the Khmer
population just kept, you know, people just kept relocating.
A: And why do you think the Cambodian population kind of grew where the other ones
stayed maybe smaller?
C: You know I think it was just a phenomenon of having a solid sort of community who
then would reach out to family, because Lowell at the time had very good employment
situation. So we could get people jobs pretty easily.
A: Um.
C: So the word would get out and family would come and resettle. You know at the time
there were pockets all across the country for different communities. Like the Hmong
were in Minnesota. So for whatever reason communities just began to sort of invite and
encourage people to come and resettle.
A: Where were you running the IRF [Indochinese Refugee Foundation] out of when you
took over?
C: 79 High Street.
A: And tell us about that building, what was going on there.
C: Yah, so the first floor was the International Institute, and then the second floor was us,
very small office space. And then we had, there was like an annex, which was a very
large room where we could hold functions and hold classes, and stuff like that. So it was
great because the International Institute was right below us. So we could collaborate a lot
on serving people.
K: What do you think were the most essential services you offered? What was the most
important?
C: Hm. Well the obvious ones right would be employment services and language
services. We had ESL Employment and Cultural Orientation Services. So those were
3
�critical. People needed jobs, but I think overall it was the welcoming, culturally
sensitive, supportive, proactive sort of approach that we took to just you know, helping
people to resettle in a new community.
So we’d do things like you know, have big household drives to have people donate all
kinds of things, because the refugee community they just needed so much. They were in
pretty substandard housing by in large. I mean I recall at the time there were a couple of
prominent landlords and the housing was pretty substandard. So you know, that was (--)
So we did what we did and more.
A: Yah. Who were some of the landlords around town that were notable?
C: It was George [Chambros], [Chambers], [Chamberos]?
A: Chamberas?
C: Yah, was the biggie.
A: Okay. How about Mr. Saab?
C: No, he wasn’t, that I knew of he wasn’t somebody that we encountered.
A: He might have gravitated over to the commercial stuff by that point.
C: Yah probably.
A: Because I know he had a lot in the, maybe in the 60s and 70s. I wasn’t sure.
C: And I sponsored a family while I was in my role.
A: Yah?
C: And the family I sponsored was a very, a family you know, non-literate and you know
from the Province. And so I had to work over a year’s time with them to help them get
housing and get settled and all that stuff. I’ll never forget the first time we found an
apartment for them. It was a decent apartment over in Centralville. And I was helping
them unpack, and you know getting everything settled. And we had all kinds of things
donated for them. And you know it was just so remarkable to step back and understand
what the experience was like for them, right. So a hairdryer, like they were just so
fascinated with a hairdryer. They thought it was to cook meat right.
A: Oh, to cook meat?
C: Right, and then you know, we were helping them put stuff away and they were
putting all the meat in the drawers and all of the appliances in the refrigerator. I mean
just you know, they had no idea.
4
�K: Yah.
C: So it was quite the learning experience. And a lot of the work that I did was advocacy
work, particularly with the school department, because at the time they were enrolling I
think it was like fifty students a week at one point.
A: Wow.
K: Wow.
C: And you know, we were hearing, you know there was one case I’ll never forget.
There was a girl who probably had PTSD. No, I know she had PTSD, and they didn’t
know what to do with her. So they kept her home. They didn’t serve her. So a lot of the
work we did had to be sort of advocacy oriented in working with other organizations to
help them understand the population and help them do right by them.
A: Yah. What made you decide that you wanted to sponsor that one family?
C: Well my thing was to sort of walk the talk in what I do. So I just wanted to do that as
part of you know, not just get paid for the work but the refugee community would
actually step up and help out.
K: Okay. So what were all of your duties and stuff? You already talked about advocacy
work, but what else were [unclear]?
C: So I supervised the staff that we had. We had bilingual bicultural staff. I oversaw all
of the programming. Oversaw all of the paperwork with Office of Refugee Resettlement,
you know, had to oversee all of the records and stuff like that.
A: And that was a federal agency?
C: Yes. And so you know, all of the administrative things that go along with an
administrative job, which I didn’t have a clue how to do until I got this job. So it was
really learning on the job, but it was great. And I’d say, you know, a fair amount of it
was really outreach to the community and helping you know, doing cultural orientations
out in the community. Really just helping develop understanding as much as I could
about, you know, the communities that were coming into Lowell.
K: Was there anything while you were on your job that you found unexpected, like any
tasks that you had to do that you weren’t prepared for, well not prepared for but just
weren’t expecting?
C: Yah, firing staff was hard. [Laughs]
5
�A: Yah, and without going into the specific persons what was the kind of nature of the
work that made it difficult?
C: It was a staff person that was, you know, I adored him and he was well respected in
the community, but just didn’t do his job. So you know, at some point you have to
address things like that and it’s hard, particularly when you’re a white female and the
person is a member of the community. It’s very difficult. So that was my probably
biggest challenge.
A: Was there any kind of fallout with the community from that?
C: Yes, this individual actually, yes there was.
A: Okay.
K: How many people do you think you helped over there, how many families?
C: Oh Lord. You know I’m sorry. I wouldn’t even know how to, I wouldn’t know how
to do that. You probably have the record. I just don’t even (--) I know we had to report
on it every month. We had to submit monthly reports.
A: Yah. No, that’s fine.
K: We actually might have those in our archives, yah.
C: That would be interesting to see, yah.
A: Could you describe the community as they were coming into Lowell? And you
talked about the, you know, kind of issues with understanding kind of technology and
things like that, which they had never seen before.
C: Right, right. So I guess it was really recognizing that what they had to become
accustomed to and what they had to learn was going to take time. And that they just
needed a lot of support to acculturating and learning what they needed to learn, and in the
employment setting. So that was a whole other thing. So my job as director that was my
(--) We had ESL teachers, and we had cultural specialists, but my job was to find jobs for
people. That was part of my role. So you know, I had to make sure that the work place
could accommodate people who were, you know, had various levels of education and,
you know, could handle expectations in the work place and stuff like that. So that was,
that was a challenge.
A: So tell us what companies were out kind of that you connected with?
C: I remember a big one was BASF. (A: Umhm) So there were a lot of electronic firms
at that time and medical supply firms where all folks would have to do is piecework, put
stuff together. And it was a pretty good job in the tech industry. So Wang, some people
6
�could get in. Not a lot, but some people could get into Wang. But there were a couple.
BASF I remember and it will come to me after you leave. [Laughs]
A: That’s fine.
C: There are a few sort of you know, our go-tos.
A: Where was BASF? Was that in Nashua?
C: Bedford.
A: Oh Bedford, okay. Good. And do you remember any kind of stories connected with
people getting jobs and you know, perceptions on that and feelings from the community
response?
C: Can you say more about that? What are you, what are you thinking?
A: Yes. Just I mean did, um, you know, do you remember any particular stories where
you know, you got somebody a job and it really kind of changed their outlook, or their
family’s outlook?
C: I’m sure. I just can’t at the top of my head recall. You know I’m sure there were
many, but yah.
A: Yah. What was the, what’s your perception on the city’s reception of these
immigrants?
C: I would say one of the reasons we ended up with such a large community is because
by in large the city stepped up. They didn’t always do the right thing, but by in large the
city really stepped up I think. You know, a lot of the churches were heavily involved.
Eliot Church, Saint Patrick’s was a huge supporter. Yah, so churches played a big role in
really helping refugee communities. So I would say yah, Lowell was pretty, Lowell did a
pretty good job.
A: Is there any way to find like what that could be attributed to?
C: So who would have been there at the time? Gee, I can’t even tell you. George
Tsapatsaris was the Superintendent of Schools.
A: Okay. Did you guys have a relationship with the school department?
C: I did, you know, it was sometimes heated because I did go to bat for people.
A: Okay.
C: So sometimes I’d be told you know, tell that Keirstead to cease and desist. [Laughs]
7
�A: Why? Over what issues?
C: You know, I (--) This is who I am. I don’t like injustice. Where there’s injustice I do
whatever I can do. So when I saw cases where kids weren’t being served well, like a
classroom was set up in a bathroom for a group of Laotian kids. I said, “Uh huh, not
okay.” Um, that student I remember going to bat for because she had some you know,
she was dealing with some emotional trauma and they kept her home. They wouldn’t
serve her. So it was things like that. I just (--)
A: And I’m sorry, when you said they wouldn’t serve, I originally thought you meant the
family, but you were talking about the school department?
C: School department.
A: Okay, and was that Cambodian?
C: She was Lao I believe this particular girl.
A: Okay.
C: You know how certain people stand out in your mind? Yah, but you know so at the
same time George respected me and I respected him, but I had to just, you know, do that
and he had to push back. So you know.
A: Where was the, which school were the kids in the bathroom originally?
C: The Daley.
A: The Daley? Okay. [Chuckles] All right, and I imagine there was some, I mean,
growing pains from the school department’s perspective right?
C: Oh everybody was out of space and it was, I mean really they were registering like
fifty kids a week. And after I left the Indochinese Refugee Foundation I went to work.
They recruited me for the public school system. So I ran the Southeast Asian Curriculum
Program. And so you know, I then saw it on that end. Yah, I mean. And then I worked
at the, did you hear about the Moore Street School?
A: They Morey?
C: Moore Street?
A: Moore Street School up in the Grove.
C: Yah, so it was really the only segregated publically supported school that had existed
in a very long time. It was all Cambodian kids.
8
�A: Now how did that school become only Cambodians? Had it been closed previously?
C: It was a private catholic that was closed by the Diocese.
A: Okay.
C: So Lowell rented it I guess (A: Okay) and set it up to serve this huge population of
kids they didn’t have a place to put. So that was in existence. I worked there for like a
year with Bob Keegan. He was the principle. He’s since passed away, but um, yah. So
that was an interesting experiment.
A: What was that school like? How would you describe it?
C: So I thought it was wonderful. I mean I get segregation, I get it, but it was a
protected, all about these kids, giving them what they needed in environment. They
didn’t have to deal with being treated whatever. So it was a protected environment and
we could design the program just for them.
A: Um.
C: In fact, have you seen the Southeast Asian book? Probably right?
A: The Jim Higgins photo book?
C: The cover, that’s the Moore Street School.
A: Yah, I, well I just was looking at that book recently and I said, “Where the heck was
this school?” I didn’t know anything about it. (C: Yah) So when you said it I was, yah.
C: Yah, funny.
A: What else can you talk about with that school? What were the programs that you
were running that wouldn’t be found anywhere else?
C: Well it was you know, before it was a bilingual program. So back then we believed
in bilingual education in this state. We don’t anymore by the way. So it was a bilingual
program where kids had native language instruction and ESL. So we could design the
program so that they got their content, you know, in the native language and then had sort
of sheltered English class instruction too. So it was great.
A: What was the building like physically? Was it in a decent shape?
C: It was decent.
A: Okay.
9
�C: Yah, yah, it was okay.
A: No leaky roofs or anything?
C: No, no, it was okay.
A: Okay, good. Um, you talk about Lowell being basically an accommodating
community. Any instances where you remember where it didn’t shine in that area?
C: Housing I would say.
A: And what were the issues there?
C: Really substandard housing. I mean most of the families when I’d go visit, you know,
they’d be roaches all over the walls. They’d be roach paper just like wallpaper, you
know, so just really substandard housing.
A: And did the IRF [Indochinese Refugee Foundation] get involved in kind of helping to
change that situation?
C: You know I’m sure we tried. You know we tried to get families into the best housing
situations we could, but there was limited, limited stock so to speak. And you know, it
was a big, it’s a bigger issue than we could take on, because it’s really, it’s you know, it
hasn’t changed. [Laughs]
A: Yah, yah.
C: So.
A: I know there was a group around town I think primarily connected to churches, but
the Ethnic Covenant?
C: Oh my God, yah! Jay. Jay. What was his name? Great group.
A: Okay. Tell us what you know about the group.
C: Oh, [unclear] the dust off the cobwebs. Jay was the gentleman who founded it I
believe. And I remember they authored a paper called “Thirty Pieces of Silver” maybe?
Right, is that is?
A: I think that’s it, yah.
C: Um, so yah, they were a very advocacy oriented group who really I think sought to
speak the truth on behalf of vulnerable populations. Yah, yah, God thank you for
mentioning that.
10
�A: Did the IRF [Indochinese Refugee Foundation] have any connection with them?
C: Yah, yah, we, I can’t remember exactly what we did together, but we definitely
collaborated and communicated a lot. Yah, yup.
A: Tell us about the everyday work week at the IRF [Indochinese Refugee Foundation].
C: It was, I mean the reason I stayed for two years is because I ate, breathed and slept
right, because it was just nonstop, never ending. It didn’t end at 5:00. So yah, I mean
that was primarily why I had to sort of go to a “more normal job”. It was you know,
doing the administrative stuff and then dealing with things all day long that would come
up; refugees coming in with whatever issues that they had and we would have to figure
out how to help them. So it was doing your regular job and then attending to people’s
needs as they would come through the door, which you never knew what those were
going to be.
A: Jackie told us a little bit about some of the issues that the refugees had with kind of
accessing health services. Do you have any (--)
C: Yes, yah, yes. So I would say a big issue for refugees, and I don’t know what Jackie’s
perspective was, they were very reluctant in a way to access American medical services.
And we often would have to (--) Oh, I just thought about this other case. Oh my God.
A: Yah, tell us about that case.
C: I’m just getting emotional. Sorry.
A: That’s okay. That’s okay. Sorry.
C: Wow, I didn’t expect that one. [Crying]
A: That’s okay, take a few minutes.
C: So there was this day, and in walked a woman with her daughter in her arms and her
daughter was almost lifeless. So Chulathy was her name. And so we arranged to have
her taken by ambulance to the hospital and I ended up following her for quite some time
and they could never figure out what was wrong with her. And you know part of me is
feeling like I should have done more, but whatever. And she just like languished in the
system and they couldn’t figure out what was wrong with her. She was dying and I’ll
never (--) They let her go home at some point and somewhat later I heard that she just
died in Lowell High School. She just died. So, I mean and I tried to work with the
family and it was just you know, a lot of Southeast Asians believe in spiritual even
sometimes sort of ghosts like things right. And so translating between that belief system
and western medicine is nearly impossible. And then you got the language barrier in
between. So I, you know, I worked with the family and I worked with you know, I’d go
11
�to visit Chulathy and she just always, she was always doing this. It hurt, it hurt, it hurt,
and they could never figure out what she had.
A: So she was always holding her fist to her chest?
C: Yup, like this and they never could figure out what she had. So, sorry.
A: Other issues on medical or health access?
C: There weren’t the language and cultural resources that of course there are now. So it
was really, really difficult. Yah, I didn’t even think of that. It was really difficult to get
adequate care for people because of the language barrier and the cultural barriers. Yah.
A: So talk about the language barriers in general?
C: Well I didn’t speak any of the language [laughs]. So I always had to rely on you
know, my folks to translate. And so when refugees would go do whatever they had to do
they would always have to find somebody, oftentimes the younger kid in the family, and
rely on that person as their translator which right, is not ideal. So yah, it was, it was really
tough. And that was a lot of the work that our staff had to do, which they weren’t paid to
do really. I mean their jobs were not to be translators, but there you go right.
K: Umhm.
A: Yah, yah. Any funny stories about IRF [Indochinese Refugee Foundation]
workplace?
C: Yah, so this may not want to be (--) [Laughs] You don’t have to stop it but there were
a lot of funny things, but I’ll never forget this one time. Alise Martin, do you know Alise
Martin?
A: Yah.
C: She was the ESL teacher.
A: Oh she worked at the IRF [Indochinese Refugee Foundation]?
C: Yah.
A: Okay. That’s another interview.
K: We have her [unclear].
C: And I think she was the teacher at this time. We had a couple while I was there, but I
went down to the classroom just to check on things. And we often had people donate
goods. So we’d have plastic bags all along the side of the classroom. So I went down
12
�and looked in the classroom and there was a big ruckus going on. And I’m like
everybody is laughing and you know, I’m like what’s going on? So what happened was
somebody had donated things and there was a box on tampons in there. And the Ref,
whoever found them thought they were firecrackers. So they’re all trying to light
tampons. [All laugh] That was a fun one, yah.
A: Other kind of workplace issues at the IRF [Indochinese Refugee Foundation]?
C: You know we always could have used more. It was always a scramble to have
enough resources to do what we needed to do. And I don’t remember at the time. I
remember getting some grants here and there, some small grants to do different things,
but I can’t recall what they were.
A: Yah. Now you worked with the federal government. Did you work with any state
agencies?
C: We, I’m trying to think. Well there was the Office of Refugee Resettlement in
Massachusetts. So every state has its own.
A: Okay.
C: Yah, yah.
A: Okay. So the office you primarily dealt with was kind of, they controlled the funds
that the federal government (--)
C: Right.
A: Okay I see.
C: They were sort of a pass through.
A: Do you remember any individuals or issues with the state?
C: No. I mean like any, I’ve managed many of those things since then. Like there are
always challenges with it, but you know.
A: Yah, regular bureaucracy stuff.
C: Yah, right, right, nothing that I can recall out of the ordinary.
A: Good.
K: Did you see funding change while you were there at all?
C: I don’t remember. Really I don’t remember.
13
�K: Did working with the IRF [Indochinese Refugee Foundation] change your perspective
on anything, like such as minority groups, non-profit work?
C: It was life changing for me.
K: Really.
C: Because when I left there I went to work for the school department and then I went to
work overseas in a Refugee Program. So I never would have done that if I hadn’t had
this opportunity. And then I adopted somebody from Cambodia. So it really was life
changing for me.
K: Now where did you work overseas?
C: In the Philippines, in the Philippine Refugee Camp.
K: And was that the camp where Cambodians and other folks from Southeast Asia were
coming?
C: A lot. There were several camps in Thailand and then there was PRPC in the
Philippines, and there were a couple of smaller ones in Indonesia.
A: Okay.
C: When I went the largest population were Amerasians.
A: From mainly from Vietnam?
C: Umhm.
A: Okay. Why don’t you tell us a little bit about how you got involved in that project?
C: So when I was at the Refugee Foundation I was able to make contacts. I also worked
at Middlesex Community College in between, that’s right. So I worked at Lowell Public
Schools. Then I went to Middlesex and help set up the new campus, because what they
wanted to do in setting up the new campus with Molly Sheehy was my, person I worked
with, was to set up what they called a Resource Center, because they wanted to provide
outreach services to the Southeast Asians in setting up the new campus. So I did that for
two years. So through my work at the Foundation and through Middlesex I made
contacts with the U.S. State Department. And when I decided I wanted to try it I just
called and said, “How do you do that?” And the women said, “Well here’s what you do.”
And so I applied to this organization and they flew me down for an interview. And
within a month I was gone. So yah, it was great.
A: Good. So tell us about the camps. There was one major camp for?
14
�C: The one I worked in was one major camp, but there were many camps and operation
at that time in Thailand. So a lot of Refugees from Lowell, some would have come
through the camp I worked at, some would have come through Thailand.
A: From Khao-I-Dang
C: Yup, Phanat Nikhom, Khao-I-Dang, yup.
A: And what was the camp that you worked at in the Philippines?
C: It was called PRPC, Philippine Refugee Processing Center. Bad name! What are we,
cows? Yah, anyway. So it was a really large camp. We serviced I think at any one time
there were about 100,000 people there. It was nine kilometers long. It was along a ridge.
It was beautiful, gorgeous, and there were several international organizations there, like
World Relief. ICMC was the group I worked for. There were many, many, many. So
my group ran the, what they called the Pass Program, which was for kids 11.5 - 16 who
were coming to the states. So it was like a school to get them ready for school here. So I
ran that program.
A: And would those kids be orphans primarily?
C: They were, they were not on paper orphans. So a lot of the, you probably know this,
so a lot of the Amerasians kids that ended up coming came through very nefarious means.
So they were orphans in their country, but because people knew they were gold tickets to
get to the states. That’s what they were called. They would sort of adopt them to get to
the states.
A: Oh! So parents that had no blood, or people that had no blood connections to (--)
C: In some cases right. And in some, you know, that wasn’t all of the cases, but it was
prevalent. And in some cases you know, the families really did care about the kids. And
then we had a Khmer population while I was there. And did we have Lao? If we had
Lao it was like miniscule. So it was mostly Vietnamese and Khmer when I was there.
And the Catholic Church was there, the Mormons were there. I mean it was like a whole
community.
A: Yah. Any difficulties there between the different nationalities?
C: Sometimes, yah. Sometimes they’d be pretty nasty clashes.
A: Remember any stories or incidents?
C: Not particularly, but it wasn’t, it wasn’t often, but you know, once in a while, yup.
15
�A: Now did you, did you work with Cambodian folks (C: Yup) there? And did some of
those people end up in Lowell?
C: Yah. Like you know, if I’m talking to somebody whose, who I think could fit the age
range, if I meet somebody, I’ll ask them. “So what camp were you in?” And sometimes
it will be that one. Yah, it’s kind of cool.
A: How long did you end up staying there?
C: Two years. I do everything for two years I think. [Laughs] I like to start things up. I
did. I’ve been in my job for twenty. So yah.
A: Maybe we should go back a little bit more and talk about your transition from IRF
[Indochinese Refugee Foundation] to the School Department. How did that come about?
C: If memory serves me, which sometimes it doesn’t, I believe Ann O’Donnell
approached me.
A: Don Pearson?
C: Ann O’Donnell.
A: Oh I’m sorry, Ann O’Donnell.
C: She was the head of the bilingual program.
A: Okay.
C: For a very long time. And I believe she approached me and asked me if I’d be
interested. They had this position. I think they got federal funds for it or something.
A: It was a new position?
C: Yup, to oversee development of a Southeast Asian curriculum. So yup.
A: Tell us all about that.
C: So in my role I oversaw, I had three curriculum developers, one Lao, one Khmer, and
one Vietnamese. And so our job was to try to develop a, you know, native language
curriculum that they could use in the schools, and that was a huge lift, because you know,
we’re talking K-12. I mean it was a huge lift. So we mostly focused on literacy, and then
would you know as we could develop materials, you know, in other content areas. But
we’d produce our own books and stuff like that, yup. And I believe, and you guys would
know maybe the timeline. So there was a time when there was going to be a shift away
from the Indochinese Foundation to splitting off the groups. When you talk to Hai he’ll
know.
16
�A: Okay. So like when the CMAA [Cambodian Mutual Assistance Association] was
formed?
C: Yah!
A: Yah, so the CMAA [Cambodian Mutual Assistance Association] was formed in 84.
C: Yup.
A: And I don’t know. Was there a Lao and Vietnamese?
C: There, well there was an effort. (A: Okay) It didn’t take hold, but there was an effort
to do that, yah.
A: Okay. So the CMAA was really the only group that kind of had legs?
C: It ended up, yup, that I recall. Yup.
K: Do you keep in touch with anyone you worked with, or while working for, at the
IRF?
C: Not really keep in touch. I, you know, I would see people out in the community and
you know, a couple of families I keep in touch with that I served, but I don’t keep in
touch with staff as much. In fact it’s funny one of the families that I for whatever reason
just became really close with, a Lao family, their daughter now has children my middle
son’s age and they’re best friends.
K: Oh.
C: So she, so you know when she came to the IRF [Indochinese Refugee Foundation]
she was like yay big, and now she’s mom to two kids and so it’s yah, it’s great.
K: What about the family you sponsored?
C: I have no idea. [Unclear], I have no idea. You know my life took a, you know, a left
turn. You know, when you have kids everything, everything changes. So you know, I
became much less involved in the community. I took this job up in Portsmouth, New
Hampshire. So I became sort of much less connected here.
A: Yah. So you went from IRF [Indochinese Refugee Foundation] to the school
department and then (--)
C: Then to Middlesex.
17
�A: And then to Middlesex. And how did you get connected up with Middlesex if you
recall?
C: Maybe Molly Sheehy?
A: Okay.
C: Yah, I think that’s probably likely.
A: Okay. And what did you do at (--) You talked a little bit about it already, but.
C: So you know, in setting up the Lowell Campus they were mindful, right that they
wanted to serve the Southeast Asian population. So we set up this um, and they had a
Gateway City’s Grant I believe to do that. So myself and a Hispanic community Leader,
Peki Wilson, who was at the time really well regarded in the Latino community (--)
A: How do you spell the first name?
C: Peki, P E K I was her nickname. Griselda was her first name.
A: Raselda?
C: Griselda.
A: Griselda. Okay.
C: She was Cuban, but very well regarded in the Hispanic community. So she and I
were sort of the two key staff at the Resource Center which operated out of Wannalancit
at the time, because we started at Wannalancit right?
A: Yah.
C: And so our job really was to provide sort of counseling so to speak to you know, kids
who were interested in maybe attending Middlesex, and while they were at the college
providing a lot of bicultural support for them. You know, doing special events with them
and just being there as a listening ear.
A: Were there a lot of students coming to Middlesex when, at the beginning essentially?
C: Well I think because of our outreach we started really to get kids you know aware of
the college and starting to come into the college.
A: How did you do the outreach? Do you recall?
18
�C: Well by that time I had, you know, because of my work at the Foundation I had a
pretty good network. So that wasn’t a huge lift. You know, without that I don’t know
what I would have done, but yah.
A: So who were some of the community leaders from the different refugee communities
at that time?
C: So the Lao I would say Kumson Silavong. I think he’s passed recently. Sommanee
Bounphasaysone, she’s actually a really good friend of mine. Who else in the Lao
community? That’s what I recall, and Sommanee worked for the DCF ultimately.
A: So many Lao folks or?
C: Sommanee is her name, sorry. [Laughs]
A: [Laughs] I’m going deaf anyways, so.
C: I know you and me both. So in the Cambodian community at the time it was Michael
Ben Ho (A: Umhm), great man.
A: Yah, he just passed away as well.
C: I know. Narin Sao. (A: Umhm) You probably know them all. I’m trying to think
who else. Those are the two that come to mind really.
A: Okay. Is Narin still around?
C: Yup.
A: Okay.
C: Yah, he lives in Chelmsford but he’s around. He’s a great guy, great guy.
A: Any politicians that stood out either kind of pro refugee, or not so pro?
C: Like if you tick check off names I could say “Oh yah, I know,” but (--)
A: One of the guys over the years, a couple of the guys that could be perceived as not
being super friendly would be Tarsy Poulios. [Both same name at same time].
C: Tarsy Poulios, right, it just all of a sudden came back to me! Yah, he was like the
Donald Trump of Lowell. So I’d say yah.
A: Do you remember any interactions with any of your jobs with him?
C: No.
19
�A: Okay. Anybody on the pro side?
C: I’m sure there were, because again we had, you know, we had a fair amount of (--)
Oh God I’m just remember on the school board, Katherine Stoklosa. She blamed me for
all of the refugees coming to the city.
A: How so?
C: At the school committee meeting.
A: Oh really?
C: Yah.
A: And so she didn’t think it was a good idea?
C: Oh no! We should stop those people from coming, yup. I mean a lot of people were
(--) It’s you know, it’s fear you know the unknown. Right, it’s so common, we don’t
learn.
A: Good.
K: Do you see any similarities in your job today with working with the IRF [Indochinese
Refugee Foundation]
C: No. I wish I did. [Laughs] No, I’m (--)
A: We won’t leave that on the record.
C: Yah! I’m pretty far removed from feeling like I have an impact on people’s lives, but
that’s okay.
K: He kind of skips this question, but what was the most interesting or enjoyable part of
your job?
C: Oh the people. Oh God yah. Just really, just delightful people, and some of them
could be like royal pains in the asses, but you know. Hai’s father worked for me, and a
wonderful, wonderful man. And he was very set in his ways. So supervising him was a
challenge, but you know, wonderful, wonderful man. And so just really wonderful
people and I learned a lot.
A: Any final thoughts about your time working for the IRF [Indochinese Refugee
Foundation]?
20
�C: No, just that you know, I want to thank Jackie’s husband. [Laughs] Really it was a
life changer for me, that opportunity, and Hai. It really was. I mean they took a risk with
me, because I was (--) How old was I? I was young, really and you know, I guess the
good thing for me was nobody had that experience because it was so new. So they took a
chance with me and it was great.
A: Yah, you said Jackie’s husband?
C: He’s the one that recommended me for the job.
A: Jackie Moloney’s husband?
C: Yup.
A: Oh, okay, and how did you know him?
C: I worked with him at CETA, the (--) Yup, Ed.
A: Yah, okay. What did he do at CETA?
C: He was one of the managers. So there was Ed and Henry Przydzial, and yah. But
yah, he just pulled me aside and said, “Hey, Jackie’s leaving this job. I think you should
go for it.” Now Jackie is brilliant. And going in trying to fill her shoes, I had to get over
that one right away. Yup, she’s brilliant.
A: How so?
C: I don’t know she just is.
A: But I mean how did you feel that you (--) Was there a learning curve from what
Jackie had done?
C: I mean I would have, if I tried to sort of emulate what she did, or be who she was I
would have failed. So I had to just find my own way in the job and yah. And I was
successful, but I’m just saying you know, yah.
A: Any final thoughts about your time working here in the city.
C: No, I mean I miss it. I loved doing that kind of work. My work is like I said, very
removed. You know, I have a federally funded job where I lead a multi-million dollar
grant, blah, blah, blah. So it’s a great job and but I loved doing community work.
Someday in my retirement.
A: Yah, why not?
C: Yah.
21
�A: Great.
K: I think that’s it, right?
C: Thank you so much.
K: Thank you.
A: Thank you.
K: Yah, this is great.
C: So are you a student at UMass?
K: Yah, I’m a student. I’m a sophomore.
C: What are you studying?
Interview ends
jw
22
�
Dublin Core
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Title
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Indochinese Refugees Foundation, Inc. Oral Histories, 2016
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Oral Histories, 2016. UML 4. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
Four oral history interviews with former staff and board members of the Indochinese Refugees Foundation, Inc., an organization that helped resettle Southeast Asian refugees in the greater Lowell, Massachusetts area during the 1980s. Oral histories were conducted with Jacqueline (Fidler) Moloney, Carol Keirstead, Elise Martin, Hai Pho, and Lan Pho. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml4">https://libguides.uml.edu/uml4</a>.<br /><br />The entire collection is accessible on this site.
Creator
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University of Massachusetts Lowell
Relation
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The collection finding aid, <a href="https://libguides.uml.edu/uml4" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml4</a>.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Carol Keirstead oral history interview transcript, 2016
Subject
The topic of the resource
Adoption
Adoptive parents
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Occupational training
Political refugees
Refugee camps
Refugee families
Refugee issues
Refugees--Southeast Asia
Refugees--United States
Social service
Unemployed--Services for
Oral history
Description
An account of the resource
The transcript of an oral history with Carol Keirstead on her experiences working with Southeast Asian refugees and as an Indochinese Refugees Foundation, Inc. staff member. Other topics discussed include her work after she left the IRF, sponsoring a family, and adopting a child from Cambodia.
Creator
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Keirstead, Carol
Connerty, Kale
Ali, Mehmed
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Oral Histories, 2016
Publisher
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University of Massachusetts Lowell
Date
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2016-03-05
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UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
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22 p., 21.5 x 28
Language
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English
Type
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Text
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uml4_16.02_i002
Coverage
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Lowell, Massachusetts
2010-2019
BASF Systems Corporation
Cambodian Mutual Assistance Association
Cambodians
Centralville
Daley Middle School
Documents
International Institute of New England
Laotians
Lowell Public Schools
Moore Street School
Philippine Refugee Processing Center
The Grove
Vietnamese
Wang Laboratories
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UNIVERSITY OF MASSACHUSETTS LOWELL
CENTER FOR ASIAN AMERICAN STUDIES
ORAL HISTORY PROJECT
INFORMANT: LAN & HAI PHO
INTERVIEWER: KALE CONNERTY
DATE: October 5th, 2016
L=LAN
H=HAI
K=KALE
[Note: At the request of Lan and Hai Pho minor edits have been made to this transcript for clarification.
An unedited version of this transcript is available.]
H: Okay, why don’t you introduce yourself and then I’ll do it?
L: My name is Lan Pho. And my husband and I have participated in the resettlement of refugees from
Cambodia, Laos and Vietnam, into Massachusetts in general and in Lowell and the greater Lowell area
to be more specific since the late 70s.
H: My name is Hai Pho. I am a member of the initial establishment of the Indochinese Refugee
Foundation back in 1976. And with the participation and support of my wife Lan, and five other
members, we established what is known as the Indochinese Refugee Foundation Incorporated in 1977,
on January 27, 1977 by the Secretary of the Commonwealth of Massachusetts. Thank you.
K: So just to get started, what were the circumstances under which the IRF was started? Or how did
you decide to start it?
H: Okay, all right. The histories of immigration and refugees are quite different. The U.S. program for
immigrants started a long, long time ago, but I think in 1965, ‘66 there was a law by the Congress to
define immigration. And the status of refugees were not well defined then. So people that came
before 1975 were classified by law not as refugees but as immigrants. Immigrants came to better their
lives economically, socially. Refugees came as a place for protection because they were pushed out.
1
�So there’s a theory, there’s a pull and push theory. Immigrants are pulled into the U.S. for the
economic social betterment. Refugees were people whose lives were threatened and were pushed out
of their countries and they came for shelter, for protection, for survival. And so in 1975 at the end of
the Vietnam War some hundred and a hundred and thirty thousand refugees from Vietnam were
hosted in the U.S. for their survival, because they were pushed out by the Communist army victory in
South Vietnam. In 1980 the U.S. Congress established a law, the 1980 Refugee Act, that defined the
meaning of refugees and provided a systematic procedures and numbers for annual admission of
refugees into the US, the quota for Indochinese refugees to be resettled in the U.S. per year. And that
is the beginning as far as a statutory refugee definition is concerned.
As far as the Indochinese Refugee Foundation is concerned, we established it in 1977 because in 1975
some Vietnamese refugees just came to New England, to Boston, most of them with nothing but the
clothes on their back. So for the first year or so we were just trying to establish our life, re-establish
our life. And we do try to pull our community together. And we made an appeal on September 27,
1976 for Vietnamese and American friends and supporters to help us organize into a kind of a Mutual
Assistance Association. And that sort of launched the action to create an Indochinese Refugee
Foundation that was drafted. The Charter was drafted and then finally incorporated in the spring of,
January 27, 1977.
K: So going off of talking about the definition of refugees. Looking through the archives we see
documents that are trying to distinguish between political refugees and economic migrants. So were
there any difficulties, or controversies involved with trying to make that distinction? Or did you have
any problems?
H: There are a lot of difficulties. In most peoples’ mind immigrants come [here] to better themselves,
and they should not be dependent on anybody, particularly on public assistance. When refugees came
they had nothing with them. There was no preparation. There was no anticipation of self-sufficiency
at that particular point. In fact total lack of preparation. So from Southeast Asia, from Vietnam, Laos
and Cambodia, there are two phases. The first phase in 1975 to 1977, these people came from a very
advanced background, and so they can establish, re-establish themselves very fast, very well. In fact
there are a lot of studies that prove how successful that first phase of resettlement of refugees from
Vietnam at that time [was]. There’s a group of studies that was made [showing] there’s no impact on
the host country, on the United States, particularly with the initial U.S. policy of integration. In the
policy of integration of Indochinese refugees in 1975 there was an effort to disperse, meaning to
spread them out. How did they do that? By a hosting requirement, a requirement having a host, a
family host or a church, or an agency to host each family from Vietnam to settle in the U.S. Because of
that requirement, the Vietnamese who first came as refugees in 1975, ‘76 were spread out all across
the U.S. But – and in addition they were well, trained well, professional people, so with their
2
�background and skills they could find jobs, they could find housing on their own. They didn’t need to
depend on any help from agencies of the states or the federal government.
The phase of refugees that came from 1979, 1980 on were pushed out from Southeast Asia, from
Cambodia, from Vietnam because of the drastic, drastic, horrible, horrible violent policy of the regimes
in Southeast Asia. Those people were not prepared and they had to be dependent on public
assistance, and that created a lot of objections.
K: So – I’ll start with you Hai – what were your specific roles in the IRF, first as a member of the Board
of Directors?
H: Yes, I was fortunate to be educated, trained, get my Doctorate Degree at Boston University, teach
at UMass Lowell from 1968 on. So I have a well established root in Lowell. In fact I came to Lowell
some five, six years before anybody else was here, my wife and I, our family. And, in 1975 when the
first wave of Vietnamese refugees came, I was with my friend Doctor Nghia Nguyen, a physicist at
Draper Labs in Cambridge and we put together a group of leading Vietnamese refugees. They are
lawyers, they are engineers, they are scholars, and an American retiree from the State Department,
[unintelligible] to form the founding members group of the Indochinese Refugee Foundation to help to
provide the technical skill to help those who follow us who need some help to create a Mutual
Assistance Association. That is my role.
K: And what about your duties as the Coordinator for the Indochinese Self-Help Project?
H: Then three, four years later when the boat people from Vietnam and the Cambodian Refugees from
Cambodia who were sheltered on the Thailand borders, came. The State Department, because of
[continued need] to resettle Cambodians and Laotians, instead of dispersal they created a cluster
system, meaning they bring them as groups into different locations in the U.S. There were about five,
six clusters, one of which was the Lawrence/Lowell cluster. And each cluster, they bring about a
hundred families to the area, and these are supposed to receive not only assistance in resettlement,
but also to receive assistance in language skills, in employment training and job placement. So the
resettlement consisted of two phases. One is housing and (L: Language skills) language skills. No, that
is training, training in employment. ET, training, education and training. Okay. The first phase is
housing welfare resettlement, just to get them settled in a local community. The second phase is
Employment and Training. And because of the cluster system there was a high demand for
employment training in the Lawrence/Lowell area, [such] that the agencies, the local agencies that
provide the resettlement cannot handle it and do not have the staff, the skill to handle the education,
English as a Second Language, the job preparation and employment placement for them. So we sort of
see the need for it and find ways voluntarily to do it, but [there are] not enough resources available to
3
�us, because we are just resettling five years ago and it’s just not enough resources available to us. So
we call on the U.S Government, which at the time [it] is the State Department that is responsible for
resettlement to give us the funding. And so they did earmark some five million dollars to those selfhelp groups, mutual assistance groups, to apply. And if we did qualify they would give us the grant to
provide English as a Second Language, and orientation to resettle, and Employment and Training. So
that’s how I submit an application, because they sent out what is called a “Request for Proposal”
across the United States. And we are among the four or five Mutual Assistance Associations that
received that funding to provide Employment and Training here.
K: Was that the same as the Targeted Assistance Grants Program, or is that something different?
H: Separate.
K: Separate, okay. We won’t talk about that.
H: Target Assistance is different. (K: Okay) So that is the Self-Help Project from the Indochinese
Refugee Foundation.
K: Which was later renamed, years later, to the (--)
H: Employment Training.
K: Employment, yeah.
H: Yes, yes, because – well, before I jump into that. That is how the Mutual Assistance Association
transformed itself in this activity through the Self-Help Project because we believe that we can do it
just as well as anyone else. And in doing that we really make a special effort to find qualified
Vietnamese, qualified Cambodian, qualified Laotian refugees unlike many VOLAGs that relied on
American staffs. We screen ourselves to ask them to provide us staff for these services. The only ones
that we need are Americans who are skilled in teaching English as a Second Language, who are skilled
in running the businesses of Self-Help Project. So that’s how we recruited Miss Jacqueline [Fidler]
Moloney as the Project Director, and Miss Elise Martin as an English language teacher. But the rest of
the staff, and these are very important people, the Vietnamese social workers, the Cambodian social
works, Laotian social workers to go out and do the actual helping of refugee families that came to
Lowell.
K: Okay, I’ll move to Lan. Oh –
4
�H: Just one more step.
K: Okay, go ahead.
H: The first one hundred families in Lowell consist of about maybe four or five hundred people, mostly
children and women. There are very few men, okay, because as you can understand the men were
killed in the war or they run all over the place. So the fact that from 1979 to 1982 there’s a large
number of children that need to go to school, there’s quite a few women that need to get the health,
medical health, mental health and welfare, creates some kind of pressure on the community, but
because of the capabilities of these native social providers, workers, they did manage so well that their
reputation gets across the United States to the other clusters. And the problem with that is that it
creates what is known as the second migration. It creates the attraction for Cambodians, for Laotians,
from other clusters who are in South Carolina, who are in Louisiana, who are in Minnesota, who are in
Oregon, who are in California, to drift on their own, nobody brings them here, but on their own they
slowly migrated to Lowell. That increased the population several folds that nobody anticipated. No
one from the State Department, the Department of Health, Education and Welfare – in those days
HEW is also the one that provided the funding – and we did not anticipate that, definitely. We didn’t
know what’s happening there. So that creates a kind of pressure on the host, on the city of Lowell.
K: Were you able to get more funding from the state because of that influx?
H: No! There’s no (--) [Laughs]. That’s the problem. That’s the original problem that creates a lot of
pressure. That’s where my wife came into play.
K: Okay. So [addressing Lan] what were your duties as President of the IRF?
L: Well I immersed [myself in] an effort to relieve the community at large of number one, the
challenge of housing and feeding the refugees and their families. I realized [the need to] get them to
be self-sufficient. Get them to be able to communicate in English and give them an opportunity to
work and earn the bread for their family. I realized that if we don’t want to add any more burden to
the community then we have to seek help from the prospective employer to take part of the, to
provide you know, some limited English language capability and job training for their own employees.
So I went into different companies and appealed to them, that if they like to have good and faithful
employees, then they have to provide some extra services to their employees. For example, the
provision of on-the-job English training. So we came to the company at first learning the job ourselves
and what kind of English that the employees would need. And we developed a curriculum for job
related English training. And we also appealed to the company to provide at least one hour a day for
their employee who came from Vietnam, Laos and Cambodia to learn English on the job, and also to do
5
�show-and-tell on how to do the job, you know, more efficiently. And it turned out that the curriculum
that we helped to develop is very helpful. And the employers are very happy with it. The employees
are very excited about it. So I think all in all the placement of, you know, the refugees into entry level
jobs is not difficult at all. And we started out with one company at the time. And the first one in
Lowell is Lowell Lingerie, which is a textile company. And then we went into Billerica to get into a little
bit of a higher skilled job. At Lowell Lingerie it’s basically training stitchers, you know, who can work on
a sewing machine and do the sewing job. And when we brought the project to BASF, which is a
medical instrument manufacturing company – [H: Medical instruments.] –medical instruments
producing company, it worked out also very well. The job requirement was a bit higher than at Lowell
Lingerie. And it worked out fine. And then we brought it into Bedford with Bedford Glen Hotel and
Resort Center, to train housekeepers, and people in the food processing area. So these are examples
of the three companies lend a hand into the recruitment training maintaining their employees who
came from the Southeast Asian Community.
K: That’s great.
H: That explains the switches, the changes in name of this Self-Help Association, because the Self-Help
start with the resettlement mostly, but by 1982, ‘83, as you know, it split. The program changed name.
And the reason for that is that we’ve now set up the process of recruiting Cambodian, Laotian,
Vietnamese to be providers themselves, to be direct participants themselves. Now we manage to get
them into three separate identities. I don’t know if you realize Indochinese is an umbrella, broad
umbrella, but the fact that the Cambodian are to help themselves, the Vietnamese are to help
themselves, the Laotian are to help themselves, became a reality around 1982, ‘83 – that’s the turning
point. That’s when the Indochinese Refugee Foundation focused on Employment and Training.
K: Did [focusing on] that have anything to do with the struggling economy that was happening at the
time just right in the early 80s?
H: The economy actually is part of the issues, but at that time I think we mostly focused on providing
services. And when we applied for funding for the Mutual Assistance Association we were focusing
mainly at the beginning on resettlement, but by 1982, ‘83, the Employment and Training became very
important, critical because there’s pressure to place these people and get them out from dependency
on welfare. So maybe it played a role, but I don’t think that’s a major role. The major role is the
pressure put on the community, the host community, that means the Lowell inner city agencies, and
that coming to issue is education too, the children, schooling. And that’s where my wife again has to
do the advocacy with the help of city fathers. She can tell you about the effort to do that.
6
�L: I guess, you know, at that time, the practice of school desegregation started in the Lowell Public
Schools, because some educators believed that the Southeast Asian children should be integrated into
different schools rather than concentrated in the Acres area, you know, which is also in the heart of the
Lowell area.
H: Also that’s the low cost housing, that’s where the refugees kind of get stuck into. So the children,
you know, naturally are placed into the Acres school and they are all over, in the closet, sitting in the
hallways, etc. They even rented spaces from the YMCA and to house the children.
L: Wherever they can find space for the children, but mostly concentrated in the number schools in
the Acres area. And both the parents and the teachers are not happy about that. No, no, not just the
community, not just the students. So the school undertook a desegregation, it started out with busing
children across the school district rather than concentrated them in one area. At first the movement
or the practice was met with a lot of challenges from not just the community, but from the teachers
themselves. In addition, because parents in the Belvidere area of Lowell would not like to have refugee
children attending the same school with their children.
H: They fall behind and sort of drag the mainstream students. There are a lot of problems then.
L: However I believe that there is a short vision from both the parents and schools. I believe that
diversity started in the school system. You don’t have to wait until the student graduates and is
suddenly met with the challenge of being different. That’s what my personal belief [was], and I fully
agreed with the school desegregation and supported busing of students to different schools in the
district, rather than a concentration of refugee students in a couple of schools. And I was very
fortunate to get the support of first, the Dean of the Graduate School of Education from UMass Lowell.
So together we provide training to the teachers on how to work with students of different cultural
backgrounds and different English capability. So when teachers felt their job was very rewarding –
challenging, but very rewarding – then they started to feel like diversity needed to be started in the
school.
H: I think in addition to that there was such a large influx of children from the refugee community that
the school system was overwhelmed. And because of that there was a lot of resistance not only to
school, but also to refugees and immigrants that fled into Lowell, and they start a movement of antirefugee, anti-immigrants. And in fact it involved the city mayor [Dick Howe]. He had to come up and
justify why, you know, what are we going to do with all of these kids in the school? And so I recall a
time when Dick Howe I think called on us to do something. And so Lan was the one that joined him to
go to Washington to demand more support, you know? And I remember she made a couple of trips
7
�with him to HEW, what’s that, Health, Education and Welfare Department to get funding. We got a lot
of additional funds from the federal government to support the school system here.
L: In fact, you know, in the period of five years from a joint effort between the mayor of the city, the
superintendent of schools (H: Mr. Mroz) yah, Mr. Mroz, we went to Washington, DC and knocked at
the door of then Senator Kennedy and Congressman Atkins.
H: Paul Tsongas.
L: Yes, Paul Tsongas, and all together they were able to advise us how to approach in terms of applying
for funding from a pool of money for what they called the Dire Need of Refugee Resettlement, which is
a federal pool of money. And in the period of five years we were able to bring in more than two
million dollars [K: Wow] to this school system, the public school system in Lowell. So it alleviated the
school budget quite a bit, and they were able to hire ESL teachers, guidance counselors, and also to
provide some limited services to students, like free lunch, you know, for the children. So all in all I
think it’s an effort of a community, you know, together with the parents to make school for the
children from refugee families available to them and also it’s a pleasant experience.
K: You were also involved on an Affirmative Action Committee at the, I think maybe at UMass Lowell?
Do you remember?
L: I think (--) Correct, I think at UMass Lowell I was asked to join as a group of faculty to assist the
person in charge of the Affirmative Action Program, or at the time I think it was known as EEO, which is
Equal Employment Opportunity (--)
H: Equal Employment Opportunity.
L: Yes, Equal Employment Opportunity, which is a kind of a different look at Affirmative Action. It’s a
matter of wording, but I think it’s more than that, because with EEO, people feel like, well I can work
with you, but with Affirmative Action Program, it looked like, I have to accommodate you. So I think
it’s a slightly different perspective, but is very helpful you know, to get any initiative started.
K: Do you think there was a problem of discrimination against refugees when they came to Lowell, or
do you think it was more (--)
L: I think there’s a level of challenges. I wouldn’t say discrimination. I think the physical appearance of
children, or adults, from Southeast Asia is very much different from the so to say Caucasian
mainstream. The ability to communicate is also different. And people usually do not have time to
8
�understand and to be patient enough to make themselves understood. So I think it created challenges,
but I wouldn’t say discrimination.
K: So the building where the IRF was kind of held, or, was at the International Institute. Were there
any other associations that used that building?
H: Well from 1980 up until 1983 there’s only one, the Self-Help Project that has the funding to pay for
the rent and the classrooms at the International Institute of Lowell, on High Street. And the other, the
Cambodian Mutual Assistance Association, the Laos Mutual Assistance Association and the Vietnamese
one, were just beginning to perform as social, cultural groups. They used the facility under our, the
Indochinese Refugee umbrella, and we try as much as possible to facilitate the facilities for them. And
in fact we know that – because I’m fully familiar with the history, the rivalry, the hostility – to be
honest with you there’s hostility among the Vietnamese, and the Cambodian, and the Laotian back in
their own country. This is nothing new. So that as the supervisor of the Indochinese Refugee and the
Self-Help Project, I have to anticipate what’s going to happen once each group develops their own
identity. Sort of to reassemble themselves here in Lowell, to gain their own footing in Lowell, they
wanted to be independent from one another. And that is when we prepare the way, honestly at that
time as the program supervisor I don’t expect it to last any more than five years, and that’s exactly
what happened. By 1985 we want to be sure that each one of them can provide service to themselves,
and that the Indochinese would [proceed] in the background and would give up the service providing
for any one of them. Okay, so Miss Keirstead should be the one to tell you how we pulled back and
how the Laotian, the Cambodian, and Vietnamese applied, with her help, their own funding to give
direct support to each other, and that the Indochinese would no longer be there for them. And so in a
way the rental for the International Institute was paid by themselves, no longer [the IRF] by 1985.
K: So after 1985 it seems like you started serving on several advisory councils?
H: That’s correct.
K: So was that kind of the shift with your involvement?
H: That’s correct, yes. Well at that time there was a lot of opposition, a lot of anti-refugee, antiimmigrants across the states, and so it really took more advocacy in the public domain than giving
services to the new refugees. And I really think at that time, I wish I could still stay local, but the
pressure for me to get into the state level to do the advocacy become so critical and there was nobody
else who was doing that. So that’s how we sort of get moving onto that level.
K: So what were some of the things you did as part of the Education Task Force?
9
�H: In, not so much in the Education Task Force, it’s mostly in trying to create a place in the state
government to advocate for refugees. I was very fortunate that in 1982 I had the connection with a
team of four or five persons in Boston. These are volunteers. These are some of the social workers,
but they are volunteers in helping refugees, and that included Dr. Don Luce, Jim Lavelle, from the
Indochinese Psychiatry Clinic, Holly Lockwood from the South Cove Mental Health Center, Kathy Lique
from the Boston School of Social Work and me from UMass Lowell, to petition, to draft a petition, for a
kind of an advisory council to the governor. And when Mr. Dukakis was elected for the second term as
Governor of the State, in fact we go through his wife Kitty Dukakis, to ask him to take a positive role for
refugees. He established an advisory council after his election. He created the refugee advisory
council, on April of 1982. So we start off in the fall of 1981 and helped create a council for him. And
from then on it goes on to advocate for refugees across the state. In 1985 we were fortunate to have a
state senator from Lawrence/Methuen, her name is Patricia McGovern, who really, who was the Chair
of the Ways and Means Committee, you know that’s money, Ways and Means is where the funding is,
to provide several million dollars, I think it’s about twenty, twenty-seven million dollars funding for
cities that have high refugee impact and that’s known as the Gateway Program.
K: Were there any other committees that either of you served on that you’d like to talk about? Those
were just the ones that I saw in the archives.
H: So I served on the Advisory, the Governor’s Advisory Council. I was one of the co-chairs of that.
And I also served as co-chair of the Gateway City Program. It was established we had to hold hearings
to see whether the city can justify to receive the money. So we have to hold hearings in twenty plus
cities to see what they need, and to see whether the agencies, the state agencies can really provide
service to refugees in their cities or not. So we hold whatever, you know, is required as hearings
committee. And there are reports. I don’t know if we have the collection here, but the state do have
these hearing reports from the Gateway City Program.
K: So who was at the hearings?
H: There are, the states have many agencies that provide social services. Mental Health, okay,
Welfare, what is, WIC is for women.
L: For women and children prenatal and natal care.
H: Employment training, there is a Labor Department, but in the state what is it called? I forget, it’s
employment training, really placement training.
10
�L: Employment and Training.
H: The Office of Employment and Training. There are about seven or nine agencies, the state agencies
that deal with refugee trainees. That do not have any you know, in order to get the services you have
to be eligible. And in order to be eligible you have to be a legal resident. Refugees are not legal
residents. You have to remember that. So they are not eligible until the governor issued a new act
authorizing the agency to admit refugees into their services, and that is really where it opens access to
refugees to come and apply for employment training, or apply for welfare, or apply for women and
children assistances. So we really work on that state level between 1985, 1990, but I end my services
by 1989.
K: So speaking on health, were there any significant issues with refugees receiving health care or
mental health care?
L: I think that is a poorly situation. In Vietnam, or Laos, or Cambodia, mental health is not perceived as
a sickness. It’s perceived as karma. You know in your previous life you must have done something
wrong so therefore you pay for it, you know, in this life. That you [are not mentally stable], because of
something you did in the past, in the previous life. So that is one challenge from the patient
perspective of, “what’s wrong with me?” “Do I need help?” Or “This is my karma. I have to live with
it.” And from the perspective of the service provider, guidance and counseling that is appropriate for
the cultural background of the patient was not available. So therefore in dealing specifically with
mental health issues, it is not easy neither for the service provider nor for the patient. So a lot of
education has to be provided before the patient is ready to receive services, and before the medical
staff, or the counselor is ready to provide the service.
H: Well I can remember one incident or a controversy back in those days that creates a lot of issues for
both schools and parents. In the Southeast Asian community, the Laos, and Cambodian, and
Vietnamese, when you catch a cold what do you do? You don’t take aspirin or anything like that. You
have what’s known as coin rubbings. I don’t know if you’re familiar with coin rubbings. They, in order
to increase skin heat, they rub coins over your neck in the back. And when the kids come to school and
they see all these rubbing marks they say, “Abuse, abuse, child abuse,” from the parents. And so
there’s a huge controversy about what’s going on between parents and children, and it takes a lot of
explanation, a lot to the medical staff, to the school, to explain that’s not abuse of children it’s kind of a
medical treatment.
L: Remedy.
11
�H: Remedy for cold, okay. That became a controversy across the refugee community in the U.S. And
they have to have medical doctors from different, you know, perspectives come and explain and write
articles to explain that it is not really an abuse of children. And we here too, are asked to explain
what’s going on with the children, and we have to go to school and explain it to them.
L: And I think, you know, Jim Lavelle who was at the time coordinating the mental health services
providing (H: veterans) at Saint Elizabeth Hospital in (H: In Brighton) in Brighton, would have to do a
lot of education, you know, explaining to both the physician and the parents, to know how to approach
mental health assistance in a very appropriate way.
K: Were there any (--) Going back towards the schooling, were there any controversies with having
bilingual classrooms, or having classrooms set aside for refugee children?
L: There was a movement at the time across the U.S. cities and communities of English as the only
language taught in the schools.
H: Well there were leaders, community leaders, there was George Kouloheras, Lowell school
committeeman who submitted a petition to the legislators, to the state officials, to make Lowell as the
English language school, English language only in school.
L: English only in school. But I guess, you know, there is a transition period whereby students and
teachers need to communicate with each other in order for education or learning to happen. And in
that transitional period, there’s a lot of study that’s been done indicating that bilingual programs –
which means that the subject is being taught in two languages, in English and in the home language
also – would shorten the transitional period for the student into mainstream classroom. And so you
know there’re a lot of challenges that the teachers, the school district and the students are facing and
they try to work out a better way to receive education and to provide education services.
K: There was also a campaign called “Jobs for New Americans.” Do you remember exactly what that
was about, or if it was connected to the Self-Help Project?
H: It’s not connected to the Self-Help Project. How that came about I’m not familiar with.
K: Okay. What was one of the, what do you think, each of you, was your biggest challenge with
working for the IRF, or what was the biggest challenge you faced?
L: I don’t think that you know, there is a notion of the biggest or the smallest challenges that we were
facing at the time, but it is the awareness of, we need to do more work in order to make things happen
12
�either in schools, in hospitals, in the community. And when we came to terms with that challenge, you
know, everything we did was trying to smooth the way and make the challenges less challenging. So I
think we both, you know, the service providers and the service recipients, realized that, it’s just a
matter of making it work. So it’s a challenge, but there’s no big and no small one.
H: The only one of my concerns in those days when we [first] established the Indochinese Refugee
Foundation, [we] focused mostly in Boston, because that was the time when refugees came and
resettled in Boston. But by 1980 the population shifted to Lowell, the refugee population shifted in
Lowell and we had to focus so much work in Lowell that we left out Boston. And in that sense I felt
kind of sad that I could not, we could not do much more for those refugees in the Boston area. And to
that extent the members on the Refugee Foundation Board could not give us, lend us more support,
because most of them were in Boston, they were not in Lowell. However they did come every month
faithfully to the meeting, the board meeting here in Lowell in order to lend us support. We just could
not have enough resources, have enough strength to lend more work to the Boston area. But in a way
we felt that they gave us more support than anybody else that could help us to move on, to establish
the kind of services that we were able to do here in Lowell. So that, I would say that’s the only thing.
K: You spoke about how refugees ended up coming here because of the relative success of the
resettlement program here. Do you think that was the big kind of influence in why there’s such a big
(L: influx) Cambodian population now? Is that the explanation?
L: I think for, you know, that concentration of refugees from Southeast Asia into Massachusetts and
into Lowell, there were three situational factors that influenced the movement. One is the availability
of beginning low skill jobs. The number two factor is the availability of housing, low income housing.
And the number three factor is actually quite important. There are Buddhist Temples, places that are a
different religious entity that are available in support of the refugees who live, or who want to, who
were drawn to Lowell. So I think these are the three major factors that fuel, or attract the second
migration movement into Lowell.
H: These factors are very important, but I think the initial factor is, I believe, the fact that we perhaps
were the first organization that insisted on having a Cambodian, a Laotian, a Vietnamese native to do
the assistance to provide the kind of outreach, resettlement and employment training support within
the refugee communities. That really provided the sense of confidence that we understand what they
have to go through and we know what we can do to help them here. That sort of created a wave, an
appeal to those who are from elsewhere, from other clusters, to drift into Lowell. That I think, that
created the increases in population, and that also increased the support, the social support, the
cultural support, I think critically it’s the cultural, social support that brought about the Temples, that
brought about you know, the family clusters. Otherwise if you just have housing placement alone,
13
�anywhere else in the U.S. you can have that. Housing, jobs, you can go anywhere, but without that
value system, the social, the cultural values that “This is my people,” it will not attract them to come.
K: Do either of you have any other stories you’d like to share from the time, any specific experiences
with somebody?
L: Well actually I think that the interview with the information that we share with you thus far, you
know, would provide a sufficient story of resettlement, of the first wave, the second wave, the third
wave of refugees and immigrants from, you know, Cambodia, from Laos, and from Vietnam. When
you work more on the transcription, if you feel like you need some more information please feel free
to contact us.
K: Okay.
H: Well I just have a little story that I happened to experience. And that is, when we explained the
conditions of refugees in Lowell to Kitty Dukakis, she nearly cried. And she was the one that really said,
“Let me see what I can do.” In 1979 she paid her way to Cambodia, to Thailand in the border. And she
came back and hosted, adopted a Cambodian kid. I mean to me that is something that I will never
forget.
K: How do you think your time working for the IRF has influenced you?
L: I usually think that if I receive some good advice or some services from somebody then I mark on my
bucket list that I will find the opportunity to pay back. And I think the most satisfying feeling that I had
in volunteering my time for more than thirty years in the resettlement of refugees is a way, a very
small way, of paying back.
H: For me I think that it changed my life really. I came here to be a professional. Okay, I came not as a
refugee. I came as a student, went to high school in Waltham. I don’t know if you know anything
about Waltham. In those days back in the 1950s there was not a single Asian around let alone a
Vietnamese. I went to Boston College to get my degree so that I could go home and, you know, be
someone important. The feeling that I’m home-rooted here in Lowell because of that experience,
volunteer work, helping refugees, my own people and getting to know a lot of good people, really
profoundly affected my life. I cannot tell you how much, like Chet Atkins, Congressman from I think
Groton or, no, not Groton, Concord, or Kitty Dukakis, or Elise Martin and Jackie Moloney. These people
affected my life deeply. Made me feel I am rooted here. So I can tell you that really helped me more
than anybody else. Thank you.
14
�End of Interview
jw
edited by kc
15
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Oral Histories, 2016
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Oral Histories, 2016. UML 4. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
Four oral history interviews with former staff and board members of the Indochinese Refugees Foundation, Inc., an organization that helped resettle Southeast Asian refugees in the greater Lowell, Massachusetts area during the 1980s. Oral histories were conducted with Jacqueline (Fidler) Moloney, Carol Keirstead, Elise Martin, Hai Pho, and Lan Pho. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml4">https://libguides.uml.edu/uml4</a>.<br /><br />The entire collection is accessible on this site.
Creator
An entity primarily responsible for making the resource
University of Massachusetts Lowell
Relation
A related resource
The collection finding aid, <a href="https://libguides.uml.edu/uml4" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml4</a>.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lan Pho and Hai Pho oral history interview (edited) transcript, 2016
Description
An account of the resource
The edited transcript of an oral history with Lan Pho and Hai Pho on their experiences establishing and supporting the Indochinese Refugees Foundation, Inc. Other topics discussed include their involvement helping refugee communities after the the IRF closed.
Creator
An entity primarily responsible for making the resource
Pho, Lan T.
Pho, Hai B.
Connerty, Kale
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Oral Histories, 2016
Publisher
An entity responsible for making the resource available
University of Massachusetts Lowell
Date
A point or period of time associated with an event in the lifecycle of the resource
2016-10-05
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
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15 p., 21.5 x 28
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
uml4_16.14_i002
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Occupational training
Political refugees
Refugee families
Refugee issues
Refugees--Southeast Asia
Refugees--United States
Social service
Unemployed--Services for
Oral history
2010-2019
Cambodian Mutual Assistance Association
Cambodians
Documents
Indochinese Self-Help Program
Laotians
Lowell Lingerie Company
Lowell Public Schools
Mutual Assistance Associations
Stouffer's Bedford Glen Hotel
The Acre
Vietnamese
Vietnamese Mutual Assistance Association
-
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PDF Text
Text
UNIVERSITY OF LOWELL
INNOVATIVE EMPLOYMENT PROGRAM
OCCUPATIONAL SPECIFIC ENGLISH AS A SECOND LANGUAGE (ESL)
and
EMPLOYMENT ORIENTATION
prepared for
LOWELL LINGERIE COMPANY
by
Dr. Hai B. Pho, Editor
Lan T. Pho
&
Joan DeWitt Seeler, Technical Writers
THIS CURRICULUM IS PREPARED EXCLUSIVELY FOR LOWELL LINGERIE
COMPANY BY THE UNIVERSITY OF LOWELL/INNOVATIVE EMPLOYMENT PROGRAM
UNDER A GRANT WITH THE DEPARTMENT OF PUBL IC WELFARE/REFUGEE
RESETTLEMENT PROGRAM, DR. HAI B. PHO, PRINCIPAL INVESTIGATOR.
ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED IN
ANY FORM OR BY ANY MEANS WITHOUT PERMISSION IN WRITING FROM THE
AUTHORS.
1 UNIVERSITY AVENUE . LOWELL , MASSACHUSETTS 01854
TELEPHONE (6 17) 452-5000 , EXT 2270
�UNIVERSITY OF LOWELL
OCCUPATIONAL SPECIFIC ENGLISH AS A SECOND LANGUAGE CESL)
AND
EMPLOYMENT ORIENTATION
PREPARED FOR
LOWELL LINGERLE COMPANY
BY
LANT, PHO
University of Lowell
&
JOAN DEWITT SEE~ER
Jewish Vocational Services
�TABLE OF CONTENTS
Topic
.. Page
Introduction . . . . .
1
Functional Overview
2
Structural Overview
4
Teacher's Notes
6
Month 1 - Week 1:
Week 2:
Lowell Lingerie Company--A General Overview.
7
Employment with Lowell Lingerie--Setting up and
Operating the Machine.
12
Week 3:
Employment Procedures
Week 4:
The Garments--Occupational Safety.
22
Advanced Stitching Terminology--Personnel Policies
27
Month 2 - Week 1:
. 17
Week 2:
Problem with the Machine--Pay Procedures
Week 3:
Good Work Habits, Bad Work Habits--Leave of Absence.
Week 4:
An Introduction to the Union
Month 3 - Week 1:
. 32
34
• • 37
Socializing--Review Pay Procedures
. 39
Week· 2:
Piece-Work--Rate Setting
• 45
Week 3:
Medical Coverage--Health and Welfare Benefits
. 48
Week 4:
Performance Evaluation--Accident at Work-- ·
Lay-off--Termination
...•
• 50
**********
THIS CURRICULUM IS PREPARED EXCLUSil7ELY FOR LOWELL LINGERIE COMPANY BY THE
UNIVERSITY OF LOWELL/INNOVATIVE -EMPLOYMENT PROGRAM UNDER A GRANT- WITH . THE -..
DEPARTMENT OF PUBLIC-wELFARE1-REFUGEE7IBSETTLEMENT PROGRAM.
ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED IN ANY
OR BY ANY MEANS WITHOUT PERMISSION IN WRITING FROM THE AUTHORS.
FORM
�INTRODUCTION
The Lowell Lingerie curriculum is an instructional package of
occupational specific English As a Second Language (Est) and employment
orientation (ID).
The objectives of the curriculum are (1) to familiarize students
with job related English, (2) to improve their English comprehension level for
both listening and speaking, (J) to provide them with a better uooerstaming of
work procedures, machinery and equipment, company regulations, personnel
policies, occupational safety and interpersonal communication.
The curriculum is written for students who have completed a beginning
course in ESL.
The focus of this curriculum is
and conversation.
job-related vocabulary
Basic grammar is reviewed through the presentation _of
vocabulary and job-related dialogues.
Teaching methods include show-and-tell, illustration, simple explanation,
listening and speaking drill, situational role playing, etc •••
-1-
�FUNCTIONAL OVERVIEW OF CURRICULUM
MONTH ls
LOWELL LINGERIE COMPANY--A GENERAL OVERVIEW
Week 1: -Company orientations products, people, physical plant, occupational safety
-Recognizing machine parts
-Asking for clarification
-Understanding directions
-Recognizing sewing terms
-Acknowledging that you understand directions given
Week 2: -Employment with Lowell Lingeries trial period, hourly rate
workers, inexperienced piece-workers
-Understanding directions for setting up the machine
-Understanding tenns for operating .the machine
-Understanding oral feedback about quality of work
Week
J:
-Employment procedures
-Interpersonal communication
-Supervisors and fellow-workers
-Calling in sick
Week 4s -Occupational safety--review
-Redognizing types of garments
-Recognizing colors
-Recognizing sizes
-Recognizing parts of garments
-Recognizing fabrics
-Understanding directions about handling material
MONTH 2:
ADVANCED STITCHING TERMINOLOGX, PERSONNEL POLICIES
~eek 1: Pay procedure: hourly rate, straight time, overtime
-Recognizing trimmings
-Following directions for sewing
-Recognizing types of stitches and attachments or machines that
make them
-Understanding oral feedback about quality of work
-2-
�Week 2s -Vacation pay, holiday pay, sick pay
-Recognizing and reporting problems the machine
-Asking about and identifying fellow employees and their functions
Week
J:
-Leave of absences
sickness, disability includingpregnancy/maternity
military services, jury duty.
-Understanding good work habits
-Reporting accidents
Week 4s -An introduction to your union--ILGWU
-Understanding break and lunch terms and practices
-Asking i f a seat is free
-Understanding how to use a vending machine
MONTH
J: INTERPERSONAL RELATIONSHIFS AT WORK, PERFORMANCE APPRAISAL, REVIEW
PERSONNEL POLICIES AND UNION PRACTICES
Week 1 s -Review payroll .procedures
-Introducing self
-Talking to a fellow worker about social activities during breaks
-Asking for property
-Acknowledging a mistake
-Understanding piece-work procedure
Week 2s -Piece worker--How rates are set and how to figure your earnings
-Asking directions
-U
nderstanding physical facilities of plant
W
eek J: - M
edical coverage --Health and welfare benefits
-Review union practices
Week 4s -Performance evaluation
-Lay-off and termination
-General review.
-3-
�STRUCTURAL OVERVIEW OF CURRICULUM
MONTH 1
Week 1: -Yes/No question with the simple present li>f "to be"
-Demonstrative "this"
-Imperative "do"
-Yes/No question with the simple present of "to do''
Week 2: -Yes/No questions with modal "can"
-"WR" question "what"
-Present progressives
-Imperatives,
I am--ing
Watch, Put, Press
-Imbedded questions, for example :"Claire said that
Week
3,
-"WR" questions,
-Contractions,
-Possessive:
What, How, Who
What's
Your, My•
-Question with modal "may"
-Future with "I'll"
-Indirect object "Let me know"
Week 4: -Article "some"
-"need" plus infinitive
-Questions with "do"
-Possessive adjestives:
Your, His, Her
-Coordinate conjunction "or"
-Multiple adjectives
MONTH 2
W
eek 1: ~Prepositions of place
-M
odals "have to", "can"
-Adverbs:
Too, Very, M
uch, A little
Week 2: -Modal "should", "had better"
-Past tense "did"
-Contractionss
she's, that's, who's
-Relative clauses,
"She's the woman who/that ••• "
Week 31 -Modal "should", "can", "have to"
-Comparative "er", "more", "est"
-4-
•• 0.
II
�)
-Imperatives
-Future "going to"
Week 4s -Future "will"
-Preposition of time in "months"
-Only
-Imbedded sentense "I think that ••• "
MONTH
3
Week 1: -Review "wh" questions
Past tense
Future tense
This/That, These/Those
-Present perfect continuous--have been working
-Conditional,
"if", "when"
Week 2: -Questions "How", "Where"
-Imbedded question·:
Week
"Where ••••• is"
3: -Conditionals "if", "when"
-Negative question:
"aren't"
-Relative clauses
-Anyone/Someone
-Anybody/Somebody
Week 4: General Review
-5-
�TEACHER'S NOTES
A few suggested drills and activities are included iri the text.
In general the focus should be on speaking and listening, with
reading and writing assigned as homework if desired.
time should be to enable
The aim of class
the student to understand and use the vocabulary
and grammar orally.
Therefore, all terms should be introduced orally and visually first.
When possible real items whould be used in class.
Flashcards and written
dialogues and stories should be used for reenforcement and review.
Choice of drills are left to the teacher's discretion, but those that
require the highest percentage of student conversa:filfllare recommended.
After students can produce the dialogues comfortably, they should use
other vocabulary items
and terms from their own previous knowledge.
Where supplementary vocabulary items are indicated, or if a class
has a low level of English proficiency, the teacher should concentrate
on the most important vocabulary items and attempt to finish all the
topics withinithree-month term period.
Employment orientation is composed of numerous topics related to
employee5 1 performance and job satisfaction.
In some weekly units
vocabulary for ESL and EO are presented separately. In others these
terminologies are integrated.
EX)
terminologies or concepts should be
explained in the most simple form to assure full understanding on the
part of the students.
A review of the company regulations and its
personnel policies by the teacher is essential.
Interpretation services
of bilingual counsellors are strongly recommended.
In addition,
arrangement should be made to involve management staff and personnel
office staff in class presentation.
Curriculum is structured on a daily unit during the first month
of/t~~ining program. For the last two months it is structured into
weekly units.
The following texts can be used in conjunction with this curriculum:
1.
2.
EVERYDAY ENGLISH--STUDEN BOOK 2 B, edited by Linda Schurer, The
T
Alemany Press, 1980.
ENGLISH FOR YOUR FIRST JOB, David Prince and Julia Gage, Edmonds
Community College, Washington, 1981.
-6-
�MONTH 1:
LOWELL LI N
GERIE COMPAN
Y--A GENERAL OVERVIEW
Week ls
Day ls
GENERAL ORIENTATION, MACHINE PARTS, PEOPLE YOU SHOULD KNOW
The First Day at Work
-Welcoming remarks from the company representative
-History of the Company
-The organizational chart
-The physical facilities, parking lot, main entrance,
emergency exit, fire extinguisher, no smoking sign,
stit:her's floor, rest room, nurse's room, lunch room
(lunch bag, refrigerator, vending machine, etc ••• )
-Breaks: coffee, lunch
-The time cards time clock, punch in, punch out.
-7-
�LOWELL, MASSACHUSETTS 01153
12•14 PERKINS STREET
TELEPHONE 117 454-41411
P.O.
eox 40t
NEW YORK OFFICE
EMPIRE STATE 8UILDINO, 110011 421J
350 FIFTH AVENUE
NEW YORK, NEW YORK 10118
(212) QS,2941
CAAAOLL~YANHOOSEA
PAESIDENT,TAEASUAEA
December 28, 1982
LOWELL LINGERIE COMPANY is a Manufacturing concern operating in Lowell
for over 35 years.
We manufacture women's pajamas, gowns, robes, slips, and half-slips mainly
for the chain store market; such as, J.C. Penney Company and Sears, Roebuck & Co.
We are constantly expanding our production at this location and at other plants
in Vermont and Pennsylvania, to meet the demand for this merchandise.
It is our goal to manufacture a high-quality garment and to service our customers
in the best possible way to insure success in the future.
Management acknowledges the fact that it takes people to produce this merchandise,
therefore we are always looking for the type of person who will conscientiously
strive to meet the standards of quality set by this company.
The performance of
our employees is the measure by which the company achieves its goals.
Our employees belong to the International Ladies' Garment Workers' Union and
through the Union, we provide benefits such as Group Health Insurance, Vacation Pay,
Life
&
Disability Insuranc·e .
M
ost people f i nd Lowel l Lingerie a pleasant place to work.
We believe this is a
result of a general willingness to give and take and to deal honestly and intelligently
with whatever problems may arise.
Your supervisor is responsible for your fair treatment, therefore, you will usually
find that a talk with your supervisor is the best way to resolve any problem.
However, if you are unhappy with the results of the discussion, you may talk with
the Union Representative who will, in turn, discuss the problem with management
and hopefully resolve the dispute to everyone's satisfaction.
-7-a
�LOWELL LINGERIE COMPANY
December 28, 1982
-2-
Our management team starts with the supervisors: stitching, finishing, shipping,
and office.
Your supervisor was chosen on the basis of having experience and
training in these areas.
The main responsibility of a supervisor is to direct
and help her or his department so that it will contribute to the efficient and
successful operation of the company.
The stitching supervisor reports to the Production Manager, whose main
responsibility is to coordinate the work flow of goods to meet production deadlines.
The manager also is responsible for the costing of styles and setting
piece rates for styles going into production.
She works closely with the planning
department headed up by the Vice President of Manufacturing.
is based on sales contracts issued by our customers.
-7-b
Production Planning
�CAMBODIAN TRANSLATION
12·1• PERKINS STREET
LOWELL, MASSACHUSETTS 01853
TELEPHONE 817 •M•IMll1
CAAAOLLT. VANHOOSER
PRESIDENT-TREASURER
(Page 1 of 2 pages)
�CAMBODIAN TRANSLATION
-7-b-2-
(Page 2 of 2 pages)
�LAOTIAN TRANSLATION
12-14 PERKINS STREET
(Page 1 of 2 pages)
LOWELL, MASSACHUSETTS 01853
TELEPHONE 817 454-0481
P.O. BOX 408
NEW YORK OFFICE
EMPIRE STATE BUILDING, ROOM 4213
350 FIFTH AVENUE
NEW YORK, NEW YORK 10118
(212) 895-2948
CARROLLT.VANHOOSER
PRESIDENT-TREASURER
-7-b-3-
�LAOTIAN TRANSLATION
-7-b-4-
(Page 2 of 2 pages)
�VIETNAMESE TRANSLATION
12-14 PER KINS STREET
Page 1 of 2 pages)
LOWELL, MASSACHUSETT S 01853
TELEPHONE 617 454-0491
P.O. BOX 4011
CARROLLT.VANHOOSER
PRESIDENT-TREASURER
NEW YORK OFFICE
EMPIRE STAT E BUILDING , ROOM 4213
.3SO FIFTH AVENUE
NEW YORK, NEW YORK 10118
(212) 895-2948
Ngay 28 th~ng 12, nam 1982
- ,',
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Lowe 11 Li nger i e Company la mot cong ty san xuat y ph¥c ph~ nu t~i
Lowell, du"'<i-c thanh l~p trong 35 nam vu; qua.
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Chung t6i may quan ao ngu cua ph~ nu, ao khoat ngoai, va cac lo~i
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quan ao 1 t, v .. v .. cpo ca~ cua hi~u ban le nhu J.C. Penney va Sears,
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Chung toi luon luon phat trien muc san xuat t~i co xuong o
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de thoa man nhu cau chung cua thi truong ve y-ph~c phy nu.
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hang mot each tich cJc nhat hau baa ve sJ thanh cong cua cong ty sau nay ;
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Ban quan-tr~ tin rang that ra chi co nhan ~ong moi co the giup xi
nghi%p nhi~~ nha~ trong ·nganh thu'Jng mai n~y.
Cho ntfn ~hting toi lubn lubn
ti~ thue nhu~g nhan c~ng c_ ifu kht> tich c1c lam vifc de,_ d~p un'g v6i ti~u
h
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Sti can cu lam _viec cua nhan cong da mang
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lai thanh qua tot dep cha cong ty.
Nhan c'ong . cii"a c.h~ng toi . deu la heh ~ien eta Nghfep -Doan Quo'c Tf ve ,
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Quasi tr~ng gian eta Nghi~p Doan , chJng toi cu~g c~~ nhubg quy~; l~i ve,.
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nhan vien nhu baa hiem sue khoe, tra luong nghi phep, baa hiem sinh mang,
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cong nhan rang Lowell Lingerie Company la mot noi lam
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va ha-i long. Chting tcji tin rang d£y la ket qua cua nhung nh~n
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-7-b-,-
�VIETNAMESE TRANSLATION
(Page 2 of 2 pages)
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hai long voi nhung giai quyet nay, ho co the lien lac voi dai dien Nghi~p
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c6 ' gJ~g gi5'i quye~ de khd kh~n da x~y ra m~t ca'ch
tho~ ddng cho ddi bin.
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Ban Qu!n-tr~ g6; cb nh&~g nhan vien
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may, hoan tat, giao hang, va nhan vien van phong.
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-7-b-6-
�PAY PERIOD ENDING
No.
Name ______________________
R.T. HOURS- r---RATE
AMOUNT
,.I.C .A.-
- o.T. HOURS- r---RATt
AMOUN
ED. W.T.
-HOUR.
AMOUN,
CITY/STATE W.T.-
STATE U.C.
NUMBER OF
EXEMPTIONS
TOTAL EARNINGS-,__TOTAL DEDUCTIONS--
oALANCE DUE--
oONos-
1st DAY
2nd DAY
3rd DAY
4th DAY
5th DAY
6th DAY
7th DAY
Weekly I 01 ,
a1
Oa ,ly
To1a1
s
TU IAL huuRS SHOWN IS CORRECT
ignature
1950-9112 SIMPLEX TIME RECORDER CO., GARONER. MA. 01441 PAINTED IN U.S.A.
-7 - c
�MONTH 1, Week 1
Day 2s Machine Parts and the People You Should Know
Vocabulary
Plug
Switch
On
Off
Knee lift
Grammars
Materialss
pedal
needle
bobbin
watch me
please say that
again
Floor Lady:
new employee/trainee
break-in a new employee
training
on-the-job training
Service Girls delivery
bundle
review "to be"
Yes/No questions
sewing machinep scrap, scissors, bobbin,
vocabulary sheet.
Dialogue
Claire:
Watch me.
This is the pedal.This is the needle.
This is the bobbin.
Huong:
Please say that again.
Claires
This is the bobbin•
-8-
�MONTH 1, Week 1
Day
J: Machine Parts and the People you Should Know ( continued)
Reviews
Day 2 vocabulary
Production Managers
Vocabulary
pe:i;vous
afraid
not afraid
machine
goes
sew
not
very fast
not too fast
slowly
Mechanics:
Janitors
Grammars
Are you?
authority
l'esponsibility
assignment
organizing
supervising
break-down, problem,
did not work, something wrong
clean, dirty, wet, sweep,
mop, wax
Yes, I am
No, I am not
Do, Don't
Materialss
sewing machine, scrap, scissors, bobbin, vocabulary sheet.
Dialogue
Claires
Huongs
This is the On/Off switch.
Oh! It sews very fast.
Claires
Are you afraid?
Huongs
Yes, I am.
Claire:
Do it slowly, like this.
-9-
�MONTH 1, Week 1
Day 4,
Machine Parts and the People You Should Know (continued)
Review,
Day J vocabulary
Vocabulary
Comptrollers
I understand
I don't understand
thread
pressure (foot)
bobbin case
guide
scrap
scissors
cut
Grammars
Materials:
Dialogue
Claire,
Huong:
Please do it again
Do you understand
Yes
No
I see
record, record
keeping, salary,
pay, expenses,
profits
Secretary/Receptionists telephone,
answer the phone,
take a message, page
Questions with "do", Do You?
Yes, I do. No I don't.
sewing machine, scrap, scissors, bobbin, vocabulary sheeto
Watch me
Thread it like this
Please do it again
•
I
O
O
I
Claire,
Do you understand?
Huong,
Yes, I do.
-10-
�1-fONTH 1, Week 1
Day
5:
Review All Vocabulary. Label Machine Farts on a Picture of Machine
(Supplementary,
Role Playing Dialogues)
Listening Quizs
teacher read items
students circle item they hear
Materials,
pictures of machine for labeling,
listening quiz sheet,
sewing machine, thread
Role Playing:
Thread a machine
Questions and Answers,
Listening Quiz:
company orientation
circle the correct item
1.
plug
switch
pedal
2.
pedal
bobbin
J.
knee lift
bobbin case
needle
bobbin
4.
guide
thread
foot
5.
scrap
scissors
foot
-11-
�MONTH 1
Week 2:
~LO:YMEN'l' WITH LOWELL LINGERIE,
SETTING UP AND OPERATING THE MACHINE
Day ls
Setting Up the Machine
Reviews
Trial Period
Parts of the machine
Vocabulary
drop the bobbin into the case
thread the needle from the front,
wipe the machine
can, can't
wrong, try again
do it like this
good
from the side
Tr.ia.L Period
4-week trial period
13-week trl.a 1 period
probationary employee, trainee
permanent employee
discharge
retain
Grammars
Materials:
Can you •••• ?
Yes, I can
No, I can't
sewing machine, bobbin, thread, scissors, scrap,
vocabulary sheet
Dialogue
Claire:
Can you drop the bobbin in the case?
Huong:
Yes,I can.
Claire,
Can you thread the needle?
Huong:
Yes, I can,
Claire:
That's wrong , do it like this.
Huong:
I'll try again.
Claire:
That's good.
-12-
�MONTH 1, Week 2
Day 2:
Operating the Machine
Reviews
Hourly Paid Worker
&
Piece Rate Worker
Day 1 vocabulary
Vocabulary
turn on
turn off
start
stop
Grammar:
pick up
put down
carefully
and now?
Present progressive
What are you doing?
Am I
Materials,
salary
pay
rate ($3. 75/hr)
piece rate
I am••••
You are
sewing machine, bobbin, thread, scissors, scrap,
flashcard pictures, vocabulary sheet
Dialogu~
Claire,
Watch me carefully
What am I doing?
Huong:
You are turning on the machine
Claire:
and now?
Huong:
You are picking up the foot
Claire:
Good.
Now you do it.
-13-
�MONTH 1, Week 2
Day
J:
Operating the Machine ( continued)
Inexperienced Piece Worker
Review: · very fast, not too fast, machine, pedal, etc •••
Vocabulary
put
under
material
press
6rammar:
Materialss
InexperiencelPiece Rate
inexperience
increase
minimum
classification
accelerate
. right
ready
first
then
Hiring date
Thirty days
Sixty days
Ninety days
Imperatives
sewing machine, bobbin, thread, scissors, scrap,
vocabulary sheet.
Dialogue
Claire:
Watch carefully,
Huongs
OK,
Claires
First pick up the foot,
Huong:
Claire:
I seePut the material under the foot,
Then put down the foot.
Huong:
Uh huh,
Claire:
Then press the pedal slowly,
Huong:
Not too fast,
Claire,
Rie;ht.
-ll:- -
$J.75
3.90
4.10
4.35
�MONTH 1, Week 2
Day 4:
Trial Period (continued)
Good Work and Bad Work
Review:
Vocabulary day 2
&
3
Vocabulary
good work
no good
nice going
not bad
right
Grammars
Materials,
OK
that's nice
that's wrong
very good
wrong
termination
discharge
satisfactory
unsatisfactory
slowdown
lay-off
rehire
imbedded sentences
Claire said that: it's good work
it's OK
sample of good work and bad work.
Exercise
Students,
Listen to vocabulary announced by teacher,
Repeat vocabulary after teacher.
Listen again, for every phrase of "good work", students
raise 1 finger, for every phrase of "bad work", students
raise 2 fingers. Do this listening exercise until
students can distinguish expression of "good work" from
expression of "bad work".
Repeat the exercise, but this time teacher raises her
voice and soften her voice to show that loud voice or
soft voice does not change criticism to praise.
Listen:
good job
nice going
good work
not bad at all
you work fast
OK
pretty good
no good
not good
poor job
poorly done
you work too slow
you made a mistake
do it again, faster
Listen again and repeat after teacher
Listen and hold up 1 finger for "praise"
. 2 fingers for "cri tism"
good job
no good
wrong
good work
not bad at all
wrong
you work fast
you work too slow
Listen again, for "praise" students say "thank you"
for "criticism" students say "I understand"
"Please show me again"
"Should I do it again?"
-15-
�. MONTH 1, Week 2
Day
5:
Review
Situational Role Playing :
Listening Quiz:
Materials s
students receive "praise"
students receive "criticism"
critism phrases
record answer on sheets 1 through
circle "good"for "praise"
circle "bad" for "criticism"
10 phrases 0
flash cards
picture flash cards
sewing machine, scraps, tape of different people
giving praise and criticism, including men and
women speak loudly and softly.
-16-
�MONTH 1
Week
J:
Day 1:
Effl'LOYMENT PROCEDURES
Application Fonn V
ocabulary
Review: -alphabet:
(1) recognition of capital letters and small
letters
(2) alphabetical order
-numbers
Vocabulary
name
first
middle
last
address
work
reference
Grammar:
Materials:
street
town
number
zip code
telephone number
education
citizen
"wh" questions
area code
fill out application
write clearly
print
social security number
emergency contact person
visa status
What's your ••••• ?
How do you spell your ••• ?
blank application form, flash cards for alphabet,
numbers, first, middle, last• name, vocabulary and
dialogue sheet.
Dialogue
What's your name? (first, middle, last)
How do you spell it?
What's your address?
What your telephone number?
Supplementary Dialogue
Saying your name (first, middle, last)
Hi Huong.
This is Claire.
Go with her.
She'll show you
what to do
What's your name? -My name is Claire Lajoie.
You can call me Claire.
My name is Huong Tran.
How do you spell your name?
Please call me Huong .
- H UONG
TRA N.
Huong is my first name, Tran is my last name.
-17-
�APPLICATION FOR EMPLOYMENT
CPRE-EMPLOYMENT QUESTIONNAIRE>
CAN EQUAL OPPORTUNITY EMPLOYER>
PERSONAL INFORMATION
DATE
r;;:
en
--i
SOCIAL SECURITY
NUMBER
NAME
LAST
MIDDLE
FIRST
PRESENT ADDRESS
STREET
CITY
STATE
STREET
CITY
STATE
PERMANENT ADDRESS
ARE YOU 18 YEARS OR OLDER
PHONE NO.
Yes •
Na o
-
SPECIAL QUESTIONS
DO NOT ANSWER ANY OF THE QUESTIONS IN THIS FRAMED AREA UNLESS THE EMPLOYER HAS CHECKED A
BOX PRECEDING A QUESTION, THEREBY INDICATING THAT THE INFORMATION IS REQUIRED FOR A BONA FIDE
OCCUPATIONAL QUALIFICATION, OR DICTATED BY NATIONAL SECURITY LAWS, OR IS NEEDED FOR OTHER
LEGALLY PERMISSIBLE REASONS.
•
•
•
•
Height
feet
Weight
•
•
lbs.
inches
Citizen of U.S. __ Yes _ _ No
:ii
en
--i
Date of Birth*
Read
What Foreign Languages do you speak fluently?
,,
Write
*The Age Discrimination in Employment Act of 1967 prohibits discrim ination on the basis of age with respect to individuals who are at
least 40 but less than 70 years of age.
-
EMPLOYMENT DESIRED
SALARY
DESIRED
POSITION
DATE YOU
CAN START
ARE YOU EMPLOYED NOW?
IF SO MAY WE INQUIRE
OF YOUR PRESENT EMPLOYER?
EVER APPLIED TO THIS COMPANY BEFORE?
WHERE?
EDUCATION
NAME AND LOCATION OF SCHOOL
s::
a
0
,...
m
WHEN?
*NO.OF
YEARS
ATTENDED
*DID YOU
GRADUATE?
SUBJECTS STUDIED
GRAMMAR SCHOOL.
HIGH SCHOOL
COLLEGE
TRADE, BUSINESS OR
CORRESPONDENCE
SCHOOL
*The Age Discrimination in Employment Act of 1967 prohibits discrimination on the basis of age with respect to individuals who are at least 40 but less
than 70 years of age.
GENERAL
SUBJECTS OF SPECIAL STUDY OR RESEARCH WORK
U.S. MILITARY OR
NAVAL SERVICE
TOPS
9 FOIIM 3115 IIIEVISEDI
PRESENT MEMBERSHIP IN
RANK
NATIONAL GUARD OR RESERVES
(CONTINUED ON OTHER SIDE!
-17-a
LITHO IN U.S.A.
�FORMER EMPLOYERS [LIST BELOW LAST FOUR EMPLOYERS, STARTING WITH LAST ONE FIRST] .
DATE
MONTH ANO YEAR
NAME AND ADDRESS OF EMPLOYER
SALARY
POSITION
REASON FOR LEAVING
FROM
TO
FROM
TO
FROM
TO
FROM
TO
REFERENCES:
GIVE THE NAMES OF THREE PERSONS NOT RELATED TO YOU, WHOM YOU HAVE KNOWN ATLEAST ONE YEAR.
NAME
ADDRESS
YEARS
ACQUAINTED
BUSINESS
1
2
3
PHYSICAL RECORD:
DO YOU HAVE ANY PHYSICAL LIMITATIONS THAT PRECLUDE YOU FROM PERFORMING Al~Y WORK FOR WHICH YOU ARE BEING CONSIDERED ?
• Yes
• No
PLEASE DESCRIBE :
IN CASE OF
EMERGENCY NOTIFY
NAME
ADDRESS
PHONE ND.
"I CERTIFY THAT THE FACTS CONTAINED IN THIS APPLICATION ARE TRUE AND COMPLETE TO THE BEST OF MY KNOWLEDGE
ANO UNDERSTAND THAT, IF EMPLOYED, FALSIFIED STATEMENTS ON THIS APPLICATION SHALL BE GROUNDS FOR DISMISSAL.
I AUTHORIZE INVESTIGATION OF ALL STATEMENTS CONTAINED HEREIN ANO THE REFERENCES LISTED ABOVE TO GIVE YOU ANY
AND ALL INFORMATION CONCERNING MY PREVIOUS EMPLOYMENT AND ANY PERTINENT INFORMATION THEY MAY HAVE,
PERSONAL OR OTHERWISE, AND RELEASE ALL PARTIES FROM ALL LIABILITY FOR ANY DAMAGE THAT MAY RESULT FROM
FURNISHING SAME TO YOU.
I UNDERSTAND ANO AGREE THAT, IF HIRED, MY EMPLOYMENT IS FOR NO DEFINITE PERIOD ANO MAY, REGARDLESS OF THE
DATE OF PAYMENT OF MY WAGES AND SALARY, BE TERMINATED AT ANY TIME WITHOUT ANY PRIOR NOTICE."
SIGNATURE
DATE
DO NOT WRITE BELOW THIS LINE
INTERVIEWED BY
HIRED:
o Yes
DATE
o No
POSITION
DEPT.
SALARY/WAGE
DATE REPORTING TO WORK
2.
APPROVED: 1.
3.
DEPT. HEAD
EMPLOYMENT MANAGER
GENERAL MANAGER
This form has been designed to strictly comply with State and Federal fair employment practice laws prohibiting employment d1
scr1minat 1 . This
on
Applicat ion for Employment Form is sold for general use throughout the United States. TOPS assumes no responsibility for the inclusion in sa id form of
any quest ions wh ich, when asked by the Employer of the Job Applicant. may violate State and/ or Federal Law.
-17-b
�MONTH 1, Week 3
Day 2:
Making Telephone Calls
Review:
Job Interview
alphabet and numbers
Vocabulary
pay phon.e, public phone
telephone number
need
a dime
wait
who
calling
please
Grammar:
"wh" question:
modal "may"
Materials:
operator
connect
just a minute
good morning
good afternoon
may
hold
Personnel clerk
schedule
appointment
interview
on time
late
cannot come in
reschedule
what, who, when, where, why
teletrainer, coins, vocabulary and dialogue sheet
Dialogue: 1
Receptionists
"Lowell Lingerie Company."
Lam Muoi s
I am Lam Muoi.
tomorrow.
address.
I will not be in today and
Please mail my check to my home
Receptionists
I will connect you with our Payroll Department.
Lam Muoi,
(wait for the connection) I am Lam Muoi, I will
. not be in today and tomorrow. Please mail my
check to my home address. Thank you.
Dialogue 2
Rece,ptionists
Good morning.
Phenoms
Good morning. I am Phenom. My child missed
the school bus. I will be late for work.
Receptionists
Thank you for calling.
Phenom:
Bye.
-18-
Lowell Lingerie Company.
We'll see you later.
�The phone book has a lot of
page is very important.
It has
Look on the first page and find
ti·
'
.: ·. i
'.
,,.,, <.· W,
~·J,f.j·.
·\
1
fire department
'2
· r ~-· 11.ce
F
-~
. :. , ,. .~ .
3
department
.;
ambulance
L
E
-18- a
TELEPHONE
�To A Friend
CONVERSATION
need to talk to my uncle.
1.
I
2.
You can call him.
1.
No,
I
don't have any money.
You can call him collect.
2.
: 00.
I can't.
PRACTICE
I
He
We
doesn't have any money .
don't have any money.
She
You
l
They
I
We
You
He
She
They
You can call
can
call him.
can't
him
her·
me
them
us
coll ec t.
FILL IN THE BLANKS
don't
him
doesn't
her
us
me
any
them
~
1.
2.
She can't call her parents.
She ____ have_ _ _ _ money.
She can call _ _ _ _ _ collect.
3.
He can't call his girlfriend.
He
have ____money.
-He can call _ _ _ _ _ collect. - -
4.
We can't call you and your wife.
We
have _ _ _ _ money.
You can call _____ collect. - - -
5.
'PHONE
I can't call my uncle. ,)._~;t,have
You can call ~ c { o l l e c t .
They can't call you.
They _____have _____money.
They can call
- - - - -collect.
money.
TELEPHON
�MONTH 1, Week 3
Day Js
Calling in Sick
Reviews
Day 2
Vocabulary
coming in
cannot coming in
sick
tomorrow
let me know
what's the matter with you?
Grammars
Materials:
flu
cold
headache
sure
before
indirect object
teletrainer, vocabulary and dialogue sheet
Dialogue
Receptionists "Good Morning - Lowell Lingerie Company"
Huong:
.I am Huong Nguyen, clock number J0,54.
I am sick today.
or
I am H.uong Nguyen, Clock number J0,54.
l will be out all week, doctor's orders.
or
i am Huong Nguyen, clock number J0,54. ·
I am sick, I will not be ih today.
or
I am Huong Nguyen, clock number J0,54. ·
I am sick, I will not . come in today.
I will come in tomorrow.
Receptionists Thank you.
(Supervisors will check with receptionist to find out who is
absent)
-19-
�MONTH 1, Week 3.
Day 4:
Time Card 1 Pay Check, W4 Form
Reviews
Telling time
Days of the Week
Months of the Year
Dates
Vocabulary
always
everyday
punch in
punch out
break
lunch hour
hours shown
correct signature
Grammars
Materials:
start
finish
go home
again
gross pay
net ·pay · ·
deduction
dependent
allowance
federal tax
FICA
tax w_i thholding
medical insurance
other deduction
present time
adverbs of time.
time card, blank card, punch card, pay check,
see English for your First Job, PP 86-87 attached
Fill-in Exercise
What do you do at work everyday?
I always go to work at
I punch in at
I punch out for lunch at
I punch in again at
I punch out at
. and go home •
-20-
•
�MONTH 1, Week 3
Day
5s
Review
Role play--Telephone calls
Listening Quiz
see Ev~yday English, Book 2 B, PP 17 of Employment section
Materials,
teletrainer
listening quiz sheet.
-21-
�z,JSTEN 1·v
1·nL ;:,J._
vru
fILL IN THE BLANKS
June~
eight hours a day.
She
( 1)
a week.
She ________ at 8:00 and
( 3)
- - - - - - -an
(5)
breaks every day --
-----the
(8)
hour for lunch.
- - (4) - - - -at
-
She also
- - - - -minutes
(7)
- -(2) - - - five
-
day s
5:00.
-------two
(6)
coffee
in the morning and 15 minutes
afternoon.
CIRCLE THE RIGHT ANSWER
1.
How many hours does June work every day?
a.
8 hours.
b.
5 hours.
c.
15 hours.
2.
How many days does June work every week?
a.
b.
c.
3.
What time does she start?
a.
b.
.
C•
,.
4.
e.
At 5: 00.
At 8:00.
At 2:00.
How long is her lunch hour?
a.
b.
c.
2 hours.
8 hours.
1 hour.
lvRITE A STORY ABOUT YOU
ry?
I
s?
8 days.
5 days.
2 days.
_,.,
.~
~
_ _ _ _ _ _ _ hours a day .
I _ _ _ _ _ _ _ _ _ _ _ _ _ _ days a week.
I
start at _______ and _ _ _ _ _ _ _ at
I
have
---------- for
lunch.
I have _ _ _ _ _ _ _ _ _ _ _ _ _ breaks every day.
-21-a
"'MENT
EMPWYMENT
�MONTH 1
Week 4:
Day 1:
1
OCCUPATIONAL SAFETY
THE · .GARMEN'l'S
TyPes of Garments We Manufacture ·
Reviews
Looks
Signs
&
Doors
colors and sizes
Vocabulary
lingerie
night gown
slip
half-slip
robe
kind
Grammars
Materials&
negligee
pants
pajamas
garment
sample
just
danger
stay out
no admittance
do not enter
do not open
low overhead
keep off
no smoking
wet floor
wet paint
watch the step
some, need plus infinitive
samples of each garment, vocabulary and dialogue sheet,
see English for YourFirst Job, PP 65, 66, 69 attached.
Dialogue
Claire:
We need to make some sample garments
Huong:
What kind do we need to make?
Claire:
Some nightgowns and some robes.
Huong:
What colors?
Claire:
Light blue and peach.
Kue.ng:
What sizes?
Claire:
Just medium.
-21.-
�.
..
• • _ ...·- ~.,'! ~ ,
...
,.
C'o, =
..,. ,..,,..
"'
'
--~-.:. .~:~.-. . ..
SAFETY
-.:·-.
1
i
.:
-22-a
F l
�1.
Look:
~GER!
I
Signs and Doors.
~
t
NO
Admittance
0
0
0
2.
0o Not
Open
0o Not
Enter
Keep
Closed
Listen and listen.
Stay out.
Keep closed.
Danger.
No
0
admittance.
Do not enter.
Do not open.
-22-b
0
•
�5.
More Signs:
••
I
Watch the
Step
c.
b.
INSrn°kio9
f
¼
~
Look and listen.
Low overhead.
No smoking.
Watch the step.
-22-c
F S
�MONTH 1, Week 4
Day 2 .:
Parts of Garments
Review:
Fire Signs and Lifting
Types of garments
Vocabulary
Sleeve
cuff
bodice
neckline
collar
yoke
his
Grammar,
Materials,
armhole
back
right
left
leg
your
her
fire exit
fire extinguisher
fire alarm
keep clear
fire drill
do not block
bend down
reach
stretch
lift
be careful
too heavy
too high
too big
questions with "do" and "don't"
possessive adjectives
a sample of large picture of a garment with parts
labeled, vocabulary sheet.
See English for Your First Job, PP 70-71 attached.
Chain Exercise,
in a circle each student asks the next, and
point at parts of the garment they wear.
Does your blouse have a collar?
No it doesn't
Does his shirt have a cuff?
Yes, it does.
-23-
�6.
Fire Signa:
FIR·E
EXIT
i•
FIRE
EXIT
h.
Ke&p
C:le'.a,r
g
Do Not
Block
'c)
Look and listen.
!xit.
Do not bl~ck.
Don't block.
~•P clear.
-2J-a
g
g
�7.
Lifting.
a.
Don't
•
b.
c•
Do
Lif t some thing now.
Be careful!
-23-b
F 7
.,f
�MONTH 1, Week 4
Day
J:
Parts of Garments ( continued)
Reviews
Look and Listen
Parts of garments, Day 2.
Vocabulary
leg
waistline
skirt
crotch
hem line
belt
Grammars
wear safe clothes
put thin~ away
don't sleep
pay attention
don't smoke
keep fire exit clear
"or", multiple adjectives.
Materials:
Cards Games
sample of garments, large picture of garment with
parts labeled, vocabulary sheet, cards for identification
game, pile of picture cards for parts of garment,
pile of sizes 4--18.
students draw cards and ask partners parts of
garment, sizes, etc •••
See English for your First Job, PP 76-77 attached.
-24-
�11.
Look and listen.
What's wrong?
Say:
Wear
safe clothes.
Put things away.
Don't sleep.
Pay attention.
a.
Don't smoke.
Keep
out
Don't lift things wrong.
Keep fire exits clear.
b.
c..
d.
c.
i FIRE
: EXIT
0
-24-a
/No Smoking
�Say:
Wear safe clothe•.•
Put things away.
Don't sleep.
Pay attention.
Dou't smoke.
Keep out
~I
Don't lift things wrong.
Keep tire exits clear.
'
.1
.I
,
.
..
~
g•
,.
1.
'
,.
' \
/
/
/
-24-b
F 13
�MONTH 1 , Week 4
Day 4,
Fabrics
Reviews
parts of garments
Vocabulary
fabric
material
cotton
nylon tricot
fleece
satin
velvet
right side
wrong side
knit
Grammars
Materials&
slippery
light
heavy
show
than
comparatives
hot, hotter, hottest.
samples of each type of material, vocabulary and
dialogue sheet.
Dialogue
Claire,
Be careful.
Huong:
OK
Claire,
This is the right side, and this is the wrong side.
Huong:
Please show me again.
• • e
Huong,
OK.
Tricot is more slippery than cotton.
O 0
Now, I see.
-25-
I don't understand.
�MONTH
1, Week 4
Day
5s
Review
Vocabulary Quiza
Listening Quiz,
teacher holds up items, students circle
multiple choice from 10 to 20 items on a
prepared list of vocabulary.
line up
2 or J
different parts of a.
garment, These pieces should be the same color.
Teacher says s The_____is blue. Students
have to mark the right part of garment on
answer sheet.
See English for Your First Job, PP 72-73-74-7'[ attached for
Employment Orientation quiz on "occupational safety".
:..26-
�8.
Look at the pictures. S w h a t is not safe.
••
b.
0
d.
c.
-26-a
�••
f.
-
I
-
0
0
~
.J
v
g.
h.
-26-b
�________________ ___________ ~
....,
..
Q
What'• vrong?
-26-c
�10.
Look and liaten.
Pay attention.
Put thiDgs away.
Wear safe clothes.
Keep fire exita clear.
Keep out
Don't S111oke.
Don't sleep.
Don't lift things wrong.
J
-26-d
F 11
�MONI'H 21
ADVANCED . ST:fJOHING TERMI:OOI.DGY, PERSONNEL POLICIES
Week la
Day la
TRIMMINGS, S~ING, PAYROLL PROCEDURES
Trlmmings--Review Paycheck and W-4 Form
Reviews
Parts of the garment
Vocabulary .
LaCA
Elastic
Piping
Trim
Snip
Grammar I
Materials•
ruffie
binding
freehand
around
attachment
on
edge
put
be sure
work
under
Preposi ti.ons
a sample garment, large picture labelled, sample
of trlmd.ngs, sample of paycheck and W4 form.
Dialogues
Claires
Huong,
Claire•
Huong•
Work the lace around the neckline like this.
Like this?
Yes, very good.
Be. sure to snip the thread.
OK.
-'Z7-
�LOWELL LINGERIE COMPANY
PA VROLL
CHECK
LOWELL, MASSACHUSETTS 01853
DATE
EMPLOYEE NO.
r'b
0
PAV
TO THE
ORDER OF
113
CHECK NO.
PAY THIS AMOUNT
DOLLARS
CENTS
LOWELL LINGERIE COMPANY
UNION NATIONAL BANK
LOWE LL, MASSACHUSETTS
11• 0
53.45
0 t. 3 0 5 q 11 1
EMPLOYEE
I: 0 ~ ~
BY _ _ _ _ _~UT~H==R1=
A
o zE=D~s N~A=Tu=R=E_ _ __
=,o~
3 0 0 t. 5 b I:
SOCIA L SECURITY ND.
--
11• 0
0 00 32
~ 11•
HOURS
I
WEEK END ING
REGULAR
CHECK NO.
O.T .
I
EARNINGS
REGULAR
OV ERTIME
PIECE WORK
MAKE - UP
TAXES DEDUCTED THIS PAY PERIOD
F .I.C.A .
I
FEDERAL
ST ATE
·-
OTHER
NON -TAXABLE
GROSS PAY
43059
OTHER
I
-· ·-
HOLIDAY
DEDUCTIONS
- ----- .
-
LOWELL LINGERIE COMP ANY
LOWELL. MASS. 0185 3
---- - - YEAR TO DATE TOTAL
GROSS WAGES
I
I
F. 1.C.A.
I
I
FEDERAL
I
STATE
I
I
I
PLEASE DETACH AND RETAIN THIS STUB FOR YOUR RECORDS
-:;fl-a
NET PAV
OTHER
I
I
�Paying Taxes
In January your employer gives you a W-2 form that shows how
much money you earned during the previous year, and how much
money was withheld for taxes. The federal government Internal
Revenue Service sends you a booklet of federal income tax forms
and instructions. If your state has a state income tax, you also receive a booklet of state income tax forms and instructions.
If you are self-employed, you will not receive a W-2 form. The
instruction booklet explains what other forms you need to fill out.
W-2 Form
I
, . Ofliciel 1111 1111,
s?i~1f!,~~~ F!~~- !~t!!J!~'!.!
'
~·~·•·'
ACME: NI\CH/NE .SHOP
name ~c1d1ess.
qo 5T'AT£ STREET
ATV YTOWN1 U- S.,l\ . C,GJ'1Cf9
EmptoyN'I IOCill IKUfity nu ....
21
D
t
] IP COOf MO
Fe<i, ,at 1S1
are1
2 W.,.., t1P1, 1nd othtt
F,.,_. income tu withhttd
0/(,-23 - 7384
113'-fSq/
ff CJJ../foZ
Of
rna,n Stre.et
I
C.¥ 0
t1 1
w1l hhtld
4 Toll! FIC4 Wlftl
1553 53
'.
1 •
St11t 111 withhttd
9
10 Sm,
,.,., W •2
APP ROWID I. I . I .
Dopon ...01 of 1111 T11....,-ln1fflllf R t - Stmrl
S111, W19fS
I t.f 1.31
On:/ o U 5.A qqqqq
um,
I
--~ ol
J o5eph Neha..
! '-1
~
3 FICA tmployH
qU1ilhtd pen1ion pl1n. lie .?
S Wu tfT'tployN cowud by 1
print EMPLOYEE "S NIN , addrea, and ZIP codl brtlow
, ,..."" mufl •l ine wit h ar row)
I
• S,w •"I U W I IOftt -
1den11ty1ng
number
comptnsttton
Type
Name •
~m•
D
Copy A For Internal
Revenue Service Center
£MPl0V£ R'S
11 City or local
12 City o, lo ca l
13 City
Of
loc• ll ty
. .
,,_ ,,,
Questions
1
2
3
4
What is Joseph Melia's social security number? _____
How much money did Joseph Melia make in 1976?
gross income ____________ _ _
net income - -- -_ __ __
.
How much was withheld from his wages during 1976?
federal tax _____ __
state tax
social security tax (F.1.C.A.) ___ __ _
Do you know what the maximum amount is this year that can be
withheld from a person's wages for social security? Check your
federal tax instruction booklet to find out.
- - - - --- -- - -- -- - - - - - -
-
------ - - -- --- - - -- -
-27-b
�MONTH 2 , Week 1
Day 2s
Stitching--Hourly Paid Workers
Reviews
Parts of garment
Vocabulary
Straight
Menow
Chain
Seam
Shirring
only
applique
shir lace attach
piper
menow
machine
trimmer
l
hourly rate
number of hours work per day
number of days per week
gross pay, net pay
deductions
Federal Tax
FICA
health insurance
Grammar•
Materlalss
Modals have to,
can.
samples of' different stitches, vocabulary sheets
Dialogue
Huongs
Claires
How can you make a chain sti'til?
My machine only makes a straight stitch.
machine
~h, you have to use a
special
to make a chain stitch.
-28-
�MONTH 2, Week 1
Day J•
Broblem--Overtime Pay
Review a Size, good work, bad work unit.
Vocabul.a.x:y
wide
Too
Big
Small
Long
Short
Grammars
Materials•
narrow
not straight
do it again
finished
time and half
over thirty f1 ve hours per week
over seven hours in one day
Saturday work, time and half
Sunday work, double time
work on paid vacation day, time and, half
Too, very
samples of bad work
Dialogue
Huong•
Claire•
Huong•
Claires
Huonga
Claire•
I'm finished.
Let me check these.
OK.
'l'hese,a:te good.
I'm sorry.
'lhese are not good.
I '11 do them again.
Good.
-29-
'!hey are not straight.
�MONTH 2, Week 1
Day 41
Problems
Review•
Day J
Vocabulary•
Oh dear!
Take it out
Too near the edge
Bunched up
It's crooked
Not too fast
A little
Much
Running off the edge
Slow down
Grammars
Materials•
Much too
A little too
------
------
Samples of bad work
Dialogue
Huong•
Claire•
Huongs
Oh dear, help!
'!he machine is running mueh too fast.
It's all bunched up.
Take it out.
Do it again.
Slow down.
OK.
-JO-
�MONTH 2, Week 1
Day
5•
Review
Role Plays
Listening quiz
-Jl,...·
�MONTH 2
Week 2s Problems with the Machine.
Vacation Pay 1 Holiday Pay, Sick Pay
Vocabulary
ma.chine
cae;e
fix
fall apart
number
needle thread wrong
broken
stuck
doesn't go
doesn't run
light
material too light
bad tension
bad stitch
change
name
material too heavy
Vacation Pay
Contributions
Computation a
Lowell Lingerie Company make1 contribution to
the Union which in turn issues vacation pay
to eligible employees.
Vacation -;ay is
computed twice a years
May 1 4 1/2 % of gross earning of the previous
ealendar year
Novembers l 1/2 % of gross earning of the
previous calendar year.
Vacation Without Pay
Employees who are not elegible for vacation pay can request
up to two weeks time off as a vacation without pay.
Plan Close Down
First week in July for one week, without pay.
Last week in December for one week, without pay.
Grammars
Materials•
modals should, had better
Past tense "did"
machine, flash cards of parts, samples of bad stitch,
sample of bad tension, sample of light material,
sample of heavy material.
Dialogue
Claires
Huonga
Claire•
Huong•
Claire•
What's the matter?
The machine doesn't work.
Did you check the thread?
Yes, I did. It's OK.
We'd better call a mechanic.
-32-
�MONTH 2
Week 2 (continued) Review People You Should Knowo
Holiday Pay.
Vocabulary
Production Manager
Floor lady
Service Girl
Service Person
cleans
repairs
gives out order
Mechanics
Janitor
coordinate work flow
sets rates
supervises
stitching supervisor
directs the department
Holiday Pay
Holiday will be paid after JO days of employment of newly hired
employees.
Employees will be paid for the following holidays•
1. New Year/s Day
6. 'Ihanksgiving Day
2. Washington's Birthday
7. Day after 'Ihanksgiving
3. Good Friday
8. Christmas Day
4. Memorial Day
9. Last Working Day before Christmas
5. Labor Day
10. Last Working day before Summer
Vacation
11. Patriots Daya
An employee shall not be eligible for holiday pay if, while work
is available, he/she fails to work the day before and the day
after the holiday, unless such absence is for a justifiable cause.
In the event work is performed on a holiday, it shall be paid for
at the rate of time and one-half, in addition to the holiday pay.
Grammars
Materials,
contraction she's, that's, who's.
Relative clauses• she's the woman who ••••• /that •••••
pictures of people, calendar with marked holidays.
Dialogue
Huong,
Mais
Huong&
Maia
Who's that?
That's Claire
Is she the Service Person?
No, she's the Floor Lady. She's my boss.
-33-
�MONTH 2
Week Js
Good Work Habits, Bad Work Habits.
Leave of Absence.
Vocabulary
leave
eat
before
floor
grease
lint, remnant
wipe up, pick up
bugs
work
litters
turn off
attracts
after
oil
everytime
Rules
lo
2.
J.
4o
So
6.
7.
Turn the machine off everytime you leave it.
Keep the machine cleano Wipe it before and after you use it.
Wipe up oil drips and grease. Clea~ up lint.
Don't eat on the stitching flooro Food attracts bugs.
Don't leave food on the stitching floor.
Don't litter the stitching floor.
Pick up remnants on the floor.
Leave of Absence
Leave of absence will be granted fors sickness, pregnancy, maternity,
diesability, military services, jury duty, and union businesses.
Authorized leave of absence can be extended up to 180 days.
Employees return from authorized leave of absence a.re tmtitled to
job rights set forth prior to leave.
Death1 in Familys employee after one year of employment is entitled to
3 wcy-s pay for death of member of the immediate
family (father, mother, brother, sister, husband,
wife, son, and daughter), 2 days pay (father-in-law,
mother-in-law, grand father, grand mother).
Lost Times in excess of 15 minutes such as waiting, machine trouble,
will be paid hourly rate,lost time must be recorded and
approved by immediate supervisor.
Jury Dutys employee will be paid time off for jury dµty.
Tardiness: excessive tardiness will be reported to supervisor for
disciplinary action.
-J4-
�MONTH 2
Week 3 (continued)
Vocabulary
hard worker
on time
clean/neat
good-natured
dependable
reliable
remember
pleasant
Grammars
Materialss
lazy worker
late
messy
moody
not dependable
unreliable
forget
unpleasant
should, comparatives
stick w1 th it
give up
efficient
wasteful
careful.
careless
cooperative
uncooperative
er, more, est.
flashcards, pictures of e (or more) workers to illustrate
characteristics, picture of What's wrong hereo
Dialogues, Stories, Exercises
Everyday English Book 2 B (Employment Section)
Dialogue Page 35 -a
35 -·b, c
Story Page
35-·d
Story Page
-35-
�CONVERSATIONS
Mr. Duong To His Boss
take long coffee breaks?
1.
Do I work hard?
1.
Do I
2.
Yes, you do.
2.
No, you don't.
1.
Do I come on time every day?
1.
Do I
2.
Yes, you do.
2.
Yes, you do.
1.
Can I have a raise?
2.
Yes, you can.
learn new things?
LISTEN TO THE STORY
WRITE SENTENCES ABOUT MR. DUONG
1.
2.
happy
5.
his wife
6.
work hard
7.
J-
a raise
4.
t
710. ~ ~~
a good job
3.
'.,OYMENT
got promoted
spend money
- 3_
5-.a
~~~ -tJ
.
EMPLOYMENT
�,
'·
.
.
.
~
/!
,:,,:./
,
."!·
READ TRE STORY
Bill is a kitchen helper in a restaurant.
He helps the cook.
He chops the vegetables and cuts up the meat.
PRACTl
He has to clean the kitchen, too.
lie runs errands.
WRITE
Yesterday Bill was lazy.
He help~d the cook.
1.
He chopped the vegetables and cut up the meat.
2.
He ran errands.
3.
He didn't clean the kitchen.
4.
5.
COMPARE AND PRACTICE
6.
YESTERDAY
EVERY DAY
7.
He hel,es the cook.
He helped the cook.
He chops vegetables .
He chopped vegetables.
He cuts up the meat.
He cut up the meat.
He runs errands.
·re cleans the kitchen.
He ran errands.
9.
10.
He cleaned the kitchen.
-35--1,
8.
EMPWYMENT
A
�Bill And His Boss
CONVERSATION
1.
Did you chop th e vegetables yesterday?
2.
Yes,
1.
Did you cut up the meat?
2.
Yes; I did.
1.
Did you clean the kitchen?
2.
No,
I did.
I didn't.
I'm sorry.
I forgot.
PRACTICE
Did you clean the kitchen?
Yes,
No,
I did.
I didn't.
WRITE QUESTIONS AND ANSWERS
did
1.
1M, you
didn't
cut up the chicken yesterday?
Yes , ~
2.
y ou clean the floor yesterday?
No,
3.
you chop the vegetables yesterday?
Yes,
4.
you cut up the meat yesterday?
No,
5.
you clean
d,iAL.
?
6.
7.
8.
9.
10.
--35--c
-.,OYMENT
EMPWYMENT
�,
READ THE STO RY
..
--,
The e mployment agency helped June get a job.
•
i al
tomorrow.
She will start
It's her first job in the United States and she is
very nervo us .
She'll have to ask a lot of questions, but she will
learn a lo t very quickly.
3
y/9~
PRACTICE
I
5..:L
Year
He
next week.
She
We
0
You
"i:.l~O
will start
tomorrow.
They
next month.
Will she ask a lot of questions?
Yes, she will.
No, she won't.
i a1
ANSWER THE QUESTIONS
1.
2.
Will s he start next week?
3.
Is she nervous?
4.
Will s he ask a lot of questions?
5.
Will s he learn a lot?
6.
Is thi sher first job in the U. S. ?
7.
Year
Did Ju ne find a new job?
Did th e employment agency help her?
-35-d
EMPWYMENT
'E:MPWYMENT
�MONTH 2
Week J (continued),
Accidents At Work
Reviews
Parts of the body
Vocabulary
Emergency
Get an ambulance
Call the police
Hurts
Broken
Hearl attack
Stroke
Very sick
Can't breath
Shock
Grammars
Get a doctor
Don't move
Help me
Hospital
Sprained
Fell
Can't walk
Can't move
Bleeding
Wounded
Fire
Get out
Call the Fire Department
Call the Nurse
Get a stretcher
Get a blanket
Get a bandage
Can't see
Choke
imperatives, modals "can", "have to", future tense.
Materials•
pictures of human body and first aid items, vocabulary
sheeto
Dialogue
l.
2.
Huong,
Marys
Huongs
Marys
Huongs
What's wrong?
Huongs
Emergency:
Get the supervisor
What \happened?
Johns
Huongs
I f:ell, and my back hurts.
Can you get up?
No, I can'to
Don't move. I am going to call the supervisor.
Susan got a shock.
She can't move.
Accident at Work Procedures&
If you cut your finger, fall down, or hurt yourself in any way,
you. should call the floor lady or supervisor immediately. No
matter how light the accident may seem to you, you should
report it. Your supervisor will take you to the First Aid
Room. If your pain is intense, she will take you to the
hospital.
If your needle is broken, try to find the broken part of the
needle, it may be in your hand or some part of you body. You
may have to go to the hospital for an X-ray.
-J6-
�Parts of the Body
face
"---------shoulder
back
arm---------
leg
toe
foot--------~
�I,
t\
. -1•
~··
·"'
r _., ~
',
·1...
hair _ _ _ _ _
forehead
eyebrow
-
eyelashes _...---- _
,~~..l
-
---
--
f-11
--~\] -:; I '
f
I
eye
~
-;
.
I
I
i
if--
nose
)
---- · ~
(
L)
-------
1
...._ cheek
I
moustache
lip
\
-~
teeth ,-,
'
l_
/
..
J\\L
, le;.
..----
/
knuc kle -
\
~
~
-- ~
· ..
~
)
thumb
wrist
,
I
' ......_ ....____
_
(
' - --·
finger
i,
-,36-b
\
�Inside Your-Body
-
..
__ ___ Brain
•'
Muscle
~-
..
-.
----- Heart
· Lung
· Diaphragm
-- Liver
- --- Stomach
-- ~
.
- Large Intestine
.
, \
.
)
'\
I
A>\ ,_)
~
--·--\
~ -~
\
.t j,t\
r
l
'Z'j/ --•ve;n,
Small Intestine
•
(
"-----
·' ·1
l.
.
.. ~~,
'
,....
_____
____ ___
)
\ '.
I
-J6-c
I
j
�MONTH 2
Week 41
An Introduction to Your Union
Vocabulary
ILGWU International Ladies Garment Workers Union
Union
Initiation fee
~elong to
working conditions
union dues
join
benefits
not yet
pay
in ___ months
training
still
People you should know from your union
-Union Chairperson
-Price Committee Person
-Mens-finishing
Grammars
Materials•
-Shop Committee
-Cutting Room Steward
-Union Business Agent
future tense--Will
preposition of times
flashcards,
story.
in
- - months
visits by union officer, dialogue,
Story
After J months at Lowell Lingerie, Huong will join the ILGWU.
She will pay her initiation fee $15. This fee will be deducted
from her paycheck. Then she will belong to the union. She will
get good benefits. She will get good pay, too. She will pay
$11 dues every month. This dues will also be deducted from
her paycheck.
Dialogue
Huong:
M s
ary
Do you belong to the union?
Yes, I do. Do you?
Huong :
N not yet.
o,
-37-
I am still in training.
�MONTH 2
Week 4 (continued)
Taking Breaks
food, buying, money.
Reviews
Vocabulary
coffee break
caterer
lunchroom
choose
vending machine
out of order
out of
bathroom
lunch break
coin return
water bubbler
get back to work
men's -
ladies
think
Grammars
---
only, imbedded sentence--! think that's •••
Materials•
Picture of a vending machine, play or real money
for role playing, pictures of food, pictures of
places for meals.
Dialogue
Huong•
Excuse me.
Tail
Yes?
Huong•
Tais
lo
This is a line.
OK. I'm sorry.
That's OK.
Huong•
2o
Caterers
Mais
A sandwich and a can of juice.
Sorry. I only have $10.
Caterer•
Mais
That's O.K.
That's $2. 20.
$2.20, J, 4, .5.
I think that's wrong.
Caterers
Excuse me.
Oh, I'm sorry.
Mail
Thank you.
Caterers
I gave you $10.
Bye.
Here you are.
Bye.
Practice or Show and Tells
-J8-
Show students how to use a vending
machine in the lunchroom.
�Month Js
INI'ERPERSONAL COMMUNICATION AT WORK, PERFORMANCE APPRAISAL,
REVIE..V PERSONNEL POLICIES AND UNION PRACTICES
Week ls
Socializing, Review "Payroll Procedures"
Reviews Payroll Procedures (see PP 40, a,b,c,d)
Vocabulary
Weekend
went shopping
watched TV
went to a movie
went to the park
went to the beach
Family status,
married
single
divorced
widow
widower
visited my
vacation
mistake
Grammars
like to
outsick
that's too bad
played basketball
played ping pong
played games
son
daughter
husband
wife
aunt
uncle
niece
last weekend
holiday
I think
stayed home
what's the matter
played soccer
played tennis
played cards
went swimming
father
mother
in-law
brother
sister
cousin
nephew
next weekend
excuse me
I'm sorry
review "wh" question, past tense, future tense,
this, that, these, those.
-Who is that?
-Where do you live?
-How long have you lived there?
-How long have you been working here?
-What's your name?
Dialogues
Johns
Tuans
Johns
1.
Johns
Hello. What's your name?
Tuan Tran. What's yours?
I'm John Smith. What do you do?
I'm a stitcher. What do you do?
I'm a mechanic.
Oh!
Do you live near here?
Yes, on First street. Where do you live?
On Market street. Oh, time's up. Got to get back to work.
See you later.
Bye.
Marys
Mai:
Marys
Mais
What did you do last weekend?
I stayed home. And you?
I went to the park.
ummmm,
Tuan:
John:
Tuan:
John :
Tuan s
Johns
Tuans
2.
-'Yi-
�Jo
Tail
Harry,
Tai a
4.
What are you doing next weekend?
I am staying home. And you?
I am going shopping.
Franks
Hello Thanh. How are you?
Fine, thankso And You?
Not bad.
Thanh I
Frank, this is Quang.
Frank:
Thanh,
Pleased to meet you Tuan~
I'm Frank.
Excuse me, Frank. His name is Quang. Not Tuan.
Franks
Oh!
Quangs
That's OK.
Franks
Thanh a
Sorry Quang.
-40-
�LOWELL LINGERIE COMPANY
12-14 Perkins Street
Lowell, Mass.
01853
*PAYROLL PROCEDURES*
1.
UNION & TRAINEE EMPLOYEES:
1. TRIAL PERIOD
a.
Trial Period for Newl Hired Em lo
Workers, and Hourly Paid
The Trial period will be four weeks during which they may
be discharged without regard to cause.
The rate for experienced workers will be set by the Plant
Manager according to their experience. Stitching Employees
hired at a rate lower than the minimum in their classification,
agreed upon between the union and the Company, will be paid
the minimum rate after completion of the trial period.
If the employee is terminated during the trial period due to
slowdown in production and rehireq within six (6) months,
the rate at the time of rehire shall be the same rate received
at the time of layoff.
Employees terminated during the trial period and rehired after
six (6) months will be considered as new employees.
Employees who are not members of the ILGWU at the time of hire
will be requested to join the Union after completion of the
trial period upon approval of the Personnel Manager.
b.
Inexperienced Piece Workers (Including Stitching Trainees).
The trial period will be thirteen (13) weeks during which they
may be discharged without regard to cause.
The rate during the trial period will be $3.75 per hour, or
the effective Federal Minimum Wage, whichever is higher
Commencing with the beginning of the fifth week of their
employment, and every four weeks thereafter, they will
receive an increase, as follows:
Weeks
Rate
Hiring date
Thirty days
Sixty days
Ninety days
3.75
3.90
4.10
4.35
until they have reached the minimum for their classification.
The Plant Manager, at his descretion, may accelerate these steps
due to greater proficiency of the Trainee, to enable the
Trainee to reach the minimum in a shorter length of time.
-40-a
�UNION EMPLOYEES
1.
(continued)
Trial Period
b.
(Continued)
The Plant Manager will give the personnel department signed
instructions for any exception to these procedures.
Trainees may join the Union before end of trial period upon
approval of the Personnel Manager.
If the employee is terminated due to slowdown in production
or temporary interruption of the training program and rehired
within six (6) months, the rate at the time rehire shall be
the same as the rate received at time of the layoff.
Employees terminated during their trial period and rehired
after six (6) months will be considered new employees.
2.
Overtime Hours
The standard hours of employment are 35 hours per week, divided
equally into five (5) days. All work outside daily working
hours shall be considered as overtime and shall be paid for at
the rate of time and one-half.
Saturday work, as such, shall be considered overtime and shall
be paid for at the rate of time and one-half.
Trainees must work five days during the week to receive time and
one-half on Saturday.
Premium overtime for piece workers is based on total hours
worked, divided into total gross pay earned current week.
EXAMPLE: Worked 40 hours, earned $200.00 (includes piecework
earnings, and all other earnings).
$200.00 divided by 40 hours= $5.00 per hour
Premium overtime rate
= $2.50 per hour X five overtime hours.
3.
Holiday Pay
Holiday pay will be paid after 30 days of employment of newly
hired employees.
Employees will be paid for the following holidays:
1.
2.
3.
4.
5.
New Year's Day
Washington's Birthday
Good Friday
Memorial Day
Labor Day
6.
7.
8.
9.
10.
11. Patriots Day
-40-b
Thanksgiving Day
Day after Thanksgiving
Christmas Day
Last Working Day before Christmas
Last Working Day before Surrnner Vacation
(eff. 1983)
�UNION EMPLOYEES (continued)
Holiday Pay (continued)
Note: The last working day before Christmas may be changed to
the day after Christmas, if Christmas day is on a Thursday.
An employee shall be ineligible for holidy pay if, while work
is available, he fails to work the day before and the day after
the holiday, unless such absence is for a justifiable cause.
Also, Holiday pay will be paid to an employee who is on a leave
of absence or laid off for lack of work, if she returns to work
within three (3) months after the date of the holiday.
Holiday Pay for each piece worker shall be based on average
earnings during the employee's last four (4) weeks of full
employment prior to the holiday.
Holiday Pay for time workers shall be based on their hourly rate.
In the event work is performed on such holiday, it shall be paid
for at the rate of time and one-half, in addition to the holiday pay.
Leave of Absence
Employees must request a leave of absence in writing to the Plant
Manager.
1.
a.
An employee who has been absent because of his own bona fide illness,
subject to verification by a physician's statement, and returns to
work within six (6) months after such absence begins, shall be entitled to his regular job prior to such absence.
If he returns to work after six (6) months but within one year, he
shall be entitled to (i) his regular job prior to such absence, if
available, (ii) if it is not avaiable, to another job, at the same
rate of pay, and (iii) otherwise to any job. In any case he shall
be entitled to his regular job if it becomes available during the
succeeding four (4) months.
b.
If an employee returns after one (1) year of such absence but not
later than one and one-half (1-1\) years of such absence, then such
employee shall be entitled to any job available.
2.
For purposes of this Article, prP.gnancy and disability resulting
from pregnancy and delivery of a child shall be deemed upon verification by physician's certificate like any other illness.
3.
Regardless ofwhether or not an employee is disabled by pregnancy or a
pregnancy-related condition, an employee shall have a right to maternity leave upon certification by her physician that she has reached
at least the sixth month of pregnancy.
She shall also have a right to maternity leave regardless of disability
for three (3) months following child birth. Reinstatement following
her return from maternity leave shall be in accordance to reinstatement
und~r paragraph 1 (a).
4.
An employee may obtain a leave of absence for military service or for
union business.
-40-c
�UNION EMPLOYEES (continued)
Leave of absence (continued)
6.
a.
Any leave of absence may be extended up to an additional one hundred
and eighty ( 180) days for good cause shown.
b.
5.
The Employer shall not unreasonably withhold its consent to the odgi-:
nal application or the extension.
An employee who returns to work under the terms of a leave of absence
granted under paragraphs 1, 2, 3, 4, or 5 above shall be entitled to
the job rights set forth in paragraph 1 above. An employee who returns
to work after an absence authorized under paragraphs 4 or 5 above, shall
be entitled to his regular job prior to such absence.
Death in the Family ·
In the event of death in the family of an employee, employed for a
eriod of one (1) ear or more, the employee shall receive upon return
to work a maximum of three 3 days pay, for Family: Father, Mother,
Br,other, Sister, Husband, Wife, Son and Daughter.
Two ( 2) days pay, for ,Family: Father ;In:--Law, Mother In-Law, Grandmother,
and Grandfather. Said pay shall be computed in the same manner as holiday
pay.
Lost Time
Piece workers will be paid· their hourly base rate for lost time; such
as, waiting, _ achine trouble, etc., in excess of 15 minutes.
m
Time must be recorded on piece work sheets and approved by employee's
immediate supervisor, or in the case of mac_ ine trouble by the
h
mechanic.
Jury Duty
An employee shall be granted paid time off for jury duty. For a time
worker such. pay shall be the difference between jury pay and his
regular rate. For a piece worker such pay shall be the difference between jury pay and his average hourly earnings.
Tardiness
Employee's time will be computed exactly to the minute punched o~ their
time card. Excessive tardiness _ ill be reported to the -supervisor
w
for disciplinary action.
-40-d
�CAMBOD IAN TRANSLATION OF PAYROLL PRODEDURES
12-14 PERKINS STREET
(Page 1 of 3 pages)
LOWELL, MASSACHUSETTS 01853
TELEPHONE 617 454-04111
P.O. BOX 409
. NEW YORK OFFICE
EMPIRE STATE BUILDING , ROOM 4213
350 FIFTH AVENUE
NEW YORK, NEW YORK 10118
(212) 8115-21148
CARROLLT. VANHOOSER
PRESIDENT-TREASURER
?1'. .
3:
-40-d-l-
���LAOTIAN TRANSLATION OF PAYROLL PROCEDURES
12-14 PE RKIN S STREET
(Page 1 of 4 pages)
LOWELL, MASSACHUSETTS 01853
TELEPHONE 617 454 ,0491
CARROLLT. VANHOOSER
PR ESIDENT-TREASURER
P.O. BOX 409
NEW YORK OFFICE
EMPIRE STATE BUILDING , ROOM 4213
350 FIFTH AVENUE
NEW YORK , NEW YORK 10118
(212) 895,2948
-40-d-4-
�_µOTIAN TRANSLATION OF PAYROLL PROCEDURES
U
u ) ) j ~ ")')..)
u"' 'o-n
("')
~-
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�VIETNAMESE TRANSLATION OF PAYROLL PROCEDURES
12-14 PERKINS STREET
(Page 1 of 5 pages)
LOWEL L, MASSACHUSETTS 01853
TELEPHONE 617 4!>4·0491
P.O. BOX 409
CARROLLT. VANHOOSER
PRE~DEN~TREASURER
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NEW YORK OFFICE
EMPIRE STATE BUILDING , ROOM 4213
3~ FIFTH AVENUE
NEW YORK, NEW YORK 10118
(212) 695-2948
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*QUI CHE VA THE LE VE LUONG BONG*
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I. NGHIEP DOAN VA NHAN VIEN TAP SU
THOi GIAN TAP SU
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Mu'on -Nhtin -Da Co
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doc tuy theo kinh nghi~m co san cua nhan vien nay. Neu nh n vien nao dude
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thue muon vi gia luong thap hon gia qui dinh trong khe uoc cua Nghi~p Doan,
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s; du6c tr£ lu6ng bang gia qui dinh trong khe ubc saulhi duong s~ hoan t~t
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th6i gian tap su .
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truoc khi bi sa thai.
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Nhan vien bi sa thii trong thoi gian tap
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trong vong 6 th~ng st ducic coi nhu la nh~n vie~ moi.
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Nhung nhan vien moi khong co chan trong Nghiep Doan, sau khi hoan
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tat thoi gian t~p si voi su chap thuan cua ban Giam-doc, se duoc g~i gia
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nhap Ngh1.ep -!)oan.
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Kinh Nghiep Ve Nganh May
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Thoi gian tqp s~ cho nhJ ng nhan vien nay duoc qui d~nh la 13 tuan le.
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Trong khoan th6i gian nay duong s~ co the b~ sa thai vi bat cu ly do gi.
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la $3.75 mot gio, hay bang
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�VIETNAMESE TRANSLATION OF PAYROLL PROCEDURES
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luong toi thieu qui dinh boi chinh phu Lien-bang.
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Ke tu tua'n le thu nam sau
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ngay nh~n viec va cu m6i 4 tuan tiep theo do, duong
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se dude tang luong
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Tuan Li
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Ngay nhan viec
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$3.75 mo1 g10
30 ngay
$3.90
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60 ngay
$4.10
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90 ngay
$4.35
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Cho de kh1' d uong s~ 1 en d en muc 1-uong to1 t h. r '2 qu i d. h trong ngan h
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Nguo1 Quan-doc co the· d4a theo quyet d~nh rieng, quyet
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trong m~t thoi gian ngan hon.
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chi thi r1eng cho Phong Nhan Vien ve quyet dinh ngo?i le ke tren.
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Nhin vi~n t~p s~ c~ th~ gia nh~p Nghiip <loan tru~c khi hoan tSt
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bi sa thai vi thieu cong V1~C lam, hay vi ly do
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gi p h.,,., gian <loan th~i gian t~p su, va du~c thu~ mJon lai trong vong 6 thang,
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ti~~ luo'ng khi du9c mub~ l~i sr ba~g muc lubng 1rnh truoc khi bi sa th~i.
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LtlONG PHU TROI
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Gio lam viec dude an dinh la 35 gib moi tuan, chia deu cho 5 ngay trong
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se duoc tra gap ruoi ti~n ludng thuong.
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tra ludng ph~ troi neu la-m vH~c them ngay Tho Bay.
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Luong phu tro1 cua nhan vien lam khoan se duoc tinh tren tong so gio
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chia cho tong so ltiong lanh trong tu&n.
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Lam 1+0 tieng, lanh dubc $200 tong c<;>ng.
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Luong ph~ tr<?i = $2.50 moi gio x 5 gio lam ph!-1 troi
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Nh~n vien sf' du~c tr~ lJ~ng trong ngay nghi le sau khi bat da~ lam
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New Year's Day
Washington's Birth-Day
Good Friday
Memorial Day
Labor Day
Thanksgiving Day
Day after Thanksgiving Day
Christmas Day
Last day before summer vacation
-NgayTet Duong Lich
-Ngay Washington'
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Nhan vien se dJoc tra lu'ong trong nhung ngay le nhu sau:
Patriot Day
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Ngay lam viec cu6i cung trubc ngay Giang Sinh c6 th~ dJoc doi lai ngay
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sau ngay Giang Sinh, neu ngay Giang Sinh nham vao ngay thu nam trong tuan.
Nh~n vien se du'Bc lci'nh luong trong ngay le, n~u du"bng su bt lam
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chinh dang.
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Luong ngay le cho nhung nhan vien lam tung gio se duoc tra can cJ
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lam vi~c trong ngay le, duong su se duoc tra luong gap ruoi c~ng them
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va nop cho nguoi Quan-doc tai hang.
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sau 6 thang nhung duoi 1 nam, thi cung se duoc tro lai lam viec cu cua minh
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duoc thue muon l~i trong cong vf~c khac cung m?t so luong voi cong vi~c cu.
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n~y se duoc cuu xet theo dieu kien 1. (a) ke tren.
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de cung se du(?C cap giay nghi phep.
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s. a. Bat cu thoi gian nghi phep nao cung co the xin gia-han the~ den
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(4) va (5) se dJ9c quyen xin trd ve lam lai vi~c ~u cua minh.
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GIA-DINH CO TANG
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Tien luong se duoc tinh giong nh~
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THOI GIAN CHO--f>QI
Nh~n vi;n lam kho~n va; dude tr~ ludng gib- day du'ne~ phli ch• -vi miy
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th~ va ph:i dude Gi~m thi cJ-a duo"ng St! chfip thuan.
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BOI THAM -DOAN
(Jury Duty)
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Nhan vi~n l~nh lut:>hg thud~g se· dti~c tnf" th~~ pha~- sai biet giua'
luong Boi Tha~ va lubng thuong.
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Read and practice.
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I thinK thats rn~
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This is MY joe.kt.
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This/That
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These/Those
Excuse me. I thinK
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Practice these conversations.
LOST AND FOUND
A. Is THI~ your umbrella?
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B.
No, it isn 't.
A. Are you sure?
B. Yes, I'm sure.
THAT umbrellA is -brown, and MY umbrella is black.
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·A. . Are THE SE your hoots'>
B. No, they aren't.
A.
Are you sure?
B. Yes, I'm sure.
THOSE hooti. are dirty, and MY boots are clean .
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Make up conversations, using
colors and other adjectives you
know.
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1. wat.ch
4. gloves
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litth· hoy
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�MONTH 3
Week 2s
Piecework--How Rates Are Set and How to Figure Your Earnings.
Vocabulary
piecework
tickets
piece rate
bundle
styles
need more work
master an operation
add on percentage
ineentive pay
make a rate
turn _ _ on
build speed
rated on difficulty
base pay
seniority
great
NUMBER OF DOZENS X PIECE RATE
= PIECERATE
capable
gumsheet
stick _ _ to
quota
out of work
cab
keep a record of work
EARNINGS X ADD-ON PERCENTAGE
TOTAL EARNINGS
Grammars
conditional "if", "when".
Materials•
sample tickets,
gum
sheet
Chain .Drill
-When
-When
-When
-When
-When
-When
I'm capable, I'll start piecework.
I start piece work. I'll make incentive pay.
I do piecework, I'll build speed.
I finish a bundle, I'll need, more work.
I get a bundle, I '11 read the ticket.
I finish the bundle, I '11 put the ticket on the gumsheet.
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NUMBER
COUPONS
START:
FINISH:
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TOT AL HOURS:
10CIC
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AMOUNT .
DATE
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INSTRUCTIONS
Po•t• on• c oupon ; n each apace.
Keep each lot or kind t ogether.
Write the quant ity , f coupor, s one!
price in apace ot , ,ght ; then totol,
Only co vp on s on sheet
cw, d reco,cled ., i II be pohf.
Do Not Fold Sheet
When Wet
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a••~ a:vu
!:t
t'
I
II 0 AO 8Ctf1LL U
PAIII,
ILL,
�MONTI! 3
Week ~ {continued.) Finding · Your Way Around the Factory
Reviews
prepositions and direction vocabulary from previous lessons.
Vocabulary
department
tracing
stitching
labelling
office
corner
stairs
elevator
designing
cutting
payroll
packing
personnel
go
flight
past
pattern making
cashier
finishing
shipping
nurse
turn
hall
Grammar, --review questions• How do J get to_ __
Where is
-Embedded. questions Please tell me where ___ is.
---
Materials•
tour factory, map of factory, blank maps students use
for direction exerciseo Then fill in.
Dialogue
Huong,
Claire,
Huong,
Please tell me how to get to the packing department.
Go straight past the lunchroom. Turn left. Go
straight to the backo Turn left. You will see the
stairs. Go down 2 flights. You will see the
packing department.
Please say that again .
Claire•
Huong,
(same as above)
Thank youo
-47-
�MONTH 3
Week 31 Medical Coverage--Health and Welfare Benefits
(refer to NORTHEAST DEPARTMENT ILGWU HEALTH AND WELFARE BOOKLEI')
Vocabulary
benefits
eligible
coverage
appeal
deductable
Grammars
Material&
covered
payable
terminated
hospital benefits
eyeglasses
not covered
not payable
file a claim
medical-surgical benefits
disability :t>enefits
If and When conditional
Negative question.
translation sheet from bilingual tutors.
Dialogue
Huong&
Marya
Huong a
Marya
Huongs
Are you a permanent employee?
Yes, aren't you?
No not yet, I'm still in training.
When you are full-time permanent, you will get health
and welfare benefits.
That's good.
-48-
�MO~
lTH 3
Week
3 ( continued) Review Union Practices
(refer to "YOUR UNION" PP 49 a, b, c.)
Vocabulary
represent
negotiate
pension
elect officials
member
Grammars
Materials•
entitled to
benefits
hold a meeting
retirement
a right
file a complaint
hospital plan
seniority
relative clause, anyone/someone, anybody/somebody.
visit from union chairperson, translation sheet
from bilingual tutors.
Dialogue
Huong•
Marys
Huoru,;1
Mary•
Huong:
Marys
After I join the union, can I get benefits?
Anyone who is a member of the union can get benefits.
What benefits?
Heal th and welfare benefits.
After I join the union, do I get a hospital plan?
Anyone who is a member of the union is entitled to
hospital benefits coverage.
Huongs That sounds good.
--49-
�YOUR UNION
.
UNION DUES,
Union dues are $11.0C, per month. $15.00 initiation fee is withheld from
your pay the first month. The $11.00 dues are deferred until the second
month. At that time your first month's and your second month's dues are
withheld. A total or $22.00. Thereafter only your monthly dues or $11.00
will be withheld unless you are in arrears.
Your union dues pay for the operation of the union. The functions of the
ILGWU are many, The negotiating and enforcement or contracts, the processing of complaint, grievances and arbitrations, administering the services and benefits, organizing unorganized workers, providing education,
legal assistance, and countless other services both large and small to
every ·member.
HOW THE UNION WORKS ON THE JOB,
Within today's production industry, "On theJob" problems are a common
thing to every working person.
The type ot work we are assigned to dos the method by which we are paid
and how long we are on any particular job--All can have an important etfeet on our production and the amount of money we earn.
Added to these production concerns there exists in every ILGWU shop cer-• .
tain conditions of work. These deal with such things as the proper payment ot craft . minimums, the maintaining of piece-rate schedules, methods
ot distributing work, assignment io other jobs, proper allocation•ot overtime and so on.
YOUR UNION CHAIRPERSON,---------- ELAINE GALLO
To help make sure that these Union conditions are maintained and enforced
through the work day, there is an elected chairperson in every ILGWU factory. The chairperson's responsibility•is to be available to each member
when advice or help is needed, and this includes taking up any complaints
you might have directly with the employer. When you have a question or a
complaint about anything connected with your working conditions or Union
benefits, take it up with your chairperson.
SHOP COMMITTEE,
In this shop we have a price committee person whose responsibility is to
take up any complaint concerning piece-rates. Each department usually has
a steward to take care of complaints respective to their departments with
back-up from the chairperson.
PRICE COMMITTEE PERSON,------------ ROSE SARRO
CUTTING ROOM STEWARD,-------------- KAREN EANAKOS
r,ENS-FINISHING,-------------------- NICKI EFSTATHIOU
-49-a
�MEDICAL COVERAGE,
Six months after you become a Union member you are automatically covered
by the Union Blue Crose-Blue Shield plan. Fifteen months tor . maternity
coverage. It you are already covered under your spouses• plan, there are
supplementary benefits that you are eligible tor. Thia information is
available in the yellow Health and Welfare booklet.
Once a year you may go to the Union Health Clinic in Pall River tor a
free physical and eye examination. Transportation is provided.
The Union does not pay for any dental work, but we do have a pro~am
through the Lowell Dental Clinic Whereas Union members pay a reduced
rate.
OTHER BENEFITS,
Paid holidays
(11)
are as follows,
NEW YEARS DAY, WASHINGTON'S BIRTHDAY, GOOD FRIDAY, PATRIOTS DAY, MEMORIAL
DAY, LAST DAY BEFORE VACATION, LABOR DAY, THANKSGIVING DAY t.rid the DAY
AFTER, CHRISTMAS DAY and the DAY BEFORE or AFTER,
Bereavement pay.After one year of employment you may have up to three
days with out lose of pay for Spoue9,' Chil4, Parent, BrCil;ther or .,Siater" and
two days for Grandparents, Father-in-Law or Mother-in-Law.
Jury
duty. ie also paid tor.
OVERTIME,
Time and one-half overtime la paid tor over thirty-five hours in a week.
Overtime is paid tor over seven hours in one day, Saturday work is also
at time and one-half. Any Ja!d vacation day that is worked is also paid
at time and one-half in addition to the holiday pay. Sunday work is paid
at double time.
UNION OFFICE,
The local ~LGWU· office is located at 3) Harrison Avenue, Boston, Mass.
02111. The telephone number is 426-9350. You are welcomed to call any
time for any information you may need. Some of the people that are available to you for help are ,
JOAN ANDREA--BLUE CROSS
ROSALIE COLORUSSO--MEDICAL FORMS
LISA G--INSURANCE and DRUG PRESCRIPTION CARDS
PRISCILLA--RETIREMENT
-49-b
�YOUR UNION BUSINESS AGENT, -----------PEG BEVINS
To assist and guide the shop's own officers, there is assigned to your
shop a 5usiness Agent who is a representative from the local ILGWU district.
It is the Business Agent's responsibility to personally visit each Union
shop frequently, where he or she can consult with the Chairperson and individual members in o~der to keep abreast of any problems in the shop.
KNOW YOUR BENEFITS,
In addition to your contract's established wage standards and conditions
of work, there is an extensive Benefit and Health Care Program that you
will become eligible for as a working member.
The contract between your employer and your Union makes possible a schedule for paid holidays and paid vacations which are among the beat in the
industry.
Another part of your collective agreement provides for extensive medical
and disability coverage, a prescription drug program, eyeglass benefits
and preventive medical care. In addition, the ILGWU National Retirement
Fund maintains a pension plan that is jointly administered by UnionEmployer Trustees and fully covered under the U.S. Government vesting
rules.
PIECE-WORKERS •••• HOW RATES ARE SET
.
&
HOW TO FIGURE YOUR EARNINGS,
Our contract calls for an "ADD-ON" PERCENTAGE on top of the basic piecerate earnings. This percentage figure varies according to the department
and will increase along with contractual increases in craft minimums.
ILGWU contracts also provide a device for establishing minimum piecerate protection, Under this "RATES SHALL BE SET TO YIELD" clause, the
employer is obligated to set rates _ that the average piece-worker has
so
an opportunity to earn over and above hia or hers craft minimum.
At the end of the work day, a worker would figure her or his earnings
thus,
NUMBER OF DOZEN x PJ:BCE~R.t~E• · PIEBE-RATE EARNINGS x ADD-ON PERCENTAGE
S
= TOTAL EARNINGS
REMEMBER, Records are importe.nt---make sure you keep a record of work
you have done and be certain to keep a note of any time lost due to machine breakdowns, waiting for work or other loss of time.
If you have any problems figuring your earnings--SEE YOUR CHAIRPERSON.
-49-c
�MONTH 3, Week 4 :
GENERAL REVIEW
Performance Evaluation - Accident At Work - Plant Close-Down Lay-off - Ter,,iination
I.
PERFORMANCE EVALUATION
Lowell Lingerie has an informal performance evaluation system. The
evaluation is conducted by the immediate supervisor. If you are a
stitcher, your immediate supervisor is the floor lady.
A.
Good Worker
If you are a good stitcher, your immediate supervisor will tell you
so. She will tell you how good your works are and how pleased
Lowell Lingerie is to have you as an employee.
If you can sew fast and well you can be a piece-worker. If you are
a piece-worker, you can figure your earnings by using this formula:
NUMBER OF DOZENS x PIECE RATE• PIECE RATE EARNINGS
PIECE RATE EARNINGS x ADD-ON PERCENTAGE• TOTAL EARNINGS
Make sure to keep a record of
a record of any time lost due
work, or other loss of time.
your earnings, see your Union
work you have done. Make sure to keep
to machine breakdowns, waiting for
If you do not know how to figure out
Chairperson.
Your wage standards and condition of work are set in the Union
contract. A Union contract is negotiated every three years. The
Union Chairperson will tell employees when they receive a new
wage rate.
B.
Poor Worker
If you do not work very well, your immediate supervisor will tell
you so. Do not feel bad if she tells you your work is not good
enough. Ask her to show you how you can work better. Follow her
suggestions. If you do not understand her instructions, ask her
to show you again.
C.
Worker with a problem
1.
2.
3.
4.
5.
6.
7.
8.
If you do poor work all the time
If you do not follow safety instructions,
If you have poor conduct like fighting with your co-worker,
taking things from the company or from your co-worker, etc.,
If you come to work late many times,
If you stay home and do not come to work many times,
If you have poor attitude,
If you did not listen to and follow your supervisor's
instructions many times,
If you are careless in your work,
-50-
�MONTH 3, Week 4 continued
You will receive an Employee Warning Notice which looks like this:
EMPLOYEE
WARNING
NAM E
I CLOCI\ NO
NATURE OF VIOLATION
0
0
0
0
0
0
0
0
O
•
NOTICE
•
1s1 NO TI CL
I DfPARTMENT
2nd NOTICI:
l l) ATE
ADDITIONAL EXPLANATION
Substandard Work
Safety
Cond uct
Tardin ess
Absence
Att itude
Disobedience
Ca reles sness
Other - See
Explanation Area
I have read this notice
and und ers tand ii.
•
EM PLOY EE 'S SIG NATURE
WAl~NED BY
DAH
!A PPROVED BY
ORIGINAL
Your immediate supervisor will talk to you and explain to you why
she gave you an Employee Warning Notice. She will ask you to sign
the warning notice and she will give this notice to the Production
Manager.
If you receive the first warning notice, try not to do it again.
Because if you receive a second warning notice, the Production
Manager will talk to the Union Chairperson. After that you may be
discharged. You cannot come to work at Lowell Lingerie any more.
II.
ACCIDENT AT WORK PROCEDURE
Your floor lady is a trained employee in first-aid.
what to do when there is an accident at work.
-51-
She knows
�MONTH 3, Week 4 continued
If you cut your finger, you fall down, you hurt yourself etc ••• ,
you should call the floor lady immediately. No matter how light
the accident may seem to you, you should report to the floor lady.
She will take you to the First Aid Room. If you hurt more she
will take you to the hospital.
If your needle is broken, try to find the broken part of the needle,
it might be in your body. You might have to go to the hospital for
an X-ray.
III.
PLANT CLOSE-DOWN
Lowell Lingerie closes down its plant twice a year. One time is before
Christmas and the other time is at the beginning of July. When the
plant is closed down, most employees do not work. If they are
eligible for vacation pay, they may request and receive their
vacation pay at this time.
IV.
LAY-OFF
When there is not enough work to do, usually it happens in
January or February, some employees will be laid-off. Lowell
Lingerie will ask some employees not to come to work for one, two
or three weeks.
First the company will ask for volunteers. Some employees may want
to be laid-off so that they can go visiting friends or relatives.
Sometime they just want to get some of their personal works done
at home like paint their house, fix their car, etc ..•
If there is not enough employees volunteer for the lay-off, the
company wi. 1 decide who is going to be laid off. This decision is
1
based on seniority and make-up pay.
Do not get up-set if you are being laia-off. This lay-off is just
a routine. For the past five years nobody was laid-off for m~re than
three weeks and all laid-off employees are called back to work.
While you are being laid-off, you may be eligible for unemployment
benefits. You should go to the Division of Employment Security
and file a claim for unemployment benefits. The Division of
Employment Security is lo.cated at 291 Summer Street in Lowell,
Massachusetts.
A clerk at the Division of Employment Security will help you to fill
out the claim form. He/she will tell you if you are eligible for
benefits. If you are eligible, the clerk will tell you how much
money you will get per week. He/she will also tell you the time and
the day of the week you should come in to the Division of Employment
Security to collect your check.
-52-
�MONTH 3, Week 4 continued.
V.
TERMINATION
If for some personal reason, you do not like to work for Lowell
Lingerie any more, you are asked to give a 2 week notice. This
notice can be verbal, just tell your immediate supervisor that
· you will stop working for Lowell Lingerie in two weeks. You do
not have to give a reason why you do not want to work for Lowell
Lingerie. You can also give a written notice. Write a short note
to tell the company that you will stop working in two weeks and
bive this not to your immediate supervisor.
Lowell Lingerie needs a two week notice from you so that it can
hire somebody else to replace you. It is not a good practice to
leave a company without a notice.
You may want to talk it over with your immediate supervisor about
taking a leave of absence before you decide to leave the company.
If you take a leave of absence now, you may be able to come back
and work for the company later on without loosing your seniority
and your benefits.
-53-
�
Dublin Core
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Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Occupational Specific English as a Second Language (ESL) and Employment Orientation Prepared for the Lowell Lingerie Company, [1982-1983]
Subject
The topic of the resource
Clothing factories
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Occupational training
Sewing
Social service
Unemployed--Services for
Description
An account of the resource
The curriculum for the Lowell Lingerie Company was designed specifically for employee orientation and English as a second language. The main objectives are familiarizing people with machinery and equipment parts and understanding company regulations; learning technical stitching terminology, employee personnel policies like leave of absence, vacation and holiday pays, etc., and employment union – ILGWU; and interpersonal relationships within the work environment and performance appraisal.
Creator
An entity primarily responsible for making the resource
Pho, Hai B.
Pho, Lan T.
Seeler, Joan DeWitt
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1982-1983]
Rights
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UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
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109 p.; 27.5 x 21.6
Language
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English
Khmer
Lao
Vietnamese
Type
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Text
Identifier
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uml1_b01_f34_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
Lowell Lingerie Company
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PDF Text
Text
UNIVERSITY OF LOWELL
INNOVATIVE EMPLOYMENT PROGRAM
VOCATIONAL ENGLISH AS A SECOND LANGUAGE (VESL)
and
EMPLOYMENT ORIENTATION
Volume 1: Housekeeping Department
prepared for
STOUFFER'S BEDFORD GLEN HOTEL
by
Dr. Hai B. Pho, Editor
Lan T. Pho & Joan DeWitt Seeler, Technical Writers
THIS CURRICULUM IS PREPARED EXCLUSIVELY FOR STOUFFER'S BEDFORD
GLEN HOTEL BY THE UNIVERSITY OF LOWELL/INNOVATIVE EMPLOYMENT
PROGRAM UNDER A GRANT WITH THE DEPARTMENT OF PUBLIC WELFARE, DR.
HAI B. PHO, PRINCIPAL INVESTIGATOR.
ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED IN
ANY FORM WITHOUT WRITTEN PERMISSION FROM THE AUTHORS.
1 UNIVERSITY AVENUE . LOWELL. MASSACHUSETTS O 1 854
TELEPHONE (61 7) 452 - 5000 , EXT 2270
�)
UNIVERSITY OF [OWELL
INNOVATIVE EMPLOYMENT PROGRAM
VOCATIONAL ENGLISH A ASECOND LANGUAGE CVESL)
S
AND
EMPLOYMENT ORIENTATION
PREPARED FOR
HOUSEKEEP'.I;NG DEPARTMENT
BY
LANT. PHO
University of Lowell
JOAN DEWITT SEELER
Jewish Vocational Services
1 UNIVERSITY AVENUE, LOWELL . MASSACHUSETTS O 1 854
TELEPHONE (61 7) 452 - 5000. EXT 2270
�INTRODUCTION
The Stouffer's Bedford Glen Hotel curriculum is an instructional
pack.age of Vocational English as A S~cond Language (VESL) and
employment orientation (EO).
The objectives of the curriculum are (1) to familiarize students
with job related English, (2) to improve their English comprehension level
both listening and speaking, (3) to provide them a better understanding of
work procedures, machinery and equipment, company regulations, personnel
policies, occupational safety and interpersonal communication~
etc.
',
The curriculum is written for students who have completed a beginning
course in ESL.
The focus of this curriculum is on job-related vocabulary
and conversation.
Basic grammar is reviewed through presentation of
vocabulary and job-related dialogues.
Teaching methods include show-and-tell, illustration, simple explanation,
listening and speaking drill, situational role playing, etc ...
*************************************************
*
*
* This curriculum is prepared by the University:
*
:
:
:
:
:
:
:
of Lowell, exclusively for Stouffer's Bedford:
Glen Hotel, under a grant with the Department t
of Public Welfare.
t
All rights reserved. No part of this book:
may be reproduced in any form without written
permission from the authors.
:
t
*
*
*************************************************
1
�TEACHER'S NOTES
In general the VESL focus should be on speaking and listening,
with reading and writing assigned as homework if desired.
A number of
students may be non-literate; therefore, the aim of the class time
should be to enable the student to understand and use the vocabulary
and grammar orally.
visually first.
All terms should be introduced orally and
When possible real items should be used in class.
Flashcards and written dialogues -and stories should be used for
and review.
The choice of drills are left to the
teacher's discretion, but those that require the highest percentage of
the student's conversing are recommended.
After students can produce
the dialogues comfortably, they should use other vocabulary items, and
terms from their previous knowledge.
Where supplementary vocabulary
items are indicated, or if a class has a low level of English
proficiency, the teacher should concentrate on the most important
vocabulary items and attempt to finish all the topics within a
three-month term period rather than try to cover all vocabulary and
not finish all the topics.
Employment orientation (EO) is composed of numerous topics
related to employees' performance and job satisfaction.
This
curriculum will present EO terminology and concepts in three ways:
1.
Essential terminology will be presented in the VESL lesson.
2.
Most concepts will be presented in a story-format when it is
not essential for the student to express specific
terminology in English.
3.
Some EO will be presented as direct translation from the
company/personnel policies or employee's manual.
EO terminology or concepts should be explained in the most simple form
to assure full understanding on the part of the students.
A review of
the company regulations and its personnel policies by the teacher is
essential.
Interpretation services of bilingual tutors are strongly
recommended.
Whenever bilingual tutors are available, students can be grouped
together by their ethnic background.
Each tutor will be conducting
listening and speaking drills with his/her group.
2
In addition,
�arrangements should be made to involve management staff and personnel
office staff in class presentation .
The curriculum is structured on a daily unit during the first
month of the training program.
For the last two months it is
structured into weekly units.
The following texts can be used as reference to this curriculum:
1.
EVERYDAY ENGLISH--STUDENT BOOK 2 B, edited by Linda Schurer,
The Alemany Press, 1980.
2.
ENGLISH FOR YOUR FIRST JOB, David Prince and Julia Gage,
Edmonds Community College, Washington, 1981.
3.
ENGLISH FOR ADULT COMPETENCY, by Keltner, Howard and Lee,
Prentice Hall, Englewood Cliff, N.J. 07632.
3
�FUNCTIONAL OVERVIEW OF CURRICULUM
MONTH 1:
STOUFFER'S BEDFORD GLEN HOTEL
A GENERAL OVERVIEW FOR ROOM ATTENDANTS
Week 1:
Employment Orientation (EO):
Stouffer history - Hotel layout -
Outlet - Overview - Hours of operation - Guest relations
Vocational English As a Second Language (VESL):
- Recognizing work areas
- Understanding general duties
- Guest relations
- Understanding directions
- Asking for clarification
Week 2:
EO:
Working conditions - Safety
VESL:
Application Form Vocabulary
- Job interview
Paycheck
Calling in sick
- Working conditions, a daily schedule
- Safety on the job
Week 3:
EO:
General Personnel Policy Information
- Probationary period
- Employment policies
- Statement on the Union
VESL:
Guest Room :
- Items
- Procedures
- Guest relations
- Teamwork
4
�Week 4:
EO:
Affirmative action~ Open door policy on problem solving
VESL:
Acknowledging that you understand directions given.
Guest
room (continued)
- Items around the bed
- Closet and folders
- Bathroom
- Good work and bad work
MONTH 2:
A ROOM ATTENDANT AT WORK - PERSONNEL POLICIES
Week 1:
EO:
Wages and benefits, hourly rate, straight time, overtime
VESL:
Guest relations, conversations
Week 2:
EO:
Wages and benefits (continued)
VESL:
Filling out a Maid Sheet and other reading's,
Common housekeeping problems
Week 3:
EO:
Your paycheck
VESL:
People you will meet
Week 4:
EO:
Other fringe benefits
VESL:
Tips
MONTH 3:
INTERPERSONAL RELATIONSHIPS AT WORK, PERFORMANCE APPRAISAL,
REVIEW PERSONNEL POLICIES AND EMPLOYEE'S RIGHTS AND
RESPONSIBILITIES
Week 1:
EO:
Accident at work, review personnel policies
VESL:
Work habits
Week 2:
EO:
VESL:
Rights and responsibilities
'- Taking breaks
- Days off
- Introducing self
5
�Week 3:
EO:
Discretionary procedure
VESL:
- Talking to fellow workers
- Asking for property
- Acknowledging a mistake
Week 4:
EO:
VESL:
Employee services
- Performance review
- Promotion/transfer
- Cut back in hours
- Lay off
- Termination
6
�STRUCTURAL OVERVIEW
MONTH 1
Week 1:
Imperatives
Infinitive with "want"
Adverbs of time: "now", "later", "today"
Direct address
Modals: "should", "have to"
Adverbs of frequency: "always", "usually", "sometimes",
"never"
Adverbs: "here", "there"
Week 2:
"WR" questions: "what", "how", "who", "when", "where",
"why"
Modals "may", "can"
Indirect objects
Adverbs of frequency
Week 3:
Passive "is called"
Use of "or"
Review of past tense
Modal: "may be", "might be"
"Need to"
Conditional: "if"
Week 4:
Negative: "don't"
Cardinal number "first"
Adverbs: "again", "now"
Imbedded sentence: "make sure that", "Claire said
that ••. "
Two word verbs: "turn off", "on", "clean down", "wash
out", "clean up"
MONTH 2
Week 1:
Comparative "more", "er"
Adverbs: "very", "-ly"
Week 2:
Prepositions: "on", "under", "near", "to", "in", "up"
Modal: "'d better"
Future - "I'll"
7
�Week 3: - Adverbs: "not yet", "too", "rest"
Week 4:
-
2 word verbs: "break out", "take off", "hose off"
2 word verbs: "turn on/off", "shut off"
Preposition: "down"
Week 4: - Participles: "jammed", "stuck", "broken"
(cont.)
Imbedded sentence: "I think
II
- Modal: "should", "can", "have to"
- Comparative: er, more, est
- Future Tense
- Imperatives
MONTH 3
Week 1: - Adverb: "only"
- Imbedded sentence: "I think that
II
Review "WH" questions
past tense
future tense
demonstrations: "this", "that", "these", "those"
Week 2: - Possessive pronouns
- Tenses: past, future
Week 3: - Conditional: "if", "when"
- Tag question"
---- ,
aren't you"
- Conjunction: "but"
- Adverbs: "really", "just"
Infinitives: "with", "want" and indirect object
Week 4: - General Review
8
�MQNTH 1:
STOUFFER'S BEDFORD GLEN HOTEL
Week 1:
Day 1:
GENERAL ORIENTATION, HOTEL LAYOUT, PEOPLE YOU SHOULD KNOW
The First Day at Work
-Welcoming remarks from the company representative
-History of the Company
-The organizational chart
-The physical facilities:
employee parking lot, employee
entrance, loading deck, security check, emergency
exit, red fire extinguisher, no smoking sign, employee
locker rooms, uniforms, restroom, employee cafeteria
-Breaks:
15 minutes in the morning and afternoon
-Lunch (or Supper):
-The time card:
30 minutes unpaid .- meals are free
time clock, punch in, punch out
Job Overview
The job of a section housekeeper in a Stouffer hotel
is to provide our guests with clean, comfortable rooms,
and to work in cooperation with other members of the hotel
staff to ensure the high level of personalized service our
guests have come to expect from Stouffer's.
The section
housekeeper is responsible for dai:ty cleaning of an 11, 13
or 16-roqm section of the hotel, depending on individuals
work hours.
Opening Duties
1
Go to locker room and put uniform on.
2
Pick up time card.
3
Pick up assignment card and keys.
give time card to supervisor.
4
Pick up caddy, then go to linen closet.
9
Punch in at Time Clock.
Make sure you
�Welcome to Stouffer's Bedford Glen Hotel
On behalf of the entire staff, I welcome you to the employee family at
Stouffer's Bedford Glen Hotel.
In the short time we have been open, Bedford Glen has built it's reputation
on exquisite decor and furnishings, exceptional food, and most of all, the high
quality of service and friendliness provided by our employees.
At Bedford Glen, mediocrity is not acceptable.
We look to you to perform
your job in the best possible manner so that we may continue to provide the best
quality of guest services.
Congratulations on joining our team.
I look forward to meeting you and working
with you in the months to come.
Donald P. Bomer
General Manager
10
44 Middlesex Turnpike, Bedford, Massachusetts 01730 (617)/275-5500
�STOUFFER HISTORY
During the past 23 years, Stouffer Hotels has grown to become one of the
leaders in the hospitality industry. We take pride in our hotels and the
15,000 Stouffer employees who offer the highest standards of quality in
meeting the needs of our clients, our guests, and the communities in
which they live. Today, 23 hotels across the country boast the Stouffer
name including the famous Mayflower Hotel in Washington, D.C. Stouffer's
nationwide reputation for excellence is due largely to people like you who
have contributed to its past success.
Today The Stouffer Corporation is involved in nearly every facet of modern
food service. We are considered to be one of the leaders in the industry.
The corporation is growing rapidly and expanding in many new directions with
new concepts, products, and sites for exciting new hotels.
The Stouffer Corporation is a part of Nestle Alimentana S.A., a world-wide
conglomerate, devoted to all aspects of the food industry and based in
Vevey, Switzerland.
Stouffer Hotels began in 1959,with the purchase of the already constructed
Anacapri Inn located in Ft. Lauderdale, Florida.
To date, there are 23 Stouffer Hotels in operation, and growth plans call for
50 hotels by 1990. This tremendous growth plan is being led by
William N. Hulett, President of Stouffer Hotels.
Stouffer Hotels have been built around quality oriented people who are dedicated to fine quality and .service throughout all of our hotels. A long
tradition of quality, comfort, and highly personalized guest service has
become the cornerstone in establishing new standards of excellence within our
hotels.
Stouffer Hotels today is a family of people who take pride in themselves,
pride in their individual responsibilities, and pride in a company that strives
for the highest in quality for its product, its services, its hotels, and most
importantly, its people.
The Stouffer history is a strong people-oriented heritage we can all be proud
to join. We want to welcome you as a new member of the Stouffer team, and offer
you the individual challenge and opportunity to develop with one of the fastest
growing companies in the American lodging industry.
11
�DIRECTOR OF
HOUSEKEEPING
r
ASSISTANT DIRECTOR
OF HOUSEKEEPING
I
COFFEE SERVICE
SUPERVISOR
LAUNDRY MANAGER
COFFEE SERVERS
LAUNDRY SUPERVISOR
FLOOR SUPERVISOR
LEAD HOUSEMAN
NIGHT MANAGER
NIGHT SHIFT
SUPERVISOR
ie.--, ---.------·
-
ROOM ATTENDANTS
DAY HOUSEMEN
NIGHT CLEANERS
,_.
N
I
SEAMSTRESS
LAUNDRY
ATTENDANT
I
LAUDNRY
PORTER
l
TURND(')WN
ATTENDANTS
NIGHT
HOUSEMEN
I
NIGHT
LAUNDRY
ATTENDANT
�STOUFFER HOTELS - LOCATIONS
Alamos, a Stouffer Resort
6160 N. Scottsdale Road
Scottsdale, Arizona 85253
Inn on the Square, a Stouffer Hotel
24 Public Square
Cleveland, Ohio 44113
Anacapri, a Stouffer Hotel
1901 North Federal Highway
Fort Lauderdale, Florida 33305
Lauderdale Surf, a Stouffer Hotel
440 Seabreeze Avenue
Fort Lauderdale, Florida 33316
Avalon, a Stouffer Hotel
9519 East Market Street
Warren, Ohio 44484
The Mayflower, a Stouffer Hotel
1127 Connecticut Avenue, N.W.
Washington, D.C. 20036
Stouffer's Battle Creek Hotel
50 Capital Avenue, S.W.
Battle Creek, Michigan 49017
National Center, a Stouffer Hotel
2399 Jefferson Davis Highway
Arlington, Virginia 22202
Bedford Glen, a Stouffer Hotel
44 Middlesex Turnpike
Bedford, Massachusetts 01730
The Oakbrook, a Stouffer Hotel
2100 Spring Road
Oakbrook, Illinois 60521
Stouffer's Cincinnati Towers
141 West Sixth Street
Cincinnati, Ohio 45202
Pineisle, a Stouffer Resort
P.O. Drawer #545
Buford, Georgia 30518
Dayton Plaza, a Stouffer Hotel
Fifth & Jefferson Streets
Dayton, Ohio 45402
Riverview Plaza, a Stouffer Hotel
First National Bank Bldg., Suite 1414
Mobile, Alabama 36602
Stouffer's Denver Inn
3203 Quebec Street
Denver, Colorado 80207
Stouffer's Somerset Inn
3550 Northfield Road
Shaker Heights, Ohio 44122
Stouffer's Dublin Hotel
600 Metro Place, North
Dublin, Ohio 43017
Stouffer's University Inn
3025 Olentangy Road
Columbus, Ohio 43202
Five Seasons, a Stouffer Hotel
350 First Avenue
Cedar Rapids, Iowa 52401
Valley Forge, a Stouffer Hotel
480 North Gulph Road
King of Prussia, Pennsylvania 19406
Greenway Plaza, a Stouffer Hotel
6 Greenway Plaza East
Sourthwest Freeway at Edloe Street
Houston, Texas 77046
The Waverly, a Stouffer Hotel
2814 New Spring Road, Suite 100
Atlanta, Georgia 30339
The Hamilton, a Stouffer Hotel
400 Park Boulevard
Itasca, Illinois 60143
The Westchester, a Stouffer Hotel
80 West Red Oak Lane
White Plans, New York 10604
13
�DIV.
UNIT NO.
JOB CLASS
EMPLOYEE NO.
EMPLOYEE NAME
PAY ENDING
MEALS
TIPS
DOLLAR ADJ.
ACTUAL
HOURS
OVERTIME
HOURS
SUNDAY
HOURS
HOLIDAY
HOURS
VACATION
HOURS
REGULAR
UNIT/ JOB CLASS
o T H E R
UNIT
I
I
JOB / CLASS
0 T H E R
UNIT
JOB/ CLASS
I
I
RATE
-
RATE
-
1st DAY 2nd DAY 3rd DAY
4th DAY
5th DAY
TOTAL HOURS SHOWN ARE CORRECT
SUPERVISORS OK
FORM PAY -1 REV 9 /70
STOUFFERS
14
6th DAY
7th DAY
�MONTH 1 - Week 1
Day 2
EMPLOYMENT ORIENTATION (EO):
First Floor:
Second Floor:
Third Floor:
Hotel Layout
Ballroom, meeting rooms (1111-1157)
Lobby, restaurants, tennis, pool, guest
rooms (2001-2157)
Guest rooms (3001-3157)
VOCATIONAL ENGLISH AS A SECOND LANGUAGE (VESL):
Recognizing Work Areas
Vocabulary
st
nd
rd
floor, 1 , 2 , 3
laundry room
linen closet
housekeeping office
guest room
pool
kitchen
elevator
Grammar:
Materials:
stairwells
Employees restroom
bathroom
room
section
upstairs
downstairs
Infinitives
Infinitive with want
Direct Address
Question: Where
Maps of Hotel
Dialogue 1
Lisa:
Phuong, I want you to clean Section
Phuong:
Where is Section
Lisa:
nd
It's on the 2
floor near the pool.
today.
?
Dialogue 2
Peg:
Sopheo, I want you to clean Section
Sopheo:
Where is Section
Peg:
It's on the first floor near the elevator.
today.
?
�HOTEL LAYOUT
1111-1157
FIRST FLOOR
•D
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2001-2033
SECOND FLOOR
THIRD FLOOR
16
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--iw
�MONTH 1 - Week 1
Day 3
EO:
Outlet Overview, Hours of Operation (see pages 21 and 22)
Restaurants and Lounges:
Hours of Operations:
VESL:
Havilland's, JPT's, Garden Terrace
Breadfast, lunch, brunch, snack, dinner,
cocktails, room service
Recognizing "Off Limits"
Vocabulary
banquet area
assembly area
lobby
rear lobby
guest restrooms
public telephones
next time
remember
in a hurry
It doesn't make any difference,
Grammar:
off limits
stay out of
instead
use _ _ _ instead
you should never
never
again
against the rules
before
Modal: should
Imperatives with not
Adverb of time
Prepositions: from, to
Dialogue 1
Chuck:
You should never go through the lobby.
It's off limits.
Phuong:
How should I get from
to
Chuck:
Go/Use
instead.
Phuong:
OK •. I'm sorry.
next time.
?
I' 11 go the right way
Dialogue 2
Dave:
Sopheo, you shouldn't be in the banquet area.
Sopheo:
I wanted to go to the ___ . I was in a hurry.
Dave:
It doesn't make any difference. Never go
through the banquet area. It's against the
rules.
Sopheo:
I'm sorry.
I'll remember next time.
20
�OUTLET OVERVIEW
RESTAURANTS AND LOUNGES
Havilland's
A sophisticated, elegant dining room featuring a two sided wood burning fireplace
surrounded by beautifully etched mirrors and solid oak panels.
Menu items include
the finest selection of American cuisine, prepared with simplicity and sophistication.
Reservations suggested.
JPT's
A distinctive, casually sophisticated restaurant featuring a hexagon shaped and brass
trimmed bar.
Accenting the multiple level dining room is a large overhead skylight
with plants throughout the room. _ The menu features light contemporary entrees
reasonably priced and served distinctively.
Garden Terrace
A casually elegant lounge just off the lobby level for relaxing over an early afternoon, evening, or after dinner cocktail.
This beautiful spacious room with decor
enhanced with natural oak, cream colored marble, and a light, very open feeling.
21
�HOURS OF OPERATION
J.P.T. 'S
Breakfast
Breakfast
Lunch
Snack Menu
Dinner
6 : 30 a. m. -11 : 30 a.m.
7:30 a.m.-12:00 p.m.
11:30 p.m.-3:00 p.m.
3:00 p.m.-5:00 p.m.
5 : 00 p •m•-11 : 00 p.m.
Monday Saturday
Monday Monday Monday -
Lounge
11 : 00 a •m. -1 : 00 a.m.
Monday - Sunday
11:30 a.m.-2:00
6:00 p.m.-10:00
6:00 p.m.-11:00
11:00 a.m.-3:00
Tuesday - Friday
Monday - Thursday
Friday and Saturday
Sundays only
Friday
and Sunday
Sunday
Sunday
Sunday
HAVILLAND'S
Lunch
Dinner
Dinner
Brunch
p.m.
p.m.
p.m.
p.m.
GARDEN TERRACE
Cocktails
Cocktails
Cocktails
6:00 p.m.-11:00 p.m.
11:00 a.m.-11:00 p.m.
11:00 a.m.- 3:00 p.m.
ROOM SERVICE
same hours as J.P.T. 'S
t
l/
22
Monday
Tuesday - Saturday
Sunday
�MONTH 1 - Week 1
Day 4
EO:
Guest Relations (see page 2lf)
-Make eye contact. SMILE. Say "Good morning" or
"Good afternoon", as appropriate
-Be prepared to give accurate directions
-Advise security of any suspicious people on the
floors
-Do not unlock doors for anyone waiting access
to a room
VESL:
Understanding General Duties
Vocabulary
housekeeping
be on time/punctual
be dependable
be friendly
check details
have a positive attitude
clean rooms
replace used up/missing/dirty items
report broken items
report missing items
report guests' requests
Grammar:
help guests if you can
be polite
if you don't know, ask
for help
double check the room
pick up phone
punch II 11
finished
C
press 13 /o 14 OCL
report guests' problems
Modal: should
Conditional: if
Dialogue 1
Phuong:
I want to do a good job.
What should I do?
Chuck:
You should
Dialogue 2
Sopheo:
I don't know - - - - - - -
Dave:
That's OK. If you don't know something,
ask for help.
23
�GUEST RELATIONS
It is the objective of Stouffer Hotels to offer each guest the ultimate in
hospitality in terms of food, beverage, accomodations and service. To that end,
it is expected that every guest will be treated with respect, courtesy and dignity,
and will experience professionalism at every level of contact with our employees.
Our guests see each employee as a representative of Stouffer's. Each employee
should keep Stouffer's image of hospitality and service to guests uppermost in his
or her mind.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Have a positive approach to your work.
Self respect and confidence radiate! Conduct yourself professionally
and you will be treated accordingly.
Acknowledge the guests as quickly as possible. If you are not able to
service them immediately, do not ignore them but, rather, make eye
contact and smile indicating that you will be with them momentarily.
Make each guest feel that he or she is your personal guest. Smile
easily and convincingly, and introduce yourself at some time to the guests.
Be composed. Let the guest feel that he or she is in competent hands.
Your self-assurance will instill confidence.
Be discrete. Keep our business operations in our house, and personal
concerns in your house.
Strive for recognition of your guests. If guests come in regularly, learn
their names, recognize them and greet them by name. By the same token,
do not become overly friendly with guests. Always address them by Miss,
Mrs. or Mr. Employees are not to sit with a guest at any time.
Treat your guests with the dignity they deserve, and THAT INCLUDES CHILDREN. Nothing can be more offensive to your guests than to disregard
their children. They should be made to feel just as welcome and comfortable as their parents or escorts. Nothing will win you repeat business
as quickly as taking time to pamper and cater to a family with small
children.
Every complaint is important to the guest who is voicing it and is, therefore, important to us. Every effort must be made to resolve the problem
as quickly as possible. In any complaint situation remember four points:
a. Be calm - your composure can be contagious
b. The guest is always right - never argue with the person
c. When the guest leaves you, be sure that he or she is satisfied.
d. If the problem is major or you are not familiar with a particular
situation or problem, always refer to your supervisor.
24
�MONTH 1 - Week 1
Day 5
Review
Quiz:
Fill in work areas on map of hotel
Role play:
Understanding directions
Personal Appearance:
1.
Everyday, you should report for work in a clean,
well-fitting uniform, neat shoes, hair combed,
hands and fingernails clean.
2.
Always wear your name tag while working.
3.
Maintain good posture at all times. Do not
engage in conversation with other employees in
public areas .
4.
You must wear a closed-toe, closed-heel, leather~
type shoe.
25
�MONTH 1 - Week 2:
Day 1:
EMPLOYMENT PROCEDURES
Application Form Vocabulary
Review: -alphabet:
(1) recognition .of capital letters and small
letters
(2) alphabetical order
-numbers
Vocabulary
name
first
middle
last
address
work
reference
Grannnar:
street
town
number
zip code
telephone number
education
citizen
"wh" question:
Materials:
area code
fill out application
write clearly
print
social security number
emergency contact person
visa status
What's your ..... ?
How do you spell your •.. ?
blank application form, flash cards for alphabet,
numbers, first, middle, last name, vocabulary and
dialogue sheet.
Dialogue
What's your ~ame? (first, middle, last)
How do you spell it?
What's your address?
What's your telephone number?
Supplementary Dialogue
Saying your name (first, middle, last)
Peter:
Good Morning. My full name is Peter F. Macaulay .
You may call me Peter which is my first name.
What is your full name?
Huong:
My full name is Huong T. Tran.
Peter:
How do you spell your full name?
Huong:
My first name is H-U-O-N-G. My middle initial is T.
My last name is T-R-A-N. Please call me Huong.
26
�APPLICATION FOR EMPLOYMENT
HOURLY PERSONNEL
HOTELS, RESTAURANTS, MANAGEMENT FOOD SERVICE
NATIONALLY KNOWN FOR
QUALITY PRODUCTS, QUALITY SERVICE, QUALITY EMPLOYEES
Q)
EXECUTIVE OFFICES
--0
--0
29800 Bainbridge Road
Solon , Ohio 44139
216-248-3600
LL
ffirmative action
atStot/fors
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--0
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Q)
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equal opportunity in all areas
11)
Q)
We are an Equal Opportunity Employer M/ F
0
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27
�GENERAL DAT A AND AVAILABILITY
Please circle yes or no where appropr iate throughout the application .
Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Social Security Number _ _ _ _ _ _ _ _ _ _ _ _ __
Last
First
Middle
Address-------------------------------------- Phone---------C ity
Street
State
Zip
Alternate _ _ _ _ _ _ _ __
Have you used any other name when working? No, Yes, L i s t - - - - - - - - - - - - - - - - - - - - - - - - - - - - Position Desired : 1st Choice _ _ _ _ _ _ _ _ _ __
2nd Choice _ _ _ _ _ _ _ _ _ _ 3rd Choice _ _ _ _ _ _ _ _ __
Wage or Salary Desired : - - - - - - per - - - - - - - - - Is th is negot iable? Yes,
Date available to start work _ _ _ _ _ _ __
No.
How long do you plan to continue working? Please circle. Permanently;
Summer; School Term; Other _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Many units are open seven days per week. Typical schedules involve five days in many instances. (If there is a religious reason you
are unable to work, we will try to accomodate your beliefs as much as possible.)
Are you able to work any hours any days? Yes, No, 'ti' On the chart below the days and shifts you are able to work.
What is the earliest you can arrive for work? _ _ _ a.m./p.m. The latest you can depart? _ _ _ a.m./p.m . You will be expected
to work holidays. (Flexibility is desired for ease in our scheduling. Weekends are busy times, you will be needed, do not limit yourself.)
Shift Annrox im ate Time
Early 6or7A.M .-2 or3P. M.
Lunch
Middle
Dinner
Late
10 AM
3 P .M.
~
p I.A
Mon.
Tues.
Wed.
Thurs.
Fri.
. ,tp M
Sun.
How many hours per week
do you want to work? Circle.
40; 30 to 40; 18 to 30;
llP M
.? A
Sat.
Under 18; On Call Basis
I.A
llP . M. 7A . M.
Is your transportation reliable to meet the schedules listed above?--- Do you have an alternative?----------If public , does it run on weekends and holidays? _ _ _ _ List any scheduling problems or limitations and reasons------
Have you ever been employed by Stouffer ' s? No, Yes, Where - - - - - - - - - - - - - - - W h e n
Rea son for Leaving - - - - - - - - - - - - - - - - - Name of M a n a g e r - - - - - - - - - - - J o b - - - - - - - - How did you happen to apply? Referred by·----- Agency------ ; Ad, P a p e r - - - - - - ; Employee----Sign; Passing by; Other _ _ _ _ _ _ __
Do you have any relatives working here? No, Yes, L i s t - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Can you recommend a friend who might be interested in working here? No, Yes, List _ _ _ _ _ _ _ _ _ Phone------
PERSONAL DATA
Federal law and many state laws prohibit discrimination on account of age, particularly 40 to 70 years of age. Because of minors'
limitations and alcoholic beverages control restrictions we do need to know the age of applicants who are under 21 years of age.
If under 21 years of age: List Age___ Date of birth _ _ _ __ __
CITIZENSHIP: Are you a citizen of the United States of America? Yes, No,
If not, do_you have a green permanent resident
'lisa card, 1-94 Form, or letter from Imm igration Service indicating that you are legally permitted to work in this country? No,
Yes, Card
#____
Classification ____ Expiration Date----. If hired, are you able to show proof of status? No, Yes.
POLICE CONVICTION RECORD : Because we employ a large number of women and in some instances employees have access
to guests ' property, we need to know the following. Have you ever been convicted of a felony or summary offense which involved theft or phys ical assault upon the person of another human? No, Yes, explain when, where, and details. _ _ _ _ _ __
Current Status? - - - - - - - - - - - - - - - - - -
28
�ATTENDANCE AND TARDINESS:
Promptness and good attendance are vital to our type of business which involves
serving the public.
FAMILY SITUATION: Do you have any family or other situation that wou Id make you Iate for work or ab sent from work more
.,n once a month? No, Yes, Exp la in
tL
1-'rlYSICAL CONDITION :
We are an Affirmative Action Employer covered by Section 503 of the Rehobiltation Act. If you have a physical handicap and want to be
considered under the program please indicate here _ _ _ _ _ _ _ __
Number of days absent from work or school due to illness in past 12 months ____ Explain ________________
Have you had any major illnesses in the past five years? No , Yes, List __________________________
Have you received Workers'Compensation for injury on the job? No, Yes, When? _________ Where? _ _ _ _ _ _ _ _ __
Company? ____________,....ddresS------------Type of injury?
Current status? _ _ __
(OPTIONAL)
Many of our jobs involve working around hot equipment, lift ing , and standing most of the shift. Many employees work w ith food and deal
with the public . We would like to know if you have conditions that on some jobs could be a risk to your own health or to our guests' .
Circle those conditions you have suffered with : Typhoid Fever , Tuberculosis, Veneral Disease , Diabetes , Epilepsy , High Blood Pressure,
Hernia , 13ack Injury or Problems, Allergies, Rashes, Varicose Veins, Food Problems, Rheumatism , Heart Attack Condition, Psychiatric
or Nervous Problems. List any other that could affect your w o r k - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
WORK HISTORY
List most recent employers first, then follow 1n order with earlier ones. Explain gaps
in
work history of more than one month ' s
duration. We will check references.
NAMES and ADDRESSES of
PREVIOUS EMPLOYERS
PHONE
DATES WORKED
rrom
lo
Yr .
Mo.
Yr. Mo.
Company
I
Address
r · .. v
c
-
POSITION
I
Zip
'-
RATE
OF
HOURS
PAY
Start
REASON FOR LEAVING
Finish
Moy we contact this employer for a reference?
~<e
SUPERVISOR
Yes
No
Least?
What did you like best?
Gap Explanation:
NAMES and ADDRESSES of
PREVIOUS EMPLOYERS
PHONE
DATES WORKED
From
To
Yr. Mo .
Yr.
Mo .
POSITION
SUPERVISOR
HOURS
Company
I
Address
City
I
Zip
REASON FOR LEAVING
Finish
May we contact this employer for a reference?
State
RATE
OF
PAY
Start
No
Yes
Least?
What did vou like best?
Gap Explanation:
NAMES and ADDRESSES of
PREVIOUS EMPLOYERS
DATES WORKED
PHONE
Mo'.romYr . Mo.
Company
I
Address
Yr .
POSITION
Zio
Whnt ,!;,I _,_,
I;k ..
SUPERVISOR
I
HOURS
RATE
OF
PAY
Start
REASON FOR LEAVING
Finish
Moy we contact this employer for a reference?
r ·+
..
C:. • - • -
Ta
No
Yes
Least?
1-.-e • ?
Gap Explanation:
DA TES WORKED
NAMES and ADDRESSES of
PREVIOUS EMPLOYERS
Company
PHONE
I
Address
e
POSITION
Zip
SUPERVISOR
HOURS
RATE
OF
PAY
REASON FOR LEAVING
Start
I
Finish
May we contact this employer for a reference?
.... City
..._
To
From
Yr .
Yr . Mo .
Mo.
Yes
No
Least?
What did you I ike best?
REFERENCE DATA
The following person knows me and would be able to give me a personal reference.
Nome
Address
29
City
State
Zip
Phone
Occupat io n
�EDUCATIONAL DATA:
Name and Address
Dates Attended
High School
19
19
19
College
Other
to
to
to
19
19
19
Years Completed
8, 9, 10, 11, 12
1, 2, 3, 4,
1, 2, 3, 4
Graduated
Yes
Major
No
Yes
Degree
No
I
Special Skills : Typing--Shorthand--PBX--Doto Processing-- Keypunch--Yoritype-- O t h e r - - - - - - -
MILITARY DATA:
Have you ever served in the United States Armed Forces? No, Yes, What branch? __________ , When? _ _ to ___ ,
Rank?------ Special t r a i n i n g ? - - - - - - - - - - - - Citations - M e d a l s ? - - - - - - - - - - - - - - - - - - - -
PERSONALITY DATA Optional
What three words best describe your personality?---------What ore your goo Is for the next five y e a r s ? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - What is your main reason for working? Money for: (circle) Self Support, Support Family, Supplement Family Income, School
Expenses, Self Development, To Keep Busy.
List any activities, clubs, sports, hobbies in which you were or ore involved. (Do not list the name if it 1s indicative of race,
religion, creed, color, sex or notional origin of its m e m b e r s . l - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Have you received any honors or held office in any of the above? L i s t - - - - - - - - - - - - - - - - - - - - - - - - - - Which of your jobs would you soy you were the most successful a t ? - - - - - - - - - - - - - - - - - - - - - - - - - - - Why?----------------------------------------------Have you ever been dismissed from a job? No, Yes, W h y ? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - List those personal characteristics that you hove that would make you on asset for the position for which you applied, _____
If you have applied for a public contact job, list what you think influences customers the most when deciding to come bock
again and again to a certain hotel or r e s t a u r a n t . - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
INFORMATION FOR APPLICANT
This application for employment will be processed as quickly as poss i ble. Public Law 91- 508 requires that we advise you that a routine
inquiry may be made during our initial or subsequent processing which will provide applicable information concerning character, general
reputation, personal characteristics and mode of living. · Upon written request, additional information as to the nature and scope of the ininquiry, if one is made will be provided within a reasonable time.
Stouffer's treats all applicants for employment fairly, regardless of race, religion, color, creed, age, sex, national origin, marital, veteran, or handicap status.
APPLICANT, PLEASE READ AND SIGN
I understand that omissions and misrepresentations ore sufficient cause for dismissal if employed and I certify that to the best of my
knowledge the forego ing statements and historical information given by me are true. I understand that if hired, I will be on probation for
60 days (45 working days for banquet employees ).
agree to abide by appearance and grooming standards and rules and regulations
of Stouffer's whi Ie employed by them · - - - - - - - - - - - - , , - , - - - - - - - - - - - - - - - - - - - - - - -
Signature
APPLICANT DO NOT WRITE BELOW THIS LINE
Post Hire Information:
Marital Status___(spouse _ _ Where Employed _ _ _ _ _ _ _ _ _ _ Phone _ _ _ ___,Height _ _ Weight _ __
B irth Date _ _ _ _ Dependents _ _ _ _ _ Uniform Size : _ _ _ Dress; _ _ _ Jacket; _ _ _ Shirt ; _ _ _ Trouser Waist; _ _ Length _ _
Person to be notified in case of accident or e m e r g e n c y ? - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Address
Phone
Name
Interviewer's Signature _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Comm,nts _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Recommendation _ __
Interviewer's Signature
Final Dispos it ion:
Reject, or Hold
Comments
Recommendation-Reason _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Hire for _ _ _ _ _ _ _..,osition, Classification _ _ _ _ _ _ _ _ Rate _ _ _ _ Start _ _ _ _ _ Date _ _ _ _ _ Time _ _ _ _ _ __
Department _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Approval _ _ _ _ _ _ _ _ _ _ Replacement for _ _ _ _ _ _ _ _ _ _ _ _ _ New _ _ _ __
Needed : Work Permit Yes No ;
V i sa or 1-94
Yes No;
Age Certificate
Yes
No;
Food Handler's Card
Other _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
30
Yes No;
Social Security Card
Yes
No;
�MONTH 1 - Week 2
Day 2:
Job Interview
Vocabulary
personnel office
application form
cannot come in
reschedule
late
personnel clerk
schedule
appointment
interview
on time
Dialogue 1
Kim:
Good morning. My name is Kim.
What is your name?
Saphay:
My name is Saphay.
Kim:
Where do you live Saphay?
Saphay:
I live in Billerica.
Kim:
Did you complete the application form?
Saphay:
Yes, I did.
Kim:
Yes, I'll schedule you for a job interview with Peter.
May I have a job interview?
Dialogue 2
Noy:
Good morning. My name is Noy.
I work in the Stewarding Department.
Kim:
Good morning Noy.
What can I do for you?
Noy:
May I have an application form which I may give
to my friend?
Kim:
Yes.
Here it is.
Thank you.
31
�The phone book has a lot of
information.
The first
page is very important.
Look on the first page and find
1
fire department
3
a mbulance
department
?
,
, ?.
; LL
rs
.:;
':>NE
TELEPHONE
32
�To A Friend
CONVERSATION
need to talk to my uncle.
1.
I
2.
You can call him.
1.
No,
I
can't.
I
don't have any money.
You can call him collect.
2.
PRACTICE
I
He
We
doesn't have any mone·
don't have any money.
She
You
They
I
We
You
He
She
They
You can call
can
call him.
can't
him
h er'
me
them
us
co ll e ct.
FILL IN THE BLANKS
don't
him
doesn't
her
us
me
any
them
M/J.. ;t
~
1.
I can't cal 1 my ·uncle. ). .
have
You c an call ~ ~ o l l e c t .
2.
She can't call her parents.
She ~___ have_ _ _ _money.
She can call _ _ _ _ _ collect .
3.
He can't call his girlfriend.
He
have ____money.
-He can call ______ collect. - -
4.
We can't call you and your wife.
We
You can call _____ collect.
5.
They can't call you .
They _____ have _____money.
They can call
collect.
?
T'ELEPHONE.
money.
have _ _ _ _ money.
TELEPH
33
29
�MONTH 1 - Week 2
Day 3:
-Calling in Sick
Making Telephone Calls
Vocabulary
pay phone, public phone
telephone number
need
a dime
who
wait
calling
please
operator
connect
just a minute
good morning
good afternoon
may
hold
Grammar:
Materials:
coming in
cannot come in
sick
tomorrow
let me know
what's the matter with you?
flu
cold
headache
sure
before
275-5500, extension 536
Indirect object; "wh" question:
where, why, ; modal "may''
what, who, when,
teletrainer, vocabulary and dialogue sheet, coins
Dialogue
Receptionist:
"Good morning - Stouffer's Bedford Glen"
Phuong:
I am Phuong Nguyen, I am sick today.
I want to talk to Chuck Silloway.
or
I am Phuong Nguyen. Please tell Housekeeping that I am sick. I will not be
in today. I will come in tomorrow.
Receptionist:
NOTE:
Thank you.
If you are out sick per your doctor's order, when
you report back to work you should bring in a
doctor's certificate saying that you are well enough
to come back to work.
34
�MONTH 1 - Week 2
Day 4:
EO:
Working Conditions - Daily Schedule
Working condition (see page 37)
-meal and break periods
-security
-employee locker rooms
VESL:
-uniforms
-parking
-status
Daily Schedule
Review:
Telling time
Vocabulary
punch in your own card
change to your uniform
pick up time card
11
"
a caddy
11
11
maid sheet
11
11
a bag of supplies
receive keys
turn in time card
pick up a cart
make sure/ check
well stocked
get back to work
get to work
get/pick up uniform
Grammar:
Materials;
go home
clean the guest room
report to the housekeeping office
check
linen closet
cleaning supplies
guest room supplies
change linen
clean the bathroom
take a break
eat lunch
turn in left property
assignment?
section?
adve.rbs of frequency: always, usually, sometimes, never
present tense, cardi;nal numbers
11
11
. wh
question: what time, when
maid sheet
Dialogue
Sopheo's husband:
What do you do everyday at work?
Sopheo:
First I punch in at 8;00.
Then, I get changed into my uniform.
Then I report to the Housekeeping office
and get my work assignment and my keys.
Next r pick up my caddy and check the
guest room supplies.
Then I pick up my ~oleaning supplies.
Then I pick up the cart and take it to the
· · linen closet in my section ,
Then I clean the rooms.
At 9:30 we take a break. Then l clean some
more rooms. We eat lunch at ll;.30.
I get another break at 2:00. I i~t out at 4 ;30 ,
~
35
�7-3
•I
3 - I)
II - 7
H(>.V\ h
L•"'IT
Two
.Hll CU5T0M.E°I!..
~
Ji~}
~
.5 oI< he/
:Wl!Ji;
_
w
°'
1ovtj5o-.\
•I
LIMIT
Two
P[ll CU5ro,,fft
~
!) wltie.vi
2) ]) o es
3) who
-
does Ho.nh 3D 1o
WC'f),?
Sokho.. go .shoppin5 ivi fh.e mov--n,·r15
sleeps
in
+h-e..
vvtov-lt\
iY\3
?
?
�WORKING CONDITIONS
MEAL AND BREAK PERIODS
Employees are provided a fifteen minute break period in the morning and afternoon.
In addition, a thirty minute unpaid lunch period is provided. Your supervisor will
advise you as to appropriate times for meal and break periods, so as not to interfere with peak periods.
SECURITY
/
/
All employees are required to enter and exit the Hotel through the employee enterance
located at the rear of the Hotel. A security officer will inspect all parcels upon
entering and exiting the premises. Any part of the building designated for "employees
only" is absolutely off limits to non employees.
/
Lockers will be assigned and controlled by the security department.
are not permitted, and locker inspection will be held periodically.
Personal locks
EMPLOYEE LOCKER ROOMS
Men's and Women's locker rooms are available with each employee assigned his/her
personal locker. Clothing and personal belongings may be stored in lockers. At no
time should any food or hotel property other than uniforms be stored in lockers.
Lockers are assigned and controlled by the security department. Each and every employee is responsible for maintaining the cleanliness of the locker room area.
UNIFORMS
Those employees required to wear uniforms will be provided with uniforms. Stouffer's
Bedford Glen Hotel will maintain and launder all uniforms. Uniforms are not to leave
the property at any time. Lockers and locker areas will be provided for storage and
changing into and out of your uniform.
PARKING
Free parking is provided for all employees in the employee parking lot adjacent to
the employee enterance.
STATUS
Full time employees are those who work a minimum of thirty (30) hours per week on a
regular basis. Part time employees work a minimum of eighteen (18) hours per week
on a regular basis. Employee working less than 18 hours per week on a regular basis
are classified as per diem employees, scheduled as needed.
37
�MONTH 1 - Week 2
Day 5:
Safety (see page 78.)
Vocabulary
wipe up spills
say "Passing, please"
handle with care
avoid breakage
keep to the right
read instructions
report unsafe conditions
report accidents
guest acciqents
employee accidents
Movie (make advance arrangement with Kim in Personnel Office)
Show fire safety film
38
�MONTH 1 - Week 2
Day 5:
- EO:
Safety
Sa fety at Stouffer's Bedford Glen Hotel (see page 78)
Vocabulary
wipe up spills
say "Passing, please"
handle with care
avoid breakage
keep to the right
read instructions
report unsafe conditions
report accidents
guest accidents
employee accidents
Movie (make advance arrangement with Kim in Personnel Office)
Show fire safety film
VESL:
Safety in the Housekeeping Department
Vocabulary
block
doorway
secure
lock
refuse to
report
immediately
Materials:
Grammar:
excuse me
later
can't
come back
inside
ok
in
ask Dave
ask Chuck
for a minute
for a second
Be careful
still
there
Supervisors role play as guest
"be sure''/"refuse" with infinitive
preposition : inside
adverbs of time: later, for a minute/second, still
modal can't
What i f
adverb of place: there
Dialogue 1
Phonh:
Chuck :
What i f the guest is still in the room?
Don ' t clean the room ;if the guest is still there ,
Dia logue 2
Pia :
Guest :
When would you like me to do your room?
Give me a half an hour ,
Dialogue 3
Savoeurn:
Darlene:
What if I want to take a break?
Leave your cart in the linen closet.
39
�MONTH 1 - Week 3
Day 1:
EO:
Prob,ationary Period - What is a Caddy?
Probationary Period (see pages 41 and 42)
-probationary employee
-two calendar months
-evaluate
VESL:
-regular employee
-performance appraisal
-review
What's in a Caddy?
Vocabulary
soap
bath soap
small soap
shaving kit
bath gel
evaluation
bathtub
sink
closet
vanity
Grammar:
note pad
do not disturb sign
laundry slip
fire safety folder
liners
room service folder
door
desk
in, on
door knob
reminding
Pany"
Where does the ·___ go?
On the ___ , in the _ __
Materials:
caddy and pictures of room, then real room
Dialogue 1
Darlene:
Where does the bath gel go?
Phonh:
It goes on the vanity in the bathroom.
Dialogue 2
Darlene:
You don't have any laundry slips on your cart.
Deng:
Thanks for reminding me .
40
�GENERAL PERSONNEL
POLICY INFORMATION
Probationary Period and Performance Appraisal
A new employee is on probation for the first two calendar months. After this
time, the supervisor will conduct a performance appraisal with the employee.
Through this counseling process you will both mutually agree upon what the
job is and what is expected of you.
After the initial review, you will be considered a regular employee and will
be formally reviewed annually thereafter. Remember - the appraisal is intended
to evaluate your job performance. It also provides the basis for promotional
opportunities.
41
�PROBATIONARY REVIEW
Employee Name____________________Date of Review_ _ _ _ _ _ _ _ _ _ _ _ __
Department_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Position_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
_ _ _Performance has been outstanding.
- - -Performance has been good.
Improvements could be made in the following areas:
1.
2.
3.
4.
5.
_ _ _Performance is marginal. I do not recommend an increase at this time. I
recommend the probationary period be extended 30 days until the following
problem areas are corrected. A further review will be conducted in 30 days.
1.
2.
3.
4.
5.
- - -Performance has been poor.
I recommend termination for the following reasons:
1.
2.
3.
4.
5.
Employee Signature_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Date_ _ _ _ _ _ _ _ _ __
Supervisor Signature
------------------------Date-----------
Dept. head Signature
Date
------------------------ -----------
Received in Personnel
-----------------------Date-----------
�MONTH 1 - Week 3
D~:
EO:
Employment Seniority - Guest Relations
Employment Seniority (see page 44)
-5 years of employment
-25 years of employment
-anniversary party
-star club
VESL:
Guest Relations
Vocabulary
woul d
like
cleaned
or
Good morning
now
left
key
let me in
I' 11
Grammar:
come back
in half an hour
in an hour
in a few minutes
in 5 minutes
in a couple of minutes
call the desk
just a minute, please
I have to
verify
name
give me
do
next
my room
would you
today
future: I'll; passive; cleaned; or ;
111odal .would with indirect object, infinitive and
and pass:lve, "Would like to''
preposition ''in" with time
"need" with infinitive
Materials:
clock faces
Dialogue 1
Sopheo:
Would you like your room cleaned now or would
you like me to come back later?
Guest:
Give me 5 minutes.
(or I don't want service today.)
Dialogue 2
Guest:
I left my key in the room.
Please let me in,
Phuong:
I have to call the desk first.
your name for me,
Guest:
Paul Nickerson.
Phuong :
Thank you.
P-a-u- 1 N-i-c-k-e-r-s - o-n.
I'll be right back.
43
Please write
�GENERAL PERSONNEL
POLICY INFORMATION
Anniversaries
You will be invited to your first anniversary party when you have five years of
employment credit at Stouffer's. These parties are noted for good fellowship
and fun - a sort of trademark in the Stouffer family. At your five-year
anniversary, a service emblem will be presented to you. Every five years
thereafter, you will receive a new service emblem indicative of your years of
service. Then after you have been with us for 25 years, you will receive a
beautiful diamond set into a new service emblem. These remembrances are one
way of our saying a sincere thank you for your dedication, fine service, and
loyality over the years.
Star Club
When you reach your 25th anniversary, you will become a member of Star Club.
New members are welcomed into the Club each year with a special company party
held in their honor. It is a happy time, brimming with warmest memories. This
special group of employees also receive an additional benefit package.
Statement on Unions
We respect the rights of our employees and are committed to maintaining an open
and direct relationship with our people. We believe, and agree with our employees,
that it is not necessary to belong to a union to maintain such a relationship.
Over the years, our direct relationship has been mutually beneficial to both our
employees and the company, and has contributed to Stouffer's success. We wish
to support his relationship by continuing to review and establish programs (such
as our regular wage surveys, problem solving procedures, progress review program,
etc.) and policies which lead to the betterment of all Stouffer people. We believe
in these policies which give our employees the right to discuss problems, express
dissatisfaction, and obtain all necessary help by dealing directly with their
supervisors.
We do not believe it is necessary for you to have to pay dues to any outside
union to act as a mediator between us, and Stouffer employees have repeatedly
endorsed this same position in past elections and have shown a clear preference
for the continuance of our open and direct relationship.
Employee Meetings
Periodic departmental meetings as well as quarterly hotel employee meetings are
a standard Stouffer Hotel policy.
These meetings are held to communicate any operational changes and to give you
general direction on Company goals and objectives. At the same time, it is an
opportunity for you to bring up any job related problems or concerns that they
may be experiencing.
44
�MONTH 1 - Week 3
p~:
EO:
Employee Meetings - Guest Room Procedures - Beds
Employee Meetings (see page 44)
-departmental meeting
-communicate
-general direction
VESL:
-quarterly meeting
-operational change
-company goals
Guest Room Procedures - Beds
Vocabulary
blanket
changed
needs to
stain
bed pad
wrinkle
dustruffle
pillow case
bed
dirty
holes
Grammar:
linen
pillows
extra
hospital corner
throw pillows
top sheet
cot
softer
firmer
more
sheet
tight enough
forgot
bed spread
bottom sheet
would be good
sheet
again
see
here
''needs to" with infinitive
modal: could
past tense with negative: didn't
,;forget" with infinitive
Materials:
a bed, linens, pillows
Dialogue 1
Peg:
Phuong, see this blanket has a stain here.
Phuong:
Oh.
Peg:
You should change the blanket.
Phuong :
OK .
I see it.
Dialogue 2
Guest:
Could you leave me an extra pillow?
Doua,ngmany ;
Yes, of course , (Sure , ) (Yes 1 l w;i..11 , )
Do you want a soft pillow or a firm pillow?
Guest:
A firm one would be good.
45
�MONTH 1 - Week 3
Day 4:
EO:
Statement on Unions - Team Work
Statement on Unions (see page 44)
-open and direct relationship
-right to discuss problems
-express dissatisfaction
VESL:
-union
-mediator
-supervisor
Team work
Vocabulary
team
team work
give a hand
help out
I need help
work together
get organized
right
Grammar:
keep up with it
keep on top of it
run smoothly
do your/our/their/part
How's it going?
good procedure
a mess
need to
conditional if
Dialogue
Kane:
This place is a mess.
Chuck:
If you want to make this department run smoothly
you need to work as a team.
Kane:
What do you mean?
Chuck:
Get organized, use good procedure, work together.
Kane:
You were right.
46
Now we can keep on top of it.
�MONTH 1 - Week 3
Day 5:
Acknowledging that You Understand Directions Given
Vocabulary
I understand
I don't understand
I don't understand very well
Please do it again
Please show me again
watch me carefully
Grammar:
Materials:
sure
no problem
that's it
now you do it
I'll
it first
make it
negatives: don't
cardinal numbers
a bed and linens
Dialogue
Lisa:
Nouphit:
I don't understand very well,
Please make it again,
Lisa:
No problem.
Nouphit:
Now I understand,
Lisa:
I
Now, you do it.
Nouphit:
,
OK.
Lisa:
l, ·~;
I'll make the bed.
Watch me.
Good.
�MONTH 1 - Week 4
Day 1:
EO:
Affirmative Action - Guest Room Items
Affirmative action (see page 49)
-Fair treatment
-Affirmative action program
-Self improvement
-Educational refunds
VESL:
Guest Room Items Around the Bed
Vocabulary
bed
night stand
lamp
clock
bureau
clean
dirty
dusty
broken
stained
Grammar:
ripped
maintenance
waste basket
liner
ashtray
pen
notepad
sofa
chair
coffee service tray
prepositions:
Materials:
room service tray
right now
picture
coffee table
end table
matches
tv report
in, on, next to, under
room with items
"something wrong" pictures with items missing
or broken
Dialogue 1
Douangmany:
Peg, the chair in Room 2001 is broken.
Peg:
OK, I'll report it to maintenance.
Dialogue 2
Darlene:
Deng, you forgot to clean the ashtray on
the night stand.
Deng:
I'm sorry.
I'll do it right now.
48
�AFFIRMATIVE
ACTION
Fair Treatment
Stouffer's is a grand place to work. One of the many things that you will
learn to appreciate is the fact that you will be treated fairly regardless of
race, religion, color, creed, sex, age, national origin, or marital status.
Stouffer's main concern is whether you work hard, are dependable, perform your
job well, and are able to cooperate and work well with your co-workers. We are
concerned that you follow directions carefully, show respect for your supervisors, and strive for quality at all times. Each employee has an obligation
to see that our Affirmative Action Program is effective. This means that we all
should help other employees, deal fairly with them, show consideration of them,
regardless of race, religion, color, sex, age, national origin, or marital status.
Self Improvement
The Company has made available to employees Educational Refunds to assist them
financially with courses that will help them on their jobs. Discuss the details
of the program with your Hotel Director of Personnel.
Promotion From Within - Advancement
Stouffer Hotels is committed to promotion from within and you will be encouraged
to advance to the limit of your ability. There will be no discrimination on
account of race, religion, color, sex, age, national origin, marital or draft
status. All promotions take into consideration experience, education, dependability, attitude, quantity, speed, and quality of work in addition to length
of employment service.
Speaking Out
If at any time you feel you are not being treated fairly and that you are being
discriminated against because of your race, religion, color, sex, age, national
origin, marital or draft status, DISCUSS IT WITH YOUR SUPERVISOR FIRST, THEN YOUR
MANAGER. Then if your problem is not handled to your satisfaction, our problem
solving procedure should be followed (refer to "Open Door Policy on Problem
Solving").
A Word About Quality
Quality is what we seek providing in service to our Stouffer Hotel guests.
Quality in guest service can only be obtained through a sincere desire from all
Stouffer Hotel employees to serve and please our guests. Quality is what we
seek in our employees. Quality comes from men and women of all ages, colors,
races, religions, and nationalities.
49
�MONTH 1 - Week 4
Day 2:
EO:
Affirmative Action - Understanding Directions
(continued)
Affirmative Action (see page 51)
-Promotion from within
-Advancement
-Speaking · out
-Discrimination
-Quality of work
VESL:
Guest Room Items - Closet and Folders
Vocabulary
laundry bag
shoe shine bag
swim bag
laundry slips
sliding doors
luggage rack
HBO
fire safety folder
hangers
Grammar:
enough
more
a few
any
a lot
Dialogue
Phuong:
Do you have enough laundry bags?
Sopheo:
No I don't,
I need a lot more.
so
�AFFIRMATIVE
ACTION
STATEMENT of POLICY on EMPI.OYMENT AFFIRMATIVE ACTION
Stouffer's since 1924 has built its reputation on quality. Stouffer's is now recognized as a leader in the
hotel and food service industry and it continues to provide the best quality in all areas of its operations.
This reputation for quality was built by the efforts of Stouffer employees of all races, religions, coiors,
creeds, nationalities. Our employees were and still are men and women of varying ages from 18 to 80.
We are proud that many newcomers to the country of all nationalities learned their English while
helping in our operations. Each employee is recognized for his or her individual abillty, effort,
personality, dependablilty, and quality and quantity of work. We trust our employees to do their best at
all times, to cooperate with one another and to be loyal to Stouffer's. Eachjob, no matter what type, if
done well, is valuable to the total team effort for quality. It is sound business and morally right that we
do not discriminate. Of course, Stouffer's has over the years complied with whatever the current
legislation, whether local, state, or federal, requires pertaining to discrimination. Stouffer's wants to •
reaffirm our basic policy of recognition of the indivdual and indicate our sincere continued effort not to
discriminate against minorities, women, handicapped and Vietnam veterans, but to encourage their
employment, fair treatment and advancement with the Company. This is spelled out below:
Stouffer's will continue to comply with all local, state, and federal laws relative to Fair Employment Practices and Equal Employment Opportunity.
Stouffer's will not discriminate against any applicant for employment because of race, religion,
color, creed, national origin, sex*, age* or marital, handicap, or veteran status in recruiting,
testing, selection for hire, or setting initial rate of pay.
Stouffer's will not discriminate against any employee in all matters dealing with employment
including but not l1mited to: Training, tuition refund, promotions, testing, standards, termination,
layoff, recall, transfer, use of facillties, assignment of stations, benefit consideration for
increment in wage or salary, social and recreation programs or any other terms and conditions
off employment because of race, rel1gion, color, creed, national origin, sex*, age* or marital,
handicap or veteran status.
Stouffer's will maintain a productive work environment free from harassment on account of
race, religion, sex, or national origin. Employees are encouraged to bring to management's
attention any problems of discrimination or harassment. Stouffer management will investigate
any such problems and take remedial action where appropriate.
Stouffer's will take affirmative action to insure that these policies will be implemented at all
levels and at all locations. Programs have been instituted to encourage the recruiting and hiring
of females and minority** employees, and to facilltate participation in community efforts
directed toward promoting better understanding and implementation of Equal Employment
Opportunity. Efforts will be made to correct deficiencies.
To insure the effectiveness of the Affirmative Action Program, Stouffer Hotels has appointed
AllenD. Lancaster, Director of Personnel, as Equal Employment Opportunity Officer. Mr. Lancaster
will assume over-all responsibillty for the implementation of policy, outlining of objectives,
stimulating the reporting of positive results, and the adm1nistration of all programs of action. In
order to accomplish this, Mr. Lancaster will rely on his departmental staff and on each hotel's
General Manager and through Stouffer Hotels General Office Department Heads for further
implementation of all Equal Employment Opportunity Programs. Regular reports will be made
on the effectiveness of the program to the President.
Signed
<'-:<?
~~ef';,/ ~
_ _ /.,,','c::'~ _ _/[/-a:,~
L
,:; C -
William N. Hulett - President, Stouffer Hotels
*UnleSS a bona.fide occupational qualification.
**Minorities include: Blacks,Asians,American Indians, Hispanics,Alaskan Natives, Vietnam Veterans
and Handicapped.
Stouffer's General Offices
Effective: 8 / 15/82
Form # AlOOl 8/82
29800 Bainbridge Rd.• Solon, Ohio 44139 • (216) 248-3600
Supersedes: 11/ 1/80
51
�MONTH 1 - Week 4
Day 3:
EO:
Open Door Policy - Guest Room Items
(continued)
Open door policy on problem solving (see page 53 )
-Employee rights
-Problem solving procedures
-Improve communication
-A fair and equitable way
VESL:
Guest Room Items:
Bathroom
Vocabulary
move it a little
ice bucket
coasters
glasses
soap dish
wicker basket
amenity basket
sewing kit
shower cap
shampoo
safety mat
wet, dry
clean, dirty
right place
correctly
incorectly
Grammar:
folded
almost
like this
bath gel
shoe mit
towels
wash clothes
bath mat
shower
shower curtain
liner
sink
toilet
filled, empty
full, empty
wrong place
or
Dialogue
Nouphit:
Is the shower cap in the right place
or wrong place?
Peg:
It's almost right.
Move it a little. Like this.
52
�OPEN DOOR POLICY
ON PROBLEM SOLVING
Stouffer Employee Rights
Everyone has problems. Things are never perfect. How do we solve them? Well,
when they involve your job, Stouffer's has a procedure that works and is available to all.
When things are not going the way you feel they should in your job, Stouffer's
wants to help. The following problem solving procedure is a right you will
always have. It is a method where we can deal with each problem directly with
you and on an individual basis. Please become familiar with this procedure and
feel free to use it as needed.
Stouffer's Open Door Policy on Problem Solving
Stouffer's is proud of its problem solving procedure and policy. This policy says
that Stouffer's will provide and maintain a clear and open channel through which
every employee will be given the fullest opportunity to obtain a satisfactory
solution to job problems. Employees are assured that they will not be discriminated against or in any way penalized for using this authorized procedure.
These steps are set up to try to improve communications and correct any mistakes
that might happen despite our best efforts. We are sure that these procedures
and steps will make for a fair and equitable way to solve your job problems, and
for a true "open door policy" for all Stouffer employees.
If you, as a Stouffer employee, are dissatisfied with anything related to your
job, treatment by your supervisor, company policies or practices which create a
problem in performance of your job, the following steps should be taken.
Step 1 - The employee is to first discuss the problem with his/her immediate
supervisor. The supervisor will set aside some time, listen, investigate the problems, and then make recommendations and give a decision
or findings to the employee.
Step 2 - If the employee is not satisfied with the immediate supervisor's
decision, the problem may be taken to the employee's Department Head.
Step 3 - If the employee is not satisfied with the Department Head's finding
or decision, the individual may present the problem verbally or in
writing to the Director of Personnel.
Step 4 - Again, if the employee is not satisfied with the decision, the Hotel
General Manager will make a decision upon the verbal or written
presentation of the problem.
Step 5 - If the employee still feels the need for further consideration, the
individual may submit the problem to the area Vice President, and if
still need be, could write the President of Stouffer Hotels.
53
�MONTH 1 - Week 4
Day 4:
EO:
Open-Door Policy (continued) - Good W
ork and Bad Work
Open-door policy steps (see pages S:3 and 56)
1-Talk to immediate supervisor
2-Talk to Department Head
3-Talk or write to Director of Personnel
4-Decision by General Manager
5-Submit problem to area Vice President
6-Write to President
VESL:
Good work and bad work
Vocabulary
good work
no good
nice going
not bad
right
poor job
slow
Grammar:
mistake
OK
that's nice
that's wrong
very good
wrong
imbedded sentences
it's good work
Peter said that
it's OK
Exercise
Students:
Listen to vocabulary announced by teacher,
Repeat vocabulary a f ter teacher.
Listen again. For every phrase of "good work", students
raise 1 finger. For every phrase of "bad work", students
raise 2 fingers. Do this listening exercise until
students can distinguish expressions of " good work" .from
expressions of "ba d work".
Repeat the exercise, but this time teacher raises her
voice and softens her voice to show that a loud voic e or a
soft voice does not change criticism to praise.
Listen:
good job
nice going
good work
not bad at all
you work fast
OK
pretty good
54
no good
not good
poor job
poorly done
you work too slow
you made a mistake
do it again, faster
�MONTH 1 - Week 4
Day 4:
continued
Listen again and repeat after teacher
Listen and hold up 1 finger for "praise"
2 fingers for "criticism"
good job
no good
wrong
good work
not bad at all
wrong
you work fast
you work too slow
Listen again, for "praise" students say "thank you"
for "criticism" students say "I understand"
"Please show me a gain"
"Should I do it again?"
55
�OPEN DOOR POLICY
ON PROBLEM SOLVING
For our hotel, your problem solving contacts are as follows:
1.
2.
Department Head
3.
Director of Personnel
4.
Hotel's General Manager
5.
Area Vice President
6.
Note:
Supervisor
President
Please fill in this section with your supervisor during your orientation.
56
�MONTH 1 - WEEK 4
Day 5:
EO:
Review
A short story on problem solbing
Kim was very happy, she has been making plans for her
sister's visit on the week-end!
Her sister, who lives in
Philadelphia, will come to visit her and will stay until Monday.
She plans to take her sister out to lunch at a Chinese
restaurant in Boston's Chinatown on Monday.
When Kim looked at her work schedule for next week, she
was very disappointed.
She has to work on Monday.
Saphay: "What can I do now?;
She asked
Sap hay said: "Don't worry.
go
and see Chuck."
Kim went to see chuck and asked him if she could have ?1onday off to go to Boston with her sister.
Chuck told her it's
all right, he will ask Nouphit to work on Monday.
He also reminded
her that if she wants a day off, she will have to tell him· or Dave
on Tuesday of the previous week.
Whenever you have a problem at work, talk to your supervisor.
He will help you to solve your problem.
VESL:
Role Play
1-one student gives directions--the other doesn't understand
2-one student does a procedure wrong--the other critizes the first
Discuss asking for clarification and criticism in Cambodia, Laos,
Vietnam and the US.
Vocabulary matching quiz
Listening quiz
57
�MONTH 2 - Week 1:
EO:
WAGES AND BENEFITS
VESL:
EO:
GUEST RELATIONS, CONVERSATIONS
Wages and Benefits (see pages
59
and 62)
WAGES
Vocabulary
fixed entry rate
average wage
equity
hotel achievement
increase
6O-day probationary period
annual increment
employee performance
Dialogue
Pion:
What is my pay rate?
Chuck:
It's a fixed entry rate.
Pion:
How much is it per hour?
Chuck:
It's
Pion:
is it good pay?
Chuck:
It's better than average.
----
per hour.
HOLIDAYS
Vocabulary
regular holiday
floating holiday
regular pay
double-time
cummulative
forfeit
Dialogue
Phonh:
I am not working tomorrow.
Deng:
Why?
Phonh:
It's my floating holiday.
Deng:
Will you get pay?
Phonh:
Yes, I'll get regular pay.
Deng:
That's very good!
58
�WAGES & BENEFITS
Wages
The wage and benefit program at Stouffer's Bedford Glen Hotel provides that jobs of
comparable worth are paid equal to or better than average wage in our area. Regular
wage surveys and audits are conducted to maintain equity in our wage system. All employees are hired at a fixed entry rate and eligible for an increase at the conclusion of
the sixty (60) day probationary period. Thereafter, wage rates will be increased at
least once anually based on many factors including market surveys, governmental guidelines, departmental and overall hotel achievement and employee performance.
Holidays
Our hotel celebrates seven (7) regular holidays and one(l) floating holiday. The seven
regular holidays include New Year's Day, Patriot's Day, Memorial Day, Independence Day,
Labor Day, Thanksgiving and Christmas.
Regular employee's who work the holiday will be paid double time or a regular days pay
plus straight time for all hours worked on the holiday. All other full time (30 hour)
employees granted the day off du~ to the holiday will receive a regular days pay.
The floating holiday may be used on your birthday or any other day during the calendar
year. You must schedule your floating holiday at least two weeks in advance with your
supervisor, floating holidays are not cumulative, therefore it will be forfeited if
it is not taken during the calendar year. You must complete your 60 - day probationary
period to be eligible. Employees will not be allowed to work the floating holiday for
the purpose of receiving overtime. Employees must work the scheduled day before and
after the holiday to be eligible for holiday pay. Any questions regarding the floating
holiday ~hould be forwarded to the Director of Personnel.
Vacation
Employees are required to schedule vacations at least two weeks prior with their
supervisor. All vacations are subject to the approval of the individual supervisor
and should not be scheduled during peak business months.
59
�(continued)
MONTH 2 - Week 1
VACATION
Vocabulary
take the time off
pro-rated basis
schedule a vacation
earned vacation
Dialogue
Chuck:
Did you schedule your vacation?
Pia:
No, I didn't. How many days
have I earned?
Chuck:
After one year of work, you get
a 2-week vacation.
'Pia:
That's great!
VESL:
Guest Relations - Conversations
Vocabulary
How do I
get
nearest
go
down
corridor
over there .
I'll get some more
get
didn't
wake-up call
morning c·o ffee
turned down
Grammar:
turn
left
right
Have a nice day
go right ahead
straight
shade
TV
broken
something wrong with
phone
my
There is
out of order
around
corner
upstairs
downstairs
ice machine
in here
this morning
last night
let
know
problem with
the heat
"wh" questions: where, how
adverbs of place: right, left, straight, here, there
future: I'll
possessive: my
Dialogue 1
Guest:
Douangmany:
Where is the nearest ice machine?
Go down the corridor. It's near the elevator.
Dialogue 2
Guest:
Phuong:
I didn't get my morning coffee.
I'm sorry. I'll let room service know.
60
�MONTH 2 - Week 2:
EO:
WAGES AND BENEFITS (continued)
VESL:
FILLING OUT A MAID SHEET & OTHER READING'S
COMMON HOUSEKEEPING PROBLEMS
*****
EO:
Wages and Benefits (continued)
PAID SICK LEAVE
Vocabulary
eligibility
perfect attandance
accumulated sick days
Dialogue
Chuck:
You did not come in to work yesterday.
Deng:
No, I didn't.
Chuck:
Did you make a request for sick pay?
Deng:
Yes, I did.
supervisor.
I was out sick.
It has to be approved by my
HEALTH INSURANCE
Vocabulary
hospitalization
short-term disability
dental coverage
major medical
life insurance
Dialogue
Nouphit:
I've been working for 3 months.
Am I eligible for health insurance?
Peg:
Yes, you are.
Nouphit:
Am I eligible for dental insurance, too?
Peg:
No, you're not.
You have to work for one year.
OVERTl'.ME
Employees will get paid time and a half for work in excess
of 40 hours per week. No extra pay for work performed on
Saturday and/or Sunday.
61
�WAGES & BENEFITS
All regular full-time employees will earn:
2 weeks vacation after 1 continuous year of service
3 weeks vacation after 7 continuous years of service
Under no circumstances will vacation pay be authorized without taking the time off.
All vacation earned must be taken within twelve months of the date it is earned or
vacation will be forfeited.
Part time employees will earn vacation on a pro rated basis, equal to the average
number of hours worked during the course of one year.
PAID SICK LEAVE
Employees will earn one day for every two months of perfect attendance, to a maximum
of twelve days.
Employees who do not use any sick days after a f ull year of employment will receive two
extra days pay in addition to accumulating the sick days.
Paid sick leave is an added insurance benefi t and should be accumulated to allow for
financial protection in the event of illness.
Sick leave is paid subject to the approval of your supervisor.
HEALTH INSURANCE
Stouffer's Bedford Glen Hotel provides a comprehensive health insurance program including hospitalization, major medical, short-term disability insurance, life insurance,
and dental coverage.
All full time employees are eligible for insurance coverage on the first of the month
after 3 months of continued employment. Dental insurance is included after one year
of continuous employment. You must fill out the appropriate insurance cards to be
eligable for insurance benefits.
PAY DAY
All employees are paid on Friday of each week.
the Security Office.
Pay checks will be distributed from
OVERTIME
Bedford Glen pays approved overtime to all employees who work in excess of 40 hours
per week. Time off in lieu of overtime pay is not permitted.
PAYROLL DEDUCTIONS
As required by law, Stouffer's makes certain deductions from your paycheck. Those
deductions include Federal Income Tax, State Income Tax, and Social Security (FICA).
Other payroll deductions which may be selected by the employee include those pertaining to various Stouffer benefit programs.
JURY DUTY
Stouffer's will pay the difference between the pay you receive for Jury Duty and your
regular day's pay. Please contact Personnel if you are called for Jury Duty.
62
�MONTH 2 - Week 2
EO
(continued)
JURY DUTY
Stouffer's will pay the difference between the pay an
employee receives for Jury Duty and her/his regular
day's pay.
VESL:
Filling out a Maid Sheet (se e page 64) and other
Review Dates
readin g
Vocabulary
project of the day
c/o
occ
act ST
remarks
done
checkout
occupied
Grammar:
initial(s)
sect.
day
date
Jan.
Feb.
March
goes
"wh" questions:
fill out
mean
vac. If
Apr.
May
June
July
Aug
how, what, where
Dialogue 1
Phuong :
How do I fill this out?
Darlene:
Write "done" here.
Phuong:
Oh, I see.
Dialogue 2
Deng:
What goes here?
Peg:
I initial it.
Deng:
ummm.
Do Not: Disturb
don't write
Sept.
Oct.
Nov.
Dec.
rec. slip
�DAY .
~AHE - - - - - - -
L-
· DA'fE _
SECT.------VAC
D
SUPERVISOR
-------
.
ROOH NUM.BERS
---~-
.
-
m:·c:::I( ST l.TUS
ACTUAL
STATUS.-
c/o -· -·. '.Gee- ·
REMARKS
1
2
·
I
-~ --=~--==~=:=-i-=--:,-~4---4--- ----.;__--=-- - ~- - - - - -- .
3
. . ..
-
. 4
. 5
7
:s
I
9
- .?,]i---=,, , ,., ,._-1----=-t-----:· l- - - l - -! ·
+
- - -·--- - - - - -
-11
'.12
I
D
COOL
HEAT
LO\v
QHJ6H
•
l
J
4
l
oFF
�MONTH 2 - Week 2
VESL:
(continued)
Connnon Housekeeping Problems
Vocabulary
dust
the top of the mirror
trash
under the bed
bathtub
sink
still dirty
polish
chrome
right
burned out
forget to
Grannnar:
point
warmer
cooler
cool
heat
high
low
off
dry shower liner
toilet paper
shower liner
needs to be
changed
missed
go back
dirty
set
summer setting
winter setting
light bulb
more careful
''want" with infinitive
I want you to
past tense: -ed (missed)
irregular past tense: forget, forgot
Dialogue 1
Peg:
You missed under the bed.
trash under there.
Phuong:
I'm sorry.
There's still
-Next time I'll be more careful.
Dialogue 2
Peg:
The top of the mirror is dirty.
Lamdoum:
I'm sorry.
I missed it,
65
I'll do it right away.
�MONTH 2 - Week 3:
EO:
VESL:
EO:
YOUR PAYCHECK
PEOPLE YOU WILL MEET
Your Paycheck (see pages 6 7, 68 , and 69)
Vocabulary
pay day
pay slip
gross pay
net pay
payroll deductions
current
year-to-date
federal income tax
state income tax
F.I.C.A.
Dialogue 1
Nouph it:
Is pay day today?
Dave:
Yes, it is.
Nouphit:
Where can I get my paycheck?
Dave:
At the Security office.
It's Friday.
Dialogue 2
Dave:
Did you get your paycheck?
Noy:
No, not yet.
Dave:
You'll get one next Friday.
VESL:
I started to work two days ago,
People You W
ill Meet
Vocabulary
Manager
Night Manager
supervisor
maid
runner
Grammar:
guest
laundry room staff
security
personnel
know
"wh" question:
That
who
Dialogue
Noy:
Who is that?
Phonh:
That's Darlene.
Noy:
What does she do?
Phonh ;
She's a supervisor.
66
�YOUR PAYCHECK
A popular subject with our employees! The work week runs from Saturday through
Friday. The following Friday is payday, at which time employees will receive
their paychecks from their supervisor or from the Personnel Office. Checks will
be issued every Friday during the hours specified.
Listed below is an explanation of a sample paycheck (see next page for "sample"
paychecks).
Explanation of Sample Pay Slip (Check Stub)
Code
Title of Column
Explanation of What Column Contains
1.
Pay Ending Date
The last day for which the check pays.
2.
Current Week's Figures
The top line the entire way across is for
the current week's calculations of earnings, taxes, and deductions.
3.
Year-to-Date Figures
The bottom line shows your year-to-date
earnings and taxes.
4.
Earnings (Gross)
Top Line - Total earnings during the week
(includes wages, tips declared, and other
miscellaneous earnings).
Bottom Line - Year-to-date earnings.
5.
Federal Tax
Top Line - Withholding tax deducted, based
on the gross wages plus tips declared for
the current week.
Bottom Line - Year-to-date federal tax.
6.
F.I.C.A.
Top Line - The amount deducted for Social
Security tax based on the gross earnings
including tips for the current week.
Bottom Line - Year-to-date F.I.C.A.
7.
State
Top Line - The amount deducted for any
state tax.
Bottom Line - Year-to-date state tax.
8.
Disability
Top Line - The amount deducted for any state
disability insurance tax in New Jersey, New
York, and California for the current week.
Bottom Line - Year-to-date disability tax.
9.
Local
Top Line - The amount deducted for any city
or local tax for the current week.
Bottom Line - Year-to-date local tax.
67
�YOUR PAYCHECK
Code
Title of Column
Explanation of What Column Contains
10.
Deductions
The total amount of all other deductions
listed below under "Description."
11.
Net Pay
The result of subtracting all taxes (#5,
6, 7, 8, and 9) and all other deductions
(#10) from the total earnings ( #4).
12.
Earnings Description
The types of earnings paid or valuations
credited for tax purposes. Could include
any or all of the following:
Regular - Hours worked times the rate
(include overtime hours).
Overtime - 1/2 the overtime hours times the rate.
Dollar Adjustment - Amount added to this pay
to correct prior pay for retroactive pay
raise or for split shift premium or other.
Tips - Declared
Holiday - Rate times holiday hours.
Vacation - Rate times earned hours.
13.
Earnings - Hours
The number of hours worked in each particular category shown to the nearest hundredth
hour.
14.
Earning - Current
Total$
The amount earned or credited in each particular category (regular hours times the rate,
1/2 overtime hours times the rate).
15.
Earnings (No Title) Year-to-Date Total
The amount earned or credited in each particular category this year-to-date.
16.
Deductions Description
Could include any or all of the following:
Tips - Declaration to of fset earnings
credited for tax purposes.
Dollar Adjustment - Amount deducted from
this pay to correct prior pay or other.
Garnishment
Advance
Stouffer's Health Benefits Program
United Way
U.S. Bonds
Vacation
Holiday
Miscellaneous
17.
Deductions - Current
Total
Total of deductions for each description.
68
�YOUR PAYCHECK
Code
Title of Column
Explanation of What Column Contains
18.
Amount of Check
Net weekly wages after all deductions.
SAMPLE PAYCHECK
H- 718249
H002
STOUFFER HOTELS
DIVISION OF THE STOUFFER CORPORATION
:~OT GOOO r oe- Ov E~ '6 Xl 00 QQ- AF''TE R 60 OA Y
S1
CHECK DATE
PAY
TO THE ORDER OF
CHECK
AMOUNT
Your Name Here
****7)J2
1120
0054 0540 OlA
999 99 999
6-103
411>
7l8L49
H
OSPITALITY BEGINS WITH U
I
I
I
I
I
I
I
I
I
I
I
I
I
Could also inclu
Attachrrent.
uld also inclu
tilers; See Atta
69
See
�MONTH 2 - Week 4:
EO:
OTHER EMPLOYEE BENEFITS
VESL:
EO:
TIPS
Other Benefits
COMPLEMENTARY ROOMS PROGRAM (see page 71)
Vocabulary
complimentary
25 % food and beverage discount
anniversary date of employment
room reservations
Dialogue
Pia:
Where do you stay on your vacation?
Dave:
At the Westchester Hotel in New York.
Pia:
Do you have to pay?
Dave:
No, it's complimentary. I've been working
here for more than a year.
FREE MEALS
Breadfast, lunch, and supper are free to employees who
are at work.
Dialogue
Darlene:
Let's go to lunch.
Noy:
It's a good idea.
Darlene:
It's free.
How much does it cost?
EMPLOYEE RECOGNITION PROGRAM (see page
-· )
Dialogue
Chuck:
Congratulations Kane! You were selected
EMPLOYEE OF THE MONTH.
Kane:
Thank you.
Chuck:
Will you take your sister out to brunch?
Kane;
Yes, next Sunday, at the Havilland's.
70
�COMPLIMENTARY ROOMS PROGRAM
As a means of conveying the Company's appreciation for the part employees play in
contributing to the successful operation of our hotels, the Company will offer a
complimentary rooms program to Stouffer Hotel employees and their . immediate family
members traveling with them.
Room reservations are subject to space availability and must be made at least 14 days
in advance of the arrival date. Reservations are to be made through the Personnel office
at Bedford Glen.
All hotel employees with one or more years' of service will be provided complimentary
rooms, providing space is available at the requested hotel. In addition to complimentary rooms, all employees will be provided a 25% food and beverage discount.
The number of nights an employee can stay in the hotel without charge is based on the
amount of time he or she has worked for Stouffer's. All periods of employment are
counted when adding up the total years of service with Stouffer Hotels. An employee
earns complimentary rooms after being on the payroll one year. Complimentary rooms
cannot be accrued or carried over from year to year. In case of an employee who left
the Company and was rehired by the Company, the twelve-month period for using free
accommodations begins on the anniversary date of the employee's re-adjusted date of
hire.
The discount applies to the number of rooms required by members of the immediate
family. Spouse and their children traveling with the employee are granted the same
benefits, even if additional rooms are required.
If additional rooms are used for parents, brothers, sisters, or other relatives accompanying the employee, they will be charged 50% of the regular room rate and receive
no discount on food and beverage.
This complimentary rooms policy does not apply at the following hotels: Denver Inn,
Riverfront Towers, Somerset Inn, or the University Inn. Also, no employee room requests will be honored at Anacapri or Lauderdale Surf from December 15 through Easter
of each year, no employee requests will be honored at Pineisle from April 1 through
September 1 of each year, and no employee requests will be honored at The Alamos
from January 1 through April 15 of each year.
Employees who have not completed one year of service will be allowed a 50% discount
at participating hotels.
71
�EMPLOYEE
REGOGNITION PROGRAM
"EMPLOYEE OF THE MONTH"
Each month, the staff at Bedford Glen will select an "Employee of The Month".
The employee will chosen based on the following criteria:
-pleasant, friendly attitude with Stouffer's employees and
staff as well as hotel guests.
-performs their job efficiently.
-willing to help other departments when needed.
-comes to work on time and with few absences.
-a true asset to the hotel.
The "Employee of The Month" will receive a $50.00 savings bond and brunch for two
in Havilland's.
At the end of every year, we then choose the "Employee of The Year" who will receive
a vacation at another Stouffer Hotel.
72
�MONTH 2 - Week 4
VESL:
(continued)
Tips
Vocabulary
checkout
dollar bill
under ashtray
on the tv
on the pillow
on the bed
with a note
ask
What i f
Grammar:
every
morning
usually
leave it
alone
occupied
supervisor
leave alone
if conditional
adverbs of frequency:
preposition: on
if
American
Chinese
Japanese
usually
Dialogue
Darlene:
If the room is occupied, leave the
money alone.
Lamdoum:
What if its a checkout?
Darlene:
If its a checkout, the money's a tip.
73
�MONTH 3 - Week 1:
ACCIDENTS AT WORK - WORK HABITS
Accidents at Work
Procedures:
1.
2.
3.
Report the accident to the supervisor immediately.
Personnel Department/Security Department will
determine the medical attention required.
Fill out an accident report as soon as possible
for all accidents.
Vocabulary
emergency
get an ambulance
call the police
hurts
broken
heart attack
stroke
very sick
can't breath
shock
Grammar:
Materials:
get a doctor
don't move
help me
hospital
sprained
fell
can't walk
can't move
bleeding
wounded
fire
get out
call the fire department
call the nurse
get a stretcher
get a blanket
get a bandage
can't see
choke
imperatives, modals "can", "have to", future tense
pictures of human body and first aid items,
vocabulary
Dialogue 1
Lisa:
What's wrong?
Piou:
I fell, and my back hurts.
Lisa:
Can you get up?
Piou:
No, I can't.
Lisa:
Don't move.
I am going to call the supervisor.
Dialogue 2
Darlene:
Emergency!
Get Security!
Chuck:
What happened?
Darlene:
Susan got a shock.
She can ' ·t move.
74
�arts of the Body
\._-------shoulder
back
knee - - - - - - - - - - - - - - - - leg
toe
foot
- - - - - -- - - -- -
75
�.
hair
;•
--- - - - -
forehead
eyebrow
eyelashes
eye
nose -
cheek
thumb
lip
w ri st
te et h
f in ger
76
/
�,side Your- Body
(
\
Gall B ladder
l
La rge Intest ine
Cu
Sma ll Inte sti ne
77
�SAFETY
Safety is extremely important. Wipe up spills immediately. Do not attempt to
operate any piece of equipment until you have received full instructions and
know how to operate it properly.
Remember to say "Passing, please" in congested areas to avoid accidents.
Report any unsafe conditions to your supervisor immediately so that accidents
can be avoided.
Be careful in handling china. Breakage not only costs the hotel a lot of money,
it can also be dangerous. A flying piece of china can easily cut someone or
land in food being prepared.
Always keep to the right in aisles, hallways, stairwells and other areas of the
hotel. Enter to and exit from doorways staying to your right and using the door
to your right. This is a must!
Guest Accidents
1.
An accident involving a guest in any area of the hotel should be immediately
reported to the supervisor who will then contact the Security Department.
Should the accident be serious enough to require any type of medical
attention, the Personnel Department and/or the Security Department will
take the necessary action.
2.
Guest property damage accidents should be reported immediately to the
supervisor who will, in turn, notify the Security Department.
3.
In the instance of damage or soiled clothing resulting from a server's
accident, the supervisor must be informed. The supervisor will advise
the guest as to how the cleaning bill should be processed.
Employee Accidents
Any employee who is injured on the premises must report the accident to his or
her supervisor immediately, regardless of the degree of the accident. The
Personnel Department and/or the Security Department will determine the medical
attention required, and will take appropriate action. An accident report must
be completed as soon as possible for all accidents.
78
�MONTH 3 - Week 1
(continued)
Work Habits
Vocabulary
lazy worker
late
messy
moody
not dependable
unreliable
forget
unpleasant
hard worker
on time
clean/neat
goon-natured
dependable
reliable
remember
pleasant
Grammar:
should, comparative:
Materials:
stick with it
give up
efficient
wasteful
careful
careless
cooperative
uncooperative
er, more, est
flashcards, pictures of one or more workers to
illustrate charachteristics, picture of What's
wrong here
CONVERSATIONS
Kane to her Supervisor
1.
Do I work hard?
1.
Do I take long coffee breaks?
2.
Yes, you do.
2.
No, you don't.
1.
Do I come on time every day?
1.
Do I learn new things?
2.
Yes, you do.
2.
Yes, you do.
1.
Can I have a raise?
2.
Yes, you can.
LlSTEN TO THE STORY
,
WR,ITE SENTENCES ABOUT KANE
1.
got promoted
2.
a good job
3.
a raise
4.
happy
5.
his wife
6.
work hard
79
�MONTH 3 - Week 2:
EO:
EMPLOYEE'S RIGHTS AND RESPONSIBILITY
VESL:
TAKING BREAKS - DAYS OFF
*****
EO:
Employee's Rights and Responsibilities (see page 81)
1-Review "Open Door Policy" page
2-Solicitation and distribution
3-Appearance
4-Attendance and punctuality
5-Identification
6-Work rules
Dialogue 1
Judy:
You look nice.
Pia:
Yes, it is.
Is it a new uniform?
Darlene gave it to me yesterday.
Dialogue 2
Dave:
Where is your name tag?
Noy:
Oh!
Dave:
Please wear your name tag all the time.
I think that I left it in my locker.
Dialogue 3
Chuck:
You forgot to punch in.
Lamdoum:
I'm sorry.
Chuck:
Here is your time card.
Lamdoum:
Thank you.
80
Please give me my time card.
�RIGHTS & RESPONSIBILITIES
Employees will not be disciplined or terminated without a just cause. Please feel free
to discuss any problems regarding discipline or your employment with your supervisor
or department head. The Personnel staff will be available to assist you with employment problems whenever necessary.
OPEN DOOR POLICY
Stouffer's is proud of its problem solving procedure and policy. This policy says that
Stouffer's will provide clear and open channels through which every employee will be
given the fullest opportunity to obtain a satisfactory solution to work related problems.
Again, the Personnel staff is available to assist you with this process. Please refer
to "Stouffer's Open Door Policy on Problem Solving" which is in your possession under
separate cover.
SOLICITATION AND DISTRIBUTION
Non-employees are not permitted to solicit or distribute literature for any purpose
on Company property at any time. Solicitation or other organizational activities
in the interest of any organization are not permitted by any employee during the working
time of the employee doing the soliciting or being solicited. Employees are not
permitted to distribute literature of any kind during working time in the working areas.
APPEARANCE
Your appearance is a direct reflection on you, your department and Stouffer's Bedford
Glen Hotel. We expect our employees will be neatly groomed with clean and pressed
uniforms (or personal clothing). Clean and comfortable shoes should be worn and only
personal jewelry such as wedding rings, service pins and watches. Your supervisor will
advise you of specific regulations pertaining to your department.
ATTENDANCE AND PUNCTUALITY
It is expected that our employees will be on time for work and maintain a satisfactory
attendance record. Adequate coverage must be maintained so that the needs of our guests
can be met. If unforseen circumstances warrant that you be late for work, it is your
responsibility to notify your supervisor and inform him/her of your expected arrival
time. In the event you should be absent from work, please notify your supervisor
before the start of the shift and each consecutive day that you will be unable to report.
IDENTIFICATION
All of our employees are supplied name tags and are required to wear them at all times
while on duty.
WORK RULES
Employees are expected to know their work schedules and work hours. Please punch in
your time card at the scheduled time, in uniform and ready for work, and punch out your
time card when your shift is completed. The Stouffer policy does not permit the hiring
of relatives at the same hotel.
81
�MONTH 3 - Week 2
VESL:
(continued)
Taking Breaks
Review:
food, employee cafeteria
Vocabulary
bathroom
ladies
lunch break
water bubbler
think
coffee break
employee cafeteria
choose
men's
get back to work
Grannnar:
only, imbedded sentence--I think that's ...
Materials:
pictures of food, pictures of places for meals,
tour of employee's cafeteria
Dialogue 1
Phonh:
Excuse me.
Pia:
Yes?
Phonh:
This is a line.
Pia:
Oh.
Phonh:
That's OK.
I'm sorry.
Dialogue 2
Noy:
Excuse me.
Lisa:
Yes, but no one's sitting over there.
Noy:
Thank you.
VESL ;
Is someone sitting here?
Days Off
Vocabulary
Weekend;
went shopping
watched TV
went to a movie
went to the park
went to the beach
like to
out sick
that's too bad
played basketball
played ping pong
played games
82
stayed home
what's the matter
played soccer
played tennis
played cards
went swimming
�MONTH 3 - Week 2
VESL:
(continued)
Days Off
(continued)
Family status:
married
single
divorced
widow
widower
son
daughter
husband
wife
aunt
uncle
niece
father
mother
in-law
brother
sister
cousin
nephew
visited my
vacation
mistake
last weekend
holiday
I think
next weekend
Grammar:
review "wh" question, past tense, future tense,
this, that, these, those.
-Who is that?
-Where do you live?
-How long have you lived there?
-How long have you been working here?
-What's your name?
Dialogue 1
John:
Hello.
What's your name?
Tuan:
Tuan Tran.
John:
I'm John Smith.
Tuan:
I'm a steward.
John:
I'm a bus boy.
Tuan:
Oh!
John:
Do you live in Lowell?
Tuan:
Yes, on Salem street.
John:
On Market street.
get back to work.
Tuan:
See you later.
John:
Bye!
What's yours?
What do you do?
What do you do?
83
Where do you live?
Oh, time's up.
Got to
�MONTH 3 - Week 2
VESL:
(continued)
Days Off
(continued)
Dialogue 2
Frank:
Hello Thanh.
How are you?
Thanh:
Fine, thanks.
Frank:
Not bad.
Thanh:
Frank, this is Quang.
Frank:
Pleased to meet you Tuan, I'm Frank.
Thanh:
Excuse me, Frank.
Frank:
Oh!
Quang:
That's OK.
And you?
Sorry Quang.
84
His name is Quang.
Not Tuan.
�MONTH 3 - Week 3:
EO:
DISCRETIONARY PROCEDURES
VESL:
TALKING TO FELLOW WORKERS
*****
EO:
Disciplinary Procedures
(see page 87)
Vocabulary
departmental rules
hotel rules
repeated offenses
suspension
discharge
disciplinary actions
violation
corrective measure
verbal warning
written warning
Dialogue 1
Where are you going Kane?
To the guest lounge.
Please don't do that. It's not
authorized.
Piou:
Kane:
Piou:
Dialogue 2
We must observe hotel safety regulations.
Yes, I know. It's good for us.
That's right. Violation of hotel safety
regulation is also an offense.
Yes, it also can lead to dismissal.
Chuck:
Noy:
Chuck:
Noy~
VESL:
Talking to a Fellow Worker About Social Activities
During a Break
Vocabulary
weekend
this weekend
last weekend
stay home
go shopping
Grammar :
Materials:
go to the park
watch TV
go to the movies
play soccer
play baseball
sew a dress
knit a sweater
have a party
play football
past tense, future tense
pictures of leisure activities
Dialogues
Deng;
Lisa:
Deng:
What are you doing next weekend?
I am staying home. And you?
I am going shopping.
Mary;
Nouphit:
Mary:
Nouphit:
What did you do last weekend?
I stayed home. And you?
I went to the park.
ummmm.
85
�MONTH 3 - Week 2
VESL:
continued
Asking for Property - Acknowledging a Mistake
Vocabulary
Grammar:
Materials:
-
gloves
umbrella
mistake
jacket
coat
sorry
raincoat
sweater
book
boots
possessive pronouns: my, your, his, her, our, .
their, this, that, these, those
items of clothing
Read and proctice.
Im 50rry.
Excuse rne.
1hi5 i~t
I thinK thats m~
YOJR jac.kt.
I thinl\ lmMe. a
This is MY j~&t.
rr{1$laKe.
j&.l<Gl.
·. ~
The ~c..er.e . :John
~
ta\<es Satt~•s
pel'\
!
6rd wa\Ks~.
i
- ---··-
·-·- ··-·-
�RIGHTS & RESPONSIBILITIES
Employees a r e not permit ted in tmassigned -areas of the Hotel unless directed to those
areas by the ir supervi sor . Use o f of f ice, public area and guest room telephones i s
not permitted . Coin operated telephones are provided for employee use in a desi gnated
employee area. No personal telepho ne call s will be accepted for an employee unless .it
is an emergency call. Employees should not be on the Hotel premises more than½ hour
before or½ hour a f ter their assigned shift.
·
For the convenience of our guests, please use service elevators when transacting
business and please use the restrooms designated for employees only. Hotel recreationa l
facilities are for guest use only and not for the use o f employees.
Friends and/or relatives are not allowed in the Hotel while you are on working hour s .
If after work transportation is being provided, kindly ask those persons to wait ou t side the Hotel.
DISCIPLINARY PROCEDURE
The focus of our disciplinary procedur e is to correct present problems and prevent fut ur
ones. Violations of departmental or hotel rules will result in disciplinary action
as a corrective measure. Disciplinary action may include counseling, verbal warning,
written warning, or in cases of ·severe or repeated of fens.e s, suspensiox:i or discharge.
Whenever possible, oral notice of problems you are having in your job performance or
in following hotel or department rules will be given before more serious measures are
taken.
There are various offenses which cannot be tolerated and may be cause for dismissal.
These violations include but are not limited to:
1.
2.
3,
4.
5.
6.
7.
8.
9.
10.
11.
Posession of illegal drugs, firearms, or alcoholic beverages while on hotel
premises.
Stealing from guests, hotel property or fellow employees.
Falsification of time card or payroll i nformation(you must punch your own time
card).
Entering a guest room for any reason other than hotel business without authorization
Reporting to work or being on duty while under the influence of intoxicants or
drugs.
Any form of physical violence, fighting, arguing or horseplay with a guest, anothe r
employee or any person while on hotel property.
Utilization of guest rooms or lounges while ·on duty.
Unautho r i zed presence on hotel property.
Falsif ication of employment applications.
Insubordinat ion
Destruction of property belonging to the hotel, guest, or employees.
Other offenses which are serious and could ultimately lead to dismissal include
are not limited to:
1.
2.
3.
4.
5.
6.
Poor work performance.
Smoking in an unauthorized area.
Abuse of sick leave policy.
Excessive unauthorized absenteeism.
Violation of hotel safety regulations.
Use of profane language.
90
but
�MONTH 3 - Week 3: . EMPLOYEE SERVICES, PERFORMANCE REVIEW. PROMOTION/
TRANSFER, CUT BACK IN HOURS - LAY~OFF AND
TERMINATION
EMPLOYEE SERVICES (see page 92)
Vocabulary
personnel department
personnel files
employee newsletter
employee activities
intramural sport
Grammar:
recreational function
social function
holiday party
summer picnic
If and When conditional
Negative question
Dialogues
1)
You'll play soccer this Saturday, · won't you?
Sinh:
2)
Peter:
Yes, I will if I can find a ride.
Scott:
You didn't go to the picnic last Sunday?
Lek:
No I didn't.
I wasn't feeling well.
91
�EMPLOYEE SERVICES
PERSONNEL DEPARTMENT
The Personnel Staff is available to assist you at any time during the course of your
employment at Stouffer's Bedford Glen Hotel. Among other topics, the Personnel Staff
can discuss with you policies and procedures, benefits, wages, performances reviews,
transfer and advancement opportunities and any problems regarding your employment.
Please feel free to use these services available to you.
ACCESS TO PERSONNEL FILES
You are free to review the contents of your personnel file with your supervisor and/or
the Director of Personnel. You are also free to submit to. the Personnel Office any
written documentation regarding your employment you wish to have entered into your
file.
EMPLOYEE NEWSLETTER
A newsletter about Stouffer's Bedford Glen Hotel and our employees is published monthly.
Suggestions for stories and comments should be forwarded to the Director of Personnel.
Any employee interested in becoming involved wtth the publication should contact the
Personnel Office for information.
EMPLOYEE ACTIVITIES
In recognition of the hard work of our employees, Stouffer's Bedford Glen Hotel will
periodically arrange recreational and social functions. These functions may include
a Holiday party, Summer picnic, as well as intramural sports leagues.
92
�MONTH 3 - Week 3
(continued)
PERFORMANCE REVIEW
Vocabulary
Probationary review is conducted by the immediate supervisor
after the completion of the 2-month probationary
employment. (see page 37)
-performance
-performance
-performance
-performance
-termination
has been outstanding
has been good
is marginal
has been poor
Annual Evaluation Report is conducted by the immediate
supervisor every year around the anniversary date of employment.
(see page 95)
-quality of work
-quantity of work
-job knowledge
-attitude toward work
-attitude toward others
-personal qualifications
-capacity for development
Grammar:
present perfect tense:
"has been", "have been"
Dialogue
Peter:
You have been working here for 2 months.
Hanh:
Yes, I know.
Peter:
Here is your probationary review.
Hanh:
Please explain it to me.
Peter:
I'd be glad to. Your performance has been good.
I'll recommend an increase from$
- - - to$- - for you starting next week.
Hanh:
Great, thank you.
Peter:
Please sign your name here.
Hanh:
OK.
93
�MONTH 3 - Week 3
(continued)
PROMOTION/TRANSFER
Vocabulary
good work
dependable
better salary
Grammar:
third shift
bus boy ·
good English
infinitives with indirect object and want
Dialogue
Peter:
You do very good work.
Tong Sai:
Thank you.
Peter:
I want to offer you a job on the night
shift. The pay is better. Its$
---
Tong Sai:
That's great.
me to start?
Thank .you.
When do you want
CUT BACK IN HOURS. LAY-OFF. TERMINATION
Vocabulary
lay-off
let you go
fire
warning
give notice
cut-back
no work
slow season
temporary
start up again
Grammar:
conjunction: but
adverbs: really, just
Dialogue
Peter:
Hanh, I'm really sorry.
your hours.
Hanh:
Did I do something wrong?
Peter:
No. You do good work. We just don't have
enough customers. We'll give you more hours
as soon as we can.
Hanh:
That's difficult for me.
enough customers".
TERMINATION NOTICE:
We have to cut back
But I understand "not
Employees are requested to give a 2 week
notice in writing to their immediate
supervisor in case of self termination or
resignation.
94
�EVALUATION REPORT FORM -WAGE EMPLOYEES
Date
Accomplished
FORM PROCESSING STEPS
l.
2.
3.
· 4.
Bookkeeping or Personnel completes history section and forwards form to Deportment Head.
Deportment Head forwards form to Supervisor.
Supervisor completes it and forwards the form to Deportment Head.
Unit Manager or Deportment Head comments and approves or disapproves wage or other
change, returns the form to the Supervisor.
S. Supervisor holds review session with employee, and returns form to Deportment Head.
6. Review information is entered on Progress Cord by Supervisor.
7. Form is returned to Bookkeeper or Personnel.
HISTORY
Unit _ _ _ _ _ _ _ # _ _ _ _ _ __
Department _ _ _ _ _ Evoluator _ _ _ _ _ __
Employee Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ # _ _ _ _ _ _ _ _ _ _ _ __
Date of Hire _ _ _ _ _ _ Current Job Class _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Type Evaluation: Annual
6 Mo. _ _ __ Other _ _ _ Lost Evaluation
Period This Evaluation _ _ _ _ _ to _ _ _ _ _ _ Tardinesses _ _ _ _ _ _ _ _ _ _ __
Absences _ _ _ _ _ (Excused _ _ _ , Illness ___ , Unex, _ _ _ )
Current Rote $ _ _ _ _ Lost Iner,$
on D a t e - - - - - - - -
CHANGES
Proposed Increase $ _ _ _ to$ _ _ _ Effective Date _ _ _ _ _ _ _ _ __
No Iner.ease Proposed - Reason _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Other Changes Proposed _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Approved _ _ _ _ _ _ Disapproved _ _ _ _ _ Signoture _ _ _ _ _ _ _ _ _ __
-
EMPLOYEE'S COMMENTS
Signature _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ __
SUPERVISOR'S COMMENTS AND RECOMMENDAT IONS AFTER DISCUSSION WITH EMPLOYEE
-
Si9nature _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ __
UNIT MANAGER'S OR DEPARTMENT HEAD'S COMMENTS
\
Signature
Date
. Signature
Date
95
0-72 Rev. 0/ 77
Page 1 of 4
4
�··· -
-- - -
~
C
0
Where* appears utili ze Stouffer Management Control Systems
forrn s, schedules, ratings, summar ies etc. if pertin ent to the
L
departm and job being evaluated. These wi ll provide
ent,
detail ed item s fo r scrutiny. A listing of these is at the
top right of thi s form.
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Management Control Sy stem Forms: San is
talion Control -K itchen, Pantry. Assignmen:
Schedu le Control- Hou sekeeping. l aundry,
Banquet S ice, Kitchen. Banquet Room
erv
Service Plan and Schedule Contro l.
C
(continu~d 011 nex t .
:,
0
lOO'li 90% 80% 70% 60% 50% 40% 30% 200,;, IO% 0%
CO MM E
.NTS AND EXPL MAT! ONS
A. QU AL IT Y OF W
ORK
I. Products and performance meet
Stouffer Standards.*
2. · Methods meet Stouffer Standards.*
3. Mee ts safety standards.*
4. Meets san itation standards.*
5. Meet s hou sekeep ing standards.*
6. Profit con scio us.* (Breakage,
porti ons, en ergy, etc. }
7. W
orks with mi nimum of supervision
to att ain optimu m results.
8. Asks questions of supervisor
when necessary .
e
"'U ANTITY OF WORK
l. Work accomp lished meets production
goals , schedules and timetables
con sis tently .*
2. Uses work simplifica tion to accomplish
most work in lea st time. *
3. Plans ah ead and makes advance preparations.
4. Is able to pe rfo rm tasks with in specified
time li mits.
5. Work s quietly and does extra work
as im e allows .
C. JOB KNOW LEDGE
I. Is perce ptive of overall department
an d own job and what is necessary
to acc omplish requirements.
2. Kn ows own job thoroughly.*
3. Kno ws oth er stations and is willing
and abl e to work them.
4. Can distingui sh top qual ity as per
standard s* and works toward that goal
in all are as of job.
,d
Z -:E?,:
....._
�-
:
Coffee Service Plan and Schedule Control. Banquet Meal
Service Schedule Control. Hotel Performance ReviewsHr· ~keeping. Greeting the Stouffer Guest. Housekeeping
·I Assignment Control. Housekeeping Daily Plan.
01,. _as developed.
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100% goqo 80% 70~o 6000 ~0% 400b 30% 20•;, 10°0 0°v
D. ATTI TUDE TOWARD WORK
l. Attendan ce .
2. Pun ctual ity.
3. En ergetic, enthusiastic, posit ive,
op timi stic.
4. Wo rks well under pressure, adapts
pace, i s ca lm .
5. Willi ng ly assumes additional responsibi lit y.
6. Willin gl y adapts to change and new methods.
E. ATT ITUDE TOWARD OTHERS
1. Is smil ing and fr iendly to coworkers,
sup ervisors, guests, suppliers, etc .
2. Is help fu l to other employees
and supervi sors .
Co op erat es with oth ers.
4. Take s directions willingly.
5. Acc ep ts co nstru ctive critic i sm well
and tries to imp rov e.
-
-
-
F.
PERSON AL QUALIFICATIONS
I. Meets dress and appe arance st andard s.
2. Mee ts good hy giene and cleanl iness
stan dards.
3. Ha s ph ysical strength, energy, stami na
and vit ality for the job.
4. Has ate per a ent that is suited
to the ]Ob .
5. Has in itiative - assumes responsibi l ity.
G. CAPACITY FOR DEVELOPMENT- Optional
1. Shows desire to learn.
2. Has proven ability to learn .
Ha s shown leadership cap abi li ties.
Has shown ab ili ty to assume
responsibility wi sely . .
'
COMME NT S AN 'EXPLM A -IONS
·D
�IMPROVEMENT PROGRAM
Suggestio_s and Commitment From Employee and Supervisor
n
To Be
Accomp.
By Date
A. QUALITY OF WORK
(Products, Results, Meth ods, Safety,
Housekeeping, Cost / Asks Questions)
.
.
B. QUANTITY OF WORK
(Am ount, Timing)
C. JOB KNOWLEDGE
· (Present job and others)
D . ATT ITUDE TOWARD WORK
(Attendance, Punctua Iity, Energy,
Posit ive Approach, Pressure)
E. ATTITUDE TOWARD OTHERS
(Friend li ness, Helpfulness, Cooperation,
Ta king Direction)
F. PERS ONAL QUALIF ICATIONS
(Dress & Ap pe arance, Hygiene & Clea nl iness,
Strength & Sta mi na, T emperoment, Initiative)
G. CAPACITY FOR DEVELOPMENT
(Desire & Ability to Learn, Leadership,
Responsibility)
Pae4of4
9
Follow up
Dates
..
· Tes
Repo.rton former lmproveme.nts
Acco mp I i shed
No
�(
MONTH 3 - Week 4:
GENERAL REVIEW - INDUCTION CHECKLIST
INDUCTION CHECKLIST
As part of our orientation process, it is important tha.
t
you receive and understand the following information:
W 4 forms
Health Insurance Information
Your Rights and Responsibilities
Open Door Policy on Problem Solving
Affirmative Action Statement
General Personnel Information
I have received my employee handbook and agree to abide by th~
rules and regulations outlined in the handbook.
Employee Signature
Personnel Representative
96
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Vocational English as a Second Language (ESL) and Employment Orientation for the Stouffer's Bedford Glen Hotel, [1982-1983]
Subject
The topic of the resource
Bedford (Mass.)
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Occupational training
Social service
Unemployed--Services for
Description
An account of the resource
The curriculum for the Stouffer’s Bedford Glen Hotel was designed especially for the housekeeping department employee orientation and English as a second language. The main objectives focus on the hotel overview, its hours of operations, and room attendants; employee personnel policies; and an overview of their union rights and interpersonal relationship within the environment.
Creator
An entity primarily responsible for making the resource
Pho, Hai B.
Pho, Lan T.
Seeler, Joan DeWitt
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1982-1983]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
98 p.; 27.5 x 21.6
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
uml1_b01_f47_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Bedford, Massachusetts
1980-1989
Documents
Stouffer's Bedford Glen Hotel
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/a7ad18375953e444a5688631ce401da0.pdf?Expires=1712793600&Signature=bJtwhoEIcwBWYNwY2fRs5Rqi-myMtmj%7Ey-0B9aCG2FbBXHJpZizwPtVkYNPZJMjsc19YsjdCiQBnlo9rVOQt3%7E3EQ9Zk4dueC6vpEgMhrEF4FqoM8WKzpO3Eji96gYdyClCsfL6wiXNCPoQeFwcPVKAm-UmUwCKn9Ufe4bclnXRylYCEsNK-bcuxzYZ7238YjhLI3xf6Xa5hrU5RkRJtcHljbh%7EZQC4kh8raPfStB5r1xFzthaXCC7LqjP0IfgAhZUImefEjXjr8A-y-J%7EDXZzEEQlY-w4ZrZs9Kpa9LrwP9aZjWC2WSXjUbzAqikK3LwLdioSvDqD8JQMsUwKv9YQ__&Key-Pair-Id=K6UGZS9ZTDSZM
826f678f0d30ab4a828bd0dec9038784
PDF Text
Text
UNIVERSITY OF LOWELL
INNOVATIVE EMPLOYMENT PROGRAM
VOCATIONAL ENGLISH AS A SECOND LANGUAGE (VESL)
and
EMPLOYMENT ORIENTATION
Level One
prepared for
USCI/BARD IMPLANTS, INC.
by
Dr. Hai B. Pho, Editor
Lan T. Pho
&
Joan DeWitt Seeler, Technicai Writers
THIS CURRICULUM IS PREPARED EXCLUSIVELY FOR user DIVISION/BARD
IMPLANTS, INC. BY THE UNIVERSITY OF LOWELL/INNOVATIVE EMPLOYMENT
PROGRAM
UNDER A GRANT
WITH
THE
DEPARTMENT
OF
PUBLIC
WELFARE/MASSACHUSETTS OFFICE OF REFUGEE RESETTLEMENT, DR. HAI B.
PHO, PRINCIPAL INVESTIGATOR.
ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED IN
ANY FORM WITHOUT WRITTEN PERMISSION FROM THE AUTHORS.
1 UNIVERSITY AVENUE , LOWELL. MASSACHUSETTS O 1 854
TELEPHONE (61 7) 452-5000 . EXT 2270
�UNIVERSITY OF LOWELL
INNOVATIVE EMPLOYMENT PROGRAM
VOCATIONAL ENGLISH AS A SECOND LANGUAGE (VESL)
and
EMPLOYMENT ORIENTATION
Level One
prepared for
USCI/BARD IMPLANTS, INC.
by
Dr. Hai B. Pho, Editor
Lan T. Pho & Joan DeWitt Seeler, Technical Writers
THIS CURRICULUM IS PREPARED EXCLUSIVELY FOR user DIVISION/BARD
IMPLANTS, INC. BY THE UNIVERSITY OF LOWELL/INNOVATIVE EMPLOYMENT
PROGRAM
UNDER A GRANT
WITH
THE
DEPARTMENT
OF
PUBLIC
WELFARE/MASSACHUSETTS OFFICE OF REFUGEE RESETTLEMENT, DR. HAI B.
PHO, PRINCIPAL INVESTIGATOR.
ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED IN
ANY FORM WITHOUT WRITTEN PERMISSION FROM THE AUTHORS.
1 UNIVERSITY AVENUE , LOWELL. MASSACHUSETTS O 1 854
TELEPHONE (61 7) 452-5000. EXT 2270
�D.
Cross Cultural:
This section is intended to stimulate
the students cultures and that of the
put students in a pair or small group
in similar situations in their native
E.
discussion of differences between
United States. You may wish to
to discuss ~hat students would do
countries.
Readings:
This section is basically a summary of the main components of U.S.C.I.
personnel policies. Students ·should understand the meaning of each
summary. Oral::translations ~ bilingual tutors are highly recommended.
F.
Role Playing/Simulations
Whenever possible, have student role play the dialogue situations
with props.
II.
LESSON PLAN
We suggest each lesson plan include the following:
Review of old material
Introduction of new material
Drills and other practice
Mastery activity to reveal to the student and
teacher that he/she can produce the language
taught without reading it.
1.
2.
3.
4.
III.
HOMEWORK
The teacher should give lessons to students as follow-up.
Additional
written works are encouraged, however, students will probably have
little time to do extra work at home.
IV.
READING
(as an extra assignment)
Advanced, literate students may be given teacher made assignments.
The teacher may want to do some literacy excerises with weak or
non-readers.
1.
2.
3.
4.
Identification of letters in alphabet
Sounds of consonants
Combinations of CVC (consonant, vowel, consonant) ie., bat,
mat, fat, sat, cat
Sight words employees will see around the plant, ie., men,
women, entrance, exit, make line here, names of departments,
fire, etc.
3
�V.
GUEST SPEAKERS
The teacher should feel free to request a staff member to visit the
class and provide explanation of compiicated or t~chnical subjects.
The teacher can, alternately, ask for time for the staff member to
explain procedures, and may request materials to show and use in class.
VI.
REVIS ION
This curriculum will be revised after it is taught according to comments
by teacher, USCI/Bard staff, and employees.
The teacher is therefore
requested to keep notes on what worked well and what didn't.
Comments
and suggestions are very welcome.
VII.
REFERENCE
The following texts can be used as references to this curriculum:
1.
ENGLISH FOR YOUR FIRST JOB, David Prince and Julia Gage, Edmonds
Community College, Washington, 1981.
2.
EVERYDAY ENGLISH - STUDENT BOOK 2B, edited by Linda Schurer,
The Alemany Press, 1980.
3.
ENGLISH FOR ADULT COMPETENCY, by Keltner, Howard and Lee, Prentice
Hall, Englewood Cliff, NJ 07632, 1981.
4.
AMERICAN CULTURAL ENCOUNTERS, by Carol K. Ford and Ann M. Silverman,
The Alemany Press, San Francisco, CA 94101, 1981.
4
�FUNCTIONAL OVERVIEW OF CURRICULUM
LESSON 1:
The First Day at Work/Orientation
A brief history of USCI/Bard Implants; organizational chart;
physical facilities; time cards; workweek; shifts; meals and
rest periods; good manufacturing practices.
LESSON 2:
Recognizing Work Areas
Getting around the plant; departments.
LESSON 3:
People You'll Meet/Introductions
Plant staff and their activities.
LESSON 4:
General Operations
Common Operations; duties.
LESSON 5:
Materials You Work With
Common raw materials and their use; some products.
LESSON 6:
Time Tickets - Daily
Explanation of content.
LESSON 7:
Time Ticket - Weekly
Plant closing, other reasons to be away from work. Explanation of weekly time ticket, holidays, vacation, sick pay,
emergency closing, snow day, and bereavement pay.
LESSON 8:
Machines - Tools - Equipment
Introduction to common machines, tools, equipment.
5
�LESSON 9:
Introduction to Introducer Operations
Operations and materials.
LESSON 10:
Grundzig Area
Introduction to products, operations, and materials.
LESSON 11:
Pay and Hours
Punching in and out, signals, breaks, and shifts.
LESSON 12:
Pay Day
Explanation of how to receive pay, pay check, payroll deductions,
unemployment compensation, and workers compensation.
LESSON 13:
Labor Reporting System
Explanation of how the labor reporting system works.
LESSON 14:
A Typical Day at Work
Activities and procedures.
LESSON 15:
Taking Breaks; Days Off
Vocabulary for social conversation: leisur e activities, famil y ,
polite phrases, starting a conversation, vacation , and holidays.
LESSON 16:
Employment Procedures
Filling out forms:
names.
LESSON 17:
employee address card, W- 4 form, and order of
Job Security
Physicals, probation, seniority, job evaluation, and re-evaluation.
LESSON 18:
Hourly Job Bidding
Vocabulary and forms:
hourly, clerical/technical.
6
�LESSON 19:
Good Work and Bad Work
Recognizing phrases specifying good and bad work, significance
of volume. Vocabulary for describing work habitp.
LESSON 20:
Recognizing that You Understand Directions Given/Problems
Phases for asking for .help, repetition, acknowledging understanding,
lack of understanding, constructive criticism, and problem solving.
LESSON 21:
Medical Interview
Medical form vocabulary; parts of the body.
LESSON 22:
Safety/Security
On the job accidents or illness, plant nurse, and security.
LESSON 23:
Calling in Sick
Vocabulary and procedures
LESSON 24:
Lot History and Move Ticket
Explanation of importance and procedure of filling it out.
LESSON 25:
Connnunication and Meetings
Common vocabulary, team work, and lot history problems.
LESSON 26:
Forms at Work - Personal Records
Veteran status, citizenship status, disabilit y , education.
LESSON 27:
Forms at Work - Benefit Card
LESSON 28:
Attendance and Absences
Attendance, leaving early, tardiness, and leave of absence requests.
7
�LESSON 29:
Standards of Conduct and Warning Policy
Levels of severity.
LESSON 30:
Hygiene and Other Regulations
Body odor, bathrooms, uniforms, ID badges, food and beverage,
smoking and lockers.
LESSON 31:
Company Services
Communication, awards and recognition, activities, and education.
LESSON 32:
Leaving USCI
Resignation, retirement, plant layoff, job reduction, exit interview, and return of company property.
8
�Lesson 1
THE FIRST DAY AT WORK
1.
A Brief History of USCI/Bard Implants.
2.
The Organizational Chart.
3.
The Physical Facilities: parking lot, employee entrance,
security guard, emergency exit, fire extinguisher, no smoking
sign, employee locker rooms, uniforms, employee identification
badges, nurse's office, employee cafeteria.
4.
Time Cards: time clock, punch in, punch out.
remain in the racks at all times.
5.
Workweek: begins Monday and ends Friday. Your supervisor
will advise you if you have a different workweek.
6.
Shifts:
First Shift
7 :00-3 :30 or
8:00-4:30
Cards should
Second Shift
4:00-12:30
Buzzer signals serve as a reminder that work is beginning or
ending. You are required to maintain at your work station
until the release buzzer sounds.
7.
Meals and Rest Period:
- Meal period: 30 minutes unpaid
- Breaks: two paid 15-minute rest periods are scheduled
for each shift.
8.
Good Manufacturing Practices(GMP):
The products sold by
USCI/Bard Implants are manufactured under the guidelines of Good
Manufacturing Practices. G!lP is simply a restatement of Bard's
motto: ;'QUALITY, INTEGRITY ,SERVICE" which is directed towards the
patients whose lives may depend on our products.
The guidelines for Good Manufacturing Practices recognize that in
our industry there is little margin for error. Good Manufacturing
Practices rests on the dedication of each employee to produce a
product that could be used on a member of his or her family with
complete confidence. Only in this way can we do justice to Bard's
pledge to the patients who use our products.
9.
Slide Show:
USCI - good manufacturing practices; people and places
9
�Lesson 1 (cont.)
DIALOGUE
Mary:
This is your uniform and hair covering.
Nouphit:
Do I have to wear them all the time?
Mary:
1.
Yes you do. Take good care of your uniform.
Keep it clean.
· Nouphit:
2.
I will.
Honhum:
What is it?
John
It's your time card. Punch in before you
begin your shift and punch out before you
go home.
Honhum:
Where do I put
John:
Always put it in the rack.
10
�A BRIEF HISTORY OF OUR COMPANY
USCI Division
Bard Implants Division
USCI International Division
C.R. Bard Inc.
USCI/Bard Implants, one of the world's largest producers of cardiovascular
catheters and urological catheters, is located in Billerica, Massachusetts;
Glens Falls, New York; Fitzwilliam, New Hampshire; and Ireland.
The Billerica Facility is the headquarters of USCI Division, Bard Implants
Division, and USCI International Division.
USCI®, originally named United States Catheter and Instrument Corporation,
was founded in 1941 in Glens ?alls, New York. United States Catheter
and Instrument Corporation was acquired by C.R. Bard, Inc. of Murray
Hill, New Jersey in 1966. The Company's first products were ureteral
and uretheral (urological) catheters.
Urological catheters, filiforms, and bougies were the main products
until 1946. With increased technology and medical progress, USCI now
manufactures a broad line of cardiovascular catheters and probes which
incorporate balloons, electrodes, and temperature-sensing devices.
In 1960, USCI and Dr. Michael DeBakey collaborated in the production of the
DACRON arterial graft. Since that time, the DeBakey® arterial graft line
has expanded to include a wide range of knitted, woven and velour grafts,
including the current VASCULOUR~II prostheses.
In 1972, the filamentous velour graft was developed. In addition to arterial
grafts, Bard Implants Division also manufactures and supplies DACRON and
TEFLON fabrics used in hernia repair, intracardiac patching, cancer
reconstructive surgery, and heart valve fixation rings.
In 1978, USCI started into a new exciting area in cardiovascular medicine.
Working with Andreas Gruntzig, M.D., of the Schneider-Medintag Company
in Zurich, Switzerland, and other prominent physicians around the world,
USCI has developed a small balloon cathete1.· an<l guiding/inflation system
for the dilation of coronary, femoral, iliac, and renal arteries.
Other USC! products include catheter introducers, stop-cocks and manifolds,
needles, stainless steel and TEFLON-coated spring guides, and a wide
variety of accessories used in Cardiology, Radiology and Surgery.
The quality of USCI/Bard Implants products has proven itself in the
world market by the test of time. This quality will always be maintained by
our policy of keeping informed of the latest advances in various fields of
science and applying these to the development and manufacture of new devices
in collaboration with the medical profession. In order to assure the
future of USCI/Bard Implants by the continuous development of products,
emphasis has been placed on Research and Development activities. New
products and continued improvement of existing products will assure USCI's/
Bard Implants' growth as a leading supplier of medical devices.
11
�Lesson 1 (cont.)
u.s.c.r.
ORGANIZATIONAL CHART
C.R. BARD
I
U.S.C.I.
Division Headquarters
I
Billerica
Massachusetts
I
Glen Falls
New York
I
Gulf Way
Ireland
Fitzwilliam
New Hampshire
U.S.C.I. Division
Billerica, Hassachusetts
I
I
lfanufacturing
V
I
Personnel
Employee Relations
12
�Lesson 2
RECOGNIZING WORK AREAS
(Review: Directions, Cardinal Numbers: 1st, 2nd)
VOCABULARY
men's room/men
ladies' room/women
nurse's office
personnel office
quality area
time clock
staging area
labor reporting device
turn
down the stairs
go
balloons
umbilical
extrusion
department
gruntzig area
locker
computer
guide catheter
cafeteria ·
right
left
1st
packaging
thermodilud.on
introducer
spring guide
parking lot
q c inspection
steerable catheter
low profile area
straight ahead
up the stairs
take your • . .
lost
2nd
GRAMMAR:
Prepositions - on, up, down, next to
Imperatives
Wh questions - where, how, what
Idioms - How about you; that would be nice
take (in take your 1st left)
CROSS CULTURAL:
LATE FOR WORK
A friend of yours works in the office of an American company.
The other day, she arrived at work late, and explained to her
supervisor that she had to take her relatives to the airport.
The supervisor was angry, because:
a.
She did not believe the story.
b.
She felt that family matters should not interfere
with work.
c.
She is not sympathetic to those working with her.
d.
The supervisor felt that the worker should have
requested permission in advance to be late.
After discussing Late for Work situation, ask students to
select an answer and compare it with the correct one at the
end of the lesson.
13
�Lesson 2 (cont.)
MATERIALS:
- map of plant
- flashcards with men, women, personnel and other words
employees will see on doors or walls
DIALOGUE:
Socheat:
Where's the perso.nnel office?
Joe:
1.
Go down the hall.
the left.
It's the second door on
2.
Sally:
Ry:
Introducer.
Sally:
Spring guide.
Ry:
Really?
Sally:
3.
What department are you in?
That would be nice.
Tan:
How do I get to the cafeteria?
Mary:
Go down these stairs, turn right. Take
your first left. It's the third door on
your right.
Tan:
Thanks.
How about you?
It's right next to yours.
Maybe we can sit together at break.
14
�Lesson 2 (cont.)
SOLUTION TO LATE TO WORK
a.
Probably not the reason, unless your friend has been late
frequently in the past.
b.
This is more true in the United States than in many other
countries. However, many supervisors will allow absences
of this sort if requested in advance.
c.
Probably not the reason.
,d.
Seed below.
Yes. If an employee knows about an absence beforehand, he or
she should talk to the supervisor about it - the earlier, the
better. If the answer is no, the worker can make arrangements
to take care of the problem.
15
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s:
�Lesson 3
PEOPLE YOU'LL MEET/INTRODUCTIONS
(Review: Work Areas)
VOCABULARY :
personnel
Greg Daher
Maria Fort
s~_pe_rvisors
section manager
Paul Spofford
Mary O'Flaherty
Steve Ruggles
group leader
cashier
department head
answer the phone
report to
serve food
just
telephone operator
switchboard
receptionist
security guard
nurse
operator
maintenance
secretary
boss
cafeteria worker
assign -work
teach
change sizes
take money
work station
apply for
painful
operation
work on
engineer
work leader
janitor
set up person
mechanic
train
repair machines
help
make change
GRAMMAR:
Future - '11
Wh questions, present tense
Adverbs - too, then, next
Idiom: Oh really; like to; what is the matter; that sounds; no problem
give a hand; everything's fine now
Subjuncture - 'd
CROSS CULTURAL:
HELLO, HOW ARE YOU?
You see an American classmate walking toward you on the sidewalk.
You stop and say hello to her. The American smiles and sa ys,
"Hello, how are you?" and continues walking. You feel that:
a.
This person probably isn't interested in talking with
you.
b.
She was being impolite.
c.
She was in a hurry.
d.
She was behaving normally.
After discussing Hello, How Are You situation, ask students to
select an answer and compare it with the correct one at the end
of the lesson.
18
�Lesson 3 (cont.)
MATERIALS:
pictures of people and activities; plant layout
DIALOGUE:
In the cafeteria
1.
- Who's that?
- That's Mary.
What does she do?
- She's my supervisor.
2.
- My friend works in the cafeteria?
Oh, really? What does she do?
- She prepares food and then serves it.
'Does she wash dishes, too?"
- No, she just cleans up her work station.
- Hmmm, -:maybe my .friend would like to apply.
for that job.
3.
- I had to see the nurse today.
What's the matter?
- Oh, everything's fine now.
I got a wire in my finger and she had to
;>ull it out •
.:.. That sounds painful.
It wasn't too bad.
What should I do tomorrow?
First
clock
visor
to do
Ho:
Thank you Greg.
Greg:
5.
Ho:
Greg:
4.
Let me know if you have any questions.
here to help you.
Greg:
Mary, I'd like you to meet Saykanh.
be working in your department.
Mary:
Nice to meet you Saykanh.
from?
19
get your smock from the locker. Then
in at the computer. Then see you superat the staging area. He'll tell you what
next.
I'll do my best at my new job.
We're
She'll
Where do you come
�Lesson 3 (cont.)
DIALOGUE
Saykanh:
Mary:
That's good. You'll find lots of people from
your country. They're good workers.
Saykanh:
I'll do my best.
Mary:
That's good. Come with me.
your work station.
Greg:
See you later, Saykanh.
Saykanh:
6.
From Laos.
Thank you very much, Greg.
I'll show you
Mary:
Chhuon, this is Saykanh.
Chhuon:
Nice to meet you.
Saykanh:
Nice to meet you, too.
Mary:
She'll be working on the same operation
with you. GivP. her a hand if she needs
some help, ok?
Chhuon:
Sure.
No problem.
SOLUTION TO HELLO, HOW ARE YOU
a.
A fast, "How are you?" is not meant as an insult.
Americans use this question more as a greeting than
as an inquiry about your health.
b.
It's unlikely that this was the American's intention.
Although many foreigners consider greetings used by
Americans to be overly short (abrupt), these greetings
are customary in the United States .
c.
It's true that Americans are frequently in a hurry.
However, a quick greeting is normal. See b above.
d.
Correct.
20
�Lesson 4
GENERAL OPERATIONS AND ITEMS
(Review: People You Will Meet)
(Good Manufacturing Practices)
VOCABULARY
set up an operation
load a machine
cut wire
put it on shelves
assign work by priority
an order
specification
wind_
(ing) springs (around manual)
form a j
II
a tip
put a tip on
" a slight taper on
" a head on
change sizes
test
trim
weld
prep
finish
rinse
count
record
locate
cut
inject
over there
GRAMMAR:
Wh questions:
infinitive to
who ; ·-what, conjunction: or
MATERIALS:
- pictures of operations.
DIALOGUE:
1.
Hua:
Who loads the machine?
'Frank:
The machine operator.
Hua:
Who assigns the work?
Frank:
The supervisor or the group leader.
Hua:
Who changes sizes?
Frank:
The set-up person.
21
�Lesson 4 (cont.)
DIALOGUE:
2.
What do I do with the work?
Mary:
Put it on the shelves, over there.
MyVey:
3.
MyVey:
Thank you.
Tom:
I'm finished forming tips on this order.
Mary:
Put it on the rack for forming head.
Tom:
Which size order do you want me to work on
now?
Mary:
Take the 8 French order that is on that rack
and be sure the mold size is ~orrect.
22
I'm finished.
�Lesson 5
MATERIALS YOU WORK WITH
VOCABULARY:
wire
coating
plastic
solution
spring
core
teflon
braid
mandrel
different size
caps
luers
strain relief
torque
protective
valve
dilators
2 way stop · cock
·sheaths
nemaquets
guide catheters
a) low profile
b) steerable
c) coronary
d) small diameter
raw material
blanks
core wire
cannula
GRAMMAR:
use for; use to
Idioms: how about; not very
MATERIALS:
- pictures of materials
DIALOGUE:
What do you use teflon for?
We use it to put a smooth coating
on wire.
Phenom:
How about braid?
Frank:
2.
Phenom:
Frank:
1.
To add torque.
Thearie:
Is it difficult to work with braid?
John:
No, not very. You have to be patient
and careful, though.
23
�Lesson 6
TIME TICKETS
-
DAILY
Review First Day at Work
(time cards, workweek, shifts, meals and rest periods)
VOCABULARY:
employee
regular hours
daily o/ t
overtime
sick hours
mean
department
shift
hours
grade-step
period ending
column
unpaid
other
double
total hours
..!ouble time
GRAMMAR:
Imbedded Sentence:
That means that you
That means the hours that you
-----
MATERIALS:
- flashcards with words
DIALOGUE:
What does this mean?
That means
Sophoe:
What does this column mean?
Mary:
2.
Sopheo:
Mary:
1.
That. means that
-----
READING:
1.
Hourly Wages:
The hourly structure consists of pay grades ranging
from positions of the least skill and responsibility to positions
of the most skill and responsibility.
Each job is assigned a grade after evaluation and analysis utilizing a formal job evaluation system. A complete wage and salary
survey is conducted each year to ensure that the wages for each
grade are.competitive with other area industries.
24
�Lesson 6 (cont.)
READING:
Each pay grade consists of serveral steps ranging from the start
rate to the top of the grade. Once you reach the top of your
grade, you do not receive further pay progressions unless you
successfully bid to a higher pay grade position.
2.
Clerical/Technical Salaries: Each clerical and technical position
is evaluated by a formal job evaluation system and then assigned
a pay level as a result.
Each pay level has a designated salary range, established through
the use of a wage and salary survey done annually.
3.
Overtime: Company policy is to minimize overtime. However, when
it is necessary, your supervisor will ask you to work overtime.
If you are asked by your Supervisor to work longer than 8 hours
in a day or 40 hours in a week, the extra hours you work will be
paid at one and one-half (l½) times your regular hourly rate.
Overtime will not be paid unless it is approved in advance by
your Supervisor.
4.
Double Time: If your work on Sunday, you will be compensated at
two times your regualr hourly wage unless it is your regular
scheduled work day.
25
�SAMPLE OF TIME TICKET - DAILY
QOCK NO.
EMPLOYEE NAME
GIIADE-STE,
'11 I
l'EIIOO EN0tl,iG
2
EMPLOYEE I
SICK HIS.
3
E
2 3 -'
UN,AIO
25
8 9 10
4
OTHER
7
COUNT ffll
51
54 55
58 59 60 61 62 63
26
70
75 76
n
79
�Lesson 7
TIME TICKET WEEKLY1EMERGENCY PLANT CLOSING
OTHER REASONS TO BE AWAY FROM WORK
(Review: Days of Week)
(Simple Addition and Decimals or Fractfons)
VOCABULARY:
clock
No. (number)
week ending
code
indirect
repairs
break
bereavement
vacation
holiday
pay
sick
sick pay
emergency closing
snow day
total
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
down
weather
listen
radio
WBZ 1030 am
WLLH 1400 am
announcement
blizzard
hurricane
riots
GRAMMAR:
Real Conditional: what should we do if ••• ?
Adverb of Frequency: usually, never, almost, always
MATERIALS:
- Weekly Time Ticket
- Flashcards
DIALOGUES:
Your hours were down this week.
I was sick on Tuesday and had to stay home.
Hanh:
Sorry to hear that.
Hong:
2.
Hanh:
Hong:
1.
Yes, fine thanks.
Hao:
What should we do if it snows?
Mary:
You should almost always come to work.
Hao:
What if it's a blizzard?
Mary:
If the weather is very bad, listen to WBZ 1030 am or WLLH
1400 am. If you hear an announcement for USC!, follow the
directions.
Hao:
What will they say?
Mary:
If the weather is very bad, the announcement may say
"The first shift should report at 11: 00. The second
shift at the regular ti.me''.
27
What happened?
Are you okay now?
�Lesson 7 (Cont.)
READINGS:
1.
Holidays:
the following holidays are observed by USCI:
Thanksgiving (2)
Patriots Day
Floating (2)
Christmas
Fourto of July
Labor Day
Memorial Day
Unscheduled (2)
To be eligible for these holidays, employees must work the
day before and the day after the holiday. To be eligible
for a floating holiday, employees must be working as of the first
working day in January, and must have completed 6 months service.
Floating holidays must be taken in eight hour increments and taken
by December 31 of each year. They cannot be saved to be used the
f_
ollowing year.
If you are asked to work by your supervisor on a paid holiday, you
will receive: . (1) Eight hour holiday pay, plus (2) One and one-half (½)
times your regular hourly rate for each hour you work.
2.
Vacation: the vacation year begins and ends as follows: June 1 to
May 31. The length of your vacation depends upon your length of service as of the first day of the vacation year. The following schedule
indicates vacation allowance according to service. You must have completed six (6) months service in order to be eligible to take vacation.
SERVICE
VACATION DAYS
One day per month to
Less than one
year
maximum of 10
starting with month of hire
10 days
1-4 years
5-8 years
15 days
9 years
16 days
10 years
17 days
11 years
18 day s
19 da y s
12 years
20 days
13-17 years
21 days
18 years
22 da ys
19 years
23 day s
20 years
24 day s
21 years
25 day s
22+ years
Requests for vacation must be made through your Supervisor. You
may choose your own vacation time as production requirements
allow. Vacation requests will be granted by seniorit y .
You may request advance vacation pay in weekly increments by
notifying you Supervisor at least ten (10) days before the
requested vacation week begins. If a holiday falls within your
vacation, it will not be charged as a vacation day.
Vacation days must be used by the last day of the vacation
year . They cannot be saved to be used the following year.
28
�Lesson · 7 (cont.)
READING:
3.
Sick Pay: if you are sick and cannot come in to work, you
should call 667-2511 and let your supervisor know immediately,
from ½· hour before to½ after the start of your shift. If you
stay home for 4 days or more because of sickness, remember to
bring in a certificate -from your doctor.
You will be eligible for 6 sick days upon completion ·of six
months of service as of January 1 of each year accumulative
up to ·20 days, Employees hired between January 1 and June 30
are eligible for two days sick pay upon completion of 6 months
service.
Annually your unused sick leave is accumulated in an account
for you up to a maximum of 160 hours. You will be paid for
any time over 160 hours at you straight time rate. Accumulation
above forty (40) hours may be paid once a year at your request.
4.
Emergency Closing: in the event it is necessary to close the
plant due to an emergency, such as fire, power failure, or other
circumstances beyond the Company's control, and you are not
notified prior to reporting to work, or if you commence work
and such an emergency occurs during the first two hours of your
shift, you will be paid a minimum of two hours' pay. If an
emergency occurs after two hours of work, you will be paid for
actual hours worked.
5.
Snow day: when there is a big snow storm and if the roads are
closed, USCI may make an announcement to close down the plant
for a shift. The announcement will be made over the WLLH and
WBZ radio stations one hour before the starting of a shift.
6.
Bereavement Pay: USCI recognizes that death in one's immediate
family creates many hardships. In order to allow you time to
handle necessary affairs, the Company allows you to make funeral
arrangements or to attend a funeral or settle family matters
according to the following table. The number of days authorized
is based upon your relationship to the deceased.
BEREAVEMENT PAY
(STRAIGHT-TIME RATE)
RELATIVES
Spouse, child, parent, brother, sister
step-parent, step-child
Mother-in-law, father-in-law, sisterin-law, grandparent, grandchild
Aunt, Uncle
Three Days
Two Days
One Day
29
�U.S.C.I. CARDIOVASCULAR & RADIOLOGY PRODUCTS
DIVISION OF C.R. BARD, INC.
WEEKLY TIME TICKET
CLOCK NO.
SHIFT
CODE
NAME & ADDRESS
WEEK ENDING
•
DISTRIBUTION
CODE
ICM
SAT.
HOLl>AY
114
FRI.
VACATION
113
THUR.
BREAlt
112
WED.
REPAIRS
107
TUES.
INDIIECT
106
MON.
SICK
PAY
PAY
PAY
-
30
TOTAL
�Lesson 8
MACHINES - TOOLS - EQUIPMENT
(Review: Readings in Lesson 7)
VOCABULARY
hot block
racks
oven
grinder
mold
knife
pin guage
prec·i se
needle
computer
lead testing machine
injection molding
ultrasonic welder
a punch
magnifying glass
spray booth
precise
equipment
GRAMMAR:
how
any/some
MATERIALS:
- pictures of machines, tools, and equipment
DIALOGUE
1. Tiveng:
Do you use any equipment?
Jim:
Tiveng:
How did you learn how to use them?
Jim:
2.
Sure.
I use a guage and a mold.
My supervisor taught me.
Soc heat:
Do you use an ultrasonic welder?
Frank:
Yes.
Socheat:
Is it difficult?
Frank:
You have to be very precise and careful.
31
�Dilator Tipping M0ld
l,J
N
Dila tor Ti pping Mandrel
..- -- - • · . ... , . . .
-
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sh~ttth Heading Packing Tool
Sheath Heading Mold
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1-'.~; :: '
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Proofloading Mandrel
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�Lesson 9
INTRODUCER
INTRODUCTION TO INTRODUCER OPERATIONS
VOCABULARY:
heading, headed
tip pulling
normalize
attach
·injection mold
strain relief
leak
trim
trim flash
proof load
flush
. clean
assemble valve
stop cock
test
weld
.GRAMMAR:
- present continuous: he is attaching •••••
- wh question: what . is he doing?
present tense: what do you do in introducers?
I/we attach strain relief
- relative clauses: give me a sheath that's been headed
MATERIALS:
- samples of different operations
- pictures of operators working
DIALOGUE:
Van:
What's he doing?
Mary:
He's testing it for leaks.
VOCABULARY:
(operations continued)
form a tip
head
normalize
slight
taper
put a tip on
proof loading
trim excess
cut to length
teflon spray
sander buffer
welding tip
form the curve
run through a die
inspect (ing)
36
�Lesson 9 (cont.)
VOCABULARY:
hemaquet injection
slit (slitting)
load
bake teflon
grind core wire
weld (ing)
DIALOGUES:
How do you put a tip on a dilator?
Slide · stock onto mandrel so that the mandrel
tip protrudes, insert both mandrel and dilator
into mold, push down and hold for approximately
12 seconds. Depress air pedal and cool for
approximately 15 seconds.
Noy:
OK.
Frank:
Great.
Noy:
2.
Noy:
Frank:
1.
Thanks.
Hua:
How do you do proof loading?
Jim:
Easy, look. Slide the mandrel through the luer
end so the mandrel protrudes the tip. Insert
mandrel and sheath into proof loader, push
mandrel until it stops. Slide the sheath down
until the luer catches the stop. Push the
clamp and release the weight as set and unclamp.
Hua:
~..ay I try?
Jim:
Sure, but be careful not to damage the tip.
37
Let me try.
You got it.
�Lesson 10
GRUNDZIG AREA
INTRODUCTION TO PRODUCTS AND MATERIALS
·-- "PRODUCTS
MATERIALS
catheter
guide catheter
steerable catheter
low profile catheter
balloon catheter
BALLOON CATIIETER
burrs
bifurcate
luers
shaft stock
(releives blockage in heart catheterizations)
forming the distal tip
skiving the distal tip
"
the balloon .lumen
heat seal (close off balloon lumen)
attach bifurcate
slide strain relief on
attach luers
slide bifurcate
attach tip
place bands
put balloon over bands
attach with lock tite
proximal end
let it cure
attach distal end
nose cone
core eyes
skiving (cut off a little)
2 lumens tubing
small for liquid
large for spray guide
GUIDE CATHETER
Introduction: -used after introducer as conduit
-used after spring guide as conduit
--has different kinds of curves depending on what part of
the body
VOCABULARY :
tubing prep (make sure no leaks)
teflon tube
leaks
put in water
blow air through
38
shrink tube
packaging
crimp rinl'
look for bubbles
curve bake
�Lesson 10 (cont.)
PROCEDURES
- Bell and apply the jacket
open up tip - bell
small syringe
- Hot sizing
run catheter through small glass die.
melts plastic
glue, jacket, teflon braid - 1
- Centerless grind
puts consistent size on outside diameter
- Trim and sand the distal tip
smoothed off
rounded down
- Inspect
no bumps, burns
PERFECTION VERY IMPORTANT
what is acceptable and wqat is not
- Installing wires printed lot#
size
curve
1.
Tubing prep
teflon tube
8 French (French= ,013 of an inch)
9 French
make sure no leaks
insert in water
blow air through
look for bubbles
2.
Put plugs in both ends of Tubing
run it through etch
rough it up
glue with stick
poly etheline jacket
39 .
�Lesson 10 (cont.)
insert mandrel
put mark on teflon braid (16 pieces of 2/1000 wires)
give catheter added torque
trim and tie off - at mark
start of tip
DIALOGUE:
1.
Noy:
What is trim and tie?
Dale:
You want to trim all ·the wire at the black
mark, and make sure ends are flat to the mandrel.
Then you take the thread and wrap several times
to wrap the ends of wire in place. Apply
adhesive to keep in place, and cut excess thread.
Noy:
Anything else to look for?
Dale:
Yes, be sure the mark is 24 cm from the end of
the teflon tubing.
Noy:
That is all?
Dale:
When finished, you must be sure the ring guage
goes over ·the tie-off easily.
Noy:
If it does not?
Dale:
Then you have too much glue or too much thread.
You can sand extra glue if needed, or remove sor:ie
of the thread.
Noy:
Thank you.
Dale:
Anytime you need help, please ask.
to help you do a good job.
40
We are here
�Lesson 10 (cont.)
INTRODUCTION TO OPERATIONS
die catheter
guide catheter
steerable catheter
low profile catheter
necking
skiving
heat seal
print gruntzig
slide strain relief on
attach luers
attach bifurcate
distal tip
core eyes
lumen
attach tip
shoulder(catheter)
indentation
ring
shaft stock
skive balloon lumen
close off balloon lumen
place bands
lock tite
let it cure
distal end
nose cone
GRAMMAR:
infinitive to
need to
be careful to
ordinals
first
second
third
. what's .... for
DIALOGUES:
3.
What's the etch used for?
To rough up the surface.
Sompong:
What needs to go on before the balloon?
John:
2.
Lim:
Mary:
1.
The bifurcate, , strain relief luers, tip and
bands.
·
Noy:
Why can't the luer fit all the way on the shaft?
Dale:
Always be sure to push the shaft stock all the way
an to the flair pin. That will open up the shaft for
the luer to fit in.
41
�Lesson 11
PAY AND HOURS
(Review: Readings in Lessons 6 and 7)
VOCABULARY
time cards
punch in/out
shift
15 minutes
starts
ends
before
after
beginning
30 minutes
lunch, meal
dinner, supper
scheduled
weekday
no more than
begins
ends
company time
Monday to Friday
first shift
7 - 3:30
--B - ~:30 ·
second shift
4 - 12:30
buzzer
premium
work station
ending
break
overtime
voluntary
weekend
sign
signal
your time
GRAMMAR:
Comparatives: less than
Conjunction:
Adverb Clause: when
Idioms: What about .-.-.-.-.-.-.-.-=-?on - time
so
MATERIALS:
i
- Daily Time Ticket
- Weekly Time Ticket
DIALOGUE:
1.
Ho:
When do we punch in and out?
Frank:
P.unch in less than 15 minutes before first shift
begins. Punch out for lunch, only if you leave
the company premises. Punch in, then you punch
out when you go home.
Ho:
15 minutes again?
Frank:
Right. Less than fifteen minutes after
the first shift ends.
42
�Lesson 11 (cont.)
DIALOGUE:
What about breaks?
Breaks are on company time.
your time.
Ho:
So I don't need to punch out for breaks?
Frank:
3.
Ho:
Frank:
2.
Right.
Ho:
What's that buzzer?
Frank:
That's the signal to start to work.
Mary:
You'll hear it again at the end of the
shift.
Ho:
When I hear the buzzer I go to my work
station?
Frank:
No. You must be at your work station,
ready to work.
Ho:
Oh.
43
Lunch is on
�Lesson 12
PAY DAY
VOCABULARY:
pay day
pay check
gross pay
net pay
payroll deductions
in stock
unemployment compensation
worker's compensation
current
year-to-date
federal income tax
state income tax
f. i.c.a.
happened
Uncle Sam
DIALOGUE:
1.
Is today pay day?
Yes it is. It's Thursday.
Where can I get my paycheck?
You can get it ••••••••
2.
Did you get your paycheck?
No, not yet, I started to work yesterday.
You'll get one next week.
3.
Dao:
I think I have the wrong pay check.
Frank:
What's the matter.
Dao:
I get •••. dollars an hour and I worked
.•.• hours. So I should get paid $ ••.••
But this check is onl y for .....
Frank:
No, that's right.
Dao:
Hmmmm.
Uncle Sam takes .... %
READING:
1.
Pay day: paychecks for first-shift hourly and clerical/technical
employees are distributed on Thursdays. Second-shift employees
receive their pay on Wednesday night. The pay you receive is for
the previous workweek.
When payday falls on a paid holiday or a weekend, checks will
normally be distributed on the preceding workday.
Non-exempt employees may pick up paychecks in the Personnel
Department when not at work on payday. Advance notice is also
required to have you paycheck mailed to you when you are not at work.
44
�Lesson 12 (cont.)
READING:
If you desire to have another person pick up your check, proper
notification should be made to your Supervisor or the Personnel
Department. In addition, to further protect you, those receiving
the check must identify themselves and sign. a receipt.
2.
Payroll Deductions: certain deductions, some voluntary and others
required by law, are made from each paycheck. The two (2) principal
types of deductions are FICA (Social Security) and Income Tax
Withholding. Deductions for insurance, Savings Bonds, Bard Stock
Purchase Plan, Credit Union, and United Way will be made only upon
your written authorization. All deductions are recorded on your
paycheck stub.
3.
Unemployment Compensation: under the State Unemployment Compensation
Act, you are insured against unemployment. The USCI pays the full
cost of this insurance, but is does not decide who is eligible
for benefit payments, how much the payments should be, or the length
of such payments. These decisions are made by the Department of
Labor. Should you become unemployed for any reason, you should
apply for this benefit at your local Department of Employment
Security.
4.
Worker's Compensation: USCI/Bard Implants is required by state
law to provide Worker's Compensation Insurance. If you qualify,
this insurance pays expenses for the treatment of work-related
illness or injury and may also pay a percentage of your average
weekly wage to a maximum amount determined by the state.
45
�"SAMPLE OF PAYCHECK AND STUB"
46
�Lesson 13
LABOR REPORTING SYSTEM
Review:
(to) Clock, In, Out, Stop, Work, Incomplete, Complete
VOCABULARY:
from
lunch
indirect
error
response
5
stage of production
cost
efficiency
hit (meaning touch)
charge
start
qty/quantity ·
enter
backspace
computer
press
hit
touch
read name
badge
lot
history
reject
ready
charge to lot #'s
clock in
hit badge
work steps
read badge
GRAMMAR:
Infinitive to: How ••.• ?
Adverbs: first, then
Real Conditional: if
Imbedded Question: Please show me how this works
Modal: have to
Idiom: hit; that's all; all for ~ow; not yet; like this?;
that's it
MATERIALS:
real or sample labor reporting system
- flash cards of vocabulary on system
DIALOGUE:
1.
Nouphit:
Please show me how this works .
Mary:
First you hit the clock in.
Nouphit:
What next?
Mary:
Then you go to the sta gin g area to get
your lot history and raw materials.
Nouphit:
That's all?
Mary:
All for now.
47
�Lesson 13 (cont.)
DIALOGUE:
What do I do now?
Hmmm.
Kim:
Wand on from lunch?
Frank:
3.
Kim:
Frank:
2.
Right.
Savanh:
I've finished the operation.
John:
Ok. Now you have to hit stop, work
complete. ·Then your badge, then the lot
history number.
Savanh:
Like this?
John:
Right. Then the operation.
added rejects. Then ready.
Savanh:
That's all.
John:
That's it.
Savanh:
Thanks.
48
Then go back to work.
Then quantity
�Lesson 13 (cont.)
I.
Typical Day at Work
A.
B.
C.
II.
Employee clocks
Clock-In.
Employee goes to staging area to receive a Lot History with R.M.
(Raw Materials); employee works on an operation, employee finishes
an operation and clocks Stop Work Complete or Stop Work Incomplete;
employee Clocks-Out.
In a typical shift an employee completes 3 or 4 lots. However, as
few as 1 or as many as 10 Lots completed is not unusual.
Labor Reporting System
A.
The Clock
Clock-In
Stop Work
Complete
• f•jjlt)
Yes
1
2
3
No
4
5
6
DYfflB@Ulbi
Clock-Out
Stop Work
Incomplete
llill
QaQmutuui
In from
Lunch
Stop Work
Indirect
Error
Response
7
9
8
m
Reset
Change
Start Qty.
0
Enter
g
B.
ll1
Backspace
gJ
The Clock Reads Digitally
1. Ready or Wand Function
Stop Work Complete ~ Emp Badge - ) Lot History II
~ Work Step Operation -..:) Qty. Added or "O"
"O" then enter
- ) Qty. Rej. or "O"
Amt then enter -:;, Ready
If, after entering rejects this appears~ Chk
Qty. Rej
then get work leader or Supervisor.
5
2.
Ready or Wand Function
Stop Work Incomplete -=) Emp Badge
Any time
C.
5
-) Lot History operation..,Reac
appears get a supervisor or work leader.
The labor reporting System is computerized. Information concerning
production line work, such as quantity completed and number of
rejects, is stored daily on a computer di.sc for easy printout analysis.
Clock Out Clock In after lunch.
49
�Lesson 13 (cont.)
D.
The Labor Reporting System is a Work in Process System
1.
By Lot# it tells us at what stage of production a component is,
whether it be a cutting operation, welding, inspecting, etc.
2.
Each operation. from beginning ..to finished component adds to the
cost of manufacturing. The system tells us the money value of
a component each step along the way; i.e. a daily Work in
Process inventory.
3.
The system gives us a measure of efficiency. If labor standards
point to figure of ten pieces per hour per person, but only four
pieces per hour per person are actually being produced, then a
supervisor must look into -the matter.
a.
b.
c.
There ,,are too many rejects.
There are faulty materials or machinery.
The problem is operator related, meaning that additional
employee training is needed or an employee would be more
productive at a different operation.
4.
The system is a good measure of overall efficiency and/or perperformance. It informs us as to how close we are to a monthly
schedule.
5.
The system offers additional uses for the future.
50
�Lesson 14
TYPICAL DAY
(Review: "Staging Area", Layout: Telling Time)
(A Typical Day at Work in Lesson 13)
VOCABULARY:
clock in
raw materials (R.M.)
work on
receive
(to) clock
work
eat lunch
locker
work leader
5 minutes
4 pm
lot history form
get smock
report to
finish
stop
clock out
go home
supervisor
work station
exhausted
before
on computer
go to
an operation
get
incomplete
complete
take a break
assign
buzzer
7 am
GRAMMAR:
Present Perfect: have finished
Adverbial Clause: When •••••• , ••.••• after
Idiom: gook; my goodness; no wonder
MATERIALS:
- layout map, large clock face
CROSS CULTURAL:
NORTH AMERICAN TIME
You arrange with an American friend to meet at the cafeteria
entrance at 12:00 noon. On the way to the cafeteria, you meet
some other friends and stop to talk with them. By the time
you arrive at the cafeteria, it is nearly 12:25. You explain
what happened to your American friend, but he seems annoyed.
Why?
a.
He's thinking about a test he flunked.
b.
He's hungry.
c.
You've kept him waiting for 25 minutes.
51
�Lesson 14 (cont.)
DIALOGUE
Wife:
How was your first day dear?
Husband:
I think everything went ok.
Wife
What did you do?
Husband:
First I ~locked in. After I clocked in I got my smock.
Then I wand in on the labor reporting system, then I
take my break, go back to work, then to lunch. After
lunch I· wand back on, and work the rest of the
afternoon. I then have another break in the afternoon.
Wife:
My goodness. You did a lot of things.
you're exhausted.
No wonder
SOLUTION TO NORTH AMERICAN TIME
a.
Your friend may have flunked a test, but that wouldn't
explain why he is annoyed with you. Try again.
b.
Probably not.
c.
Yes. The American is probably anno y ed because your
delay was avoidable. Since you both agreed to meet
at noon, that was the time he understood you would
be there. Often when foreigners come to the United
States, they remark that Americans' sense of time
is not as flexible as that of many other nationalities.
Being punctual is important, and helps to make a goo d
impression.
52
�Lesson 15
. . TAKING BREAKS; DAYS OFF
(Review: Food, Employee Cafeteria)
VOCABULARY:
coffee break
employee cafeteria
choose
men's
excuse me
bathroom
ladies
lunch break
water bubbler
think
line
GRAMMAR:
only, imbedded sentence--I think that's •••
MATERIALS:
- pictures of food
- pictures of places for meals
- tour of employee's cafeteria
DIALOGUE:
Excuse me.
Yes?
Phonh:
This is a line.
Pia:
Oh.
Phonh:
That's OK.
Noy:
Excuse me.
Lisa:
Yes, but no one's sitting over there.
Noy:
2.
Phonh:
Pia:
1.
Thank you.
3. Van:
I'm sorry.
Is someone sitting here?
Where's everyone going?
Phu:
It's coffee break. They're going to the
cafeteria. Let's go.
Van:
Ok,
I'm ready.
53
�Lesson 15 (cont.)
TALKING TO A FELLOW WORKER ABOUT SOCIAL ACTIVITIES DURING A BREAK
VOCABULARY:
weekend
this weekend
last weekend
stay home
go shopping
go to the park
watch .TV
go to the movies
play soccer
play baseball
sew a dress
knit a sweater
have a party
play football
GRAMMAR:
past tense, future tense
MATERIALS:
- pictures of leisure activities
DIALOGUE:
What are you doing next weekend?
I am going to · stay nome.
Deng:
I am going to go shopping.
Mary:
What did you do last weekend?
Nouphit:
I stayed home.
Mary:
I went to the park.
Nouphit:
2.
Deng:
Lisa:
l.
ummmm.
And you?
And you?
VOCABULARY :
married
single
divorced
widow
widower
son
daughter
wife
husband
aunt
uncle
niece
father
mother
in-law
brother
sister
cousin
nephew
visited my __
vacation
mistake
last weekend
holiday
I think
next weekend
time's up
get back to work
54
�Lesson 15 (cont.)
DIALOGUE:
1.
Do
Lan:
Yes.
Phu:
Really? How many boys and how
many girls?
Lan:
3 boys and 4 girls.
Tiveng:
What did you do over vacation?
Sopheavy:
I visited my uncle in New York.
Tiveng:
You and your family?
Sopheavy:
My children and I.
Tiveng:
How many children do you have?
Sopheavy:
2.
Phu:
I have four children.
you have a big family?
I have 7 children
I'm a widow.
INTRODUCTIONS: STARTING A CONVERSATION
GRAMMAR:
review "wh" question, past tense, future tense, this, that,
these, those
- Who is that?
- Where do you live?
- How long have you lived there?
- How long have you been working here?
What's your name?
- Modal: "got to"
Idiom: What do you do?
DIALOGUE:
1.
John:
Hello.
Tuan:
Tuan Tran.
John:
I'm John Smith.
55
What's your name?
What's yours?
What do you do?
�Lesson 15 (cont.)
DIALOGUE:
Tuan:
John:
I'm an assembler B.
Tuan:
Oh!
John:
Do you live in Lowell?
Tuan:
Y~s, on Salem Street.
John:
On Market Street.
get, back to work.
Tuan:
See you later.
John:
2.
I'm an assembler C.
Bye!
Frank!
Hello Thanh.
Thanh:
Fine, thanks.
Frank:
Not bad.
Thanh:
Frank, this is Quang.
Frank:
Pleased to meet you Tuan, I'm Frank.
Thanh:
Excuse me, Frank.
Not Tuan.
Frank:
Oh!
Quang:
That's Ok.
Where do you live?
Oh, time's up.
Got ·to
How are you?
And you?
Sorry Quang.
56
What do you do?
His name is Quang.
�Lesson 15 (cont.)
VOCABULARY: - vacation (review reading on page
take a vacation
request
length
save(d)
choose
go away
park
country
relax
swimming
seniority
vacation year
advance
June .l - May 31
notify
service
first day
use(d)
production requirements
mountains
stay home
city
visit
picnic
beach
camping
lake
cook.out
VOCABULARY: - Holidays (review reading on page
holidays
New Years
scheduled
Independence Day
celebrate
Columbus Day
picnic
rest up
turkey
president
remember
Christmas
6 months service
Memorial Day
take
Thanksgiving
g~ests
friends
Pilgrims
parade
revolution
floating holidays
Washington's Birthday
in advance
Labor Day
have a party
enjoy
family
Santa Claus
discover
soldier
DIALOGUE:
1.
Phonh:
I am not working tomorrow.
Deng:
Why?
Phonh:
It's my floating holiday.
Deng:
Will you get paid?
Phonh:
Yes, I'll get regular pay.
Deng:
That's great!
57
�Lesson 15 (cont.)
DIALOGUE:
2.
Socheat:
What did you do over the weekend?
Phenom:
I went to a movie.
Socheat:
What did you see?
Phenom:
I saw ••••
Socheat:
Was it good?
Phenom:
Yes.
Chhoun:
What are .you going to do over the weekend
• • • • holiday
your vacation?
Saykanh:
I'm going on a picnic with my family.
Chhoun:
Do you have a big family?
Saykanh:
I have 1 son and 3 daughters.
3.
I enjoyed it very much.
ASKING FOR PROPERTY - ACKNOWLEDGING A MISTAKE
VOCABULARY :
jacket
coat
sorry
raincoat
gloves
umbrella
mistake
sweater
book
boots
GRAMMAR:
- possessive pronoun.s:
my, your, his, her, our, their, this, that,
these, those
MATERIALS
- items of clothing
58
�Lesson 15 (cont.)
Read and practice.
E.xcuse. rne.
I thinK thats rnj
jc(.kl.
This i~t
YOJR j acll(,l.
This is MY joc't<tt.
Im &arr~.
I thinK I rno:e a
rt\·1sloKe...
\
j
59
�Lesson 16
EMPLOYMENT PROCEDURES
(Review: Recognition of Capital and Small Letters)
(Printing and Writing, and Numbers)
VOCABULARY:
(from Employee Address Card and W-4 Form)
employee
address
card
certificate
name
phone
II
allowance
withholding
mind
fill out
exempt
full name
first
middle
last
initial
date
dependent
claim
deduct (ion)
divorced
form
city
town
state
zip code
marital status
single
widow/er
income
tax
spell
additional
GRAMMAR:
Wh question: what's, how
Conjunction: so
Idiom: That's plenty; How come?; No big deal.
MATERIALS:
-
Employee address card
W-4 Form
Flashcards for alphabet, numbers, first-middle-last name
Vocabulary and dialogue sheets
DIALOGUE:
1.
Maria:
What's your name?
Khamsone:
Khamsone Silavong.
Maria:
How do you spell it?
Khamsone
S-i-1-a-v-o-n-g
Maria:
What's your address?
Khamsone
28 Middle Street, Lowell, MA 02152
Maria:
What's your telephone number?
Khamsone
454-1076
Maria:
Please fill out this form.
60
�Lesson 16 (cont.)
DIALOGUE:
2.
My full name is Huong T. Tran.
Greg:
How do you spell it?
Huong:
My first name is Huong, H-U-O-N-G. My middle
initial is T. My last name is Tran, T-R-A-N.
Greg:
What should I call you?
Huong:
Please call me Huong.
Greg:
Are you married or single?
Huong:
I'm a widow.
Greg:
Do
Huong:
Yes.
Greg:
Okay. I'll put down 5 allowances.
like additional allowances?
Huong:
4.
Good . morning. My name is Greg Daher, but
just call me Greg. What is your full name?
Huong:
3.
Greg:
No.
Tom:
The Cambodians call you Ean Sombath. The
Americans call you Sombath Ean. How come?
Sombath:
In Cambodia my family name is first. My
family name is Ean, so Cambodians call me
Ean Sombath. Here, family names are last,
So here my name Sombath Ean.
Tom:
Do you mind having your name turned around?
Sombath:
Some of my friends mind, but for me it's no
big deal.
you have any dependents.
61
My mother and 3 children.
Would you
That's plenty.
�EMPLOYEE ADDRESS CARD
NAME
ADDRESS:
PHONE:
SOCIAL SECURITY #
62
�EDUCATIONAL BACKGROUND
1YPE OF SCHOOL
How Many
Years Attended
NAME AND ADDRESS
Graduated
GRAMMAR OR GRADE
OYesONo
HIGH SCHOOL
COURSE OR MA
OYesONo
BUSINESS OR TRADE
• Yes • No
• Yes ONo
• Yes • No
OTHER
OYesO.No
-
COLLEGE
POST GRADUATE
.
MILITARY SERVICE RECORD
__________ _________________
Have you ever served in the U.S. armed forces? 0 Yes
_.;.
Rank at dkcharge
H yes. what branch? _ _ _ _ _ __
O No
What were your duties in the Service (include special training and duty station)? _ _ _ _ _ _ _ _ __
Have you had any schooling under the G.I. Bill of Rights?
0 Yes
O No
If yes. describe. _ _ _ _ __
PERSONAL REFERENCES
(Excluding Fonner Employers or Relatives)
Name and Occupation
Address
1.
2.
.
.
3.
-
Phone Number
�PRIOR WORK HISTOR y
DATES
From To
(LIST IN ORDER LAST OR PRESENT EMPLOYER FIRST)
NAME AND ADDRESS OF EMPLOYER
.
RATE OF PAY SUPERVISOR'S NAME REASON FOR
AND TITLE
LEAVING
Start
Finish
.
Describe in detail the work you did.
DATES
From To
NAME AND ADDRESS OF EMPLOYER
RATE OF PAY SUPERVISOR'S NAME REASON FOR
LEAVING
AND TITLE
Start
Finish
-
Descnl>e in detail the work you did.
DATES
FROM TO
REASON FOR
NAME AND ADDRESS OF EMPLOYER RATE OF PAY SUPERVISOR'S NAME
LEAVING
AND TITLE
Start
Finish
-
-
Describe in detail the work you did.
RATE OF PAY SUPERVISOR'S NAME REASON FOR
DATES
NAME AND ADDRESS OF EMPLOYER
LEAVING
AND TITLE
FROM TO
Start
Finish
-
Describe in detail the work you did.
May we contact the employers listed above?
If not, indicate below which one(s) you do not wish us to contact.
Occasionally the form of an application blank makes it difficult for an individual to adequately summarize his complete background.
To assist us in finding the proper position for you in our company, use the space below to summarize any additional informatio1t necessary to describe your full qualifications. Also use this space to indicate your geographical preferences or limitations.
�Thank you for completing this application form. and for your interest in employment with us. We would likr to
~ure you that your opportunity for employment with this company will be based only on your merit and on no
other consideration.
PLEASE READ CAREFULLY
APPLICANT'S CERTIFICATION AND AGREEMENT
I hereby certify that the facts set forth in the above employment application are true and complete to the best of my
knowledge. I understand that if employed, falsified statements on this application shall be considered sufficient cause
for dismisul.
Signature of Applicant - - - - - - - - - - - - - - - - - - , - -
DO NOT WRITE BELOW THIS LINE
INTERVIEW
O YES O NO
Date _ _ _ _ _ _ _ _ Hour _ _ _ _ _ _ _ _ _ _ _ _ _ __
.
Result of Interview _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Acceptable for Employment? _ _ _ _ Starting Rate _ _ _ _ Starting Date _ _ _ _ _ Shift _ _ _ __
0ccupation _ _ _ _ _ _ _ _ _ _"""'-__ Dept. _ _ _ _ _ _ _ _ _ _ Oock No. _ _ _ _ _ __
Interviewed by
Employed by _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
_ _ _ _ _ _ _ _ _ _ _ _ _ _ Approved by _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
65
�01111 Na. 1148-0010
Depertment of the Tr•••ury-lntemal llwenua lervlce
Employee's Wlthholdln1 Allowance Certificate
I
1 Type or print your full name
Eapirn 4-3M3
2 Your social security number
Home addreM (number and street or rural route)
D
D
llnato
I
Married
J Marital . 0 Married, but withhold at hl1h1r llnllt rate
ltatut ...: If married, but ltpllJ MPlrltld, or IPOUII ii I
City or town, State, and ZIP code
nonrnldtnt alien, check the llnllt box.
... .... .
.. . .... ....
.
4' Total number of allowances you art claimln1 (from line F of the workahHt on pa1e 2) •
5 Additional amount, If any, you want deducted from tech pay,
.
I I claim exemption from withholdln1 becaust (lff Instruction• and check boxes below that apply):
ow•
• O
O
Last y11r I did not
any Federal Income tax and had • ri&ht to a full refund of ALL income tax withheld, AND
This ytar I do not expect to owe any F9dtral Income tax and expect to have a rl1ht to • full refund of ALL
Income tax withheld. If both a and b apply, tnttr "EXEMPT'' htrt •
c If you ,nttred "EXEMPT" on llne 15b, art you I full•tlmt studtnt7 •
b
I
-
....... .... .
. . . . . . . . . . . ,• . • ,. [J•
UINNr tllt ,_.ltlN el ..tury, I lffllt, tllef I ... atftllCI II 1M
I •- llltltllCI tD 1111111 the -111 1111111,
•
IEmDloYH'• al•natura
7 Employer's n1me 1nd 1ddreH (lncludlns
IIUMNf ff
wlthlleldlq
•1 1 - - 1l1IMd
III tlllt llftlfltlta, •
II 11111111111 -,tlell ,.._ w!IIIMNl111, 11111
.
D1te
zn• coda) (FOR EMPLOYER'S USE ONLY)
•
11
8
Office code
I Employar
Identification number
·- - - .----···••••·•--·•-·•·•••••-•---•••-- Detach alons i1111 · 1111~~~- .- • · - - - - - - - - - - ~ - - - - - -
A,
Give the top part of this form to your employer; keep the lower part for your records and information.
A
Get Publication 505 from most IRS offices for more Information.
Purpose
The law requires that you complete Form W-4 10
that your employer can withhold Federal Income tu
from your pay. Your Form W-4 remains in effect
until you change it or, if you entered "EXEMPT" on
line 6b above, until February 15 of next year. By
correctly completing this form, you can fit the
amount of tax withheld from your wages to your
tax liability.
Introduction
If you aot I large refund last year, you may be
havina too much tax withheld. If so, you may want to
increase the number of your allowancef on line 4
by claimina any other allowances you are entitled to.
The kinds of allowances, and how to figure them,
are explained In detail below.
If you owed a large amount of tax last year, you
may not be having enouah tax withheld. If so, you
can claim fewer allowances on line 4, or ask that an
1dditional amount be withheld on line 5, or both.
If the number of withholdina allowances you are
entitled to claim decreases to less than you are now
claiming, you must file a new W-4 with your employer within 10 days.
The instructions below explain how to fill in Form
W-4. Publieation 505 contains more information on
withholding. You can aet It from most I RS offices.
For more information about who qualifies es your
dependent, what deductions you can take, and what
tax credits you quality for, see the Form 1040 In•
structions or call any IRS office.
Line-By-Line Instructions
Fill in the identifying information in
boxes 1 and 2. If you are married and want
tax withheld at the regular rate for married
persons, check "Married" In box 3. If you
are married and want tax withheld at the
higher Single rate (because both you and
your spouse work, for example), check the
box "Married, but withhold at higher Single
rate" in box 3.
Line 4 of Form W-4
Total number of allowances.-Use the
worksheet on page 2 to figure your allow•
ances. Add the number of allowances for
each category explained below. Enter the
total on line 4.
H you are single and hold more than one
job. you may not claim the same allow•
ances with more than one employer at the
same time. If you are married and both
you and your spouse are employed, you
may not both claim the same allowances
with both of your employers at the same
time. To have the highest amount of tax
withheld, claim "0" allowances on line 4.
A. Personal allowanc:es.-You can claim
the following personal allowances:
1 for yourself, 1 if you are 65 or older,
and 1 If you are blind .
If you are married and your spouse
either does not work or Is not claiming his
or her allowances on a separate Form W-4,
you may 1110 claim the following allow•
ances: 1 for your spouse, 1 If your spouse
Is 65 or older, and 1 If your spouse Is
blind.
B. Special withholding allowance.Claim the special wlthholdlng allowance
only If you are single and have one Job
or you are married, have one job, and
your spouse does not work. Use this spe•
cial wlthholdlng allowance only to figure
your withholding. Do not claim it when you
file your tax return.
C. Allowances for dependents.-You
may claim one allowance for each depend•
ent you will be able to claim on your Fed·
eral income tax return .
D. Allowances for estimated tax cred·
lt1.-lf you expect to take the credits
(such as child care, residential energy, c~c.)
shown on lines 38 through 46 on the 1981
Form 1040, use the table on the top of
page 2 to figure the number of additional
allowances you can claim. Include the
earned income credit If you are not receiv•
Ing advance payment of It. Also, If you ex·
pect to income average, Include the
amount of the reduction In tax attributable
to averaging when using the table.
For Privacy Act and Paperwork Reduction Act Notice, see back of this pap.
E. Allowances for estimated clecluctions.-lf you expect to itemin deduc•
tions, you can claim additional withholding
allowances. See Schedule A (Form 1040)
to find out what deductions you can
itemize.
You can also count deductible amounts
you pay for (1) alimony (2) qualified retire•
ment contributions (3) moving expenses
(4) employee business expenses (Part I of
Form 2106) as well as (5) the deduction
for two-earner married couples, and (6)
net losses shown on Schedules C, D, E, and
F (Form 1040). Note: Check with your em•
ployer to see if any tax is being withheld
on moving expenses or IRA contributions
the employer •Is paying. Do not include
these amounts if tax Is not being withheld;
otherwise, you may be underwlthheld. For
more details 1ee Publlcatlon 505.
The deduction allowed two-earner mar•
ried couples is 5% of the lesser of $30,000
or the qualified earned income of the
spouse with the lower Income. Once you
have determined these deductions, enter
the total on line El of the worksheet
on page 2 and figure the number of with•
holding allowances for them.
Line 5 of Form W-4
Additional amount, If any, you want deducted from each pay.-lf you are not
having enough tax withheld from your pay,
you may ask your employer to withhold
more by filling In an additional amount on
line 5. Often married couples, both of
whom are working, and persons with two
or more Jobs, need to have additional tax
withheld. You may also need to have addi•
tional tax withheld because you have In•
come other than wages, such II interest
and dividends, capital 1ains, rents, alimony
received, etc. Estimate the amount you will
be underwlthheld and divide that amount
by the number of pay periods in the year.
Enter the additional amount you want with·
held each pay period on fine 5.
Form
W-4
(Rev. 1-82)
�..... 2
Form W-4 (Rev. 1-82 1
Line 6 of Form W-4
Exemption from wlthholding.-You can
claim exemption from withholding only If
l11t YHr you did not owe any Federal In•
come tax end had a rlaht to a refund of all
Income tax withheld, and this year you do
not expect to owe any Federal Income tax
and expect to have a right to a refund of all
Income tax withheld. If you qualify, check
boxes 6a and b, write "EXEMPT" on line
6b and answer Yes or No to the question
on line 6c.
If you want to claim exemption from
wlthholdlna next year, you must file a new
Form W with your employer on or before
February 15 of next year. If you are not
havln1r Federal Income tax withheld this
•
year, but expect to have a tax liability next
year, the law requires you to 1ive your em•
ployer a new Form W by December l of
this yHr.
If you are covered by the Federal Insur•
.ence Contribution, Act, _your employer
must withhold aoclal HCUl'ltY tax.
A fine of $500 may bt charted If you
file a Form W-4 which decre11H the tax
withheld with no rH10n1ble b11l1 at the
time for the decrees•. In addition, crlm•
lnal penalties apply for willfully 1upplyln1
false or fraudulent Information or fallln1
to supply Information requlrln1 an lncre11e
In wlthholdln1.
Your employer mutt tend to IRS any
Form W cl1lmln1 more then 14 withhold·
•
•
ing allowances or claiming exemption from
withholding If the wages are expected to
usually exceed $200 • weak.
Privacy Act end ,aperwork ~ I o n
Act Notlce.-lf you do not 1tve your employer a certificate, you wtll be treated 11 1
1in1l1 person with no wtthholdln1 11lowancn II required by lntem1I Revenue
Code sections 3402(1) 1nd 3401(1).
We ask for this Information to carry out
the Internal R1vinu1 laws of the United
States. We may 1tv1 the Information to the
Department of Justice for civil or crlmlnel
litigation and to the St1tea and the District
of Columbia for use In admlniat1rtn1 their
tax laws.
Table for Figuring Your Wlthholdin1 Allowances For Estimated Tax Credits and Income Avera1ln1
Eltlm•tld Salaries
and W1111 from
111 Sourcu
Hted tf
Slnale Empto,ea
(A)
$ 100
140
155
160
165
37Q
530
915
~•>
$160
175
240
310
355
.260
Under $10,000
10,000-15,000
15,001-20,000
20,001-25,000
25,001-30,000
30,001-35,000
35,001-40,000
40,001-45,000
45,001-50,000
50,001-55,000
55,001-60,000
Over 60,000
Hou1thold Elllplo,...
~A)
$ 20 $160
50
175
0
240
0
310
0
3!55
370
0
0
370
0
370
36!5
370
965
370
1,!56!5 370
3,08!5
370
370
370
370
370
370
370
(8)
1,555
2,205
2,855
4,415
M nltd Empie (WIien
•
SpoUM not
plopd)
(A)
ii!
75 $ 80
$
150
85
180
110
220
115
151)
245
290
150
330
165
370
280
370
380
370
690
370
1,040
370
2,230
Married bl,..,._ (Wllta
lotllSpOUNllrtbl~
i~
!•!
88!5
1,230
$ 6!5
7!5
1!50
16!5
180
200
1,605
22!5
$ 10!5
295
410
605
2,17!5
24!5
2,665
24!5
3,195
3,735
5,31!5
27!5
280
370
Worksheet to Figure Your Wlthholdln1 Allowances to be Entered on Line 4 of Form W-4
A Personal allowances
•
•
•
,
•
•
•
. •
,
.
.
B Special withhold ing allowance (not to excead 1 allowance-see lnatructlon1 on page 1)
C Allowances fo r dependents . • • • • • • , , • • , • • • . . . . • . • . . •
0 Allowances for estimated tax credits and Income averaging: (use table above for figuring withholding allowances)
_A_, _____
_a_, _____
j
B
~
1 Enter est imated tax credits and estimated tax reduction from Income averaging. . . . - ~
2 Enter the co lum n (A) amount for your salary range and filing status (slnale, etc.) . . . . . S
3 Subtract lir.i: 2 irom line 1 (If zero or less, do not complete lines 4 and 5) . . . . . . . S
~ ;
4 Find the coltJ mn (B) amount for your salary range and filing status , • • . . . . . .
S
~:-{.
5 Divide line 3 hv line 4. Increase any fraction to the next whole number. Thia la the maximum number of with• ~~:
holding allowa~ces fer estimated tax credits and Income avera1in1. Enter hare. . . . . . . . . .
Example: A taxpayer who expects to file a Flc:leral Income tax return aa a alngle person estimates annual wages ~~
of $12,000 and tax credits of $650. The $12,000 falls In the wage bracket of $10,000 to $15,000. The ~
va lue in column (A) ia 140. Subtracting this from the estimated cred its of 650 leaves 510. The value in
column (6) is 175. Dividing 510 by 175 gives 2.9. Since any fraction Is increased to the next whole num•
ber, !.how 3 on line D.
E Allowances for estimated deductions:
1 Enter the total amount of your estimated Itemized deductions, alimony payments, quali·
fied retiremen t contributions, deduction for two-earner married couples, business
S
1
losses, mov ing expenses, and employee business expenses for the year .
.
f {t
• W't.f.
• ________,
2 If you do not plan to itemize deductions, enter $500 on line E2. If you plan to itemize,
find your tot3I estimated salaries and wages amount in the left column of the table be •
low. (Include salaries and wages of both spouses.) Read across to the right and enter the
amount from t t1e column that applies to you. Enter that amount on line E2 .
.
Single and Head
Estimated salaries
of Household
Married Employees
Employees with more than
• nd wages·rrom
Employees
(one spouse working
one fob or Married Employees
111 sources:
(only one job)
and one fob only)
with both spouses working
Under $10,000
. $2,800
$3,900 •
$3,900
2,800
S,900
5,600
10,00~30,000
30,001-40,000
3,300
3,900
,
7,700
13% of estimated
10% of estim1t1d
{ 21 % of estimated
Over $40,000
• 11l1rtes and w11es • · ' ' 11l• rles and wages
1salaries and wages
3 Subtract line E2 from line El (But not less than zero) •
,
, • •
•
•
2
$
%%
j
•
4 Divide the amount on line
$
E3 by $1,000 (increase any fraction to the next whole number). Enter here
*
U.S. GOYDINIIIENT l'IIIKTING ClfFlCZ : 1 ti 1-J4l
•
•
F Total (add lines A through E) . Enter total here and on line 4 of Form W-4 .
67
~
3
•U
u.ot1,1> 0
~
_E_, ____
F
�Lesson 17
JOB SECURITY
VOCABULARY:
- Hiring Practices
company physical
illness
accident
leave of absence
seniority
probation
training
qualifying
evaluation
qualification
upgrade
downgr'a~~
attendance
work habits
skills
operations
depends
period
eligible
ability
job rating
re-evaluation
stethescope
GRAMMAR:
Present perfect, future, just still
Idiom: got to go
DIALOGUE:
You're new aren't you.
Yes, I just started last week.
Tom:
Have you had your physical yet?
Pen:
2.
Tom:
Pen:
1.
Yes, last week.
Choeuth:
How long has your probation period lasted?
Soeuth:
It lasts for 60 da ys altogether. I've
only been working 35 days. So, I've got
25 days to go.
Choeuth:
Good luck!
Soeuth:
Thanks. I'll need luck, and good attendance,
good work habits, and good skills.
68
The stethescope was freezing!
�Lesson 17
READINGS:
1.
Company Physicals: to make sure you are physically able to assume
the - duties for which you have been hired, all new employees are given
a preemployment physical. Satisfactory results are a pre-requisite
to employment. Also_ you may be asked to take a physical, at Company
,
expense, when returning from an illness, accident or leave of absence.
2.
Seniority: Seniority is defined as your length of continuous service ·
since your most recent date of hire. It is a factor in job bidding
vacations, sick leave, pension credits, hourly job reduction, recall, : ::. -.
etc.
3.
Probationary Period: Your first .sixty(60) calendar days of employment
constitute yGur probationary period. In unusual circumstances, this
period may be extended by your Supervisor, but you will be advised if
this occurs. Dur'ing ·your probation, you are measured on your attendance
your work habits, and your skills in performing various operations. During
this period, you may be discharged at the discretion of the Company if
you are failing in any way. Upon successful completion of your probationary period, you become eligible for medical and dental benefits and
life insurance; participation in the Bard Stock Purchase Program and the
Savings Bond Program.
4.
Job Evaluation System: TO establish fair pay, the relative values
of each job are determined through a job-evaluation system. These
evaluations are achieved using a formal job-rating system.
Job evaluation is not related to job per f ormance. Rather it compares
the skill, experience, education, effort, responsibility, and conditions
of a job to those same elements of other graded jobs.
This process results in the assignment of numbered grades. These
grades are then applied against established pay scales ranging
from the minimum for beginners to the maximum for experienced employees.
5.
Re-Evaluation: by definition, a job is an accumulation of tasks.
When one or more of those tasks changes, it may be necessary to
re-evaluate the job to determine that it is still being compensated
properly. Re-evaluation results in one of the three conclusions:
reaffirmation of grade, upgrade, or downgrade.
Where the grade is reaffirmed, there is no change in compensation.
When the grade is re-evaluated upward, the incumbent is compensated
at the new grade level. When the job is downgraded, the incumbent
is red-circled for a period of up to one year. This protects you
against loss of wages and gives you a reasonable period of time to
bid into another job.
69
�Lesson 18
HOURLY JOB BIDDING
VOCABULARY :
advancement
duties
posted
bulletin boards
sign up
senior bidder
disqualify
transfer
position
seniority
work leader
description
orderly
date
opening
time
qualify
rate of pay
award
plenty
next senior
fair
rate range
qualifications needed
bid closing
job bid form
seniority only
successful
available
grade 1-4
not only seniority
FORMS AT WORK - HOURLY JOB BID FORM
(Review: Date, Hire, Position, Department)
VOCABULARY:
bid
present
grade
positions
skills
below
clerical
background
qualifications
evaluate (ing,ion)
try for it
overtime
line
technical
prior
experience
restrictions
prevent
duties
hourly
MATERIALS:
- flashcards for vocabulary: on form
DIALOGUE:
Hong:
Chhuon:
Hong:
Chhuon:
Did you see the job bid posted?
No. Does it look good?
Yes. I got an extra job bid form for you.
Do you want to try for it?
Yes. Thank you for getting an extra form.
70
�Lesson 18 (Cont.)
READING:
Hourly Job Bid System: the ~ob Bidding System provides an opportunity
and prevents the possibility of discrimination because of race, color,
religion, age, sex, national origin, or handicap.
Each opening will be posted for seventy-two (72) hours (three working
days) on certain bulletin boards throughout the plant. These postings
contain a description of the duties. rate range, the qualifications
needed, and will indicate the date .and time of the bid closing. You
must sign up for each bid in which you are interested.
To bid for a job, you must complete .a job-bid form.. (Sample of the
form · is on page
). Selection. will be made on seniority and qualifications.
The gaining Supervisor reviews the Personnel file of the most senior
bidder. If warnings are in existence, the Supervisor may disqualify
the senior bidder on this basis.
When you are a successful bidder, ~u will receive your new rate
of pay immediately upon transferring to the new job. If you do not
transfer immediately, you will receive it when transferred or beginning
two weeks from the date the job is awarded, whichever occurs first. You
must, in any case, be transferred to your new job within 4 weeks of
the award.
71
�HOURLY JOB BID FORM
NAME
DATE OF BID
DATE OF HIRE
PRESENT DEPARTMENT
PRESENT POSITION
GRADE
JOB BIDDING FOR
GRADE
BACKGROUND/QUALIFICATIONS
Please list any information you feel would be helpful to us in evaluating -:·
your qualifications for the job you are bidding for. All prior experience
at USCI should also be listed.
Do you have any restrictions that prevent you from working overtime?
DO NOT WRITE BELOW THIS LINE
-------------------------·--~~---------------------------------------------TARDINESS RECORD
ABSENCE RECORD
REMARKS:
Employee is:
SELECTED
REJECTED
REASON:
Interviewed By:
PERSONNEL
SUPERVISOR
Notified By:
4/82
DATE:
7?
�HOW TO COMPLETE AN HOURLY JOB BID FORM
1.
Obtain correct bid form for position:
Hourly - supplied in Personnel Office or on a Job Bid Bulletin Board.
2.
Please Print in the following information:
Name
Date of Bid
Date of Hire
Present Position and Grade Level
Job Title
Job Grade
3.
When you are bidding on a job, please use the correct title and level
which should be taken off the Job Bid Form. Please do not make up your
own title and grade level.
4.
Hourly Job Bid Forms should be evaluated by your supervisor before
submitting to the Personnel Office.
5.
Job openings will always be marked if they are on second shift. You must
indicate whether you want first or second shift when bidding on a job
where openings are available on both shifts. If you do not indicate
shifts, it will be assumed that you are interested in the job of your
current shift. I suggest you indicate preferred shift to avoid confusion.
6.
All Job Bid Forms must be submitted within the 72-hour period the job is
posted. It is each employee's responsibility to be sure their job bid
is in by the time the posting comes down. It is not their supervisor's
responsibility.
7.
One Job Bid Form should be submitted for each job.
The Job Bid System was designed to insure a fair upgrading procedure for
all employees. In order for it to continue to be consistent and fair, we
must request that each employee follow the proper procedure when using
the system. If the correct procedure is not followed, the job bid will
be considered invalid.
You may obtain information needed; i.e. date of hire, grade level of job, etc.
from the Personnel Office or your supervisor at any time.
USCI/Bard Implants is an equal opportunity employer.
73
4-7-82
�CLERICAL/TECHNICAL JOB POSTING FORM
NAME
DATE OF BID
--------------------------
DATE OF HIRE
-------------
PRESENT POSITION
JOB POSTING FOR
-------
PRESENT DEPARTMENT
--------'---------------------------- GRADE -------
------------------------
GRADE
BACKGROUND/QUALIFICATIONS
Please list any information you feel would help us in evaluating your qualifications
for the job you are bidding for. All prior experience at USCI/BID should also be listed.
Do you have any restrictions that prevent you from working overtime?
PRESENT SUPERVISOR'S EVALUATION (MUST be filled out BEFORE submitting to Personnel Office
in order to be considered for position posted)
REMARKS:
Absence Record
-------------
Tardiness Record
--------------
Supervisor:
Signature
Print Name
Interviews:
Disposition:
Date:
Notified By:
7 L1
�Lesson 19
GOOD WORK AND BAD WORK
VOCABULARY:
good work
no good
nice going
not bad
right
poor job
slow
mistake
OK
that's nice
that's wrong
very good
wrong
GRAMMAR:
imbedded sentences
Peter said that
it 's good work
it's OK
EXCERISE:
Students:
Listen to vocabulary announced by teacher. Repeat
vocabulary after teacher. Listen again. For every
phrase of "good work", students raise 1 finger. For
every phrase of "bad work", students raise 2 fingers.
Do this listening exercise until students can distinguish
expressions of "good work" from expressions of "bad work".
Repeat the exercise, but this time teacher raises her
voice and softens her voice to show that a loud voice
or a soft voice does not change criticism to praise.
Teacher:
good job
nice going
good work
not bad at all
you work fast
no good
not good
poor job
poorly done
you work too slow
you made a mistake
do it agian, faster
OK
pretty good
Listen again and repeat after teacher.
Listen and hold up 1 finger for "praise,
2 fingers for "criticism".
75
�Lesson 19 (cont.)
EXERCISE:
good job
no good
wrong
good work
not bad at all
wrong
you work fast
you work too slow
Listen again, for "praise" students say "thank you"
for "criticism" student say "I understand"
"please show me again"
"Should I do it again?"
WORK HABITS
VOCABULARY:
hard worker
on time
clean/neat
good-natured
not dependable
reliable
remember
pleasant
lazy worker
late
messy
moody
dependable
unreliable
forget
unpleasant
stick with it
give up
efficient
wasteful
careful
careless
cooperative
uncooperative
GRAMMAR:
should, comparative:
er, more, est
MATERIALS:
- flashcards
- pictures of one or more workers .to illustrate characteristics
- picture of What's wrong here
76
�Lesson 19 (cont.)
CONVERSATIONS:
Kane to her Supervisor
1.
Do I take long .coffeebreaks?
Yes you do.
2.
No, you don't.
1.
Do I come on time every day?
1.
Do I learn new things?
2.
Yes, you do.
2.
Yes, you do.
1.
Can I have a raise?
2.
Yes, you can.
1.
Do I
2.
work hard?
LISTEN TO THE STORY
WRITE SENTENCES ABOUT KANE
1.
got promoted
2.
a good job
3.
a raise
4. · happy
5.
his wife
6.
work hard
77
�Lesson 20
ACKNOWLEDGING THAT YOU UNDERSTAND DIRECTIONS .GIVEN/PROBLEMS
VOCABULARY:
I understand
I don't understand
I don't understand very well
now you do it
I'll ••• it first
make it
watch this carefully
watch me carefully
not bad
a little faster
smoother
larger/smaller
rough surface
lost days production
bad taper
bad trim
kinked
this needs trimming
hard to handle
watch out for
look out for
sure
no problem
that's it
'please do ic· again
please do it more slowly
please show me again
good going
that looks good
let me show you
shorter/longer
more slowly
tighter/looser
wrong
proper dimensions
reject
waste
don't be afraid of
asking for help
return to be worked on
almost
speak loud er
GRAMMAR:
Idiom: come out right; it looks like; why don't you ....
modal: should
this needs trimming
this needs to be trimmed
Demonstratives: this, that, other
Gerund: passive
MATERIALS:
- samples of rejects
DIALOGUE:
1.
Mary:
This one looks good.
Savath:
Thank you
79
�Mary:
Savath:
Peng:
Frank, can you help me?
Sure.
Peng:
This doesn't look right and I'm not sure
how to fix it.
Frank:
It 1 s almost right.
Peng:
Thank you.
Syvang:
Mary, I can't get this to come out right.
Mary:
It looks like something's wrong with the
machine.
Syvang:
What should I do now?
Mary:
Why don't you help Hong trim those while we fix
the machine.
Syvang:
4.
Yes, and that other one; too.
Frank:
3.
Should I do it again?
Mary:
2.
That one bas a rough surface.
OK.
Savath:
Please show me again what a reject is?
Mary:
Look for material that is kinked, rough, or has
bad trimming at the end.
Savath:
Like this one?
Mary:
Yes, the end is trimmed wrong. Let me show you
how to retrim it. There, that looks good.
Savath:
Thank you.
Mary:
No problem. I think you understand what to
watch for now.
What's the problem?
I'll show you how to fix it.
Thank you.
80
�Lesson 20 (cont.)
5.
Yin:
I have a problem with this machine. I cannot
insert the shaft stock on to the mandrel.
Dale:
Watch me. · Always be sure to insert the large
lumen over the mandrel with the small lumen up.
Yin:
Should I measure the skive?
Dale:
Yes, it should be 11 cm from the end of the stock
and 3 mm long. If it is not, it is a reject.
Yin:
Does this mean the machine is broken?
call you?
Dale:
Yes, stop running it and call me. I will fix it.
If you ever have a problem on quality or the
machine, please call me right away.
81
Should I
�Lesson 20
A SHORT STORY ON PROBLEM SOLVING
Hanh has been working on the second shift for six weeks now.
happy because it is difficult for him to find a ride home at 12:30.
he applied for this job be wanted to work on the first shift.
He is not
When
Peter told him that
that he would be working on the second shift for a short time only.
As soon
as there is an opening on the first shift he would be transferred to the first
~
shift.
Hanh talked to Peter two weeks ago about his problem working on the second
shift.
Peter told Hanh that he understood Hanh's problem and that he is working
on it.
Two weeks have passed.
Hanh was very worried.
Peter told him not to be worried.
He talked to Peter again.
He said he would let Hanh know immediately
when there was an opening on the first shift.
Last night Peter told Hanh that there is an opening on the first shift
and he will be working on the first shift starting tomorrow.
now.
Hanh is happy
He does not have to worry about finding a ride home at midnight any
more.
Whenever you have a problem at work, talk to your immediate supervisor.
He will help you to solve your problem.
ROLE PLAY.:
1-one student gives directions--the other doesn't understand
2-one student does a procedure wrong--the other critizes the first
Discuss asking for clarification and criticism in Indochina and the U.S.
Vocabulary matching quiz
Listening quiz
82
�Lesson 21
MEDICAL INTERVIEW
(Review: Adverbs of Frequency)
(sometimes, always, never, usually)
VOCABULARY:
fainted
kidney
twice
bladder
paralyzed
disease
hernia
varicose veins
medicines
fractured
drugs
medical treatment
physical
taking
workman's compensation
space
true
witness
complete
confidential
but
rheumatic fever
twitching
chronic
operation
serious
illness
emotional
problem
treatment
used to
anymore
GRAMMAR:
need with to
Present Perfect: Have you ever
---?
Do you/are you (yes-no question)
Embedded Sentence:
Did a doctor ever say
Adverbial Clause:
Yes I did, when
------?
------
(Review: Parts of the Body)
(physical, limit)
VOCABULARY:
injured/injury
compensation
glasses
distance
contact lenses
examination
joints
doctor
allergic
coughing
blood pressure
pains, painful
thumping
bother(ed)
asthma
83
chiropractor
sensitive
tender
break out
• rash
hearing loss
swollen
�Lesson 21 (cont.)
DIALOGUE:
1.
Yes, I do.
Nurse:
Has a doctor ever said your blood pressure was
too high?
Tou:
Yes, he has.
Nurse:
Do you suffer from asthma?
Ter:
I used to, but I don't anymore.
Nurse:
Does-your skin break out in a rash?
Ter:
3.
Do you need glasses to read?
Tou:
2.
Nurse:
Yes, sometimes when I eat shrimp.
Nurse:
Do you have ,·pains in the heart or chest?
Men:
No, never.
Nurse:
Do you wear glasses or contact lenses?
Men:
Glasses.
84
When I was pregnant.
�user
DIVISION OF C.R. BARD
MEDICAL DEPARTMENT QUESTIONNAIRE
CONFIDENTIAL
NAME _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ TELEPHONE _ _ _ _ _ _ _ __
ADDRESS
------------------------------------------
NOTIFY IN CASE OF EMERGENCY _ _ _ _ _ _ _ _ _ _ _ _ _ _ TELEPHONE _ _ _ _ _ _ _ __
1.
Do you have any physical or health limitations?
_ _ yes _ _ no
2.
Have you ever been injured at work?
_ _ yes _ _ no
3.
Are you now receiving compensation for any injury?
_ _ yes _ _ no
4.
Do you need glasses to read?
_ _ yes _ _ no
5.
Do you need glasses to see things at a distance?
_ _ yes _ _ no
6.
Do you wear glasses or contact lenses?
_ _ yes _ _ no
7.
Date of last eye examination.
8.
Do you have any hearing loss?
9.
Do
_ _ yes
yes
you suffer from asthma?
no
no
_ _ yes _ _ no
10.
Are you allergic to any foods, dust, animals, vegetation?
11.
Are you troubled · by coughing spells?
yes
no
12.
Has a doctor ever said your blood pressure was too high?
yes
no
13.
Do you have pains in the heart or chest?
_ _ yes
no
14.
Are you ever bothered by thumping of the heart?
yes
no
15.
Do your
yes
no
16.
Have you ever had pains in your leg, or sciatica?
yes
no
17.
Have you ever had an injury to your back?
yes
no
18.
Have you ever seen a medical doctor, osteopath, or chiropractor
regarding your back?
yes
no
19.
Is your skin sensitive or tender?
yes
no
20.
Does your skin break out in a rash?
_ _ yes
no
21.
Have you ever fainted more than twice in your life?
yes
no
22.
Was any part of your body ever paralyzed?
yes
no
joints become painfully swollen?
85
�MEDICAL DEPARTMENT QUESTIONNAIRE
Page 2
23 • . Has a doctor ever said you have a hernia?
24.
Has a doctor ever said you had kidney or bladder disease?
25.
As a child did you have rheumatic fever, growing pains, or·
twitching of the limbs?
26.
Do you suffer from any chronic diseases or have a known medical
condition?
_ _ yes _ _ no
yes
no
_ _ yes _ _ no
yes
no
27.
Did a doctor every ~y you bad varicose (swollen) veins?
_ _ yes _ _ no
28.
Did you ever have a serious operation?
_ _ yes _ _ no
29.
Did you ever have a serious injury?
_ _ yes _ _ no
30.
Have you ever injured your knees?
_ _ yes _ _ no
31.
Have you ever fractured or broken a bone?
_ _ yes _ _ no
32.
Are you presently taking any medicines or drugs?
_ _ yes
no
33.
Have you had any medical treatment during the past three years?
_ _ yes
no
34.
Date of last physical examination?
35.
Does wearing jewelry give you a rash?
_ _ yes
no
36.
Have you ever received worlanen's compensation for injury or
illness?
yes
no
Have you received treatment for an emotional problem?
yes
no
37.
(DO NOT WRITE IN THIS SPACE)
I hereby certify that all statements and answers provided by me in this questionnaire are
complete and true to the best of my knowledge. I agree that they are to be considered
part of the basis for employment by USCI, and I give permission for this examination. I
hereby authorize any physician or any other person who has attended me to make a full
disclosure to the Medical Department of the Company of any information in his knowledge
concerning my medical history.
WITNESS:
---------------- SIGNATURE:
DATED:
86
�I
\
'
\_------shoulder
back
1
toe
87
�•
\
t
forehead
'
eyebrow
eyelashes
eye
moustache
lip
-··
89
�•
90
. i
~
�Lesson 22
SAFETY/SECURITY
VOCABULARY:
safety glasses
watch out
no open toe
gloves
first aid
safety shoes
speed· limit
cautious
badge
cameras
emergency room
handle with gloves
buttoned
smoking
shoes: closed heel
closed toe
challenged
tape players
protect
no open heel
ear protection
minor
plastic
emergency
speeding
safety masks
not permitted
approval
get burned
smocks
hats
work floor
exits
OK
radios
be sure
required
report
asbestos
medical treatment
accident
pay attention
careless
accompanied
tape recorders
worker's compensation
take it out with gloves
cover all hair
no smoking
off limits
bags
headphones
GRAMMAR:
Imperatives
Modals: should, must, have to, d' better
Idiom: How come?; Never mind
MATERIALS:
- samples of safety clothes
- pictures of possible accidents
DIALOGUE:
Be very careful.
OK.
Mary:
Be sure you always wear these asbestos glbves.
Ly:
2.
Mary
Ly:
1.
OK.
Frank:
Where are your safety glasses?
Khay:
Oh, I don't really need them, do I?
Frank:
You sure do. You only have two eyes.
better take care of them.
91
It's very hot.
You'd
�Lesson 22
DIALOGUE:
3.
ae's getting a warning.
Saveth:
How come?
Tom:
He was speeding in the parking lot.
almost hit someone.
Loi:
It doesn't hurt very much.
Mary:
Never mind, let's just go to the nurse and
check it out.
Loi:
OK.
Lisa:
What's wrong?
Piou:
I fell and my back hurts.
Lisa:
Can you get up?
Piou:
No, I can't
Lisa:
5.
What happened to John?
Tom:
4.
Saveth:
Don't move.
He
Thank you.
I'm going to call the supervisor.
READINGS:
1.
On-the-Job Injury or Illness: any incident which results in your
sustaining a work-related injury or illness, no matter how minor
it may seem, must be reported to your Supervisor immediately.
Your Supervisor will determine if a written report is necessary
which you will be asked to review and sign. Minimal first aid
supplies are available in your work area for your use. If medical treatment is necessary, you should visit the nurse's office for
emergency first aid. You also may go to your own doctor or you may
elect to accept medical attention provided by the compa ny,
normally through the hospital emergency room. Where t "
ime away
from work is required because of your injury or illness, Worker's
Compensation laws will apply.
All accidents are investigated and analyzed. Those which are
caused by unsafe conditions are corrected through Engineering
action. Those which result from operator inattention or carelessness are handled through individual counseling
93
�Lesson 22
READINGS:
2.
Plant Nurse: a Plant Nurse is available to provide emergency
care for industrial injuries and personal illness, Monday through
Friday·.
She will provide first aid treatment as well as evaluate the need
for ·referral for further medical treatment. She will be actively
involved in the Safety Committee and Accident Prevention and Investigation.
If you desire to visit the Nurse, your Supervisor will make the
necessary arrangement. There may also be times when your Supervisor· refers you to the Nurse for first aid, counseling of evaluation.
3.
Security: generally USCI's/Bard Implants plants are closed facilities
with visitors permitted for business purposes only. Visitors ·
are required to register, wear a badge, and be accompanied when in
any area other than the general office. Cameras or tape recorders
are .not permitted beyond the Reception Desk without specific
approval.
94
�FACILITIES ORIENTATION
l.
Familiarize yourself with~ Fire Exits throughout the Plant.
A.
2.
If the Fire Alarm System goes off (loud horns will sound), evacuate the building immediately (no exceptions).
A.
B.
C.
D.
E.
3.
Fire evacuation plans are posted in all public areas.
Familiarize yourself with fire evacuation routes and
fire door locations.
Building I Employees MUST assemble away from the building
along the riverside. Building II Employees MUST assemble along the medium strip
between Building I and""""II:'"
·
Beadcounts will be taken immediately for accountability.
When the alarm system goes off, our Plant Fire Brigade
will insure that all personnel are vacated.
If you hear a steady tone on the PA System (DO NOT
evacuate) - This signal is for the Plant Emergency Team
and means the fire alarm system in another building
has been activated.
If you see a fire or smoke:
A.
B.
Activate the fire alarm system.
Pull stations are located at all exit doors and in the
following areas:
Building
Building
Building
Building
Building
c.
D.
-
I
I I I II-
one
one
one
one
one
in the Main Corridor, Lower Level
in the Main Corridor, Upper Level
in the Receiving Dock Area
in the Manufacturing Area
next to the Sterilization Area
To activate Pull Station, break glass and push lever down.
Call ext. 133 if time permits to report exact location of
fire.
4.
All other emergencies - if someone gets hurt or any kind of failure or maintenance emergency or spill of toxic or flammable
substance should occur, call ext. 133 to summon the Plant Emergency
Team.
S.
Fire Extinguishers:
A.
B.
c.
Most are ABC rated.
All in-plant fire extinguishers can be used on any type
of fire without injury to the user.
Do not attempt to fight a fire if toxic smoke is present
or the fire is out of control - activate alarm system and
evacuate.
95
�Facilities Orientation
6.
-2-
Plant Safety:
A.
B.
c.
D.
Report all safety problems to your supervisor as soon as
possible.
If you see a serious safety problem, call the Facilities
Manager or Plant Nurse immediately.
Use common sense and don't you create a safety ·hazard
in the work place.
Read the Safety Bulletin Boards and feel free to write
up your ideas or suggestions on safety or concerns you
have.
E.
F.
G.
The Plant Safety Committee meets monthly. Each major
department is represented. Get to know who your representative is and feel free to ask them questions or point
out your concerns to them.
Don't assume that your supervisor has taken every precaution
for your safety. Feel free to ask questions on what personal
protective equipment you should have and any other precautions
you need to know of.
Common safety violations to look out for:
1.
2.
3.
4.
5.
6.
7.
Fire door blocked
Spills or other tripping hazards
Compressed air cylinders unsecured
Improper storage of flammable materials
Safety gear (gloves, eye protection, etc.) not being
used where required
Improper storage and housekeeping.
Security and Parking:
A.
B.
Ample parking is available in both parking lots.
Please observe the following company rules on parking:
1.
2.
DO NOT park in any of the fire lanes.
Reserved -areas for visitors, handicapped persons,
company vehicles and VIP's are for those functions
ONLY.
3. · Make certain your car is locked at all times.
4. Let the Facilities Department know if you must leave
your car overnight in any company parking areas.
c.
D.
E.
F.
A Traffic Officer on Concord Road is on duty from 6 A.M.
to 8 A.M. and from 3:15 P.M. to 5:15 P.M. Monday through
Friday for your convenience.
Please wear your company ID badge at all times while you
are in the buildings.
Challenge any and all strangers you see entering your areas.
Lock up files, desks, tools and confidential information at
the end of the work day.
96
�Lesson 23
CALLING IN SICK
(Review: Switchboard, Supervisor, Department)
(Names of Departments and Readings on Sick Pay)
VOCABULARY:
intestinal grip
hope
feel better
hold{ing)
moment
healthy
just
headache
stomach
flu
fever
note
message
take
bad
better
toothache
early
GRAMMAR:
Future:
Modals:
Idioms:
'11, will
can, may
Just a minute; Tied up; At the moment; That's too bad;
Can take me
DIALOGUE:
1.
Switchboard:
Good morning, USCI.
Phuong:
May I
Switchboard:
Just a minute, please.
Mary:
Hello, this is Mary.
Phuong:
This is Phuong Nguyen.
come to work today.
Mary:
That's too bad.
Phuong:
I have a headache and a fever.
Mary:
Do you think you'll be better tomorrow?
Phuong:
I hope so. I will call in tomorrow morning if
I am still sick.
Mary:
OK.
please speak to Mary in the ••. Department.
I am sick today.
What's the matter ?
I hope you feel better tomorrow.
97
I cannot
Bye bye.
�Lesson 23
DIALOGUE:
2.
Thank you for holding.
Ry:
May I please speak to Frank
department?
in the
Switchboard:
Frank is tied up at the moment.
a message?
Can · I take
Ry:
This is Ry V~. I can't come in to work today.
I have a -.·bad:·stomach ache. I'll try to come
tomorrow.
Switchboard:
OK.
Ry:
Thank you very much.
Switchboard:
That's OK
Ry:
Good-bye.
Switchboard:
Good-bye.
Phan:
My doctor says I have measles.
Frank:
You'll be out more than 4 days then. Be sure
to get a note from a doctor that say s that you
are healthy. Bring the note with you when you
come back to work.
Phan:
4.
USCI.
Switchboard:
3.
Switchboard:
OK.
Ly:
I have a bad toothache.
Please hold.
I'll give Frank the message.
Thank you.
at 3:30 tomorrow .
Frank :
OK.
Can I help you?
M dentist can take me
y
May I leave early?
Thanks for telling me a day early.
98
�Lesson 24
LOT HISTORY AND MOVE TICKET
(Revi·ew: Copying Numbers, Writing Numbers)
(Accuracy in Counting)
VOCABULARY:
Words
division
item
CM (centimeters)
fc
finished
component
delete
SA (subassembly)
traceability
description
accountability
VOCABULARY:
SG (spring guide)
IN (inches)
number
lot
history
order
RM (raw materials)
--,>over
operation
lists
fill in
date
production
control
qty (quantity)
responsible
individual .
rejects
component
indicates
measurements
blank
Phrases
division item number
lot order date
lot history
production
control
lot number
operation description
lot qty. number
start qty. number
complete date
responsible individual
complet~ qty.
delete qty.
number completed
*****************************************************************************
*
*
*
*
*
*
*
*
*
COMP ANY MUST PROVE:
*
*
*
*
*
*
*
*
!
!
:
What components
Who worked on it
What happened to the finished component
*
t
t
!
*
*
*
*
*
*
*
*
*****************************************************************************
99
�Lesson 24
VOCABULARY: Match
fc
sg
02 - 0
01 - 0
SA
spring guide
start quantity
sub assembly
first operation
lot quantity
second operation
over
finished component
raw materials
>
lot qty
rm
start qty
MATERIALS:
-
sampie form - blank and filled out
{Personnel) Tape/visual on lot history
Vocabulary sheets
Flashcards of . works on form an4 for phrases, words
at?breviations employees are expected to read and write
MATERIAL MOVE TICKET
VOCABULARY:
Phrases
date
move ticket number
number of rejects received
operation number
division item number
number of rejects sent
lot number
GRAMMAR:
if, but
DIALOGUE:
1.
Sanh:
What do I fill in?
Mary:
Fill in these:
quantity.
Sanh:
What about add qty., delete qty., and secondary
documents?
Mary:
Did you add everything?
Sanh:
No.
Mary:
Any rejects?
Sanh:
No.
100
complete date, your name, complete
�Lesson 24
DIALOGUE:
Mary:
Sanh:
Then leave them blank, but be sure to write the .
compo~ent lot number here.
Sanh:
OK.
Frank:
:Bong, we had a problem with one of your lots.
:Bong:
What happened?
Frank:
I think you subtracted your rejects.
count the complete quantity.
:Bong:
Isn't it the same?
Frank:
Sometimes the person before you makes a mistake.
If you don't count, the mistake gets carried on.
Bong:
Oh.
Frank:
Take the time to count them from now on, ok?
Bong:
3.
No.
Mary:
2.
Any secondary documents?
Ok.
Hanh:
What should I write here?
Dave:
You should write
Hanh:
How about here?
Dave:
No.
Thank you.
You should
I see the problem.
Thank you.
You don't write anything there.
101
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�TEACHER REFERENCE - Lot History
A.
Employees must understand the importance of a Lot History ie. for Traceability:
B.
The following is included on a Low History form:
1.
A division item number identifies the component (product) being built.
example: FC 4670565 FC means finished component.
2.
Another number indicates the measurements of a particular component.
example: SG 035IN x 145CM
The component is a Spring Guide.
The spring guide. measurements are .035 inches
by 145 ~ntimeters.
3.
There is a Lot Order Date. This indicates the date that the LOT
HISTORY was ordered from Production Control.
4.
There is a Lot number. This number is for easy future reference and
should not be confused with the division item number. If there are
problems in the field (field -- hospital use of USCI components),
then the · component can be traced back through the production process
by Lot Number.
5.
There is a Lot Qty number indicating the amount of a single lot.
6.
There is a Start Qty number indicating the number of pieces when
production begins.
7.
01-0 means first operation.
02-0 means second operation and so on.
8.
There is a description of each operation.
example: 4001 CUT LG/STUFF the operation.
There are hundreds of different operations. There are step by step
operations on the way to finished component.
9.
When an operation is completed, the date, name of employee who has
done the operation, the number of pieces completed, and the number
rejected are all entered on the Lot History form.
example: Complete date
Responsible Individual
Complete Qty.
Delete Qty.
10.
If there are rejects, then an employee must fill out a Haterial Hove
Ticket. This form indicated the date, the division item number, the
move ticket number, the number of rejects sent and received, the lot
number and the operation number. All rejects are documented for future
reference.
103
�11.
There is additional information on the right side of a Lot History.
a.
b.
c.
12.
arrow
An -:> on the far right of a Lot History indicates "over".
form over.
a.
b.
c.
C.
An RM component number indicates Raw Material.
An SA component number indicates Sub Ass~mbly which is used later
to construct a larger assembly.
RM's and SA's have their own Lot Numbers.
Turn
An employee who does not finish a lot operation during his/her
shift must indicate -") over.
An~~employee turns the form over to list information concerning
incomplete work.
An employee indicates operation number, operation description,
date, name, . number completed, rejects, and component lot number.
We have Lot Histories for traceability.
1.
The Food and Drug Administration requires by law that companies
have accurate records of products made for medical or hospital use.
2.
If problems develop in the field, then USC! can easily· trace a medical
component through its Lot History.
3.
From time to time the FDA audits production records.
allow easy reference.
104
Lot Histories
�Lesson 25
COMMUNICATION
MEETINGS
(Review: Good Manufacturing Practices, Pay and Hours)
(Job Security, Attendance and Standards of Conduct)
(Lot Histories)
VOCABULARY:
why
worry
coffee
should not happen
supervisor
deficiencies
last month
discuss
procedures
part of team
killing rumors
problems
what's going on
bringing it up
what '.s going on in the company
surpassed
go over
solve
announcement
make an announcement
relay
conference room
donuts
team
this month
changes
involved
rejects
coming through
feedback
problem
lose something
VOCABULARY PHRASES:
production plan
last month we did 6000
(how many units a section produce next month)
next month we're doing 8000
LOT HISTORIES:
-
check quantity at every work stop
count good pieces
need better monitoring system
trouble with machine
material hard to work with
need more training
VOCABULARY:
Team Work
team
keep on top of it
help out
how's it going
get organized
keep up with it
give a hand
I need help
work together
right
105
team work
running smoothly
do your/our/their part
good procedure
�- Lesson 25 (cont.)
DIALOGUE:
Shaovang:
When is our next meeting?
Tom:
Next Wednesday.
Shaovang:
What's the topic?
Tom:
1.
I think he's going to tell us about a new machine.
I think there's going to be more overtime, too.
t...
2.
Frank, I have a problem.
Frank:
What's up?
Phep:
A lot of these springs are coming through with
nibs. These's some bare teflon, too.
Frank:
I'll bring it up at the next meeting.
Phep:
3.
Phep:
Thank you.
Mary:
There's a problem with the .... operation.
too slow.
Phuong:
We've all been having trouble with our machines.
They don't seem to cut as well as they used to,
and they break down a lot.
Mary:
Thank you for mentioning that Phuong. We'll go
over the machines. Maybe that will solve the
problem.
106
It's
�INTRODUCERS
Monthly Meeting
·
February 1963
·
:********************************************************************
I. January Production Results
.
PLjN
WE BUILT PERCENT OF PLAN YIELD
~
REJECTS
DILATORS
so,ooo
Sl,196
102~
9~
2~
SHEATHS
28,900
29,573
102~
82~
1~
HEMAQUETS
ll~SOO
12,225
w
91~
~
--
92,994
102.s~
m-
rm-
DEPARTMENT
TOTAL
90,700
••Hemaquet yield improved from 79'1, Nov. to 82~ DEC. to 9l~an.
**Sheath yield dropped to 8~ from 86~ due to stock problems.
II.
January Piece Per Hour Averages (Second Shift Only)
I
Dilators
January
Sheaths & Hemaguets
December
Tipping
30
27
Heading
152
133
Injection
Mold
383
385
Printing
2~5
267
-rr-,'fr\ ~~,~~?.
Ill.
January
Heading
156
Tip Pulling
68
Normalize
282
Attach str re 251
Injection Mold 136
Trim Flash
137
Proof Load
255
Flush/clean
283
Assemble Valve 166
Attach Stopcockl06
Leak, tes; J.. \ \. 100
December
122
62
254
217
134
124
229
268
153
103
-rr'
88
ff\ ~ \ c)
MISCELLANIOUS
A. LABOR REPORTING SYSTEM- Useage at 99%-EXCELLENT.
B.
Injection Molding Area - change around is behind schedule.
c.
Snow Day-thank you to those who made it in.
D.
Quitting time at night is 12:15-12:20.
Thank you all for a good January,
107
Sfev~ K",13\es
�Lesson 26
FORMS AT WORK - PERSONNEL RECORD
VOCABULARY:
veteran
U.S.
position
education
circle
attached
apply(ied)
interfere
permanent resident
limit
job performance
citizenship
answered
if
physical
mental ·
medical
alien
continue
armed forces
itmnigration form I-2
status
level
complete(d)
return
I-94 card
GRAMMAR:
If conditional
Or
Yes/no questions: With are and do
Present Perfect: Have ••••••••••
MATERIALS:
- Samples of immigration documents-Resident Alien Card, I-94,
Immigration form W-2
- Pictures of handicaps or disabilities: glasses, wheelchair, crutches
DIALOGUE:
1.
Greg:
Are you a US citizen?
Tou:
No, not yet.
Greg:
Are you a permanent resident alien?
Tou:
No, not yet.
Greg:
Do you have an I-94 card?
Tou:
Yes, I do.
Greg:
Yes, please.
108
I have to wait five years.
I have applied for my green card.
Do you want to see it?
�Lesson 26
DIALOGUE:
2.
Chansouk:
Greg, do you have a minute?
Greg:
Sure.
Chansouk:
My friend wants to apply for a job here, but
he's handicapped. Can he still apply?
Greg:
Ask him to come talk with me.
job_ that he can do.
Chansouk:
Thank you Greg. I'll ask him to call you tomorrow
for an appointment.
Greg:
Good.
Maybe we have a
We are always looking for good workers.
READING:
Personnel Records: information maintained in your personnel file is
important tp you and the Company. Your file is confidential and information contained therein will be released outside of this Company only upon
your written authorization, legal authorization, or to those who are
entitled to it by law:
You are responsible for keeping the following information current:
Name
Address
Telephone Number
Marital Status
Person(s) to notify in event of emergency
Physical or other limitations
You may make changes in this information by contacting the Personnel
Department.
Other items you should keep current through notification to the Personnel
Department are formal education, courses completed, training or skills
acquired, changes in beneficiary for life insurance, tax reporting
status and dependent information for medical insurance.
109
�TO:
ALL EMPLOYEES
We are presently putting our personnel records into a new system.
In order to have our records contain the appropriate information
we will. need to update our file~ with the following information.
This information is necessary for us to comply with the record
keeping requirements of certain regulatory agencies.
VETERAN STATUS
Have you served in the U.S. Armed Forces?
YES
NO
service connected disability?_ YES
NO
Dates of service from
Do you have
a
to
CITIZENSHIP STATUS
Are you a citizen of the United States?
YE~
NO
YES
NO
If not, please fill out attached form.
DISABILITY
Do you have a physical, mental or medical
handicap or disability that would limit
your job performance for any position?
EDUCATION
Please circle your highest educational level completed.
6 7 8 9 10 11 12
13 14 15 16
17 18 19 20 21
THIS FORM MUST BE RETURNED TO THE PERSONNEL DEPARTMENT BY
WEDNESDAY, MARCH 24, 1982.
Signature
Print Name
Date
110
�•
EMPLOYEE STATEMENT OF CITIZENSHIP FORM
YES
NO
YES
NO
Do you have an I-94 Card?
(If you answered no, please continue.)
YES
NO
Do you have the Immigration Form I-2?
YES
NO
YES
NO
Are you an United States Citizen?
(If you answered no, please continue.)
Are you a Permanent Resident Alien?
(If you answered no, please continue.)
(If you answered no, please continue.)
Are you the spouse or child of a Permanent
Resident Alien?
Date
Signature of Employee
3/82
111
�Lesson 27
FORMS AT WORK- BENEFITS CARD
Review: 1. form Vocabulary from Lesson 26
2. family relationships
3. Benefits - slide show
VOCABULARY:
earnings
benefits
occupation
relationship
related
signature(signed)
location
type
children
any/some
more than
old(er)(est)
life insurance
accidental
short-term
dental plan
month-mo.
year-yr.
eligible
beneficiary
employer
change
dependents(deps)
unmarried
clearly
students
less than
young(er)(est)
retirement
death
long-term
medical program
day
date of birth
(list of occupations)
spouse
division
enrollment(enrolled)
reinstatement
print
full-time
handicapped
toe
lower
business related travel
dismemberment
disability
claim
GUEST SPEAKER
Ask USCI's Benefit Coordinator to serve as resource person or
guest speaker to explain employee's benefits.
GRAMMAR:
any/some
more than/less than
Comparatives: er-est
Past tense
MATERIALS
- Simplified benefits card
- Flashcards
- Benefits cards
-Pictures of family members
112
�Lesson 27 (cont.)
DIALOGUE:
I'm eligible for life, health, and dental after
60 days.
That's good for our family.
Greg:
How many children do you have?
Chhum:
6
Greg:
How old are they?
Chhum:
14, 12, 10, 8, 6, and 4.
Greg:
They're all eligible.
Sithan:
Are my children eligible too?
Greg:
How old are they?
Sithan:
My oldest daughter is 19 - she's married.
oldest son is 20. He's going to college.
other children are 15, 13, and 9.
Greg:
4.
What did he say?
Chhum's wife:
3.
Greg told us about benefits today.
Chhum:
2.
Chhum:
Chhum's wife:
1.
We can only cover unmarried children, so we can't
cover your 19 year old daughter. Your oldest son is
OK if he's a full-time student. Your younger
children are OK.
My
My
In the lunch room.
Sary:
The benefits here are really good.
Susan:
They really are.
Sary:
My friend is a waitress and she brings home alot in
tips, but if she gets sick she doesn't get anything.
Susan:
Yuh. It's smart to work for a company with good
benefits.
113
�SAMPLE OF BARD BENEFITS CARD
1. PLEASE TYPE OR PRINT CLEARLY.
2. CARD MUST BE DATED AND SIGNED.
.D
D
New Enrollment
Reinstatement
Last Name
O
O
BARD BENEFITS CARD
Beneficiary Change
Change in Deps. Status
First Name
D
D
Mo . Dav
Date
Employed
Name Change
Location Change
M .I.
Yr.
Social Security No .
Sex
0M0F
Address
Do y ou want
Dependent s
Benefits?
Effective Date
'Earn in gs
O
Yes
D
N
o
I
Mo.
Date of
Birth
Day
List Your Eligible Dependents
Last Na me /if d iffe r ent)
First Name
Yr.
Oc-:u pati on
Relationship
Date of Birt t·,
M . I. Sr' Ju,,~ Son 1Daughter Mr>. Dav i Yr .
L.ife
I
I
Be nef k , .-ir y and re l.:,t1onsh1p , c ,,st Na me . ,. t , c1.1 iF- /n,t i,1 1
I
!. ··~: .'\ ' ; . ••,e J
I
i
'I
!
'- 0 & C,
'
I
I
A dc :.:) s::·, e f B,- :u~ l1 c 1ar v i t n n t r e la t ed to empl ~ye,··
DI LTD
~ .:Hn t o ! ' ! nll,J lo yer
M r: d ,ca :
C . R. Bard , Inc .
I
Division
• Pr o v i i , ,. ,ris, on reverse sid e dCCe ot ed
De"-t al
Datr
Signature
c;,. Jt 1 •
114
C.A 1 . 11 !> ! Sf.I
-
�Lesson 28
ATTENDANCE AND LEAVE OF ABSENCE
VOCABULARY:
department
shift
attendance
tardiness
request (ed)
vacation
hire
return
recommend
disapproval
cause
termination
absence
excessive
sudden
records
failure
granted
above
action
taken
leaving early
leave--of absence
leave
understand
previous
state(d)
approval
GRAMMAR:
Modals: May I .....
Subjunctive: Would like
Idioms: Have a minute; what's up; give me a couple of weeks.
MATERIALS:
- flash cards for words
sample forms
DIALOGUE:
1.
Hong:
Mary, do you have a minute ?
Mary:
Sure.
Hong:
I would like to take a vacation the second
week in June.
Mary:
That's in 2 months.
me check.
Hong:
When can you let me know?
Mary:
This afternoon.
What's up?
It's probably OK.
(Later on)
Mary:
Your request for vacation in June is OK.
115
Let
�Lesson 28 (cont.)
DIALOGUE:
Hong:
Mary:
Fill out this form to request for vacation.
Hong:
Yes, I know.
Mary:
Return the form to me before you go home today.
Hong:
OK.
Tong:
Frank, are you busy?
Frank:
Not very.
Tong:
My wife's father died yesterday.
a leave of absence for • • • days.
Frank:
l'm sorry to hear that.
Tong:
No, it was very sudden.
Frank:
Well, we have to fill out this form.
tell your wife how sorry I am.
Tong:
2.
That's great.
Thank you.
Thank you.
What's up?
I need to take
Was he sick?
Please
READINGS:
1.
Attendance: your attendance at work is essential. Absence, which
includes tardiness and leaving early, makes it difficult to meet
production schedules and increases the workload of your fellow
employees. Employees with good attendance records resent this
inconvenience. Excessive absence compounds these problems.
When an employee begins to miss time excessively, it is usually
a sympton of some other problem. Should you find yourself in
that position, your Supervisor will work with you in an effort
to find an acceptable solution and solve the problem before it
becomes serious enough to warrant disciplinary action.
On the other hand, if you attendance demonstrates a lack of
willingness or your inability to meet your commitment of 40
hours per week, you will be counseled by your Supervisor and, if
necessary, placed in the Warning System.
116
�Lesson 28 (cont.)
READING:
2.
Absence: if you are absent you must call in within one-half (½)
hour from the opening of your shift. When calling in, you must
talk directly with you Supervisor. Should you expect to be absent
more than one day and be unable to reach your Supervisor directly,
you must leave a number where you Supervisor may contact you.
·
You are expected to report your absence each day unless excused
from doing so by your supervisor. Failure to call in may result
in disciplinary action. (See warning Procedure)
After you return from an absence, your Supervisor will meet with
you to discuss your reasons for being absent and to reemphasize
the importance of good attendance. BEING PAID SICK PAY DOES
NOT EXCUSE AN ABSENCE.
3.
Leaving Early/Tardiness: "tardiness" and "leaving early" are
defined as time lost during the actual work day due to late
arrival or departure before the end of the shift. Excessive
"leaving early/tardiness" is more than two (2) times during
a 4-week period.
Excep~icins, not counted, are time lost due to an
industrial accident or a declared emergency. All
other instances will be counted.
Should the incidence of either "tardiness" or "leaving early"
become excessive, the offender will be placed in the Warning
System.
4.
Leave of Absence: time away from wor k, t hou gh l eg itimate, may
diminish the ability of the Company to meet its pr oduction requirements, thus tarnishing its r eputat i on as a ma nu f acturer
which services its customers on a time l y and e f f ic i ent basis.
YOU MUST REQUEST A LEAVE OF ABSENCE TO COVER ANY ABS EN CE T,,.THICH
IS EXPECTED TO LAST LONGER THAN FIVE W
ORKING DAYS . App roval
will be based on the merits of each ind iv idual cas e . Yo u must
have completed your probationary period i n order to qu a li fy for
consideration. You should be aware of the following whi ch ma y
become effective when you are on leave of absence:
- you are not eligible to bid on jobs
- you are not eligible for holida y pay (except du ring the
disability waiting period)
you are not eligible for bereavement or jury duty pay
117
�Lesson 28 (cont.)
READINGS:
- when your LOA extends beyond one month, your next pay
step progression will be delayed for the length of the
LOA, minus one month
- your vacation time and sick time will be prorated after
six months of LOA
- your pension credits may be affected after seven months.
There are three types of leaves of absence for which you may apply.
The specifics of each are as follows: medical leave of absence;
personal leave of absence; military leave of absence.
118
�USCI, A DIVISION OF C. R. BARD, INC.
REQU~ST FOR LEAVE OF ABSENCE
Date:
Employee Name:
Department:
Shift:
Dates of Requested Leave:
From
To
Dates of Vacation:
Reason for Request:
I understand that failure to return to work from this LOA on the date
stated above will be cause for termination.
Employee's Signature
Attendance/Tardiness Records:
(past six months)
Date of Hire:
Previous Leave Granted:
Recommend Approval/Disapproval:
Supervisor
Date
Dept. Manager
Date
Personnel
Date
Recommend Approval/Disapproval:
Recommend Approval/Disapproval:
ACTION TAKEN:
119
�Lesson 29
STANDARDS OF CONDUCT - WARNING POLICX
VOCABULARY:
Low Level
machine
traffic
clean up
careless
parking _
dirty
punch out
language
plant
dress code
bad
late
call in
bulletin boards
trespassing
report
repeated
soliciting
personal use
accident
leave early
failing
report
discord
drunk
t hr e at ening
f o r an o t he r
o ff limits
eating
l y ing
dama ge
ind ece n t
punc hin g
o th e r pe op l e-
gun s
fi ghtin g
gamblin g
f a il i ng t o ca l l in
dru gs
s t e .J]i:1 ;-e x pl o,- i '-' ::: .s u sp i:-ns : C'i.
Medium Level
careless
loitering
off limits
defacing
absence
record time
High Level
poor work
returning
mistakes
immoral
dru gged
ca r e l e s s
smokin g
Max i mum
dj s obe'-'
wea pons
da mag i ng
c onvi ct ion
a l coho l
t e r mina t ion
3 d e\' s
possessi '.
1: ·
'd bett e r
should have known
Dl ALOG :
UE
1.
Sa va t h :
~h a t ha ppe ne d to Jim?
Choeuth:
He got a warning la s t week .
up h i s work area.
Savath:
He 'd better be careful.
120
He n eve r cl eaned
�Lesson 29 (cont.)
DIALOGUE:
2.
I heard that someone got fired last week in
your department.
Choeuth:
Yes.
Savath:
3.
Savath:
He should have known that that is a maximum
offense.
Yin:
I have had alot of time out because of sickness
in the last two months.
Ry:
You better be careful because three times out
in an eight week period is grounds for a
warning.
Yin:
Does that mean three days?
for a week.
Ry:
No that is considered one time.
three separate occurences.
He was gambling during lunch.
121
I was sick once
It must be
�Lesson 30
HYGIENE/OTHER REGULATIONS
..
VOCABULARY:
smocks
clean up
must wash hands
regulations
bad breath
frequent
smell
toilets
unsanitary
garlic
bath
dirty
clean
sanitary
no food on floor
sweat
deodorants
cultural
GRAMMAR:
Idioms: that's a good question; get upset; bad -side
MATERIALS:
tapes - GMP dress code, no eating, drinking, or smoking on floor
- pictures of dirty/clean conditions
- "smelly food"
DIALOGUE:
Did you ever have t o move awa y from someone
beca us e h e smell ed t oo much ?
Yes, I thinl: Arneri canE' smell rr,0rc- th 2n ..\ E'ia n~ .
Ma ybe th e ir swea t s mel l s str on ~0 r . Ho ~ 2b0ui
you?
Frank:
I ha d an Asian friend wh0 l oved t o e a t ~=r: i ,
But he at e ~a rlic f o r lun c h an d af t er lun ch h e
had bad breath. l had t o move a\ :..,-_ \- h en \·."c'
:
talked.
Dal:
I love to eat ba r l i c fo r lun cL .
use mints or somethin ~ .
Frank:
2.
Frank:
Dal:
].
I'd better take mor e ba ths!
Sa ykanh:
Mar y , why d o Americans get u ps.:t i: tr+i r bathroom is a little dirt y? It's not like a ki t c hen
where you prepare food.
Mary:
That's a good question.
though.
Saykanh :
I heard some people talking about their vacation.
All they talked about were the dirty bathrooms.
122
J'd
be tte r
They do get ver y upset,
�Lesson JO (cont.)
Mary:
Americans feel clean bathrooms are healthier.
Saykanh:
I'd better warn my friend.
She's going to
start work next week.
I don't want her to get
on someone's bad side.
READI NGS:
1.
Uniforms: uniforms and hair coverings must be worn in all manufacturing
areas. While these are provided at Company expense, you are responsible
for their care and cleanliness.
Uniforms must be fastened, free of extraneous articles and markings and
may not be covered by other garments. Sleeves may be shortened but must
be hemmed with the lower tip of the sleeve reaching one to three inches
above the elbow. Long-sleeved garments may not ve worn under short-sleeved
uniforms.
2.
Employee Identification Badges: you will be issued an identification
badge when you are hired. It must be worn at all times and in such a
manner that it is readibly visible. Should you forget it at any time,
a temporary badge can be obtained from the receptionist.
If you lose
it, the loss must be reported to Personnel immediately where a new
badge will be issued. Badges must be returned to Personnel upon separation from the Company.
3.
Food and Beverages:
food and beverages may be consumed only in ~afeterias, outside of buildings, and at othe r designated ~ reas d e fi n ed .
by your Supervisor.
4.
Smoking: you may smoke anywhere outside building s (unless posted si gn s
indicate otherwise) and in the cafeteria and in d e signated office area s .
Smoking in any other area is unauthorized and constitutes a serious
infraction of Company rules qualifying as a High-Level Offense under
the Warning System.
5.
Lockers: you will be ~ssigned a locker upon hire for the purpose of
storing personal possessions not authorized to be taken into manufacturi ng
areas.
It is not meant for keeping money or valuables or for long-ter m
storage of food.
You use these lockers at your own risk and the Company is not responsibl e
for loss or damage to propert y stored therein. The Company reserves th e
right to inspect lockers when it is de eme d nec e ssar y .
123
�Lesson 31
COMPANY SERVICES
VOCABULARY :
Communication
bulletin board
information
job bids and postings
personal interest
news
"Bard World"
announcement
"pulse"
newsletter
notice
new products
Awards and Recognition
eligible
milestone
long-term employees
loyal service
increments
baseball
parties
basketball
tryout
seniority
entitle
service award
social events
soccer
picnics
realize
costs
fees
afford
approved
form
certificate
financial
spring
semester
course
title
receipt
final
tuitio n
co ll ege
text hooks
assis tan cE:
t: ljgible
de~re (:
Activities
sports
football
dances
volleyball
Education
scholarship s
children
required
educational
75%
job related
program
grades
approval
indicate(d)
register(ed)
school
university
accounting
fall
i nvoices
reimburs e
accordinr, to
s chedule
i m:'."le diat e
r..a na ge r
GRAMMAR:
imbe dded sentences
Idioms: sign up; let me kn o~; thanks a milli on ; go ou t fo r; sound s l i ke
124
�Lesson 31 (cont.)
MATERIALS:
- pictures of sport events, newsletter
- flashcards with vocabulary
DIALOGUE:
Kim:
Have you seen the bulletin board?
Pen:
No, what's new?
Kim:
1.
A new job posting.
Pen:
--R~lly?
I'm . going to check it out at lunch time.
Are you going for the volleyball team?
What volleyball team?
Ath:
The USCI volleyball team.
today.
Rom:
3.
Ath:
Rom:
2.
That sounds like fun .
Hanh:
What's the educational assistance program ?
Mary:
USCl will h e lp you pay for a job related cour s e .
Hanh:
That' s great .
Mary:
I'll give you a form. Read it and let me kno~
if you have any questions.
Hanh:
Thanks a million.
125
Tryouts are
~'h e r e do J sign up ?
�c. a. aAw, JNc.
Et>t>CATJONAI. ASSISTANCE PJtOGJ:lA!-l
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~Q~ST APPROVAL TO ENROtL IN THt Et>t>CATIONAL ASSlSTA."C£
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GP.A.V. AS .JNDlCAttt> BrLCfth
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FAl.L OF. SfRlNG
COST
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TH:t COY.?JJ;y l-l"ILL P.!11".BUR.St Mt ACCORDING TO Tl:::I: FOLLO-..:n;G
SCH:tt>ULE:
.
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SIGNI:D:
~UTING J.PJ>f(OVAL:
1.
Imme~iate Supervia0r1
t>ate:
2.
Department Manager 1
Pate;
3.
•ersonnel1
Pete·
Copiea1
•
••raonnel, Accounting, E:mployee
126
�Lesson 32
LEAVING user
RESIGNATION - RETIREMENT - PLANT LAYOFF - JOB REDUCTION
(Unemployment Compensation, Workers Compensation)
VOCABULARY :
resignation
pension
involuntary
seniority
happen
receive
work related
expenses
retirement
job reduction
reemployment
recall
apply
Department of Employment
illness
average weekly wage
two-week notice
exit interview
bumping
laid off
benefit
Security (DES)
injury
GRAJ.'1MAR:
unreal conditional: if
DIALOGUE:
This is my two-we ek no tice of r esignation.
I'm sorry to know t hat you ar e l eaving USCI.
Pen:
Thank you. M wife wan ts t o move t o
y
Rhode Island to be near her parents.
Greg:
Can you come in on Tuesday a t 10:00 am. for an
exit interview?
Pen:
2.
Pen:
Greg:
1.
Yes, I can.
Dal:
What could I do if I were laid off?
Mary:
You could apply for unemp l oyment benef its.
Dal:
How could I do that?
Mary:
You would go to the Department of Emp loyment
Sec urity and fill out a form.
Dal:
That's all?
Mary:
You would have to wait
fill out the form.
Dal:
Oh.
127
weeks before you could
�Lesson 32 (cont.)
Mary:
Dal:
How long would my benefits last?
Mary:
For
Dal:
What would I do while I was waiting?
Mary:
3.
Then you 'WOuld have to wait
receive you first check.
You should go .on interviews and write the name
of the company and the date of the interview
on the card DES gives you.
weeks until you
weeks.
READING:
1.
Resignation: if you find it necessary to resign from you job with
USCI/Bard Implants, a two week notice in writing ·w ill enable the
Company sufficient time to find a replacement, prepare the necessary
paper work, and conduct an exit interview. Many of you were given
an opportunity to give notice to your former employer when you came
to USCI/Bard Implants, and we would like the same courtesy.
2.
Exit Interview: an Exit Interview with employees terminating their
employment will be arranged by the Personnel Department whenever possible. This exit interview will cover th e reason(s) for termination,
return of Company property, exp lanation of insurance conversion
privileges and eligibility for reemplo yment.
3.
Retirement: in order to receive your pension on a timely basis,
three (3) months' advance notice is required on retirement. See
pension booklet or Personnel for further details.
4.
Return of Company Property: individuals 1 eaving the emp loyment of USCI /
Bard Implants are required to return I.D. Badge, uniform, tools, keys
Employee Handbook, and any other Company property in their possession.
5.
Plant Layoff - Job Reductions - Bumping - Recall (hourly): it is our
intention to avoid reductions in the hourl y wo rkforce whenever possibl e .
There may be occasions, however, when they cannot be avoided. There
are two types or reductions affecting hourly employees which may occur:
- Those where the ultimat e goal is t o reduce the number
of employees in the workforce resulting from a general
lack of work; or
- Those where downgrading and/or reassignment of employees
will occur because of isolated incidents of lack of work
resulting from technological change or other causes. No
employees are involuntarily separated from the Company in
this type of action.
128
�Lesson 32 (cont.)
READINGS:
In either situation, plant seniority is the factor which determines
the options of employees affected. Both types of reduction begin
with an announcement to the workforce posted at least five (5) days
before the actions occur. As positions and jobs are -eliminated,
bumping will occur according to seniority, until the least senior
employees in the plant are either downgraded to the lowest level or
laid off.
Employees who have completed their probationary .period and who are
layed-off are eligible for recall for a period of one year or length
of service, whichever is less.
129
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Vocational English as a Second Language (VESL) and Employment Orientation for USCI/Bard Implants, Inc., [1982-1983]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Occupational training
Social service
Unemployed--Services for
Description
An account of the resource
The curriculum for USCI Division/Bard Implants was designed for Vocational English as a Second Language (VESL) and employee orientation.
Founded by Charles Russell Bard, USCI/Bard Implants is one of the world's largest medical grade producers of cardiovascular catheters, and urological catheters. The facilities are located in Billerica, Massachusetts, which act as the company headquarter for USCI division, Bard implant division, and their international division; Glens Falls, New York; Fitzwilliam, New Hampshire; and Ireland. The company first products were ureteral and urethral catheters.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1982-1983]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
126 p.; 27.5 x 21.6
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Creator
An entity primarily responsible for making the resource
Pho, Hai B.
Pho, Lan T.
Seeler, Joan DeWitt
Identifier
An unambiguous reference to the resource within a given context
uml1_b01_f51_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Billerica, Massachusetts
1980-1989
Documents
USCI Division/Bard Implants
-
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PDF Text
Text
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Se creta ry of the Commofl werilth
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STA1E JI USF
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ARTICLES OF OPGANIZATION
Unner G.L. Ch. ltlO)
Incorpor tors
NAME
Rr:.:irn :r '( :E
l nd ude g i\'(!fl nam e in full in rase of natura l persons; in cas of a corpora1,on, give state of i11co17JV1 ~rivn.
D r. Huy N g oc Nguye n , 16 7 3 C a mbri d g e St ree t , C arnbr id w., T\fa . 02138
D r . Hai Ba Pho, 79 4 Br o a dwa y Str ee t, Low .11 , Ma.. 01 854
Professo r L i e m V an Tra n, 310 Com m on Stre e t , Wate r to 11 , Ma . 0 2 172
Mr . Walte r W . Mode . 35 Ri ·' ge A v enu e , N a~ic k , M a . 0 760
D :r , Ng hi n Va n N g uyen, 88 E d g ew o o d Ro a d, W e stwo od , Mc1.. 0 2. 0 9 0
Mr . Gia Tha i P h o, 4 -l: Wash i ngto n St r e et , L owe ll , Ma . 01 35 2
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T he a bove- named incorporator(s) do he reby associa te (themselves ) with th e intenti on of fo rming
corpora tio n und er the provisions o f G e neral La , s, Chapte r 180 a nd her by statc(s):
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INDOC HIN ESE REF UGEES
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F OUNDA T ION ,
INC .
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S a id Founda ti on is o rg a n i ze d exclusive ly for cha ritabl e a nd educ n.t'.on a l ·. ,
pu r po ses , i ncludin g c ooper a t i o n w ith other si mi l ar or gan i z ati o n s th a t
. q uali fy as t a x e xe m p t org a niza tio ns , under se ction 501( c } ( 3) of t h e Int er "
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.. n a l R e v e nue Co<le o f 19 54 , o r t h e cor r es p on ding provi s ion o f any future
· United Sta te s In te rn a l D.evc nu e l a w .
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2: . T he pu rposes for which the corporation is formed are as follo ws:
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a ) Th e a ss i s t a nce or r eli e f o f th e in d i gen t, d i s t re sse d arnl / or u m k rw
pi· i vil e d ge d m e mbe r s th r o ug h so c i a l as s istanc e a nd / or p cc un iar y a id,
"> l o n e o r i n c oope ra t ion wi t h iµd ividual .s , g r o u ps an d or g a n iza ti o ns i nt c r /'
e r; t e d i n the Ind oc h i n e se ctlt n ic gro u p ~: .
The assi.., tanc e sha. 111 ,c ex l c n c tl 1 rticul::lr l y t o memb e r s <l , s ir ing to
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' o r r~a n i:t,c fun era l s a nd m a l r i rno 11i a l c c. r ernoni cs i n co n fo r m i ty wilf1 th e ir
c u u to n 1s .-, n cl r c l i " i o1 l.:i b e l ic fo . A i rl vii ll al3o be p r ovi ded t.o m en IJ crs
, ho , cltw t o StHltlc n ne p ara t.i u n f r o u i t he i r i; p o u se :J or r c l c1 li v cs 1 or _ u e t o
d
( :me P<l ge 2 /\ )
NU' '[ : : rr J• · D \'i .i 1111 s' f nr \', Ii i ch th t: q ,;l('(! J) ill\'i ' ed u n•l :.. l' 1 ! t' ch s :>., 3 ,, I cl 4 i3 llO t s11 fii::i ~p 1,'" 'rl t [() ·1; :· l" '!, l I L~
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lo!rn 01 c m;-)l oyrn c n1- fo llow~ng tL0 1975 cva, 11ali. on , are l iving i--:
di s~res3 antl Hlioul<l be assist.ed in t.irnc , to pr e vent. grave mental
diso1dcr a nrl/or espc l· a t c physical ac t s.
b ) The les seni1 1g of mi sund'~ r standings an<l t ensions among Inclochi ne se
ref ugees a.nd th e ir Arr,crican sponsors , .cighbcr s , Jr employers.
c) The dcve lop1n ent of bi -cu lt ura l and bili.r. gua l cdu c: a ti o nal pro .l!,ra. ms
sui t a bl c for the I11d()cl1 in 0 se refugees . Th e s0 pro g r ,.1 m s shall t ake
co ~ ni zanc e of th e d es i r e of tlie Foundation to p!' PS<:! r v e th e thni c
heri tages and th e n ative to !1.g ue of tnose of Indo c hin 'Se descen t.
To achieve th ese goals, the Y ou. ndati0n s h a ll u se th e following means;
i/ Instructio n 1n Ame rican cu s to ms and cui.t urc t hn ,ugh the u Ee of
v a r ious forrns of 1nass coro rnur:i ca tion.
ii/ Or ga niz a ti on and ope r a tion of cultura l c enter s, Ji br ar i es , book m obile, etc . .. with public at ions i n En g lish n. nd Indo<"hines e lan guages ,
for the benefit o f child ren interested in their ethnic () ri p, ins, as well
as adult s w ho d o not have sufficient kn o w l e dge of En g li sh to use books
available in l o ca l l ibraries ,
iii/ Assistance in the fo rm s of con s ultation with ci ties and town s fo r
the imple mentation of Indo ch i nese bi.li 11g;.ia l pro g r am s . This s h a ll
include the recomm enda t ion of standa r ds for the se l ectio n of bilingual
teachers .
iv/ A warding of sch o lar ships or £e1i'o,vship s to m em )e rs or their
childr en for study and res ea rch into subject e related to the Indochinese
civilization.
To carry on any oth e r activit y wh i c h may be l;:i,wfu lily carried o n by
~ non-pr ofi t corp ora t ion or g anize d under G. L . Ch. 18 0 , whether or nol
related to th ose r e f er r ed t o in the f oreg oing paragraphs and ,mi c h a re
concurre n tly p ermitted. to carry o n by or g a ni zations tha t qualify a s tax
exempt organization s, und e r sec ti on 5 0l(c)( 3 ) o f ti-c I n ternal R eve n ue
Code, or the correspondin g pr o visi on of any futu r e U ,ited States Inlernal Rev e nue law .
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Page 3A
c) Sustaini n g mernb,~rs are individuals, group3 , or organizations who
contributed mater i al or fi11a ncial aid to the Foundation.
d) Hono r ary mcn1 (' rs arc individualf< wb
se r vice l o tl e Foun lation.
hav
a ve
re dcrcd exceptional
The s u s t ain i ng and h onorary rnember s arc n o m inated b y the Board of
Dir ec t ors · n d adm i , le d b y lhe char t er m mbe r s wit h a simp l e ma j ori t y
v o te .
The du 'ration of m e1 n be r s h ip of all f ou r c a t ego ri es is u nli m ite d. H ow e e r,
me1nb e rship may bt t e rrr1i na ted by res i g n a ti o n o r r e vo ca tion . R ev ocat i o n
of m e n-ibcr s hip s h al l b e d e t er mined by a tw o - th i r ds v o t e ,. 1 £ t he ch a d e r
memb e rs for due c,, use s uc h a s no n p a y1nc nt of cl ues, g r a v e rni s conduct,
and / or personal activitie s th a t are not compati'ol e w ith th e pur p Jse s o f
the Foundation .
1
Except for the chart e r
m e mbers , th e m e mbers of the last thr e e
categories do not h av e th e r ight to vot e or the obligation and / or duties
as specified in the by-laws .
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r. hip ,.n ' tl c ,p: 111 ·1ti lli c .id rir::11 ;, inc.li:tli11~ wti ,g
s folio •,: ....
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Tho 1.<'onudatior: hn.s f 1ur c~tcf1ori.c of 1ncmbers : ch·1.rter 1nernbc 2· 0,
os.:.ocfrte mcn1bcrs, G'ts t nining 1n( nbcrs , ,.md honorary 11cmbcrs .
~ ) Cha rter rncmber sh.all be the
initial B o u.r d of Di rectors, an a.11 1
the Bo, .rd o f Directors hy a simp l ,
the p o li cy rriakcrs o f the ro ndati 1
hol d 3 11 the r igh t s , pri vi.lcgc s, a n •
Article o f rga n izati o a nd its )
the Foundation.
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b } Associate memb rs are admitt , 1 by the oa rd of Dir e ctors with a simp le
. . majority vote upon th e recommcnc ,, tion o f two charter memb e rs in good
standing . To m ~iritain memb e 1 h p , ass o ci a te m embers mu ~t pay a no rnina.1
;
nnual dues as prescribe d in the b _i- l a ws . They ha v e ' he right to particip a. tc
' in all ctivilics per.formed o r offe r < d by the Foundation .
'
hey may be app oi nte
by the Board o f Directors to any po '.3 ition in the Exe utive Committe e or to
any special comm ittee as established in the by-laws . (see page 3A}
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ncorporators , who s h all form t 1c
other erson subse q uently appo i nt d b y
m.1j ority vote . C har t er membe r s are
They have th e onl y v ot"ng ri.gh t and
ob li gati ons confer ed. to the m by th e sc
aws . 1hey m a y hold a ny po sition in
0
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thcr lawful provisions, if any, for th e conduct nd re u ati on of the busi ness imd nff ai s of th corpqrntion, for its volun ta ry dissolution , or for lim itin , defi in_,, or regulating tlle powers of tho corporatio ,
or of its dire ctors or m embers, r of any_
class of members, are as follows:-
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,., No p art of the net earning's o f the Foundat ion shall' inu re to the b enefit of, or
b e distribut a b le to, its m e mbers, o fficers , or other indivi dua ls, except tha t
the Doard of Directors shall b au thori z ed and empowered to pay reasonab le
,: t· compensation fo r services rende r ,~d and to make payments and distributions
;·
in furth erance :if the p u rposes set forth in.,arti~ l e sec ond hereof.
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The Foundation. sha ll not e n g a ge. in ,the. ~~sse.mination of propaga nda or othe r-
wise attempt to advocate or inf b e nc e l egis l a tion, and the Foundation sha ll
· not p articipa te in , o r inte rvene in, or -au thorize the use df its name · (i nc:lu<li11g
···.. _ .;i'., the publi shi n g , distribution and endor se ment of sta t ements} in any politic a l
'·i': ' · '. campaign on b e half of any c andidate for public office.
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Not with otanding any o t her p rovis ion of these a rticl es , the Foundation t3 h a ll
not c arry on any other activi ties not permitted to be carr i e d on:
a) by a c·o r porat:ion exempt from fede 1· a l i nco ne tax unde r secti on 50l(c )( 3} of
th e Intern a l R evenu e Code of 1954 , o r the c o rresponding p r ovision of any
fu~1~rc United S t a t es In te r nal Revenue l aw , or
'r
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b} by cl corpor a tion co nt ributions t o which are d e duct.iblo un de r section
l'lO (c )( ;,, } of t he Ir.ter n l Revenu e ( :cdo of 195 4 , or tli c co rrcr,pon<1ing pro v l. don
f any future Uriitcu Sta tes Internal 1t wcml law. (se c page 41\ )
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Upon the dis solu tion of the } oundat.ion, th e Board of Directors sha ll,
aft er pay i ng or making prov sion for th e p ayment <>fall of th e li abilities
of th e Foundation , disp ose u i" a ll t he ass(.!ts of th (, Fo undati o n exclusively
for th e purpose of t he Founcl 1tion in s uch nianne r, or to suc h o r ga n ization
or or gani zati ns found cl a n < operated exc l us i ve l y for charitable a nd/ r
educ atio n pu rposes , as s h al at t h e tim e q ua lify as an e xemp t organization
o r or ganiza ti ons under sec t ,n 50l(c)(3 ) of th e Inte nal Revenue Code o f
195 4 or the corr spo cl i ng p )Vi sion o f any iuture United Sta l e s Interna l
l aw , as the Board of Direct< rs sha ll determ i ne. ,\ ny such assets not so
cli sposed of shall b e dispose · of b y lhe S11perior GJ1tr t of t he Count y in
w h ich t he pri n c ipa l. office of · he Founda tion i s then located, exclusive ly
f or s u ch p u rp os es or to suc l organiza l ion or org a1. izat i u n s , as said C our t
sh a l 1 d e t e rm ine , w h ich arc l • rga ni ze d an d ope r a t er ' exc l usi vP. l y f or s u ch
purpo se s.
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Articles of Organization, Indochinese Refugees Foundation, Inc., 1977-01-27
Subject
The topic of the resource
Community organization
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
The Articles of Organization was signed by former Commonwealth of Massachusetts Secretary Paul Guzzi on January 27, 1977. The organization applying was to be known as the Indochinese Refugees Foundation, Inc., a nonprofit organization to help newly arrived refugees from the Indochinese region to adapt to their new environment. Within this article, the organization qualifies for tax exemption from the Internal Revenue Service, under section 501(c)(3).
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1977-01-27
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
7 p.; 27.5 x 21.6
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
uml1_b09_f18_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Boston, Massachusetts
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
1970-1979
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/ee75f17580c1804c4212368336b5f498.pdf?Expires=1712793600&Signature=AVXZaM1V0%7EY5uwPNJWgCvbaqXIl4YNUcj4j12vclZMqAEQL5VKzQRPjj0zcyyq71Ww5ts9LaUZbvi22Q5FH5zLO3nWZW3EbAiRm43fb5AhE6ZLVCWq49KWlwU%7EIPCRebbplyqewS9iORWgxuhRWgcy6CWmCmpe4MTcQUjbfDcwspfqIZMnoAkWK9PiuFGy%7EGvrLR7PqoS2l9s7HbDhJPBzRE8w6dXZn24LD2FKm8-BU-tmg2GWXWTk0pL7bXhb37G1%7EWMKdgcOxXJn11K0hEO0CMFh7BWhxk2V0lRWGCRn9oIcBR%7E7RxTFrut6Z3%7ELe7ens5RWu7%7ED6te0Uo9dOCjQ__&Key-Pair-Id=K6UGZS9ZTDSZM
7792134939512e1b428757a910ee64fc
PDF Text
Text
ORGANIZATIONAL CHART
BOARD OF DIRECTORS
I
I EXECUTIVE COMMITTEE I
GREATER LOWELL INDOCHINESE
REFUGEES SERVICES STEERING COMMITTEE
~
PROJECT DIRECTOR
I
I
f
ESL INSTRUCTOR
I
I
CAMBODIAN
AIDE
LAOTIAN
AIDE
II
I
VIETNAMESE
AIDE
I
I
1
,,_,_:,~B-~!~E_L~:.:.1:_., - - -I SECRETARY'I·BO0KKEEPER ! ·~ -- _ -1
~ . C0MMUN:f:TY
1
1
RE:~QVRCE..
f
~RYEL0VEE,~
I
....----'----....
VIETNAMESE
CAMBODIAN
LAOTIAN
COUNSELOR
COUNSELOR
COUNSELOR
.I - - -- - -- -- -.,.
-
...
.....
I
I
-social adjustment sttpport
- ESL tutoring
- cultural development activities ·
- us·ed furntture, g0ods and
clothing drives
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Organizational chart, 1982?
Description
An account of the resource
The organizational chart of seniority within the Indochinese Refugees Foundation, Inc.
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1982?
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1 p.; 27.5 x 21.6
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
uml1_b14_f20_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
Subject
The topic of the resource
Community organization
Lowell (Mass.)
Nonprofit organizations
Social service
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/61f4cd97787b2e736062087f1c7a852d.pdf?Expires=1712793600&Signature=s0WBb%7E2OCq-iRnB9xXkFR8dATbgn3CLiMHDuREZWqFmrIDbMTRgTnkKIGvJEaknjL2g81v-qYgd5tztX6MLzP6ldhqGqnZxoXAaOTcsEBPVfAn7SKB0oAzwU2%7EZ%7EvvFlrsZb9XJYTyyqQdfnvXwF%7Eumm0Th4MJY7rtUl4LNCnyZ8MT1ucNat2vPtwwv4koIdd5hgF8fX8dyfARGFn%7EOipiSps0ndI5pPfNOawHsJrjVs2Ki6itJSGDiNI7Ujz63%7EW4VLvAN9eXxmNmB%7EYgxzpKN-6oTdSFSKLniHm92tyuYnUpHzsV0CVBP--6clqz69umgzwRczYih9uDotB3L4bQ__&Key-Pair-Id=K6UGZS9ZTDSZM
1c7c7e38cde8cc8d8950c08dc7eb1a75
PDF Text
Text
INDOCHINESE REFUGEES FOUNDATION, INC.
ORGANIZATIONAL CHART
BOARD OF. DIRECTORS
--
,I
EXECUTIVE COMMITTEE
•
ADVISORY COUNCIL*
PROJECT DIRECTOR
Job Developer
·I
I VIETNJtHESE
COUNSELOR
ESL INSTRUCTOR
CAMBODIAN
I . COUNSELOR -II
I
I
OFl-'ICE
MANAGER _
I
!
·voLUNTEER
TUTORS
;
•
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Organizational chart, 1982?
Subject
The topic of the resource
Community organization
Lowell (Mass.)
Nonprofit organizations
Social service
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1982?
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
Identifier
An unambiguous reference to the resource within a given context
uml1_b14_f20_i002
Description
An account of the resource
The organizational chart of seniority within the Indochinese Refugees Foundation, Inc.
Format
The file format, physical medium, or dimensions of the resource
1 p.; 27.5 x 21.6
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/8a966d1a378945b7fe292b32e18b1d38.pdf?Expires=1712793600&Signature=DplyfuLZMV6IYNsc4bL-Pu1K9BADasuXP7mYELu%7E672egxTH89pQlBQRO%7EsxirwleyREY%7EKmc5qqAaH7xHkJx0Dq7pTolL3XJ5iL8a4LV4vmYxgj343Qq4wXFCsf-LM5YAlnLL5xcuQkpoNcwEIIIc2O7Qigy-6EBCvT5z8xSY-AXQxLGNM1a0KLJfgyBZoZMwqhyBSQ1KUv7BJBg8leRRWGpLn%7E30DkutJCR0x4EHDui1WfBW-5FMy2txJVRIiPhysQkwcGGnA4ZYRqq3sIfVVBVLFbInActgqb35thkmXHqOjngvmwkzvgRTE2Mqj57sZ1KlBHtfWMoU4uSAWyLA__&Key-Pair-Id=K6UGZS9ZTDSZM
bcd331166fe4e574e01636226c677a9d
PDF Text
Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lesson plans on how to perform everyday tasks and use of proper grammar and vocabulary, 1981
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Daily lesson plans created by staff member teaching students how to perform everyday tasks and use of proper grammar and vocabulary. There is usually an evaluation at the end of the day by the staff member.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1981
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
24p.; 27 x 19.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f15_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
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29daca3db057ed1cf2007fdddf7dc777
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ESL BASIC SKILLS CURRICULUM
GOALS:
The ESL Program of the Indochinese Self-Help Project is designed to meet the
following goals:
1. To increase the knowledge and use of English language skills, which will
be utilized in applying for and maintaining jobs within the community .
2. To increase the social conversational skills of each student focusing on
pronunciation and correct grammatical usage of idiomatic expressions.
3. To provide the students with a working knowledge of basic consumer/environmental skills necessary for survival within the community.
4. To increase the student's knowledge of and experience with American cultural expectations and attitudes which will be achieved through:
1) discussions 2) readings 3) films 4) guest speakers.
5. To incorporate within our information:
1) discussion on the culture
2) history and background of each individual 3) difficulties involved
in the adoptation of another language and culture with respect to their
own.
METHODS:
The methods by which these goals are met incorporate the interaction of the
educational system, the staff, and the community at large.
1. The program is developmental i n structure.
They are:
Each day and each week's ma-
terials are designed to build upon and be directly related to the previous
da y's/week's instruction.
By this, we will establish a secure foundation
of Conversational English that is geared towards eareer development.
2. The ESL Instructor will work closely with the Job Developer to develop a
daily and weekly curriculum which will meet the needs of the specific
�-2-
students and to find resources by which those needs may be met.
3. The bilingual staff will tutor students in areas where they are having
difficulty learning.
Tape recorders will be used in tutoring sessions,
as well as in daily class -drills.
4. We will draw directly upon the resource personnel of the community by
requesting individuals to speak to the class on such related topics as:
Educational Options for Adults, Skill Training Programs, Insurance, and
Community Services for Children and their Families.
CONTENT:
The following is a list of topics that were covered over the course of the
three months, employing various methods of teaching, including:
class dis-
cussions, small group discussions, role playing, audio/visual materials,
conversational drill, and guest speakers .
Expressions and use of time
Job interviews
Using the telephone
Housing
Money
Food
Health maintenance
Clothing
Insurance
Libraries
Banking
Classified ads
Using maps
Public transportation
Home economics
Prejudice
/
American cultural mores
Idiomatic expressions
Correct grammatical usage was taught as it applied to the days' lessons
only - not as a separate subject.
�-3-
EVALUATION:
Students completing ESL Basic Skills should be able to:
-Ask and answer questions related to daily living and other subjects
familiar to the client.
-Understand simple statements and questions addressed to them within
their limited language scope and be able to ask for clarification
when necessary.
-Be understood by native speakers paying close attention after repetition and clarification, since errors in pronounciation and grammar
will probably be frequent.
-Possess vocabulary adequate for daily living needs, but probably inadequate for complex situations or ideas.
-Read essential forms, numbers, labels, signs, and simple written survival information.
-Fill out essential forms and write name, address, phone number, and
make emergency requests.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
ESL Basic Skills Curriculum, 1981
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
ESL Basic Skills curriculum for the ESL Program of the Indochinese Self-Help Project. The document shows their goals, methods to meet their goals, content that they have covered, and student evaluation.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1981
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
3p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f15_i002
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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79a514d2dce083f0e48d6709140c37c3
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Text
STAFF DEVELO
PMENT
&
ESL CLASS
SPEAKER SCHEDULE
J uly 22
Debra M
cGinnis
C. T. I. Head Star t Program
August 21
Phyllis Phil l i ps
U
nivers i ty of Lowe ll
Ta l ent Search Proj ect
September 23
Helen Grenbowi cz
Offi ce f or Chi l dren
!.!.Y1 SERIES
Fi lms Shown:
ESL II
Findi ng a J ob in t he U. S .A., Parts 1
The J ob I n t erview
The Technician ' s J ob
Learning a Ski ll in the U. S.
Cambodia
The Bi ll of Rights
Our Consti t ut ion
Alternat i ves in Educa t ion
&
2
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Staff Development and ESL Class Speaker Schedule, 1981
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Speaker schedule for Staff Development and ESL Class throughout the dates of: July 22, August 21, and September 23. A number of films were also shown in the ESL II Session.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1981
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f15_i003
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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6628ba28387377836d24e03756245197
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Text
INDOCHINESE SELF-HELP PROJECT
STUDENT FLOW CHART
3/81 - 9/81
Students
accepted into
ESL Proo-ram
CAMBODIAN
17
- MALE
12
FEMALE
5
VIETNAMESE
MALE
FEMALE
20
15
5
Students*
unable to
Students
accepted and
Students
placed in
at:t:Pnrt
at:t:Pnrtino re o
~ Id
4
1,
2
1 1 Tr:1-fn-f n ,
1
2
2
lS
2
13
0
5
g
0
0
3
,,.
2 -
;nh c,
12
0
10
Students
currently
receiving
Welfare
Students
placed in
1
, ......,-.....,i ....
2
11
7
0
I
I
I
Q2%
l
l
I
.
1
I
I
'
.
0
33
5
28
n
18
MALE
27
2
25
6
61%
6
3
3
0
TOTALS
70
11
59
8
"'
~,· r
3
41
MALE
54
6
48
8
11
FEMALE
16
5
11
0
10
* 80% due to the unavailability of day-care
5
4
I
I
•
.
l
l
l
I
64%
I
I
I
I
4
l
I
I
•
l
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'
I
l
69%
lli..o/..
I
0
I
28%
l
l
4
I
l
8%
I
l
I
1
p;
FEMALE
I
I
I
4
LAOTIAN
1
I
10
9
1
I
I
I
I
I
I
I
I
'
I
I
17%
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Self-Help Project Student Flow Chart, [1981]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Student Flow Chart for the Indochinese Self-Help Project through the period of 3/81- 9/81. The chart features categories for Cambodian, Vietnamese, and Laotian for both males and females. A total of 70 students were accepted into the ESL Program and only 11 students were unable to attend.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1981]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f15_i004
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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b0e8a978d3ee0b8b25e4d98121667a96
PDF Text
Text
PLACEMENT TESTING PROCEDURE,' ESL II
After the class attendance had stabilized, on or around the third
week, Friday mornings from 9-10 a.m. were set aside for individualized testing.
The tests used were from the Boston International
Institute and were called placement tests , of which there were
three.
All students started with test I, and after successfully passing it (with a minimum score of 16 out of a possible 18), went on
to tests II and Ill .
A few students passed tests I and II on the
first attempt, but most students needed to take each test several
times before successfully passing them.
Tests were taken on Friday,
corrected by the teacher over the weekend, and passed back to the
students on Monday with corrections to study and directions as to
whether they should retake that test on the following Friday, or
move on t o the next level test.
Material tested at all three levels was grammatically and conversationally based, material that we were in the constantly on-going
process of studying.
Students completing all three levels of testing
were given materials for the GED examinations to work on individually.
With the exception of two students, all students showed progress on
their test scores.
They also received a great deal of personal sa-
tisfaction at watching themselves advance at their own rate, without
peer competition
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Placement Testing Procedure for ESL II, [1981]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Summary of the ESL II placement test procedure for students who sucessfully passed ESL I placement test. There are three tests in total.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1981]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f15_i005
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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8bbf4db89a401826c8b018458ad3278b
PDF Text
Text
ESL II TEST SCORES
STUDENT if
CONSECUTIVE SCORES ON:
TEST I
TEST II
1
94%
94%
2
100%
83%
3
89%
100%
4
89%
78%. 94%
5
72% . 100%
TEST III
83%. 100%
61%. 89%
6
100%
89%
7
94%
78%
·8
100%
100%
33%. 83%
9
56%. 61%
72%. 83%. 89%
10
94%
89%
44%. 100%
11
83%. 94%
61%. 89%
61%. 78%
94%
56%. 78%. 94%
12
13
14
100%
'
72%. 72%
100%
89%
33%. 33%
33%. 83%
15
72%. 94%
50%. 94%
16
94%
61%. 67%. 72%
17
72%. 89%
89%
89%
18
94%
19
72%. 94%
20
94%
89%
56%. 72%. 100%
21
78%. 89%
22
72%. 67%. 89%
94%
83%
23
89%
61%
�ESL II TEST SCORES
STUDENT#
CONSECUTIVE SCORES ON:
TEST I
TEST II
TEST III
78%. 94%
24
94%
25
100%
89%
26
100%
83%. 100%
56%
89%
67%
27
83%. 89%
28
39% . 56%. 67%. 94%
29
83%. 67%
33%. 72%. 89%
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
ESL II Test Scores, [1981]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
The ESL II placement test shows the test results of 23 students who took test I, II and III. A number of the students had to retake the tests several times in order to get a passing grade, but eventually each of the students passed every exam.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1981]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f15_i006
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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00a55c2faa5e627cdd9492d0442e2799
PDF Text
Text
To the Students:
There will be a graduation cel e bration for Survival and Pre Vocational
Students on Thursday, Februa ry 16th at 1:00 p.m.
Once a ga i n, we would like to ask you to. bring food so that we may have
a lunch following the ceremony. We will supply the drinks, cups and plates.
Each student may bring a guest (a friend, sponsor or relative) to the
graduation.
VIE'T'NAMESE
Gdi cac H9c Vi~n:
Se co bu'6i LG ph~t bing mang khoa ,cho Hqc~ vien ldp so-ding
Nghf vao ngay thJ Nam, 16 Thang 2, luc 1 gio trua .
lan
va
Chua-;-
Mot
miac. chung toi xin ca.c Hoc Vien vui long dem aefi. th{lc an d6
sau khi buai Le" chfiln dl1't' chung ta ~e ng$i l~i an trua vcfi nhau.
Chung tt'>i se lo mi'oc ueng, ly, ch~n· va. dia .
_
-..
Mdi Hoc vien c6 the'....mdi them 1 ngtfOi khach (bcµi, ngudi ctd diu hay than
nhan) . deh tham d1! bud'i L"l'.
CAMBODIAN
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Graduation ceremony invitation for Survival and Pre Vocational Students, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
The graduation celebration ceremony invitation was translated into 4 languages: English, Vietnamese, Cambodian/Khmer, and Lao. The ceremony took place on Thursday, February 16th at 1pm.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
Khmer
English
Lao
Vietnamese
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f23_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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2495d5c0adf972927b626c1e71499ff3
PDF Text
Text
JOB SEARCH TRAINING
11:00 - 11:10:
Warm up; general conversation
11:10 - 11:20:
Review last lesson
11: 20 - 11: 40:
New Lesson:
1) Introduce topic
2) Questions - see what students know
3) Begin lesson, using questions, answers,
discussion.
4) Role playing/ problem solving using
small groups.
5) Summarize and draw conclusions.
11:40 - 11:50:
Discussion/ Conversation
Reading/ Writing
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Job Search Training schedule, [1984]
Subject
The topic of the resource
Community organization
Lowell (Mass.)
Nonprofit organizations
Occupational training
Social service
Unemployed--Services for
Description
An account of the resource
Training schedule for helping program participants find jobs. Each session generally lasts between 10-20 minutes long and includes going through each step in the process of a job interview and how to prepare for it.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f25_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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0f8bbb07541aed6a560f7a8f698d5e53
PDF Text
Text
JOB S EARCH TRAINING
WEEK 1
"Introduction :
Your Job in the U. S .
WEEK 2
Types of Employment
Looking for a Job
WEEK 3
Looking for a Job (Cont . )
WEEK 4
Applying for a Job
WEEK
e
_)
Job Responsibilities and Benefits
Advancing in a Job
Changing Jobs
WEEK 1
Mon.
Introduction :
Your Job in the U.S .
The American Employment System and Work Ethic
Compare choosing , a ·_• car:eer an<d lo.dking for a job in
your native country and the U.S .
Discuss employment agencies , the social security card ,
I-94, resumes, job interviews and paychecks .
Tue . Read and discuss the 'Story of Mr . L 0
,
p . 41 in Their
New Life in the United States ,
Review what was said in the introduction about choosing
an occupation and finding a job in the U. S .
Wed.
Discuss the American work ethic and similarities and
differences between the way people view work in your
native country and in the U. S .
The place for children and the elderly in the work force .
Welfare's role in helping those in need .
from the Welfare Dept. might be planned.)
'Important Message'.
(A guest
Discuss
�Thu .
Review points made during the week:
Introduction, American
views of work , Mr , L's story (Could this be you?).
WEEK 2
Yypes of Employment and Looking for a Job
Mbn,
Three types of jobs :
What can you do?
unskilled , skilled , professional
What type of job do you expect to
find in the U.S.?
Tue .
Discuss the advantages and disadvantages of full and
part-time work , and working different shifts ,
Wed .
Review different types of jobs.
Discuss expectations and goals .
Thu.
Looking for a Job -- Introduction
Discuss the importance of patience and preparation
in looking for a job,
Discuss the role of friends , sponsors , the IEES ,
employment agencies (DES), newspapers , and other
advertising in helping to find a job :
WEEK 3
Mon .
Looking for a Job (Cont.)
Review the ways of finding a job,
How can friends help to find you a job?
Discuss the IEES Job Developer ' s role.
( A talk by
the job developer might be given,)
Tue .
Employment agencies
Department of Employment Services (DES):
and what can it do for you?
What is it
(A guiest might be planned ,)
Wed.· Newspaper Want Ads
Look at and discuss the ads in the Lowell Sun .
Would you take this job?
�Thu.
Signs in windows
Review all of the ways of finding a job,
Are you looking now1
WEEK 4
Mon.
Do you think you are prepared?
Applying for a Job
Discuss the social security card, I-94, resumes (fact
sheet).
Resume:
What is it?
What does it include?
Show a sample resume.
Tue.
Start to construct a resume for a class member based
on the sample resume.
Discuss the importance of neatness and accuracy.
Students begin to work on their own 'fact sheet 0
,
to
be ready by Thursday.
Wed.
Interview tips:
do' s and don't' s
Discuss the job application and the importance of a
fact sheet in helping to fill out an application form,
Show a sample application form.
Thu.
Compare it to the resume.
Check through students i fact sheets in class.
Exchange
fact sheets and role play interview questions,
Review resumes, job applications and interviewing techniques.
WEEK 5
Job Responsibilities and Benefits, Advancing in and
Changing Jobs
Mon ,
Discuss work hours, company rules, fringe benefits, the
time clock , calli ng in when sick , the probationa;n ffPea:-iod.
Tue .
Getting paid
Discuss the paycheck ,
�What are the deductions?
How about unions?
Discuss cashing the check, budgeting money, and banking.
Wed,
Advanci ng in a Job
Discuss ways to learn new skills,
adult education
and vocational training.
Thu.
Changing Jobs
Review working in America. types of employment,
looking for a Job, applying for a job, and job
responsibilities and benefits.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Five Week Job Search Training schedule, [1984]
Subject
The topic of the resource
Community organization
Lowell (Mass.)
Nonprofit organizations
Occupational training
Social service
Unemployed--Services for
Description
An account of the resource
Job Search Training program that is held throughout the course of 5 weeks. Week 1: Introduction: Your Job in the U.S., Week 2: Types of Employment/Looking for a Job, Week 3: Looking for a Job(Cont.), Week 4: Applying for a Job, Week 5: Job Responsibilities and Benefits/Advancing in a Job/Changing Jobs.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
4p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f25_i002
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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e272cf173741bb0d40caacec0f3a3931
PDF Text
Text
l
LIFE
Texts
SKI~LS
TRAINING
Your New Life in the United States
The Home ManagementHandbook and Guide to Life in the
United States
\'/EEK 1
I.
Introduction to the United States
A. Resettlement in the United States
B. Your New Life in the United States
1. Community relations
2. Religious life
3. American customs and behavior
C. American Families
D. The Untted States Government
1. Local governments
2. State governments
3. Federal governmenss
II. Law in the United States
A. Refugee Status and Citizenship
B. Freedom Under Law
1. Federal laws
2. State laws
3. Local laws
C. Some Laws You Should Know About
D. Family Laws
E. Police in the United States
F. Legal Assistance
WEEK 2
III.
Community Services in the United States
A. Medical Programs
B. Food Programs
C. Cash Assistance (Welfare)
1. Types of assistance
2. Thin§s to know about cash assistance
D. Education Programs
E. Employment Programs
F. Housing Programs
G. Legal Assistance
H. Additional Information
I. Private Organizations and Services
J.-N. Public Library, Police Department, Courts, Fire
Department , Social Service Advice
WEEK 3
IV.
Your Home in the United States
A. Your Home
B. In and Around the Home
1. Kitchen
2. Bathroom
3. Living room
4. Bedrooms
5. Furnishings
�•
C.
F.
Outside the Home
Looking for a Home
Lease
Paying for Your Housing
WEEK 4
G.
H.
I.
J.
Taking Care of Your Home
1. Cleaning inside the home
2. Disposing of garbage and trash
3. Temperature in the house
4 . Using other utilities
Outside the Home
·
Keeping Your Home Secure
Safety Around Your Home
1. Cleaning supplies
2. Electricity
3. Fire
WEEK 5
v.
Medical Care in the United States
A. Medical Emergencies
B. What To Do If You Don ' t Feel Good
1. Physical examinations
2. Questions and forms
3. Drugs and medicines
4. Hospitals
5. Vaccinations
6. Dental care
7. Payment for medical and dental services
8. Preventing illness
9. Health-related customs in the U.S.
WEEK 6
VI.
Travel and Communication
A. Travel
1. Local travel
a) by walking
b) by bicycle
c) by bus
d) by car and motorcycle
e) by taxi
f) by subway or train
2. Long distance travel
a) by car
b) by bus
c) by train
d) by plane
3. Outside safety
�W
EEK 7
B.
Communication
By mail
a) sendi ng mail
b) receiv·ng mail
2.
3.
B telephone
making a phone call
b) private phones
c) long distance
d) your telephone book
e) phone bill
f) public telephones
g) hot-line and toll-free numbers
Telegrams
W
EEK 8
VII.
Finances and Consumer· Education
Your Finances in the United States
1. The money system in the U.S.
2. Other ways to pay
3. Banks
B. Taxes
1. Kinds of taxes
2. Tax services
C. Insurance
1. Types of insurance
2 • Buying insurance
3. Unemployment insurance
D. Consumer Education
1 . Budgeting
2. Preparing for shopping
3. Places to shop
4. At the store
a) shopping for food
b) shopping for clothing
A.
W
EEK 9
VIII.
Your Job in the United States
Types of Employment
1. Unsi:i lled workers
2. Skilled workers
3. Professionals
4. Full-time employment
5. Part-time employment
B. Looking for a Job
1. Friends and sponsors
2. State employment agencies
3. Signs on buildings
4. The newspaper
5. Private . employment agencies
C. A
pplying for a Job
1. The Social Security Card and I-94
2. The fact sheet (resume)
3. The interview
A.
�WEEK 10
o.
IX.
Job Responsibilities and Benefits
1. Work hours
2. Company rules
3. Fringe benefits
E. On the job
1. Time clock
2. Calling in
3. Probationary period
4. Getting paid
S. The paycheck
6. Cashi rg your paycheck
7. Union and guild dues
F. Advancing in a Job
1. Learning a skill
2. CETAJJETPA
3. Job Corps
G. Changing Jobs
Education in the United States
A. Education for Children
1. Public schools
2. Private schools
3. Special education
4. School for children under six
S. Enrolling your child in school
6. Things to find out about your child ' s school
7. Aspects of the American school system
8. The role of parents
9. Working and attending school
10. General Equivalency Dtplomas (GRD)
11. Beyond high school
B. Education for Adults
1. Studying English
2. Job skills training
�LIFE SKILLS TRAINING
Textss
Your New Life in the United States (YNL)
The Home Management Handbook and Guide to Life
the United States (HMH)
in
WEEK 1
Preliminaries
Welcome students to the Life Skills Training class .
Explain the role of the Indochinese Refugees Foundation (IRF)
in helping refugees in Lowell.
Describe the services provided here s 1) Educational services
(English as a Second Language, Life Skills Training, Pre-employment
Orientation, and Job Search Training) and 2) Employment services
(job counsel ling~ and referral).
Di scuss the responsibilities of the students, especially
regarding attendances 1) Participation by welfare recipients
is mandatory, ( r epeated unexcused absence s could resul t i n -t he
termination of benefits) and 2) t he reason(s) for all absences
must be reported to the ESL (English) teacher, bi-lingual
counselor, or case manager.
I.
Introduction to the United States (YNL Sec. 1, HMH Sec. 1 & 2)
(Please read through pages i-viii in YNL , )
Read 'Background Notes' (YNL, 2).
A.
Resettlement in the United States
Discuss the r e settlement process, and· the role. of . :
t he Volag (Volunt a ry Agenc y) and sponsor (YNL, 3).
B.
Your New life in the United States
There are many problems of adjusting to a new
culture. This is called 'culture shock' ( YNL, S; HMH, 14).
1. Community relations
The U.S. is a nation of immigrants (YNL, 6) particularly so Lowell . Conflicts and tensions
bwtween ethnic groups often occur. Refugees
will occasionally ecperience prejudice. Discuss
thi s expe rience •
2. Religious llfe
Religious treedom in the U.S. is important (YNL,7).
�3.
There is no official 'American Church'. A
refugee is free to practice his religion in
the U.S. Religious groups in the U.S. can help
the refugee in the resettlement process. They
may provide food, clothing and services.
American customs and behavior
Interacting with Americans will be difficult
in the beginning (YNL, 9). Americans are
friendly and outgoing. They prefer informality,
and believe it to be a sign of friendliness.
This can be seen in greetings and the use of
first names.
aJ greetings.
Usually quite informal. Shake hands, never bow.
(See
A New
Start Unit 1, 'Saying
Hello'~)
b) names.
Many Americans use informal shorter names.
Examples Samuel Johnson will be called 'Sam'
by his friends.
The family name (last name) comes second.
Examples John Smith's family name is Smith
(He is Mr. Smith.)
(See
A~
Start Unit 4, 'Names• .)
c) t ime
American time is 'on the dot'. If something
is supposed to happen at 8s00, it will begin
at 8sOO.) Americans value promptness and
may become angry if a per son is very late.
(See A ~ Start Unit 50, 'Time' ·)
d) gestures
They are cultural. What is polite in one
country may be rude in another.
e) l ei sure. activities
Americans schedule leisure time as well as
worl<time. Discuss some popular American
leisure activities.
C.
American Families
The nuclear family - father, mother and children is the basic unit of American family structure (YNL, 12).
D.
The United States Government
American government has three levelss local, state,
and federal (YNL 13). Each level has specific
functions and ofticials who are elected by American
�citizens to terms of stated years. Any citizen
in good standing over the age of 18 may vote.
1. Local governments
Local governments manage everyday matters, such
as gar bage collection, water and sewer service,
maintenance of police and fire departments, and
libraries.
2. State governments
State governments regulate sales and other taxes,
and manage services that are essential to residents of the states road maintenance, issuing
of drivers' licenses, etc.
3. Federal government
The federal government in Washington, D.C. has
three major divisions: the executive, the
judicial and the legislative branches.
II.
Law in the United States (YNL Sec. 9, HMH Sec. 1)
Read
~ Background
Notes' (YNL, 198).
Read through and discuss 'The Story of Mr. M' (YNL, 199).
In t he · united States, laws· are intended to protect your
rights (YNL, 201).
A.
Refugee Status and Citizenship
As a refugee you are entitled to many of the same
basic rights and fair treatment under the law as
everyone else living in· the U.S. (YNL, 202; HMH, 1).
1. When you entered this country you entered with
refugee status. You were given a I-94 form.
You must keep this form with you at all times.
2. Every January, all non-citizens must report their
addresses to the U.S. Attorney Gene ral. A form
is available free of charge at your post office
or INS (Immigration and Naturalization Gerili.ce)
office.
3. Every non-citizen of the U.S. must f ile a change
of address form (AR-11) with the nearest INS
office within 10 days of moving.
4. After you have lived here for one year, you may
apply to change your status to that of permanent
resident alien. You must do this before you can
apply for citizenship (naturalization).
S. After you have lived here for five years, including
six months in the state in which you apply, you
may apply for citizenship (naturalization). (See
6.
7.
HMM , 7.)
Your legal status affects your right to petition
for your close relatives to join y©u in the U.S.
Men must register for the draft if they are 18
years or older and living in the U.S.
�If you have any questions, you may contact the
Boston Immigration and Naturalization Service Offices
B.
Immigration and Naturalization Service
John Fitzgerald Kennedy Federal Building
Government Center
Also: International Institute
Boston, MA 02203
79 High St.
Telephone: (617) 223-2343
Lowell, MA 01852
459-9031
Freedom Under Law
In the United States, national laws are made by
Congress. They are intended to prote ~t your rights.
The U.S. Constitution lists the basi c rights of people
in the U.S. They are: freedom of speech,_ press,
religion, and assembly. Laws are made to protect these
rights. A person who violates a law might be fined,
imprisoned, or both. A conviction can have other
damaging effects on a person's life . (YNL, 203). For
example, many employment appl ication forms ask,
'Have you ever been convicted of a criminal offense,
other than minor traffic offenses, in the United States?'
Employers may be reluctant to hire someone with a
conviction record. Ignorance or claiming you didn't
know about a certain law does not exempt you from it.
There are three kinds of laws in the U.S.1 federal,
state, and local (YNL, 203).
1. Federal laws
Federal laws apply to every person living in this
country.
2. State laws
State laws apply within a particular state. These
laws vary from one state to another. For example,
many states set the age to drink alcoholic
beverages at 18; in others the age may be 21.
In Massachusetts the drinking age is 20.
3. Local laws
Local laws apply in a certain city or county.
If you are not sure whether something is legal ask
your sponsor or a ~ ti.end to help you find out. In
the U.S. igno rance of the law does not make you
exempt from it.
C.
Some Laws You Should Know About (YNL, 205)
1. Shoplifting (stealing in a store) is considered
a very serious crime in the U.s.
2. You must have a license to drive a car in the U.S.
Driving under the influence of drugs or alcohol
is illegal.
3. Child abuse and spouse (wife/husband) abuse are
illegal in many paBts of the U.S. What is considered
to be mistreatment in the U.S. may be acceptable
in other countries. For example, leaving a baby
or child alone in a home or in a car is sometimes
considered child abuse.
�4.
Pe r mits are required if you want to hunt or f ish.
Slaughtering (killing for food) animals in the
house .is illegal unless you have a permit.
5. Picking fruit or flowers from other people's yards
or public parks may be illegal.
6. Littering is illegal in most places. For example,
if you are caught littering on certain roads or
highways in the U.S., you may be fined $50 to $200.
7. Carrying firearms (guns), certain kinds of knives,
or other dangerous weapons without a permit, is
illegal in many places.
8. Prostitution is illegal. Both the prostitute and
tbe customer can be arrested.
9. You might not be able to go into a store or a
restaurant unless you are properly dressed.
Shoes and shirts are required in most public places.
10. Urinating in public - outdoors - is against the law.
You must use a restroom.
11. Exchanging money in card games or other games,
even at home, may be against the law.
12. Giving false information on public forms is illegal.
You should not give a false b~ rth date, name, or
name of family members to officials.
D.
Family Laws
Marriage, divorce and adoption are legal matters in
the U.S. (YNL, 207).
1. Before marriage you must register with the local
government and get a license. You may have to have
blood tests and to present your refugee or Permanent Resident Alien documentation.
2. There are laws whi c h !govern the age of marriage.
In ma~y states teenagers cannot marry without parental
consent.
3. Legally, a person can only have one spouse (husband/
wife) at a time.
4. Divorce can be complicated in this country. Consult
a friend or sponsor who can direct you to appropriate
legal services.
5. Parents are usually considered to be responsible
for their children J ~ behavior.
E.
Police in the United States
In the U.S., the police enforce the law (YNL, 208).
Here are some things about the police you should reme mber.
1. In the U.S., police are here to help and protect you.
2. Police must not be bribed. Bribery (giving money)
is illegal here.
3. If you are stopped by the poli ce, it is considered
unlawful to run away - you could be shot for not
stopping for the police.
�~.
Legal Assistance
If you are accused of a crime in the U.S., you are
considered innocent until you are proven guilty
(YNL, 209).
If you have a legal problem and are not sure how
to get the services of an attorney, contact the Legal
Aid Society in your town or in a large city near you.
(See HMH, 6.)
Read through and discuss 'Checklist' (YNL, 210). Note the
'Directory' (including National Hotlines - toll-free) , which
follows it.
WEEK 2
III.
Community Services in the United States (YNL Sec. 6, HMH Sec. 1)
Read 'Background Notes' (YNL, 116).
Read through and discuss 'The Story of Mr. T' (YNL, 117).
The United State s and your new community are ready
to provide helpful services for you and your family,
including public assistance, if you are eligible. They
help people care for their families, find employment,
and obtain more education so they can become self-sufficient.
This kind of help is called social or community service.
The Indochinese Education and Employment Services is a
community service for Indochinese refugees.
Temporary assistance is available to people who may not
have enough money to pay for food, rent, or medical bills.
It continues until they can pay for these expenses
themselves. However, this assistance is designed to be
a ~emporary measure to protect the family until they can
support theymselves. Refugees, like Americans, ~
expected to be self- s ufficient (YNL, 119).
Most assistance comes from the federal, state, and
local governments. It is paid for from taxes collected
by the governments (YNL, 120).
A.
Medical Programs
Basic services such as immunization shots or tests
for tuberculosis or venereal disease are available
to everyone at little or no cost. Medical assistance also helps the elderly or low-income families
for certain costs such as doctors' fees, hospital
bills, and medicine (YNL, 121).
�Additional services may be available for particular
groups of people (YNL, 121).
Things to know about medical services and assistances
1. Bring all records or documents concerning your
health history when applying for assistance.
2. Keep your doctor's or clinic's address and phone
number with you .2.t all times.
3. Keep records of vaccinations for children and
family in a safe place. If lost, they must
receive all shota again.
4. You will need your medical card each time you
or your family goes to a clinic to receive medical
services. Keep it with you at all times.
5. Show your medical card when obtaining prescription
medicine. You may be able to buy it at a lower cost.
B.
Food Programs
Food programs vary from state to state. They help
provide better diet for low-income families until
they can afford to buy it themselves. They give
either food or food stamps for buying food . (YNL, 123).
1. Food stamps
Food stamps are coupons used to buy food. If
you qualify for this assistance, you will receive
an identification card and the food stamp booklet.
(See YNL, 124 and HMH, 66-)
2. Breakfast and lunch programs
Children whose parents have a limited income
may receive f r ee or low-cost meals at school.
]. Women, Infants and Children (WIC)
Women who are pregnant or who have recently
had a baby may be eligib~e for food supplements.
Children up to the age of five are also eligible
for supplementary foods.
4. Elderly people
Some elderly people cannot prepare food for
themselves. They can go to programs for at least
one meal each day.
C.
Cash Assistance (Welfare)
Ira American culture, being able to support yourself
and your family without government help is important.
People sometimes need financial help,. however, unti 1
they become self-sufficient. These cash assistance
programs are usually called welfare (YNL, 127).
Each state's welfare program has its own eligibility
requirements. Most places require that the welfare
applicant also register with the state employment
office. Other programs allow people who are in certain
job training programs t o receive cash assistance (YNL,127).
�The Indochinese Education and Employment Services
is this type of job training program. Participation
in this program is required of all welfare recipients.
1.
2.
Types of assistance
a) General Assistance - for eligible single people
and childless couples
b) Aid to Families with Dependent Children (AFDC)
Things to know about cash assistance
a) Interpreters are not always available at
the welfare office.
b) The entire family usually is required to
be at the interview.
c) Give truthful information about your family
during the interview.
d) You should have a s many of the following
documents available as possibles
I-94 (the original, if possible)
Rent bill or lease
Social Security card
Any pay stubs
Bank account statement or savings passbook
Utility bills
Medical bills or proof of medical disability
Employment registration card
e) Take care of your welfare check. Sign it only
in front of the cashier at the bank.
f) Proper ID (Identification) must be used when
cashing a check.
g) Refugees receive the same amount as U.S. citizens.
h) While waiting for cash assistance to become
available, continue your search for work and
study programs. Even if you find employment,
you may still qualify for some financial support.
i) You will have better chances for job improvement
if you work and learn English at the same time.
j) After six months, the office will require an
interview to review your case.
D.
Education Programs
Different education programs may be available in your
communi ty. Much of this education may be free or cost
only a small amount. However, there may be long lists
of people waiting for certain classes (YNL, 130).
E.
Employment Programs
Every state has state employment offices where people
can apply for jobs. After a personal interview,
the job counselor may evaluate the person's skills,
refer the client to an agency, locate training poss~
bilities, or arrange for employment (YNL, 131).
�F.
Housing Programs
Many people need temporary assistance with housing
and its expenses. Housing programs vary from state
to state. Fuel assistance is one of the programs (YNL, 132).
G.
Legal Assistance
Legal advice is usually very expensive in the U.S.
You can obtain free or low-cost legal advice for
certain problems (consumer, housing, civil rights, etc.).
(See YNL Sec. 8, 'Law in the United States'.)
H.
Additional Information (See YNL, 133. )
I.
Private Organizations and Services
Your community has many private organizations that
provide servi ces to help you and your family become
self-sufficient (YNL, 134).
1. Voluntary Agencies (Volags)
The private group providing most of these services
for you is your sponsor's agency. Services
include finding a sponsor for a refugee family
and providing food, a place to live and clothing
upon the refugees' arrival , (YNL, 136)
2. Mutual Assistance Associations (MAA's)
Mutual a ssistance a ssociations were created by
ethnic leaders to help refugees feel more at
home in their new community. Some provide
services such as translations/interpreting,
counseling, or family reunification . (YNL, 136).
J.
Public Library
For more information about your community, ask at
your local public library (YNL, 137).
K.
Police Department
Ymr local police department is comprised of several
divisions to serve you_ and your family: (YNL~, 13B~ . ,
L.
Courts
Your district or county circuit court serves civil,
traffic, and criminal cases, and payment of traffic
fines. People can obtain a marriage license at the
court building (YNL, 138).
M.
Fire Department
Your local fire department responds to fire and
rescue calls in the city and outlying areas (YNL, 138).
N.
Social Service Advice (See YNL, 139.)
Read through and discuss 'Checklist' (YNL, 140) 1 Note the
list of Voluntary Organizations (Volags) (YNL, 141), and 'Useful
Numbers in Your Area' (YNL, 142), which might be done in class,
time permitting.
•
•
<
�WEEK 3
IV.
Your Home in the United States (YNL Sec. 5, HMH Sec. 4)
Read 'Background Notes' (YNL, 90).
Read through and discuss 'The Story of Mr. H' (YNL, 91).
A.
Your Home
In the United States people live in different types
of housing depending on geographic region and
their finances (YNL, 93). The main types of housing
are apartments, attached or semi-attached houses called
townhouses or rowhouses, and detached houses.
1 . Apartment
In cities people usually live in apartments.
It is customary in the U.S. for Q!!Q family to
live in ~ apartment. It may have one room
with a kitchen and a bathroom or it may have
as many as three or four rooms. The apartments
in a building share the entrance way from outside. Each apartment is entered through its
own door from the common entrance way or hall . (YNL, 93).
2. Semi-attached house
A semi-attached house is a building that shares
one or more walls with buildings built next to it.
It has its own entrance from outside and is
usually occupied by a single family (YNL, 94).
3. House
A house is usually a solita~y building with
a yard around it (YNL, 94).
B.
In and Around the Home
Most homes, whether apartments or houses, have
different rooms for different purposes. Most places
will have at least a kitchen or cooking area and
a bathroom (YNL, 95).
1. Kitchen
The kitchen is the room used for cooking. It
usually contains a sink, a stove, a refrige~ator,
and storage areas (YNL, 95).
a) stove
Most stoves work on electricity or gas.
You should know how to operate the stove
properly and safely so as not to cause
harm or accidents. Ask someone to show
you the proper way to use a stove.
b) refrigerator
The refrigerator is used to keep foods cold
and fresh. The door of the refrigerator
must be shut. Otherwise the refrigeratax
may break down and the food will spoil.
�2.
3.
4.
c) sink
The sink has hot and cold running water.
Be careful with the hot water - it can
burn. Dishes and cooking utensils are
washed in the sink. Dirty water is all
that should go down the drain. Grease
or food scraps will cause the sink to
break down and it may be expensive to fix.
d) garbage disposal
Your sink may have a garbage disposal.
This grinds up food scraps so that they
don't have to be put into the trash. Be
careful not to put metal objects or bones
in the disposal. Never put your hand in
the garbage disposal - ask how to use it
properly.
e) diswasher
Sometimes a kitchen may also have a dishwasher. This is a machine that washes pots,
pans and utensils. If there is one in
your home, ask how to use it.
Bathroom
The bathroom is where you use the toilet, wash
and clean yourself. Bathrooms usually have
a toilet, a sink and a bathtub or a shower (YNL, 97).
a) bathtub and sink
Ask someone to show you how to use the
faucets in the sink, tub and shower.
Showers usually have a door or curtain
to keep water inside the tub or shower
stall. These must be closed properly,
o~herwise water will spill on the floor.
b) t oilet
American toilets are designed to be used
in a seated position. Usually the seat
is kept down; however, men lift up the
seat and stand facing the toilet to urinate.
Do not stand Q!: squat on the toilet since
it may break. Only human waste and toilet
paper should be flushed down the toilet.
Hair, sanitary napkins, disposable diapers,
tampons, cigarettes or anything else
whould not be put in the toilet. These will
clog the pipes, stopping up the toilet
and flooding the room.
Living room
The living room is for family recreation and
entertaining guests. Sometimes it may be used
as a place to sleep.
Bedrooms
Your home may have one or more bedrooms. In
American families, parents sleep in one bedroom,
apart from the children (YNL, 98).
�5.
Furnishings
Basic furnishings found in an American home
usually consist ofs
a) table and chairs for e ating
b) beds for sleeping
c) closets, cabinets, dressers for storage :·
d) sofa (couch) and chairs for relaxing
e) rugs or carpets for covering the floor
f) curtains or drapes or venetian blinds on
the windows, for insulation and privacy
When you move into your new apartment or house,
your sponsors or friends may give you some
furniture or basic items (such as cooking
utensils, dishes, etc.). If you need furniture
you can save money by buying it secondhand (YNL, 99).
C.
Out si d e the Home
If you live in a house, you may huve a yard where
it may be possible to plant a garden. Ask the
landlord first. If you live in an apartment,
there may be storage areas in another part of the
building. There may also be a play area or other
facilities. Sometimes these are indicated in the
lease. Ask the landlord or resident manager to
explain what is available and how the facilities
can be used (YNL, 100).
D.
Looking for a Home
(See HMH, 34.)
1. In some places, hosing is more difficult to
find than in others. There are various ways
to look for a place to lives
a) talking to your sponsor or friends
b) checking classified ads in newspapers
c) walking around the neighborhood looking for
signs indicating housing 'FOR RENT'
d) going to the office that manages an apartment building to see if any vacancies exist
2. As you are looking at apartments or housez ,
there are some things you should consider before
you decide to rents
a) How much can you afford to pay for housing?
b) Are there extra charges for utilities or
are they included in the rental charge?
c) How much is the rent?
d) Is there a deposit? If, how much?
e) How many people are allowed to live in the
apartment or house?
f) Are there stores, public transportation, nearby?
g) W
here are the schools located?
3. W
hile deciding whether or not to take a place
LOOK AROUND INSIDE to see what kind of condition
it's in (YNL, 101).
�E.
Lease
When you decide to rent, you may be asked to sign
a lease. This ia an agreement between you and the
landlord (YNL, 102). Before signing the lease
be certain to understand what it says and what it
means. If necessary, )ask your sponsor or a friend
to explain it to you. When you sign a lease you
are usually asked to pay the first month's rent in
advance along with a deposit. This is sometimes
called a security or a security deposit. This is
an amount of money which the landlord holds in the
event that there is damage to the house or apartment
(YNL, 102).
(See A New Start Units 86-88, 'Complaining',
'"Requesting' , and 'Insisting' . )
F.
Paying for Your Housing
Usually the rent must be paid once a month on the
first day of the month. The lease will usually give
you the date by which you must pay. If you fail to
pay or if you often pay late, you would be breaking
the lease and the landlord uould have you evicted.
W
hen you sign the lease you should find out about
other expenses you may need to pay that are not
included in the rent payment. The lease will list
utilities (for example, heating, hot water, electricity, gas) which are included in the rent payment
and those which may have to be paid for separately.
The one utility never included in the rent payment
is the telephone (YNL, 102).
WEEK
G.
f?-
Taking Care of Your Home
1. Cleaning inside the home
Your landlord will expect you to keep your
home in clean condition and in good repair.
Americans use a variety of tools to keep the
home clean (YNL, 103).
a) sponges a nd brushes ·
b) mops
A mop is used to clean the f l oo r s ·, us\dal l y
with soap o r a de tergent and water. In
the U.S., floors are never washed by t hrowing
buckets of water on them (YNL, 104).
c) brooms
d) detergents and cleansers
e) vacuum cleaner
f ) washer and dryer
For washing clothes, towels, and linens,
Americans use a washing machine. Sometimes
a house or apartment wi_ J. h~ve ~ wa ~hi ng
l
machine available .
.,
-
�For drying laundry, a machine called
a dryer may be used, or the laundry may
be hung from an appropriate place. Clothes
should not be hung on the balcony of an
apartment, on benches, trees or fences
around the house or apartment building (YNL, 105).
If there is no washer or dryer in your home
you may have to take your dirty laundry
to a laundromat to be washed. This is a
business where you can find coin-operated
washers and dryers for public use. If
you do not know how to use a washer or
dryer ask your sponsor or a friend to show
you how (YNL, 105).
(See
2.
3.
4.
a New
Start Unit 83, ' Using a Laundromat ' .)
Not all clothes can be washed and dried
in a machine. Some should be washed gently
by hand; others s hould be professionally
dry cleaned (YNL, 105).
Disposing of garbage and 'trash
In most apartment buildings , there is a room
or place where trash can be placed where it
will be removed by a trash or sanitation service.
Any garbage or trash around the home should be
placed in a bag or container which must be
covered or closed to stop unpleasant odors, and
keep insects, mice, rats or other animals from
getting into it (YNL, 106) .
Temperature in the ttouse
Homes in the U.S. usually have the temperature
inside cont colled automatically by machines.
It is neaessary to know how to adjust the temperature. Sometimes the landlord controls the
temperature from a central location. When a
furnace, heater, or air conditioner are working,
all doors and windows should be kept closed (YNL, 107).
Using other utilities
Most American homes have a vari.ety of appliances
and machines used in cooking, cleaning, leisure
activities, etc. Most of these use electricity
to operate. When you use something that runs
on electricity be very careful .tQ know how to
1!..§g it properl y (YNL , 108).
Never use an electrical appliance near water. If an elctrical
appliance doesn ' t work don ' t try to fix it
yourself (YNL, 108).
�Some stoves, heaters and furnaces use natural
gas or oil. You must be careful about lighting
matches or using flame near an appliance whith
uses gas or oil. It raay cause a fire or an
explosion. Also, breathing the gas is dangerous often fatal. ~now how to~ gas appliances safely
and properly (YNL, 108).
H.
Outside the Horne
Neighborly considerations
There are some things you should keep in mind to
get along well with your neighbors (YNL, 109) .
Many Americans do not like to be disturbed at
night when they usually rest. Loud music,
yelling or loud talking and other noisy activities
can tie disturbing at these times. There may be
certain places around your home where children
are not allowed to play.
(See
I.
Start Unit 100, ' Meeting a Neighbor ' .)
Keeping Your Horne Secure
(See HMH , 4 3 . )
Check to see that the doors and windows in your
home can be closed and locked. If you live in an
area where many people are strangers, it is important
to keep doors and windows secure since crimes do
occur (YNL, 110).
When strangers come to your horn~, find out who they
are and what they want before you open the door
to let them in (YNL, 110).
If you leave your home, lock the doors and windows.
Keep the keys to your home in a safe place. Always
carry a set with you when you leave s o that you can
let yourself in and out. It is a good idea to
give a set of keys to your sponsor , a f ~ end or
someone you trust - in case you lose your keys or
accidentally lock them in the house (YNL, 110).
(See
J..
A New
A New
Start , Unit 96, ' Coping with Salespeople ' .)
Safety Aa:-oudd Your Horne
Here are some reminders for safe living in and
around your home:
1. Cleaning supplies
a) Store cleaning supplies in closed containers
out of the reach of children. Most cleaning
products are poisonous.
b) Never mix cleaning products since dangerous
fumes can be released .
2. Electricity
a) ~ever use an.electrical appliance that is not
in good repair.
b) Never use electrical appliances near water.
c) ~fit£d~gg~iances out of the reach of small
�d)
3.
(See
Don't plug too many appliances into one
socket.
Fire
a) If you smoke, use an ashtr? Y• Don't throw
cigarettes or matches or cigarette ash
on the floor or carpet. Be sure cigarettes
and matches are cold before throwing them
in a trash can.
b) Never smoke in bed or near flammable substances
such as gasoline, natural gas, some cleaning
fluids.
c) Never leave irons, toasters or heat-up
appliances turned on if you leave the room.
d) If you go away from your home, turn off
all appliances except for the refrigerator.
The stove, if it runs by electricity, can
be left plugged in, but all burners should
be turned off.
e) Don't store gasoline or flammable substances
inside your home.
f) Never have an open fire in the house.
g) Never burn charcoal sold for barbeQueing
inside the house. If your house or apartment
does not have smoke alarms you should
install one.
h) If a fire ever happens, use fire exits or a
stairway to get out of a building. Never
use an elevator.
A New
Start Unit 19, 'Requesting Emergency Asst stance'
Read through and - discuss ' Checklist ' (YNL, 113).
W
EEK 5
V.
Medical Care in the United States (YNL Sec. 7, HMH Sec. 6)
Read ' Background Notes ' (¥NL, 144) .
Read ' through and _discuss ' The Story of Mr .
'
A.
- •
~
I
s .•
(YNL, 145).
/
Medical Emergencies
(See HMH, 85.)
If you have a medical emergency , such as a broken leg,
a heart attack, or unbearable physical pain, you
should go to the Emergency Room of a hospital near you.
�At the Emergency Room, doctors and nurses are
available to provide immediate care for serious
illnesses or injuries (YNL, 147).
If you, your family, or friend has such a medical
emergency, you should contact your sponsor o r a
bilingual friend to go with you to the hospital
to explain the problem to the hospital staff.
If you are unable to drive or take public transportation to the hospital, then you can call an
ambulance to take you to a hospital. In many
places if you call the police or fire department,
they will be able to send an ambulance to you.
In Lowell, the telephone number for the JPOlice
and ambulance service is the same, 454-0425.
The Fire Department is 459-2444. Keep these
numbers near the telephone.
Lowell Emergency Num
bers :
0
45 9 - 2444 o r
454 -0425
At the Emergency Room · - When you go to the emergency
room, you must check in at a desk or counter, explain
your problem, and fill out some forms giving your
name, address, place of employment, medical card and
the like. You r sponsor or bilingual friend can
help you do this. Then you will be treated and either
released or required to stay ih t he hospital, depending
on the severity of your problem , (YNL, 148).
Note: In some hospital emergency rooms, you may
be required to prove that you will be able t o pay
for the services given to you. Public hospitals
are required to give you emergency treatment in
a ny case.
B.
W
hat ~o Do If You Don't Feel Good
( Se e HMH, 73.)
When Americans have a medical problem that they
don't understand, they call their doctor prompt ly.
A doctor may be found in a private office or a clinic
(YNL, 149).
If you go to a private doctor, you will have to make
an appointment in advance. If an appointment is made,
always be there on time. If you cannot, call the
doctor's office as soon as you know. Otherwise, you
will be charged for the visit, whether you receive
treatment or not.
If you go to a clinic, you may or may not have to
make an appointment. If you can't keep an appointment, let the clinic know in advance. Generally
public health clinics are less expensive than private
aoctors (YNL, 149).
�In Lowell, the Lowell General Hospital ' s Community
Health Center is one of the best and least expensive
clinics in this area. The telephone number is 454-2323.
1.
2.
3.
Physical examinations
So that the doctor can diagnose your problem,
you may have to submit to a physical examination. Certain parts of the exam may seem
unfamiliar to you ( YNL ·, 150) , such as:
a) blood pressure
b) blood tes t
c) pelvic exam
d ) temperature
e) throat examination
Questions and forms
When you go to the clinic or to the doctor
for the first time, you will be required to
answer questions and fill out forms. Some
of the information may seem personal to you,
but your treatment can be more effective if
you answer as trut hfully and completely as
possible. If the forms seem confusing to you,
ask a friend or your sponsor for some hel p .
Don ' t sign the forms until you are sure you
understand them (YNL, 151).
Drugs and medicines
(See HMH, 76-86 . )
After seeing you, the physician ma y prescribe
special medication for you to take. This
will be written on a prescription. Take this
to a dr ugstore or pharmacy, where the pharmacist can give you the medication the doctor
ordered. Be~ to follow the doctor's directions for taking the medication. For example,
if the doctor tells you to take pills for ten
days and after five days you begin to feel better,
you should still take the pills for ten days (YNL, 152).
Many people will go to the pharmacy or drugstore
when they are sick and obtain nonprescription
medication . If you are sick, it is better to
go to the doctor or a clinic and get your
problem taken care of immediately . (YNL , 153).
Overuse of any medication can be dangerous to
your health. If you are seeing a doctor for
a particular medical problem, be sure that he
knows about the other medications you are taking.
If medicines are prescribed for ymu by the doctor,
never take any others without his permission.
Remember, for safet y, keep all medication out
of the reach of children.
(See A New Start Unit 75, ' Getting a Prescription
Filled.....-:)
�4.
5.
6.
Hospitals
If the doctor thinks you are very sick or require
further detailed examination, he may require
you to go to the hospital for a set period of
time. The doctors and medical staff expect
patients to ask questions when there is something that th~ y don't understand (YNL, 154).
Hospital rules and regulations - There are a
number of rules and regulations you are expected
to know about when you are in the hospitals
a) In most hospitals, ther e are designated
smoking areas. Smoking is llQ£ permitted in
patients' rooms.
b) In most hospitals, there are regular visiting
hours when you can visit the patient (YNL, 154).
c) Quiet is very important in hospitals . (YNL, 155).
d) Your doctor may require a specific diet for
you when you are in the hospital. Food should
not be brought in from the outside without
the doctor's permission.
e) Burning incense, lighting candles, or doing
other such religious acts may not be permitted
in patients' rooms. Ask permission first.
f) Phone calls can often be made in
your
hospital room (YNL, 155).
If you are in the hospital, remember that many
people - doctors, nurses, etc. - will ask you
many questions. These can be about health
history or that of your family, allergies,
type of drugs that you current ly use or have
used in the past. If you are a patient, you
should be as cooperative as possible and try
your best to answer the questions asked (YNL, 155).
Remember, if you have any questions about medical
procedures, eguipment, medication, Q.r treatments ask.
Vaccinations
For children, immunizations or vaccinations to
prevent certain diseases are required by law
in the U.S. (YNL, 156). After vaccination,
you will be given an Immunization record, which
may be necessary for children to show when they
first enter a school system (YNL, 156).
(See HMH, 87 ; )
Dental Care
Denta l care is very important for Americans.
Clean teeth and a pleasing smile are considered
marks of beauty in the U.S. Americans take care
of their teeth by brushing ac· lea st twice daily
with a toothbrush and toothpast (YNL, 157).
�W
hen Americans have medical problems with
their teet h , m
outh or gums , they go to the
dentist or to a dental clinic . Dental care
can be costly in the U. S . but proper care of
teeth is essential for you all-around health .
Many schools have programs for students called
flouride treatment programs (YNL , 157). These
treatments may prevent the need for expensive
dental care in l ater years .
(See A New Start Units 66-68 , ' Making Appointments ', ' Indicating Preference ' , and ' Insisting '. )
7.
8.
9.
Payment for medical and dental services
For most Americans, health care and medical
care are not free . Each time a person visits
the doctor or dentist , he/ she must pay for the
doctor ' s or dentist ' s services . Medical and
dental care are expensive . Americans have
medical insurance to help cover the high
cost. However , insurance does not usually cover
all medical costs (YNL , 158) . To help people ,
the government has various assistance programs
determined by the amount that a patient is able
to pay (YNL , 158).
Preventi ng illness
It is very important to dress appropriately
for American climates. In colder areas you
must wear shoes, s ocks , and appropriate outerwear. Otherwise , you may become ill .
Also to maintain good health, it is important
to live in a clean environment. Especially,
kitchens and bathrooms should be kept clean
and free from stale food and garpage . Toilets
should be kept clean , and water should not be
left in the sink or t ub after use .( YNL, 158).
Health-related customs in the U.S .
In the U.S . there are a number of practices which
are considered impolite and unhealthy. You
should know about these . (YNL , 159) :
a) Always use a handkerehief or a kleenex to blow
your nose in public places or inside a public
building .
b) Never urinate in the street . This creates
a smell that is offensive to Americans . They
also believe that it causes disease . Always
use a public restroom or your bathroom inside
your home .
c) Spitting in public is c onsidered impolite and
unhealthyr · use a kleenex or handkerchie~ .
d) Picking your nose or your ears in public is
frowned upon in the U.S. If you must do these
things , do so in private.
�e) Americ ans believe that children , no matter
what age , should have their bottoms cl o thed
when out in public - regardless of the temperature . Also, children should be shown how to
use public restrooms. Diapers should be used
while in public with younger children . If
paper di ape rs are used , they should be thrown
out (not flushed down the toilet) when soiled .
Cloth di a pers are washed and dried after
being soi led.
f) Americans feel that it is very healthy for
mothe rs to breastfeed their babies . This
is done in private , however.
(See
A New
Start Unit 11 , ' Restroom Signs '. )
Read through a nd discuss ! Checkl ist ' ( YNL, . 160).
WEEK 6
VI.
Travel and Communication (YNL,Sec. 2 , HMH Sec . 8 & 9)
Read ' Background Notes ' (YNL , 16).
Read through and discuss ' The Story of Mrs. S ' (YNL , 17).
The U.S . is a very large country with many types of
climate and terrain , different time zones , and a variety
of people and lifestyles. Most places have developed
their own transportation systems. You need to learn
the one in your area. Communication systems are usually
the same throughout the U. S .
A.
Travel
.
(See HMH, 108 . )
1 . Local travel
People in the U.S. get around their communities
by walking or bicy€le, bus, car , or subway.
First you should know exactly where you want
to go and about how far it is. Then you can
choose the best type of transportation (YNL, 19) .
a) by walking
Walking is a good way to become faimiliar
with your neighborhood. However, there are
some important things you need to know
about walking in your community (YNL, 20).
Learn the meaning of ' WALK '
·_ ' DON ' T WALK '
signs when crossing the st ceet.
�Do not accept r ides with strangers.
Do not walk alone at night.
(See A New Start Unit 16, ' Simpl e
Di rec ti ons' . )
b) by bicyle
In the U.S. bicycle riding is usually
for recreation and exercise. Some people
ride their bicycles to school or work
In some areas, there are trails for bicycle s
Q.n1Y which are usually marked by a sign
(YNL, 21). (See YNL , 21 for bicycle riding
rules.)
c) by bus
Traveling by bus is the most common means
of publ ic transportation. W
hen you take
a bus you must know where to ~et on and
off. Before you u s e your : bu s system, ask
someone to help you get a s chedule and learn
to read it. Bu s es usually arrive at the
stop at a specific time so be sure you
are there at the correct time (YNL , 22).
Boarding a bus - Make sure you get on the
bus by following those in front of you.
In some cities, you must have the exact
fare. In Lowell the fare is SO cents.
Exiting from a bus - Just before your
stop, pull the cord or push the button
over your seat and the driver will know
to stop for you. The exit door in the back
usually has a light. When it is green,
you can get off the bus. ( W
atch how other
people do it.)
Before trying to use the bus system by
yb urself, ask a friend or your sponsor to
explain you local bus route and costs . (YNL, 22).
In Lowell, the bus system (Lowell Regional
Transportation A
uthority) runs from Monday
to Saturday, until 6:00 P . M. The fare is
SO cents, and you must have the exact change.
(See A New Start Unit 63, 'Describing
Travel Routines'.)
d) by car and motorcycle
In places with little or no public transportation, the most common and convenient way
to travel is often the automobile. However,
it is very expensive to own a car. The
�owner must have enough money to pay for
gas, oil, maintenance, insurance, and
sometimes monthly car payments. Many
retugees have bought new cars and then
found that they could not afford the payments
or insurance. Consider buying a cheaper
used car. Ask for help in choosing it.
Some facts to know before owning or driving
a car or motorcycle (YNL, 23)s
Every driver must have a license to operate
a vehicle.
The vehicle muzt be registe~ed in the state
where the owner lives.
It is illegal to drive if you have been
drinking alcohol.
You must be 16 or older to get a license.
The laws for motorcyles are much the same
as for cars. It is safer to wear a helmet
while on a motorcycle.
Remember, always use seatbel t s in the car.
2.
(See HMH, 112.)
e) by taxi
Taxis are found in large cities and often
in other areas. The fare is expensive
and the taxi drivers usually expect a 10%
tip after the trip. You can call a taxi
from your home or anywhere at any time
of the day or night (YNL, 24).
In Lowell, the names and telephone numbers
of taxi services are located in ~ he yellow
pages of the phone book, under TAXICAB.
f) by subway or train
In some large cities, there is a fast train
called the subway, which travels under
and above ground. To use the subway, you
must know where the stations are located,
how to pay the fare, and where the trains
go (YNL, 24).
Long distance travel
It is legal to travel on all public roads in the
U.S. However, traveling between cities and
states is different from traveling in your
local area and can be more expensive. You can
choose to travel by car, bus, train or plane (YNL, 25).
a) by car
. (See YNL, 25.)
b) by bus
Tickets are bought at the bus station. Get
to the station early to buy a ticket.
Know the time the bus leaves for your
destination. (Buses usually leave on time.)
�3.
Toilets are usually available at the back
of the bus.
Observe rules about no smoking, eating,
drinking, and playing music.
c) by train
It is more comfortable to travel by train
than by bus, but it is also a little more
expensive and trains do not go very many
routes (YNL , 27).
(See YNL, 27.)
d) by plane
Traveling by plane is usually the most
expensive means of transportation.
You can travel by plane to most cities and
many large towns in and outside the U.S.
Discount t ickets may be · available if
purchased in advance.
All passengers should report t o the ticket
counter at least 45 minules before the flight
leaves.
Airlines have rul es about luggage and what
they can allow.
Ask your friends or sponsor for information
about plane travel (YNL , 28).
Outside safety
While you are usually safe in the United States,
crime is a problem in some areas of this country.
However, there are precautions you can take t o
help prevent being the victim of a crime (YNL, 29).
a) Avoi d dark places where you cannot be
easily seen by others.
b) Beware of places where there is nobo&y else
present. It is less likely that you will be
bothered if there are others around.
c) Avoid walking alone at night.
d) Keep your children home at night. It is
danger01s for them to be outside along after dark.
e) It is a general rule that you should be wary
of strangers. Warn your children not to
-. a ccept rides or gifts from people they don ' t
know. Women should be particularly careful
of men they don ' t know, because there is
always the danger of rape.
f) It is generally unsafe to carry cash or
valuables with you. If you must, keep them
in a pocket or purse, out of the sight of
potential thieves.
g) Most impo rtant , do not hesitate to call the
police if something happens to you or if you
are suspicious of someone . It is better to
call the police unnecessarily than to jeopardize
your own safety . You are entitled to the
protection and assistance available to all
Americans .
�If you are a victim of any crime , call the
police iiiiiiiectiately . In Lowell , the phone
number for the Police Department is 454-0425 ,
the same as the number for ambulance service .
In most areas you can dial an emergency number 911 - to reach the police . You can also dial
' 0 ' to reach the telephone operator who will
heil p you .
EEK
B.
r/.
Communi c ation
There are many easy ways to communicate with your
friends , relatives , or anyone you want to co ntact.
The most common ways are mail or telephone . If
you have a very important message that must get
there quickly, you can send a telegram but it is
expensive (YNL , 31) .
l. By mai 1
a) sending mail
When sending a letter , you should write
the address in English clearly and completely .
The address m st have : (YNL, 31 ):
u
1) name of person
2) street address of person plus apartment
number (or P.O. Box number)
3) city and state
4) zip code
Your name and address should be put on the
envelope also . Put it on the upper lefthand
corner or on the back of the envelope . If
for some reason the letter cannot be delivered ,
it will be returned to you.
To send mail, you must use stamps . .
Stamps for the correct amount of postage oan
be purcha sed at the post office.
Letters going outside the U. S . ~ !.!!Q£g expensive
to mail .
Aeo rograms are less expensive to send .
Post offices are usually closed on Sundays ,
holidays , and sometimes on Saturdays .
M i lboxes , usually red and blue, are outside
a
nea r the street , and at the post office .
Packages and t a pes can be mail e d at the post office.
Never send cash through the mai l. (Send
c ertified bank drafts.)
When moving to a new address, inform the postal
service. ( Forms are available at the post office.)
When sending important documents , ask the
post office about registered mail.
�b) receiving mail
Mail arrives at your home daily except
on Sundays and holidays. In an apartment building , a box is assigned to you
and usually is located near the main
entrance.. Some people receive their mail
at the post office , where they rent a box .
If you receive unfamiliar mail or mail
with someone else ' s name on it, don ' t open
it. Ask a friend to explain (YNL , 32) .
·(see ~ New Start Unit 93 , ' In the Post Office ' .)
2.
By telephone
The telephone is the most useful and popular
form of communication in the U.S. There are
many places where you can find a phone to use.
There are public or pay phones, or private
phones in offices , stores , and people ' s homes (YNL, 33).
a) making a phone call
Each phone has a separate number. Every
number has an area code (000) and seven
digits (000-0000) . For local calls in
your area, use the last seven digits only.
To call long distance, use other numbers
plus the last seven digits. To use the
phone (YNL, 33):
1) pick up the receiver
2) listen for the dial tone
3) dial each number separately
4) wait for the person to answer .after
it rings
5 ) speak
Busy signal indicates the person·• s phone
is not free.
(See~
New Start Unit 25, ' Requesting Information ' .)
b) private phones
To have a phone installed in your house or
apartment, contact the local phone company.
Be careful not t o buy services that you don ' t
need (YNL , 34).
c) long distance
If you want to call someone in another town
or state, you must use long distance calling.
There is a monthly charge for local calls
but each long distance call costs extra.
You a r e charged by the minute so the longer
you talk the more expensive it is . These
charges come on your monthly phone bill.
There are two basic types of long distance
calls: direct dialed and operator assisted
(YNL , 34).
�1) direct dialed - You use a combi nati on phone number (1 + area
code+ phone number). You call
directly to the other person and
don ' t talk to the operator (YNL, 34).
2) operator assisted calls - Each phone
has a n ' 0 ' to indicate operator
assistance. You must dial ' 0 to
start this type of ccall and talk
to the operator. You can call
' collect ' or ' person-to-person ' (YNL, 34).
(See HMH , 120.)
(See A New Start Unit 31, ' Making an
Apology ' - wrong number.)
d) your te 1 ephone book ·
The white pages have telephone' numbers
listed by people ' s last names, which a re
in alphabetical order. The ' yellow pages '
have the numbers of companies or services (YNL, 35).
e ) phone bill
~
{See HMH, 126.)
Phone bills come every m
onth and must be
paid on time. If not paid, the phone company may disconnect the phone (YNL, 35).
Caution: Long distance is expensive!
f) public telephones
Public telephones can be found at gas
stations, res taurants, shopping centers,
at . some street intersections, and at the
airport, train , and bus stations (YNL , 36).
In using public phones , keep the following
information in mind (YNL, 36) :
1) I nsert change in the slot. The
cost for a local c all is 20 cents.
2) A long distance call requires a
large amount of change. An operator
must assist you to make this call
and tell you how much it costs.
3) If the person is not at home or their
line is busy, your money will be
returned when you hang up.
g) hot-line and toll-free numbers
Some long distance numbers can be called
at no cost . For example, to call about
orientation information, call ORC
(Orientation Resource Center)at: (800) 424-3701
The 800 at the beginning means a free line1
�(See A New Start Unit 83, · 0 using a Public
Phone1 .-)3.
Telegrams
If you need to send a telegram, call the
telegraph office, tell them the message, and
give them the address. You can also send
money through the telegraph office . It is
an expensive way to communicate and should
be used only when necessary. Post offices
do not provide telegram service (YNL, 36).
Read through and discuss 'Checklist ' (YNL, 37).
WEEK 8
VII.
Finances and Consumer Education (YNL Sec. 8, HMH Sec. 4, 5 & 7)
Read ' Background Notes ' (YNL, 162).
Read through and discuss ' The Story of Mr. K' (YNL, 163).
A.
Your Finances in the United States
Money and financial practices in the U.S. may be
very different from those you are used to. Careful planning, caution and an understanding of the
American economic system can help prevent problems
in this area (YNL, 165).
1. The money system in the U.S.
American money can be either paper (bills) or
metal (coins). Bills come in amounts of one,
two, five, 10, 20, 50, and 100 dollars. All
bills are the same size and color regardless
of their value. You must look carefully at
the number written on the bill to see how
much it is worth (YNL, 165).
There are 100 cents in one dollar; coins
represent amounts of one dollar or less.
Coins can be confusing because their size does
not indicate their value (YNL, 166).
a) The one-cent piece is called a penny.
b) The five-cent piece is called a nickel.
c) A dime, while smaller than a nickel and a
penny, is worth ten cents.
d) The most widely used coin is the quarter,
worth twenty~five cents.
e) The half-dollar is also known as a fiftycent piece.
The symbol¢ mean s ' cent ' . It only appears to
denote amounts of less than one dollar.
The symbol$ means ' dollar ' . Dollar amounts
ar~ alway? placed to the left of a decimal
poi. nt , whi. 1 e
�2.
Doll ar amounts are always placed t o the left
of the decimal point, while cent amounts are
placed to the right.
For .example , 50¢ can also be written $.SO.
Two dollars and forty-three cents is written $2 . 43.
A comma is used to represent ' thousand ' : $1 , 243.43.
Other ways to pay Many Ame ricans use other means t han cash to pay
for goods and services . Common means of payment
include the check and the credit card. Two
other useful methods of payment are the traveler ' s
check and money order . They are used just like
cash but can be easily replaced if stolen. You
can buy them from a bank. If you need to send
money by mail, to pay for such things as
utilities, use a money order or check. Never
send cash Q.y mail (YNL , 167).
(See A New Sta rt Unit 13 , ' Re quest~ng Change ' ,
and Unit 29, ' Adding Up and Counting Change '. )
3.
Banks
(See HMH, 89.)
Most banks are open from 9 A.M . to 3 P.M. M
onday
through Friday. Some banks are also open Saturday
morning. It is advisable to put your money
in the bank rather than keep it in your home.
The government guarantees that you will not
lose your money if something happens to the
bank, such as fire or theft (YNL, 168).
If someone writes a check to you, you may cash
it by signing your name on the back of the check.
This is called endorsing . Always endorse
your check just before you cash it or deposit it.
Never endorse your check ahead of time , If it
were lost , someone else could use it.
Opening a bank account is so simple that it takes
only a few minutes . When yo~ go to the bank,
take s ome sort of identification and your first
deposit. This deposit can be in the form of
aash, check or a money order (YNL, 169).
There are two types of bank account s :
a) savings account - You keep your money
in the bank as savings. You can withdraw
your money at any time, using your passbook ,
or bank book .
b) checking account - You keep your money
in the bank and use checks to pay for
things;
If you have jewelry or valuable documents, do
not keep them in your home . Go to a bank and
rent a safe deposit box. Your possessions will
be protected in the bank ' s vault , but you can
get them out any time the bank is open (YNL , 172).
�Many large purchases - such as a car or house are financed or paid for by a loan. If you
have a good job , you may be able to borrow money
from your bank, then pay part of the money back
to the bank every month for a period of years (YNL, 172).
B.
Taxes
(See HMH, 146.)
A tax is money that eve ry person must pay to the
federal, state or local government so that these
governments may operate and deliver servi ces (such
as social services , maintenance of roads , and law
enforcement) (YNL , 173) .
1. Kinds of taxes
The amount of money you pay in taxes depends
on how much money you earn and the property
you own . Usually the more a person earns ,
the more taxes a person pays; the less a person
earns, the less taxes a person pays (YNL, 173).
There are different kinqs of taxes:
a) federal income tax
The federal income tax must be paid by
everyone who lives in the U. S. , even noncitizens. Most employers automatically
deduct federal income tax payments from
each paycheck. Every year around Jan. 31,
each of your employers will send . out . a W- 2
st atement. this f o rm:·
shows the amount
of money you earned during the year and
the amount deducted for taxes. It is very
important to keep the W-2 statement in a
safe place . You will need it to complete
your income tax return (YNL , 174).
Every year you must complete a form to
send to the governmEnt. This shows how
much money you earned and how much tax
was paid through deductions. This form is
called an i ncome t ax r eturn . It must be
completed and sent to the Internal Revenue
Service (IRS) by April 15 (YNL, 174).
b) Social Security tax (F.I .C. A.)
Social Sec urity tax is usually deducted
from a person ' s paycheck in the same way
as federal income tax . It will provide
you with retirement benefits when you are
old enough to retire or disability benefits
if you are injured and can no longer work.
c) s tate income tax
State income tax is paid to the state government, and it is similar to the federal income
tax.
!lt:
�2.
C.
d) property tax
e) merchandise tax
Tax Se rvices
The American tax system is complicated. Because of
this, most government tax offices offer free help
and advice to peopl e with questions or problems (YNL , 176).
Insurance
Life if filled with many unforseen events, such as
accidents or serious illness. If things like these
occur, they can be very expensive for people and
cheir families . Many times people cannot afford
to pay for costly medical bills or for replacing
or repairing damaged property. Because of this,
most Americans buy insurance , which helps them pay
for unexpected large expenses (YNL, 177).
W
hen you buy insurance, you pay a cer tain amount
of money to an insurance company . In return , the
insurance company guarantees to pay you a previously
agreed upon amount of money if one of these unfortunate events occurs (YNL , 17 7).
1. Types of insurance
There are many ki nds of insurance. The most
common types of insurance that are important
for newly-arrived refugees are health
insurance and automobile insurance (YNL, 176)&
a) health insurance
Health insurance can cover the costs of
staying in the hospital, as well as some
of the treatment you receive while you
are in the hospital.
Health insurance is often paid for in
part by your employer and may cover members
of your family as well as yourself. When
this is done, the employer pays for part
of the costs of insurance, and the rest is
deducted from your paycheck (YNL, 178).
If an m
mployer provides insurance, the
policy will be terminated if you leave
your job (YNL, 179).
b) automobile insurance
Automobile insurance should be purchased
when you buy a car. In some states it is
against the law to drive a car that is
uninsured. If you are in a car accident
and do not have insurance, you would have
to pay for .all of the damages yourself.
Automobile insurance also pays for hospital
and doctor bills for people who are injured
in a car accident (YNL , 179).
c) ~ roperty insurance helps pay for possessions
�2.
3.
c) property insurance
Property insurance helps pay for possessions
that are lost because of fire , theft or
other accidents.
d) life insurance
Life insurance provides financial sevurity
for the members of a family if the wageearner for the family dies .
Buying insurance
If you need to buy insurance , ask your sponsor
or a friend for help (YNL , 179) .
Unemployment insurance
Another kind of insurance that may be impornant
to you is unemployment insurance , which provides
you with money if you lose your job . This
insurance is run by the state government, and
most employers pay taxes to the state to cover
the cost of the program . The rules determining
if you are able to get unemployment i nsurance
are different in each state. If you quali f y ,
the payments you receive will onl y be for a
specified amount of time : they will not continue
indefinitely (YNL, 180) .
Read through and discuss ' Checklist ' (YNL, 181) .
Re ad through and discuss •]he
C.
Sto ~y
of M . C.' (YNL , 183).
r
Consumer Educ a tion
America is a country of ' consumers ' . W
herever you
are, you will be encoura ged to buy everything from
cars to candy . Television, magazines and newspapers
are filled with advertisements for all kinds of
produc ts . Do not be tempted by the availability
and quantity of goods that you see. Plan your
spending carefully and buy only things that you
can afford (YNL , 185).
1. Budgeting
(See HMH , 105 . )
A budget is a pl an to spa nd your money wisely.
Add up your income and then determine your expenses.
Your income should be more than yamr expenses (YNL , 185).
2. Preparing for shopping
Before you do your shoppi ng, decide which store
will give you the best values. ·] f you can ,
visit various stores and compare prices for
s imilar items . The following list of suggestions
may help you (YNL , 186)1
a) l ists
vrite down the items you need to buy. At
the store you should try to buy only what ' s
on your list . This avoids overspending and
saves time.
�b) coupons
You can find these in the newspaper or
in magazines. They look like sma ll
cards with the picuure of the products
and the amount of money you will save if
you buy the product. For exa mpl e, a coupon
ma y save you 20c on a jar of coffee. Don ' t
buy~ product you don ' t need just bec ause
you have~ ' money saving ' coupon (YNL, 186).
c) sales
During a sale , the regular price of merchandise is lowered. By watching for
sales and comparing prices, you can s a ve
a significant amount of money on things
you need (YNL, 187).
d) You can ask sponsors , friends , and neighbors
where to shop . Remember that most stores
in the U.S . have fixed prices. This means
the . store has given an item one price ,
which cannot be changed . Never try to bargain
for anything in a store unless you are sure
sure than bargaining is acceptable (YNL , 187).
3. Places to shop
Most people in the U. S . do not shop every day.
They make all their purchases dur ing a once-a-week
trip. If shopping areas near you cannot be
reached by public transportation, ask friends
with a car if you can shop with them (YNL, 187) .
a) supermarkets
These are the most common places to buy
food. They also sel l cl eaning products ,
cosmetics, magazines , some clothing items,
some household items , and some ' over-thecounter ' drugs . (YNL, 187) .
b) farmers ' markets
In som areas of the U. S ., farmers come
e
into town on certain days of the week
to sell fresh fruit , vegetables a nd flowers.
Bargaining m y be permitted in some farmers '
a
markets . (YNL , 18 7) .
c) ' ethnic ' grocery stores
Most big cities have stores tha t sell foods
familiar to you . The prices are usuai ly
higher than supermarket prices .
d) department stores
These are mo stly large cain stores t ha t s ell
clothing , furniture , a ppli ances , ha rdwa re,
shoes, and some food items .
e) shopping centers a nd m lls
a
In some areas , department stores, supermarkets , and smaller speci a lty shops are
�b) coupons
You can find these in the newspaper or
in magazines. They look like sma ll
cards with the picnure of the products
and the amount of money you will save if
you buy the product. For exa mpl e, a coupon
ma y save you 20c on a jar of coffee. Don ' t
buy~ product you don ' t need just bec ause
you have~ ' money saving ' coupon (YNL, 186).
c) sales
During a sale , the regular price of merchandise is lowered. By watching for
sales and comparing prices, you can s a ve
a significant amount of money on things
you need (YNL, 187).
d) You can ask sponsors , friends , and neighbors
where to shop . Remember that most stores
in the U.S . have fixed prices. This means
the . store has given an item one price ,
which cannot be changed . Never try to bargain
for anything in a store unless you are sure
sure than bargaining is a cceptable (YNL , 187).
3. Places to shop
Most people in the U. S . do not shop every day .
They make all their purchases dur ing a once-a-week
trip. If shopping areas near you cannot be
reached by public transportation, ask friends
with a car if you can shop with them (YNL, 187) .
a) super markets
These are the most common places to buy
food. They also sel l cl eaning products ,
cosmetics, magazines , some clothing items,
some household items , and some ' over-thecounter ' drugs . (YNL, 187).
b) farmers ' markets
In som areas of the U.S ., farmers come
e
into town on certain days of the week
to sell fresh fruit , vegetables a nd flowers.
Bargaining m y be permitted in some farmers '
a
markets.(YNL , 18 7) .
c) ' ethnic ' grocery stores
Most big cities have stores that sell foods
familiar to you. The prices are usua! ly
higher than supermarket prices .
d) department stores
These are mo stly large cain stores t ha t s ell
clothing , furniture , a ppli ances , hardwa re,
shoes, and some food items.
e) shopping centers a nd m lls
a
In some areas , department stores , supermarkets , and smaller speci a lty shops are
�f)
g)
h)
i)
j)
frequently located in a huge building
called a mall or shopping center.
discount stores
Shopping in discount stores c an s ave you
a substantial amount of money.
thrift stores
Americ ans do not feel embarassed a bout buying
used cl othing and furniture in thrift sto res.
classified ads
People who want to sell things often put'
a classified ad in the newspaper . The
ad might say ' Bedroom furniture , good
shape, very cheap . Owner moving, must
sell. Call 555-6677 after 5 pm. •
rep ai r shops
Having repairs mad e on al most anything
is expensive in the U.S . For maj o r
repairs such as on a car or house , ask
your sponsor or friends where they have
received good service in the pa st.
Other ways of shopping in the U.S . are by
mail orger, from door-to-door salesmen ,
and through telephone sales. Because of
communication problems, it is best t o avoid
shopping through these methods .
(See
4.
A New
Start Unit 38, ' Store Signs '. )
At the store
W
hen you enter a store , you may be asked to
' check ' the bags and parcels you a re c arrying.
A clerk will take care of your belongings
in the front of the store. You can pick them
up when you leave . Why are you asked to do
this ? Shoplifting (stealing) is a serious
crime in the U.S . Many people try to hide items
in their bags or purses without paying for
them . Do not put anything into your purse
or pocket even if you intend to pay for it.
Most stores have detectives and television
cameras watching you as you shop. Also ,
smmking is not allowed in most stores . Put
out your lighted cigarette before entering a store .
(YNL, 190).
a) shopping for fo od
The food that American3 eat may seem strange
to you at first . The American diet emphasizes
protein (meat , milk , cheese , eggs) and may
use less fish , rice, and fresh vegetables
than you are used to. The frozen and
canned vegetables in the supermarket
taste different, but they are practical
and economical ( YNL , 191).
(See HMH , 55 .)
�(See 8 ew Start Unit 14, Making Simple
Requests ' and Unit 21, ' Making a Pricise
Request ' ; )
1) packages
Are you puzzled by the variety of
packages on the shelves? Some may
have pictures on the outside that
identify the contents. If you are
confused about package contents ,
ask your sponsor or a friend to
identify them for you. Items in
supermarkets are usually grouped
by categories - for example, all
the meats will be together .
American food stores often package
meat and produce to help keep it
fresh . Be careful in selecting
packaged items, since they ma y vary
in cost . Do 1iot open pre -wr apped f ood
items . If you have a question about
an item , ask a store clerk .
2) labels
Information on package labels can
help you to know if you are getting
good value for your money . A label
will list the ingredients of the product . On perishable items , like milk ,
there will be an ' expiration date '
( Exp . Jan 10) . It is the last day
the food should be bought.
Food in the U.S . is measured in both
the English and the metric systems.
It is often cheaper to buy large
amounts .
3) convenience foods
Busy people buy these because they
cook quickly. But they are costly .
Anything that says ' instant ' , ' readyto-eat ' or ' heat and serve ' is a convenience food.
Storing food - When you c ome home from the
supermarket , store your food properly ( YNL, 192) .
Meat, eggs , dairy products, and fresh produce
must be refrigerated. Canned goods , rice,
flour, sugar , oil , and jars of spices can
be put in cupboards or on shelves. Once
you have o pened a bottle or a can, s t ore
what is left over in the refrigerator.
�b) shopping for clothing
In the U. S. , you can find clothing suitable
for any climate and activity (YNL, 193).
(See HMH , 23.)
1) winter wear
In parts of the country where the
climate becomes cold in the winter,
you will need a heavy coat , sweaters ,
long-sleeved shirts , a hat, gl oves ,
and boots.
2) buying c lothing
You can find serviceable, reasona bly
priced cl othing in department stores
and discount stores. In the store ,
you will find racks and shelves of
of coa t s, dresses, pants, shirts,
underwear, and socks arranged according
to size. If you do not know your size,
a clerk can advise you. Or you c an
select a few pieces of cl othing tha t
look like they might fit. Tell the
clerk you want to ' try them on ' .
The tlerk will show you to a fitting
room. There you will have the privacy to put on the clothing and see
how it fits .
(See A New Sta rt Unit 17, ' Colors and
Clothing ' .)
3) caring for clothes
Label s sewn inside the clothing will
tell you how to t ake care of it.
Some fabrics have to be ' dry cleaned '
(cl eaned by a professional) . Blue
jeans and corton clothing may shri nk
when washed in hot water , and the colors
may fade .
(See HMH , 24 .)
4) returning merchandise
If you buy something that is defective
ar the wrong size, o r that you do not
want , return it to the store . Take it
to the l customer servi ce ' desk and explain the problem. You must take the
item back within seven t o ten days.
It must be unused, and you must have
the receip t o r sales slip . The store
may give a cash refund , replace the ite m,
or tell you to select something else
with an e qual value.
Read through and discuss ' Check li st ' ( YNL , 196) .
�W
EEK 9
VIII .
You r Job in the United States (YNL Sec . 3 , HMH Sec . 10)
Read ' Background Notes ' ( YNL , 40) .
Rea d through and discuss ' The Story of Mr . L ' ( YNL . 41 ) .
W rk is very important t o Americ ans . Both men and women ,
o
young and old , work . People wo rk t o e a rn m
oney , but
many also work bec ause they enjoy it . Most Americ ans
believe that people who are able should work and should
not depend on others f o r support (YNL , 43).
You can see this attitude in the way American pa rents
teach their children at a young age the value of work
and self-reliance (YNL , 43 ).
Americans believe that people 'should wo rk if they a re
able to . Many Americ ans re j ect the idea of retiring
at 65 by continuing to wo rk whil e they still enjoy good
heal th (YNL , 44 ).
Most Ame ricans also feel that some people need special help.
These include people who are physi c al ly , ment ally , o r
emotLonally hand i c apped o r who a re t oo old to wo rk and
pa rents who need extra money t o support their chil dren .
This special help is c alled wel f a re .
It is m
oney and other aid that the government gives to
people who need it . The money f o r welfare comes from
taxes paid by the people who work .
Because of the way Americ a ns fee l about wo rk and welfare ,
your sponsor , Voluntary Agency , and other Americans
will encourage you to look for a job as s oon as you can .
They will also expect you to keep any j ob you have until
you can find a better job . Yo u wi l l be vi ewed nega tively
if YQY const a nt . re ject job offers or gui t your job and
rel y Qil welfa re YNL , 44 ).
A. Types of Employment
( See HMH , 129.)
Generally speaking , there are three types of workers
in the United Sta tes : unsk il l ed . workers , skilled
workers , and professi onals . In the United States ,
per son may work ful l time or part time , depending
on the type of job , family constraints , and other
considerations ( YNL , 45) .
1. Unskilled workers
Examples of unski l led wo rkers are janitors ,
diswashers , waiters , and busboys . They are
easy to find because they do not requi r e a
skill or a good knowledge of English . Many
refugees work in these j obs and study English
or a skill at the same time , hoping to find
better employment ( YNL , 45) .
�2.
3.
4.
5.
B.
Skilled workers
Examples of skilled workers are auto mechanics ,
plumbers , hairdressers , typists . These jobs
require some training and fairly good English ,
and salaries depend on the worker ' s experience
(YNL , 46) .
Professionals
Examples of professi onal s are teachers , engineers , pharmacists , doctors , lawyers . Most of
these jobs require a t lea st a college degree
(YNL , 47) .
Full-time employment
Usually , a full-time j ob requires 35 to 40
hours of wo rk per week. Since m st bu sinesses
o
in the U. S . operate from 9i00 a . m. to 5:00 p . m. ,
Monday through Friday , these are also
the most common hours of work for m
any occupations (YNL , 48 ).
Part-time employment
The hours of a pa rt - time ]ob wi l l vary according
to the job itself and the employer or place of
work . Part-time j obs offer m re f l exi bility ,
o
enabling you to work and participate in other
activities at the same t i me ( YNL , 48) .
Looking for a Job
( See HMH , 136.)
Looking for a job takes time and pate ence . Even most
Americans are not offered the fir s t j ob for which
they apply (YNL , 49) .
1 . Friends and sponso rs
Refugees often find j obs through the advice or
recommend a ti on of a sponso r , friend , or acquaintance .
Mut ual Assistance Associations ( MAAs ) and the
Voluntary Agencies (Vol ags) can be especially
helpful . The IndDchinese Refugees Foundati on
is desi gned to help you f i nd a j ob m re easily .
o
2. State emplo yment a genci es
Publ i c empl oyment offi ces help you find suit a ble
jobs free of charge . When you regi ster with
one of these agencies , a job counsel or will
help you establish your file and advise you
a bout j obs that are available in the are a .
You should contact the Department of Employment
Security for information .
3 . Signs on bui l dings
Information about job vacancies in a particular
area is also available at public libraries ,
large private companies , and ma jo r government
offices . Many restaurants advertise by putting
up signs on the windows saying ' Help Wanted '.
If a sign interests you , wal k inside and ask
to speak with the manager ( YNL , SO) .
�4.
5.
C.
The newspaper
In the employment section of a newspaper ' s
Classified Ads , you will find a list of
job openings arranged alphabetically, s uch
as Auto Mechanic , Dishwasher , Typist .
Each advertisement usually contains a brief
description of the job, its requirements ,
and the salary offered. It also will have
a telephone number or ~n address to call or
write to f or j ob appli c ations (YNL , SO) .
Private employment a gencies
These places can refer you to lots of jobs,
but of ten charge you o r your future employer
a fee if you are hired.
Applying for a Job
1 . The Social Security \Card and I -94
To work in the U. S . you mu st have a Social
Security number (Y L, 51). Ya u can apply
for a Social Security number at the Social
Security office . After your application for
a number has been processed, you will receive
a card with your Social Security number on it.
This number will always remain the same . It
doesn ' t matter whether you move , marry , change
jobs, or change your name , you will always
have the same Social Security number. W
hen
you go to apply for a job, you shoul d bring
your Social Security card and your I-94 with
you . These two documents .show that you have
permission to work in the U. S . ( YNL , 51) .
2. The f act sheet (resume)
Before you begin you r job hunt , you should
prepa re a fact sheet , usuall y called a resume.
In bhis you give information about your
background and experience . This will h~lp
you to more easily fill out the application f orm
available at your prospective employer . The
fact sheet will usually include the f ollowing
(YNL, 52):
a) your name, 1addre ss , and current telephone number
b ) your Social Secu r i ty number
c) names and addresse s of your current · ~nd/o r
previous empl oyer
d) you r salary history, dates of empl oyment , and
a brief description of the duties and responsibilities of the positions you ' ve had
e) schools attended, including vocational training
courses , dates attended , and degrees earned
f ) three references with names, addresses, and
telephone numbers
g ) othe r relevant experience , including activi ties
and volunteer work in , for example, the community,
church , or camps
�3.
The interview
W
hen seeking a job, the first thing you should
do is to contact the employer or his representative .
This is usually done by phone. Most jobs require
an interview . An interview is a talk between
you and the employer . During this talk the
interviewer will ask you many questions to find
out if you a re qualified for the job or if you
will be a reliable employee. The interviewer
will probably ask you how long you have been
in the U.S . and where you have worked and
studied before (YNL , 53) .
To prepare for your job interview, you should
anticipate the questions that the employer
may ask about your background, experience , and
job interests . You c an then have your answers
ready. Before you go to an interview , remember
to do the following things (YNL, 53) :
a) Be on time .
Do not come too early or t oo late . You
should get to the appointment place about
five minutes before the interview. Americans
value punctuality highly .
b) Be neatly dressed .
Dress appropriately for the type of work
you are being interviewed for and be sure
to have a neat appearance.
c) Bring an interpreter , if necessa¥Y ·
d) Bring a fact sheet ( resume) .
Having a f act sheet in hand will enable
you to fill out the applicati on properly
and accurately . On the fact sheet , include
work experience in your native country and
in t.he U.S .
e) Be confident and calm.
During the interview , you should give the
employer the impression that you are capable
of doing the job and will enjoy doing it.
Look at the interviewer in the face when
you answer his questi ons so that he will
feel you are honest and self-confident .
f) Be tactful .
Since your job during the interview is to
answer the questions asked by the employer ,
confine yourself to asking him ont y necessary
things if you are invited to do so . Make
him feel that you are very interested in
the work . Onl y ask him about your salary
and benefits at the end of the interview,
if he does not bring up the subject .
�g) Follow-up the results of the interview.
Before the interview ends , you may ask the
employer to tell you when you wi ll hear
from his. An interview does not mean that
you will get the job . If the interview
goes well and you a re optimistic a bout it ,
it is a good idea to write the employer a
short note when you return home , thanking
him for taking the time to talk with you .
It ma y take several days or weeks to know
if the interview ha s been successful and
if you will be offered the job . Be patient
and continue to look at other job.s whLle·
you are waiting t o hear .
WEEK 10
D.
Job Responsibilities and Benefits
When you are offered a job , there are seve ral things
you nee d t o find out from your employer(Y L , SS) :
1 . Work hours
Find out which days you are to work and what
time you start and finish . Time is very important in the U.S . Employees are expected to be
at work at the required time . If you are fcequently
late or absent from work without a good reason,
you can lose your j ob .
2. Company rules
Many wo rk places have rules for employees .
These rules may include : how much time you
get for lunch or other breaks , what kind of
clothes you wear , whether you can smoke or eat
on the job . There may also be safety rules
and regulations which you need to know about.
3. Fringe benefits
(See HMH , 130 . )
Depending on the type of company you work f o r
and its policies , you also may be eligible
for several other kinds of c ompa nsation besides
your s alary. These are called ' fringe benefits 0
and include health and life insurance , unemployment compensation , retirement benefits , and
annual and si ck leave .
E.
On the job
Once you have started working , you may need to know
about (YNL , S6):
1. Time cl <DcR
Some companies use a time clock . A time clock
is a machine tha t records the amount of time
each employee has worked . Employees use the
�•
2.
3.
4.
5.
6.
7.
machine to record when they arrive at work
and when they leave . They do this by pl a cing
a card into the machine which then records the
time on it. This is called ' punching the time
car ' . Each employee has his or her own card.
Calling in
If you are going to be absent or late , always
let your employer know ahead of time . If necessary , call your employer or supervisor to tell
them you will be absent or late and to let
them know the reason.
Probationary period
Many companies have what is called a ' probationary period ' . This refers to the first several
weeks or months that a person works for an
employer. This is considered a ' trial ' period.
The employer evaluates you and your wo~k to see
if you a re a good employee.
Getting paid
Find out from your employer when and how frequently you will receive your pay . Also ask
if someone will be coming to give your pay to
your or if you must go to some central point
to pick it up.
The paycheck
You ma y be paid ei Lher every week , every two
weeks, or once every month. A paycheck usually
has two parts : one part , with your name and
the amount of money you earned , is the check
its~1f; the other part is called the ' stub '
or receipt and lists deductions that have been
made from your total pay.
Every employer makes certain deductions from
employees ' paycheck& There are usually three
deductions (YNL , 57) :
a) Social Security tax (F . I . C. A.)
b) state tax
c) federal tax
Companies which offer fringe benefits (such as
health insurance) to their employees usually
deduct a part of the cost ' of these benefits
from the employees ' paychecks .
Be sure you save all of your check stubs.
Cashing your paycheck
After you have received your paycheck, put' it
in a safe place .
s soon as possible , cash it
or deposit it in a bank. Don ' t sign your name
on the back until you are ready to cashit .
Union and guild dues
( See HMH , 130 . )
In some companies , employees may belong to a
union or guild. To belong to a union , you
must pay a fee , called dues.
�F.
Advancing in a Job
Bec ause man y refugees come into the U.S . with little
English and no job skills they can use right away ,
they usually begin as unskilled workers. However , it is
pn ssible to advance in a job or ot move from an
unsk illed to a ~kill e d job . This i s usually done
by acquiring additional skills through education or
training . (YNL , 59).
1. Learning a skill
M
ost areas of the U. S. have training programs
where you can learn a job skill. Some of these
prog rams are supported by the government.
Others charge tuition . Most of these programs
require some knowledge of English.
a) adult education
Many communities have skills training classes
for adults. These programs provide English
classes and vocational training for people
age 16 and over . The classes usually meet
in high schools in the evening . The re
is a tuition , but it ' s quite low .
b) community colleges
The tuition is usually higher than in
adult education classes . These courses
usually require a good knowledge of Engli sh .
c) vocational-technical schools
These schools specifically teach vocationaltechnical skills. Tuition for these schools
varies.
d) p rivat e schools
For more information about training programs ,
contact the state employment agency, Depar tment
of Employment Security.
2. CETA/ J ETPA
This is a federally funded program that gives
skill s training to students who are seriously
interested in finding skilled jobs (YNL , 62) .
3. Job Corps
This special vocational training program provides
youths aged 16 to 21 from low-income families
with opportunities to finish their high school
or college education and to study a skill at the
same time (YNL , 62).
G.
Changing Jobs
When you are with a company , you may look f or a
bette r job elsewhere and change to your new job
without making your employer angry . However, before
you leave your job (YNL , 63):
1. M
ake sure that you a re certain of another job.
2 . Give your employer at least two weeks ' notice,
so he will have enough time to f ind someone to
replace you .
�Note the ' Sample Job Application ' (YNL , 64) .
Read t hrough and discuss ' Checklist ' (YNL , 65) .
IX .
Education in the United States (YNL Sec . 4 )
Read ' Background Notes ' (YNL , 68) .
Read through and discuss ' The Story of
~liss
L ' (YNL , 69).
Education for Children
Americans believe that everyone should be able
to get an education . There are many di fferent
kinds of educational oppo rtunities in the United
States ( YNL , 71) .
1. Public schools
Every child in the U. S . can get twelve
years (grades 1-12) of free public education .
Education is compul so r y. All children are
required by law to attend school . Parents
are responsible for seeing that their child
goes to school (YNL , 71) .
(See YNL , 72.)
2. Private schools
In additi on to the public schools , there are
many private schools in the U.S . These schools
usually charge money, called tuition , to attend
them . Many private schools are run by church
or religious groups ( Y L , 72 ) .
3. Speci a l educ ation
Physic a lly handicapped or mentally retarded
children also have a right to free public
education . Man y schools have special classes
or programs for these c hildren (YNL , 73) .
4. School for children under six
Most areas have schools for children who are
younger than six , sometimes as you ng as two .
These schools are usually called nursery schools
or pre-schools .
Child care programs are _a ometimes available to
t ake c a re of children while parents work . In
these programs , sometimes referred to as ' d a y
care ', children are fed , taken care of , and
given opportunities to play and learn . They
are for children under the age .1of t wo a nd for
other young children not enrolled in pre-school
( YNL, 73) .
5. Enrolling your child in school
It is important that you enroll your child in
school as soon as possible. You must first
find out which school your child should attend.
sk a friend, your sponsor , or your voluntary
agency to help you locate the right school.
�•
6.
7.
V
hen you have found the right school , call
the school to find out where and when you should
come to enrol l your child . Find out what
documents ~o bring with you. Documents which
you may be required to bring along with your
child include (YNL, 74):
a) I-94
b) any record of your child ' s age , such as
a birth certificate
c ) all of your child ' s available medical records,
or , in some schools , a form completed by your
doctor stating that the child has had a
physical examination
d) immunization r e c ords
e) a document such as a driver ' s license or
a letter that shows you reside in the area
served by the school
If your English is not good, you should bring
someone along to interpret for you and help in
completing any enrollment forms.
Things to find out about your child ' s school
During your first visit to your child ' s school ,
you should find out about (YNL , 75):
a) transportati on
b) months of attendance
c) hours of attendance
d) lunch
e) books
f) ESL and bilingual educatLon
(See ¥NL, 75.)
Aspects of the American school system
a) subjects
All public school s in the U.S. offer
cour ses in certain basic areas of study.
These usually include reading and writing ,
mathematics, history , science , and physical
education (YNL , 77) .
b) teachers
At the elementary leve l, usually one
teacher teaches all subjects to the class .
At the secondary level , different teachers
teach each subject .
c ) styles of learning
Americans believe in ' learning by doing '.
Students are encouraged to acquire knowledge
ac t ively rather than receiving it passively
from the teacher (YNL, 78).
d) counselo rs and nurses
Some schools have counselors and nurses (YNL , 78) .
e) evaluation
Students are evaluated in a number of
different ways. These evaluations are
usually based on attendance , completion
of assignments, tests , and participation
inc ass (YNL , 79).
�f) physical educ ation
Americans believe that an education should
develop the body as well as the mind.
For thi s reason , sports a nd physic a l activity
in schools are popular for both boys and
girls (YNL , 79).
g) sex educatuon
Many schools offer a class that gives
information on the human reproduction
system. Thi B class usually gives the
students information on family planning
a s well.
h) extracurricular activities
In addition to . regular school day activities,
most s chools off er a range of sports and
clubs after school (YNL , 80).
i) vocational education
Many schools offer courses in vocational
areas such as auto mechanics , shop and
carpentry , home economics, agriculture,
and clerical or secretarial skills (YNL , 81).
j) conduct in school
Students are expected to attend all classes
in which th{i'y are enrolled . If a student
is absent from school or arrives late ,
parents are usually required to send a
written note to the school explaining
the student ' s absence or lateness (YNL, 81).
The discipline or punishment may vary,
but physical punishment is not permitted
in most public schools in the U.S. (YNL, 81).
Students are expected to work , learn , and
talte tests independently. Sharing answers
or looking at ano t her student ' s paper is
considered dishonesty and cheating (YNL , 81) .
8. The role of parents
Americans believe that parents should play
an active role in the formal education of their
children. Parents are occasionally invited to
observe their children in school and to discuss
their children ' s progress with the teacher (YNL , 82).
Schools usually send report cards home which
tell parents how their children are doing in school.
M
ost schools also have a Parent-Teacher Association
(PIA) (YNL, 82) .
9. Working and attending school
Many students also work while they are in school
(YNL, 83) .
10 . General Equivalency Diplomas (GED)
Adults who have not finished high school can
attend special classes , even while they work ,
and take a test to get their GED . This is
generally accepted as the equivalent of a high
school diploma.
�1 .
B.
Beyond high school
Free public education usually ends with high
school. After completing high school , a student
may decide to work or to attend a college or
a vocational/technical school . Things to keep
in mind about study after high school: (See YNL , 84) .
Education for Adults
Most Am ricans believe that you are never too old
to go to school . They respect adults who continue
their education .
dults a ften go to school parttime at the same time they are working. Some people
take a class that will help them get a better job.
Others take a class only out of interest ( YNL, 85).
1. Studying English
ow that you are in the U.S . you will probably
want to study English . Most places in the U. S.
have places where non-English speaking adults
can learn English . Some are free ; others
c harge tuition. You £ili1 study Engl ish~
while you are working. The practice you get
in using your English onthe j ob will be very
helpful (YNL , 85) .
a) Indochinese programs
The Indochinese Refugees Foundation ,offers
you free English classes and employment
services .
b) Voluntary agancies
c) churches
d) Indochinese Mutual Assistance Associations
e) adult education programs - high school
f) community colleges
g) commercial l anguage schools
2. Job skills training
Many refugees have skills that ma y not be directly
applicable to this country . Many places in the
U. S . have training programs that teach usable
job skills such a s typi ng , auto mechanics,
co oking, c a r~entry , and plumbing ( YNL , 86) .
Read through and discuss ' Checklist ' (YN , 8 7).
L
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Life Skills Training guidebook, 1984
Subject
The topic of the resource
Community organization
Education
Lowell (Mass.)
Nonprofit organizations
Social service
Unemployed--Services for
Description
An account of the resource
Life Skills Training guide book was a 10 week course. In this program, students follow step by step instructions on how to purchase and own a home, travel, organize their finances, receive an education, and much more. Each week in the program comes with references to the texts used in the program.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1984
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
52p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f26_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Weekly Report/ESL by Ann Rodriguez for week ending Wednesday, July 18, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Weekly Report/ESL written by Ann Rodriguez consisting of class attendance, including excused absences and unexcused absences. There were lessons that the students completed during the week such as reviewing and catching up on past material. Some improvements that the students have made were understanding homework assignments better and improving their self confidence.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f40_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Weekly Report/ESL by Ann Rodriguez for week ending Thursday, July 19, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Weekly Report/ESL written by Ann Rodriguez consists of class attendance, including excused absences and unexcused absences. This week, the lessons were not completed as expected due to unproductive students in the beginning of the week. Some improvements for this week were that the new students seemed more dedicated when more individual concentrated work was done in class.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f40_i002
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Weekly Report/ESL by Kongkeo Southarath for week ending Thursday, July 19, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Weekly Report/ESL written by Kongkeo Southarath consists of class attendance, including excused absences and unexcused absences. There was only one student present throughout the entire week and some additional material that was covered that wasn't planned was teaching him how to fill a digital application. During the literacy training, the students had a hard time writing a letter.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f40_i003
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Weekly Report/ESL by Montha L. for week ending Friday, July 20, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Weekly Report/ESL written by Montha L. consists of class attendance, including excused absences and unexcused absences. The two classes that were featured were survival (life skills training, refugee status and citizenship, etc.) and pre employment orientation.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
4p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f40_i004
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Weekly Report/ESL by Montha L. for week ending Friday, July 20, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Weekly Report/ESL written by Montha L. consists of class attendance, including excused absences and unexcused absences. The two classes that were featured were prevocational E.S.L., where the students completed the pre employment orientation, and survival "E.S.L.", where the students completed literacy training and life skills training.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f40_i005
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Weekly Report/ESL by Rodriguez for week ending Wednesday, July 25, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Weekly Report/ESL written by Rodriguez consists of class attendance, including excused absences and unexcused absences. There were a few drop out students this week and some students had more issues learning English compared to others.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f40_i006
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
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��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Weekly Report/ESL by Rodriguez for week ending Wednesday, August 1, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Weekly Report/ESL written by Rodriguez consists of class attendance, including excused absences and unexcused absences. This week, students seemed to learn better when the material was taught at a slower pace and some still had trouble with time, naming systems, etc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f40_i012
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
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aa363b9d70efb0817b843fc8c916995c
PDF Text
Text
WEEKLY REPORT/ESL
Week Ending:
TeacheF:
Class:
Vo~
/°
~---------------
.c"->=-L-
~L
Attendance:
Mon.
/1
Excused Absences:
~.,;2_.
Wed.
-~
Thurs.
/?
Fri.
?
·
"
...3
Unexcused Absences:
Tues.
/..2
-2
6
,?
/
//
Were lessons completed as expected?
If not, please explain:
_;-x ? . _.)
Ro L.
.,2:
n1 ..-V £l
.,?>~
~
c,,...-y .::!I ;E ~.,r/- zt? .-v~
,11[1-c..
✓,, ,,,,....,,
~ .2>
,,-:::,~ CJ F
r 7
,;=- APcl ~
.
r ,,,,.,, s- .
What additional material was covered that was not planned?
What particular improvements did your students make this week?
,-a
,,,-/11'
q;£"
e,f...£x">1' £-,
( / ~ L) ; ~L.<f ~.;
__,)
R.11!:~.,/)
eu l?'N"?' _,.
M ~ TL,R/ ;Lj,L
A,£"
;=-o ,e; -
s;L E A° ,L.-y
;:V,st-J/,- ,,,v4"°
;:cJ"
..;c:,..,.qJ''T
,e~
~~
o.R
What difficulties did your students have?_:L/ ,._~~.E
=-_..r ; =-=-" ....v ~--_;_-=----,c-..·~e L .a ...:;;..____-+
~:..=..~~
n>
, ~z ;__...;:;;_4 ~
~
Other Comments: (new ideas, problems, suggestions, etc.)
(continue on other side)
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Weekly Report/ESL by Rodriguez for week ending Thursday, August 2, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Weekly Report/ESL written by Rodriguez consists of class attendance, including excused absences and unexcused absences. This week, the lessons were not completed as expected because in general, it took about twice the amount of time allotted by the curriculum for the students to assimilate the material; also to understand and profit from role play activities. Some difficulties that the students had throughout the week were listening to their fellow students effectively and how to respond appropriately to other students.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f40_i013
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
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PDF Text
Text
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Weekly Report/ESL by Kongkeo S. for week ending Friday, August 3, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Weekly Report/ESL written by Kongkeo S. consists of class attendance, including excused absences and unexcused absences. All of the lessons were completed this week, involving Life Skills training and Literacy training.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f40_i014
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
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6255ceb723c706ec08a8d814f506ffa5
PDF Text
Text
\
'
LITERACY TRAINING
Text:
A New Start - A Functional Course in Basic Spoken Engli sh
and Survival Literacy
Student's Book, Literacy Workbook I & II
WEEK
I.
1
Meeting People (Units 1-4)
A. Saying Hello (Unit 1)
1. Do workbook pages 1-8 (circle exercise).
2. Ask students to note situations where they are
greeted or they greet someone. Who was it the neighbors1 the store clerk? What words
did they hear1 What did they say?
B. Saying Good-bye (Unit 2)
1. Explain that repeating important information
indicates to the listener that the speaker
understands. Ask the students in what kind
of situations they should repeat important
information.
2. Do workbook pages 9-12 (read, trace, copy exercise).
3. Ask students to note situations in which they
said 'goodbye' to someone. Who was it?
What did the student say? What did t he other
person say?
c. Introductions (Unit 3)
1. Discuss with the students the custom of sh~ing
hands in the U.S. How do they feel about shaking
hands.
2. Print each student's name on a separate piece
of paper.
Students copy their names.
Students should practice until they can print
t heir names from memory.
3. Ask students to note si t uations where the Y-_are
introduced to som
eone else or where they hear
introductions taking place. Who was introduced
to whom? How were they introduced? Did they
shake hands1
D. Names (Unit 4)
1. Explain thats
a) The word order for American names is the
given name first and the famiiy ~am~ s~~ond.
-1-
�b)
])
Married women usually use their hus band's
name as their last name.
c) Children have their father's name as their
last name.
d) Most people do not use their middle names
when addressing themselves. Middle names
are, however, important for forms. Sometimes
an American woman will use her maiden name
as her middle name.
2. It is extremely important for students to be able
to spell their own names. For students who
know the English alphabet, have them practice
spelling their names orally. For those students
who do not know the alphabet, begin to teach
them to spell their names on an indi vidual basis.
Remember that a person does not need to know
an entire alphabet in order to spell a name.
3. Do workbook pages 13-17 4. Teaoh these words as sight words, NAME, FIRST,
MIDDLE, LAST.
5. Ask students to bring to class any forms they
have had to fill out. Show them to the class
and assist students in filling out the section
that relates to one's name. Explain that they
will learn to fill out the othe r sections later.
II. Numbers (Units 5-10)
A. Numbers (Unit 5)
1. Do workbook pages 18-i9" {circle exerci se).
2. Count the 'dot • on page 20.
3. Do workbook pages 21- 22 (read, trace, copy exercise).
4. Do workbook page 23.
Students write the number on a separate sheet of
paper.
5. Do page 4 in the Student's book.
6. Do workbook pages ,24-28 • .
NOTE1 You may wish to write individual student's
telephone and social security numbers on
their own papera the student then has a
perfect model to copy.
7. Teach these words as sight wordss NUMBER, TELEPHONE
NUMBER, SOCIAL SECURITY NUMBER.
8. Do 'Write other words with' exercise with 'N's
NAME, NUMBER.
9. Do page 5 in the Student's book.
B. Counting Money (Unit 8)
1. Do workbook pages 29-30.
a) Read exercise.
Students count 1-10 and point to the correct
digit as they count.
b) Trace, copy, read exercise.
Students count 11-15 and trace the number
as they count~ Continue counting and
tracing in groups of five numbers.
-2-
�2.
C.
Count orally. As you count, write the numbers
on the bl ackboard. Students listen. Students
read the numbers in sequence (first as a class,
then individually). Point to the numbers randomly.
Students read (first as a class, then individually).
3. Turn to pages 7 and 8 in the Student's book. Say
a number. Students point to the number.
4. Do workbood pages 31-40. You may wish to use
real coins arranged on the table in the formations
shown.
5. Turn to page 9 in the Student's book. Students
read the values of the coins orally. Do page 10
in the Student• s book.
6. Show on the blackboard the two ways of writing
money values - le and $.01. Write various values.
Students read. Examples l0c, $.25, etc.
7. On page 10 in the Student's book students count
the money and write the values on a separate piece
of paper.
8. Ask the students to think about their shopping.
How do they know how much to pay at the checkout?
Do they understand what the clerk says7 Do they
look at the cash register? Do they understand
the cashier when he/she counts the change? Do
they count the change themselves afterwards?
Calendar (Unit 9)
1. Do workbook pages 41-45.
The words for the 'Write othe r words with' exercise
ares 'S' - SOCI AL SECURITY
'M' - MIDDLE
'T' - TELEPHONE
'F' - FIRST
2 . Teach the days of the week as sight words (the
words first, then the abbreviations - Ex. ''SUNDAY'
first, then 'SUN.').
3. Do 'Wri t e other words with' exercise withs
a) SUNDAY - ' S ' -~ SOCIAL SECURITY
b) MONDAY - ' M' - MIDDLE
c) TUESDAY - 'T ' - TELEPHONE
d) FRIDAY - ' F ' - FIRST
4. Students copy the abbreviations on page 13 of ,
the Student's book.
5. Do workbook pages 46-53.
The words for the Write other words with' exercise
ares 'F' - FIRST, FRIDAY
'M' - MIDDLE, MONDAY
'S' - SOCIAL SECURITY, SUNDAY, SATURDAY
'N' - NAME, NUMBER
'D' - DAY
6. Teach the months as sight words (the words first,
then the abbreviations - Ex. 'JANUARY' first,
then • JAN • ' ) •
-3-
�7.
D.
Do 'Wrlte other words with' e xercise withs
a) FEBRUARY - 'F' - FIRST, FRIDAY
b) MARCH - 'M' - MIDDLE, MONDAY, MAY
c) MAY - 'M' - MIDDLE, MONDAY, MARCH
d) SEPTEMBER - 'S' - SOCIAL SECURITY, SUNDAY, SATURDAY
e) NOVEMBER - 'N' - NAME, NUMBER
f) DECEMBER - 'D' - DAY
8. Students copy the abbreviations on page 13 of the
Student's book.
9. Students complete the calendar on page 14 of the
Student's book.
Personal Infonnation (Unit 10)
1. Do workbook pages 54-60.
2. Teach these words as sight words, STREET, CITY,
STATE, ZIP CODE, AGE.
3. Students complete page 15 in the Student's book
by filling out the form.
4. Ask students to collect and brlng to class copies
of any forms that they have filled out personally,
or that frlends or family have filled out for
them.
WEEK 2
III.
A.
Requests and Instructions (Units 11-18)
Restroom Signs (Unit 11)
1. Do the 'RESTROOM' exercises on page 61 in workbook.
2. Teach RESTROOMS as a sight word.
3. Do the 'MEN' and 'WOMEN' exercises on page62
and 63 in workbook.
The words for the Write other words' ares
'M' - MIDDLE, MJNDAY, MAY
'W' - WEDNESDAY
4. Teach these words as sight words, MEN, WOMEN.
5. Do . 'Wrl te other words' withs
a) MEN - 'M' - MIDDLE, MONDAY, MARCH, MAY
b) WOMEN - 'W' - WEDNESDAY
6. Wrlte the words 'MEN' and 'WOMEN' on opposite
sides of the blackboard. Ask each student to
read the words and walk to the appropriate 'sign'.
7. Explain that certain symbols are often used to
indicate 'men' and 'women'. Point out that a woman
is usually indicated by a skirt, and a m by pants.
an
Ask the students what other symbols they may have
seen.
8. Do workbook page 64.
9. Teach these words as sight words, HOT, COLD.
10. Point out that 'H' and 'C' often represent
hot and cold.
-4-
�'
t
11.
Student s complete page 16 in the Student's book.
As k studens to look at restroom signs. In the
next class period ask them how many they have
seen and where.
Requesting Change (Unit 13)
1, Do workbook pages 66 and 67.
The words for the 'Write other words with' exercise
area 'N' - NUMBER, NAME, NOVEMBER
'D' - DECEMBER, DAY
'H' - HOT
2. Teach these words as sight words, PENNY,
NICKEL, DIME, QUARTER, HALF DOLLAR, DOLLAR.
3. Do 'Write other Words' wi. th a
a) NICKEL - 'N' - NUMBER, NAME, NOVEMBER
b) DIME - 'D' - DECEMBER, DAY
c) HALF - 'H' - HOT
4. Tell studens to ask for change from someone in
the street. In the next class period ask the
students what they said. What did the other
person say? Did they get the change?
Making Simple Requests (Unit 14)
1. Do workbook pages 69-76.
The words for the 'Write other words wth' exercise
ares 'M' - MIDDLE, MONDAY, MARCH, MAY, MEN
2. Teach these words as sight words, MELON(S), ORANGE(S),
CARROT(S), TOMATO(ES), ONION(S), MUSHROOM(S), APPLE(S),
BANANA(S).
3. Do 'Write Other Words' withs
a) MELON - 'M' - MIDDLE, MONDAY, MARCH, MAY, MEN
4. Ask students to bring to the next class fruit or
vegetables that they cannot name. Teach them to
asks 'What is that called?' and find out in the
next class what new names they have learned.
Simple Directions (Unit 16)
1. Do workbook pages 77-80.
The words for the 'Write other words with' exercise
area 'N' - NAME, NUMBER, NOVEMBER, NICKEL
'T' - TELEPHONE, TUESDAY, TOMATO
2 . Teach these words as signt words, LEFT, RIGHT, NO TURN
3 • llo 'Write Other Words• wi tha
a) NO - 'N' - NAME, NUMBER, NOVEMBER, NICKEL
b) TURN - 'T' - TELEPHONE, TUESDAY, TOMATO
4 . Do workbook pages 81-82.
NOTE, You will notice that the textbook does not
use the apostrophe in 'Don't'. The reas on
is that signs do not contain the apostrophe.
The words for the 'Write other words with' exercise
area 'W' - WEDNESDAY, WOMEN
'D' - DAY, DECEMBER, DIME, DOLLAR
5 . Teach these words as sight words, WALK, DONT WALK.
12.
B.
C.
D.
-5-
�6.
E.
Do 'Write Other Words' withs
a) WALK - •w. - WEDNESDAY t WOMEN
b) DONT - 'D' - DAY DECEMBER, DIME, DOLLAR
7. Write WALK, DONT WALK, and STOP on the blackboard.
Point to a word.
Students read the word orally and do what the sign
says.
Ask students to look at picture 1 on page 23 in
te Student's book.
Point to the word WALK on the blackboard.
Students rad the word and look at the picture.
Ask students to look at picture 2 on page 23.
Point to the words DONT WALK on the blackboard.
Students read the words am look at the picture.
Ask students to look at picture on page 24.
Point to the word STOP on the blackboard.
Students read the word am look at the picture.
NOTE, At this time you should introduce the shape
of a 'stop sign' by drawing one on the
blackboard.
8. Do workbook pages 83-84.
The words for the 'Write other words with' exercise
ares 'St' - STATE
'B' - BANANA
'T' - TELEPHONE, TUESDAY, TOMATOES
9 . Teach these words as sight words, STOP, BUS, STOP, TAXI.
10. Do 'Write Other Words' with,
a) STOP • 'St' - STATE
b) BUS - 'B' - BANANAS
c) TAXI - 'T' - TELEPHONE, TUESDAY, TOMATOES
11. Students complete pages 23 and 24 in the Student's
book by writing the correct words for the pictures.
12. Between this class period and the next, ask
students to count the number of times they see
thBs unit's si$ns.
Colors and Clothing {Unit 17)
1. Do workbook pages 85-92.
The words for the 'Write other words with' '· exercise
ares •c• - COLD
'J' - JANUARY
'Sh' - SHIRT
2. Teach these words as sight words, COAT, DRESS,
SWEATER, BLOUSE, SKIRT, SHOES~ SHIRT, SLACKS, JACKET.
3. Do 'Write Other Words' withs
a) COAT - 'C' - COLD
b) JACKET - 'J' - JANUARY, JUNE, JULY
c) SHOES - 'Sh' - SHIRT
4. Students complete page 25 in the Student's book
by copying the names of the clothing for the
pictures.
5. Students turn to page 26 in •the Student's book.
-6-
�Ask 'HOW MUCH IS A COAT?'
Students respond simply with the price.
Continue asking questions about the prices of
the clothing listed in the ads.
Ask students to take a piece of paper and write
the numbers 1-9.
? •
For each number, ask 'HOW MUCH IS
Students write the price.
Collect the papers and check the work.
Ask students to collect and bring to class
clothing ads that they find. In the next
class period, help them to read the prices.
-----·
6.
WEEK 3
IV.
Further Requests (Units 19-26)
A. Requesting Emergency Assistance (Unit 19)
1. Do workbook pages 93 and 94.
The words for the 'Write other words with' exercise
ares
'F' - FIRST, FEBRUARY, FRIDAY
'H' - HOT, HALF
2. Teach these words as sight wordsa FIRE, POLICE,
AMBULANCE, HELP, EMERGENCY.
3. Do 'Wrte Other Words• with,
a) FIRE - 'F' - FRRST, FEBRUARY, FRIDAY
b) HELP - 'H' - HOT, HALF
4. Teach the written Dialogs in the Student's book.
S. Students complete page 27 in the Student's book
by writing the correct information.
B. Requesting Information About Location (Unit 22)
1. Do wo:rkbook page 95.
The words for the 'Write other words with• exercise
area 'D' - DAY, DECEMBER, DIME, DOLLAR, DONT
2. Teach these words as sight words a UP, DOWN.
3. Do 'Write Other Words• with a
a) DOWN - 'D' - DAY, DECEMBER, DIME, DOLLAR, DONT
4. Do workbook page 96.
The words for the 'Write other words with' exercise
are: 'P' - PUSH, PENNY, POLICE
S. Teach these words as sight words, PUSH, PULL.
6. Do 'Write Other Words' wi tha
a) PULL - 'P' - PUSH, PENNY, POLICE
7. Do workbook page 97.
The words for the 'Write other words with' exercise
ares 'St' - STOP, START
8. Teach these words as sight wordsa ELEVATOR, STAIRS.
9. Do 'Write Other Words' wi tha
a) STAIRS - 'St' - STOP, START
10. Do workbook pages 98-100.
-7-
�11.
Teach these words as sight wordss ENTRANCE, EXIT.
Students complete pages 31 and 32 in the Student's
book by writing the correct words for the pictures.
13. Between this class perlod and the next ask students
to count the number of times they see this
unit's signs. Also, ask them to note the locations
of the signs.
Requesting Information (Unit 25)
1. Explain that you can find a phone number by dialing
directory assistance (either 1-555-1212 or 411)
and asking the operator for it. Discuss when and
under what circumstances you would use it.
2. Review the importance of confirming important
information. What would have happened if Helen
(in Dialog) had not repeated the phone number?
3. Do workbook pages 101 and 102.
The words for the 'Write other words with' exercise
ares 'P' - PENNY, POLICE, PUSH, PULL
'F' - FIRST, FIRE, FRIDAY, FEBRUARY
'St' - STATE, STOP, STAIRS
'H' - HOT, HALF, HELP '
4. Teach these words as sight wordss POST OFFICE,
FOOD STORE, HOSPITAL.
NOTEs You may substitute 'SUPERMARKET' for
'FOOD STORE' if you feel it is more
common for your students to use.
5. Do 'Write Other Words' withs
a) POST - •p• - PENNY, POLICE, PUSH, PULL
b) FOOD - 'F' - FIRST, FIRE, FRIDAY, FEBRUARY
c) STORE - 'St' - STATE, STOP, STAIRS
d) HOSPITAL - 'H' - HOT, HALF, HELP
6. Give each student the name of a pe rson or store.
Ask each student to get the number by dialing
Directory Assistance (411) and asking the operator
for it. The next class period students report
their experiences to you.
12.
C.
WEEK 4
v.
Quantities (Units 27-30)
A. Quantities (Unit 28)
1. Many students may be familiar with the metric
system. Explain that although the U.S. is gradually
adopting the system, it is not in widespread
use in food stores. Students have to learn the
American system. You may wish to compare the systems.
2. Do workbook pages 103-105.
3. Teach these words as sight wordss PINT, QUART,
GALLON, DOZEN, POUND, OUNCE.
4. Teach these abbreviations as sight wordss
PT. , QT • , GAL • , DOZ • , LB • , OZ.
S. Students read page 36 in the Student's book.
-8-
�6.
B.
C.
Do workbook pages 106-109.
The words for the ·~ Write other words with 0 exercise
area 'H' - HOT, HALF, HELP, HOSiITAL
'Sh' - SHOES, SHIRT
'R' - RIGHT, RESTROOMS
7. Teach these words as sight words a HAM, HAMBURGER,
SHRIMP, RICE, CHEESE, CHICKEN, PEACH.
8. Do 'Write Other Words' withs
a) HAM - 'H' - HOT, HALF, HELP, HOSPITAL
b) SHRIMP - 'Sh ' - SHOES, SHIRT
c) RICE - 'R' - RIGHT, RESTROOMS
9. Students complete pages 37 and 38 in the Student's
book.
10. Ask students to bring to class food ads from the
local stores. Help st11
dents to read the ads and
t he prices.
Adding Up and Counting Change (Unit 29)
1. Do workbook pages 110 and 111.
The words for the 'Wri~e other words _
with' exercise
ares 'T' - TELEPHONE, TUESDAY, TURN, TOMATOES, TAXI
'Ch' - CHEESE, CHICKEN
2. Teach these words as sight wordss TOTAL, ' CHANGE.
3. Do 'Write Other Words' withs
a) TOTAL - 'T' - TELEPHONE, TUESDAY, TURN, TOMATOES,
TAXI
b) CHANGE - 'Ch' - CHEESE, CHICKEN
4. Students complete pages 43 and 44 in the St udent ~s
book.
5. Between this period and the next, ask students to
save their receipts. During the next class, have
students circle the 'totals' and underline the 'change'.
Over and Under (Unit 30)
1. Some scales in stores now show measurements in-F
decimals instead of fractions. · · ~oint out the ~
decimal equivalents for 1/4, 1/2 and 3/4 pounds
(.25, .5, .75).
2. Between this class period am the next, ask
students to remember the conversations at the
food store. What did the students say7 What did
the clerks say7
Review Units 1-30
Role -Plays
Present the st tuations to individual students.
1. You are shopping.
(Supply a name.)
You meet your friend
What do you say'?
2. Your f ri end introduces someone to you.
What do you say7
3. You want to offer a classmate a cup of coffee.
What do you say7
4. You want to borrow a pen.
What do you say7
-----·
-9-
�5•
Yru are at home.
You see a fire.
What do you do?
6. You are at home.
Your _ _ _ _ _ (supply the name of a family member)
is very sick.
You need an ambulance.
What do you do?
7. You are at home.
You need a police officer.
What do you do?
8. You are at home.
You want the phone number of your school.
You dial Directory Assistance.
What do you say?
9. You are shopping.
You want to make a phone call.
You have a half dollar. You need change.
You see someone.
What do you say?
10. You are shopping.
You buy some apples. They cost $1.90.
You pay with a $5.00 bill.
How much change do you get?
WEEK 5
VI.
Mistakes and Apologies (Units 31-35)
A. Making an Apology (Unit 31)
1. Begin introducing the upper and lower cases.
Pages 1-15 in Literacy Work.boo · 2 contain
prereading exercises.
Do workbook pages 1-4 in Literacy Workbook 2.
2. Ask students to say where they saw a person
apologize to another person. What happened?
Who apologized? What did they say?
B. Correcting a Mistake Politely (Unit 32)
1. Do workbook pages 5-10 in Literacy Workbook 2.
2. Explain to students that in the U.~. it is
acceptable to correct another's mistake as long
as it is done politely. It is usually not
embarrassing.
Many English speakers might have difficulty
pronouncing student~~ names since many sounds
in the student~ native languages are not
found in the English language. Discuss the
ways students have heard their names pronounced.
How did they feel? What klnd of pronunciation
will they accept? Point out that spelling their
nams is a way to help clear up confusion.
-10-
�NOTE:
It is important that students understand
the difference between 'Excuse me' (to
&et someone's attention) and 'I'm sorry'
(apologizing), especially since in some
languages the same expression is used
for both purposes.
3. Ask students to say where they saw a person correct
a mistake. What was the mistake? Who corrected
the mistake? What did they say? What did the
other person say/do?
C. Waiting Your Turn (Unit 33)
1. Do workbook pages 11-15 in Literacy Workbook 2.
2. Ask students t o use the phrase 'EXCUSE ME, IS
THIS THE END OF THE LINE?' the next time they go
shopping and there is a long, somewhat confusing
line. Ask students to report back their experience
to the rest of the class.
D. Confusion of Belongings (Unit 34)
1. Intonation i s very important here. Students
should be mooe aware of this and how to use
'softening devices' to make their response
more polite. Example, 'Excuse me, that's IDY
coat ( =not yours).' 'Excuse me, I think that's
IDY coat.'
E. What I o Do When Not Understood (Unit 35)
1. Explain to students the need for clarity and an
appropriate volume of speech. Do they think
that Americans speak too loudly or too softly?
Have they ever been in situations where they
were not understood? What did they do? Inform
students that when they are in such a situation,
they should repeat the information that was not
understood. They should speak more clearly and
slowly. They need not be embarrassed.
VII. Position (Units 36-40)
A. Slides of the Town (Unit 38)
1. Do workbook (1) pages 112-116.
The words for the 'Write other words with' exercise
ares 'H' - HOT, HALF, HELP, HOSTITAL
'P' - PENNY, POLICE, PUSH, PULL, POUND, PINT, PEACH
'B' - BANANAS, BUS
'S' - STATE, STOP, STAIRS, STORE
2. Teach these words as sight words, SCHOOL, BANK,
POST OFFICE, HOSPITAL, POLICE STATION, FIRE STATION,
TRAIN STATION, BUS STATION.
3. Do 'Wrl te Other Words' wi b.hs
a) HOSPITAL - 'H' - HOT, HELP
b) POST - 'P' - PENNY, POLICE, PUSH, PULL, POUND,
PINT, PEACH
cd) BANK - 'B' - BANANAS, BUS
) STATION - 'S' - STATE, STOP, STAIRS, STORE
-11-
�4.
5.
6.
7.
8.
Students complete page 53 in the Student's book.
Do worl<book p:iges 117-118.
Teach these words as sight words, OPEN, CLOSED,
CHECKOUT, CASHIER.
Students complete page 54 in the Student's book.
Ask students to look for other signs in the
community. Students copy the signs and bring
them to class for e xplanation.
Tell students (particularly the non-literates)
t o look for the signs that they have studied.
Students should say in the next class session
where they have seen them.
WEEK 6
VIII.
Tea Making (Units 41-44)
Getting and Carrying Things (Unit 41)
1. Explain to students that they should confirm
a request when it is important that they do
the right thing or when ~hey are not sure
that they have understood.
Information About People (Units 45-49)
A. People (Unit 47)
1. Do warkbook page 6 in Literacy Worl<book 2.
2. Write each student's name on a piece of paper.
Students copy their name.
3. Make sure that all students can sign their
names legibly (so you can read it). If not,
sign their names on a piece of paper. Students
practice copying it.
A.
IX.
WEEK 7
X.
Simple Daily Routines (Units 50-55)
A. Time (Unit SO)
1. Do worl<book page 20. This is a discrimination
exercise.
Write times on the blackboard.
Example, 10100
Say 'TEN O'CLOCK'.
Students listen.
Repeat 'TEN O'CLOCK'.
Students repeat.
Write first the hours, then times with 10 or more
minutes (example• lOslO, 10at5, 10130), and
finally the hours with 1-10 minutes (examples 10101,
10,0S~. Make sure that s t udents say 10105 'TEN O' FIVE'.
-12-
�2.
Do workbook pages 21-22.
times to the students,
Page 21,
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Dictate the following
la00
9100
5:00
1 ls00
12:00
9: 15
8:20
l ls 30
1 :45
8150
Page 22,
a) 1:20
b ) 3,05
c) 5,55
d) 11:27
e ) 6148
f ) 10,04
g ) 11,03
h) 9115
i ) 12120
j ) 4,40
3.
4.
5.
6.
7.
Students do page 63 in the Student's book.
In the first section, ask 'WHAT TIME IS IT7'
Students read the time.
In the second section, dictate the following
times for the students to writes
a) It's 9100.
b) It's 12,00.
c) It ' s 1 a 30 •
d) It's 5,30.
e) It's 9,30.
f) It's 7115.
g) It's 10,25.
h) It's 11,45.
i) It's 2135.
j) It's 5,48.
k) It's 3:05.
1) It's 8:02.
Do workbook pages 23-2Q.
Students do pages 64-66 in the Student's book.
Point out that 'one-fifteen' (1,15) and 'quarter
after one' are two ways of saying the same time.
Also, explain that 'one forty-five' (1,45) and
'quarter to two' are two ways of saying the same
time. This will be difficult for many students
since the hour they are identifying is the 'upcoming'
not the present, hour.
'One-o-five' (1,05) and 'five minutes after one'
are two ways of saying t he same time.
Students complete page 67 in t he Student's book.
-13-
�7.
8.
B.
Cont'd
Dictate the following times for students to draw in:
a) It's three o'clock
b) It's six-thirty
c) It's ten minutes after nine
d) It's quarter to eight
e) It's twenty after twelve
f) It's twenty to eleven
g) It's five minutes to five
h) It's quarter to six
i) It's five minutes after three
j)
It's ten minutes to twelve
k) It's fifteen minutes after one
1) It's twenty five minutes to seven
Ask students to ask someone (a neighbor, a stranger in
a grocery store, etc.) the time. Students later report
their experience back to class.
Dates (Unit 55)
1.
Do workbook pages 30 - 31.
The words for the Write Other Word exercises are:
"D" - Day, December, Dime, Dollar, Don't, Down, Dozen
2.
Teach these words as sight words:
(mo.), year, (yr.)
3.
Do "W
rite Other Words" with: Date - "D'' - Day, December,
Dime, Dollar, Don't, Down, Dozen
4.
All students should copy the present date on a piece
of paper.
date, day, month,
W
EEK 8
XI.
Names (Unites 56-57)
A.
Naming Systems (Unit 56)
1.
2.
Ask students if they know native English speakers.
Write these names on the blackboard. Ask the students
how they think other people address them. What do their
family, friends, neighbors, co-workers call them?
3.
B.
Ask students about how they are addressed by various
people in their ethnic communities - family, friends,
neighbors, co-workers, etc. When is a first name
appropriate? When is a title and last name appropria te?
Ask the students how others call them. Would they prefer
a different form of address? Are they comfortable with
the pronunciation?
Filling in a Form (Unit 57)
1.
Do workbook pages 32-44.
-14-
�1.
Cont'd
The words for the Write Other Words exercises are:
"W" - Wednesday, Women, Walk
"tion" - Station
2.
Teach these words as sight words: birthdate,
sex - male(m), female(f), Mr., Mrs., Ms., Miss,
marital status, married, single, separated, divorced,
widowed, occupation, signature, abbreviations telephone number, social security number.
3.
Do "Write Other Words" with:
Widowed - "W" - Wednesday, Women, Walk
Occupation - "tion" - Station
4.
All students complete page 70 in Student's Book.
NOTE:
Because form-filling is so important, you may want
· to make additional copies of this form in this
lesson and give to students in subsequent
class sessions.
5.
Ask students to collect and bring to class any forms that
they have had to fill-out.
Review Units 31 - 57
Role Play:
Present the situations to individual students.
1.
You are on a bus.
You have no change.
What do you say?
2.
You buy a gallon of milk for $2.00.
You pay for it with a $10.00 bill.
The clerk gives you $3.00 in change.
What do you say?
J.
You ask for fifty nails.
The clerk give you fifteen.
What do you say?
4.
A woman is sitting next to you on a bus.
She leaves her purse when she gets up.
What do you say?
WEEK 9
XII.
Food (Units - 58 - 62)
A.
Using a Vending Machine (Unit 60)
1.
Do workbook pages 45 - 48.
The words for the Write Other Words exercises are:
"ch" - Cheese, Chicken, Change, Checkout
-15-
�A.
Cont'd
2.
3.
B.
T.e ach these words as sight words: coffee, tea, chocolate,
black, sugar, light, extra, coin return.
Direct students to look for vending machines - food,
stamps, cigarettes, etc. Have them copy the names of
the choices available. Teach students to read the items
the next class period.
Ordering Food (Unit 62)
1.
2.
Teach these words as sight words: milk, coke, cream,
ice, ice cream, french fries, cheeseburger, hot dog.
3.
XIII.
Do workbook pages 49 - 54.
Write the menu on page 77 on the blackboard for all
students to see.
Travel (Units 63 - 65)
A.
Travel Routines (Unit 63)
1.
Do workbook pages 55 - 57.
The words for the Write Other Words are:
"W" - Wednesday, Woman, Walk;, Widowed
"P" - Penny, Police, Push, Pull, Pound, Post, Pint, Peach
"H" - Hot, Half, Help, Hospital, Ham, Hamburger
2.
Teach these words as sight words:
Pine, Hill
3.
Do "Write Other Words" with:
Wood - "W" - Wednesday, Woman, Walk, Widowed
Pine - "P" - Penny, Police, Push, Pull, Pound, Post,
Pint, Peach
Hill - "H" - Hot, Half, Help, Hospital, Ham, Hamburger
4.
All students look at page 79 of their student books.
Main, Elm, Wood, King,
WEEK 10
XIV.
Appointments (Units 66 - 69)
A.
Making an appointment (Unit 66)
1.
Explain to students the process for making appointments,
as well as WHEN you need an appointment - ·· for a doctor,
dentist, job interview, etc. Have students ever made
appointments? Has anyone made an appointment for them?
Who made the appointment? Was it done by telephone or
in person?
2.
Do workbook pages 58 - 59.
3.
Students complete the bottom of page 86 in the student's
book.
-16-
�C.
Locating Objects (Unit 73)
1.
D.
Request that students ask a neighbor or English-speaking
friend (if possible), where they can buy one of the items
practiced. The next class session, ask them what happened What did they say? What did the other person say?
Getting a prescription (Unit 75)
1.
You may want to talk to students about the importance
of a prescription. In many countries, a lot of
different types of medicine can be bought over the counter this is not true in the U.S.
2.
Ask students to look for drugstores in the community.
Ask them to write down the names and locations. If the
store hours are listed, ask them to also write down the
hours. In class discuss what information the students
have.
WEEK 11
XVI.
Directories (Units 76 - 80)
A.
Reading medicine labels (Unit 76)
1.
Do workbook pages 65 - 73.
2.
Teach these words as sight words:
a)
Spoon, teaspoon (tsp.), tablespoon (tbs.), pill,
capsule.
b)
One, two, three, four, five, six, seven, eight,
nine, ten, eleven, twelve.
NOTE:
Tablespoon has been abbreviated in a number of
ways - tbl, tbsp., t., etc . We have chosen the
one we found to be the most frequently used
(you may wish to introduce the others if they will
appear on students prescriptions from your local
pharmacies.)
3.
All students complete pages 96 - 97 in the student's book.
4.
Bring to class prescription medicines that you have at
home. Let students look at the medicine and identify the
dosage and the time the medicine is to be taken.
Have students bring some of their medicine to class. Help
them to read the amount and frequency of the prescribed
dosage.
-17-
�A.
Cont'd
4.
Students scan the appointment card on page 86 looking
for the date and time. Students circle the date on the
calendar and write the time. Explain to students that
it is not necessary to read every word!
5.
Students complete pages 87 - 88 in the student's book.
6.
List the types of illnesses on the blackboard.
them as sight words.
7.
Have students bring to class appointment cards that they
have been given. Show the cards to the class. Ask
individual students to find the date and times written
on the cards.
Teach
Periodically check to see if students have made any
appointments. Ask them - Was it easy to make the
appointment? What did they say? What did the receptionist
say?, etc.
B.
Insisting (Unit 68)
1.
XV.
Explain to students that if they are not satisfied with
a particular appointment time, they should feel free
to request a different time. It is all right to insist,
but it must be done politely. The voice should be "firm,"
but not overly "assertive."
Obfiaining Things (Units 70 - 75)
A.
Out and about in the community (Unit 71)
1.
B.
Request that students look for and "read" all the street
signs in the neighborhood. Ask them to find streets,
stores or buildings that were not presented in class.
Students should copy the name and bring them to the next
class. Introduce all these items to the rest of the class.
Sign recognition (Review Unit 72)
1.
Do workbook pages 60 - 64.
2.
Review the following word as sight words: Push, Pull, Open,
Closed, entranc~,exit, cashier, checkout, restrooms, men,
women, walk, don't walk, stop, bus stop, taxi, school,
bank, post office, hospital, bus station, train station,
fire station, police station.
3.
All students complete pages 91 - 93 in the student's book.
-17-
�B.
Understanding floor plans (Unit 80)
1.
2.
Teach these words as sight words:
clothing, toys, check-out.
3.
XVII.
Do workbook pages 74 - 77.
The words for the Write Other Words exercises are:
"Cl" - Closed
"B" - Banana, Bus, Bank, Birthdate, Black
Do "Write Other Words" with:
Clothes - "Cl" - Closed
Books - "B" - Bananas, Bus, Bank, Birthdate, Black
pharmacy, books, records,
Maps (Units 81 - 82)
A.
Reading a street map (Unit 81)
1.
Teach the names of the streets as sight words.
(See student's book pages 99 - 100).
2.
On the blackboard, draw a simplified map of Lowell.
Teach the street names as sight words.
WEEK 12
Review of Units 58 - 83
Role - Play:
Present the situtations to individual students.
1.
You are at a fast food restaurant.
You want to order something to eat.
What do you say?
2.
You are in a restaurant.
You want something to eat
The waiter asks you what you want.
What do you say?
3.
You have a prescription which you want filled.
You go to a drugstore.
What do you say to the pharmacist?
4.
You have a toothache.
You call a dentist's office
What do you say to the receptionist?
5.
You have a bad stomachache.
What do you do?
Problems:
1.
John Carter left his umbrella at the bank yesterday.
What should he do? What should _he say?
-18-
�Problems Cont'd
2.
Mary Baker wants to buy a present for her granddaughter's
birthday. What should she do? Where should she go?
3.
Moua Yang's car won't start.
What should he do? Where should he go?
What should he say?
Directions
Draw a map of the community on the blackboard. (Place John Carter's
house on the map.) Explain the following situation:
Yesterday John Carter hurt his leg~ He cannot walk. He asks
his grandson to do some things for him. His grandson does
not know the town. Ask students to give directions for the following errands. Record the directions, so that they can be played
back for corrections and improvements.
1.
John Carter wants a money order from the bank.
Tell his grandson how to go to the bank.
2.
John Carter wants some stamps from the post office.
Tell his grandson how to go to the post office.
3.
John Carter needs some medicine from the hospital.
Tell his grandson how to go to the hospital.
4.
John Carter wants to get some food for dinner.
Tell his grandson how to go to the supermarket.
Extend the situation as follows:
But his grandson gets lost, so he has to ask for
directions. (Indicate on the map where he is at the
time). The students give directions.
WEEK 13
XIX.
Daily routines (Units 80 - 851
A.
The students 1• Ty-p:tcal Day, (Unit 851
1.
Do w0rkbook page 78.
Read tlie. i'n..structi_ons:- (!)I.1a11Y'-
Explai'n to students- that they sfiould fi:tll-,-Qut tfi..e._ pa,ge.s
each day· f~r a we.eR cm their 11·a ctivi'ti'e.s-. "'
2.
XX.
Ask students to turn pages:- 113-14 in tfie S'tuden.t t-s:- BClloR •.
Read the directions- orallY'. . E'xplai'n to students:- tfiat
they should take notes · eacli day for a week cm tlieir· act:Lvi'ti::e.s.
House Problems (Units 86 - 88}
A.
Insisting (Unit 88)
1.
Ask students if they have eve:r fie.en in situations, in. wfu.."ch_
they requested sometlUng and tlie request was deni'ed.
How did they feel? What did they say/do?
-19-
�WEEK 14
XXI.
More Complicated Purchases (Units 89-96)
A.
Using checks (Unit 94)
1.
Do workbook pages 80 - 83.
2.
Write the numbers one-twelve on the blackboard.
Point to words. Students read.
3.
Teach the following groups of words as sight words:
a)
b)
thirteen, fifteen
c)
twenty, thirty, forty, fifty, sixty, seventy, eighty,
ninety
(Point out that 60-90 contain the simple number plus
"ty").
d)
4.
fourteen, sixteen, seventeen, eighteen, nineteen
(Point out these words are the "number" plus "teen".)
hundred, thousand
All students turn to pages 123 and 124 in their student books.
Say a number
Students point to it.
NOTE:
You may turn this into a modified BINGO game
similar to the one played in Unit 9. Say a number
and have students cover the number with a piece
of paper.
5.
Students silently read the words and write the numerals.
6.
Do workbook pages 34 - 36.
7. Write ''hundred" and ''thousand" on the blackboard.
Teach "hundred" and "thousand" as sight words.
8.
Write three place numbers on the blackboard.
Write the words number by number.
Ex: 451 four hundred fifty-one
Write other numerals. Students wri:te the numbers- and
words on pieces of paper.
9.
10.
Introduce four-place numbers- and follow- tlie alfove steps;.
Draw a large check on the olack6oard.
Show students where t0 write the date.
Wr:tte. today''s date.,
Show students where to write the name of toe company· or
person who is getting the check. As an example, wri:te.
the check to the ''Post 0f f:tce".
-20-
�C.
Coping with Salespeople (Unit 96)
1.
Explain that many salespeople who come to people's houses
are "agressive" in their . selling. Point out that students
do not have to listen to the sales pitches if they do not
want to. It is NOT impolite to say "I'M NOT INTERESTED,
THANK YOU."
At the same time, discuss with students how important
it is NOT to let people inside an apartment or house unless
students know who they are. Depending on the neighborhood,
some students particularly women, may not wish to answer
the door at all.
2.
Explain to students that if they do not understand someone
who is talking too fast or is using language that
students do not understand, it is all right for students
to interrupt the speaker with questions. If students
do not attempt to control the language they are being
presented with, they will not understand and communication
will not take place.
3.
Ask students to discuss situations where they were
approached by salespeople. What did the salesperson say?
What did the student say?
WEEK 15
XXIIJ.
Making Contact (Units 99 - 104)
A.
Family (Unit 99)
1.
2.
B.
Do workbook pages 91 - 95.
Teach these words as sight words: husband, wife, mother,
father, son, daughter, brother, sister, grandfather,
grandmother, grandson, granddaughter.
Meeting a Neighbor (Unit 100)
1.
Show students pictures of your family. Identify them as:
"THIS IS MY___ " "HIS/HER NAME IS
" (Provide
YEARS OLD.
other information as appropriate. "HE/SHE IS
HE/SHE IS A ___ ," etc.)
CAUTION: Activit.i es 2 and 3 may be very emotional,
hence inappropriate for some of your students., particularly
for those who are refugees who have lost some of their
close relatives.
2.
Ask students to bring to class picutres of their families.
Students introduce their families as indicated above.
-22-
�10.
Cont'd
Show students where to write the amount in numerical form.
As an example, write the check for $10.50.
Show students where to write the amount in words.
11.
Do workbook pages 87 - 89.
· 12.
Show students how to write "cents." Write $. 35 on
the blackboard. Write "35/l00's."
Write other "cents".
Write $.30, $.50, $.75, on the blackboard.
Students write them
Students rewrite them in check-form.
Write $10.25 on the blackboard. Write "ten and 25/l00's".
Write $1.05, $12.13, $20.19, and other amounts on the
blackboard.
Students rewrite the amounts in check-form.
13.
B.
Bring to class sample checks. Have students fill out
these checks. Students practice filling out these checks.
Paying Bills (Unit 95)
1.
Do workbook page 90.
2.
Teach these words as sight words:
3.
All students turn to page 126 in their student books.
Tell students to look at the bill, circle the amount due
and underline the date due. Check their work. Encourage
students to "scan" ·_ they do not have to "read" each
word in order to find the infurmation they need.
4.
Students complete pages 126, 127 and 128 individually.
5.
Bring to class bills from your local community water, electricity, gas, etc. Ask students to find
the total amount and the date due. Point out penalties
for late payments if there are any. Discuss how you can
pay the bills - by mail? In person - where?
date, due.
If students would feel comfortable - ask them to Bring t0
class some of their bills. Make sure they can :tdenti'fythe amount due and the date they're due. Help them to
write checks for the amount. (In tp.e interest of privacy,
it is probably better not to pass students b:tlls around
the class for others t~ee).
-21-
�3.
Have students write a family tree similar _ to the one
on page 131. Students should write person's name and
the relationship.
If possible, encourage students to invite their "friendlier"
neighbors in for a cup of coffee or tea. Have them
report to you on what happened.
C.
Inviting Someone (Unit 101)
1.
D.
Encourage students to discuss any situations they were in,
in which they invited someone or someone invited them.
What did the students say? What did the other person say?
Was the invitation accepted?
Meeting New People (Unit 103)
1.
2.
XXIV.
When a new student comes into the class, direct students
to introduce themselves during the break. (Hopefully
the student will be from a different language backgroundotherwise the exercise is contrived!)
Ask students to share any experiences they have had in
meeting new neighbors, workers, etc.
Coping with Misfortune (Units 105 - 108)
A.
Safety Signs (Unit 108)
1.
Do workbook pages 96 - 97.
The words for the Write Other Words exercises are:
"ble" - flammable
2.
Teach these words as sight words: flammable, combustible,
no smoking, keep out, danger, caution, poison.
3.
Do "Write Other Words" with:
- flammable.
4.
All students complete pages 139 - 140 in the Student's Book.
combustible - "ble"
WEEK 16
XXV.
Maintaining Contact (Units 109 - 112)
A.
Expressing interest in belongings (Unit 113)
1.
Encourage students to bring to class objects which
they think are beautiful. Other students in the class
ask questions similar to those practiced.
Encourage students to compliment something that belongs
to another person. Ask them to report back to you and
the class. What did they say? What did the other
person say?
-23-
�Review Units 84 - 112
Role Play:
1.
You want to invite your neighbor for a cup of coffee.
What do you say?
2.
Your neighbor invited you to a party.
Your child is sick, so you can't go.
What do you say?
3.
(The following exchange should be recorded).
Hello, How are you?
Fine, thank you. How about you?
Oh, not so good.
What do you say now?
4.
The students should reply appropriately to the following
statements:
My father is sick.
My son passed his exams yesterday.
My friend lost his job last week.
My sister is getting married next week.
I'm not feeling ·very well today.
5.
You are on a bcts.
You can't find your purse.
What do you say?
6.
Show a picture of an article of clothing.
You want to buy that.
Tell the sales clerk what you want.
WEEK 17
Review and Assessment
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Literacy Training Guidebook, 1984
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
The Literacy Training guidebook is for a 17 week course. Students in the program learn how to interact with various kinds of people in specific situations, including: greetings, introductions, making requests, and other situations.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1984
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
25p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f27_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
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PDF Text
Text
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Weekly Report/ESL by Gia Pho for week ending Friday, August 3, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Weekly Report/ESL written by Gia Pho consists of class attendance, including excused absences and unexcused absences. The classes taught in this week were survival E.S.L., where they covered lessons like literacy training, naming system, life skills training, and communication; and prevocational "job search training" where they learned about the story of Mr. L in the textbook.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f40_i015
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
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SURVIVAL ESL
Text:
A New
Start: A Functional Course in Basic Spoken English
and Survival Literacy
WEEK 1
I.
II.
Meeting People (Units 1-4)
A. Greeting
Hello.
Good morning (afternoon).
How are you?
Beginning of firz t and subsequent t lasses.
Reciprocal nature of greeting.
B. Leavetaking
Goodbye.
See you on (DAY).
See you at (TIME).
Vocab: tomorrow, (some) days of the week
End of first and subsequent classes.
Reciprocal nature of leavetaking.
Confirm arrangements for next class.
C. Introducing
1. Oneself
I'm ••••
2. Other people
This is. • • •
\
Pleased to meet you.
Fir8t meeting and subsequent arrival of new students.
Establish awareness of others.
D. Giving name and spelling it
My name is .••.
Can you spell it, please?
Vocabs initial spelling of names
Literacy: NAME, FIRST, MIDDLE, LAST
Numbers (Units 5-10)
A. Responding to personal information questions
How many ••• ?
What's your ••• ?
Vocab: simple numbers (l-10), simple objects,
telephone number, Soc. Sec. number
Fill out forms.
Literacy: NUMBER, TELEPHONE NUMBER, SOCIAL
SECURITY NUMBER, 1-10
B. Simple instructions
�C.
D.
E.
F.
Pick ••• up.
Put ••• down.
Open ••••
Close •.••
Vocabulary of classroom instructions.
Offering something
Do you want ••• ?
Here you are.
Vocab: food, beverages
Distinction between 'please' and 'thank you'
Counting
Vocabs 11-20, 30-100
Paying the fare - buses.
Paying in stores.
Literacy: 11-100, c, $
Calendar
Vocabs calendar - days and months
Li teracy1 DAY, SUNDAY, MONDAY, TUESDAY .," WEDNESDAY,
THURSDAY, FRIDAY, SATURDAY
JANUARY, FEBRUARY, MARCH, APRIL, MAY,
JUNE, JU~Y, AUGUST, SEPTEMBER, OCTOBER,
NOVEMBER, DECEMBER
Res ponding to personal information questions
What• s your ••• ?
Vocabs address, age
Fill out forms.
Literacy: NUMBER, STREET, CITY, STATE, ZIP CODE, AGE
WEFX 2
II I.
Requests and Instructions (Units 11-18)
A. Restroom signs
Public signs
Literacy1 RESTROOMS, MEN, WOMEN, HOT, COLD
B. Simple instructions involving position
In/On
Vocab: furniture and rooms in a house, cooking
utensils and ingredients
C. Requesting change
Do you have ••. ?
Currency
Literacy: PENNY, NICKEL, DIME, QUARTER, HALF
OOLLAR, DOLLAR
D. Making simple requests
Can I have ••• ?
Vocabs fruits, vegetables
Borrowing - what can and cannot be borrowed
Literacya ONIONS, APPLES, ORANGES, BANANAS, MELONS
CAR~OTS, MUSHRQ9MS, TOMATOES
�•
'
.
•'
•
E.
F.
G.
H.
Review of greeting, requesting, thanking, leavetaking
How much is it?
Vocabs food
Buying things in a fruit market.
Simple directions
Turn left/right.
Go straight.
Turn around.
Vocab: common personal objects, street signs
Int roduction to physical activity as part of the learning
process.
Literacys WALK, DON'T WALK. STOP. BUS STOP, TAXI,
LEFT, RIGHT, NO LEFT TURN, NO RIGHT TURN
Colors
Vocabs main colors of clothing
Buying articles - distinguishing by color and size.
Coloring object and pictures, to increase manual
dexterity, if necessary.
Literacys COAT, DRESS, SWEATER, BLOUSE, SKIRT,
SHOES, SHIRT, SLACKS, JACKET
Following directions
Vocabs 'take off', 'put on'
Making a folder: encouraging students to keep their
papers tidy, and see their progress as the course
develops.
WEEK 3
IV.
Further Requests (Units 19-26)
A. Requesting emergency assistance
Vocab: Help!, Emergencyl
Emergencies at home.
Report emergencies and get help.
Literacys HELP, EMERGENCY, FIRE, POLICE, AMBULANCE
B. choosing between alternatives
red or green?
large or small?
Vocabs colors (review), sizes
Buying articles and food.
C. Maki g a precise ~equest
i he ••• (s) on the left/right
the one(s) on the left/right
in the middle
Vocabs different parts of a shop
In a shop - enabling students to inspect before buying.
D. Requesting information about location
Where are ••• 7
Vocabs 1st ••• 10th
Store shopping.
Literacys UPf DOWN, PUSH, PULL ELEVATOR, STAIRS,
EN RANCE, EXIT, IN, 0UT
�•
E.
F.
G.
H.
Distinguishing by position
on the left/right of .•••
between
Vocabi more common objects, eating utensils
Setting a table.
Making a request
I'd like some ••••
Do you have any •.• ?
Can I have some .•. ?
Comparatives
Vocabi fresh, canned
Appropriate follew-up questions if articles not in stock.
Requesting information
Dialing 411.
Literacyi HOSPITAL, FOOD STORE, POST OFFICE
Responding to a re~uest
Can I borrow a •••.
I don't have a •••.
Borrowing things.
WEEK 4
v.
Quantities (Units 27-30)
A. Not unde·r standing
Excuse me.
I don't understand.
B. Quantities
How much?
How many?
Vocabi common quantities (pint, dozen, etc.)
containers
Literacyi PINT, QUART, GALLON, DOZEN, POUND,
OUNCE, CHEESE, HAM, HAMBURGER,
SHRIMP, RICE, CHICKEN, PEACHES
C. Basic numeracy
Vocab: shopping lists, price tags
Adding up bill and checking change.
Literacyi TOTAL, CHANGE
D. Checking the quantity
It's a little over/under.
In a store.
Review Units 1-30
WEEK 5
VI.
Mistakes and Apologies (Units 31-35)
A. Making an apology
�I'm (very) sorry.
Bumpi n g into someone.
Wrong number.
No change.
Awareness of when an apology is necessary.
B. Correcting a mistake politely
Excuse me ••••
Excuse me, I think this is wrong.
Mispronunciation of names.
Wrong change •
Distinguishing betweens
Excuse me (attention-getting), and
I ' m sorry (apology)
C. Not getting into line
Excuse me, is this the end of the line?
Coping with a stress situation.
D. Confusion of belongings
Excuse me, this is my/your ••••
Vocabs articles of clothing
Use of 'softening' forms I think ••••
E. What to do when not understood
VII. Position (Units 36-40)
A. Classroom reorganization
next to
under
opposite
Vocabs cclassroom furniture, personal belongings
Classroom as working space, not teacher's domain.
B. Using a slide projector
Sequencing instructions
Vocabs language of controls . (pJ ug·, , socket, button, etc.)
c. Slides of the town
Review of prepositions of place
What is that?
Where is it?
familiar places
Literacya BANK, SCHOOL, POLICE STATION, TRAIN STATION,
FIRE STATION, BUS STATION, OPEN, CLOSED,
CASHIER, CHECKOUT
D. Finding lost objects
I can't find ••••
Is it .• •• ?
Are they ••• ?
No , it i sn' t •
No, they aren't.
Vocabs small, everday objects (key, purse, wallet, etc.)
E. Hide and seek
Review of: Giving accurate directions
�Review of 1
prepositions of place
question forms and short answers
Vocabs common objects
WEEX 6
VIII.
Tea Making (Units 41-44)
Getting and carrying things
Bri ng ••••
Bring me ••••
Take •••• to (PERSON).
Vocabs equipment
B. Making tea
Vocabs Put ••••
Boi 1 ••••
Chinese style - transfers initiative to student.
c. Making tea (American style)
Before
After
Vocab: Fill ••••
Put ••••
Boil .•••
Classroom as a social place.
D. Labeling property
my/your
his/her
(PERSON)'s
Vocab: personal property
Information About People (Units 45-49)
A. Using a cassette recorder
Negative instructions& Don't touch ••••
Vocabs precise controls
first from the left
second from the right, etc.
Enabling students to work with recorders on their own.
B. Describing the characters in a story
Simple present, third person
Vocabs lives, works, has
Literacy: Sign (your name)
c. Question words
Who?
Where?
What?
Building up a simple social picture of the characters.
D. Giving information about oneself
Simple present, first/second person
Vocabs ~ome from ••••
A.
IX.
�E.
live with ••••
go to ••••
occupations
Taking interest in others in the group.
Differentiating between numbers in -~ and -.t.Y
Calling for a taxi.
Putting numbers in order.
WEEX 7
X.
Simple Daily Routines (Units 50-55)
A. Expressing time
My watch is fast/slow.
Vocab: early /late ·
fast/slow (watch)
times
Arriving at work.
B. Recognizing conventional signs and symbols (introduction)
Voca~s
li ne, circle~ . square, triangle
Dr awing things .
C. Describing the work routine of the characters
Review of ·simple present, third person
Question words When?
Vocabs leaves, arrives, get s home
times (review)
D. Describing one's own daily routine
Review of simple present, first/second person
Vocabs other everday activities
E. Asking questions
Auxiliary does in question forms
Review of s
When?
Where?
What (does he do)?
What (does he wear)7
Vocabs Review of Units 40, 41, and 46
F. Dates
What day is it ttoday7
What day was it yesterday?
Vocabs days of the week
months of the year
today
tomorrow
yesterday
Literacya Date, Day, Month (mo.), Year (yr.)
�WEEX 8
XI.
Names (Units 56 - 57)
A. Establishing what people should be called
(Please) call me ••••
Naming systems (discussion)
B. Filling in a simple form
Vocab a Personal information ·(name, address,
occupation, marital status, etc.)
Coping with different styles of form and methods
of obtaining the same information.
Literacya Marital Status, simgle, married,
widowed, divorced, separated, birth
date, date, occupation, Sex (Mor F),
signature
Review Units 31-57
WEEK 9
XII.
Food (Units 58-62)
A. Expressing liking and disliking
No, thanks.
Would you like ••• ?
I don't like ••••
What about ••• 1
Vocabs different foods in cafeterias
Cafeterias.
B. Choosing food and drink
Vocabs food, drinks
In a restaurant, snack bar, cafeteria.
C. Using a vending machine
Review of s Preference
black or light?
with or without 1
Vocab: slot, button
bite r acyi coffee, tea, sugar, light, extra,
coin return, black, chocolate
D. Following a reci pe
Vocabs instructions for simple cooking (put ••• , boil ••• )
ingredients
Preparing food in the ki ~ chen.
E. Ordering food
Review of 1 Request
Expressing disliking
Expressing preference
Checking the bill
Checking change
Correcting a mistake
�What kind of ••• 7
Vocab: snacks, meals
In a cafeteria, fast food rescaurant.
Literacy: milk, Coke, ice cream, hamburger, french
fries, fish
XIII. Travel (Units 63-65)
A. Describing travel routine
Review of simple present, third person
Ques tion words ;How7
Vocab: gets on/of f
by bus/car/train
on foot
recognition of place names
Problem solving.
Literacys Main, Wood, Elm, King, Pine, Hill
B. Exact times
Review of question words What time7
Vocabs Review of Unit 63
Problem solving.
C. Describing work routines
Simple present, third person
Vocab: eat, work, sew, study, clean, wash, shave, talk
WEEX 10
XIV.
XV.
Appointments (Units 66-69)
A. Making appointments
I want to make1 •••
Vocab: Review of dates and times, appointments
Dentist and doctor appointments.
Job interview.
B. Indi cating preference
Vocab: Review of dates and times
Dentist appointments.
C. Insisting
Doctor's appointment.
D.
Lat e
I have an appointment with ••••
I'm sorry I'm late.
I missed the bus.
You'll have to •••
Vocabs appointment, dentist
Late for an appointment/work.
Practical consequences of lateness.
Obtaining Things (Units 70-75)
A. Making an envelope
Find ••••
Fold ••••
Corner ••••
Keeping a personal collection of sight word cards in order.
�B.
C.
D.
E.
F.
Out and about in the town
Where is it?
It's on •••• St.
near ••••
opposite ••••
in front of ••••
behind ••••
Vocabs sight words, shop signs, street names
Sign recognition
Locating objects
Where can I get ••• ?
At the •••• 's.
Vocab: tools, appliances, equipment, etc.
Encouraging initiative in solving problems. (Quiz)
Describing objects
What color is it?
What size is it?
What shape is it?
What's it made of?
What ' s it for?
Used for ••• ?
Vocab: objects (as in Unit 67)
size, shape
made of, used for
Game: 20 questions
Getting a prescription filled
When will it be ready?
in •••• hour
in •••• minutes
Vocabs prescription
At the pharmacy.
WEEK 11
XVI.
Directories (Units 76-80)
A. Reading medicine labels
Take ••••
every ••••
Vocab: tsp., tbs., pill, capsule
Taking medicine.
Literacy: teaspoon (tsp.), tablespoon (tbl.),
pill, capsule, Take ••• every, hours, spoon
B. Understanding and giving directions
turn left/right at the ••••
first door on the left/right
second door on the left/right
Vocabs rooms, parts of a building
In the building where the class takes place.
Tqur of the building.
c. Understanding a plan of the building
�D.
Asking for and giving directions
I can't find ••••
Where is it, please?
Vocabs upstairs/downstairs
Ensure confirmation of directions given.
E. Understanding plans of other buildings
Vocabs rooms
Problem solving.
Literacya toys, check-out, books, clothes,
records, pharmacy
XVII. ·Maps (Uni ts 81-82)
A. Asking for and giving directions in the street
on the corner of ••••
between ••••
Where can I buy ••• ?
Where is the nearest ••• ?
Vocabs nearest
Reading a street map.
Pictorial transition to the concept of maps.
B. Asking f or and following directions
Excuse me, where is ••• ?
Vocabs Go •••• blocks ••••
Turn left at ••••
Ensure confirmation of dir e ctions given.
WEEK 12
XVIII. Getting Things Done (Unit 83)
A. Using a laundromat and public phone
Vocabs further instruction words
controls
hot/warm/cold
Introduction to the use of public facilities.
Review of Units 58-83
WEEK 13
XIX.
Daily Routines (Units 84-85)
A. Describing a typical day in the life of the characters
Review of 1
Simple present, third person
Question forms
.,
Negative form with doesn ' t
Vocabs everyday actions
in. the morning/afternoon/evening
�B.
xx.
Describing the students' typical day
Review of srmple present, first/second person
Negative form with don't
Vocabs Review of Unit 80
Dail y activities.
Noting daily use of E~lish.
House Problems ( Units 86-88)
A. Complaining
The ceiling is leaking.
The window is broken
Vocabs common houshold words
Complaining about common household problems.
B. Requesting
Can you fix it?
Vocab s household words
Calling the landlord.
Reinforce ability to request assistance.
C. Insisting
Enable students to insist politely.
WEEK 14
XX!.
More Complicated Purchases (Units 89-96)
A. Buying clothing
Review ofs Greeting, Request, Precise Request,
Size, Quality, Price
I'm looking for ••••
Can I try it on, please?
•••• made of cotton?
How much is it?
Vocabs clothes, materials, shades
B. Rejecting something politely
I'm afraid ••••
It's a little too ••••
It's too ••••
It doesn't fit.
Vocabs too
size, fitting
Buying clothing, exchanging.
Standing one's ground in the face of sales pressure.
C. Returning merchandi s e
Vocabs cash, credit
At a store.
D. Buying a pair of shoes
I'm afraid they don't fit.
They're too ••••
Have you got these in size 87
Vocabs too big/sma11/narrow/broad
materials
�E.
In the Post Office
I'd like to send this package to ••••
How long ••• take?
How much •••• cost?
Vocab: ai rmai 1
surface mail
first class
parcel post
Different ways of sending letters and parcels.
F. Writing a check
Vocab: numbers in word form
Literacy: written numbers - one, two, three •••••
thousand
G. Paying bills by check
Vocabs total, date due
Literacy: Due
H. Coping with people at the door
Sorry, I'm not interested.
Reacting appropriately to unf amiliar request s.
Knowing when to refuse access and how to do it.
xxrr. Making Things (Units 97-98)
A. Making a book cover
Vocabs fold, cut, measure
Introduction to making an object using precise
measurements.
B. Making a kite
Vocab: simple do-it-yourself .instructions and
materials
Introduction to making toys for children and
construction objects from a design.
WEEK 15
XXIII. Making Contact (Units 99-104)
A. Drawing a family tree
Review of simple present, third person
Review of vocabulary of daily routine
Vocabs family relationships
Freer discussion of life pattern and household.
Literacyi mother, father, husband, wife, son,
daughter, gr andmother , grandfather ,
grandda\:lghter
B. Making centact wi. th a neighbor
Voa abs neighbor
Establishing the students'· specifi c contacts with
English-speaking people•
C. Making an invitation
Would you like to come over?
�.
•
•
•
•
•
•
D.
Enable students to report an accident.
Saf ety signs
Vo cab ~
caution, warning words
Literacys Caution, No Smoking, Poison, Combustible,
Keep Out, Danger
WEEK 16
XXV.
Maintaining Contact (Units 109-112)
A. Expressing interest/ Following-up with interest questions
Did you have a good weekend?
Did you go ••• ?
What did you do ?
What a bout you ?
Vocab: baseball game, television, movies
ways of saying 'good'/ ' bad '
In the workplace.
Initiating social conversation.
B. Inquiring sympathetically/ Expressing sympathy
Following-up with interest questions
Offering help
What's the matter?
I am sorry.
That's bad luck.
Is he/she all right?
Can I help ?
Can I do anything?
Vocabulary of bad news and misfortuness
headache, accident, arm/watch/broken/lost/stolen
broken into
Coping with a person who is depressed or in a bad mood.
Making the sympathy appear genuine.
C. Expressing enthusiasm/ Following-up with interest question.
That ' s nice/great.
Congratulations!
I'm very pleased.
What kind is it?
What's his / her name?
Who did he/she marry?
Vocabulary of good or exciting newss
born/married
kind/make/type
guaranteed
Discussion of special events in student~ ' own culture.
D. Expressing interest in belongings
That ' s nice .•••
Where •••• get it?
Was it expensive?
�What's it made of?
Vocabs nice, pretty, fine, beautiful
Appreciation of beautiful things.
Review of Units 84-112
WEEX 17
Review and Assessment
�
Dublin Core
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Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
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A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Survival ESL class schedule, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Survival ESL class schedule for students through the course of 17 weeks. Lessons include: how to introduce yourself, requests and instructions, simple daily routines, and more.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
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UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
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15p.; 28 x 21.5
Language
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English
Type
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text
Identifier
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uml1_b03_f43_i001
Coverage
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Lowell, Massachusetts
1980-1989
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Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Worksheet to help students understand objects with similar sounding words, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
A handwritten and drawn worksheet to help the students connect images with English words.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f43_i002
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/1c9764304829c324169a737dbd1aa766.pdf?Expires=1712793600&Signature=qicWkpOlAlriu9onYWTc0m1XSCFUQ3%7E9Q%7EqCrM%7EaSakAVAVvzU6%7ESfu2GXtYnZRDjYKMIsHknknRRgqCKR25eDKGmLz-GR24X9py7DbEGv-VXgZvAWTAlhXaY-DdJFYB-xl-M1GHNF5Z1JInul80VsjndSuG%7Eck1aF1nvmht7z2F6LliYR62tSvRHna9oQn6SRkpy-O46xMa188dfF2cV52CikqSsMRhVT5jMxH36Hb1eGAiu58aCD0G7sPtHYW-U-ABZuI8ZXn3uz44whZdM4h5TLjKo%7E%7Efj0KxBnBY6ScJf4c2N7EyrsRyT4-qbK7ChmLEhDNwZV0hczE1SpFj7A__&Key-Pair-Id=K6UGZS9ZTDSZM
549763deb652ee019e114383726a0e27
PDF Text
Text
INDOCHINESE REFUGEES fiJUH
OAilOii, INC•
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Worksheet to help students practice using contractions with "have", "had", and "has" in a sentence, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
A handwritten worksheet to help students understand when it is and is not necessary to use the word "have", "had", and "has" and contractions in a sentence.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f43_i003
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/842a9276cafd53031df5213b74941d9e.pdf?Expires=1712793600&Signature=dFB4umHlSqT%7EvmFUxGoDBZ9RtTDpATKXQAbOuIHiipTvVJGKabUKTFjrcYUq13Lfat67g1rhgnLexTZ1GKi6G-06hZquqL-4HmMOQ7ZOvXaKoP4%7ENb7pnXA-e2WeVtNjQkZ7bYiomAHYejebaMTwoGXnkPNz5VMRmRkdVUdFI5IraKcAqtFNX%7EH5QJ%7EJGOZn46yRVf2K6ttLiH7p1PBrHvg1VfAuaWGwRDVkZZFn8aun1-O42aYuYGeEBt%7ElhsCglPl3seuS2cAIKiExUi4zNfSLVQmezFpe7HrLztRxmvAZ8C04pskl1%7Ep-STICS-9EpuxqfTU4tKel9uojRFBARQ__&Key-Pair-Id=K6UGZS9ZTDSZM
94207c366483db20931baa8633abdd60
PDF Text
Text
i
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Worksheet to help students practice how to replace the form of the verb to be with the correct contraction, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
A handwritten worksheet to help students understand how to replace the form of the verb to be with the correct contraction based on the subject in the sentence.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f43_i004
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/d0800b6c2a34e4f3628022e29f759cf1.pdf?Expires=1712793600&Signature=aVe0RLOxYKfzeLnTq7OQ3l3%7ESJEEcohjODCYwrOVLdooMO%7EYsdtcmIzcxlhkhL6hTJj68jCJARn2OflXxxNbhkDp1%7E8x0EBtwNyQ8zpWzJsgHILzn4BygjzYPQWjp7OZQ6KjH53E-YEE7Yszn-rlD03OdfubyvDq54XoNhwzhDvmw-AMosLkFOGwXUyJIbVLTyryirx8laPSPLLKwJpKNKKcG4FVFmB0f%7EqLrlmqwnpZnp9i6UqBagKwMpuA-mWv3E3WUa%7EHnEgfgpphAvPk1ksdmeIV4Gdkb0UxW0kOavPgLJNtGjxknqWEZIk07q0cQP%7E2o0D4Z8hGVWFJlue5Pw__&Key-Pair-Id=K6UGZS9ZTDSZM
a1085f0a34604b4f7a2fec47510ec6f3
PDF Text
Text
Na_me_ _ _ __
Pronoun~
I. _ _
2.
a.
1~
+o ___ _(7ne_y, them)
_ _ E~~fsh. (we, us)
Giv~ ~ book5
6k
+eac.,\r\e_s
4. _ _ _ ar-e__
3.
vu-y old womctn . (She., HerJ
~ V1e...h(Y\ . (The.y, T'hervi)
-h-ol'Y'I LD.05. ( \-\e_, Him)
5, _ _
io
C, . - -
O..f'e
Co.Mbod~Gl(\~. ( We_
I
u~)
-to _ _ in --rha\. (¾e.y, ~ )
'r). 5efl.i\:!}i 6u.o~ ca.lied _ _
. (I, m~)
q. BQ y -th~ N3~ if\ vJe.n+ I,.) ~'1-h - - --6 ~ . ( We. ,
ID. _ _ need. --lo .:sfw:t y IY'\cdhe_ VY¼.'t\cs. ( We. , U:s)
I\. _ _ 5€1\d~ rr.Df\e_y 7D he.r --hm'1ly, ( 6he_, He.r-)
12. 'Pleax tf6 .
- - ~ :pccpe.~ -( he_, h;rYJ)
13.
.
•.WM+ 1D hz,\p you.... (I, Me..)
14. Wil L yru 4u_l<e_ _ _ ~ -+h:_ cJ in 1° f' (+ky, +ki'\'1)
\5. Seo }Jhohsou_bar-~ alwo,j~ oi~ 0~~
.
. ( ~ . hi~)
1e,. 'Pl-ease $"e, +be., txr'c~ -hi ___ . 0he_, her-)
17. \'f ·. VM 0.Wl-ch fj°"'C 1+ -\-o . . . .. (I I me.,}
1i . Soe-\t\ea_+Y\ - ch Viel fb U
- -to \earl'\ 'E(Jli~h-( we. ,u:::i)
7. Khcuv\60ne.,
6 ~\::5
l.,l '.',)
~
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Worksheet to help students understand how to use pronouns in sentences, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
A handwritten worksheet to help students understand which pronoun they must use according to the sentence that they are given. The teacher has provided many example sentences for the student to practice.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f43_i005
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/f9776981de50731835662a2c218d49a3.pdf?Expires=1712793600&Signature=ZOYNNAWDFgu95BksJHH9OTOL1DYapQ6TVBizd7S4YVVym6sR9f%7EcbRzy0TxvczEZL3nCZ3emA8oFu8fu5esW5VUSvky-KhTC4KlWB6bm7m-nckh1mpzq6rNl%7EgB28bOjmrJdX-DIHi1JdSozItMhYh0P2kb8kw5VSZgJ8q6j-X320T41VeCGiidNebmmfGeNLkYzkHWxGO818HVTzb14HrB6iTsu76b15ssbuCYCyiS4TPBHZsMvov3nlREdqjxpRGI4L%7EXZi1al%7EyDfeCtZd1ojkFPsRrlB1%7EUSdhzD6v1t5djy5t84yvnvZbBQ9CDnG%7EkoM9cUcIKMPl3AXSlxYg__&Key-Pair-Id=K6UGZS9ZTDSZM
7a8845c3c91e1be5b67f1891a05fd227
PDF Text
Text
.-Yra. n::,por-+o._+iDn
Test
.
-
.
/.
.-rt., -
3.
/ Ttt-
~ Tu_ bus -fn wDf'~ .
b. f-k_ ocs +re_ bus fo wo~·.
c. f-}e_ ct_,kes '-1-k bu.s iD wof'k, .
a. +-le..
to -+h.
nu.YYJG
of a -Im,~
CDrr,fo..ny.
Ye5 No
6-
l.
a. The_ bciok he/o~s -fo he. .
6. th_ book. beloYfjs 7D him.
·c. --r1Y_ .book_ be.lon:f -fo h,<5.
the. o,~J-e..r- of my
mo+hu-- 15
Yes
my
No
aunf.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Test to measure student understanding of public transportation, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
A handwritten test to measure student understanding of the transportation system as well as their grammer. Most of the questions are answerable by choosing yes or no. Other questions are about which subject is appropriate to use and which action is appropriate to use in the sentence.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f43_i006
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/cc2b363ef172b2dcf5dd2352dd10f115.pdf?Expires=1712793600&Signature=tgImOvziIvdypyS9gU8VO50DzNNsuHgT%7EybVGMgXAxqAc0CwG%7ESDGfo-2wQCVJtL5AQHxM0sknPkue7pN8UcjZjFbZUgzDf4WRmTxGSImm9SmKBe52MoHMdbbQkKWIc878gG0ZJF3-QK3ZLKqPfRWqNaF6tBlbEXNX4D7KIiVe0dC3rqTobFtWUfLGbYOio6YlE4UPAgi6Ww3MV-m0i7AJZGcK7xawm4e35MqO7St9ob04-dQaHEaSVXimp6zmaaWpfXl7Vh9pvG06FopcuhwC3RTpJtUb7z2EfBtqH-m%7EWkVMZawf88Tpf%7E%7EdicRy-i3l33Pz04Kb2BcHZMV7sQTg__&Key-Pair-Id=K6UGZS9ZTDSZM
69a87727fe5111c04a181a85e527968b
PDF Text
Text
~
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�
Dublin Core
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Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Worksheet to help students understand a list of prepositions, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
A handwritten and drawn worksheet to help students figure out which preposition from a provided list is appropriate with the images on the page.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f43_i007
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
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5bde274e81a45d3333eed592f4e5c81f
PDF Text
Text
,
.INDOCHINESE REFUGEES FOUNDATIO , I
OR.AL PRETEST FO SURVI V
R
1 1 L ., t
PERSONAL DATA:
I
1. What is your name? f
2. Wha t country do you c om
r om?
3. What is your a dre s ?
4. -How old ar e you?
5. What languages can you
i;;
p ea 'l
GENERAL INFORMATION:
1. 1ldentify the following veh
2. What does this
ig
1~~=
ru an?
'. ~ t
·•
r
/
3. Iden ti f y the fo l lowing f od~ :
. i,..
...,
"''
\
4. ls it necess ary t o
l
eep milk
A
1101\
~ --·
u<l m at
p rofit
Lu L hc
11 1..._,
O f!Jcllll / d l!UII
fo unded on Ja nu ary 2 7 1\:.17 7. u11 dL' 1 llH • C u mrno11we.,1 !1t1 u l M d
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,
I
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�-2-
, ,
5. Id ntify the f ol l owing pd. ii!
s
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0
/Jj
~
6. What do
' ·; . /
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sweaters?
on th
I I
. r
...
I
7 • Wh t is this 7
8. Wh r e can you buy
tamp?
9. What jobs do these people do?
10>. What do you need to get wh u y ou , r
worlu.ug
c1 1
l Ul J
anymore?
11. Wha t do we ··call sch ols
o
young
12. How many years do students l v
t
hild t:n 'l
g
clu l.L,
t
"
from High School?
13. What do you need f or i d nt tic
14. Are banks open Wednesday
d Stu
cash
ys
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J
ht.
c1H...
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�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. oral pretest for Survival II ESL, [1984]
Subject
The topic of the resource
Community organization
English language--Study and teaching
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Oral Pretest for Survival II ESL created by the Indochinese Refugees Foundation, Inc. including personal data questions like,"What is your name?" and "What languages can you speak?" and general information questions like, identifying images and questions like, "What do we call schools for young children?" and "What do you need for identification to cash a check?"
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1984]
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b03_f43_i008
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/3ae0f24d07bf360aba5048e41c9e4e52.pdf?Expires=1712793600&Signature=j18Qasvxd2K8G0JI4axoBHKq8DKAvrFscrX8WbXBq1AntYAw7Ly400Cr05T9oVXSamPgnxuTDGCQma6v9uO41EHjSM6L5MvbejW3P4fvxYpQLawQJLuBq96jdLsfQklQFn-UyxF0Qd%7EjlwJ0K43hd7iVtHKwPOEvh4HVkaqQ8-MghidqtpgJelaMgEbaqRWO2Z4JrP3keo4h6qOin47zK-I-3RX0VukKA7o5LqZ8Hz-dmBDr97YWlikW9jYvQ30CBT%7EL7B8kLnCUzkiB78TGoy9IkFHQhMOV2EkbtJidtuvHSLKq2wKFVPWHsibT%7ELcw-P%7EJyfQ63lWplsPh3-3oOg__&Key-Pair-Id=K6UGZS9ZTDSZM
933340e63cc5d0c2824ee610f8278028
PDF Text
Text
PROGRESS REPORT
FINAL
October 1, 1980 - December 31, 1981
Submitted by;
Jacqueline M. Fidler,
Project director
�INDOCHINESE REFUGEES FOUNDATION, INC.
Executive Summary
The Indochinese Refugees Foundation was awarded a small demonstration
grant by the Office of Refugees Resettlement for October 1, 1980 through
December 31, 1981. Enclosed is the fifth and final Progress Report of
the works of the Foundation under that grant. The original proposal was
for the Foundation to provide ESL and Employment Services to 30 refugees
and Support Services to 250 refugees. The Foundation was able to far
exceed those goals by taking a small Self-Help Project and working it into
a comprehensive Community Center by utilizing and organizing the many
invaluable resources within each ethnic group and by working cooperatively
with other service agencies to maximize the resources of all.
Within a few short months, the Project became the focal point of services
for refugees. By establishing an effective referral network, both the
refugees and the service agencies knew where to turn for advice, information
and assistance with their problems. By assuming this lead role as the
community agency for refugees, others were more willing to work cooperatively
in meeting the needs of the refugees.
Within the refugee community we were able to strengthen our own
organization and to provide assistance to the new ethnic specific MAA's
such as the Laos Community of Lowell, and the Cambodian Association of
Lowell. These associations took numerous referrals for interpreter requests
voluntarily. They cooperated with us in organizing monthly orientation
sessions where they were able to share important information. Through
these associations, we became a truly community based organization. Similarly,
we worked with other community groups to organize the Indochinese Refugees
Services Steering Committee, where agencies, church groups and other
providers have met for the past year to plan and coordinate services to
the community.
By working within the community in this manner, the Project had a
rippling impact that went far beyond our original goals. In addition to
coordinating our own local groups and agencies, we attempted to share the
benefits of the grant with agencies and mutual assistance associations from
all over New England. By sponsoring a Cross Cultural Symposium, two grantwriting workshops and by co-sponsoring the first annual New England MAA
Conference, we assisted in the training of over 800 MAA leaders, agency,
health and educational professionals.
In these ways, the Foundation sought maximum use of the funds granted to
us by ORR.
_,
During the last quarter, a financial audit and an independent evaluation
of the ISHP were conducted. Both showed clearly that the Foundation had
effectively and professionally utilized the federal grant to service refugees
in our area.
Finally, the Foundation participated in a highly competitive, open bid
RFP process to the Department of Social Services. Based on the credibility
established through the works of the Foundation during the past year and the
merits of the proposed Project, the Foundation was awarded a contract of $83,000.
The Foundation was the only agency awarded funding in the Lowell area to service
refugees.
A non-profit organization
founded on January 27, 1977, under the Commonwealth of Mass., G.L, Ch. 180, Sec. 26A
�SECTIONS I AND II
OUTREACH/INFORMATION AND REFERRAL
�\
1
Outreach
One of the greatest strengths of this Project has been the ability of
this organization to reach out to its community.
As an MAA, the Foundation
maintains a direct line of communication with the Southeast Asian Community
which is often inaccessible to other agencies.
During the past quarter, we
continued to establish extensive person to person contact with the refugee
community and to send announcements, calendars, and newsletters.
I-a has examples of this material.
Appendix
We are working in the direction of some-
day transforming the Self Help Project into a multiservice center where
refugees would feel at ease to drop in and share with one another their
personal happiness and their individual problems, from religious worship to
community entertainment.
Information and Referral
During the last quarter, we successfully referred 369 refugees to
alternative services.
employment.
1,187.
The greatest demand is for interpreter services and
This brings the total serviced by information and referral to
See Appendix I-b for a complete statistical summary for the year.
Please note that the increased number of referrals is due to the increased
staff capacity of the expanded Project.
�SECTION III
ESL
�2
ESL
ESL Services were expanded to two levels of ESL, those were Survival I
and Survival II.
such topics as:
The classes emphasized competency based ESL and stressed
housing, health, nutrition, mail, telephones, education,
and jobs.
Students were tested on a regular basis to identify problems and progress.
Each student did achieve progress during the three months and each received
a certificate of completion on December 22, 1981.
The table summarizes student
attendence for the year.
Student Enrollment/Placement
3/81 - 12/81
Student
Enrollment
Skill Training
Placement
Job Placements
21
Cambodians
36
2
Male
(22)
(2)
Female
(14)
(0)
(3)
42
9
(33)
(8)
(22)
(9)
(1)
(3)
Vietnamese
20
9
Male
(15)
(9)
(5)
(0)
98
20
58%
(18)
Laotians
Male
Female
Female
TOTAL
.05%
21
45
59%
%
%
14
70%
(10)
(4)
20%
-
60
61%
�3
The greatest difficulty to overcome was the students' resistance to
practice conversation.
However, students progressed quickly in conversation-
al abilities and comprehension, more slowly in writing abilities.
We
attribute this progress to the use of bilingual staff and to the curriculum
designed by the ESL Coordinator.
The bilinguals were not only able to provide
much needed interpretation, but also to inspire confidence in the students
to practice their new learned English.
They accomplished this by effecting
a community-like atmosphere at the Project.
English classes did not
begin and end at scheduled times; but often went much longer, giving students
longer periods of practice.
The curriculum offered students ample opportunity
to learn subjects directly related to their lives, which provoked them to
study intensely.
�SECTION IV
EMPLOYMENT SERVICES
�4
Employment
In the previous quarter, we placed a total of 41 students in jobs and
8 students into skill training programs, bringing the success rate to
78% of the 70 students who were accepted into our program.
Since that time,
we placed an additional 19 students into jobs and 12 more into skill training,
bringing our total for the year to 60 job placements and 20 skill training
placements.
This more than triples our original goal of 30 placements.
(Table I found in the previous section shows these statistics.)
The success of this component of the program depended on a number of
methods used by the Project staff, both to introduce American employers to
Southeast Asians and vice versa.
Labor Market assessment.
of that assessment.
First the Project Director conducted a
Table II on the following page summarizes the results
In addition to serving as an assessment, these contacts
gave us the opportunity to establish relationships with prospective employers.
In addition, Job Counseling was offered to refugees both on an individual
and on a group basis.
Job Clinics were held in September which focused on
job hunting, resume writing, interviewing, etc.
The staff formed a team approach for Employment Services.
Each client
and staff person had a responsibility in securing successful placements.
The
Job Developer cultivated and maintained communication with prospective
employers in order to develop jobs.
Together with the ESL Coordinator, and
bilingual staff, job-ready clients were referred within 24 hours to prospective
employers to fill openings.
As a result of this strategy refugees participated
in 106 job interviews.
These interviews were immediately followed by a telephone conversation to
the employer to answer any questions and to reinforce the qualifications of the
�5
client and to insure that the staff would remain involved until both the employee
and employer were satisfied.
This process seemed to insure success and to
eliminate problems before they interfered with the placement.
Employment/Training placements as of 10/31/81.
additional placements made by 12/31 were:
- 3; and Prince Packaging - 3; BASF - 5.
Table 3 represents
Please note that the 17
Wang Laboratories - 6; Wang Institute
Bringing the total to 60 placements.
As can be seen, the jobs, for the most part, are in larger firms, offering
more comprehensive and secure benefits to our clients.
These placements will
help to prevent a revolving return of clients to our program and therefore
have a long term effect on the community.
�SECTION V
ORGANIZATIONAL DEVELOPMENT
�6.
Organizational Development
On October 31, 1981, the IRF co-sponsored the first annual Regional
MAA Conference geared at developing the technical expertise of MAA's, and
a network of information and support between organizations.
The day
featured speakers such as Diana Bui of the Indochinese Refugee Action Center,
Washington, D.C. and Mr. Pho Ba Long, co-director of the Orientation Research Center, Center for Applied Linguistics, Washington, D.C.
Each
offered invaluable insights into the present and potential role of MAA's in
the resettlement and cultural development of Southeast Asians in the United
States.
The afternoon featured ethnic discussions, facilitated by cross-cultural
experts.
These discussions were conducted in Lao, Vietnamese, and Cambodian.
From these discussions came a summary, list of problems and resolutions
which were presented to attending state coordinators.
These resolutions can be summarized into the following areas:
1.
Comprehensive technical assistance programs to increase the capacity
of our refugee self-help groups.
*
Appeal for cooperation from both the public and private sectors.
*
Appeal for support to national and local training and technical
programs to be provided by professional organizations.
2.
Funding to enable our self-help groups to provide quality services to
incoming refugees and to respond to the unique needs of specific
refugee populations.
3.
Community Centers that can initially provide supportive social and
cultural services, later moving on towards the following long-term
�7
goals:
*
Cultural preservation
*
*
Advocacy within both the public and private sectors
Consolidation and economic development of the ethnic community
so as to become a positive force in American society.
There were over 100 participants in this day-long event.
From the
evaluations we received, it seemed that most leaders gained a lot from the
information shared and are anxious to effect more cooperative relationships.
The impact of this conference continues to be felt as ¥.A.A's work with their
newly formed contacts and newly acquired information.
Since State Coordinators
from the three New England states attended, they also became more aware of the
growing need to integrate MAA's into refugee resettlement.
All of the
papers, resolutions, and agenda, distributed at the conference can be found
in Appendix V.
This grant had a tremendous impact overall, not only on our
mutual assistance association; but also on those in our region.
The allowance
for training and consultants in our grant gave our board and staff an
opportunity to grow and develop expertise and to become a credible and effective
provider of services to refugees.
During the year we were able to sponsor a cross-cultural Symposium,
Two grant-writing workshops and an MAA conference.
The total served by these
training conferences was well over 700 leaders, representatives, and service
providers, in addition to the IRF Board and staff.
This will continue to
have a rippling effect and we hope that we can continue to serve the community
in this manner, because as an MAA we are able to bring a unique approach to
to cross-cultural orientation.
�EVALUATION OF THE INDOCHINESE
-
SELF - HELP PROJECT
1980-81
,,.
.•
•.
Pu b.l i c Af fairs R cs e a r c h I n s t .i tut e
Newton Highlands , Massachusetts
Nov ember ,
1981
�PROGRAM DESC RIPTION
The Indochinese Self-Help Project, jointly conducted by
the Indochinese Refugee Foundation and the Lao-Hmong Community
t
of Mass., Inc., was funded for $47,592 by the Office of· Refugee
Resettle·m ent .for the peri'Od of October-r 198·0 through· S-eptember,
1981.
Addition~ funds,
December 31, 1981.
$16,000, continued
the_pr~ject through
The main thrust 6~~ the pr~ject i~ succinctly
des crib e d in the abs tr a c t of pro j e ct pro p,o s a 1 ;
to provide · .
intensive ESL/career counsel i ng and job development to thirty
refugees."
In
addit~on,
hundreds of other refugees were aided
through program support S#rvices.
The staff
con~isted
of a
part~time
project director (75%
of full-time), a part -ti me secretar y/bookkeeper (SO\
ESL
teac~er
bili~gual
(25% time), and three part-time
tim~).
an
counselors
(50% time) to ser~e Laotian, ihmer, and Viet lanjuage groups.*
Among their numerous respons i bil ities
form the community of project
~ere
servic~s,
the following:
in-
screen, select, and assess
applicants for English langu a ge instruction, develop curriculum
and conduct English cla sses , in t ervie w a nd assess the career
•.
needs (.,e.g., language, previous edu·cati on, transportat.,ion) of
prospective candidates for jobs-, ' provide gu i dance ·and interpretive services in the job searc h, an d provide liaison with em-
....
ployers.
'J
I
*A second Laoti.an counselor was later h ire d 'using funds..,..iµade
available by reducing the hour ~ of the Khmer and Viet ~ounselors.
--
~
------
�2
E,YALUAT l ON P ROCEDURE
The evaluator was contacted at the end of September, well
after the project was 'under way, precluding any formative
evaluation effort.
Because project objectives were the
fo~al
point crf the· evaluation,· the evaluator and · the project' director
.reviewed and refined the objectives.
v i e ws wi th s ta ff • and
·C
Project records, inter-
1 as s r o om ob s er Y. at i on we r e th e pr inc i p a 1
sources of evaluative ev i d e nce.*
The next section presents findings based on the refined
project object i ves.
~·
OBJECTIVE IA:
.
.
To provide work - related English
language classes for thirty
refugees within three months
after their arrival.
FlNDINGS:
Two phases of ESL instruction -- Level 1 and Level 2
were conducted.
Each phase lasted e1even weeks, Phase I from
March 30 to Jun' 19, 1981, a nd
t
her 18, 1981.
.
Phas~
II from Jun e 22 to Septem1
Instruction .was conducted f i ve mornings each week
for ihree
hour~
s.ession,
the ESL instructor c onducted group in s truction with
each session .
For the first two hours of each
...
assistance from the bilingual coun s elors, followed by one hour
of tutorial instruction conducted by the b i l i ngual counselors
under supervision of the ESL teacher.
*Although a more compreh e n si v e evaluat i on was i ndeed desirable,
the limited funds for evaluation prevented a larger effort.
t
�3
Class enrollment in Phase I was 43 and in Phase II it was
30.
Attendance during each phase has been summarized in Table 1.
The data indicate that the large majority of students attended
at least SO\ of the classes.
Much of the absenteeism was a re-
sult of the program's success in securing employment for pafticipants:·
As · they acquired jobs,
parti~ipants
were rro· ·longer able
to attend the classes, held only during day-time hours :
Table I
Att e ndance
Percent of
Attendance
90-100
80- 89 .
70- 79
60-69
50-59
40-49
30-39
20-29
10-19
0-10
p,; as e I
s
Phase II
~
7
s
0
6
6
4
.· 3
2
•· 2
1
1
1
0
9
6
.8
4
~
1
~-, :·
Participants were administered English language mastery
tests . developed by the Internitionil Institute of Bostbn. Three
'
levels . of tests were used to mo~itor student progress and to
...
ensure competence prior to attacking more
advanced~anguage
skills.
Project test data indicate that participants did indeed progress
through the various test levels with increasing success . . However,
the .testing program stiould b~ revised to include p~e- and posttE ) ting. ",
�A curriculum outlin e was developed to guide each phase
The outline represented a successful initial
of instruction.
effort toward curriculum development, including a statement of
goals, and an overview of daily and weekly activities.
Con-
siderable work in elaborat i ng and refining the curriculum ought
to b e d-o n e , how e v er , p a r ~ i cu 1 a r 1y i n
tives, delineation
o~
~e
s p e c i f i cat i on· o f ob j e c -
specific activities to
addres~
the objec-.
tives, ~,nd the select. i on, adaptation,,,or development of materials
tailored to the activ i t i e s and of cr i terion-referenced tes 'ts.
OBJECTIVE 18:*
To prov i d e ca r ee r plann i ng and
c ·a u n s e 1 i n g; f or the. r e f u gees .
'F INDINGS:
As previously nofed, four bilingual counselors were hired,
.
'
three in January .and the fourth in February, 198i.
Since the
jobs were part-time, low-paying positions, counselors were assisted in securing better-paid positions.
over in all
~ounseling
personnel
Predictably, turn-
oc~~rred.
The principal criteria for selection of, counselors were
competence . in s peaking and writing English and
... . th.e following:
~he riaiive language; two y e ar s of college study; prio; recogni~ion
in the community as a helping agent.
Of the ten persons
who have thus far served i n co un se l i ng, all save one met all
criteria.
(One counselor had not yet attended college.)
Given their limited e xper ie nce and education in counseling,
'
a critical comp,nent of the project was in-house training.
*In this section of the r e port, s ome of the data extends
~rily through September 30, as add i tional data was not yet
compiled br project staff.
All
�5
counselors par t i cipated 1 n an o rie ntat i on period of five days
consisiing of informaiion on s ocial service agencies, home
visits,
matters.
~nd
interviewing t e chn i ques, as well as other pertinent
Three ·6rientation sessions were held:
March 16-20,, and Octob e r 5-9.
offered· to the
counsei.o~s,
January 12-16,
Cont i nuous in-service training was
i ncluding ·"O'l>por·tunity to· participate
in a monthly Indochinese b i lingual counseling seminar.'
The project director, se rv i ng
al~o
as job deveioper, con-
ducted 59 introductory i nd i v i du a l job - related interviews with
refugees, if necessary followed by a joint ·meeting with a bilingual counselor serving as i nterpreter.
cerned matters such as
l~ngu a ge - ~ompetence,
previous job skills, day-care
To prepare the clientele
t~e
proi~ct
The interviews conprevious education,
and~transportation
~or
needs. ·
employment in American
cultur~,
director and the ESL instructor conducted two
hou~ job clinics on September 17 and September
thr~e-
?4, 1981 for 20
refugees concerning matters of job hunting, writing a resume,
interviewing tefhniques, job respon ~_ibilities and remuneration.
In individual interviews with refugees, the bilingual counselors
also offered specific information on matters such as job responsibi1it;ies, transportation, w11ges .and benefits.
The project staff ma d e a direct assessment of the labor
market by contacting organ i zat i ons, includi:ng priv,..ate firms, business associations, and publ i c agencies.
Table 2 presents a
summary of these activiti e s, i ncluding dates and outcomes.
�-f!Jl"
...
Table 2
Labor Market Assessment
'
)
Type of
Contact*
Or anization
B.A.S.F. - Bedford
Container Services, Inc.
Electro Circuits
Grace Shoe
Jamppa '-lfg.
Joan Fa b rics
•
Lowell General Hosp i tal
Microwave Associates
Pel l on Corp.
Palm Ma n or Nursing Home
Pr in ce Grotto Restaurant
Pri n ce ~ acaroni Co.
Pri n ce Packaging Corp.
St. John's Hospital
St. Joseph's Hospital
Scopus Corporation
·/
Lowell Bilingual Ed. D~p~.
Wang Laboratory
·
Wang Institute
C.T.I. Skill Center
Lowell University
*T
=
Telephone; I
=
~
T
T
T
T/ I
T
T
T
T/I
T
T
T
T
T
TI I
T
.T
TI I
T/I
T/I
TI I
T/I
.,
Date of
Cont ac ·t
3/ 25/ 81
3/ 1 I 81
-9;17/81
7/28/81
6/10/81
9/15/81
5/15/81
··6 I l 2 I 8 l
9 I 15 I s-1
4/.25/81
9/1/81
9/15/81
6/25/81
4/28/81
4/28/81
9/5/81
9/2/81
9/1/81
9I3/s1
7/15/81
3/2/81
LowWage
Jobs
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
MidWage
Jobs
- ·x
·ouTCOMES
HighWage· .Hiripg Hi ring
Likely Probable
Jobs
x
x
x
x
x
x
x
x
x
x
x
x
Trng.
Trng.
x
x
x
x
x
x
x
x
Inte~vtew.
.
x
.....:.- ·
Hiring
Unlikely
x
x
x
x
x
ft
�J
7
l
The bilingual counselors advised suitable candidates of
potential job vacancies, and served as interpreters at interviews.
As a direct result of information from project
st~ff,
refugees participated in 106 job interviews, and 27 skills
Each job interview was immediately fol-
training interviews.
lowed up by a telephone "converst\aion 'W ith the proppect'ive
employer regarding the employability of the candidate .'
Em-
ployers who hired refugees were advised that the project staff
.would continue to provide interpretive services for one month.
Five employers asked for and received the service.
As a direct result of th e proj,ct's intervention: 43
refugees secured
positio~s
a nd &.re cei ved skills training.
The consequent savings in welfare ~ayments an~ the new tax
revenues generated through employment of the refugees are
cer~
tainly i.mportant considerations '.in gauging the value of the
project.
Table 3 presents employment/training
~ummary
informa-
ti on.
~-, :· ·
•.
'I.:·.··
··
�8
Table 3
Employment and Skills Tra i ning Status of Refugees
Organization
Number
Position
Month
Present
St.at us
BASF, Bedford
S
chemical . mixer
8/ 81
same
Container Services
1
truck loading
4/ 81
same
11
stitcher
7 I s1
same
Jampper
4
sti tcher
7/81
same
Microwave
3
Prince Grotto
Grace Shoe
',.
··
-
b/81
same
1
'·
electro nic
asse mbler
dishwasher
9/81
same
Prince Packaging
4
packer
3/81
same
St. John's
2
laundry assistant
~/81
'. same
l a undry assistant
6/81
same
St. Joseph's
.
Lowel.l Bilingual
Department
2
teacher aide
9/ 81 .
same
Wang Lab.s - Lowe 11
6
janitor
9/.81
same
Wang Institute Tewksbury
2
electronic
assembler
9./ 81
same
Skill Center
8
electronic
ass emb l .~r
9 I Bl
same
·.
~-·:·
�9
OBJECTIVE lC:
To provj d e s up po r t ser vi c es to
Indoch i ne se r e fugees ~
FINDINGS:
Toward th is end, th e f ollow i ng a c tivities were undertaken:
a.·· Three newslettets were issueif"'in the Viet, ·
Khmer and Lao languages regarding project.
news, progress in Mutual Assistance Associi-· '
tions, and stori es on new t mmigrants.
'·
Nine ethnic mee t i ng s we r e covered each month
with a pprox i ma t el y 100 p ers ons i n attendance
at each.
Part o f eac h me et i ng was devoted to
orientation to American life (e.g·., education,
job opportunities) and the oth~r part to ethn Lc
social acti'(it i e s ( e .g., d a nce, music, f ood
of Indochina).
b.
c.
A mu 1 t i tu de o f ~s er v i c e s w r e p r o v i de d t o o v. er
e
800 Indochinese re fug ee s,:and to soci~l agencies,
includ i ng i nt e rp re t a t i on a nd ass i s tance in matters ot. hou s ing, fi nan cia l, me d i cal, wel fal'e,
employ~ent, ment a l h eal th, a nd e ducation.
For
,. example, 30 high s chool .s tud e nts were pl.aced in
summer Jobs through t;h e Youth Corps pro gr am,
and numerous other refugees were notififtd of jobs,
of whom 40 were able to secure em~loyment.
OBJECTIVE 2A:
T~ improve skills in fund raising,
proposal writing, fi~cal management,
and serv i ce delivery.
FINDINGS:
,_.
' .
Tow a rd e a ch o f th e s e e n d s , th e pro j e ct under to o k the f o 11 ow -
ing steps.
...
First, to i mp r ove fund r a i sing s kills, members of the
staff and of the Board of Directors attended two one-day sessions
on grant writing in March a nd August, 1981.
Second, tb i mprove
\
-"'
�10
. . ·.
man~~ement,
skills in fiscal
.
.
the project director, secretary/
bookkeeper and a member of the Board of Directors participated
in five two-hour sessiqns on fiscal management conducted br a
certified public accountant from December, 1980 through February,
1981.
Third, to . improve service delivery to clients, on April 10,
1981, the agency conducted a training
for ·over 300
~ymposium
service providers (hospitals, social service ag.encie·s · ' resettle:,
ment agencies, educators, etc.)
Indochinese refugees.
conce~ping
~he
adju~tment
of
•·
A partial list of the organizations repre-
sented at the symposium is presented in Table 4.
Finally. the project director
particip~ted
in a rhree-day
.
management training semin•r in Wa;hington in February, 1981,
concerning fiscal management,
ment, ESL, and support
pers~nnel
managefuent, job develop-
service~.
Tab le 4
A Partial List of Symposium Participants
Number in
Attendance
Organization
'
Lowell General 1-i\)spital
St. Joseph's Hospital
Lowel.l Adult Education Center
International Institute of La~r e nce
Catholic Charities of Bridgeport
Lowell . Housing Authority
University of Lowell
Catholic Charities of Rhod e Island
Community Teamwork, Inc., of Lowell
International Institute of Boston
American Fund
Department of Wel.fare
10
4
8
10
10
6
9
7
6
12
6
. 7
'
�11
OBJECTIVE 28;
To improve organizational development .
..:.
...
FINDINGS:
To accomplish this objective,
the project undertook the
....
following activities:
a.
Conducted a seminar on agency organization for
the staff and Board of Directors on October · 31, 1981.
b.
Instituted an Advisory CounciA for the projbct
consisting of nine me mbers affiliated. with social
and religious .iu stit ut.ions, as well as representatives from the community.
c.
Guided the development of Mutual Assistance As,
sociations fpr the Cambodian Association and the
Lao C6mmunity of Lowell.
,.
d.
·· 'Estub]js))cd ·· ·. :> l,\· c riug L0111111i Lt cc tu c uordi.11ute tho
u
~ork of the num er ous locaL agencies pioviding services
to the Indochin~se communi~y.
'
..1
i
',.
�..
12
CONCLUSIONS
1.
The objectives stated in the proposal, which were included
in the recast objectives of this repo~t, were all fully ·
accomplished.
The staff admirably accomplished a myriad
. of tasks, some of which were de~cribed above, with a
r~latively small amount of funds.
2.
Attendance at ESL clas-se s was cont i ilM.lous·, except -th.at
participants who acquired day - t i me employment were forced
to drop out bfcause no e v e n i ng cla s ses were 9ffered.
3.
A useful English-langu a ge curricu.lum for Indochinese
••
refugees was developed.
4.
The test data, though by n o me an s d efi n i t i ve, offer evidence that participant s ' English language skills did improve.
5.
The project staff effect i vely prepared and guided
in securing employment.
6.
The project s~aff initfated procedures (e.g., a steering
committee for agencie; prov i dini services to Indo~hin~se,
a multil~ngual newsletter, ethnlc meetings) for improving
se~vice delivery to Indoch i nese refugees and, mor~ imp-0rtantly, for p~omoting self - help among members of the Indochine~e community.
r~fugees
...
.J
l
I
•
�..
13
RECOMMENDAT I ONS
1.
Consider offering evening ESL classes to accommodate
refugees who are employed in the day-time.
2.
Pre- and post-t~sts of essential listening, speaking,
reading and writing skills ought to be selected,
adapted, or developed.
3.
Curriculum development ought to be continued a1ong the
lines discussed in the body of the evaluatiQn repor't.
·•
,·
~·
.
•.
....
�SECTION VI
LOCAL MAA DEVELOPMENT
�8
Local
~i.AA
Development
During the past year the IRF worked intensely to effect the formation
of ethnic-specific self-help groups.
The IRF has worked assisting these
groups to provide services to their own people and providing them with
technical assistance in developing their organizations.
By October, the Lao Community and Cambodian Associations of Lowell
had entered a proposal with the IRF to provide Support Services to their
own communities.
The IRF was awarded a contract and has negotiated sub-
contracts with these two groups to provide Outreach, Orientation, and
Interpreter Services.
This sub-contract is a milestone in the development of MAA involvement
in the provision of services to refugees.
It has a tremendous rippling
effect as it draws largely on the human resources within each community
and little on government dollars.
The IRF has worked with each group to
develop a realistic and comprehensive approach to assisting refugees.
Each community has faced the difficulties of any new organization with
determination to solve their problems and differences in order to meet
the long term goal of mutual assistance.
The IRF was able to effect this
cooperative effort by being consistent with community leaders about our
goals, and objectives and the methods we use to achieve them.
For example,
we not only spoke of shared responsibility, we included them in proposal
planning, negotiations, and finally, in sharing the funding.
As an MAA the IRF has always worked toward this goal and is very pleased
in finally achieving it.
There is much work to be done, but this first
grant has allowed us to make tremendous gains toward the development of true
mutual assistance.
�SECTION VII
COMMUNITY RESOURCES
�9
Community Resources
The Indochinese Self Help Project could not have been as successful
without the tremendous support it received from a wide variety of community
agencies and groups.
First, the International Institute of Lowell has
opened its doors to our organization and to refugees.
They have begun
to provide interpreter services, allowed the use of the building on weekends
for ethnic meetings and assisted over 100 refugees in applying for their
permanent resident status.
Church groups have also taken a very active role by providing volunteers,
donations, and various other forms of support to our Project.
They choose
to support our program because of the IRF's goal of self support which is
consistent with their own.
Their contributions have had an invaluable effect
on the refugee community by bringing hope and compassion.
St. Patrick's Church has not only brought a seemingly endless supply of
warm clothing, but has also begun to distribute much needed furniture and other
items.
Christ Church has donated money, volunteered as case workers and is
sponsoring a fund raising event on our behalf next month.
Church sponsored a Christmas Party for over 100 people.
Pelham Congregational
See Appendix for a
news clipping regarding the event.
Other formal arrangements were made with CETA to accept students into
training programs and to provide technical assistance to our staff.
Mr.
Bruce Akashian has sat on our Advisory Council for the duration of the
Project and has given us unlimited advice.
See Appendix VII for the letter
of cooperation that was sent with our proposal.
We have established a very supportive relationship with the City Manager's
�10
Office by working cooperatively in their efforts to integrate refugees into
this community.
Additionally, Patricia Talty, Affirmative Action Officer for
the City, has sat on our Advisory Council for the past year and has facilitated
a number of Orientation Seminars and has also offered advice on job opportunities
for refugees.
We have also been attempting to establish cooperative services
with the hospitals and clinics in the area with limited success.
We are very fortunate to have received the support and encouragement of
these various groups both formally and informally.
Though many of these
representatives were overwhelmed by the tremendous influx of refugees into
the city and consequently into their services, they continue to receive these
new clients with compassion and to put forth extraordinary effort to assist
them.
Appendix VII contains a complete composite of the letters of support we
have received during the past year.
�SECTION VIII
FINANCIAL REPORT
�11
Financial Report
As was mentioned, the IRF submitted a proposal to the Department of
Social Services for $140,000.
We were awarded a contract for $83,000 to
provide ESL, Employment Services, and Support Services.
The Executive
Summary found on page i gives a brief abstract of the current Project.
The unique component of this contract, mentioned previously, in Section
VI is the MAA sub contract for Support Services.
We are very pleased to
offer this same opportunity to provide Support Services that was offered
to us through the Office of Refugee Resettlement.
A financial audit was conducted by an accountant and it was found that
all the financial records balance and are in correct order.
this to be true is included in this financial report.
reports are enclosed also.
A letter certifying
Our financial status
All of the money excepting the closeout costs
of the Board were obligated by December 31, 1981.
is _ attached as well as a final revised budget.
A breakdown of those costs
The only outstanding obligation
of the grant is to print the final report and to distribute the findings.
�·:·-=Approved by Office of M•n•s•ment end Budset. No.
FEDERA L CASH TRANSACTIONS REPORT
I. feltrtl
(See instructi01t~ on the . bnck . If r r. po-rt iH ,..,,,. 11HIT•' rl11L11 ,, ,, ,. 9-rn n.I ur
agreement , at tac Ir r11m1if Pterl St11nd11-rd Form r7 2 - A . )
11J1~!st11nce
2. RECI Pl ENT ORGANIZATION
ll~ROIR 7
,.-;_,",-;;-;c,
-~- ;;.-.-;1..11....111....;;..f~-;;l;.-;.1.
1 sub'" ltttd
,
OCflc• of
I lilt>
a.fusee
1toor
- • t t l l.. hl
- r - : Ftdert'--,-,.-n,-.,-o1-.-.-1-,1-nt_lf_le1-...-S.-ll-ec-lpl-111-t-·1-ec--- -.-u-11111< 0
·, _
.
. -,.-,
1 11 1 1
... ~ "
9t°"-r~lo1J2-1-o
"""'* 1/A
Dr ~ : Hai Ba Pho
6. Letter of credit number
7. lMI .,..._, _..., • .....,
Indochlneae Refugees FoundMtlon. Inc . I
N/A
:'.,"'"'.~:;.,, 16 Rack Roa.a
<;i1•c total numb1r for thi1 1'•riod
Che I.me r ord • MA 0 l 0 LI+
I I.-p,;~"' -Y.;;c••" -c...i1t..
N&Yu
-i·r· , . . , . . . _. (,. . ,\"
.
I
,.,.,, - " '
~!1·z~~~°"' :
3. FEDERAL
f'.ER.10.DCoVERE°D BY
10:---
EMPLOYER i..
IDENTIFICATION NO. ~
fir
llOI u,,..119'1
THl~PoRT
FROM (,,.o,,11'. cle11, 11Mr)
04•271JJ79
10 1 81
1
a. Cash ·on hand beginnin~ of r'e porting periOd
b. Letter of credit withdrawals
11.
16 ,oao·. _ _ __
__
c. Treasury ch eck payments
STATUS OF
--· - - -- - -
-- - -- - -----~1---...;_
.,
d . Total receipts ( S11m of /1n•·• Ii 1rnrl c)
. FEDERAL
CASH
of
e. Total cash ali111lable I S11 111
---- --- - -
-
-
27,865.89
lints" and d)
-· -· -
f . Grots disbursements
(Su 1p1oiftc
imtructiom
on th• bock)
·-
II · Federal 1h11rt1 o f pro11rirn1 1n r.om11
____
___
h. Net disbursements (/,onr f mrn11• /rne g )
-
27,865 .• 89
,_
l. Adjustment• of prior periods
\
12. THE
27 865 .89
J.
C11h on hand end of period
.
•
·-
__________
___ _
_______...,_$
AMOU~T
OTHE R INFORMATION
SHOWN 13.
ON LINE. llJ, ABOVE , f--- - - -REPRESENTS CASH RE- e. Interest income
QUIREMENTS FOR THE ~---
-- -· -- - - - ENSUING
b . Advencea to aubgra ntees or ~ubco ntr11ctora
Da.11•
14. REMARKS (Attach ndditional 1heete of v:/nin
.,
.
1m111•r, 1{ mrorr •1inr~
111
a
/:
.$
i
r~1111if'td)
* Please note ' th~t :t.t was. found tha,t t fi.:ts wa,s. t fi.e a,ctua,l ca,Wi- <!In fia.nd a,t tfi.e. J>eg:RmJ:P.~
· of the reporting per H>d due t0 ca,ncelled dent ~,
,
-- ---------------------
CERTIFICATION
15.
DATl ltl~
SIGNATURE
au... rnro
I certify to the best of my
knowledl• and belief that
this report 11 true In 111 l'e·
spects and that all disburse·
ments have been made for
the purpose and conditions
of the grant or agreement
AUTHORIZED
CERTIFYING
OFFICIAL
1 - - --
-
-
·- - -
··--- -----------1.-----------
TYPED OR PRINTED NAME AND TITLE
.__Pr. Ha~ B• _Ph~ ._ c~~~ t-=--=-----------=-= utre• Cocl•I
TELEPHONE
I
I~•,......)
( N•,,.bor)
_L_·----~----..1.1...;.. _________
_
THIS SPACE FOR AGENCY USE
I
272-101
•
STANDARD 'OltM 271 17-76)
PrHcrlb•d by Office of Men••ement end Bu<1 •• '
Cir. No. A-ll0
�(Follow irnitrurtions
RE CI P IENT ORGAN IZATION ( N a mt and romp l .tt utd ru1, i11rhM
fo•g ZIP e<><U)
3
.c.
I n ochine e Refugee
16 Rack Road
Chelmsford , MA
M ~ RT
IS SU BMI
Fc·u dation, I nc .
Q~2£71mn9cATioN
FROM (lii<tt<!A,
018 24
~1.
2. FE DERAL GRANT OR OTH ER IDENTIFYING
NUM BE R
IsM~:~ ·~~~---.
-=1~:~::b~~-}~, ~~8~-- __
_ lt
NUMBE R
-
-
j
1
___
L
-
.!_
7 . BAS IS
/A
,-9.
·-
- -- ----
~
J
D
YES
NO
P£RIOO COV ERED B Y TH IS REPORT
F M~.w~~h~ d~;, ;:;-,) ---- -RO
O~to_
be::_ l , 1981
YMr )
October 1, 1980
OMB Approv!.'d
No. 80-ROlSO
~~-'--.J....U...:::...L...:=..J..Ll...l....l-.....LL...::.....JLTJ..L.l-~~--'~---,.--~
P'ltOJ ECT / GRANT f'ERIOO 1Su '"'l°"""tW,.., )
&.
0
XXl
-
1
l"l
CASH
-- -
TO ( Mo,.llt. da y. ~~ar ) - - -
-
-
p ,\ C!::3
l\ ;:".: P t ..
-
March 31, 1982
STATLS OF FU
10 .
5
~-----:-:~-,G-,:-:-~--S~-:-,U-"~-,C-:_:_-~.-:_:_:_Cled_V_IT_l_E-~ ~a~~--~--~---.
u : _l -~~~~~~: )
b
ELEMENT TO ¥rnlCH
Office of Refuge e Resettlerr.en t , HHS
the back )
O\t
ORQAHIZATION~ l
1. 1'£D£ML AQEHCY AND
FINANCIAL STATUS REPORT
_ _ -_- __
--+-~-,-J-~-n -~- ---- _f : I
-
(e )
$
fatal outlays this report period
c
LP ss : Program incom e credits
d.
Net oL..'tlay s t his report
(L ine b min linP c )
e.
Net outlays to date
( LAne a p UJJ lin.e d)
f.
g.
L e~s:
.-- t-
'l.ll
e min
I
< ~
I
line /)
i.
i
Total unliqu idated obliga ·
L ess : Non ·Federal sha e of .,
oblig tion s showri on line
Total Federal share of outlays a"1
un liqu idat ed obHgations
-F
t
Total cumula t ive amou"t oi-F er_ I fund s
-ed- a_
aut horized
~~- ~~:,-g- te_d ba r__c e _f_F ed e_ra r_ru nd s
i a- __ a n __o __ _ ___
~:.::;~"
11.
IND IRECT
L
D PUCSE
b. RAT E
. -
appropriaU boz)
I c.
BASE
~
- - - - ----
0
PROVISIOHA1.
0
PMD~ERMINED 0- ~--~
12. RE..,~Rl(S: -tlt.oaelt '""• a r'c....:00- ' - - - ' ,....._,. • .,. ia/~ r--'--' ...._ ,~ _
oorf • "'"' " 1-o~io-ta,..
~ ..-.
-
t
-
63,592.
1·· FED€
___,_
0
J
-r
Id. TOTAL AMOUNT
--
63,592.
t
t-_
-f
t
Federal share of unliquldated ob ltga io,, s
k.
·-
27 ~ 865.89
t
--~
t
I.
I
f
I
h.
t
~
-- r
Non·Federal s hare al o,;tlaJS
To tal Fede ral share of o
(L
t
~ riod
FlXD>
_,.
•n
·~ · ·• ~ , . C"O"Mr.a."e.H .,....,.
Please see attached Budget rev i sion & note t hat all
costs were o6llgate
1, 1981.
I~J ~~~~y~~:-,_~my· k~~::~
f
·~-~ 6
l ShAAE
.
_
63,592. --
·
lle1 th at
that all
aA for
d<x:ume
·-
' h is ' ~ is correct rn:f comi;!ete an
outl ays an~ unllquida ed obligat ion
the porpcses set forth lf'I tt> a awar
ts.
SGNATIJR .AUT.
EOF
OF;-1c AL
- - - -- - - ----- - -+----- -·0---
Q~I ZED CERTI FYING
--- - - - - - - -
PED OR PRINTED
- -
~ AME AND
Dr . Hai Ba Pno ,
··-
-- -
TITLE
Co o rdi ~ ato r
DATE RE PO RT
s us:AITTED
3 /-31/82-·
TEL EPHO NE (..1na . od e,
n umber
1 l' d
1
PJ:f F ~swn)
(.617)_ 454-4286
ST..VCOARO FC>ftll 269 (7 - 761
PTnc rlbed by ()fftc e of 1,b ,..agement a nd B u".!1 • '
I
Cl< No A-- 11 0
)
�BUDGET REVISION
Original
Projected
Budget
*A.
Personnel Salaries
Requested
Budget
Revision
$41,242
$40,145.90
B.
Fringe Benefits
4,405
2,455.67
c.
Travel
1,374
1,554.52
D.
Equipment
700
1,599.02
E.
Supplies
2,700
4 , 400.93
F.
Contracts
5,755
5,936.12
G.
Other -
1,916
5,500
1,899.84
5,600.00
Telephone & Postage
Rent/Utilities
$63,592
$63,592.00
*Please note that the Closeout Costs of the Foundation are included in this
item and are broken down on the following page.
�Budget of Close Out Costs
The following costs are being charged by the Board of Directors for the termination
of our Federal Project.
Program Close Out:
A.
Final Report (Enclosed)
- written narrative
10 hr x 50/hr
$500
participation in final evaluation
5 hr x 50/hr
- participation in client record
closing
5 hr x 50/hr
Total
B.
250
250
20 hrs x 50/hr
$1,000
Financial Close Out Report
Participation in financial audit
lOhr x 50/hr
500
- close of all personnel tax
information (W-2, W-3, etc.)
10 hr x 50/hr =
500
- balance of all book work
10 hr x 50/hr =
500
- preparation of Financial Report
(enclosed)
11. 5 hr x 50/hr =
Total
41.5 hrs x 50/hr
Total
.fil
2,075
$3,075
�267 Pawtucket Street
Lowell, Ma. 01854
--Febrliary 23, 19i2 - · ·
. .
Lu
' tJ .r'L
t
••
TO WHOM IT MAY CONCERN:
Th ia? iu
'
IIy
I It.a I
I
x u m L11 u u
lt a v u
Ii<-
LI •
'(.) Yll J.mi
records of the Indochinese Refugee Foundation for the
yea~
ending December 31,· 1981.
~
My ..examination was... made in act::orda:11ce with generally
.
accepted auditing standards.
I
.
not~d
that there was an under-
payment of $6.41 for F.I.C.A. and an overpayment of $3.00 for
Federal Tax Withheld, making a net underpayment of $ 3 ·~ 4]. in
the Payroll Deductions Account .
I called these minor dis-
crepancies to the attention of the Bookkeeper and I understand
that corrections we.r e made in January r 1982.
'·.
The balance in checking account . #3873-3 at the First Bank
•.
of Chelmsford, Ma., was $1 0 ,163. 05 and i n the payroll account
-was .83.
~he accoun~ing
re cords reflected these balances.
Very truly yours ,
~. ~· ~
Sr. Claire Cayer
~
�..
',.
APPE~DIX
-·
OUTREACH
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SANG HOI TI NAN DONG DUONG
;-, .'
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LOWE~i,
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---____ :. ;.·------·-----
g a nh cho ngulii biet,n i_kha hem....
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::a hai ldp deu c6 c h l.l cl~:-9- ay ·<1ho
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ban t hich nghi_ vdi ,doi ,song My , n h u: t~~ s e ~~~ chuc .m<:>t bu6i h<;>p mat cho
di• 'c hM' giU gin sue khoe' <fi tdi
t<2an t~~ ph1:J huxnh va tre em ti nan
b~ nh
en l t SU dung di~n th o ai' k i~'.ll Don g puon g : Viet' Mi~n ~ Lao • nh ~, d~ . td~ bu~. d_i~n ? n ha t h1ong .,
, Buoi le"~1:1'oc ~at _dau vao lu~ 9: 36
Ca h ai ld p d~u day cac b ari tap r .' )i s an g , do q 9 1 n h a t h 6P ~l h a ::n Con~ r e
cho quen ct ~ ' ti~ p xuc vti'i ~n g rl.' o i 1t':y gati ona l dam tra c h. Tre e m '· ~ c o banr
Khong c o van pha m n hieu.
. k~ o \.trai c a y , a m nhp. c , va mon qua
Chting t oi lu c na o c u_ng c o ba
nho do c ha Nciel tr ao tang .
th__ong _. ,d ~ c h_vien ; t~ i ). 6'P, : V i~t ,_ rl:i e n
Chunt2 t ~ i_ [l Y· v9p g t o a n t he~ ph µ
La o san sa ng g iup do cac b an k hi
h~ ynh c u n g dan tre e m· t 6 i d ti defog
ga p k h o khan tro ng l op .h oc .
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~h uy , cte ~ 1a m thU . tuc c ho ~an.
------~-----~------ - ~--Xin goi di en 'thoai 50 : 454-
vi
I
4286 .
ERRY CHRISTMAS
M
. H Y HOLLID AY S
APP
ngay thu tu 23- 12- I98I tai
Ie lchoi banh luc 8:0 sang va tr
ve Lowell vao luc· 3:30 chieu. Gia v
2$ cho ngu·o~ .~on, va t~e em mien ph ·
Chlmg toi ··co tat ca 44 cho ngoi
lin cac ban toi ghi ten tu luc nay.
.
•.
-
"
Hoi chung t9i( Sang .hoi ti nan Dong
Duong) co to chuc di Boston bang xe
Bus trong ngay.
DIEN THOAI:•454-4286
'
,J
DI CHI NATOWN VA BOSTO
K.
....
~
.
....
TUC XIN
L.AJI: T H
.
~
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DOAN TU GI A.
-
DINH
-------------------------------~
I
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San g Ho i Ti Nan · luc n a o •cung c~
g ~lg ~.iup do,._.t~d~ nhAn ca c B1~rn dang
c on son g trohg cac trai t i nan d oa u
t µ vo i cac . pp.n som.
. " .
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c hu n g t~ i d ~ .
l ~p t htf tvc cho than ' nh ~n .
I
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-
.
2.
LAP Tri - TUC XIN LAM TH XAN P..
E
,
----------------- ~ -- - -- --- ----
Ho i I nt ernational Insti tut e tai Lowe
san,.;sang gi tSp cac Ba n d ien do n xin v ,
the x anh . t
·
.
. \.
Xi n ~a c ~~n nao _ ~a s~~~ ~~ i 9~ t ~y,
n a+n hay lau h on den h o i de·
t re n rn <;>t
l ap t h i tuc x in the x anh •
f\
HAPPY NEW YEAR
--
THONG· DIC H:
----------- ltic
,Chung toi
4
sa;
nao cung
s.i~g
co ba thong dich vien: _ Viet~ Mien ,
Lao, , g~6p d~:c4c _ ban tJ-\~u hai de~
· thu sau.
luc 12:30 den "2:30 ,
, Ne'~ - cac b~
gi~P .. do "' khi toi
~a ~ co . qu~ _a n . sin~_,- n h a ~ thuong , .,
no a: .: a : n-J:;. na o ca n t ': i2~ . .-.. i:1 ca c ·
Tu
b ~n ~
can
I
? a ~g :~y h ~ ~ tr c~~ ?: ~g
j en 2 :30 d ~ - c htln g t d i co
j d' :ac ban ~ h anh ch o n ~ .
th ~
i 2: Jd
~ i~ p
�INDOCH~ .NESE REFUGEES FOUNDATION, INC.
I
'
CHUO:r-G TRINH
'l'h'r NHAM
TE"'r •s PAR'I'Y
LE TE-TO
..
,,.1
ANCE3TORS'COMMEMORATION
QUAN
KHACH
GR.EE'I'INGS
k. Nguyen Huu Tuan _
Ms. Jacql40 -. J'.1'1ler
Mr. Pho Tha:1. Gia
Mr. Pho Ba Hai
/1-
•A
1
I'
I
'
CITATIONS OF RECOCNITION
GIOI THIEU AN-NHAN CUA SAI\C HOI
TIEc
I
PRCGRAM
• '"
CHAO Mtlil;
·/ •
I
'I'UAT
COM - ThJ c-don
Banh
Banh
DINN~ -
Chung- Dui..i.
mi
Hico Cake-Pickles
Shrimp/meat on toast
111611
chien t6m Lhi t
Fried rice
Roasted Chicken .
Tossed salad
Banana c l;Lke-Go corn~t ro11 "
Soft drink- Tea
com chien
quay
Ga
Rau c~i t ron
Banh chuoi~uanli l~'!V
lhi6c ng9t-Tra
A/
Menue
-
THUYET-TRINH
~UEST
"Nhan-tich va cac.: d.ich-vu
1•t
,_,
'J.
ell" • ',.
Quoc-Te o Low
cJa
Vie n
SPEAKER
·
"Naturalization and social services
provided by the "International.
Institute of Lowell"
M . Lyd.ia' Matte
rs
h:x.8cutiv e Directrice
International Institute of Lowell
CHUO~ -TRINH VAN-NGHE
. .
I
-
ENTERTAINMENT
J,.
PHAT QUA TRE-EM
TOYS FOR CHILDREN
A non -profit organ1zat1on
.tounded on January 27 , 1977, under th e Commonwealth of Mass ., G.L. , Ch . 180, Sec . 26A
�tr
2$
Mdf
I NVI TAT I 0 N
..
'1'11 1:
I 11uud 1l1u~;,;l; Hl.:J'ugues l•'oumw.Lion, l rn.: .
..
cordially invites
to attend a
,..
. • TE.T 'S
PAR'rY
.
TO Cl!!LEBRATE THE YF.AR
6F
.N,liAM 'l'UAT .· ~-·'·.
I
on
+ -··
n
Sunday, J a_ uary Jl, 1982
at
12 100 p . m.
at
O'Donnell Hall
(lndochinese Self-Help Project)
'!':) Hi19'1
Stt eet , Lowell, Massachusetts
• i
R. S.V. P.
B.e fore January 26 , 1982
(617) 454-4286
t'
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�INDOCHINESE SELF-HELP PROJECT
79 HIGH STREET
LOWELL, MASS. 01852
454-4286
DECEMBER, 1981
*
See page 2 for informa t ion on trip
'to Chinatown and Boston!!
ESL CLAS SES
CHRISTMAS PARTIES
We continue to offer two En g lish cla s c:;es everyday . One class me ts fr 111
8:30 - 10:30 a.m., and studie s Sur vi val English- Engli sh for p ople wh o
peak none. The other c l as s meet s
f rom 10:30 a.ro. - 12:JO p.111 . , and tu dies English that is a li ttle mo r · advanced- for people who have been lere
f or a while.
On Thi cs dHy , December 17, 1981 there
will be a Chri s tmas Party here at the
Indo ch in ·s c S · lf-llelp Projec t for children a nd their parents. The Party will
bcg iu at 9 : 30 a .m. , and will be sponso r ed by the Pe l ham Congregational
Ch ur c h n<l will feature : cookies, candy a nd f c uit, Chri s tma s -tm.lsic, and
s ma lJ g i f t s f or all the children hopef ull y g iven out by Santa Cla us himself!
'We ho pe { 'OU wi 11 come and bring your
ch ildr en . !
Both classes study s ub j ec t s s uch as
~opping here in the U. . , trans por_a tion, health, education, telep hone s ,
t he post office, housing , diff e r ent
kinds of jobs, and bankin g , amon g o t he r things, and both cl s s e s s r s
onversational Engli s h, no g ra111 l .
11:
VI ETNAMESE CHRISTMAS ·PARTY
' ou a r e i nvi t ed to a ttend the VietcJ1ne~ c Chris t n3s part y.
T ~1is party
1
1 · • h ·e n or ') ~mizcd hy .:i group of young
V ie 11,.Jme s e pc upl e i n Lowell.
1
We have three bil~n g u al ·u un s cl c1r.,
present at all cl~ sses t o int er p Ll
when necessary. 1£ you wou <l Ilk ·
to attend one of oul.'.' cl as s t.: s , p l ~ a:,1
c ontact: Bountha Lakmany , T uy P '1 d11 ,
Soc heath Uch, or anothe r rn •u1 b er c1 L ~ 1l
s taff at the Indochin es Se f -H~l p
Project, 454-4286 :·.
'
T i.n, L'. :
P Li ' L'. :
·e
.n.. Sunday Dec. 20, 1981
.. yo u tht!re ! ! !
MEI RY CHRISTMAS! !
We are looking for Volunt er ES L
Tutors, if you are int e~e s ted in
Volunteering your tim f or a ve r y
worthy cause or would lik n1or "
~ . nformation please con t ct :
lise Martin at 454~428 6
ALL SE VI CES
Internat i ona l Institute
79 lligh t. , Lowe 11, MA
llopv t
Thes e classes will b e ending 0 1
D ecemb~r 22, 1981.
Our n cw c l ass· ~
~ill be beginning on J anuary 4, ) 98 7 .
*
7 :00
HAPPY
HOLIDAYS!!
HAPPY NEW YEAR! !
J\ R I ~
F i\.El" OF Cl!J\RGE
�.
.
- 2-
TRIP TO CHINATOWN & BOSTON
!lEUNI FICATION
On Wednesday, Decembe r 23 , 198 1 , th e r
wi l l be a bus here at th e I n te r nat ional
I nstitute to take people t o Bos t on and
'hinatown for the day. The bus will
l eave here at 8:00 a.m . and t e turn her e
t 3:30 p.m. If you wan t t o t.:om c , ~· ou
~ ust buy a ticket for $2 . 00 fo r each
:. 1dult (children are fr ee ) from : Thuy
han, Socheath Uch, or Bountha La kmany
or any of the staff he r e at the Ind oc hinese Self-Help Proj e ct . The r e are
nly 44 seats on the bus; so i f yo u
vant to come, buy your tic ket sqon !
11 Indochinese people living in
Lowell are invited,·
·
INTERPRETIVE SERVIC ES
Our three bilingual ~ou nse~or s , Th uy
_ ha n, Socheath Uch, and Bountha La kma ny
·7e now available to d o i nterpr eting
.onday - F~iday from 12 : 30 - 2:30. If
you need. someone to tr anslate for you
J t the Welfare Offic e , Ho sp i tal, Cl inir ,
r any place else, t c y to s ·hed u l ~ y)ur
J ppointment betwe en 12:30 - 2 : 30> · n<l
,_ all Socheath Uch, Bount ha La kmany or
fhuy Phan to make $Ure he/ sh e an 111•1.p
; ou on that day. Agenci e s · nd utlier
~ e rvice provider s are welcwne t o u s ~
t his service. These servi e · a c ~ r .; ided, free of charge, by th<.! I ncer1a tional Institut e o f Lowe ll . For
1ss istance or mor e in forn1~tLc.,i1 c.:.i l
~ ither:
454-4286 or 459 -903 .
:vlUTUAL ASSISTANCE ASSOCIATION
C ONFEl~E
Th e Indochines Refugees Foundation
is now wor ki ng wi th the International
Insti t u te to fa c i litate f amily reunific ations. If you know of refugees
who wou l d l ike t o apply for reunification with fam i l y membe rs, please
call J . Fidler a t 454-4286.
GREEN CARDS
The I ntern.:i tional Ins titute is assist ing r efugee s in a ppl ying for Gre en
Card s , an immigrat ion card which gives
r e f ugees pe r ma nent r es id ence status.
A11y r efuge e who has lived in this
c ountry longt: r tha n one ye a r should
b e e ncour age d to ma ke the preliminary
ap pl.ica t ions . Re f uge es are eligible
for th i s status afte r two ye ars of
re s id ency in the U.S. For further
infor111ation ca ll : Ma ria Cuhna at
!~5 9-90 31.
TNDOC !IT NESE
EFUGEE S
STEERI ~G COMM.
T h e C n 1i. con tinues to me e t on a mon1
t: 1l y h .:i '>i s an d i s p tann ing to publish
t c ! ~s0 ur · c Directory.
The ComnL is
dcs [' L l'.' <l tc l y need ed s o tha t we can a 11
re
th J mos t cost -effective s ert o r •[ ug •s. If you, your agen·y , o r c urch a r~ i nt e r es ted, call
e it her : J . Fidl er at 454-4286 or
D . Spcc.: ht a t 1 59 -9 63 1.
v i~L
v i cer
' CF.
he I.R.F. cospons or e d th e l s t An n il l ?vi .
\ .A. Conference on Oct. 3 -l s t \v i.th r 1c n .
.R . Over 100 M. A. A. l ~a<l e r s a tt end ·J
~ h is very succes sfu l con£ r ·n e. T hi s
onf. focused bn providin g te·hni ca u s· istance and facil itating fut u r e r : H 1 1i_ n~
)r MAA development .
W · w0 uld l i ke to t hank all o f you for
"uu.c !:>Uppo rt and encour agement through·
u ul l 11L' year .
W look f orwa rd to work·
e
L11g with d ll of you a gain in the
f ulLr •.
�·
..
-·
APPENDIX I-b
INFORMATION AND REFERRAL
�INDOCHINESE sr- ?-HELP PROJECT
I FORMATION . REF R L
-
-~
DEC.
1980
Trans l ation/
I nt . Request
JAN.
FEB .
.
..
MARCH . APRIL
.
MAY ~.
JUNE
JULY
AUG.
SEPT.
OCT.
N
OV.
52 ·
57
53
508
8
5
6
96
5
5
3
1
20
12
12
80
7
12
8
10
83
15
12
193
3
5
73
.
15
45
55
56
46
48
6
20
48
8
10
11
6
5
1
8
5
DEC. TOTAL
1.
5
8
·5
'"
H ing
ous
5
4
6
16
-·
Financial
.
.Medical
2
'
Emp l oyment
3
5
11
4
..
3
4
3
8
5
10
5
5
4
6
30
15
21
23
20
27
10
3
6 .
8
12
8
7
6
1
7
4
5
*11
14
Educat i on
2
5
M ta l
en
Healt h
l
1
Ot her
2
9
TOTAL
24
.
5
.
15
~
.
elf a re
I
38
5
40
*8
60
'
118
116
.
3
1
10
31
4
122
137
105
1187
2
.
'
-
17
125
4
116
1
86 .•
-.
6
•
.
.95
_
,
..
17
-
127
�~-, ;.
-
·:-:
APPENJHX I TI
ESL
J
�i
P !ASE II
1981
.·
Proj~ct:.
<:>GOES 44~
·I
.·
Directuf.'
�APP~DIX
-·
V
ORGANIZATIONAL DEVELOPM}:NT
s
,.
�REGIONAL CONFERENCE ON
MUTUAL ASSISTANCE ASSOCIATIONS
********************
TENTATIVE. LIST OF PARTIC:;PANTS
CONNECTICUT:
Mr. John Andrews
Program Grant Manager
Connecticut State Department of Human Resources
110 Bartholomew Avenue
Hartford, Ct. 06105
Tel:
(203) 566-5799
Mr. Hai Cau Nguyen
HDS Program Specialist
Connecticut State Department of Human Resources
110 Bartholomew Avenue
Hartford, Ct. 06105
Tel:
(203) 566-3353
Laotian Association of Connecticut
Sith Thongkham, President
Fiene Srinvanchanthr
Vandchay Rimtharamy
Pravith Chareunsri
!!_'Mong Association Of Connecticut, Inc,
Lo Lao Thoua, President
Lo Neng
Lee Yia
You Moua
Sangkum Khmer of Connecticut, Inc.
Yuvaneath Norodom, President
Chanphal Ngy
Vichhyka Ngy
Sam Ang Sam
Moly Sam
Khom Chem
Sokha Long
Nyseng
Vietnamese Mutual Assistance Association of Connecticut, Inc.
Dr. Tran Dai Quang
Sr. Nguyen Thi Vinh
Mr. Nguyen Huu Loe
�-2-
MAINE:
Mr. David Stauffer
State Refugee Coordinator
Bureau of Resource Development
Department of Human Services c
Augusta, Maine 04330
Tel:
(207) 289-2971
Refugee Community, Inc.
Tran Van My Sang, President
Anchina Vickery
Ron Tripp
Cambodian Community of Maine, Inc.
Savuth Neas, President
Saroeum Ker
MASSACHUSETTS:
Mr. Thomas DeVouton, State Coordinator
Office of Refugee Resettlement
Executive Office of Human Services
Lindemann Center, Rm. 262
25 Staniford Street
Boston, MA
02116
Tel:
(617) 227-7734
Mr. John Wilshire, Assistant State Coordinator
Off ice of Refugee Resettlement
Executive Office of Human Services
Lindemann Center, Rm. 262
25 Staniford Street
Boston, MA 02116
Tel:
(617) 227-7734
Mr. John Rosario, Program Specialist
Off ice of Refugee Resettlement
Executive Office of Human Services
Lindemann Center, Rm. 262
25 Staniford Street
Boston, MA 02116
Tel:
(617) 227-7734
Indochinese Refugees Foundation, Inc.
Mr.
Mr.
Ms.
Mr.
Mr.
Mr.
Tuan Nguyen, President
& Mrs. Gia Pho
Chan Phan
& Mrs. Hai Ba Pho
& Mrs. Nghia Nguyen
John Vinh
�-3-
Indochinese Self-Help Project Staff
~
Ms.
Ms.
Ms.
Mr.
Mr.
Ms.
Jacqueline Fidler, Project Director
Elise Martin, ESL Instructor
Thuy Phan
Bountha Lakmany
Socheath Uch
Patricia Smyth
Vietnamese Community Development Societv of Boston, Inc.
Tan Dinh Nguyen
Dinh Huu Nguyen
Minh Quang Va
Lao/H'Mong Community of Massachusetts, Inc.
Mr. Ter Yang, President
Tou Khang, Vice President
Chou Khang
Ia Yang
Cambodian Community of Lowell
Mr. Mech Noun, Secretary
Sreng Long
Laotian Community of Lowell
Mr. Khamsone Silavong
Mr. Kharnpone Xayasane
Vietnamese Catholic Community of Boston, Inc
Nguyen Nhi Dang
Vo Dinh Chau
Vietnamese Community of Western Mass., Inc.
Mr. Hoang Chi
Banh Tung
Lang Van Micu
Nguyen Binh Duong
Vietnamese Association of Mass., Inc.
Tran Van Liem
Nguyen Thanh Dinh
Kirn Lan Bloom
Laotian Association of Mass.
Khamphouang Douangmany, President
Damdonane Rathanasone, Vice President
Noukane Sounyavongsa, Vice President
�-4··
Cambodian Community of Mass., Inc.
~
Laing Thea, President
Vuth Sophay, Secretary
RHODE ISLAND:
Mr. Leo Lachappelle, State Coordinator
Office of Refugee Resettlement
Dept. of Social and Rehab. Services
600 New London Ave.
Cranston, Rhode Island 02920
Tel:
(401) 464-2122
Cambodian Community of R.I., Inc.
Thia Sao, President
Svaing Van Kim
Sok Kim
Chandara Saing
Mr. Alan Deiffenbad
Council of Community Services
Providence, R.I.
Vietnamese Community of Rhode Island
Mr.
Mr.
Ms.
Mr.
Mr.
Mr.
Vo Kim Son, President
Pham Dang Quang, Secretary
Nguyen Thi Huong Giang
Le Anh Tuan
Nguyen Khoi, Vice President
Truong Minh Dung
Laotian Association of R.I., Inc
Chanthabane Vongsoumphou, President
Dethavanh Thed, Vice President
Nanthavongsa Khamkay, Vice President
Dan Vongsoumphou
�--:--
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productive contributors to this society in the shortest possible
period of time.
I
RECOMMEND.AT IONS
I
''
. KnO\dng that our communities must attain economic stability
in order to support the social, e ducati ~na l and ' cultural services
needed by our own people, we offer the foll o wing ;·e comrnendations,
designed to strengthen our cor,u.,un i ty -l>as.e d on; an i z at i 6 ns:
1.
Co ~prehe n sive technical assistari~e p ro? rams to increase
the ca pacity of .ou r refug ee sel f-h elp g roups.
•
•
2.
/ 3.
Appea l for coop e ratio n fr o m bot h the
pri vate sectors.
Appe al for support to n ationa l and J o c al training
and tech nic al programs to b e provid e d by professional
organi zations .
p~b lic
a nd
Funding to enable o u r s e lf-h e lp sroups to provide quality
services to in c om ing refuge e s and to 1cs po nd to the u ~ igue
n ee ds of sp e cifi c r ef u g e e po p ulations .
Co:t,r"unity Ce nt er s that can i n itial l y provice su;:porti\'e
s'bcial and cultural s e r vic es , lat er i~•c-v·ing o n t m·:ar ds
~h~ f o ll o ~ing l o ng-t e rw gc als :
.
•
Cultu r~ l
p r ese rvat ion
•
Advocacy v.:il hi n
•
Consolidation and e c crv:r ic d 0vc l c·r·:-:-:.: nt of the ethnic
c orJ;-. ~nity so as to J: ,..:: co;;e a p::l sit ive force in ;._;rer i c01 n
soc i e ty .
b ot h ~ the
p utlic a nd pri v ate sectors
AN AP?EAL
Together,
v>e
are ready t o t .c.:::c:-.e :;::;artni:::rs ;dth voluntary
resettl eme nt a c;enc i e s, f eC::c :ral ,
minority groups, aJ1d the
__
...
!"t ,:ii e
and l c·c a l s:-over: .. 1.. '::: nts , ot :« r
c o:r p o r3 '.:c: /r_·i.~s i :-i:--s s
s '? c-to r to achi c.• e
�..
3
. . ··.·~"""
' •
\Ve a lso a sk ll 1. it
the case of
.
r
fu g e (•'.;
Unit d
t ilt'
ov1 ' r
St~l
c:; r·as , a nd c oht i nu
t o admi t
'
' share of refu gee s fo r
. l·:e 'b e li eve th ,
t
r l" •\.'
i tc>
us e
to .su pport
n li nu
J rr.e nt in the Un it
ea
States .
1
s tre n gth n l\Jn r ica .
' S
a fair
By
learn in.g to work t ogE- llw r , v,·e he lp bo h r f u gees a nd Arn r
in n ee d.
.·
•I
r
the Sate C 1 rdin . tors · o f
o
I
'• .
.·
''
•.
..
'
.-·
..
;-'
·r.t•
ica n s
,.
...
':
,..
�- -
* * * * *
GENERAL CONFERENCE
MORNING SESSION:
10:00-10:15
•Registration and Coffee
10:15-10:30
•Welcoming Remarks
Mr. Orville J. Anderson,Regiona/ Director
Office of Refugee Resettlement, Region I
Mr. Tuan Huu Nguyen, President, Indochinese Refugee Foundation, Inc.
•Overview of MAA throughout the U.S.
Ms. Diana Bui, Consultant
Indochina Refugee Action Center (IRAC) Washington, D.C.
10:30 - 11 :00
11 :00 - 12:00
•Roles of MAA in Refugee Resettlement Efforts
Mr. Le Xuan Khoa, Deputy Director
Indochina Refugee Action Center (IRAC)
12:00-1:00
•Ethnic Luncheon
AFTERNOON SESSION
1:00-1:30
•Difficulties and Obstacles in Developing an Ethnic Minority MAA
Mr. Pho Ba Hai, Ph.D., Professor of Lowell Univ., Coordinator,
Indochinese Refugees Foundation, Inc.
1:30-2:30
•The Effect of Group Dynamics and the Management of an MAA
Mr. Pho Ba Long, Co-Director, Orientation Resource Center,
Center for Applied Linguistics (ORC/CAL) Washington, D.C.
2:30- 2:45
•Coffee Break
2:45-4:00
•Ethnic Group Discussions: "MAA Local Problems and Solutions"
Group 1 Hmong
Facilitator: Mr. Cheu Thao
Language & Cross-Cultural Expert
Orientation Resource Center
Group 2 Cambodian
Facilitator: Mr. Rithipol Yem
Director, CMAAP, Boston
Group 3 Laotian
Facilitator: Mr. Thao Bounthinh
General Secretary, Lao Assoc. of Metropolitan Area
Group 4 Vietnamese
Facilitators: Messrs. Le Xuan Khoa and Pho Ba Long
4:00-4:30
•Summaries of MAA Problems and Resolutions
Ms. Diana Bui
4:30- 5:00
•Adjournment
* * * * *
�REGIONAL MUTUAL ASSISTANCE
ASSOCIATION CONFERENCE
Saturday, October 31, 1981
at
J.F.K. Federal Building, Room 2003
Sponsored by:
Office of Refµgee Resettlement, Region I
U.S. Department of Health and Human Services
and
Indochinese Refugees Foundation, Inc.
Lao-Hmong Community of Mass, Inc.
* * * * * *
* * * * *
The Regional Mutual Assistance Association Conference will be an intensive, one day
workshop which is designed to:
•Present and discuss the roles of the MAA in Refugee Resettlement Efforts, the
effect of Group Dynamics, and the Management of a MAA.
•Give all MAA leaders in the Region an opportunity to assess their resources,
capabilities and needs in helping refugees achieve successful resettlement.
•Encourage the exchange of information and ideas among all MAA leaders.
�··
"·
APPEN1'IX VII
,.
$
-
COMMUNITY RESOURCES •
�--
••
lei. No. 4~9-2336
IHl: CllY 01-
729-illO
LO WL:LL. MA ~~ A C HU~E I TS
l JI I 1, I U I
Hemry
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Puyd~ol
Cl TA Adminla&retot
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l.L I /, A L>MI N l :. I l( A I IO N
li'J Al'l-' LL I ON 5 rKttT
LUW t ll . MA55ACHU5trTS 0 1!1 ~.l.
Tully
,
C. I I ) MANAGER
I
··
-
IJt' l' ;1f"l 111 11l uf S~cial Se rvi c es
..:
TO :
l\q•, iu11
i:JlUM :
lk11r y 1•,l- :. y d .. 1.il,
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f'. ll .~ lUl\ 1\ lll l ~ I U I· t:lHl l 'l IU\"l llJN •·
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J\J111i.11i s ti·atur~ ·
I ' 11\ J
1!1 ,· Lui~t!ll CETA l'rt111L· ' •11uw.c>r
1·
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l11Jochint,:se Refugee
' '' '- llJation's prupo ~ .. tl 11 1 lltv 1)1' 1' ,ll'.lllJ\ ' 111 iii . ;u \' 1.tl ~; 1 · rv~u :: . . wn11 s office thinks
··
11 U1 l\W age11cie !l C.lll ,It- 1· l u p lit e i;11J u l c·u·u11cr.JL lUll ;11;J J c livery system that
~,1 11 maximize cmploy111 c111 st: rv1cl!·::. Lu t.lti..: r t:fu ge~ pupulali.u1~.
.
.
1; ... · u . T,\ Program · Cd ll 11l I 1·r Vu1 · .111 1111 .1l :. k111 ·. 1 r.1111111)'.. U11 The .Jul> . Ti-;.ii11i11~. "\~orld
:
,11 11urk" cou11seling, .111.J Juli s c.in · li ; 1 :-.~ .i .,, 1 . 111 L· c , 1vltilc the l.H.1: . 6i1 offer client·
.• L ment and casc 111.111 :1i_:t: 111(.;.11l ul i 11<.liv1du ;1l rvlu i_:t: t::. reft:rn.:<l fo1· crnploymi::nt
·:-.-..
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\!.' :..:es.
1 1 -4 .\ pldns to :::.t.:1· vv .1 1111 .il 01 · 11v1 ·r . I , '. .'. 10 t: c: u 1111 1111,· ;il Ly di ., .1dv·;111t;1 ge.J participants
.. . 11 s 1982 opcral t 11 !'. r• ·.11-.
li; 1-.. L u11 wv lL11 ·t· rt:i.: 1p1 ·1lt J<11 :1 i11 th t.: Lowell Labor
:d
~\ 11 k 1: t Area. it is c l t ·:11· tlt ;1 t Lit• · r t· lu r. ' :l' p u 111il. .1t 1011 1:-. ·L1r gL· c:11uug h to mcrit si g 1111 · 1,·ant segmt: 11t sL 1111 " a11d Lhu ::. iiL ·u1111 c ;1 !'. r u up L1q_ Lc:J fu r se rvi c es.
',•'
Formal
l1 1:1-.. ages with .· the 1.1.:. l' . will L'11ald e L11t· lTTJ\ irr ugra rn Lu se !'V <.: r efugecrs.that it
uicild 110t OtherWi S L; ~ o L' l' VL: .
u . 1,\ ··;111d l.R.i:. ag rl:\' 111.11' U11 111,· . Ju l• Tr.illllll) '. (U .. i . T . J IVulild Ii i_• t h i: prima.ry >.1e l ~ i1 l e for c111ploy111c11l ., ,·r v 1,: 1·.., t u 1 · t"u 1'. ''l' "
·,
Tlt1 -.. l' ru1'.r.111 1 , · :1 11 uit"cr a mi nin.1u111 of .
'' "' · l'lu.:at\ \~hile tr;i11 ·. 1l1 11111 1q •. , · 111:111 :. 1111, 1 .1 11r1 v .il l' ~ ·t:L l <ir , L. 1r c:c; r o riented crnploy1 .- 1.t '• i. tu.a tiOll Ill ;1 ·.li11r
11
11v r1ud ul I 11111 -.
·11 " l'r illll! _ ponsor 1 11 111 .. 1ck
S
o1i
1111> d vv, · l up111c 111 l1y -.. t· t L 1 11~'. ;1 ~ i,l t· :~u ·~ of 011c uf i.ts
_ •. 1• . 7kvcloper''., t1111• $'' "L· rv1 · rL· l11!'Y'-" " ·
ll 1:. . 11il 1, 111 .1
.tl'l.I tl1.1l ;it lea::.t 20 O . J . T.
1
.. . 1 I 1u1 1 s could l1l' d 1· ~1 · lu1 •1·J 1... 11•n ·11 . l.11111 .11 )'
.111d ' ,1·111 v 111lil'r ~ ll t:- li .
/\t a11 ;ivcr.1gt:
1
... . 1 111° $ '/Ull per 1111 -. 11 · 1111 1, 1111 · . . 1111,11 1111 " 1 ... 1 11u · ... il1 I L' t '. 1: 1/\ 1u 1ilril1ut1 u ll ~~l $l tl,OUU
1u1 1
.;;ige s for ret'u~ '.L'l" ,· 11 v 11t :.. lit :.ltlllild li L 1wt,;d th.it U .. l . T . p u s iL1011s mu'.->t pay
:
; 1 1.i lllilllUlll Of $4.UU l" ' I lt u u1, l\ ;1v c . 1 1111111 11111111 1 r .1i11lll f', jH .J'lud , ;utcl. )!.LldLllltt.: e th;.it
:-. 11 d·:>s ful compleli u11 1oJi ll r c·;l ilt i11 lli t.· , · 11t:11l hL·1 1 . hir e d liy th t: empluyer at a ·
,
11'
1 1 .. 1i:.iy increa'.:>l!.)
.1
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·11v1d l "
, t._1 1 1·, 11·a 111 111 g i 1 ucc up a t i unal are as wh e re
\
Llic possibiliti es
1•1"1 v: 1l L· :-. t:<.· 1u 1 1• l :1,·l· 111<.:11 t :i11J aJv:J 11 c <.:111e n t a r e maximiz e d .
·
70%
u t' the participant ::> l t: 1 · 11111 1 ~1t t: d 111 111<.· l '. JH I t: l :'l'i\ l' r ug r :J111 were po s i t i ve pla<..:·ements.
t'llc average length u t" lra 111 11 q ·, 1·, h t: l1vvt: 1 Llil' c c :111J fo ur 1110 11th s.
1
A refug e e re ferred
t 0 a skills trai11 i. 11 g 1i r ug r :i111
<>1 1I J l1.1v c· .111 v x L e Jl e n t c hanc e of securing emplO}'lnent.
·
Sl-..i.lls training i s ot"ll' n .: d i 11 t il l · t"u ll u 1 111 g a r c :1:-. :
v
ur
I: it:l· t
Ive· I , I 111 !'.
i.v111
c T c <.:1111 i.c i an
I J l:1 l ' r ucc ss in g
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lvur d l' r u c<.:s:, i. ng/ C ler i.c al
h i ud '>L ' l' V I <" l '
1: .1 l' < 1 •111 <" 1 ··"· 11il 1l
"1
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Sh u p
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1
't l 1· · .iv<.:rage <.: u .; t " ' .• I I .I I 11 I I I ) ~ I '' I I I I
1 a L l:111cnt is $ L ,Ul u .
d :
.\ 11l I l I I'· ' l I 11 '. l I 1. 1I .' tJ r L· l u g c L· "c lJ.c nt s co ulJ be rcfer r t:d tu skills
)
lr.1i11ing from Ja11u :ir r l i tJ'lH l ).', 11 :; l' jJ l l :lll h l'I " rn tli, th1 :-- c uulJ repr e s e n t $2?,80() - in CJ:::TA
, •11il ril¥Jtiu11 s .
I • •
l "
l'h l' u .:TA Progr ~Ull .ll l ll • lj l.ll l' '. 1l 1 ·i t" . ' "' ' "" . l l Vl " · lv i l l ro111pl e11ie11t well the employment
.1i.·
:.,<.: rvices object 1 VL' :-> " l 11 1 lk 111-i!.'T l\ l ·:. L· l t l e 111 11l l'rog r a iu.
"
c
W wo uld look forward to
t:
1>1 >rki. 11g with th<.: ~J1 J < fl111 1 <.·:-. L' lk l"1 1)'. l"L' l-i i u 1
1J.1 1.. i u 11 l o a c co111pl is h th i s.
,.
,,
••
�O F FI CE O F T H E MAYOR
C IT Y HA LL
· LOW E LL , MA SSA C HU SETIS 0 1852
·· . .
HONOilABLE ROBERT C:MAGUlRE
JAM ES W. MORIARTY
MAYOR
Admin istraii ve Assista nl
To T he Mayor
M . BR ENDAN FLEMING
V I C i,;.c II A l R M A N
November 24, 1981
TO WHCM I'l' 'MAY C..'ONCC:HN :
The Indcx::hine s Pro ject has been a worthwhile program ~or the
scntial that the program continue to
people of l.Dw
ell nd i t ~s
grCJV.1 to serve the i ncreasin.1 n Eris of thes people.
I.owe ll ' s program ·e es nor than tw.iceas many peopl e a s any
other City ' s program. The $140 , 000 . 00 that this group r eque st is .
justif i abl e, bee use of th utstanding job they have done in the
past year .
The.r:efore , as Mayor of th Cit y o I.ow l , I encourag~ the
el
growth of this program and would support their proposal for the
$140,000 . 00.
'
..·
Please fe 1 fre
Ext. 200 or 201 .
to c 11 m on t his subject
-t: (617 ) 454-8821
Sincerely ,
/
;
/ f
_
\.
/ /J'i; 1-/,t ~-~~
Hobert C. Maguire
,
· M
ayor
RCM/c
...
~
HOM E
OF
TH E
U R BAN
AT I ONAL
P A RK
I
,.. .
f
�JAM ES J. CONNORS
DIR ECTOR OF
FISCAL AFFAIRS
JAMES J. CAMPBELL
ASSISTANT CITY MANAGER
OPERATIONS
B. JOSEPH TULLY
CITY MANAGER
(617)
4 54 - 88 2 1
OFFICE OF THE CITY MANAGER
CITY HALL
LOWELL, MASSACHUSETTS 01852
November 19, 1981 ·
'IO WHCM IT MAY O)NCERN:
This is a letter of supp:>rt f or the Indochinese Refugees Fourrlation's
prop:>sal for funding f or the ccming year.
I fully supp:>rt the w::irk of this agency ir1 areas of ESL , job
counseling, and suppcrt services. The Greater Lowell area is highly
.impactErl with a refuge population that is nearing 1 ,000. The high
rates of welfare depend.ency and lack of •services have put a .critical
drain on this City' s resources.
The Indochinese ProjeC't addresses the needs of ~is City for' a
corrmunity-basErl agency that ccx::>rdinates services f or ' refugees. Careful
review of their past perfonnance illustrates that they have a crErlible
and worthwhile progr am. Their prop:>sal for $,140,000 is both costef fective and crucial t o the successful integration of · th refugee
canmnity into low 11 , and I therefor e lend. it my f ull supp:>rt .
.
BJT/c
,.
$
;,:/(o~te o/ dr rJ//p/011, .A0t1e)llo/ f!laJti"
�(, 04N/J'NAYJ'UDP,,,a/tk
9/JejUl/#Hwm,/
o/~~
o/ Jocia/ J
~
He gion Ill
Lowell Area Ollicc
Mary J < E11gland , M. D .
uie
!CK) Merrimack ' tr •d
( :01111111 ~~ io11er
Barbara Boustani
Lowell , M:.t!>s . 01850
45-i-8061
Ed ward H< na rd , ACSW
1
Arc a Dii ector
ilt!gio11al D1n'ctor
June
30, 1981
TO WHOM IT MAY CONCmN:
During recent conversation with *>. Jackie Fiddler, Director of the
Indochinese Self-Help Project, we learned that numbers of Indochinese
families in have been steadily growing in Lowell. Since the feeus of
the project is to assiat people in obta,ining job ,t raining and employment, we are i n f ull suppor t of its 9cmtin114tion.
The Department of Social Services sees families regularly whose tunotioning i s severely deteriorated. lack of a regular,. sufficient income is a major contributing factor to many families in trouble. .We
view t he Self ~elp Project as a means of preventing unemployinent and
eventual family disruption of the Indochinese residents of ~.
..
.
.
We look forward to a supportive, cooperative relationship with the '
Indochinese Self-Help Project..
'
...
-.:.
Sincerely,
::.t__
·IZhJJ~
. . Irene Praahker
..
Program Development Specialist
,~J:. ~
Linda Andel.man
Assistant Program Develop. Speci.8.list
,.
- - - ------ -
-- --
-
·-
-- -- -----
�IN'
---------
Sep t mb er 14 , 1981
M:, .
, l <.J C.: (j U · lin '
M.
l,. idl l· t,
in s Rc fu y '
L ~tO- llrn ong Cornmuni t y
L 1 do -C l
'1
79 tljyb
f
M
SScl
tlU Sl'
Di 1 v1: Lo1
ln · .
t
,
In c.
S tr ~
Lo we ll , M s
De
l' t< lJl ' <'l
Foundu L j on,
'S
ch u s ~ t
s
018 ~2
r Ms . Pidl r :
Thi s l e tt e r i s t o e xp ress my per ·oncll s upport of th e Inda-Ch in se
Projec t as outlin ed in y u r abs r · t propos l a ccompany ing . yo u r r c e nt
1 tter.
I
'
Th o bj e6t ives and m h o so · yo u orga nization in assisti~ g t h e
70 0 ~ lu s Inda-Chine se r e fug
s with in t h City of Lo wel l a r e mo st wort hy
nd e ncouraging.
Th s rvi c s to b e p r o v ided would most certa i nly
ass1s th Inda-Ch in se refug e s · n o b tai ning n~ maintai n ing a dee nt
stan d rd of livin g f o t h e ms lves · nd t h i r c hildre n.
In c lo sing , 1 c rnrune nd y ur urg n1z · tion tor th .ir relentl ss
ef for to addr ess the needs of th lndo-Chin se r f ugees in a c ar llt y,
pr ofessional m nn er . 'l'h er fore, I support t h ir e ndeavor in tr yiny
o s cur
dditional undin g and or their i nn o vativ directi on .
Ly,
,, (
, l l. '
I
J a m s L. Mil ' n zzo
Dir , ·tor
JLM:t
�M.
11t
01 , 1tu
HANNON
\.J,\· 111 11<.. I O N Of'FICli:1
(, MA UA ltUSCl'TA
·I' Atl NVN UtJ•l.U INQ
(.!Ol) 225-3411
COMMln£1£1
WA V S AND M
Su
Qtongres>s of tb
ANS
OM MITTE $1
Ul!.J J lt lC ( OFf' ICE S I
I I l A WtiLN E
1{)ouse of
Mln.sbinntou,
H EALTH
1RAO
.~ ~o'h1..rH•. L,
l
"t H El.T
MASS.
01840
(bl I) bOJ-5 313
I 14 M IUULE s ·rREET
20.:>l
L\.1'l\. I U , IV:.~ ~ .
LX IN
0 1852
I O N, MASS.
(u 11) Ob Z- 1647
'I
'irtl 'J' t>1·uj. IJ i 1·.
lndochine Hefugees Po un tioll , l 1 tc
79 High St re t
M~ .
Jacqu line JV! .
I'' 1·11 11
,.
111'
I '
l1
.
~
.. :.
Lowell , Ma . 01852
!J ->ar Ms .
F'idler :
I am happy t o J ·m l rny
th Department of 'oGia1
don
ffiUCh
for tndod I
0
l I .SC
~ ;uppor·t lO
~ervi cc0.
l 'C r·u1';c1. .;
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J~ : tor
·
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I appreci t your con tw..:U1 LI' 111c uJ iJ I 'u1 · · Lv i 11 • m l I 1 1 .. I[ q
ii. dll,'/ 1111
to expres s ll\Y s uppurt, for· yow · l~1To1·l~L 11' I l '< u I I
µl ase do not h si tatc t o ld, rne know.
L'l '.Y
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�THE: Cl l Y 0 1
LOW LL M A SS A C H U~
I I
T e l. No. -459-2336
729-8 120
Of f ICI: OF L: 1 I Y M ANA L.o t H
Ji;nry l:'rzydzial
CETA A dm 1n iur ator
CET A ADMINIST RA 1 ION
B. Joseph Tully
89 APPL ET ON STHL l:T
CITY MANAGER
L OWEL L , MASSAC HUS t T T S 01 Ut> :.>
.) Wit '
Ms . J acqueline F _
idl r
Projec t Director
Indochinese Refu ge s F o un d ation,
79 High Street
I,
/ ' J/i/
rn c .
LOl~e lh /MA 018 52
Dear?r
I would like t o thu n k yo u t or yu u r o uu
·Ji u s si ::; L._in ·' 10 1 tli u '1:."l'A S ununer
Yo uth Employme nt Progrum .
I
m 1110 1 , t li un h uppy to in.turm yuu Lh..i L h t • Jw v e
e x e ede d o ur Indo c hin ·e yocJl tor s w m11 ·r you h duu s p •cJ r u .:.tl ly t u 11uur Agen c y ' s
c1ssi t nc
I kn w,
ilc1 Ch ris t:J 1opo u los
·i y l ii.Jo r lioud Yuutll 'u 1p . , l'1o j ect
Director , shares my e 11 t husi s m i n worki 11 g w.i th 9uur 1;uull':J µ,·rsu11s L Ii 1 ::; · umm ·r .
'1.'han k you for you r c·o n t inu e d supf!ort d ll d 1nt
' tL '::J L
;11 C J;''l'1
J o k forward t o o ur c n tjn u d work iny n •l c1t ions 1! 1p.
0 / 1<' /' ci l
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c J ff!
j(IJI ',
/)/
/1'1 ' / 1J/
f-'1u':)1,1111::., .
1
�C oMMUNITY
C(JE AMWORK. J),Nc.
DOWNTOWN MULTI-SERVICE CENTER
; 2 2 8 CENTRAL STR EET
LOWELL, M A. 01852
4 59- 6 161
J une 1, 19 81
Ms . Ja ckie Fi dl er
I n dochine s e Se l f - Help Proj e c t'
79 Hi gh St r e e t
Lowe ll, Ma . 01 852
Dea r J a ckie :
I want t o exp ress my apprecia t ion f or all t: hc h e lp yo ur organiz a tion
pr ovided t o our Fu e l As s is t anc e Pro gr am th i win t e r.
Yo ur ~ e l p in t ran sla t in B lett e r s and in t e~ p r e ti n g f r a p pl i a nt s was
i nv a l uabl e f or C. T . I . and it s cl i en t s . . ~-J c oul d not ha ve St'rv d the
I n doc hln s e comrnunj l y wLLhouL the he lp of yo 1,.1 r tr<rn s L Lors.
a
n ee d f or I n dochi nes t r ansl a tor s is ev iden t, an d w• ~re ~ ~ ra • ful
that w_ coul d cal l 011 you
rgan l z a ti..on . W• ho pe t lwL LL a11~;L1t· n
s r vi ce s. wil 1 b e av ul la b l e i n t h f u t u re .
Th ~
t-J e a ls o ho pe t h at i [ C. T . I. can b e o f se rv i e LO ye u t·hu t you wil]
n ot he s i t a t e to c all .
Sincere ly ,
(?/)
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.
"-/
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Cl a ud i n e Lan g loi s
,; c
I
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..OPPORTUNITY THROUG H COMMUNITY ACTION"
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�HOUSE: OF REPRESENTAT IVES
STATE HOUSE', SOSTON 0 2 13::1
TIMOTHY M . ROURKE
REPRESENTATIVE
Committees on
1 9TH MIDDLESEX DISTRICT
35 VICTORIA STREET
local Affajrs
LOWELL. MA 0~651
ROOM 126 . STATE HOUSE
TEL. 456-953f
TEL. 722-2602
Energy
October 26, 1981
Thomas DeVouton
Of fie , fo r Refug
R s ttlement
Eric Li ndem ann Buildi ng
25 Sta niford ·Str e t
Room 282
Bo ·ton MA 0 2114
Dear Mt·. DeVouton :
I would like to take this opportunity to ad vise you
of my strong support for the lndochine e Refugee ··F oundation
in Lo w 11. 1 have spoken with yoi.; previously concerning thi '
proj ct which has don.c 11 uperb job with the funds all~.cated
the.rn this past f is · :i.l y ar.
. .:
The lndochin es Se lf-Help Project is currently in the
b ginnin g stages of prepa rin g theic. R .F .P. Proposal for a
compr h~nsi v eval uation in January. I am enclosing for your
review a copy of th abstract of. the proposal.
Thunl< you for your anticipated cooperation r egardin g
thi s most worthy project.
' With warm
·· .:.·
1·e~u rd
,
am
,.
Sincerely,
TIMOTHY M . RO URJ< E
~lat
Represent ative
~.,:.
TMR:rilrm
�The National
A lli ance
of Busines s
40 CE NTRAL STREET
LO W ELL, MA 01852
(617) 453-64 19
HAIHI-'
ll ~O N
Edlll o nd Gu:; Cou lu
EX CUT IVE DIR CTOR
Ric hard C W ell::.
Octob er 19, ·1981
DIR l::CTOR HUMAN RESOUH C S
Arth ur R Kult :,
VI l C l IAllU 'L H ~ON
Dav1LJ CordPJu
Th eodore Dydow1 c z
Lawrun ce ~r111t11
Denn i:; elco rne
PA ST C H AtnPrHSON
Ms. Jcicquel ine M. I idler
Project Dir, tor
Indochinese ) elf-He lp Project
79 High SLreet
Low 11, M/\ 01852 _
No1111.i11 C.(;1 1111 1·,
Carl Orr ()
U '<.l r f·l ~. I id I e
Th
pl , sed
Project
ervice
h.cr e mo
ou r new
:
Merri111ack Valley National All ·idl1C
f l3us11H.: --.~ l ' v: v
to uµp ort th request of t h lndochine
Self - Ill 11·
for continued funding, beca use we kno w of the 1.:XL.cl I L111
you hav e pro vid ed in the past. The Indochin esl' , ti
ed into the Lowell area. hav e be 0111 a vit al µcit t ul
work force , and we feel thi s service sh oul d be cu11ti1Jmit
Our 11 ew Me rri1nack Vtlll ey All-ian ce or Llu ine s llu111c..1r1
l{L'>llll"Cl.'
In c., would be very happy to enter into un cH.Jree1
11e11l. v1iU , yuu.
gency to p1·ovi de direct job d velop111ent and 111arketrnq -L u ..1111
e111p loye rs Lo lte l p find uitable e111ploy111enL ~or th e pL·o11i · yuu
are ass1'>t i11 u.
S in~.r~J/
~IA
c
f
//
Lr /,,- ·
~
Arthur fL Ke lb
Di r.ector, Hu111an l<e s ource~
ARK/It
..,; -·
'
�Uni versity of Lowell
A lternatives fo r Individual De vel opment
T <ll nt ~a rch Proje t
IJug.111 t 1,tll
I <>\~I'll l'vl.1".1 ( liml'lh 0111 '1·1
I ,.1 .. pl1<!1l1' ·1'1.' '1llUll
I \l !/ '1 7
Wl l I IAM I J\11 J\111 LA
I )I<<'( I OI
1'1 1\ 111\ I 1'1 111111''>
5,
Octob r
1981
M . Jac queli n ~ M. i"idl r , I:' ojl!ct Dir ctor
s
Indochinese Self Help Project
79 High Street
OIU'> 2
~-:·
D ·..ir M ·.
l,. id IL":
It is my undl!rSLcinding th<lt the IncJochinl!!:h' Self llelp l?roj 'CL is
<liJ.l?lying for -u11d1ng o ..:0 11 i.nue + expc.tnd i.Ls preSl'!lL LJrOjl!cl.
'l'llere
exists in tltis co 1ru11u11iLy ..i grectl 11l:!ed for till! :;L,r VJ ces which you provid e .
The c fuyee µo]:'ulatio11 in this ctrect hus Lieen growi11g stectdily
and most· atTlVe he1 e wi thoul trw En gli'sh l,rngudye 01 l.i.fe-coping ski.lls
nl~edcd to b ·come• rn oduct i Vl' rnembc; rs of soc i.e t y.
'iou ~ pro J ec t prov id •s
e-.· n jul ~w1 vi c· ·s · nl w• !)Ok f.urwurd to wor k 11l(J c'UOJJ'rut..iv>ly wi.Lh
yuu.
Si ncere ] y y•Jur.s,
l'llyllis 6. 1' 111 I I ii'·•
l'coj <' ·L O 1 ,~vc.. l u r
'l'.11
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Lowell. M
'..11 d
01
4.)!J 0 61
Oct ber 23,
ndo-Ch in
s ~
H u
s F und u
el
Lowell , Massachusetts 018 2
J •
981
n , In .
79 High St
To Whom i
M
ay Co ne rn :
Since b i ng involv e d wi th the work of th e Indo Chines e S lt - He lp Proj e ct fo r the past yeat , I b li - v u .
that the work of this pr jec is most essenti 1 t
h c l 1:...,;-,·
the incr easin g numb r of refug es 'in .the Lowe ll ar a ~
The langu ag c lass s and job d v e l opment are n ly a S lll <.i .U
par t o f th h e lp that i s n ee ded by th~ refuge s in o rdc1
to adapt and b com abso b d into our society.· '.rh mun y
other mergency ser v ic s a nd s upplementary progr ms prov it k ·<.J
by the Indo-Chinese Self-Help Project are too nume rou s to
mention, e.g. ,t ra nslati ng, trips to hos p itals, job i ntetv 11· ws ,
e tc . , co-ordinating Church age nd. es , couns e ll ing (;1 n d so 011.
In my opin i on , if h Indo-Chines e Se lf-II l p Proj e c t
to ceas or curtai l i t
prog r am , it w ul c a u s
!j< •r i<111.;
har m to the r _- se ttle ment of ref ug ees in the ar ea .
l s li u 11q ly
urge that th is program b suppo rt ed and enlar.g d as mu clt <1:....
p ossible .
w re
Resp ct f ul ly
-/ -7 /
£ . . ~.
y our ~ '·
l
Re v erend Ri c hard C. C o 11v1.:1y
Administra tor
St . · Patrick' s P<~/ i~ ;J 1, l.tJW1• I I
HC : cs
�INDO-CHINESE REFUGEE MENTAL HEALTH PROGRAM
I
4 18 Wa shington Street
Bri~hton,
Ma ssachusetts 02135
(617 ) 254-2121
ptember 30 , 1 981
. Jacque lin M. £..idler
Proj c Direct or
Indochin s
l --1
.:.L;lµ l?r Jc t
79 J.-Jigh
Low •l.L, l\'.l.J ::.;sct · hu.-::; ' L: ; O LB' >L
I.:Ear·Ms .
Fidle
1 am war that t
ln ochinese Sel f- He lp Project is currently acin;:i
pr ecarious, uncertain funding f uture . Your project has initiat ed ail i!"'..nov~ tive· <l.LIU .
effectiv plan to ddress
h tre · :i.mnediate and l~nger-term s l f-de Le nnination
needs of all £out ast Asian cmmunities. From our per·pective , it has
e n oL>vi us
that th overwhelming resp:>nse to the efforts of. the Indochine e -· lf- t: l p Pr j<::! L
throughout Massachu · tts has been one of s upport and respec t. Nation lly, s ince th=
Refugee Act of 1 980, the c exist s a profound need to devel op a canpre h o siv avprO<l h.
to the ongoing rese tlernen 1needs of a ll refugee populations seeking fr - dom in Lhis
country . 'lre fact renld.ins i.,ha t
existing l ck of federa l f unds for your p CXJL<.11 11
s ho t s ighted ha it und munes the pirit of the United States aunilmenL
wer newly arrived refuges fran Southeast'Asi a with the ability to care Loi
lv s .
n::;ibl
o
k in d i ions hat ar r l "sli · · nd ultuLully
unding r quest. l am con. id nt tra
fed.em l u1 ld
stat repre ntativ s involv
in thi::; JUdgernen hav th- wisdom
o f mutual ssi stan
a l.iv .
I
urg
tho
r s
sen i ti ve to support your
It i s imper ive thaL the c.icc0111pl1s lu1tents
l f- r:le lp r o j , t
all w · l o
l t
s l u L i.or 1 wj l I.
fo w 1 L
d
ld g
w:i..11 of the s ft i l.
ully ontinu ' :i. t s ttti · -.i.011.
; J II
:.
\ " LI ~
J
l'r
JL/.kn1c
RESEARCH FOR SOCIAL CHANGE, INC.
L"dJ ll
I
IL!
I
ui11
t/
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Final Progress Report of Indochinese Refugees Foundation, Inc. to the Office of Refugees Resettlement, 1980-1981
Subject
The topic of the resource
Community organization
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Fifth and final Progress Report of Indochinese Refugees Foundation, Inc. to the Office of Refugees Resettlement.
Creator
An entity primarily responsible for making the resource
Fidler, Jacqueline
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1981
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
78 p.; 28 x 21.5
Language
A language of the resource
English
Khmer
Vietnamese
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b12_f01_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/05012cfaed2628459af359d80ad08e86.pdf?Expires=1712793600&Signature=nCULTYg6O4qpxRu95S8BD0BskCyUWMhqcftMfAYXfhvopowYc3KSvdUksruZXgRpuXpLPVFfB4yDlutUcvKIDeB8TRT24A7JANw5P9%7EEmjWVrdfaBdYpRIIQsOel86OOwzUySzPRmBGbzElXn3tGnq0XLXN4iNu8D3VZNyYT-TKRMutsE6qhougCXYF9fyV%7EUw6UjTuHBzKUoWQTHlV4XZPMR0arBvNnh1B0ss8zm18sjxKEt9Q1UNtw6YY-pLMQuoatoHSUs%7EqyHclKSkgok-qDDD7voPJF80bP5YNabAceQg%7EGQmd1iOXyK6GhTvQJ7s5CElj7S1Z9uJxYRK91JQ__&Key-Pair-Id=K6UGZS9ZTDSZM
ea57d19591592ec77ae14075cbaea7fb
PDF Text
Text
PROPOSAL FOR. CONTINUATION OF:
INDOCHDIESE SELF-HELP PROJECT
Oct. 1, 1'81 - Dec. 31, 1981
�OMB Approval No.
-
2. APPLI·
FEDERAL ASSISTANCE
1---
I. TYPE
·-~··
D
----
-·--
CANT'S
APPLI·
CATION
PREAPPLICATIOft
OF
ACTION e9 APPLICA llON
(Mork op. 0 NOTIFICArlON Of INIJ;f (Opl)
0 REPORT OF FEOEICill ACTION
4. LEGAL APPLICANT /RECIPIEN r
c:r'*
1
1.
NUMBER
·- -
II. DAT£
YHr 111onlA All
19
3. STATI
APPLICATION
IDENTIFIER
...__
b. DATE
l'Nr
ASSIGNED
...
Leoti•
Blallk
2~R0211
1. WUMBER
19
""'""'
-da11
···~ - --··-
5. FEDERAL EMPLOYER IDENTIFICATION NO.
b. Dr11nintioA Unit
••
: 79 High St.
c. SlrHt/P.O. 11C111
d.
04-2713379
: lndochinesep.efugees Fowid, Inc.
1. Appliwnt Name
c111Lowe11
:
I I I• I I I I
1. NUMBER
PRO·
GRAM
•· Couaty :
L TITLE
IFrna
Mass
•· z1PCoc11: 01852
Fcdnal
CGCaloo)
•·Contact PlllGn 1N11Jacqueline Fidler
= it ul•ph01.. No. I : 454 -4286... __ - -·- ····- --------t-..
I 7, TITLE AND DESCRIPTION OF APPLICANl ::i PROJt.CT
-TY~P-E_O_F.._A_P_P_L_IC_A N_T_/_R-EC_l_P-_ _ _ _ _ __
_
IEN_T
Iii
The 1 n d OC hine 8 e Se l f· - He l p p r 0 j eC t
A-Stall
H-Commualty Action AalllC1
8
&-lnttnlalt
I- Hl1.h1r Edu"lion1I 111tltutlOD
1. s1a1.
:
!i
t The applicant will provide two classes of
work related English to 80 refugees; job
counseling & job develo~ent to those same
refugees• and emerl!>ency interpretation services for 1.5 hrs . /week .
8
u~10._A_R_EA_O_F_P--R-j'£cTlMPAl.T
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ESTIMATED NUM·
BER OF PERSONS
BENEFITINQ
E!i:
~~Pur.Dl1tr1ct
..
Encwappropnacei.un-[!J
9 , TYPE 0 , ASSISTANCE
Malo Grant
D-lneurl!KI
&-Suppl1111111tal Qrut
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~PE OF APPLICATIONE-Au1..entall011
A-Hew
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c-JlwlalOll
~llnwallol
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• "_•r...:~
1' l 1
.•NGllLSSIONAL DISTRICTS OF:
'Iii. TYPE OF CHANGE (lo'or Jlo or JI•)
~- A~l-'LIC~T---- ·- - -,ROJECT_ _ _ _ _ ,
~-. - _ _
~Ir:.
f-Otber (BJllaiJll) 1
C-l11Cr1110 DurlllOll
~_
- -- - - - - • D-Dac;r1111 Dur1U011
.00 ltt. l'HOJH.:I SlART · - - 7.- PROJECT
1£-CaacalllliOll
PROPOSED FUNOING
1. FEDERAL
S
.!
:::in::-..:
159 22 SQ_ ,;-
~b.--'APP_Ll_CAN
.... .....-T-1------ -- __
e.
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.
Greater Lowel! Ar~~
13.
..
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K-Otll• <Bl*iM•
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oo
uo
...!:.,LOCAL _-·---- -~~
1. OTHER
1-----------......----·
DAT~~ f' 'J:~,, t.J...___ u_Rl_--_~~"~M!!o~"""~-+----------=-~-"~-"-r_;.,_PP_~_,,..:..:.'•.:..>...!:I=~~=='= J
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13. tSltMtHEO t>ATE TO
Ct£ ::iUBMITIEO TO
l'aor -4/a da11
~AL __ J ___ .... _._ --~ __ tE~ ~~-EN~~· _
19. EXISTING FEDERAL IDENTIFICATION NUMSER
1981-9-29
04-2713379
20. FEDERAL AGENCY TO REC.El\'E KE.QUEST (NaWM, Cil11, Sl..U, ZIP - ' t )
Zl. REMARKS ADDED
- - - - -........- - - - - --- _
I
~
S
~
-
l
I
22.
THE
APPLICANT
CERTIFIES
THAT•
- - ·--- -· _ _
_
O YH O No
1. To 111• bat of rn1 knv•llKill• •nd ballot,] b. If 1equ1rld br CIMB Cuculu A-95 tllia 1pplloatlot1 wu submltttd, pur&lllllt to in· Nor•·
dlta In tlus p1 .. ~pifut1011/ep~11ullon or•
•ltudlofta lllwaln, ta •Pllflllllllta cl•rlncbo- 11111 111 r•IJlllllll are atlaclted: IPOM•
Irv• and correct, tho aue11n11nt 11•• b~•n
dulJ 1uthoriud b~ 1110 Movet11in1 llodr at
the 11111liwnl and the 111t11lca11t will comllb 01
with tM 1h1chld euunAcu II the uaiat- W
•
•~·-~~prcv~
23.
CERTIFYING
REPRE·
&ENTAllYE
-
- -· - -
e. TYPED IWIE AHD Tm£
Hai B.Pho, Coordinator
-
-+------~ ---- · --·
24, AGENCY NAME
g29:A0~fSS-- ---··
~ ~-._A_ T_C_t_• ·; ·l_KEN 3i.31 C_I \_ _ -,.g 0 a. AWAl!CELI
-- -,_!.c_~f ,•l~~l
:
b. REJEl."TED
Q c.
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•
FCDERAL AGENCY
A-95 A~TION
19
IDENTIFICATION
l'Nr
"'°""'
Nil
33. ACTION DATE...
19 '
i i"( ;oN-TACT --FOH ADDITIONAL INFORMATION (N1111U1 and c•plw111 1111111bn)
:1
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:: _____ --- __ ---- -·
1. a~ te••r~ abut& actini., an, como11uull uc~1'Rld ""RI cl~1lot•hu•W:1 wwo ton·
ald•rl"I. II .,,,..., •••s.on•• i• due """"'
It bu tnn 01 is bolna nea~a.
28. FEDERAL APPLICATION
IDENTIFiCATION
30. Fi£0ERAL GRANT
.. 101r1ci - - -
b. APf·i. ICAi•I
-·-· -· ... -- -- -
0
D
'~ ~PPLICA· l'oar MOlllA All
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RECEIVED
19
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c. DA.TE SIGHED
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SIGNATURE
--~- ~Ji7.AoMlNISTKATIYE OFFICE
uun
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_ _
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STARTING ·
DATE
19
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~:.T:~A~:; ADDED
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(."lame
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,.,.JIM,.•
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0
-~4-24--1-01- -~.-~.-..------·------·---·---··- ·- ---~--.J.------S-Tlt_N_D_AR_D f_
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�ASSlJttANl:E 01" COMPLIANCE WITll 'l'llE UEPAHTMENT OF
HEALTH, EULJl:A'l'lON, ANH WELt'Alrn HEt;ULATl,DN UNDER
TITLE VI OF l'llE CIVIL IHL Hrs ACT OF 1964
•
Itldochinese R?Nfugee Fonndatioo
(hereinafter called the .. Applicant")
ame of Applicant)
HEREBY AGREES· l'HAT ic will comply w 11 h 111le VI of the Civil Rights Act of 1964
(P .L. 88-352) and all requiremencs imposed by or pursuanc co the Regulation of the Department
of Health, Education, and Welfart:: (45 CFR Pare 80) issued pursuant to that title, to the end that,
in accordance with title VI of chac Ace and che Regulacion, no person in the United States shall,
on the ground of race, color, or natio~l origin , be excluded from participation in, be denied the
benefits of, or be otherwi&t: ~ub1ected rq discnmination under any program or activity for which
the Applicant receives Fedt:ral financial a~siscance from the Department; and HEREBY GIVES
ASSURANCE THAT it will immediately cake any mea~ures necessary to effectuate this agreement.
,.
lf any real propeny or suuccure 1ht::rt·o11 1s piov1ded or improved with the aid of Federal financial
assistance extended to cht· Applit ,1111 by che Oepartmenc, chis assurance shall obligate the
Applicant, or in chc l .tse o( .tuy t1a11slt'r ol s uL:h property, any trans(eree, for the period during
which the real propeny or scruccure 1~ us ed for a purpose for which the Federal financial assistance is extended or for anuther purposf' involving tht:: prov is ion of similar ser·vices or benefits.
lf any personal property 1s s o provided, chis assurance shall obligate the Applicant for the
period during whkh H rccaiu:. ownership 01 possession of the property. ' ln all other cases, this
assurance shall obligace the Appltcauc for the period during which the Federal financial assistance is extended co it by tht: Depanmenc.
THlS ASSURANCE 1~ g1 vl·n 1n con:.ideration of and for the purpose of obtaining any and all
Federal gr~nts, loan:. , Lone 1aL:t:. , propcny, discouncs or other Federal financial assistance
extended after the dace ht>reof co the Applicant by che Department, including installment paymencs after such date on aLrnuuc of applications for Federal financial as~istance which were
approved before such date. The Applicant recognizes and agrees that such Federal financial
assistance will be extended in rdiance on the representations and agreements made in this
assurance, and thac the United Scates shall have the right to seek j1.1dicial enforcemenc of this
assurance. This assurance is binding on the Applicanc, its successors, trallsferees, and assignees, and the person or person:. whose signacures appe.~r below are authorized to sign this assurance on behalf of the Applit:o11H .
Dated
Indochinese Refuge e Foundation
September 29, 1981
(Apphcaot)
By Dr. Hai Ba Pho
• (Presideoc, Chaitman of Boaltl, or comparable
·
uthorized official)
16 Rack Rd.
Chelmsford , Ma.
OH~24
(Applicant's mailing address)
HEW-441
(12-641
•1
•
• I
,.
�D
DEPARTMENT OF HEAL TH, EDUCATION, AND WELFARE
PROTECTION OF HUMAN SUBJECTS
ASSURANCE/CERTIFICATION/DECLARATION
0
0
ORIGINAL
FOLLOWUP
0
D
GRANT
'0
CONTRA~T
D
D
FELLOW
D
OTHER
0
NEW
RENEWAL
CONTINUATION
APPLICATION IDENTIFICATION NUMBER (II known)
REVISiON
STATEMENT OF POLICY: Safeguarding the riiaJita and wellare ol subjects at risk in activities supported under grants and con•
tracts from DHEW is primarily the responsibility ol the institution which receives or la accountable to DHEW (or the lunda
<1warded for the support ol the activity, In order to proflde for the adequate discharge ol this Institutional responsibility, it is the
policy ol DHEW that no actll'lty lnl'oll'infi humat;i subjects to be supported by DHEW grants or contracta shall be undertaken unleBB
the Instlhltlonal Review Board haa reviewed and approved such activity, and the Institution haa sutmltted to DHEW a certllica•
lion ol auc:h toYiew and approval, In accordance with the requirements of Public Law 93•348, aa implemented by Part 46 ol Title
45 ol tho Corle ol Federal Regulationa, as amended, (45 CFR 46), Administration of the DHEW polid and regulation is the re·
sp0Aai~t~ii1 ,Qf
t.
TIT~~
ih• Office for Protecti?n from Research Risks, Natlone1 Institutes of Health, Bethesda, Md 20014.
QF PRQPOSAI. OR ACTIVITY
Jacqueline Fidler
3. D~C~llt.'.f~~ TttAT HUMAN SUBJECTS EITHl=:R WOUl.D OR WOUl.O NOT BE INVOL.Vf;Q
NO INDIVIDl:IALS WHO MIGHT BE CONSIDERED HUMAN SUBJECTS, INCLUDING THOSE FROM WHOM ORGANS, TISSUES,
,LUIDS, 0~ OTHER MATERIALS WOULD BE DERIVED, OR WHO COULD BE IDENTIFIED BY PERSONAL DATA, WOULD BE
INVOLVED IN THE PROPOSED ACTIVITY. llF NO HUMAN SUBJECTS WOULD BE INVOLVED, CHECK THIS BOX AND PRO•
CEEP TO ITEM 7, PROPOSALS DETERMINED BY THE AGENCY TO INVOLVE HUMAN SUBJECT$ WILL BE RETURNED.)
. t.
o•·
HUMAN SUBJECTS WOULD SE INVOLVED IN THE PROPOSED ACTIVITY AS EITHER: 0'NONE OF THE FOLL.OWING, OR
1NcLuo1Na: o
M1N0Rs, o
FETusEs,
ABORTusEs, o
PREGNANT woMEN, o-.1soNERs, 0 MENTALLY
RETARDED, 0 MENTAL.LY DISASLEO. UNDER SECTION 6. COOPERATING INSTITUTIONS, ON REVERSE OF THIS FORM,
GIVE NAlllE OF INSTITUTION ANO NAME AND ADDRESS OF OFFICIAL.ISi AUTHORIZING ACCESS TO ANY SUBJECTS IN
FACll-ITIES tlQT IJNPER DIRECT CONTROL OF THE APPLICANT OR OFFERING INSTITUTION ..
o
4. OECl.ARATION OF ASSURANCE .STATUS/CERTIFICATION OF REVIEW
~A.
l'c4
THIS INSTITUTION HAS NOT PREVIOUSLY FILED AN ASSURANCE AND ASSURANCE IMPLEMENTING PROCEDURES FOR THE
PROTECTION OF HUMAN SUBJECTS WITH THE OHEW THAT APPLIES TO THIS APPLICATION OR ACTIVITY, ASSURANCE IS
'/
HERESY GIVEN THAT THIS INSTITUTION WILL COMPL. Y WITH REQUIREMENTS OF Dlll>W Retlul•"on 4S CFR '.'6, THAT IT HA$. •
ESTABLISHED AN INSTITUTIONAL REVIEW BOARD FOR THE PROTECTION OF HUa4AN SUBJECTS.ANO, WHEN REQUESTED, r
WILL SUBMIT TO OHEW DOCUMENTATION ANO CERTIFICATION OF SUCH REVIEWS ANO PROCEDURES AS MAY BE RE·
'
qulREO,fOR 1.MPLEMENTATl~N Of THIS ASSURANCE FOR T~E PROPOSED PROJECT OR'ACTIVITY.
O a. THIS INSTITUTION HAS AN APPROVED GENERAL ASSURANCE (OHEW ASSURANCE NUMBER
OR AN ACTIVE
SPECIAL ASSURANCE FOR THIS ONGOING ACTIVITY. ON FILE WITH OHEW. THE SIGNER CERTIFIES THAT ALL ACTIVITIE~
IN THIS APPLICATION PROPOSING TO INVOL.V'E HUMAN SUBJECTS HAVE BEEN REVIEWED .IC'NO APPRovi::o BY THIS •
INSTITUTION'S INSTITUTIONAL REVIEW BOARD IN A CONVENED MEETING ON THE DATE OF
IN ACCORDANCE
WITH THE REQUIREMENTS OF THE Code ot Federal Re/lulellone on Protection ot Human Subject• (4$ CFR 46), THIS CERTIFICA•
TION INCLUDES, WHEN APPLICABLE, REQUIREMENTS FOR CERTIFYING FDA STATUS FOR EACH INVESTIGATIONAL NEW
DRUG TO BE USED \~EE REVERSE SIDE OF THIS FORM).
'
THE INSTITUTIONAi. REVIEW BOARD HAS DETERMINED, ANO THE INSTITUTIONAi. OFFICIAi. SIGNING BEl,..OW CONCURS
TH"n
'
'
llTHER
Gil HUMAN SUBJECTS WILL NOT BE AT RISK;
OR
0
HUMAN SUBJECTS WILL SE AT RISK,
'f
5. ANO 6. SEE REVERSE SIDE
7, NAME AND ADDRESS OF INSTITUTION
..
...
,:1
]ndo'chinese Refugee Foundati~
16 Rae Rd.
Chelmsford Ma. 01a24
S. TITl.E PF INSTITUTIONAi. OFFICIAi.
Dr. Hai Ba Pho· ·Coordinator
SI GN.\TURE OF INSTITUTIONAi. OFFICIAi.
t
TEl.EPHONE NUMBER
Board of Directors
(61?}
256-9359
.
'
DATE
Se tember 2
"Ew 598 (Rev . 4·75)
tNCLOSE THIS FORM WITH THE PROPOSAL OR RETURN IT TO REQUESTING AGENCY.
a1
�..
,_,I.
5. I NVESTJGATIONAL. NEW DRUGS• ADDITIONAL. CERTIFICATION REQUIREMENT
SSCTION 4f,l1 OF TITl..lf 4S OF THE Code ol F•d•r•I R•llulallon• •tatH, "Wh•r• an or11anl.sallon I• roqulr•d to pr•paro or to eubm/I a
.o•ttllloallon, , , and th• ptopoaal Involve• an lnvo•tlQotlonal 11ow dtull within lh• moonlnll ol Th• Food, Dru11 1 and Co•m•llo AOl1 th• dru•
•hall b• ldonllll•d In th• cortl/lcallon toll•thot wllh • etotomonl lhol tho 30-day delay roqulrod by 21 CFR IJ0,3(aX2) hu elapHd and th•
Food and Drull Adlnlnl•tratlon ha• not, prior to e;s;plrallon al euch 30-day Interval, roquHtod lhlJt tho apon•ot c:ontlnu• to wllhhold or to
rHttlct ua• ol th• drull In human aubjoct•; or that th• Food and Dtull Admlnl•ttotlOll ha• waived th• 30-day aplay roqulromant; provldocl,
however, that In lhooo
Jn which tho 30-doy delay lnletval ha• nolthor ea:plr•d nor boen waived, a 1tatement •hall be lotwatd•d to ,
DHEW upon tu~ eirpltatlon ·or "'1_0tl t•c•lpt ol • waiver. No cortll/cotlon •hall bo con•id•ted acpptal/I• L111tjl ouch •tat•m•nt ~· boon
iece,ved."
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INVESTIGATl'!NAL. NEW DRUG CERTIFICATION
TO CERTIFY COMPLIANCE WITH FDA REQUIREM~TS FOR PROPOSED USE OF INVESTIGATIONAL. NEW DRUGS IN ADDITION TO
CERTIFICATION OF INSTITUTIONAL. REVIEJ' BOAltD APPROVAL., THE FOL.L.OWING REPORT FORMAT SHOUl-P PE USED FOR
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- SIGNATURE OF INV.ESTIGATOR
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COOPERATING INSTITUTIONS· ADDITIONAL. REPORTINu HEQUIREMENT
SECTION 41,16 OF TITL.E 46 OF THE Code ol Federal RoQul•llun• IMPOSES SPECIAL. REQUIREMENTS ON THE CONDUCTOFSTUOIES
OR ACTIVITIES IN WHICH THE GRANTEE OR PRIME CONTRA C TOR OBTAINS ACCESS TO AL.L. OR SOME OF THE SUBJECTS t
THROUGH COOPERATING INSTITUTIONS NOT UNDER ITS CONTROi,.. IN ORDER THAT THE DHEW BE FUL.l-Y INFORtt!ED, TtiE
FOL.L.Offl.NG RJPORT IS R!QUJ$TED WHEN APPL.ICAEIL.E.
USE FOL.L.OWING REPORT FORMAT FOR EACH INSTITUTION OTHER THAN GRANTEE OR CONTRACTING INSTITUTION WITH
RESPONSIBIL.ITY FOR HUMAN SUBJECTS PARTICIPATING IN THIS ACTIVITY: (ATTACH ADDITIONAL REPORT SHEETS AS
NECESSARY).
INSTITUTIONAL AUTHORIZATION FOR ACCESS TO SUBJECTS
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PROPOSAL FOR CONTINUATION OF:
INDOCHINESE SELF-HELP PROJECT
October 1, 1981 - December 31, 1981
Submitted By:
Indochinese &efQgees Foundation, Inc.
.
.
�TABLE OF CONTENTS
.·
E~ecutive
Pag~
Summary
1
Introduction
I.
2
Description of
~pplicant
Il.
Highlights of
~pplicant's
III.
Identification of Target Area and Population
5
IV.
Protram Objectives
7
v.
Methods
9
2
Experiences
2
ESL Instruction
,
9
if.
Job Counseling/ttevelopment
9
Social S'upport and Interpretive Services
10
VI.
Evaluation
11
VII.
Future Funding
12
VIII.
Budget
13
..
LIST OF TABLES
Table I.
Table II.
REFUGEE POPULATION INCRF:A SES/WELFARE
DEPENDENCY
.
SUMMARY OF OBJECTIVES AND METHODS
•
..
7
�INDOCHINESE REFUGEES FOUNDATION, INC.
EXEC UT I Vl SUMMARY
The Indochinese Refugees Foundation is a non-profit, tax exempt, Mutual Assistance Association, incorporated in Massachusetts in 1977. The
Foundation has provided a qontinued networ~ of successful post-resettlement services for the past six years in the greater Lowell and Boston
areas. During the past year the Foundation provided several services
including: ESL, job coWlseling, and various support services, wider the
Indochinese Self-Help Project. Th~ overall goal of the Indochinese SelfHelp Project is to promote refug~e self-sufficiency. This project was
funded by a grant from the Department of Health and Human Services.
This application, from the Indochinese Refugees Fowidation, seeks a
continuation from the Off ice of Refugee Resettlement to continue and expand the present lndochin~se Sell - Help Project. 'fhe expanded project
would provide: a cost effec~ive, comprehensive, network of job development and work related English c,;. lets~es that would assist the increasing
numbers of Indochinese refugees in their journey toward self-sufficiency
in the U.S.
In summary, our plan is to µrovide intensive ESL and job cowiseling/
development to at leitst 80 t~iu~ces . In additi.on, support services such
as; Information and Refer·ra 1 and e111ergency interpretive services will be
given to approxiu1ately 200 refugees. Current studies and professional
research indicated that only with such an integrated approach can we
really effect refugee iudependence.
The common language and ethnic background of the leadership of the
MAA 1 s, such as the Indochinese Refugees Fowidation, enables us to assist
Indochinese Refugees to adapt to American culture in the most meaningful way. ln the long cun, when public support is no longer available,
a refugee's own ethnic conm1unity would provide continued and lasting
support which would lead to successful socio-cultural integration and
economic self-suffi~iency within the American society.
Therefore, it is vital, as well as cost effective, that the Indochinese Refugees Foundation continue its work in the Lowell area. This
application will SUlJi>Ort the need for such services, temporarily, witil
this state's R.F.P. process is completed in December of this year.
A 11u n pru t11 u1ya n1 za t1un
· t i e Cu111ino 11we a lth o f M as~ .. G.L. , Ch . 180, Sec . 26A
fo unded o n Januar y '2.1 I f.J I/, .J11 w ·1
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�-2-
1.
DESCRIPTION OF THE APPLICANT:
Members of the Indochinese Refugees Foundation are
dedicated to providing much needed post-resettlement assistance to their fet.low countrymen. This is demonstrated clearly in their long history of work that began in
1975 and continued to the present time. At that time,
many of the Indochinese refugees of the greater Boston
area joined together to form the New England Indochinese
C01D1Dunity, later established as the Foundation.
The Foundation had the unique objective of serving
all the ethnic groups of refugees without distinction of
race, religion, language, or political background. The
present Board of Directors is reflective of this objective
as it includes Iudochine~e people and American friends
frQ.m mally differ~nt back~rounds. The objectives of the
Foundation are to promote understanding and friendship,
to encourage and facilitate refugee independence from public assistance, and to preserve and develop cultural
heritage. (see appendix I-a)
The Indochinese itefugees Foundation was 'incorporated
in Mass. on January 27, 1977, with explicit objectives to
provide social adjustment services and to develop bilingual and bicultural education programs for Indochinese refugees. The Foundation was then sranted federal income
tax exemption under section 50l(c)(3) in 1980. The articles
_ incorporation, letters of support, 1980 Annual Report,
of
and our 1980-81 tax return are appended in appendix I-b
for your review .
II.
HIGHLIGHTS OF APPLICANT'S EXPE&IENCES:
The emphasis of the services provided by the Foundation has been on the development of refugee self-sufficiency. The scope of these services has expanded since the
Foundation's inception in 1975, and are swmiarized under
the following cate~ories.
Direct Services:
-The ~·oundation, uuder the I. S. tt.P., has provided ESL
training and successfully placed over fifty refugees in
jobs or skill training programs. (appendi.x II-a)
-Job placements to an additional forty refugees (appendix
ll-b)
-Interpretation services for hospitals and other emergencies
�-3-
-Information, referral, and follow-up to over 500 refugees,
service providers, and volunteers (appendix II-c)
-Distr-ibution of clothing, furniture, and other donated
items (appendix II-d)
-Social adjustment &ro.up counseling to over 100 refugees
each month. Topics nave included: "How to apr.ly for jobs
in the U.S.A.", "Employment opportunities", 'Travel and
camnunication in the U.S.A. and in Lowell", "I.R.S. 11 , and
many more. Translated, written material is distributed
at each meeting. (appendix II-e)
·
-Printing of several newsletters in Vietnamese, Laotian,
and Cambodian (appendix II-f)
-Translation of 10 instruction sheets, developed by the
Project staff to assist refugees in helRin~ themselves
regarding: "Calling for emerfency help , Applying for
a Learner's Permit and Driver s License", '"How to apply
for energy assistance" are just a few examples of these
materials. (II-g)
-Individual and Family Life Counseling to many refugees
-Legal advocacy
Cooperative Ventures:
The Indochinese Refugees Foundation has· sought to
cooperate in all of its works in order to maximize assistance and resources available to Indochinese refugees.
In this spirit, the I.R.F. sought and participated in the
following cooperative ventures.
1)
Prior to the establishment of the I.S.H.P. in Lowell,
efforts to help Indochin~se refugees were fragmented.
Assistance given by agencies and churches were crisis
oriented - lacking coordination and long-term planning solutions. · Within three months, the I.S.H.P. coordinated the development of the Indochinese Refugees
Services Steering Conunittee. This C0111Dittee has evolved into a community based effort to define, coordinate,
and develop resources for refugees. See appendix II-h
for the Committee's Statement of ~urpose.
2)
The I.S.H.P. assisted the local C.E.T.A. consortium to
reach Indochinese youths interested in the Suromer Youth
Employment Program. The Project generated over 50 applicants for 30 placements in these jobs. The staff
then provided the follow- up necessary to ensure successful participation in the program. (appendix II-i)
3)
The I.S.H.P. has also made an agreement to prepare and
refer ten candidates to the C.E.T.A. Adult Training
Program. (appendix II-j)
�-4-
4)
The bilingual staff consulted with the COlllDlunity Health
Clinic to develop and translate lite~~ture regarding
health and nutritlon for refugees. (appendix 11-k)
5)
The l.S.H.P. coqi>erated with the local antipoverty
agency, Community Teamwork, Inc., in translating and
distributing information regarding fuel assistance,
housing, and day care programs. The bilingual staff
assisted C.T.I. in processing over 50 applications for
housing and 40 applications for fuel a~sistance, (appendix II-1)
6)
Distribution of the Orientation Packages developed by
the Orientation Resource Center. (appendix lI-m)
7)
The Foundation signed an agreement wit~ the U.S. Public
Health Hospitals to assist them in reaching Indochinese
• refugees that were without medical coverage. (appendix
11-n)
Bicultural and Bieducational Development:
The Bicultural development of Indochinese refugees and
- the conmunities they are living in is one of the most crucial roles played by the MAA's. It is crucial because it
is a role that can only be performed by the MAA's due to
its coumWlity involvement.
When the Fowidation was established in Lowell, refugees
were a fragmented, isolated population often unable to find
basic necessities of life. Because of the role models and
contacts provided by our own Board of Directors, (made up
largely of former refugees), we have been able to tap directly
into the refugee c01Dnunity's own organizations and their
leaders.
1)
Symposium - On April 10th the I.S.H.P. sponsored the
first combined Indochinese Symposium and Cultural Evening in New England at the Univers~ty of Lowell. The
day-time program featured guest speakers and three panels on Cambodian, Laotian, and Vietnamese education,
career planning, and family structure. We were fortunate to have Mr. Jesse Bunch, Executive Director of
I.R.A.C. in Washington, D.C., as our keynote speaker,
Dr. Pho Ba Long, from the Orientation Resource Center
in Washington, D.C., ·four cross-cultural specialists
from the Center for Applied Linguistics in Washington,
D.C., and a variety of educational and human service
�-5experts from Mass. The day program was well received
by nearly 300 participants from various educational,
health, and social service agencies,_.sponsors and
friends of refugees all over and particularly from
Region Ill. The Cultural Evening featured songs, dances, instrument~, and customs from Cambodia, Laos, and
Vietnam. Th~ Fdundation was able to draw on the resources of over 80 Indochinese volunteers from across
the state, to deliver this outstanding show. The Foundation was also able to raise $1,600.00 to offset costs
not covered by the grant for the program. Both the day
and evening programs were over subscribed one week before the Symposium. Over 500 people attended the Evening Program. (appendix 11-o)
2)
Board members have provided technical assistance to
emerging self-help groups.
3) · Solic·i ted donations on behalf of these groups.
4)
Sponsored the development of the Laotian Dance Troupe.
5)
Secured a paid performance for the Troupe at the Lowell
International Festival. (appendix 11-p)
6)
Sponsored a bus ride to Boston to facilitate shopping
for ethnic foods.
Cognunity Activities:
During this year, members of the Board of Directors
participated in the:
-Southeast Asian Festival
-Lowell lnternationa·l Festival by providing the Laotian
Dance Troupe
-Whole World Celebration Program sponsored by the International Institute of Boston
-The I.R.F. co-sponsored the "Buddhist Salvation Service
and Ecumenical Witness for Cambodia ~.nd its People"
Ill.
IDENTIFICATION Of TARGET AR.EA AND POPULATION:
During the past year, there has been a tremendous influx of Indochinese refugees into Massachusetts, bringing
the latest totals to over 8,000 who have resettled in this
state. It is estimated that nearly fifteen percent of those
refugees have resettled in the greater Lowell area, exhausting existing resources such ~s; jobs, housing, medical and
social services.
�-6-
The first group of Indochinese refugees brought approximately 200 Vietnamese people to the Ereater Lowell
area between 1976-79. These refugees, generally sponsored by churches and family members, were educated and
capable of resettling independently. Then, between 1979
and the present timd, an additional 800 refugees were resettled in the Lowell area, this time largely of Laotian
descent, without sponsors or relatives to help them.
The l.S.H.P. conducted a needs assessment survey in
February of 1981 with 150 Indochinese refugees who arrived in Lowell after August, 1980. The survey showed
that these new arrivals differed from the 1976-79 arrivals in that most of them are unskilled and uneducated.
Since many of the 1,000 refugees mentioned above arrived
within a six month period, their lack of skills, education, sponsors, and other social support have left them
in· the most deplorable living situations.
As mentioned, this dramatic influx of unskilled refugees put a tremendous drain on the city's resources.
The low-income housing and entry-level jobs that onca
made Lowell attractive, are now non-existent. This has
resulted in a concurrent increase in the number of refugees dependent on public assistance for survival.
As can be seen in table one, in May 1980, there were
130 refugees receiving cash and medical assistance in
greater Lowell, or 28% of the refugee population. By
May 1981, there had been a 400% increase, bringing the
total of refugees receiving public assistance to 561 or
56% of the refugee populati~n. The projection for year
end 1982 by resettlement agencies and sponsors indicated
an increase of up to 700 arrivals for greater Lowell. If
similar patterns are followed, 84% of the refugee population will be receiving public assistance next year.
�-7REFUGEE POPULATION INCREASES/WELFARE DEPENDENCY
LOtal Population
450
1000
1700
•
100-Z.
70-Z.
~eceiving Cash
Assistance
130
561
1428
Percent of Pop~lation
Receivinf Cash and
Medical ssistance
28%
56%
84'%.
400%
25C>i
Percent Increase
ln Pooulation
Percent Increase of
Refugee Population
Receivimz Ass·istance
12~0
i2a~
i2a1
Many of the refugee families in Lowell live in crowded, one
and two bedroom apartments that are often without heat or water
in the winter, glass in the windows, or protection from fast increasing rents. They are often subject to medical and·financial
emergencies that are far beyond their ability to manage.
Despite our efforts to alert the cOD1Duni~y that our funding
is limited and thus the scope of service, requests for assistance
have inundated the Project. Ho$pital and health clinic staff, social service professionals, other local agency staff, and refugees
have continually called on our staff on an emergency basis.
Poor public transportation, lack of outreach, and unavailability of bilingual staff have kept the Indochinese refugees in
Lowell isolated from Boston area services. Prior to the establishment of the Indochinese Self-Help Project in Lowell, the only
service offered to the refugees were thr~e ESL classes that were
s~bcontracted to the local Adult Learning Center by the International Institute of Lawrence. The Institute of ,Lawrence was Wlable to provide case management or other support services to the
refugees.
In the Lowell area, there are three times as many Laotians
as there are Cambodians or Vietnamese. These new arrivals differ
from the 1975-76 refugees in that most of them are unskilled, Wleducated, and have little · experience in the 9-5 industrial work
pattern. Most of them do not h~ve the English skills necessary
to find employment. Without the proper preparation for employment
these refugees will inevitably beccme public charges.
•. • •.
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�-8-
PROPOSAL FOR CONTINUATION OF:
INDOCHINESE SELF-HELP PROJECT
NEEDS ASSESSMENT
Based on data collected during the Self-Help Project, the
700 plus refugees, who arrived between 1980-81, are generally
unskilled and uneducated. These problems are further complicated by poor health, inability to communicate, and a lack of
understanding of the new culture that surrounds them. The need
for post resettlement services is critical, for without proper
training and support, these refugees will join the millions of
alienated poor - isolated in their own communities and dependent on public assistance for their life tlme. The following
proposal for continuation calls for increased funding for the
present project in order to respond to the influx of refugees
in this area until December 11, 1981, when the Indochinese Refugees Foundation is able to secure fundi.ng on a state level.
IV.
OBJECTIVES
/
The overall objective of the Indochinese Self-Help Project
is to assist Indochinese refugees in their effort to achieve economic independence and social well being. The Self-Help Project proposes to continue and expand itq three components: ESL,
Job Development, and Social Support for an additional 3 months.
By providing these services we will addr~s~ the above menti~ned
problems with the following objectives:
a) -To increase English language skillq of Indochinese on three
levels.
b) -To equip Indochinese refugees with Engll~h Rktlls necessary
to find employment in the U.S.
c) -To enable the refugee to plan a cnreer that would remove
him/her from Welfare dependency.
d) -Seek placement in stable emplovment for 70 refugees ...
e) -To prevent social maladjustment.
f) -To increase the ability of Indochlne~e refugees to interact
more effectively with their new envt.ronment.
g) -To develop and maintain native ethni.c pride and identity.
h) -To facilitate assistance from other servtce agencies.
i) -To remove 20 refugees from Welfare dependency .
•
�-9-
METHODS
Once the continuation of the Project is approved, the present staffs' positions will be expanded to full - time. The Project Director will recruit the additional staff/consultants as
soon as possible thereafter (we have ·several cOl'll1littments for
the time period of this grant). All service components will
begin the first week.
ESL:
For the remaining three months in the Project, there will
be two classes of English conducted at the International Institute of Lowell each day for two hours each class. The ESL Instructor/Guidance Counselor will test all students within the
first week of registration with the assistance of the bilingual
staff. Students will then be placed in either Survival ESL or
Pre-vocational ESL, according to their skill level.
There will be forty students in each class which will begin October 5th and end December 25th . The ESL instructor will
conduct these classes with the assistance of the bilingual staff
for a total of 20 hours a week. The curriculum for Pre-Vocational
English will emphasize improvement in skills regarding employability. The curriculum for the Survival ESL will stress conversation
skills that will impact on the refugees' abilities to integrate
themselves into the American way of life. (See Appendix V.)
Employment:
Each student will be interviewed on a monthlj basis by the
Guidance Counselor to evaluate the student's vocational interests, experiences, and aptitude . The counselor will work with
the student to develop an individualized plan to achieve the
student's employment goals. Based on data collected from the
Guidance Counselor, the Job Developer will begin to meet with
prospective employers in order to identify and develop potential worksites. The Job Developer will analyze the labor market and seek job opportunities for the refugee students. She
will then review openings with her staff and prospective applicants will be screened by her with the assistance of the bilingual staff.
The Job Developer will then arrange an interview between
the employer and the prospective applicant. Bilingual staff
will assist the applicant in the interview. The Job Developer
will then contact the employer, to inquire if the student was
awarded the position. If so, the Job Developer and bilingual
staff will act as a resource to the em~loyer to insure successful integration of the student in hislber new job. The Job
Developer will follow-up one month after employment begins.
t
4
�-10-
Social Support
Serv~ces:
r
.
Since there are currently no monies available until January
l, 1982, the l.S.H.P. will maintain its lnf,ormation and Referral
service to the greater Lowell c0DD1unity, until at which time it
is hoped there will be funds available for Case Management services. The Project Director will provide t'his service with the
assistance of the staff.
Interpretation/Translation Services:
The Project Director will develop a list of available interpreters who will be contracted to deliver interpreter services. These interpreters will be assigned to assist refugees
in hospital/clinic visits and other appointments, on an emergency basis, where no alternatives can be found. The Project
Director will receive requests and refer interpreters during
oftice hours. Lists of interpreters will be distributed to
area hospitals and other key 24-hour services who will be authorized to request the interpreters services directly on an emergency basis.
The interpreter would have a voucher signed by the agency
receiving , the service and submit the voucher t~·the Project for
reimbursement. This service would be available to all area refugees and service providers . Emergency medical needs would be
the first priority for the service, followed by requests from
the Department of Social Services, Welfare, Health Clinics, etc..
The Project will provide approximately 1$ hours of interpretive
services weekly.
·'
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�-11-
VI.
.·
EVALUATION•
The Project staff will generate the following reports for
evaluation by the Project monitor:
(a)
ESL Instruction - the ESL Instructor will prepare a
report including class attendance sheets, student
progress summaries, curriculum outlines and other
relevant materials.
(b)
Job Counseling - The Guidance Counselor will prepare
a summary of the employabi1ity of the students in the·
ESL claHs according to their level of English, past
experience and previous work history.
(c)
Job Development - The Job Developer will prepare an
an analysis of the laLor market in the greater Lowell
area and a summary of job opportunities for Indochinese
refugees. The Job Developer will also prepare a summary
of the number of refugees sent on job interviews and
on the number of job~ secured through the Project.
(d)
Social Surport and Interpretive Services: The Project
Director will prepare a summary of all the raw data
and records regarding Information, and Referral
Services, and Interpretive Services.
(e)
Bookkeeping - The Secretary/Bookeeper, under the
supervision of the Project Deirector will complete
all report~.ng forms required by the grant regarding
financial status.
(f)
The Project Director will summarize all the services
provjded by the Project to be evaluated by the Project
Monitor
�-12-
VII.
FUTURE FUNDING
The Indochinese Refugees Foundation,-'lnc. is establishing
contacts with resettlement agencies (Volags) to subcontract direct services to the refugees coming in to the area. Its staff
shall have a project•proposal ready to submit to the COD1Donwealth
IRAP office to deliver additional direct services to the refugees.
It will also continue to organize fund raising drives among the
members and the charitable organizations.
�... OBJECTIVE
PROBLEMS
(a) Vocatiorial Engiish
La::i< of English
(a) Three tracks of
work related ESL
offered 4 x year
(b) Gather existing
materials research-
for 150 refugf?es
(b) Develop curriculum
for .3 tracks
Co'-Ir.seling to
150 re:'..lgee;
(a) Registration sheet
testing results
progress reports
(b) Curriculum guide
l
_.(c) Carl?er plan..."'\ing/ ·
Ali~:i.atlon
EVALUATION
METHODS
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~ ealt,y adjust-
(e) Se:-vice
•.
rr:~nt
'
.I
r
Cross Culturil Saivete
( f) To ?rovide cross-
cult':.l.!"al unce~stand
ing within' refugee
comm\.:I\1 ty
j (f)
I
To deve.l op and .implement 12 social
adjustment group
co~ns~ling _ sessions
( f) Social adjustment coun-
seling - curr ic.ult.:II: pa:-ticipa?t evaluations
�. ....
-.
-
_,.
••
"l
. - 03J!='CTIVE
. ·-· -
. . __.....:. .. i :
-
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~olation and
(g) To provid ! infor-·
:
mat ion an-i referral
.service to refugees
.
.
Fr agwe~tation
-
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.
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-
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(g) Establish In!or-.....a ti on (g) FollcW-up reports, dat a .
- 'h
Center, develop, tran·
s'"eets, information an:i
referral recording ca.rd s
slate, and circulate
instruction materials
on Awerican way of
- ...
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.
.
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�Ur'f'l Cc OF Rt:FUGEE RJ::SE'l'TLEMENT
BUDGET DETAIL
••
!. PERSONNEL CUS'l'S.
A. Full tiiue
List each position by title and salary
$
$16607. 50
See attatched schedule
B. Part time
Lil>L ecich poi:;itipn:
1) By title
:.!) Uy lioutt./w1.a: k
J) by hourly rate
C. 'l'otu.1 Pcri:;un111.:l
II.
Co~ L:;
~
16607. 50
~'ri11~u Ucudit cusl:..
Coml'utt: as a percent of 'l'otal Costs
$ 2765.
16;65 %FICN and 10% BCBS
I l l . Non-Per:..uruiu.1 Co:.. ts.
A. Oftice suvplies
B. 'I'ele1-1hu11e
·$
C, Postaye
D. 'l'ravel
2~0
E. Rent
i ' . i::quipmeut
G. Contracts
H. Others
222
25Q
125
(Interpretive Consultants
16 hrs/wk x $6=$90/wk
l'.rug1<11n Supplies
etc. etc.
I. 'l'otal Nun-Pen;ounel Col;;tb
...
1200
0
1220
l5Q
s 3750
2}122.~0
V. Indirect
co~tl;;
Vl. '!'at.al Coi:;t.::.
$23122.50
*Please note that i1, 2 00 will be contributed from yet unexpended
funds of the current Indochine s e Self-Help Project. Therefore
our ~ctual budget request is for $15, 922.50.
~·
wwwp:;swww
..
·· · ~· :
.
... . ,~
�SCHEDULE A
BUDGET DETAIL
I.
Personnel
A. Full-time positions:
P.roject Directbr
35 hrs/wk x $8/hr m$280/wk
280/wk x 13 wks. •
$ 3640.00
Guidance Counselor/ESL Instructor
35 hr/wk x $7/hr•$245/wk.
$245/wk x 13wks •
3185.00
Vietnamese Counselor/Aide
Laotian Counselor/Aide
Cambodian Counselor/Aide
35 hr/wk. x $5.50/hr ~ • $192.50@
$192.50 x 13 wks . • 2502.50@
$2502.50 x 3 positions •
7507.50
Secretary/Bookkeeper
35 hrs/wk x $5/hr •$175/wk
$175/wk x 13 wks •
2275.00
$16607.50
�I
'
••
'•
APPENDIX 1
,.
..
•
.
,
�..
.,.
AP!JENDIX 1
lucl1H.'hi nesi Refug eu
\i•th'lt•;, 11f Or~ .P1zati on a nd 1980
..
il
.·
�INDOCHINESE REFUGEES FOUNDATJON, INC.
ADVISORY COUNCIL
:•
Bruce Akashlan
Director of Operations
C.E.T.A.
100 Merrimack St,
Lowalr, MA 01852
Pa~rlcla Sul I Ivan
Aff lrmatlve Action Off lcer
CI ty Ha I I
Lowel I, MA 01852
Father Richard Conway
St, Patrick's Church
282 Suffolk St.
Lowe It, MA 01854
Francis Talty
Director
Youth Employment Training
Program
1540 Lakeview Ave.
Dracut, MA 01826
~rthur Keltz
National ~I I lance
40 Central St.
Lowell, MA 01852
of
Huslnessmon
Lyd I a Matte 'I
lnternatlonal lnstltuto
79 High St.
Lowel I, MA 01852
)
459-9031
Hoa Nguyen
~30 Skyline Dr.
Dracut MA 01826
Dave ~pe~ht
Christ Church United
I Bartlett St,
Lowel I, MA 01852
..
~ech Noun
443 Gorham St.
Lowell, MA
454 .. 3775
Ding lo
17 LI I lay Ave.
Lowe I I, MA
452-6699
Joyce Adams
Eliot Presbyterian Church
273 Summer St.
Lowe I I , MA
452 .. 3383
)
••
founded on January U, 1977.
A nun·µrolit organization
the Commonwealth of Mas:>., G.L., Ch. 180, Sec 26A
u111.Je1
�...,
t'
•
I
...
APPENDIX 11
I
t
•·
•
�INDOCn.I.::iE.SE SE:LF-HELP PROJECT
~TIJDENT
FLOW CHART
3/81 - 6/81
Students
Placed
In Jobs
Students
Initially
Accepted
CAMBODIAN
"4..A.LE
7
~LE
8
~Y.A:..E
•
Students
Currently
Attendinz
i
I
I
7
1
3
8
5
1
1
6
5
0
2
2
0
4
2
6
9
5
7
2
"4_~.:_f
7
New Students
Accepted
l
.
1
~.r:E'N.-\.VESE
Students
Unable
To Attend
6
""
8
•
Students Placed In Skill
Training Pgms
'L
'
I
2
6
l
3
v
0
2
3
27
>3
2
8
2
11
25
8
2
7
2
10
2
0
0
1
0
1
43
19
5
17
19
2·1
~..AOTL~'J
~LE
FEMALE
r<r...AIS
,
..
-
.
'
.
i
i
I
I
'
�r
I
INOOCHINESE SELF-HELP PROJECT
l
I
FOLLOW-UP OF APPLICANTS ON WAITING LIST
-I
3/81 - 6/81
Provided
Remain in
Social Support other ESL
Service*
classes
Were accepted
into class
6
..
2
..MOTIANS
2
..
.
.
25
18
5
8
MALE
Unab.le to
Attend·.
12
20
51
18
20
8
10 .
15
1
6
8
5
7
37
17
42
8
22
.
-
I
"1.ALE
2
23
22
15
0
~8
15
2
9
5
~
6
2
t
!
~ ~~~ :.E
VIE T~t-\~"4E SE
Would like to
remain on
waitimr list
-
CAMBODIANS
FEMALE
Job Placement
•
') 0
i:,
.
5
1
l
l
MALE
FEMALE
OTAL
7
0
2
5
19
81
0
.
4
3
0
3
5
0
47
19
I
')
I
l
59
..
41
'
I
.
l
i
I
*This includes delivery of donated furniture, clothing, etc , ,Information and ~eferral service, day care,
etc.
�INDOCHINESE SELF -HELP PROJECT
I~FOIU1ATION & REFERRAL
DATA
t
DEC.
1980
8
15
20
4
Housing
.
FEB.
5
Translation/
Int. Request
JAN.
5
6
16
MARCH APRIL
MAY
JUNE
JULY
AUG.
SEPT.
45
48
55
56
46
8
10
11
6
5
i·
48
6
DEC.
1981
.
Financial .
l
5
8
5
i
I
;
l
11
NOV.
OCT.
Medical
2
Welfare
3
5
3
4
3
8
5
10
5
7
Employment
5
5
4
6
30
15
21
23
20
27
2
5
3
6
g
12
8
'7
6
1
Mental
Health
1
1
~
5
Other
2
9
5
*8
*11
14
TOTAL
24
38
40
60
118
116
Education
i.
4
1
:·
2
17
·-
4
1
6
125
116
86
95
.
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:'hn '1.ur l \ 11:·. '
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�INOOC.fllNESE SELF_ ttELP PROJECl
w'
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-
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�•
.'
APPENDIX III
•
..
�APPENDIX V
·•.
,
A
�~SL
SURVIVAL.
Objective:
To provide the language ·skills necessary for minimum
functioning here in Lowell.
.
Content:
Consumer/environmental skills, i.e.:
Personal information
Money/credit
Housing
Health
Cormnunications
Shopping (food, clothing)
Conmunity resources (welfare, legal services)
Insurance
Taxes
Emergen:c: procedures
y
Time
•
American culture, i.e.:
Customs and manners
Classroom procedures
Outcome:
Students completing ESL Survival should be able to:
Ask and answer questions related to daily living and
other subjects familiar to the client.
Understand simple statements and questions addressed
to them within their limited language scop~ and be able
to ask for clarification when necessary.
Be understood by native speakers paying close attention
after repetition and clarification, since errors in
pronounciation and gratnnar will probably be frequent.
Possess vocabulary adequate for daily living needs, but
probably inadequate for complex situations or ideas.
Read essential forms, numbers, labels, signs and simple
written survival information.
Fill out essential forms and write name, address,
phone number and make emergency requests .
•
�ESL PREVOCATIONAL
Objective:
To provide students wifh language and skills necessary
for getting and keeping a job, an orientation to the
American job market, expectations about work in the
U.S., and.the ability to 4eal with the application and
interview process without extensive assistance, and
with work•related interpersonal interactions. Only
clients who wish and have the.'ability to get, keep,
or advance in a job will be serviced, and their ability
will be determined by an English Placement Test (Level 2
Content:
Language skills with an
Pronounciation
Aural understanding
American idioms
Informal language use
emphas~s
on:
Prevocational skills and information, i.e.:
Job finding/seeking
Interviewing
Filling out applications and forms
Career explo~ation
Employer expectations
Employee rights and responsibilities
Salaries and fringe benefits
Assessing marketable skills
Interpersonal relationships in a work setting
Giving and taking instructions
Cultural work norms
Outcome:
Students who complete ESL Prevocational should be able
to demonstrate the skills necessary to acquire and
maintain employment and potentially advance on the job,
such as the ability to:
Complete forma
Give and take instruction
Interpret a pay check stub
Cormnunicate sufficiently in a job interview
Communicate sufficiently with coworkers
•
'
.
�.'
•
,.
APPENDIX VI
..-.. . .
~ ··---'I"-
�DIVl~lON
J<.JHN
of PLJ\N NINC~ C6 DEVELOPMENT
r KENNEDY ClVK , l .TNTl~l)
· I.\ )'V-J l'.1.1. . ~ J\,')l')t\<. '1U&ETT8' 01852 • (617) 454 -8821
1
September 14, 1981
Ms. Jacqueline M. Fidl er , Pro ject Director
Inda-Chinese Refugees Foundation , Inc.
Lao-Hmong Conununity of Massachusetts, Inc.
79 High Street
Lowell, Massachusetts 01852
Dear Ms. Fidler:
This letter is to express my personal support of the Inda-Chinese
Project as outlined i n your abstract proposal ·accompanying your recent
letter.
The objectives and methods of your organization in assisting the
700 plus Inda-Chinese refugees within the City of Lowell are most worthy
and encouraging. The ser vices to be provided would most certainly
f
assist the Inda-Chinese refugees in obtaining and maintaining a decent ..'
standard of living for themselves and their children.
In closing, I commend · your organization for their relentless
effort to address the needs of the Inda-Chinese refugees in a caring,
professional manner. Therefore, I support their endeavor in trying
to secure additional funding and for their innovative direction .
.~ r/~
Milinazzo
'•
JLM:fc
.·
�Christ Church United in Lowell
I Uurllclt Street
l.owell, Ma.ssachusetls Ull52
'l'elepbune 459-11631
John J. Adam~. l'uswr
David L. Specht, Sludenl Assuc:iule
Deidre Scoll, Seminuriun
Nancy J. Sager, &crelury
Seµte111ber II, lYGI
Robert E. Henderson, Sexwn
Richard G. Chadwick, Orgunisl
und Choir Direc:Jor
Jo Whom It May Concern:
This is an unsoliciteJ letter uJ n~ cu11u11e11c.lcttion in support of the important work being
done by the lndoChinesc Seit-Itelµ 1-'roject in Lowell. My name is David Specht. and l
work as Minister to tt1t· Cu11u11unity Jl Christ Church United in Lowell.
During the past year, Lowell fldS, LI'.> you ctre 110 doubt aware, become the new home for
nearly a thousand lnJuLh i 11e~e re fu<Jl:l~ :-. . Un I ortund te ly, the 111djori ty of these refugees
were brought into our co111111unity IJy d sµo11sori11y dyency that wps, for the most part. illequipped to adequately resettle the111. Tiie result has been an ongoing pattern of crisis
situations which have demanded respo1bes from churches. Unmet needs in the areas of
medical attention, housing and food, fuel assistance, employment and conflict resol ution
·· have presented themselves 111ost reyuldtly to us (here dt Christ Church).
While we have been steadfast in uur· Je~1re to he ot help in situations such as these, ·.
more often than not, we lldve souyllt ass ·istdnce fro111 Jacqui Fidler and her staff at the
IndoChinese Self-He 1p Project. Here Wl! have co111e tu deµend upon the Project 1 s translation
services. sensitivity to cultural nuances, and solid relationships with conrnunity services.
In short. we have found t11e Project to be an extre111ely reliable and accessible resource
to which we can turn for expertise ctnd assistance 111 addressing refugee crises. The
essential' ·nature of their service is underscored by the fact that they are. in our .
experience, the only Lowel 1-area resource equipped to provice the community with these
case-management services.
··
··
In addition to this service, the lndoChinese ~elt-Helµ ProJect has taken the lead in
facilitating the organization dnd e111µowen11ent of the three IndoChinese ethnic communities through the supµort and resourcing of their gatherings and the nurturing of
their own indigenous let1J(~ rship. They hu. ve also been dctive and founding participants
of a co111111unity wide cudlition of churches, tlyencies ctnd individuals concerned with the
challenge of lndoChinese refugee resettlement in Greater Lowell (Greater Lowell IndoChinese
Services Stee ring Couunit tee).
For all ot these reaso11:;, l otier tilts letter as dll expression of my endorsement of the
Se1f-Help Project as it seeks fu11ui11g tl1<lt will allow it to continue and expand its
resource offering~ to lndoChinese in t~e Lowell area duri~~ the upcoming year. Please do
not hesitate to contact me for further feedback on the variety and quality of services
they offer to our new lndoChinese neiyhbors. We would be lost without their help.
Si nee rely,
j).w"4 L. SyJxr
Udv1Ll L. Specht
Mi111ster to the Community
�JAME<; M . SHl\NNON
PITH 01ST•UCT. MA<;.' 4CHUSl!TT9
1.24 C•lf- BUii.DiNA
WASHINGTON, 0 C. 20!1 ;
(202) U!-341 I
COflilMtn"f!f:•
ctongrr~~
WAYS AND ME.ANS
aJ8COMM1TTn''t•
of tbt ll nittb ~tatr~
Pl9TllttC'T CW'l"~•r
I 1 l.AWRD«:I! STWU'T
l.Aw11ntc1t. MAIS. 01F
(1117) 1183-!~13
•oust of l\tprtUtnt11tit'ltl
Hl".Al.TH
TRAD!".
8n«l1'ttqton, 19.C.
U4 MIDOl.IC ST"C'.n
~~515
LowaU..
MAS9.
01~~7
(817) 459-010•
l...:~·~.M""g·
(617) 862-•847
(
.
.• 1981
.Jacquel1.ne M. ·trl1 'l' , o'l'<) I •)il .
1-"nc:lochinesE> Rt-> fU@'.P· ,.. l~011 nrht 1 , . l ,,..
T9 Hi~ St-r-< 1
-"t
1\Jlp,,
f ~ 'JWf' 11
iJPl'lr
I
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f})
l\h
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l ~-un h~np;v tc 10•1<1 !T\V ,.,,1 0r t.'.) . 11
th€ I lE-•fY,-l]'t,mont • f "0,-.-J ('l]
'"
'i'l<
lonP 'Ill i• ~h f'nr Tndo~l 1i flt'8< ..... 1 w,., ..,~ ·, n + t ,.
1
' -1ppreciate v 1t 1r
· 1nt
(:!.<' 1 ;
I
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.
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· !'f)j ect '1as
' 1pport;wrl t.v
•. tM.r ,,.., ·~~"""'r1
to PXT•T'Pf~f' TT\Y suppr1f" ',,,. :vnur of f rt:.•
p] ea::;"" rt(.. not hes:H·..,
t ,c
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''1F n
'(
JMS: tm
If
'I
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�~R fif{)/m/J1'1,1m,1~Jra//h o/ ~~
l
(j'Jrf~:vl'lm<'d
o/ L/b<',ia / .J:,,,,,~Ji<.-e6 .
l k~IOll
Mary Jane England, M . D .
C.ommis~io111·1
I ,o\\t•ll ,
.·
Eclward Raynard, Ar.SW
Rt·~l111111I
111
I .ow1·ll !\rl'a I )f1j,.,
IOil 1\11•1 rimaf'k .,1..-t'I
~'""
11 11\t.CI
·l!"i·I Hllfi I
Barham Boustani
· An•11 Din-11or
l>lrt•dor
June JO, 1981
TO WHOM IT MAY CONCERN:
. During recent conversation with Ms. Jackie Fiddler, Director of the
Indochinese Self-Help Project, we learned that nwnbers of Indochinese
families in have been steadily growing in Lowell. Since the focus of
the project is to assist people in obtaining job training and empl01ment, we are in full support of its continuation.
·
.......
The Department of Social Services sees families regularly whose functioning is severely deteriorated. lack of a regular, sufficient income is a major contributing factor to many families in trouble. We
view the Self-Help Project as a means of preventing unemployment and
eventual family disruption of the Indochinese residents of U>well.
We look forward to a supportive, cooperative relationship with the
Indochinese Self-Help Project.
Sincerely,
~~~ft-~~
Irene Prashker
Program Development Specialist
j!.._j 'h<-~
Linda Andelman
Assistant Program Develop. Speciallst
.·
�CoMMUNITY
g
EAMWORK.
9Nc.
DOWNTOWN MULTI-SERVICE CENTER
2 28 CENTRAL STREET
LOWELL, MA. 01852
459-6161
June 1, 1981
Ms. Jackie Fidler
Indochinese Self-Help Project
79 High Street
Lowell, Ma.
01852
Dear Jackie:
I want to express my ;qipru·i <it i.un !' or a 11 Lhc help your organization
provided to our Ftw l J\s sis t m1cc-- Pro gr am rh is winter.
Your help in transl<tti.nt, lei ten; and i11terpreting for applicants was
invaluable for C.T.1 . anrl its cli1~nls.
\-Je could not have served . the
Indochinese conunun ity w i t hout rhe help of your trans la tors.
the need for IndochirH~~;e t.rans lat ors is evidc' nt, and we are grateful
that we could cal 1 011 y our uqv rn i :~ at i()n. We hope that translation
services wi 11 be ava i: ah le in tlw rut u n•
We also hope that ii CT T.
not hesitate to call .
can hL· of s ervice t~ o you that you will
Sincerely,
(7/)
-~'·
.
).l._(.
_
'- -/
,/ ,~ .
Claudine Langlois
.,OPPOlJUNITY THROUGH COMMUNITY ACTION''
�Ll 1WELL lJENERAL HOSPITAL
Ll )WI .LL. MASSACHUS~TT S 01~54
April 3, 1981
Couununity Health Services
121 Church Street
Lowell, MA 01852
Ms. Jacqul!1i111.; Fidll!r
Project Direclur
The lnttrnutionul Lni:>Litute
79 High SL n~e l
Lowell, MA 01~52
Deur Ms.
~idler:
I would like to express my gratitudt for the services
you have µrovid~d me in the past few weeks. As you know
I have been involved in planning an inservice for the
Lowell Community Health Center clinic staff on the subject of meeting the health care needs of the Vietnamese ,
Cambodian and Laotian people; a growing population group
in Lowell. Your suggestions for possible speakers were
excellent, and I did eventually contract with one of these
·people to come and speak at the instrvice.
Also your w1llingness to share written materials that
you have on this subject was greatly appreciated. I have
been able, with your help, to establish a heal.thy file on
this subject for our staff's reference.
I am tage r to attend the Indochinese symposium next
Friday and am sure it will prove to be another fruitful
experience. The symposium comts at just the right time
and actually several· staff members of the clinic will be
attending bl!i:>ides myself.
Lastly I wanted Lo thank you for the translations
which you provided fo~ our clinic, the . infant feeding
guide. This will certainly be a great aid in improving
communic~tion with . this population group •
...----....-~-------...
.-
�LOWELL GEN!.,f{i\L 111 1st·J'l 1
\!
Ms. JCJC!jllll 1 Il l 1'idlc· 1·
Projecl Di1· LLi..01
Apr i l 3 , l (J K I
Tht.: v L-' i L1 1 i Ly and accessi bi l i Ly u f your services
for our cli11ic hus L>1.:1.:11 a welcome relief t:,o the frustration wl: hav L f e l L i11 providing heal Lh care for the
Indochiriest.:.
l louk 1 o rwunl Lo continuing co11Lw..: L wi Lh your
agency and Jo hope LhaL an expansion of services will
be possible in the near future, so that perhaps a
translaLing ~<2rvict.: u1uy be offered. Thls is sowething
that we:; arL· i11 t:'JL·dl wTJ of.
Appn!c.iul lv(:ly yours,
,_/·
9-.....)
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Founda t ici11, In c.
".'9 lligh C) trct't
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Tli1.: COfJ•l.i •.i, Cu11t11l1ut 1 u 11 ~. l' ornrnJt Ll'l' 01 Dig1tal t;quipment
Co r p u r a t 1 L> 11 '1 J ~. n· v .i l' \.. l' J }' u u r r 1: 4 u v ~·. t f a I' s uµ po r t t o t he
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lnJoch1nc sl' llcfugL·l·!'. Found a t ion, l11c.
I am ,pleased to in·
fOTlll \'OU tli.d it \\'-! :; OUT dC•l isiOll t il COiltri bute $1.000,
A_
check' for thJt Jmount i s L
·nclo!:>l.'J,
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h'e feel thJt
~nd
T>'
f
yo ur org<rnnatiou i ::.
yuu continued
JL· ~1.:rving
of our suppor.t
SULCi:ss.
Thank you tor thin•.ing of Digit<!l.
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Proposal for Continuation of Indochinese Self-Help Project, 1981
Subject
The topic of the resource
Community organization
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Proposal for Continuation of Indochinese Self-Help Project for the time period of Oct. 1, 1981 to Dec. 31, 1981.
Creator
An entity primarily responsible for making the resource
Fidler, Jacqueline
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1981
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
48 p.; 28 x 21.5
Language
A language of the resource
English
Khmer
Vietnamese
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b12_f08_i001.PDF
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/03b6b17065dbb39242e68e1d079bfe6a.pdf?Expires=1712793600&Signature=hki-bKPgsy59UICkbIz8PdXZwZRekEKmzuYm4ZS6qecHIWx3WplReRMuiPKX-bsQkwNAOGlbUQ4t1b4oT8xcV1FRmh-ZVntH9Z0ZYIY-FdxljN8qb0WnlCkTXy9I9DHLRaGQCCLse%7E4LYM7ZDYsd6I5lRmXf%7ERcYwY5klnUvSoUGJfEqrZYOyR9HupdIHXrEg460W-IH7Uz7N1VLp3mFZo8C13ZF9qtLu56BdtJ58Z7AU%7ElQvywYDgBtw1xcBmzHXJRi-23C8LjdAazynhPabdla1Y1Eqi1OV60kq%7Eda6hufiTTZgVfArXEuFfV5PV3wg3ZFMv%7EA%7E6bIuIb2K%7EKG9g__&Key-Pair-Id=K6UGZS9ZTDSZM
61716a36a394a19efb16f23a68e070ca
PDF Text
Text
August 29, 19 83
JOB O
PENI NG
JOB DESCRIPTION:
ESL Instructor, part time, starting immediately.
~
J
QUALIFICATIONS :
Teacher Certiflcation, ESL
,I
ertification a plus ;
At lea's t one year ~~p-erience woirking with Indochinese
or non-English speak ing population;
Demonstrated ability in curriculum design ;
Experience teaching _Vocational ESL.
DUTIES :
To teach English as a Second D~n ,uage to Indoch inese
refugees;
'
~
I
I
I
\
To p~ovide· tes~ing- and assessment of pro gram participants;
~
I
To teach one component of Job Search Training to apporximately
30 students ;
To maintain pro gress reports and student flow charts ;
To supervise bilingual classroom interpretersJ
SCHEmJLE:
M
onday - Thursday, 9:00 - 2: 30.
SALARY:
Up to $8.00/hr, according to experience.
CONTACT:
Carol Keirstead, Project Director, Indochinese Education
and Employment Services, 79 Hi gh Street, Lowell, MA
01852
I
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Jobs opening post for part time ESL Instructor, 1983-08-29
Subject
The topic of the resource
Community organization
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Job opening post for ESL Instructor, part time, starting immediately. Includes job description, list of qualifications, duties, schedule, and salary.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1983-08-29
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2 p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b12_f23_i001
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/a3e514f23a9fbbb5e2db2ad813b2f923.pdf?Expires=1712793600&Signature=DNBVc0j4fTOtuSyGczq7F9lZYQQW6T5kjYDnFrykeU-AxmUvHrpkStw2pR7797pwwwE5b-NvWl77yFa5Rs88QB4JzN%7EhnIr6xi93ziHyEU04PSps8ekXfJHM6NuT20ka0UA9NSecTotEE571YgMtEgZOE7hwsyBC%7EOvpV5Hwn01jVj-BbJQygCx89FIK7pRaKc2mq-0B5SNaftMtaV5JNpVFWFik6h1bZTIB8Hd7LQ4dtVRb-ldaqNoluryomNNLNi1jFQY%7EB9jyMjG1MFqZhlZdzonrrLt1XOwLq3oszsYOgMF9%7E52jFCT5YaKEC-u24yw1puGSOSw85FFA6Xl1LA__&Key-Pair-Id=K6UGZS9ZTDSZM
d2aefc0937fa126490af1cf6660b93a2
PDF Text
Text
INDOCHINESE REFUGEES FOUNDATION, INC.
JOB OPENING
JOB DESCRIPTION:
ESL Instructor, part time, starting April 25, 1983.
QUALIFICATIONS:
Teacher Certification, ESL Certification a plus;
At least one year experience working with Indochinese
or non-English speaking population;
Demonstrated ability in curriculum design;
Experience teaching Vocational ESL.
DUTIES:
To teach English as a Second Language to Indochinese
refugees;
To provide testing and assessment of program participants;
To teach one component of Job Search Training to approximately 30 students;
To maintain progress reports and student flow charts;
To supervise bilingual classroom interpreters.
SCHEDULE:
Monday - Thursday, 9:00 - 2:30.
SALARY:
6.50/hr. plus, according to experience.
CONTACT:
Carol J. Keirstead, Project Director, Indochinese Education
and Employment Services, 79 High Street, Lowell, MA
01852
A non-profit organization
founded on January 27, 1977, under the Commonwealth of Mass., G.L. , Ch. 180, Sec . 26A
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Job opening post for part time ESL Instructor, 1983
Subject
The topic of the resource
Community organization
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Job opening post for ESL Instructor, part time, starting April 25, 1983. Includes job description, list of qualifications, duties, schedule, and salary.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1983
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1 p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b12_f23_i002
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/f8b21e1939f5ec2560ca733c95a566a8.pdf?Expires=1712793600&Signature=i8pcHHbziqqpm6ZHFZh0mbh7ivi71mToPj8yWUu4ckBww-2hbdhtIel8N-5H25WhnnJE6ri7Bi%7E6LQCPlykpc4%7EznTL8BgNMt9Lw0bNGPLcNHtFq0NeRoRupCp9Wt%7ED9Fc-Aea3ByNCWY79qL%7E3chddBcFc5EPUEBuSepSF6biRtTKTzFIdHtqMLkMQjiRiAmkltJvYJGG8rHCFS--hmAETKash3Yk0QNZJRxa3eOaDEmo9q5jV200cq1wXPWyduR9T9oWjLMkk1SYhbonN5P--AU4PGYsem9C6alKwe8yaLPJPaW8KuTETF3TqJFp-uoNrJWGmZKzDicBLxGkviFw__&Key-Pair-Id=K6UGZS9ZTDSZM
94cc45b4acf33c00209f430bda724c47
PDF Text
Text
PLE...\SE POST
PLEASE POST
IMMEDIATE OPENING!
IMMEDIATE OPENING!
Job Description:
PLEASE POST ·
pt1EDIATE OPENING'!
ESL Instructor, part-time starting March 9th, 19~1
Qualifications:
Teacher certification in ESL instruction.
At least one year's experience working with the lndochinea~ population.
Demonstrated ability to assis~ in the development of a catriculU111.
Willingness to work with a team approach.
Duties:
To assist in the development of a curriculum specifically designed ·t:o ·
teach English as a Second Language to Indochinese Refugee$.
To provide testing and evaluations of program participants.
To provide English as a Second Language instruction to
30 Indochinese Refugees for a period of 22 weeks.
Schedule:
The Instructor will be employed for approximate'ty 10 hours
22 weeks .
Salary:
Starting at 75/week, negotiable according to experience ..
For More Information:
Call or write to: Jacquie Fidler, Project
Self-Help Project, 79 High St . Lowell, MA 01852,
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Job opening post for part time ESL Instructor, 1981
Subject
The topic of the resource
Community organization
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Job opening post for ESL Instructor, part time, starting March 9th, 1981. Includes job description, list of qualifications, duties, schedule, and salary.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1981
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1 p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b12_f23_i003
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/f959fd6c6ef549d493d7fd3d4d936ab3.pdf?Expires=1712793600&Signature=tTSu%7ETYtmrVw9ROdLN8dA9yj7uOIxEdTuP4B196Pa2PWNWgnIC%7EAAuV%7ECX9iG0bLN9GrIVpe7aWHjRMY-whnsffJ7xZZ01S6gcS%7EU8xQIxdXKPApGZR9DeKgGBpf-HP59yGzty3X6kOptwTUxpN%7EvEss2a5l5LEUixKhsKMzm0qa49%7EWOkXZTkVHSmnAo0XuNlUwa1TbUNw7JLjPayLm-PW6Crf5n%7EAH2bfv%7E-PD0Ckv6oF7TbAHFW8Fv6sPqouK7UrDiSA-2w9sx4MEA6PeeSeMEeDy1gPRFr2G9IKCvnA-Hbs5%7EkuIbx4VIP%7Erd7dsLetVkWNu5Q%7EMdb0irvp9kw__&Key-Pair-Id=K6UGZS9ZTDSZM
0a49c0d7c2ee82b184772a311dac9d5e
PDF Text
Text
INDOCHINESE REFUGEES FOUNDATION, INC.
JOB POSTING
PLEASE POST IMMEDIATELY
PLEASE POST IMMEDIATELY
Job Description:
Temporary, part-time ESL Instructor(s) needed to teach
English to Indochinese Refugees
Qualifications:
Teacher Certification
ESL Experience with adults preferred
Positions Available:
Teacher, 5 days/week, 9-11 a.m.
Teacher, 3 days/week, 6-9 p.m., M,T,W
Send resume to J. Fidler, 79 High Street, Lowell, MA
01852
A non-profit organization
founded on January 27, 1977, under the Commonwealth of Mass., G.L. , Ch . 180, Sec . 26A
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Job opening post for part time ESL Instructor, 1982-02-25
Subject
The topic of the resource
Community organization
Lowell (Mass.)
Nonprofit organizations
Social service
Description
An account of the resource
Job opening post for ESL Instructor, part time, starting immediately. Includes job description, list of qualifications, and positions available.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1982-02-25
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
2 p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b12_f23_i004
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents
-
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bbe5d15d71772e64bc2f3175e0096ca7
PDF Text
Text
INDOCHINESE REFUGEES FOUNDATION, INC.
IMMEDIATE OPENINGS:
Job Description
Title:
Laotian Interpreter/Cambodian Interpreter/Vietnamese Interpreter
Qualifications:
Ability to speak, read, and write English as a second language
Ability to speak, read, and write Laotian/Cambodian/Vietnamese
Ability to drive and to have access to a car
Willingness to work for and help other Indochinese refugees
High school education or the equivalence preferred
Duties:
To provide emergency interpreter services evenings and weekends to
refugees when no other services can be found, under the supervision
of the Project Director.
Assist/coordinate MAA participation in 1982 Project to provide jemergency
interpreter services and outreach and orientation
Salary:
$5.00 per hour, on call, approximately 5 hours per week
Benefits:
We will provide all the necessary training in a series of workshops
geared at developing the skills of the bilingual counselors, in
addition, qualified candidates may be enrolled in the Boston Program
for Southeast Asian Refugees for advanced English and as Paraprofessionals
in schools, hospitals and social service agencies with all paid expenses
and stipend.
For More Information:
Call Ms Jacquie Fidler 1 Indochinese Self Help, 79 High Street, Lowell,
MA
01852 Telephone \617) 454-4286
A non-profit organization
founded on January 27, 1977, under the Commonwealth of Mass., G.L. , Ch. 180, Sec . 26A
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Indochinese Refugees Foundation, Inc. Collection, 1957-1996
Creator
An entity primarily responsible for making the resource
Indochinese Refugees Foundation, Inc.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection, 1957-1996. UML 1. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA.
Description
An account of the resource
The Indochinese Refugees Foundation, Inc. (IRF) provided services to Southeast Asian refugees that were resettling in Lowell, Massachusetts during the 1980s, due to the ramifications of the Vietnam War and the Khmer Rouge. This collection includes detailed reports, financial records, correspondence, and resources that reveal the extent of the IRF’s work assisting refugees and its members’ involvement in the Lowell community. <br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>.<br /><br />Part of the collection is accessible on this site. <br />-------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea, Soumeng Chea, Christian Hernandez, Julia Huynh, Sam Kong, and Vivien Zhuo.
Relation
A related resource
<span>The collection finding aid, </span><a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a><span>.</span>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Job opening post for part time Laotian, Cambodian, and Vietnamese Interpreters, 1981?
Subject
The topic of the resource
Community organization
Lowell (Mass.)
Nonprofit organizations
Social service
Translating and interpreting
Description
An account of the resource
Immediate job opening post for Laotian, Cambodian, and Vietnamese Interpreters. Includes list of qualifications, duties, salary, and benefits including training to develop the skills of bilingual counselors.
Source
A related resource from which the described resource is derived
Indochinese Refugees Foundation, Inc. Collection
Publisher
An entity responsible for making the resource available
Indochinese Refugees Foundation, Inc.
Date
A point or period of time associated with an event in the lifecycle of the resource
1981?
Rights
Information about rights held in and over the resource
UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.
Format
The file format, physical medium, or dimensions of the resource
1 p.; 28 x 21.5
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Identifier
An unambiguous reference to the resource within a given context
uml1_b12_f23_i005
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Lowell, Massachusetts
1980-1989
Documents