1 50 2135 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/344bf4a45729d8d3bee81a7c52180174.pdf?Expires=1790208000&Signature=MEsQlcZSiDOmQx3I-ATtKWBUgRddNk64psX5Ua4zNXP8W3ZCkupPknNveMN20cwujR4HGZXVXgFk-eK%7Ev4H3I6IlVl1yKhCEE-pM-u%7E%7ESfwlvslBz6Ln4BXwXf%7E6ixaIGaBdGSW0OT%7EvGAefCleAm%7EcFM3kjB62zfTPwciAfTnKam2kLcmTEC7A2NnhCEwDQgF7GOREZftkxK7X4ntmxZ0DHrqWVfyGb-RonV8gRutcClF3j-t3B5i1ZT4lOBgaXjf1Te7b%7E-PblH9MsWdudlee9gboo0mhdJAZGWe7auyA0vxXyF8KzT-DsQPZfHEqFjfUYeEI7r38py0w6ENDtQQ__&Key-Pair-Id=K6UGZS9ZTDSZM 154a81ae51ddca60c896c0d12f071725 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 Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991 Description An account of the resource The George N. and Dorothea Tsapatsaris “A City of Refugees, the Memories of Cambodia” collection contains artwork, stories, letters, and other documents created by Dorothea Tsapatsaris’ young Cambodian students from the years of 1987-1991. Topics range from Cambodian clothing, ceremonies, and every day activities to food recipes, leaving Cambodia, and living in Lowell, Massachusetts. Also included are several photographs of Dorothea Tsapatsaris’ students, classroom, and student work; a couple of newspaper clippings; and material related to the 1990 “Memories of Cambodia” exhibit. Part of the collection is accessible on this site. Part of the collection is accessible on the Digital Commonwealth under the collection title "<a href="https://www.digitalcommonwealth.org/collections/commonwealth:1n79h429p" target="_blank" rel="noreferrer noopener">A City of Refugees, the Memories of Cambodia</a>." View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Etsuko Benton and Monita Chea. Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991. UML 9. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</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 Yankee Mill Girls Subject The topic of the resource Children’s drawings Children's writings Textile workers Massachusetts Lowell Description An account of the resource Yankee Mill Girls Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection 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 1988-1989 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.; 55.88 x 71.12 Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context mc_0092 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 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. 1980-1989 Drawings Joseph G. Pyne Arts Elementary School Manuscripts Maps Posters https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/24b29e7190da6c16057e17138e13f425.pdf?Expires=1790208000&Signature=dOjKN8%7Ei%7EBpr9wqrAZhZw6Dg1pBKlKJFAyEmV6pcndVLkCxYXKMKR37Vc%7Emrr8GrBYELYszWRYi8FvqVb8P1jpG2B7vBugYQMf4bR6J2ugjHOJLjI9V6LF9zHKuuLZ%7EpnackR9ROwVti15aZjJVPQ3tYzcTyoy7rStQzqj3llLkMMqRVRXPU6ya4ErvStH69Ovwq3EVr7bRzUvtHtvjUi49YGpqg9SlgxCHF-59bI4sr58jmr%7EZWavbQzKrED%7E2X8EeRCoQpCbwFdIrvYI1n%7E7UQCpU1txyA5jbB-zsyAKWl%7EmcpqW4CrYIrYbz3BGwmhBG-fhFdT02qFBanDogHOA__&Key-Pair-Id=K6UGZS9ZTDSZM 571266c42e92087295764d8d6a42069a PDF Text Text UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE PROLEUNG KHMER STUDENT ORAL HISTORIES, 2025 INFORMANT/NARRATOR: XAVIER EANG LEE (X) INTERVIEWER: UNKNOWN (U) DATE: MARCH 29, 2025 U: You're good. X: So now, let's start. U: Okay, so first question is... can you tell me a bit about yourself and what your journey is like working here at Simply Khmer? X: Yeah, my name is Xavier Eang Lee. My family opened this business in 2007. I've been in and out working here since I was a kid, but I came on full-time about five years ago, almost 6 now. And yeah, I mean, I'm one of the people here in the community that's just working hard and trying to continue this legacy of Cambodian restaurants here in Lowell. U: Yeah, because I do notice that there's not much Cambodian restaurant in Lowell. and I want to... There's a lot. X: There's a lot. There's a lot compared to the entire restaurant scene. But the other thing about the Cambodian restaurants in Lowell is you don't see much young people working in the management positions here. You only see older people or people from Cambodia that are younger, but it's not like a stable job that you see people working 10 plus years, you know what I mean? So that's the difference between our community and other communities too, is that like... And it's similar to other communities, a lot of these types of businesses are kind of being phased out. U: Yeah. X: These kinds of businesses are being phased out while other businesses are growing that are more, I would say, like... cultural businesses like this are kind of hard to come by while spaces like, I don't know, Eataly or something like Tuscan Village, where they do have the same concept that we have, but they're changing it, you know what I mean? They're not doing mom and pop kind of stuff anymore. They're trying to cater to a certain type of person. You know what I mean? More professional, makes more money. But here we try to take care of everybody as well as share, take care of our community, but also continue to introduce the food to new people. You know what I mean? And then so on. So that's what I work on here is mainly spreading awareness of Cambodian food and �culture, and then also serving the community and introducing those are the main two things I do. U: That's really good, yeah. I get your perspective, and it's really good that you're trying to include everybody, especially in the community and stuff like that. X: Yeah, because we always get shit for being, like, the white Cambodian restaurant. U: Yeah, oh, really? X: But we're Khmer through and through, you know what I mean? You can just tell a Khmer house by the way they decorate the house, you know what I mean? I grew up like that. I mostly grew up here in Lowell, even though I kind of moved away from Lowell for better schools for my parents. But I still was very connected to here, as well as where I went to high school and stuff, you know what I mean? So having those two perspectives, some might call me whitewashed, but I don't think I'm whitewashed. Moving back here the past couple years has taken it away from me. U: Exactly, yeah. X: But I mean, I was in those fields with everybody. And then I decided I didn't feel as connected as to what I want to do. And especially when I was living in New York for a little while, I was talking to people, they're like, ‘let's open a restaurant. Let's do this, let's do that, let's do this and do that’. And I would have done it, but I thought back and I was just like, well, I don't want to be opening up a restaurant in New York City, for example, and have someone like me, who grew up eating this kind of food, come to a restaurant and be like, ‘what is this?’. You know what I mean? I want people like me to come to my restaurant and be like, ‘oh, I remember that. I have a very specific memory of this dish or that dish’, you know what I mean? Or how they make it, or the flavor is right, you know what I mean? I didn't want to just open a restaurant and have it be like a fusion of different things. I needed to come here, back to Lowell, to learn how we serve our food and how we cook our food. U: Like authentic Khmer food. Yeah. X: That's what I had to do. I wasn't going to go to New York and try to open up something new. You know what I mean? And then kind of lose where I have my roots. That's what I'm trying to do. U: That's great. X: [Speaks in Khmer] [restaurant noises] The great thing about working here the past five years is I'm fluent in Khmer now. U: Oh really? �X: Yeahm completely. And, you know, before I knew a bit, you know. U: Can you write and read? X: No. U: Me neither. X: I'm still working on it, but I'm pretty fluent now and it's pretty nice. I can pick up the main, but I'm still learning the writing and system and stuff like that. U: Were you born here in Lowell? X: Yes, I was born in Lowell. U: Okay. X: So, but you know, anyways. U: So yeah, what do you enjoy most about living and spending time in Lowell? Like, can you describe it? X: My perspective has changed a lot. U: Okay. X: Since, you know, I'm 28 now. U: Yeah. X: When I was like, what, 18, 19, I wanted to get as far away from this place as possible. You know what I mean? I know a lot of people feel the same way, especially when you're younger. You know, this is your hometown. It's, so like... how do you say... it's so ingrained in American culture to be from someplace and then be like, I need to go. I need to get away. U: Like, you need to escape it. X: Yeah, it's so normal, especially for, you know, [unclear]. You know, their culture is all about moving out, moving away, pave your own path. You know what I mean? U: And ours is more like, you know, living with your parents, moving in with your parents. X: Yeah, but also for me, it's like, I don't... I mean, I'm moving back to my parents actually recently to save money, but I was living on my own with my partner for almost four or five years and we were just, you know, renting and stuff like that. But you know, yeah. Because I still, to this day, get like ‘oh it's so nice you're helping your parents’ and I'm like I'm not just helping them. I'm doing this for my future. Doing this for my possible children or my nieces and nephew for the future, you know what I mean? Yeah so of �course I have a love hate relationship with Lowell. Like I really appreciate how much help and how much support there is within the local government to support small businesses like this, which is great, you know what I mean? I just wish that the town was a little bit bigger. I feel like if the town was a little bit more bigger, like in terms of more types of people and more housing, more space. U: Because Lowell is a pretty small town. X: It's pretty small and there's a lot of people living here. There's a lot of people living here and it's very small. And so, I just feel like if Lowell was a little bit bigger, we could focus on having more funding, I guess. U: Yeah. X: But yeah, that's just the main thing. So what's the question? How long have I lived - How long? I mean, I was born here. But I lived here from, what? I lived here since I was born and then until high school, moved out. U: Okay. X: And then I was living in Harvard for a little while, and then I moved back in my mid-20s. U: Okay. X: And I actually live in Lowell now. U: Oh, nice. X: So I guess I would say a collective of like, what, 20 years? U: Yeah. That's pretty solid. Could you describe me a place or world that holds special meaning to you? X: I mean right here. Certain times of day, it's just... this place is so beautiful. You know what I mean? We're facing west and so we get the sunset. And so certain times of day this place is so beautiful. We've really created a really comfortable space for a lot of people. I love every time someone comes in here and they're like...they don't expect this to be in Lowell. You know what I mean? Like the way we've decorated, the way we've put our heart and soul into making this place look nice is really cool. U: It is. X: And yeah, so I would say the most special place in Lowell here is this spot right here. You know what I mean? Like I have other restaurants I grew up eating at, you know, La Petite, Red Rose, stuff like that, which is nice, you know, but here I really... I feel connected, especially because we have created such a great space. And it's comfortable, it's cozy, and everything, you know, this is why I love this space. �U: Okay, okay, that's nice. I do, I agree, like, every time when my parents come here... X: I want people to come, I want people to come to this to have.... U: And they feel like it's like authentic, like Khmer. Like you hear people speaking Khmer. You know, when you go to different restaurants that's Khmer, you hear like a lot of mix of English, but here... X: I mean, we totally get a lot of different languages coming in through here. You know, like, I really want to tap into the Latino community and the Brazilian community, especially, because like those are two communities that I feel, in Asian places, are underserved, you know? And I feel like there's a lot of opportunity in those communities as well. Not only serving the Khmer community, but also serving those communities as well. Giving them a place that... they don't feel uncomfortable when they have to order, you know what I mean? So I try to get at least one Spanish speaker to help me. My partner speaks Spanish, so he's kind, you know what I mean? U: Oh, that's good. X: I try to help open up the Cambodian, our restaurant, to other people. U: Yeah. It's more like different cultures, they can feel more comfortable. I get it, I hear you. How do you identify yourself culturally? X: I mean, culturally, I would say I'm 100% Khmer. I mean, we share similarities with Thai and Laos, right? So I understand those communities too. But culturally, I've always been Khmer, but I also have a very... I'm very New England. And I used to get that a lot when I was living in New York. Ivwas super New England. And I just think that this town has a certain grit to it that really sticks on to people that grew up here. And I think that's a really good thing. It grounds us in reality and kind of can make us a little rude sometimes, but, kind of like know what we're doing, kind of know what we want. But we still care for each other, obviously. U: Yeah, of course. X: But I just feel like culturally too, I'm also part Masshole, I would say [laughs]. Yeah, because I grew up in this community where you kind of have to be a little tough. People say what they want. The Asian community is very similar where people would just say this on top of their head, you know? Some of the things that people do... U: There's like no filtering X: Yeah, there's no filtering. Some things people would say to me here... you know what I mean? So yeah, I like to add that, even though culturally, I still... And as a Cambodian American, I'm still like learning more about what it means to be Cambodian every day. �U: I know exactly how you feel. Yeah. X: Cambodian people here, they're teaching me about Cambodian cultures and cultures I never knew about. You know what I mean? And that's the thing I love about this restaurant too, is like I'm learning more about what it means to be Cambodian. Because, growing up, it's... when your family is in surviving mode, just trying to make money and trying to survive to the next month, day, week, month, know what I mean? It's always... it's easy to just be like, o’h, this is, we're just making food or we're putting it out’, but we're also like... creating a cultural experience for Cambodian people that grew up here in Lowell, but also new people that have never had it before. U: Yes, exactly. X: I feel like for me, a lot of the time, I'm just juggling those two identities. So yes, I identify as Cambodian, but I am, at the end of the day, a Cambodian American and still learning, still piecing together what Cambodian means. So, I mean, I would say that's what I would respond to. U: I mean, I feel like the same way. Like, I didn't actually... I was born in Vietnam, and I moved here when I was 8, and then ever since... I lived in Worcester ever since. X: Oh, okay. U: And literally the only reason why I came to this school was my cousin, and I know there's a lot of Cambodians here, and I want to be a part of it. Like, you know, I feel like left out, as a kid. X: Trust me, it's really easy to feel like that, you know what I mean? Especially in this community where it's like so, so Cambodian, you know what I mean? It's... sorry. I have to take these guys. U: Yeah, you're good. Take your time. X: I also wanted to add something too, especially to this cultural one. U: Yeah, with this one, right. X: I know it's kind of out of there, but not only am I culturally, ethnically Cambodian and by where I am, I'm also gay, which is something I identify culturally with too. U: Yeah. X: I have a lot of gay Cambodian friends as well. So, I just feel like that is part of my culture as well, just mixing and learning more about queer Cambodian people throughout history, throughout this town. You know, it was actually kind of... When I first started, I was kind of afraid. Because I was like, I don't know anyone. In my position, going step up to run a restaurant and they, you know, they're queer, you know what I mean? I like to let people �know that too because we are technically a queer-owned business too. So yeah, let's put that in there. U: Yeah, of course. Yeah, I'm glad you brought that up because I want everything to be authentic. X: Yeah, it was scary at first, especially when it comes to the suppliers and having to go, because they'd known my dad for years. Like everybody knows my dad, you know what I mean? And he's always been like the nice family man, blah, blah, blah. You know, and there's still people here like, ‘oh, when am I gonna have kids’ or whatever. I'm like, I don't know. I mean, what I'm focused on right now is business building and creating generational wealth, you know what I mean? So that's what I'm working on right now. U: Okay. X: And the next one? U: Yep. So do you collab with any local organizations or a Cambodian home business? X: All the time, all the time. So in terms of the community, we're always trying to work with public schools and the charter schools to, you know, give them an opportunity to, you know, work stuff out. So we work with the schools. Mill City Grows for the public garden. We work with plenty of like... Girls Incorporated. We have the AgeSpan program. So yeah, I mean, we collaborate with a lot of nonprofit and regular companies to try to get them to expand our reach, you know what I mean, and show that we're here for the community. I think one of my most proudest ones is definitely the AgeSpan program. U: AgeSpan. X: Just because it has allowed older people above the age 60 of Asian or Latino descent to come in here twice a month for free. And so the way that has, in my opinion, has revitalized the community has gotten a lot of older Cambodian people out of here to be with their friends, be with their families without having to worry about, ‘oh, am I going to be able to, you know, pay for my grandma’ or whatever. So the way it has really brought Cambodian people, older people, especially out of their shell. It's been really nice. So, in terms of that... where is it over here? U: Oh, this one, right? Number six. X: Yeah. U: How does your culture- No. X: Which one you just asked? U: This one, the- How do you identify-? �X: No, the one with the- What did you just ask? U: Oh, the collaboration one. X: Oh, the collaboration one, yeah. I wanted to... What was the question? There's the... local organizations, other Cambodian owned business. Yes, okay, so that's why I want Cambodian owned businesses. So, in terms of collaborating with other Cambodian owned businesses, we... We allow certain people to come in here and cook in our kitchens to produce products that we have here up front in our to-go section. So not only do we have them cook for us, but we also have them supply ingredients. So, for example, one of my uncles has a friend who owns a mango farm in Florida. U: Oh really? X: So he lives up here ,but his friend grows down in Florida so we actually went down there to grab a couple cases of baby mangoes so we can bring it up here to pickle and sell. So that's another way that we're collaborating with other Cambodian owned businesses is that we're taking their products, their whatever, their raw materials and we're coming here to produce another product using their... you know supporting them. So that's another thing. Also we have little. pop-ups too in the front here where we do book signings, we do anyone that has any art or jewelry or anything they want to sell that's either Cambodian based. But also they can bring their own stuff to sell separately, that's great too. So not only is that one thing, being here and having a storefront, but also collaborating with... You know, in August, we're going to be collaborating with Battambong Bob and he does Cambodian style barbecue, so he's going to have a truck out here up front. So we're kind of continuing to do stuff like that because even though the food pays the bills to get people in here and to be able to do these programs for these elderly people right, I need non-Cambodians in here. I need people to come here for... you know what I mean? Not to just come and eat. Like that guy, he comes all the time. He just sits down and eats. But I need these people over there. They come once a month, you know what I mean? But not once a month, they tell their friends and their friends come once a month, and so on and so forth. So that's why we need to collaborate with different kinds of communities to get people in here. Especially the new community that I need to reach out to, not only the Spanish community, but the Chinese community. The Chinese community out in Waltham and them, they really... It’s something different and they really appreciate our food. U: Yeah, they do. I have a couple of Chinese friends that said they love Cambodian food. X: Yeah, it's different. They get bored of Thai food after a while because Thai food has become so whitewashed. U: Right, right. �X: And it's interesting. It's good to be able to have different types of communities coming through. U: So how does your culture or background influence your perception on the world? X: I definitely would like to say that I've always been sort of a loudmouth in general, in terms of like... I've always been sort of someone that speaks their mind without any filter. And definitely that comes from my Cambodian culture, but also I consider myself to be like a very knowledgeable person in general. I'm not trying to toot my own horn, but I genuinely like always try to... Because what I studied in college was media literacy and public relations and marketing. So I think it's very important for people to be educated and informed on certain things. And so, I'm very transparent with my customers, when they ask me, ‘oh, why does this cost this much?’ And I'm like, ‘we're running a restaurant, we're running a Southeast Asian restaurant in sometimes in the middle of Massachusetts, you don't see any tropical plants outside’, you know what I mean? So I always try to... my perspective is always to be transparent and clear with the customer, clear with the community, and also try to support the community by being honest, you know what I mean? So my perspective definitely on the world in general is a little bleak, I would say these days, but you know, I do have hope that we can continue to help our community and continue to grow as a business, even though these new tarrifs, for example, are getting really rough, you know what I mean? They're really getting rough, and it's not like we can... It's not like we can source our ingredients from here, all of them, you know what I mean? We still have a lot of to-go boxes. We're not really talking about ingredients, we're talking about to-go boxes. We're talking, you know, even like the plates, the silverware, the cups, all that stuff. Not just the ingredients, all that comes from out of the country, you know? And so, yeah, I would say that my perspective of the world is a little bleak at the moment, but I do remain hopeful based off of... I'm doing what I love, you know? Because that's my perspective. Just as long as love and appreciation and everything is part of it, I think I'll be okay. U: I agree, yeah. That's definitely a very good answer. X: Yeah, way to look at it. U: Yeah, a way to look at it. The world's like, you know, it's too much. X: It's real crazy right now. Yeah, you’re right. You know, we can always... I always have this place to step back, be able to really.... U: This is where it tones down, calms down. X: I wouldn't say calms down, because this place can get pretty crazy. U: Oh, really? [laughs] �X: Yeah, this place can get fucking wild. But I would say it's a place where I feel... I do feel grounded. U: Right. X: I know where my destiny is headed, you know what I mean? U: Yeah. X: Versus when I was working at companies, they just fucking laid me off after like 6 months. And then my mom's been working there for 12 years, they also laid her off. U: Wow X: You know what I mean? So here it's like... this is security for my family. You know what I mean? This is a place, if my brother's having an issue, this is where he can come to work and make some extra money. Or my cousins. Or even I've lost family members, or I've disconnected from family members. I will always have this place for them to come back and remember all the good times. There's a whole wall we're going to fill with all the pictures and stuff from 19 years of people we've lost, you know. We've lost employees that used to work here and they passed away, stuff like that. Just try to stay here and be grounded. U: Yeah. Of course. It's really inspiring, actually. It's really good. Can you tell me about a time where you felt especially proud of your heritage? X: Every Khmer New Year, I do get very proud of my heritage. Every Khmer New Year, I really try to learn something different and bring something new to the table. U: Right. Do you usually go to the temple to celebrate Khmer New Year? X: I usually... So I went on Monday and I go... It's just a very private thing for me. You know, growing up, I never really went. But nowadays I go just to really feel it and just help out. I do stuff in the kitchen sometimes. I help out in the kitchen some times. U: Yeah. X: And no, I just, I try to hone in my spirituality. But these days, I don't know, in terms of going to temple, I don't go as much as I should. Because I do consider myself a Buddhist, but I also consider myself to be more culturally Buddhist than actually spiritually Buddhist. You know what I mean? So, yeah, I do try to go and experience that. But in terms of my proudest moment, is definitely during Khmer New Year or even the water festival where we have these big festivals here and I see so many people from all around the country come to visit here. That's what I'm the most proud of because I know that our mission and our vision is being spread out to people all throughout. Definitely one of the �most important parts, but last year, for Water Festival, some girl came because she was from Minnesota, she was from Michigan. U: Oh, Michigan. X: And yeah, and she grew up in a very predominantly white community where she was probably the only Cambodian person, you know? And her mom had passed away recently. And she was like, ‘I don't know too much about Cambodian food’ or whatever. So I was like, well... and she's like, ‘I don't know what to order’. And I was like, ‘well, what's a dish that you remember eating at home?’ U: Yeah. X: And she was like, ‘I remember Kuy Teav’, which is the pork soup. And I was like, ‘well, we have that, do you want to try it? Do you want to try our version?’. And then she was like, it’s amazing. She ate it. She was breaking down a little bit. She was like, ‘I can't believe that like I'm having this again. I don't even know how to make it. I don't even know where to look to make it, to learn how to make it’. And so that one was like, I was very proud because I was able to bring back a memory of someone for somebody. to trigger something. Like what I like to call the Ratatouille moment. Where it's like... people have something and they're like, oh wow, that's special. U: It's brings back memory. X: Yeah, that's special. That's my proudest moment. And it always happens at Khmer New Year or Water Festival when there's a ton of people. U: That's great. I really like that one. What was a significant turning point in your life and how did it affect you? Did you have any... X: I mean, the most significant turning point in my life of course recently was definitely this. At the same time when I came full time to the restaurant, my cousin went missing, and my grandmother and I, my family, we kind of split up. A lot of things happened all at the same time. It was during COVID too. So, right at COVID, like the day that we shut down for COVID, was the day a lot of... My cousin had been missing for almost six months at that point, but he was gone. My grandma was gone. And then it was just me, my immediate parents, my mother and father, then my aunt and uncles and stuff. And we all had to come together and figure out what we're going to do for the next couple of years to survive this pandemic. So that was a big turning point in the terms of like, okay, now I have to be serious about this stuff. Now to be like, okay, what do I have to offer to this business? You know what I mean? That was before we started, because this used to be all one restaurant, including the storefront. And it wasn't until the pandemic where we're like, it's time to like turn it around and make this restaurant more than just a restaurant. Make it a cultural space, make it a place for people to find cultural products and stuff like �that. You know what I mean? So definitely COVID was a big turning point for me because it made me have to grow up faster and be more responsible for this space. U: Yeah, I agree. COVID just hit everyone really hard, a lot of businesses. X: I mean, I also feel as though right now, we're going through a [unclear]. Because we're going to have to change what our business is. You know what I mean? U: There's a lot going on. Not just with COVID and stuff like that. So yeah, I definitely agree with that. Well, what changes you have seen in the community over the years? X: I definitely noticed that the Khmer community is supporting each other more. U: Yeah. I can see that. X: I think we're all collaborating and supporting each other more than we used to. I mean, before, people used to be a little bit more snooty about our restaurant because they always thought that we were trying to cater or pander to the specific type of audience. Even though all we were trying to do is just make money and serve Cambodian food, you know what I mean? Ever since we got exposure from the Travel Channel years ago, you know what I mean? There have been haters, but I feel like now, some people are so appreciative of us and the fact that I'm here almost every single fucking day, you know what I mean? U: Yeah. X: And so, the community is more understanding now and my community are more tightknit. The younger generation like yourself, you guys are a lot more, I would say, woke and understanding of what we need to do to move forward, know what I mean, and to support people like me who are really on the ground here, face-to-face with people, trying to help people, trying to feed people, but then also support my family and make sure that we thrive. You know what I mean? So I guess the biggest change, again, is just our compassion towards other Cambodian people and our support for other Cambodian people. And even non-Cambodian people, like the Southeast Asian community in general. It's something that I noticed that California did a lot earlier. Californian Asians are a lot more tight-knit and they understand each other and they don't fight as much. But now I feel like, Laos people, Cambodian people, Thai people can get along. Vietnamese people will get along because we understand that, you know, it's us against, you know, big corporations or whatever that want to make us be a little bit more against each other. Because that causes competition. allows for profit for other people versus profit for us. That's why at some point I'm like, a young Asian person like yourself, if you have a business idea, start it. You know, you have a skill, do something with that skill. Because, you know, the pointy, clicky jobs are gone. They're leaving this country, you know what I mean? �U: It's all run by AIs and stuff. X: Yeah, the pointy, clicky jobs are done. You know what I mean? It's now physical skills or knowledge and skillful knowledge stuff. That's why... and I will continue to support anyone that has any products or anything that are Cambodian-owned. Put it in here. You have something that you want to share? Put it in here. You know, talk with me first, but yeah. So that's the biggest thing I've noticed is definitely people helping each other out. U: That's really good. I really like that one. What do you hope for the future generation in your community? X: I hope that people... Cause you know, I'm growing up for a generation where it's all work, you know. U: Yeah, good. X: A few more questions, right? U: Uh, just one more question right here. So, what do you hope? Oh yeah, what do you hope for? X: I just hope that we continue to... The next generation continues to keep this legacy and remember that,there are people here that built this city before, you know what I mean? And continue wanting to live here, you know what I mean? And wanting to be and more... I know social media and the internet has expanded our minds where there's like endless... We feel as though there's endless possibilities to do everything. I hope that the next generation and my generation too, like my current generation, that we kind of embrace humble lifestyles and embrace lifestyles that are beneficial to society rather than... I'm afraid that people are constantly chasing these big dreams and nothing's wrong with chasing dreams. I think people should chase dreams, but you have to get to the point where something is realistic and then something's beneficial to society and something's not, you know what I mean? Like, for example, I feel like so many young people are looking at these people on social media going to Coachella, for example, you know what I mean? U: Like the raves and stuff. X: And are like ‘oh I want to do that’. I mean, I'm an OG raver, back in the day, so I totally get that. U: I've never been to it. X: I've done so much, so much crazy shit. That's why I'm calming down. You know what I mean? So my whole family’s generation is... Yes, I have those experiences. Enjoy it. But always remember, come back and continue building what the generations have spent here �building. You know what I mean? Because, if we don't do it, someone else is going to do it. And they might not have your people's interest in mind. You know what I mean? U: Exactly. Okay. X: So that's why I'm saying like... it's important for us to, you know, really appreciate where we're from. Even though you want to dream, and I believe everyone should leave this state or whatever and experience other things, live somewhere else for a little while. But always remember that this town is what our people built. Like we built up freaking Lowell from being destroyed basically. When industries left here, this whole town was devastated. You know what I mean? Like there was all... everything was all messed up. You know what I mean? And it wasn't until the Cambodian community and other Asian communities came in here during the 1980s and the 1990s that they were able to build up this town again and make it another place for immigrants. U: Because back then it's industrial... X: It's very industrial back then. Back then it was very industrial and these days we still have a lot of industry here, a decent amount. But you know it's important to keep that idea of trying to continue building something. That's why I hope for the next generation to not forget about what people have. U: If you had one quote for the future generation, what would it be? You can just say it like... X: A quote from me. U: Yeah, a quote from you, some advice you could give or some tips and stuff like that. X: I would say keep trying everything until you find what you like. And when you like it, hold on to it, and continue to grow and build it. Yeah, that's what I would say because I just feel like I had to do... I had to try out different things. I had to be in different environments. I had to put myself in things that made me uncomfortable in order to understand like, ‘oh, I don't like that’, or ‘oh, I like this’, or ‘I don't like that’. You know what I mean? So I try new things. I want young people to go out of their shell and not just stay on their phones all the time. I am chronically on my phone these days, you know, but half the time I'm doing it for work and half the time I'm doing it to waste time. I just don't want anyone to waste time. I want you to... If you want to do something, do it. And if you don't like it, and you want to do something next, do that. Don't waste time in between thinking like, ‘oh, what do I do next?’ Or, ‘oh, I'm not good enough for this’. I mean, you won't know until you try, you know what I mean? So I feel like that's the main thing I want people to understand, is just try it out and continue doing different things and continue building your skills. Because that's something you can bring to the table. Some people... I've never worked in a restaurant before, but I have worked customer service and �I know how to talk to customers and I know how to talk to guests and make them feel comfortable and de-escalate situations and stuff like that. I would have only had that if I... for example, I worked at Johnny Rockets when I was in high school, or worked at a wine shop, so I know a little bit more about the drink laws and stuff like that. Always stay busy. U: OK, that's perfect. Yeah, that's it. � 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 Prolong Khmer: A 50-Year Journey of Resilience and Remembrance Exhibit [2025] Date A point or period of time associated with an event in the lifecycle of the resource 2025 Description An account of the resource Proleung Khmer: A 50-Year Journey of Resilience and Remembrance was a commemoration event that took place in Lowell from March 2025 to June 2025. The event included displays at the Loading Dock Gallery and at City Hall. Additionally, students conducted oral history interviews under the guidance of Christine Su, a visiting faculty member at the University of Massachusetts Lowell. Rights Information about rights held in and over the resource In Copyright: This collection is protected by copyright and/or related rights. You are free to use items in this collection in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). 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 (Mass.) Source A related resource from which the described resource is derived Interviews completed as part of Professor Christine Su's Asian American Studies class in Spring 2025 at the University of Massachusetts Lowell. Subject The topic of the resource Cambodian Americans Community Development Restaurant owners Gay community Monks Buddhist centers Buddhist doctrines Refugees Asian American educators Refugee camps Group identity Generational trauma Generational conflict Post-traumatic stress disorder Khmer language Set designers Theater Psychology Arts, Cambodian Cultural property Small business Children of immigrants College students Musicians Rhythm and blues music Translators Translating services Law offices Laotian Americans Race discrimination Format The file format, physical medium, or dimensions of the resource PDF mp3 m4a Language A language of the resource English Type The nature or genre of the resource Audio recording Transcript Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. 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 Xavier Eang Lee oral history transcript Date A point or period of time associated with an event in the lifecycle of the resource 2025 Description An account of the resource Recording of interview between Xavier Eang Lee and a student. Lee discusses his childhood growing up in Lowell, what being Cambodian means to him, and his work running his family's Simply Khmer restaurant. Creator An entity primarily responsible for making the resource Lee, Xavier Eang Source A related resource from which the described resource is derived Interviews completed as part of Professor Christine Su's Asian American Studies class in Spring 2025 at the University of Massachusetts Lowell. Subject The topic of the resource Cambodian Americans Restaurant owners Community development Gay community Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Transcript 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 (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/e9d1617b85892dab488db85a002fa11d.mp3?Expires=1790208000&Signature=FTS5DYF0zhOq9LPaGRERjB9mD-m%7EczG7Psq-YDCnQSQmmY6CKmCT35vSvZE9%7Ev6WBMIUj9%7EoGvALv8vqC2qoOgMxzuXfCc11H4Xo2dwGF76s4KuVoKUEQW0qV9B1ix6FZsmh2HZEpmbI4JhbsYqHtTKvZQaeD3Vtr9RB0kda9iqdvx7qd6CubGPsblPblmXIT9At0fI4htM3yQ8ur7Ag%7Ec%7Ep9aqjM8ElA6eGMV9YMFmUT8y0hJqJYBW6fq9kJcu7c8gL2vtnBFFmdLlJleZ-LiN0qaufOUB6fG6uK602Y137XC8pIcp6ch%7EpPesNc7U98tFa2Mg5bKsncCKoKW5DGg__&Key-Pair-Id=K6UGZS9ZTDSZM d77f9fbd25bbd2c356767c270250d6a5 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 Prolong Khmer: A 50-Year Journey of Resilience and Remembrance Exhibit [2025] Date A point or period of time associated with an event in the lifecycle of the resource 2025 Description An account of the resource Proleung Khmer: A 50-Year Journey of Resilience and Remembrance was a commemoration event that took place in Lowell from March 2025 to June 2025. The event included displays at the Loading Dock Gallery and at City Hall. Additionally, students conducted oral history interviews under the guidance of Christine Su, a visiting faculty member at the University of Massachusetts Lowell. Rights Information about rights held in and over the resource In Copyright: This collection is protected by copyright and/or related rights. You are free to use items in this collection in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). 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 (Mass.) Source A related resource from which the described resource is derived Interviews completed as part of Professor Christine Su's Asian American Studies class in Spring 2025 at the University of Massachusetts Lowell. Subject The topic of the resource Cambodian Americans Community Development Restaurant owners Gay community Monks Buddhist centers Buddhist doctrines Refugees Asian American educators Refugee camps Group identity Generational trauma Generational conflict Post-traumatic stress disorder Khmer language Set designers Theater Psychology Arts, Cambodian Cultural property Small business Children of immigrants College students Musicians Rhythm and blues music Translators Translating services Law offices Laotian Americans Race discrimination Format The file format, physical medium, or dimensions of the resource PDF mp3 m4a Language A language of the resource English Type The nature or genre of the resource Audio recording Transcript Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. 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 Xavier Eang Lee oral history recording Date A point or period of time associated with an event in the lifecycle of the resource 2025 Description An account of the resource Recording of interview between Xavier Eang Lee and a student. Lee discusses his childhood growing up in Lowell, what being Cambodian means to him, and his work running his family's Simply Khmer restaurant. Creator An entity primarily responsible for making the resource Lee, Xavier Eang Source A related resource from which the described resource is derived Interviews completed as part of Professor Christine Su's Asian American Studies class in Spring 2025 at the University of Massachusetts Lowell. Subject The topic of the resource Cambodian Americans Restaurant owners Community development Gay community Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Format The file format, physical medium, or dimensions of the resource MP3 Language A language of the resource English Type The nature or genre of the resource Audio recording 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 (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/2ef0fd9960ee2496f22c72ed82a312f1.pdf?Expires=1790208000&Signature=j3mGoGCpSza60mwrpvVIai12mER-2r4Gy28iyn4j6t-0pFhMJP0P1DSD-13vjZ8z5f-jg5zOFoVzA7w-CfOOskJw20fgGN2QL5j4NgWGElExSXFMRkrRhzFFaXhHfI96gu9XdoK0Re1DdE2cmqnQmLmak%7E8sMj8rNO0UBNyWmHYrz5ZCtb5yiUCIKH7uQjEXxbhNzVIRmYlzxJeIa5WtArVKqPtmLchHXXnsuZi6VwJBJach6rRanuWt-xs55GnvINi8Eny5qifoYYLbMAAaMvsImpIa4yKTK0LPfIKYLY96BFjAZy7g-Zf7aJkb4%7Ejs%7EK71mAAO1VUJNhS7BKZeiw__&Key-Pair-Id=K6UGZS9ZTDSZM e986e155e3a1ebec479b48a0e4bf0e45 PDF Text Text L lo.~\\. 5. va..n ma,+ rY\Cln hcct ran ,. /. -FCL() pa_n ca.+ ~+ beet sa__+ � 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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/d0800b6c2a34e4f3628022e29f759cf1.pdf?Expires=1790208000&Signature=KySIie4OanM4Wmbit1aOk0wrIiyKtvrIV7lvVI4FZLZHeT-TWWh5W4isiTbXkIznTCn1LoNnaGnzHA3jnjA-Dao%7ExGTkCr52PhegW6xJGHdoQzQAAEl2J-ItLrLJ6n7hF-gvZCPo9X7TkWigCf17c7YsJ8kpLgKnNEBTdjftR7oJ7pr8ri%7EI9H8uiWYrAvWiVxsDogUYyX26GorWjqkdrXHS9NWSKB0iSX-3Ksk17rWHtsxBEIU1pqZUG4cmFg4brhG799AhV1ckHX8XnqAgEaGcyefIzqZOcyAC4QQCiaqSSsGE5xm1XS1puwGTPaQiarX6A3%7EV1cigGZmezj-xeA__&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 '.',) ~ � 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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/cc2b363ef172b2dcf5dd2352dd10f115.pdf?Expires=1790208000&Signature=BRGDWO28mb-9B0TO2ROPoe7FskKg6mAO89S8zZNnyZG2nCjqkgIo1OMHHYMQvMwh8nyAPLDVr3o5FsohYygx6kCHUO0eyYQFiiUY2GnD9Kj1EGL%7EwaFYGCGMJI4920g2UA5sH%7EPE1RTsZ5N%7ENa3gO%7EYZbHqro5LufgV2GI9fJEsLIjT4-zjNBGslKN5YPgnBQ2tACguovkeYFxXQs7tJfxa%7E9tRAEBspcvPwPu1D4k4aCBBYRYZljeFvH4G-gr0O5wNlMlpEAFZXnCVaP9Ho2X8E5V4kHP98t0DRDQv2-JR815sPg2OziwwTJUaJsCXRzCK-keYEZj6wtBx%7EQUIGSg__&Key-Pair-Id=K6UGZS9ZTDSZM 69a87727fe5111c04a181a85e527968b PDF Text Text ~ {l(Y) ~ .. .. .J ,, •- \0 J •0D · 71 · h \\ ] '> 0-U l5 ·--nv- 1 b ll • 0 0 D l •, OD .. bit bl ~ t k l bell u.n d r- \ 1 ! ; - ,4 kQ ' t ':J --- - 0 - 1xe.J , L'S l L ~ - -v \ i (, X , \ ( ,y, ' - - - - - - -- - - - - - � 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/1c9764304829c324169a737dbd1aa766.pdf?Expires=1790208000&Signature=MzNBo4Coxv32vnZOLCd4oakRqpiw2%7E5aaXAJ3cxWGOoTFx0Nug5whYoMObdF71407BH1nUV4XdCimulqSf1p-fWvl1E%7EY6qgnFFNKuhE724cxxf6K1oN14t-dh8Xzl4DCIjX8n-TlMhZE0e8F97dzlAQ1XauFUxLYD%7EmSL3oF4DUout7IE6D-0fE1Z2bw-uLiiOLT0sRGXX0ZV%7EWZgdXnM3C3ic2qXGzQplQHq-LFXxv7fW3LwdSbNo1gMQNVBdLj%7E7RrnFaV3YsMBF4%7E-SCco631FxLOP%7EkF82kIGjr5b1tmqhUNMQWtEu%7EbxVcYXbWgrBj-8DYTShfBa%7EYP665Lw__&Key-Pair-Id=K6UGZS9ZTDSZM 549763deb652ee019e114383726a0e27 PDF Text Text INDOCHINESE REFUGEES fiJUH OAilOii, INC• .\al JJJGH SJREET u~l()j CD Q._e, } l . \-\-e_ \~ - C -..J l I +k -cd u· ) \no:~· ' G w·:-W, I'{ .- LOWill. MA. 01852 ' zoo 1 / ·-h Y)t)J,' Vl-C ,S ~ 2. a ( usse. . 7. o- 1 he... aI , io. Jo w ,,- - \ /"; L: 1__,, 'u I • u _'::('_/ \r\ ' \eos d Yl* '~ j{,lYj I ~, a ,(j 0 r~ v-""X:>I' '! ~ ; yeoJ--. � 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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=1790208000&Signature=pCnyzkUFe%7E%7EojONrnI5yrwm6r3a9D1TeSEp3sQ0EzdHqHRVBkuJfkpDOad8NtKHOLzDHjYzvfXPhlpWHnP%7EoLDFEdXEunQRmxlbMg7zPHiu0SqI2e3%7Ew%7EDjZMWlmuboS2Z3KaXYZirmlCYft%7E-UHNxZPZWJVYW2wNMm2xl6rXAGzLIUFMrTWBhi14Tb6gCA6xMPtIgdTGr16MNn%7EDEw%7EkNtam6nNtFvDTdbRX5Afqp7e5L7stSyqOUBlh48SasFX%7EC3l8e87DHI6A60tsXV40-htoWorhC4n6awvGfr7xawyx7l7ROohwLE2oaseAMICsZJQIT-mEYX6n%7EibzqKomA__&Key-Pair-Id=K6UGZS9ZTDSZM 94207c366483db20931baa8633abdd60 PDF Text Text i . . u~r- ·-VV¼AA ()JI ~ i)e, Q ~ * -rwC> . C o ~czci(0rva \N~\{!l '" -oi,~~N;;;E;:FUGEESL FOUNDATION, INC. ~ ()J'(IL - - - - - - - '+k.. ~ ~ ~- ~o.u. I w€. - a.re, 301n5 -\-o - h~ T ·- . \~ You _ ' 14:P • We.. - v~1 ~+·\ \\ GUY) 5YI~ •;. , q. D· - '/cu. 0D • wu.1-h n-5 -\-ex-- Y\;M . ..s\-u ten+. I\J t'l ' 'I c lc.c~5 . l Y'\ :·• ·~,~ 0. \'Y'\ .:)'vL mo'-l\L~. . no+ ~ n~ ~'ned ye· - a.r-e ~ T - Y\({ff I • I ko.rr), o..<'e ~ joocl 0.. -rh~ a.re no+ ~- be.- wd-L --1--k_ ctv\kc-\~n_ ~a N'u..,t I. v , "-b -to O ELL. MA. 018 52 W not . ~ boy . r . not ve'j -tr-~d !y . I~ - Qt--€.. . not .. \a.-+e tt C' \ct . ) . \ .... - -- - . � 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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/df9c2198c3da7a3d2ed22ae1ff08132e.jpg?Expires=1790208000&Signature=D%7E%7E-CraCLRFt8HftODMlUKrHKVe%7EEyU7mIPf1IL2ygkuGm0HcwEY6LCRbxAiqLanN2FJRT61EWzRFxi3GllVaz3T6HnfmXXq%7EnVf6FBqKn1PPFqrLMppcWF2hq45-NDRRncPokyHSvLY17StcNdCM3eus5sPcviiw3jwXGNhcIq4%7EjdFFW1XAsCajRGymoBGZckokbDtoZwVZ%7EMmG8VeqinQDVg3dFwBlUumVAgXgKAjgo-5u7L4IWQnHUFuyPJOIxTQzBtc0BuGyhXXzMEGcxwQO4fbwzW9nLI9LDKYtncur0gNElhGZCldjKHMoNsFmpAvdl7iI73Hl17z5ID5hg__&Key-Pair-Id=K6UGZS9ZTDSZM d063d779ed4834aa5e0207363f793b30 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/a46417e33b2001855e18c556e926e961.jpg?Expires=1790208000&Signature=CHlbjgc4sqj0TGD-5%7EwGZCtneV1SXi--68%7EtvF3OCIbVPGssNPZl6thz5u4z4JC5TJpANP34i8mkO3hvF1BLwzPpSseSr4CjPMqw01boQTBE0MErpnjeAhkhb45c-J-N92Q7W0RUiD00jFip9jVASCHJ6M-KfNWHH7-8nb1KKW5HRJpvrqjrslmHzwf993Eb41sfG6MFJxWp-BHJG2vGxjJ8OnEMEMovHh4v1gK9J7qmkYq30Cq14SGqb5uggYp7SF-IqxU-Ga8Uc6rCoW95l0x3nFoozAx3GlJKLDTEgx19YC55fyNbjuDhO7YNiR65NftInF48NI6bDDDuTp5mJQ__&Key-Pair-Id=K6UGZS9ZTDSZM 1046f9cf29c0bff2b481aeb1550b444e 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 Lowell Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines. These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community. This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time. Please Note: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names. In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures. We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated. Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others. If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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 (Mass.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Harvey Champigny[?], Jannak Duong Age 10 Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1988-07-22 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource Item located in Drawer 18, Folder: Schools--Green School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_GreenSchool_003_ 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 (Mass.) Title A name given to the resource Working on computer at Green School https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/86d248a297bd57899ab0701676de74c1.pdf?Expires=1790208000&Signature=Fg5MxJpMPi-8p7pIA-ZYe4nqjqU%7EsrzXzEWrPBGxv1qEzlR5WXXeBc036L86S-Z2-70i8HQmnjiUy8JJ6k8M8rt82ipKmDyU3enutpU1CpHbQrO2LtLZbHEa81bHKjdMcI%7Eu1el0qtOJMqODF5jjjqS55zK5ZJePK9ew887i1MBmfZp6AIOP2HW2D8VS2jjq0LrR5CJKvmbcgoOGeV9LHfqb-e52vrROVpCgWCkqzkKUuTKoEPTQUZTS7D2IVPH9FdM2X2VDj51C3hbrXQz0ysJSIpZd4pyZiDWaRbUtrekUsQbnSYeQPhR8GDeI4eIP3aiToj8DMfQvCWL8eLqjSQ__&Key-Pair-Id=K6UGZS9ZTDSZM 102dc140720fb146a8f4f4c415ec0d1f 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 Chigas, George. Southeast Asians in Lowell Collection, 1987-1989 Description An account of the resource This collection includes two series, the Cambodian Traditional Crafts and Religious Ceremonies, 1987, and the Southeast Asian Exhibit Photographs, 1988-1989. The first series includes Chigas’ 84-page paper on Cambodian Traditional Crafts and Religious Ceremonies created in 1987 along with corresponding photographs. The project, funded in part by the Historic Preservation Commission of Lowell, Massachusetts, explores the traditional crafts and religious ceremonies of the Cambodian refugees who settled in the Greater Lowell area in the aftermath of the Cambodian genocide. The second series includes 20 photographs from a Lowell exhibit on Southeast Asians that was coordinated by George Chigas. Part of the collection is accessible on this site. Part of the collection is also accessible on <a href="https://archive.org/details/seadauml?and%5B%5D=george+chigas&sin=" target="_blank" rel="noreferrer noopener">the Internet Archive</a>. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml2" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml2</a> -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Etsuko Benton, Monita Chea, and Anthony Sampas. Source A related resource from which the described resource is derived Chigas, George. Southeast Asians in Lowell Collection, 1987-1989. UML 2. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml2" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml2</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 Woodworking: Woodwork by Poolsin Pat, 1987 Subject The topic of the resource Buddhism and art Color photography Lowell (Mass.) Woodwork Description An account of the resource This woodworking was done by a man named Poolsin Pat who used to be a monk at the Trairatanaram Temple. He offered to make a carving for this project. He was asked to copy one of the base reliefs in a book by Heinrich Zimmer entitled "The Art of Indian Asia." He selected a relief from one of the temples constructed during the Angkor period which depicts a battle scene. Woodworking, photograph 2 of 2, from Cambodian Traditional Crafts and Religious Ceremonies. View the Woodworking group of photographs on the Internet Archive, <a href="https://archive.org/details/CambodianWoodworking" target="_blank" rel="noreferrer noopener">https://archive.org/details/CambodianWoodworking</a>. Creator An entity primarily responsible for making the resource Chigas, George Source A related resource from which the described resource is derived Chigas, George. Southeast Asians in Lowell Collection 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 1987 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 photograph; 8.8 x 12.6 Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context woodworking_02 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 Cambodians Photographs https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/74c15c46e40fb75b4180f7a1820fce79.pdf?Expires=1790208000&Signature=MOEadPVbTvOFZE5gUD%7E7ZgSbXoJCsRgtW67AbP676iRjYjAyXNh1zMFyUoSyj831jXyKVYHkwxCzZ9h0XCp39spI7eSjuCl1idHVOjAoGHv6dM0A4aYaBcbAj5QJ%7EgSzJMTrvw%7EJuWiUpuwQFWXtoaOzyDExLr6u4a13ixl3q71J2NlzPb1A93qE99W2jmQbLsgyZQeSbM6FXVPJwq0BEsOiSCN0ci5LkzNJGIm63oDJY4qd1EXzuiGJ4B0b4APl1GmfrEcvWAnmpbHIwH0mtHGMSm-yL7CGGPkcbAtwMj7ASYf8%7EKMx5lHN0g9UBPSqI%7EsKtSMHAO2OD3JUbcV8Lw__&Key-Pair-Id=K6UGZS9ZTDSZM 4a094943147d143bd73279c2b0ab2d6d 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 Chigas, George. Southeast Asians in Lowell Collection, 1987-1989 Description An account of the resource This collection includes two series, the Cambodian Traditional Crafts and Religious Ceremonies, 1987, and the Southeast Asian Exhibit Photographs, 1988-1989. The first series includes Chigas’ 84-page paper on Cambodian Traditional Crafts and Religious Ceremonies created in 1987 along with corresponding photographs. The project, funded in part by the Historic Preservation Commission of Lowell, Massachusetts, explores the traditional crafts and religious ceremonies of the Cambodian refugees who settled in the Greater Lowell area in the aftermath of the Cambodian genocide. The second series includes 20 photographs from a Lowell exhibit on Southeast Asians that was coordinated by George Chigas. Part of the collection is accessible on this site. Part of the collection is also accessible on <a href="https://archive.org/details/seadauml?and%5B%5D=george+chigas&sin=" target="_blank" rel="noreferrer noopener">the Internet Archive</a>. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml2" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml2</a> -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Etsuko Benton, Monita Chea, and Anthony Sampas. Source A related resource from which the described resource is derived Chigas, George. Southeast Asians in Lowell Collection, 1987-1989. UML 2. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml2" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml2</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 Woodworking: Close up of the woodwork by Poolsin Pat, 1987 Subject The topic of the resource Buddhism and art Color photography Lowell (Mass.) Woodwork Description An account of the resource This woodworking was done by a man named Poolsin Pat who used to be a monk at the Trairatanaram Temple. He offered to make a carving for this project. He was asked to copy one of the base reliefs in a book by Heinrich Zimmer entitled "The Art of Indian Asia." He selected a relief from one of the temples constructed during the Angkor period which depicts a battle scene. Woodworking, photograph 1 of 2, from Cambodian Traditional Crafts and Religious Ceremonies. View the Woodworking group of photographs on the Internet Archive, <a href="https://archive.org/details/CambodianWoodworking" target="_blank" rel="noreferrer noopener">https://archive.org/details/CambodianWoodworking</a>. Creator An entity primarily responsible for making the resource Chigas, George Source A related resource from which the described resource is derived Chigas, George. Southeast Asians in Lowell Collection 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 1987 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 photograph; 8.8 x 12.6 Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context woodworking_01 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 Cambodians Photographs https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/57f17083d44bdd6cc067ffb83b73e0d0.pdf?Expires=1790208000&Signature=nFoakeZ0iwe0rPK4Ammhf4-%7Eo4CCCNSEifPlSki7t%7E7xSxtTGPttPWpgQTR3dXVVKWgbt3ybr7wnoCB5aiXzqJXgIx1UNPSbq8oNZedNIVN0w6kdOG7B13O7NsB2lIQgUlsJz3w6RFbz1k2Ulhkw1hosaXxBEBGF99lpPTp%7ETpUmaNVCnENYNG6SnL69uqDvg5WJcbvvnXrpdIACYk9CASL0%7EBQu3A5j4Awh8xXLGsGc9GO1dk7OlyKRKq4zsjKSP-kzs7JBaM7FiLnc3Vj%7E-NYk0y62Y0GorgGvUEHKhuQF2KpRnxeu1bVFfI2wM%7EqHKakdm3gWtR%7EQ3YwgUaH9Cg__&Key-Pair-Id=K6UGZS9ZTDSZM 53362a587049680397fa832513899922 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 Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991 Description An account of the resource The George N. and Dorothea Tsapatsaris “A City of Refugees, the Memories of Cambodia” collection contains artwork, stories, letters, and other documents created by Dorothea Tsapatsaris’ young Cambodian students from the years of 1987-1991. Topics range from Cambodian clothing, ceremonies, and every day activities to food recipes, leaving Cambodia, and living in Lowell, Massachusetts. Also included are several photographs of Dorothea Tsapatsaris’ students, classroom, and student work; a couple of newspaper clippings; and material related to the 1990 “Memories of Cambodia” exhibit. Part of the collection is accessible on this site. Part of the collection is accessible on the Digital Commonwealth under the collection title "<a href="https://www.digitalcommonwealth.org/collections/commonwealth:1n79h429p" target="_blank" rel="noreferrer noopener">A City of Refugees, the Memories of Cambodia</a>." View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Etsuko Benton and Monita Chea. Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991. UML 9. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</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 WHY MY FAMILY CAME TO LOWELL Subject The topic of the resource Children’s drawings Children's writings Lowell (Mass.) Description An account of the resource WHY MY FAMILY CAME TO LOWELL Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection 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 1988-1989 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.; 55.88 x 71.12 Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context mc_0091 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 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. 1980-1989 Cambodians Drawings Joseph G. Pyne Arts Elementary School Manuscripts Posters https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/1785878d186987567730f0b05f63c465.pdf?Expires=1790208000&Signature=jMuTQeiEEx3wgZgKo5heTvjDRjuuUGvM4s%7EyxuoAkeUmoiie-q5la3sBSCnz%7ETiCtOUNsyyZecAQU-0QdvlIMvWjz%7EnVPNBJwU8r5gsCEaYZp7ezTEEyi3IpKHBcS8SBLDhRhMVk%7Ezb5UhfpYr3mSVr7l2YJpNCK7kfLypO6lgeaU82zuy2v1-27BxduSGwFDERA%7EPUZ3MfBuvw954zFVC-M8HF1JG%7ESuRW2FPDqvEFo3lIsxvp73TlWF%7ErxyNCn1OW2Tc2HUZ9Aj5dodT7GTfnxHn3tRnSwoZ8RHdWyN4-nDBnUfkiu0qn3SVE4dTFhAjzTm5PoecB0OFjflFdwPg__&Key-Pair-Id=K6UGZS9ZTDSZM 5d824250fe0a4c4436deb13939f9a039 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 Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991 Description An account of the resource The George N. and Dorothea Tsapatsaris “A City of Refugees, the Memories of Cambodia” collection contains artwork, stories, letters, and other documents created by Dorothea Tsapatsaris’ young Cambodian students from the years of 1987-1991. Topics range from Cambodian clothing, ceremonies, and every day activities to food recipes, leaving Cambodia, and living in Lowell, Massachusetts. Also included are several photographs of Dorothea Tsapatsaris’ students, classroom, and student work; a couple of newspaper clippings; and material related to the 1990 “Memories of Cambodia” exhibit. Part of the collection is accessible on this site. Part of the collection is accessible on the Digital Commonwealth under the collection title "<a href="https://www.digitalcommonwealth.org/collections/commonwealth:1n79h429p" target="_blank" rel="noreferrer noopener">A City of Refugees, the Memories of Cambodia</a>." View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Etsuko Benton and Monita Chea. Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991. UML 9. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</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 When nighttime a ghosts come Subject The topic of the resource Children’s drawings Children's writings Ghosts Description An account of the resource When nighttime a ghosts come Creator An entity primarily responsible for making the resource Kham, Khoeup Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection 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 1987-1990 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.; 21.59 x 27.94 Language A language of the resource English Type The nature or genre of the resource Text Image Identifier An unambiguous reference to the resource within a given context mcii_0073 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 1990-1999 Cambodians Drawings Joseph G. Pyne Arts Elementary School Manuscripts https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/4382d84c5c7bd2a98cd1d8fa6ef62279.pdf?Expires=1790208000&Signature=MNd1QUgG41rESYDlbhtMDtNA7KTLxoj9Cpe9uK2eRBD8PKeOrgfaA6xI2OZJ5vFgAwcsF2Nzr-NMWMDbHK6J2xni5gMy03lKLoGZQbhpkeMeL99UpN1b3oGikBvMIV%7EWb0RMuvPho-ziD%7Ek2juFEFHREfgfmwdpE2xP23djpmjQL6snuILk5lHONhveuVRB3Op-6yS48ZbS3rGFf2VqGR%7Er93dVV-fKXFQJm4OGzIseDXjqzNnQYIECljSPSNbRLNV6veYB67gxj8FRMy9ITEnwOi3M0RZ3srYzQRm1SUPAmcPtzdUIFuQ26c1VnT6AW7t6af-WD93D8s5vpZzlSWA__&Key-Pair-Id=K6UGZS9ZTDSZM 03af2dada3324b0a9cb809f3d87ba744 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 Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991 Description An account of the resource The George N. and Dorothea Tsapatsaris “A City of Refugees, the Memories of Cambodia” collection contains artwork, stories, letters, and other documents created by Dorothea Tsapatsaris’ young Cambodian students from the years of 1987-1991. Topics range from Cambodian clothing, ceremonies, and every day activities to food recipes, leaving Cambodia, and living in Lowell, Massachusetts. Also included are several photographs of Dorothea Tsapatsaris’ students, classroom, and student work; a couple of newspaper clippings; and material related to the 1990 “Memories of Cambodia” exhibit. Part of the collection is accessible on this site. Part of the collection is accessible on the Digital Commonwealth under the collection title "<a href="https://www.digitalcommonwealth.org/collections/commonwealth:1n79h429p" target="_blank" rel="noreferrer noopener">A City of Refugees, the Memories of Cambodia</a>." View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Etsuko Benton and Monita Chea. Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991. UML 9. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</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 When nighttime a ghosts come Subject The topic of the resource Children’s drawings Children's writings Ghosts Description An account of the resource When nighttime a ghosts come Creator An entity primarily responsible for making the resource Kham, Khoeup Ponn Pet Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection 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 1988-1989 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.; 21.59 x 27.94 Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context mc_0052 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 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. 1980-1989 Cambodians Drawings Joseph G. Pyne Arts Elementary School Manuscripts https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/c1f0013c0445c2555d96f906711c8dd1.pdf?Expires=1790208000&Signature=fWz8DuTW6DxeDUNx5c-f%7Eqc%7EMQTETwJhVWAEis17nEAvnQiVwD4ZNZchktPimRJoVUd8NTTahglzl6nXsQFinAdrso%7EzSi941AVpbBBVLsAKxB1YxRsb%7Ey83%7EzK9BH9gR8pICdsbu5ieuk49o5gc8JahNT-M2WBYmW1u0Ymr37c%7Eu6oguVuM0KzhVOeqrm6WafuBUb-55XmpMAwk9vWmQxrUQ%7EwQlJlL-t9s2uGFB0mBU91ZshJowGaR0Y5tmchBoCiQmZNDyKr6wUtu24MErh8okVLz68owNtt9RaV8SwJEwu6XtTl0tamq67vWy9e4W4kB9FOJMiiMjyV2cNCKuw__&Key-Pair-Id=K6UGZS9ZTDSZM 98ee5f6790a2137916ee8ae2152cea9c 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 Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991 Description An account of the resource The George N. and Dorothea Tsapatsaris “A City of Refugees, the Memories of Cambodia” collection contains artwork, stories, letters, and other documents created by Dorothea Tsapatsaris’ young Cambodian students from the years of 1987-1991. Topics range from Cambodian clothing, ceremonies, and every day activities to food recipes, leaving Cambodia, and living in Lowell, Massachusetts. Also included are several photographs of Dorothea Tsapatsaris’ students, classroom, and student work; a couple of newspaper clippings; and material related to the 1990 “Memories of Cambodia” exhibit. Part of the collection is accessible on this site. Part of the collection is accessible on the Digital Commonwealth under the collection title "<a href="https://www.digitalcommonwealth.org/collections/commonwealth:1n79h429p" target="_blank" rel="noreferrer noopener">A City of Refugees, the Memories of Cambodia</a>." View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Etsuko Benton and Monita Chea. Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991. UML 9. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</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 When my family escaped from Cambodia Subject The topic of the resource Cambodia Children’s drawings Children's writings Thailand Description An account of the resource When my family escaped from Cambodia Creator An entity primarily responsible for making the resource Bun, Saroun Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection 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 1988-03-30 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.; 22.86 x 30.48 Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context mc_0006 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 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. 1980-1989 Cambodians Drawings Joseph G. Pyne Arts Elementary School Manuscripts https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/5dee7101a83d6f4fec7183f06394ffd5.pdf?Expires=1790208000&Signature=mLykpSvKaaWGIDm%7EPVvyusoi%7EWHStaYs1LssCJ188ScznFGIFh-qsQtHy2Drj-uBS46axcYX%7E4NaQPMPWhLQ6-89iUG3btVK97ODMfiGAHQ07nZodIJVyZcDmKj2uMn4QEvfKSEObHzfGG%7EoqocOXw0Leqjk4-kC6iPxZI2CpZ9HZWRygIfoOLNOr0BSdxcCFF72ubeWFevqKzU6BRGlFAgHmghLSmxYrj8G2YbmVSFpJuhm16RgRMYISJ5rv2bswBWHab2ay-ivSmLteLENjEXKv5NADKpbsazydWdFo15JvtAkl6hbTUc1-o2Iy5XEjnzCjASF6xY3nD5EfoL-SQ__&Key-Pair-Id=K6UGZS9ZTDSZM 263f87bb2010a1589ef13850391a6787 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/8f0f358842cc4c954574ee1527f970bc.pdf?Expires=1790208000&Signature=RdkX0zItKgwaiVK4kbdYTi-h-L41bYOhuqVOJNuXefkUIAw-Lq8IXFJtnnOmfJk864Hcg6oq9j9aGA4VQBCipXuVR1HBe-r8vpx-alS9E%7ExYf1D4c5akSu9x7DtCn%7Exfd5l9y-wz5FkQdRbM-ua8YkFD9I1WA2svh-mhaIGgiOYdFQA9WuyEt-WkRoRmOpmO3cANeylu1Q5meHmXMom%7EilIzTfWZH-8zfgpCU98gusZ9cSfcLkMO7uYldKamEj0zftnom9oL3ReSvq%7Eon2sipaXIJikSjvRTC2-i3dioLppr-Wpa4NMLUyIU10Y2jJCSw7piVPmuZzczmZRowr9cVg__&Key-Pair-Id=K6UGZS9ZTDSZM 939e05ffe87337524b02588d0d9d2585 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/8bb1da0d7145220a0d42c323b7412a71.pdf?Expires=1790208000&Signature=GG2EF6jVprDqkbdgsHk0aTq6Qsse1XtLitaCifpuOEUoCneh78aogaThXHKxHLn1ZPv4A6KCHFVDIMrT7kaAOwxcdbnV3VrnVlI43ndcJZw3riUzGhb4Ic-nBH83cH0ZcGXTUV9tX-tjNDp4Hi5jLO2pWl0q8djo-sguza5K%7EVT6P9hkOFBskCDmjCuavF7NfwAZ3mpLsgGYvlzkFQVFSRAjb1HxY%7EjwYcgQ8ih2cYiiAj01-8HRYnzSNiA7sy%7EPMoMo6HIQNNjDefLHW9WoM92Trt0P5rCIUX2FwXOt4VGOvYLhoqk6WupvstLuHG%7EZJG-Gw446Iv3a59NhVzvGtA__&Key-Pair-Id=K6UGZS9ZTDSZM 33eb55ab3014824d512180762ff2e915 PDF Text Text WEEKLY REPORT/ESL Week Ending: Teacher: Class: P&E t--'OG Mon. Attendance: P</ Tues. / 4- Wed, /? ' Thurs. /{, Excused Absences: -? ..:1!. · .3. s-6 Unexcused Absences: .Y / (/J b Fri. I? Were lessons completed as expected?~&~~ - - - - - •If not, please explain: What additional Iµaterial was covered that was not planned? TvEr. · :z- h",:ft-'.£ "9: r <':(1/ . . . " What particular improvements did your students make this week? What difficulties did your students have?_ CL.4-.r...r ~ a .,;pE _.a,._.~~~--:;;..v ;:r;. 4 -✓ -...__ _________ a Af c· ~ _~_;e -'-/. ~d /l..l -=- Other Comments: (new ideas, problems, suggestions, etc.) (continue on other sid e ) � 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a>. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre 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 Weekly Report/ESL by Rodriguez for week ending Thursday, July 26, [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 consisting of class attendance and notes about lessons completed and improvements made by 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_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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/2ca8bcb3a05007ffd64c2fa0046647fb.pdf?Expires=1790208000&Signature=IWRBuKHGtP2KylfnXpPaQJOU3iPi7JOYQBmH3jJi-T7LHD83W8gwIs28mJ6jKaS78yc9acJHqWnSaTKiENmWqQrIN1rcpKJKZL6f9RgvzckJuaXcB2UlX7BFGbBF9qc7hyY7sHpF4BW91AgYhg1HsIAdMqPNjxfaR8MBULqZVMXrQ9ADnuQOGPuP2rDt3n5MjLQxonmg7E7xXj9LzY8lgz2baE5j2OUz0xZ3yguhZs8OJEb33tyhr6gkYhsfMOcpXpMmuOzGpdYKWSd3UvHjPpsN0LMqvLnJWJoWxN0srJZ-L5UhYatoCUKMey%7EkHmKGf1%7EGfm5vJRMWZDxqwUYPxQ__&Key-Pair-Id=K6UGZS9ZTDSZM 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/10817b47d672b34db8d8aeab08c47788.pdf?Expires=1790208000&Signature=mOQCUx38mIR6LfzEQf%7E9WY0dxXh5xHocrIPdUrjCV5CC8XituqYnnnHBVbgvxgTKG0UqEgkQae5PgHz5u5Uy0m60gs5vB3rLPv1rnGgND-%7EedJPpS80A3e9N-HBsG3bcOd8XKwgAioNgZl3CnBBbGm%7EioUj%7E6Afy6UjOlzMO8QbpnVNzsrvg2RAjfkvoFvszHFEvmmGLVzbRf-3ZyyHOKI1el7FtlU12F2j4VpNHqIAe1zXGEhbEHSdMWxrHRhSoS%7El4ZAXSoh2FigcAeyJ1gZuW0X5v1iGlkEQLxuap5ObvnAW-OI5Z2wgyp%7EajY0l7%7E3mFPARgoFVufvKl%7Exl1bw__&Key-Pair-Id=K6UGZS9ZTDSZM f6410b536325aa0e07dedb48e9089b0c PDF Text Text WEEKLY REPORT/ESL Teacher: Class: _ /?011/ZHA · I..0 1V6 • OUJiJ Week Ending: _.;,_.._..."'-R \ ! f _..:....A / _ . - - - s u ~ 4 - \/ '-4-1-__,_ Mon. Attendance: 17 " Excused Absences: 3 Unexcused Absences: Tues. (j_. Were lessons completed as expected? If not, please explain: I? Wed. -\ ~ Thurs. Fri. , ; 11 9?) L 5' 11 1 4 s If).. Ve~ - 7 -- - - . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ l.. .°!J ___ . ..._. What additional material was covered that was not planned? - ~~~u=~ r-'-~................... f.lo - s'A/j;, W G!' ·- £o N :fa S , '!!!J -//2,,,: ~ 0 What particular improvements did your students make this week? __s o~~e. s~l < --......___ ...... @--~ - ~~U . d Khc7 0 1 · a l,?1 · a buµ;j Law .-/~ --1 I ~/ / i L et" h amz::J What di ff iculties did your students have? _ _~l.......,..~r-J -~ ..__ ~~ fJ ~ . .__ i~b e4~c_.n ....._.~-e _ ........, o ._,.__ fo i'¥ ~h ~ - . ~01c,M _ Q-&1 d 5tell ~b err name 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a>. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre 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 Weekly Report/ESL by Montha Long Oum for week of July 23-27, [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 Long Oum consisting of class attendance and notes about the week for Survival E.S.L. 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_i009 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/a5d947f0052e5b37ff1fdb58c5f1ccc1.pdf?Expires=1790208000&Signature=FnJ1J21NhVcCUovM%7EWnd7ODk7gbnOrNYAXQzmrEijNMReSmml5XC9rQvNrux-gSFjiY1sJGVcAcYX76X%7E3ss-bJbal%7EV5ybo4idiK5Jk0idOs6jfTz0Yenl4hq4Bsy6C1ET86zmT-ADCMuFAi1bkvRbDZD2BvvSq5EAPLI7QfMVAFmlYgfoNcauQC87o3o-Rym8Q7gHzg3T9qCPxQC5s1e218lN1y1wZFVJodGVzWJrE%7E5phFqwcxXO9hh5e1Sil4cev8N7woStjNIj1Qd5HzUw7sTbeaHjO-WfgibaAPRoSzSUdjVZYa6khGrwXOS7h5DFpKCLQJlcehyJu6K3fqg__&Key-Pair-Id=K6UGZS9ZTDSZM e60eaf017f6a5f11cc2b0adabf7e662b PDF Text Text WEEKLY REPORT/ESL Teacher: __J1 Q\..\:::I):\ J\, Attendance: Excused Absences: Unexcused Absehces: I 0))16: Mon. O\) 'M )9 · Week Encling: Tues. \ 8 Wed. 7/ 3o , 1 ·1 · 3 3 1 /3 IJ Thurs. / I C, / fit . I/ Fri. , 5' EL:j J Were lessons completed as expected? - -y ...._·___ --.e~S If not, please explain: What additional ~aterial was covered that was not planned? -------------- d_tl-a ___ What particular improvements did your students make this week? __H P~'-h~I_:::t-c, y-ea ........ ___ _ What difficulties did your students have? _ _ ___.HoW...__j'-'---'C)..____.\...,>J'-'11·\ .... ·_. 6, _j:--+->:. . wv.____ ....~ '-'..... e_ ~'"'"........ ......... Other Comments: (new ideas, problems, suggestions, etc.) (continue on other sid e ) � 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a>. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre 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 Weekly Report/ESL by Montha Long Oum for July 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 Long Oum consisting of class attendance and notes about the week for Survival 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 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_i011 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/03609c6568c5c96e0c18729a3bbdc409.pdf?Expires=1790208000&Signature=Pu09UlKS8aYLRksHLf3mrvVsA9R6WmaAyIl2N1w6DfW3MXGiruROn4pNF1iB7hTDKuonNKFFA7Zdl6pE7c5maDrpgD2SeUPC7iGXU8bXfJt9b7Fx6yMDacr6MyrQYx4-ZSlR8aFceD7ubVWVvpU02A9uwkKwO0tN-eQNh%7Eq%7ER1A9eYX--NNCzpFva-5DRsHg--5jFuP3nkKy-ff66gfu9MukL8Nb0TKaAX-0u42vDCS7Os6k7shpZUzkn8BpG%7Ece9WqLNKesnRBjK-FeYEEuobAJtySRcs5%7E8LvKL-q8d4VAPBF9hdv2mnFz0mHCWVQigDL-NNernqSq6%7EvSt33DbA__&Key-Pair-Id=K6UGZS9ZTDSZM 07154021a25934714fb4d5e5092d0af4 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/3b73f6fcd0575152dd8312f22de0728c.pdf?Expires=1790208000&Signature=VFOGjeK7xqQeRP3HR-Jcv7lSByzy7qsS7ROZRjZ5P0R9Q46zkDcVlgbjgFBPTc%7EjOH%7EUlxvMYEJhd6F-QUltmuTAktYhRZe%7EoOND2PehKWJvGqfaXul4UGcKa8PtXc0yK8spGW9Vrz3N6gqwJ5ofBWhueHvzN-57Ktpx248r9goUrpT-d6nKupCzWFsnRDD%7Ev0CIaqUc5cm9bPCs7NTDjlwC8HnsV3z1RhvR35%7ElJpcDKZMrlmcr2xbLnrhO0Ikij%7E2Mc56zs%7E-8PsmtiLpzI-UxLd4gCcYAo514NhPOWdrMz6zRyRik8cTRPr5Kit1Zj5V6Q1TbjcVa6duta6oSrQ__&Key-Pair-Id=K6UGZS9ZTDSZM 6561c05c444fa1e7b942056b08203146 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/2804667d331604710b6252b4582c90fb.pdf?Expires=1790208000&Signature=iJmWxMaDefjmhzm5xzxPzliinZWogvJEuY8KQbLdbEVdNwvOmgbTX7zIcLrP8ddEhpgB1t7eNymnYV5B3gKzEOtWI3A8traRpGg-%7EcE2CcXJqa7TcTJczumWJUmPppjiFkGZ2VfPMjlrJX28Zbz0FIr2fmupo3SicFUcbRKyKaJ-qPr5oP%7EmuOUsa%7Ewo7MnY7TL8CRpnsyPrIEewCM89PkUDZBmNP5tzMKZL1FogzDFDPjGD6YNFZtyZu2ODWIB7uviVCcsUkpCBtKFeN31QzUXvW1GQXY1U-FwuLcZnxPgFn-MoAx%7E7npyYaKdWs4tKko7MpXnvU2R9BF1egwzAjA__&Key-Pair-Id=K6UGZS9ZTDSZM df51fced93679bcc625736f4e4b236c9 PDF Text Text WEEKLY REPORT/ESL Teacher: L... . .~_.....,r-J'-t'-'---~ '-----"""-"'..........,.;;.,_ ~ .week frt.. ., ~ ' f''°--R? ~ r Ending: Class:~--'_ s - - - - - - - - - =-- ~Attendance: Mon. 5' . 5 Tues. 0 Excused Absences: .4- tJ ,Q, :}_ Unexcused Absehces: Wed. Thurs. G () Fri. . 2_ ~ ) 3 I ~ c;- Were lessons completed as If not, please explain: J What additionalf!laterial was covered that was not planned? -------------- What particular improvements did your students make this week? What difficulties did your students have? -kd tt!l?:k( h Se E ki.aool (1 ,'I ~ r-~ ------------ .ha 1 p hol-.K. !e G@..,y.be k 'S/th.e , 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a>. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre 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 Weekly Report/ESL by Kongkeo Southarath for week of July 27, 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 consisting of class attendance and notes about the week. 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_i010 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/bc8c72bec9d5efe8e4a5af27d5d89496.pdf?Expires=1790208000&Signature=FrWnsRNwxf8PdotVnNVZSE8dH--RcjIGbarcf2R1OVJSEipamj%7EgvtfAuXzh%7E45t5ylX2Jvq5Yd4Lq0aqTOn0xMvxGCYFHpEXfWgNXulrJgmpY5A37-AHDVecNWDYUg%7EDy-dqli7WI6%7ExKCo88b4wLWorHvkEK7wq1uyL7Uq8gFD%7E8Q4bQe3JpIabGzoSbSDiEY968oWXikv6JF3RdG6PR1ruaK1UTIGhwhgRfYQyMVuCzsuCgIwLlBmlnZ9IO09jB7ruFpS-2L7ToMzDdcxzt83VhjlAZyYIDuUp4IRrmUxWlllwEVRYpNf7QmYBUQcfs46dCAFPVEUtJc9Uw0Psw__&Key-Pair-Id=K6UGZS9ZTDSZM d5dfc64942da447155cb3b6a78b8aab5 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/fe2e3d80b0dc6045a6762108d818ceba.pdf?Expires=1790208000&Signature=rIDKsmcsoaTtG-IJWAymwvUm3jZJqbApWhgzit94qEn71PZjfOJxDMz9pcYoY00sSXzWTrJv3PjK2ThvdH93cYBItB6UOMYd-56qCwTpte6oCMZKb%7EZinPmgxqroEWxGacZ06Sfs42oNnP02YrWFmQSXeCeQsPm-gOKAwu6cusEPqcs9qqXeZj73JKQPAjX8hPiYejxoXswoBWrQbjiLtrEnDii-l6UnlSqUCW5LCqoFpCYfS92Ihg-hZXWebgwR-eIITKEo9%7ETG5mUCfWmCX9QmuU-C6Arb-LzvRNmdmz5e%7ErN8ytEfedFtiqTSheSPLw3WDp41fQFO4FePH71h8Q__&Key-Pair-Id=K6UGZS9ZTDSZM c7b937a13a729b3f0d195009569a2b4b 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/56f286f64ca8f49d56ae39832f15888d.pdf?Expires=1790208000&Signature=lFWvRCR4Bg9o%7EuuYhd88jatyWhFuXY4dn9v2NL7BUIlSRWYnBLiVpeyVxtvpJjegYNQtDuSMI6ko0dVJKGRU86u73MdfGJgW66zhIqJaboI%7EuMvE-gbAZOupUn7W0-AzFwbfzVEyn9RstSVUqmUSiTfOMoMkyTwuYKyNitmzulXbpwxE4cnQgGYqjJsKszaXoiQRsqzqx%7EJ2YNvDXRmFRQj1GK4yD9cTtpmTZdjSPGpV5uCH8nWnPrT9YvS1QvmXDIpPEjhNZQhmhCeq4SO2cqnOqxLtK8rfaLBiW3x66BCNeW745o-kaUyypgtA-JQKRIr5JdJtw8fqlvH05uMSRg__&Key-Pair-Id=K6UGZS9ZTDSZM b375adeae8535c843edf71d5df79dcf5 PDF Text Text WEEKLY lUi:~ORT/ESL Teacher: Attendance: Week .Ending: ~ t Mon. 2· . Tues. e2t Wed. ' .rt: Excused Absences: t2 () Q 0 rtz Thurs. Q Unexcused Absences: ,;J,7 7 , Jq&'q 0 F~i.-. z, 0 0 Q 6 Were lessons completed as If not, please explain: What additional. material was covered that was not planned, · _ _....::ll....,__,07\.....a:....;e.=-------? ,, What particular improvements did your students make this week? --~hw<~<Pl~~e__ ________ What difficulties did your students have?_.......,~J~d1/~=-~bi,l,4,_~~~~~~t:""---S-/-~P~~/2ud:!-.!..~-t~-:..----. 9 - ~ I - ·---·- ----------------------------------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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</a>. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre 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 Weekly Report/ESL by Gia Pho for week ending July 27, 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 consisting of class attendance and notes about lessons completed in Survival E.S.L. 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_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/6e190230170dd2f78e79715ac4fa35f1.pdf?Expires=1790208000&Signature=WA44A7JX03ZAhJjaW%7EAVIwnLznH9t9MnDDKhJAo1UzJi1zeIKgirEH2JNTSM2wDIEwGljTBHzQQQ9G50AVdOh11iMlGyO3IhsG4%7ECGAj7j4JBI8-N3nUXxC6QLEXuaP58ncJc9U%7E4HY%7EuIwz2Lt6ffsh3MaYRhJVPHtJ8qx4gqZB20RuZHCZKcOmKw%7El57fV1S-QpyNmSQEoCqahNuQE82-3GvVeFhDDRmqFqVA7AnaSPnKvTI%7E1KeTWzK4Mg7sbUC16QPydLDqUgwnVUIqumGS0oyIqyghMg-oATV0SDDe0SlI2zT%7El%7E5Jkhte30sGJq5ZmZFApzXDlWkETskdSVA__&Key-Pair-Id=K6UGZS9ZTDSZM f5329f3d9245f81c9ba004b8fc2ff03e 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 Documents https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/45640c7588d92c182e8ee9f420ad034d.pdf?Expires=1790208000&Signature=krLSEE4%7EZg2ml-S5Y7jelhvi2zVIaJArTbcCm0yWjFAGd8rpbn1rSkvj5gUXONTWbmR8ek7OjeY5L7r1XH45Iv71DU61IdW2xWffR%7EawrW6GFwDlM9VtzcIfUitdtODYxPS65wk07XnE4yR6R300Z%7E%7EN-S5-Jn-PBDBsT2dIKqrU5JzsC0dfOpINtMWKJjm8m9rmiGXrxmaaRQqhkUSqL6M%7EH7YRalnfM59-OId5oHCcs3PIjTSPelEEezWuONymnZ3H3mM9ky4VYbUJMXjVv%7E06f-eDvzY30RQxi5zQ-C5DlT-9isvarLaiCNbHOjyNAvxmY7CDwDXBakdfuJ2K8A__&Key-Pair-Id=K6UGZS9ZTDSZM d79537a8dccec70898ea7bb0a653869e 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/7992fb8aa3506cc15dabcec4c8e45b3f.pdf?Expires=1790208000&Signature=mHVsaIETxh9XlRJluvpUy96Th9JUVNGl4SyXBO663Cme0Tqfvm8tBzoQXL8cgH5UPokoNDMR9QUOAF4UM8aDHbLccklVEpwwy0JH88yOffK7QEnwDCh0ltnFJJTozoLjnFEjlaHW0wnQ4MqpuqgxdD81OiMhArXNd5U-Kp5xJDE6f2P1tlFJ4kmH-m1oXvFS6JDreiqv8WTnF9XQyxu8oMaMOHoqz0dhsqAy28n-mcIzlYDVJPYSwj7rEvtEBMMHYkQ-912iQ0WhmLzVE5vy1sw7cFO-4UKOvezVKTaNSEft7sg%7EbcWvlxtTZ3I99tHi%7E%7EGGnv62n8AsDFEc2BLJww__&Key-Pair-Id=K6UGZS9ZTDSZM 29061c719d45fe464e160995cb6316cc 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/bcb91f1e7d6bd1274a9cba0e678589b9.pdf?Expires=1790208000&Signature=lK80iuIlp03fa2pkzfcbSICgkj1mMD05sp-W5Dy52sHR1PvDudqq%7Ehpgua02q14PYBpXYkk9lS9lmRn6TfLluCM5zAc96Q3gzvYpxr2UZAJT7hpknL3E6XC5DRqFkKRBqSb1ncc6jaFWOp-sCEhd6HZbi8TjSa-TK5QKE9Bfxw8pb9sxhksR5z7qqkUQH%7ETybeInWeowUR6xGFnt5U5zjfHXPgvGiF522XdjBbvAR9k0R1-FCxP9B3mYaombxBLgBaKJrvaFu1vj6k5TxgizddZGGPg4TO1Q2QgkZc5VqPNrVUNkfA8%7EDVsySioimNVOWoVXuZm3U%7EzhdDzU6yazNw__&Key-Pair-Id=K6UGZS9ZTDSZM 65b536944a387d3e6674c83f37e988fb 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/9cd124a3585dcd0d20074a3a1b72ba16.pdf?Expires=1790208000&Signature=PoKZMRZ3s1o388MaCYZW7Cimfv1wcNr81NrbvwUwfqp3-LUQBIKQOJ8ySEfdwNKHctxG9fTdz3CA2p%7EPvs3orS-bhbT43tTZ7ut%7Epk5nxa4Su9vPSxLOrtDBwqzNfQfHbuqBoxZsNjjp76DH5uPKo0DrOwfTI8iIH2iBdY-tTcVX%7EyHBZwQvyzuLthVmJUgS4sUIwB2Bah6XudE5vwbqlGT1X13FOM%7EE8gSNHfiHtoum3XpdHrRqIvl9NpgkicjMWDQtykZ6utPG7vZfplk7alYvRDfn4F6cZtI3FrDSGZ6w3jytrdl1jL1Pw3UfyWvkCaJ2PaL2VXCdu3rCHfqI-Q__&Key-Pair-Id=K6UGZS9ZTDSZM aefc09d929c920634cd8e0c54784489b 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 Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991 Description An account of the resource The George N. and Dorothea Tsapatsaris “A City of Refugees, the Memories of Cambodia” collection contains artwork, stories, letters, and other documents created by Dorothea Tsapatsaris’ young Cambodian students from the years of 1987-1991. Topics range from Cambodian clothing, ceremonies, and every day activities to food recipes, leaving Cambodia, and living in Lowell, Massachusetts. Also included are several photographs of Dorothea Tsapatsaris’ students, classroom, and student work; a couple of newspaper clippings; and material related to the 1990 “Memories of Cambodia” exhibit. Part of the collection is accessible on this site. Part of the collection is accessible on the Digital Commonwealth under the collection title "<a href="https://www.digitalcommonwealth.org/collections/commonwealth:1n79h429p" target="_blank" rel="noreferrer noopener">A City of Refugees, the Memories of Cambodia</a>." View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Etsuko Benton and Monita Chea. Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991. UML 9. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</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 We pray in the temple Subject The topic of the resource Buddhism Children’s drawings Children's writings Description An account of the resource We pray in the temple Creator An entity primarily responsible for making the resource Kham, Kheoup Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection 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 1988-1989 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.; 22.86 x 30.48 Language A language of the resource English Type The nature or genre of the resource Text Image Identifier An unambiguous reference to the resource within a given context mc_0031 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 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. 1980-1989 Cambodians Drawings Joseph G. Pyne Arts Elementary School Manuscripts https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/f866008ebbce94f08fe5167c130b9d88.pdf?Expires=1790208000&Signature=qxKEKrKsahobk5cLmkARfYgAWspT2FbASsYBvp5UuNlsB7yQ5jq6sd8yM%7ET%7EivX4luDd360kQO2a3jbyHRl-H0ajVrJ6E-ecg5h9ju3erheV7ZM%7EP9LbnaWkwtiKhySERQc8xiSLDL5PLm5fyHl7TTZBHbLYLC3OelfNmodYPs-HSXThA-Nrb8vHL5Dn8IWwjGqk4fqPCCPllT-eDuynXDWKeu096QMSxDeQ0Ar188mka4fKYVVLtVmLB9RL8Bnp4SHxCAKUGzsAFDoagoyUYWpVbHCuUCoa--QSy7xUEIrLReaP7cCb50d1HVaZyu2g6T92JD%7EjGARPXHnx7qOnvw__&Key-Pair-Id=K6UGZS9ZTDSZM 83468f16375015371a32ad33aaa5acdd 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 Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991 Description An account of the resource The George N. and Dorothea Tsapatsaris “A City of Refugees, the Memories of Cambodia” collection contains artwork, stories, letters, and other documents created by Dorothea Tsapatsaris’ young Cambodian students from the years of 1987-1991. Topics range from Cambodian clothing, ceremonies, and every day activities to food recipes, leaving Cambodia, and living in Lowell, Massachusetts. Also included are several photographs of Dorothea Tsapatsaris’ students, classroom, and student work; a couple of newspaper clippings; and material related to the 1990 “Memories of Cambodia” exhibit. Part of the collection is accessible on this site. Part of the collection is accessible on the Digital Commonwealth under the collection title "<a href="https://www.digitalcommonwealth.org/collections/commonwealth:1n79h429p" target="_blank" rel="noreferrer noopener">A City of Refugees, the Memories of Cambodia</a>." View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Etsuko Benton and Monita Chea. Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991. UML 9. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</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 We play catch Subject The topic of the resource Children’s drawings Children's writings Games Description An account of the resource We play catch Creator An entity primarily responsible for making the resource Cheap, Rath Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection 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 1988-1989 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.; 22.86 x 30.48 Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context mc_0009 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 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. 1980-1989 Cambodians Drawings Joseph G. Pyne Arts Elementary School Manuscripts https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/a8d86babf33a014a891e0cd11693b331.pdf?Expires=1790208000&Signature=SZFlSo8ImrcgVlHdcbqZqk0GJYz%7E4ErnKVLGC6ZuTZkemQ3KemivUFGys0UHZu1QeRyftGgY8Mv45oZmK78oOVU4n-acze6kyfUJy8Ns0gnfs11i9Ad3mk9EtAxvkghdW%7E4wnYs81jus2XF9bdPCxsT7VeQnsYxcrZLeZBUCcovR8xQ6zibQQ7tNUOsPyBRYytS9yrADnjbMzS9oHilBBasIKFGbup1dpe4m6cPAG9OYfFuK7t2oKTs5gB5LQqQJtZvyLOZyeix0g65XBRE0zcbgm-Ec6qk21J5KAucN9kq4PdBgQWLpEclWm6YWeYS-jyiQDubhqwxMPNKJTl1qXA__&Key-Pair-Id=K6UGZS9ZTDSZM 802b5fc4e9cdf73d27afd61fb46d4255 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 Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991 Description An account of the resource The George N. and Dorothea Tsapatsaris “A City of Refugees, the Memories of Cambodia” collection contains artwork, stories, letters, and other documents created by Dorothea Tsapatsaris’ young Cambodian students from the years of 1987-1991. Topics range from Cambodian clothing, ceremonies, and every day activities to food recipes, leaving Cambodia, and living in Lowell, Massachusetts. Also included are several photographs of Dorothea Tsapatsaris’ students, classroom, and student work; a couple of newspaper clippings; and material related to the 1990 “Memories of Cambodia” exhibit. Part of the collection is accessible on this site. Part of the collection is accessible on the Digital Commonwealth under the collection title "<a href="https://www.digitalcommonwealth.org/collections/commonwealth:1n79h429p" target="_blank" rel="noreferrer noopener">A City of Refugees, the Memories of Cambodia</a>." View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Etsuko Benton and Monita Chea. Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991. UML 9. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</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 We dance special Subject The topic of the resource Children’s drawings Children's writings Dance--Cambodia Holidays Description An account of the resource We dance special Creator An entity primarily responsible for making the resource Kim, Chomroeuen Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection 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 1988-1989 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.; 22.86 x 30.48 Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context mc_0038 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 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. 1980-1989 Cambodians Drawings Joseph G. Pyne Arts Elementary School Manuscripts New Year https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/7f9b4b300ff7124d7458a94c04c05e74.pdf?Expires=1790208000&Signature=ndCg40CZLkCyhCT6BGAvp4uU9iJfHgl7WrZWgtQJKTbaPUZdhzv5%7EcNiZZ2eoCId6WAnsZIKVK3FtODjWUJph65OUMbm2B2nnzZt8oh1M6j5pHrKR%7EP0A7eObfH%7EL9kIEeMz%7Eqrucv1BM1kd4wsyeLSIWSiA4oZzPsyxbNzonAJq%7EutzxeuphQvNeh0ASWXhU-v8K2hKHzlHgm8pHUs0MAljkRtaWNiVV8%7ENqWJAk70elrk5T9n-46WTk4zq0Gcy2-ns%7EGe1m0BAOOupJwVFAN4smOPrH2vXJDZPj4JInvqTVek2hd32Ji-u7BSMqR0eGj-WTml0SIfcNyMWz6F6Gw__&Key-Pair-Id=K6UGZS9ZTDSZM a8cdeecd00bfc72cb4e68272b02f2c95 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 Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991 Description An account of the resource The George N. and Dorothea Tsapatsaris “A City of Refugees, the Memories of Cambodia” collection contains artwork, stories, letters, and other documents created by Dorothea Tsapatsaris’ young Cambodian students from the years of 1987-1991. Topics range from Cambodian clothing, ceremonies, and every day activities to food recipes, leaving Cambodia, and living in Lowell, Massachusetts. Also included are several photographs of Dorothea Tsapatsaris’ students, classroom, and student work; a couple of newspaper clippings; and material related to the 1990 “Memories of Cambodia” exhibit. Part of the collection is accessible on this site. Part of the collection is accessible on the Digital Commonwealth under the collection title "<a href="https://www.digitalcommonwealth.org/collections/commonwealth:1n79h429p" target="_blank" rel="noreferrer noopener">A City of Refugees, the Memories of Cambodia</a>." View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Etsuko Benton and Monita Chea. Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection, circa 1987-1991. UML 9. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</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 We celebrate the New Year Subject The topic of the resource Children’s drawings Children's writings Holidays Description An account of the resource We celebrate the New Year Creator An entity primarily responsible for making the resource Bun, Saroun Source A related resource from which the described resource is derived Tsapatsaris, George N. and Dorothea. A City of Refugees, the Memories of Cambodia Collection 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 1988-1989 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.; 22.86 x 30.48 Language A language of the resource English Type The nature or genre of the resource Image Text Identifier An unambiguous reference to the resource within a given context mc_0002 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 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml9" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml9</a>. 1980-1989 Cambodians Drawings Joseph G. Pyne Arts Elementary School Manuscripts New Year https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/d2bdcde87c0bde9c2236fbadbec4435f.jpg?Expires=1790208000&Signature=iTg3QC7BU1bpNSAQvKkVSKC2GN5zUeL5rzUzeOoxkW0tZv-k4B-ER9eONwnwWHHllOCo678B1qKaz0gLgfLyLLEqj7YByuSu6vjD7I77aSkJ0enOVMgN-yLlLphgaDltsVf%7ExWyhDsZSKleDPoiL5E03YuduXLMnzLr5g9SChvPx7Y7UimquZUGB4SZiKHwHD3YnIpHzNOGWG0thrXLdLQEiTsI3ej-dvtTs82ae1LofFvM06UIkCt8t4Ii7sPY1tC32amcdmJ6SO3Uv%7Ehh-ZLbg4M3nL55faKMBQv5vAVG5mQUETURn%7EdTR7YszZo3eVyLaVPTovQ5G90UaKsJ2-g__&Key-Pair-Id=K6UGZS9ZTDSZM bd05126b69aab372a0b3f4caaefb0ae1 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/7206e60a9f14ef8e898b534512999d2c.jpg?Expires=1790208000&Signature=COxCjcXE8SSSoYZ4tpUbeJ9YnPL7Ojky80M%7EKjUW9LkJOaeJ6AydU71YLO-rYxGUxXelZz8Q5UeltTUrci-SGs%7ESKo6EjVasg1ETtnmkJjq77TH49pOZXcsIKtVWgdX%7EN-LWwnhYbgbPIMpzVEufyczVfwTjjzFVn8KAhNTtnnEdpRWWtRsFqHSgAp1NeouOoYwR8g5RGQhx%7ERsGZ1Y4blE-7pn%7EpnseS6D8SXR8JKU5ij4dCb1rbR4SzhdFBROZosT4Fqav0bm7xjFXrjv3PuwnJWY6pWBZL6QYti91rnKrhoZ%7EISOPaKW7f9W6NhLTHrrj0lDNf4uZ4YyHE89pzA__&Key-Pair-Id=K6UGZS9ZTDSZM a1d1499e0b2e8f71d5e4d353612b7070 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 Lowell Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines. These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community. This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time. Please Note: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names. In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures. We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated. Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others. If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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 (Mass.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Boott Mills Museum Father Morrisette Boulevard, Lowell. Wang Labs Exhibit. Looking on are Chin Le and Husband Lue Thien Hong, the model for the worker statue Creator An entity primarily responsible for making the resource Brow, David Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1992-06-19 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource Item located in Aisle 1B, Box 1, Folder: Buildings--Boott Mills. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_BoottMillsGrandOpening_001_ 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 (Mass.) Title A name given to the resource Wang Labs Exhibit https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/c5e7a92177015a048463fba8552041b7.pdf?Expires=1790208000&Signature=qcqfb6QbWfVWjuml-FPBspANYQswGU9D4fJKlaCY%7EXP%7EhHOxhp1yKVyyvfh8zp5JU8JG50thVfXMVfRBfcbCZlGn6bL8XfDwq-N8t625Onzyf75wpEFZFSHkHWxwxinzOOXV3BH8jbiS9GCW5nGTmetrbPt0OZDmZ9tFrYsoGOQv1fUjAVmXH-mGPQXdOhgpfHn7mJyqZa4dlNJq8fStcgkqyxKmIbW-xf%7E17Qs0%7EswsFIDwcpIRxsE48US-R549LElRhDfdp%7Ex-OdFJT9lx7h0OxVXpR5ya7vvvsCPgRJk2ul%7EdbUKW2JT9qQYqvMKqlL4H%7EyRLOLHeV60KdojE6A__&Key-Pair-Id=K6UGZS9ZTDSZM e274f5ed00ced399631e4507611a63b5 PDF Text Text VOLUNTARY COMPLIANCE PLAN PURSUANT TO TITLE VI OF THE CML RIGHTS ACT OF 1964 LOWELL PUBLIC SCHOOLS LOWELL, MA Approved by the Lowell School Committee on November 9, 1988 �\ TABLE OF CONTENTS TOPIC PAGE STATEMENT AND PURPOSE OF RESPONSIBILI1Y 1 Equal Educational Opportunity 1 Compliance and Accountability 2 Transitional Bilingual, Two-Way, Demonstration Programming for Literacy School, 4 Program Administration 8 Overall Staffing Concerns 9 Recruitment and Hirtng 9 Needs Assessment 10 Training and In-SeIVice 11 Parental· Involvement 13 Access to Equal Facilities and Technology 14 Program Location 15 Identification 15 of Students to be Served Exiting and Post-Exit Monitoring 17 Drop-Out Prevention and Recovery Services 18 Grades 9-12 19 Elementary K-8 Grades 19 Chapter I 20 Bilingual Early Childhood Education 21 Special Education 21 Vocational -----Discipline Education 24 24 �STATEMENT AND PURPOSE OF RESPONSIBILITY The Lowell Public Schools adopt this Voluntazy I.AU Compliance Plan as a consent agreement between the School Department and linguistic minortty parents and students intended to insure continued compliance with legal obligations under federal an~ state law and regulations, including the U.S. Constitution; Title VI of the Civil Rights Act of 1964; the Federal Equal Opportunity Act; G.L. Chapter 71A, the State Transitional Bilingual Education Act; and related Federal and State provisions regarding compensatory, special, and vocational education. This Plan updates and modifies the. previous I.AU Plan adopted and last revised in April 1980 and the Voluntary Desegregation Plan adopted on June 11, 1987 in light of current circumstances, evolving educational practices and legal standards. Final responsibility for implementation of this Plan rests with the Superintendent of Schools. EQUAL EDUCATIONAL OPPORTUNITY OBJECTIVE l All students in the Lowell Public Schools shall be assigned in a manner which assures equal educational opportunity regardless of race, national ortgin, sex, language background, or residency in a desegregated, multicultural, pluralistic. learning community. Task 1.1 Bilingual and special education program students are to be assigned to . appropriate clusters at appropriate settings, followed by the assignment of all other students by means of centralized enrollment in such a way that each school reflects the percentage of majority and minority in the school system (plus or minus 100/4)inclusive of bilingual programs. This percentage is revised on an annual basis to reflect the current percentages of the school system. '-Bilingual student assignments are subject to provisions of the Voluntary Desegregation Plan not otherwise modified by this revised I.AU Compliance Plan. Page 1 (Voluntary Compliance Plan) -- October 28, 1988 �COMPLIANCE AND ACCOUNTABILITY OBJECTIVE 2 To assure system-wide compliance with Federal, State, and Local laws, regulations, and policies regarding equal educational opportunity for linguistic minority students. Task 2.1 The Project Director (Desegregation Coordinator) will have direct line authority over the Bilingual Program Supervisor and other program staff, and with the responsibility of assuring appropriate monolingual,. compensatory, coordination of services among bilingual, and special education programming. Task 2.2 The Project Director will have responsibility Superintendent for reporting directly to the regarding linguistic minority equity compliance issues, and will continue to serve as the Superintendent's Bilingual Education Sub-committee representative to the Mayor's of the Lowell School Committee. Task 2.3 There shall be convened a Mayor's Bilingual Education Sub-Committee to the Lowell School Committee. (BESC) The members shall include representatives of •the School Committee selected by the Mayor and will meet with representatives of minority parent plaintiffs on a monthly basis. To assure compliance with linguistic minority equity requirements, Transitional 1 1 1 '--i_ 1 1 ·l 1 membership in the Master PAC for Bilingual Education will be expanded to include: Representative of Citywide Parent Advisory Committee Representative of bilingual program teachers LAUTesting and Assessment Specialist Citywide Guidance Director (as needed) Director of Special Education (as needed) Director of Chapter I (as needed) Representative of Northeast Regional Office, State Department of Education (as needed) Representative of Teachers' and/or Supervisors' Union (as needed) Page 2 (Voluntary Compliance Plan) -- October 28, 1988 �The Composition of the new Master PAC for Transitional Bilingual Education will be all of the above in addition to the present composition: Designee of Lowell School Committee Transitional Bilingual Education Supervisor Project Director Officers and elected representatives of each Sub-PAC Minority representative from University of Lowell Minority representative from Middlesex Community College Representative from City of Lowell Bilingual Ubrary Bilingual Department Head Bilingual Program Facilitators The Officers of the Master PAC will be elected annually. The Project Director will be responsible for assuring that the above described members and representatives are designated by June 1st of each year and that the PAC meets at least once per month throughout the year to plan and assure implementation of equitable linguistic minority programming. Any future changes in the Master PAC membership will take into consideration needed input from varied sectors of the school system, broader community and region. Meetings of the Master PAC shall be open public meetings, and may be expanded to include invited guests and speakers. This newly organized Master PAC shall meet for the first time within 30 days of this Plan's adoption. Task 2.4 The Sub-committee purpose shall be to monitor and evaluate and advise the School Committee regarding all aspects of the planning and implementation of this Agreement. Mayor's Sub-committee will also receiye suggestions and complaints from parents, students, staff and community regarding compliance issues, and direct these to the attention of the Superintendent of Schools accompanied by suggestions for appropriate action. The Superintendent's consideration will be the first step in process of dispute resolution if and/ or when disagreements arise regarding implementation. Final resolution of said disagreements shall be determined by the School Committee. Task 2.5 The Deputy Superintendent of Personnel will review and monitor the ~ectlveness of staff development and in-service training efforts on both a systemic and individual school basis, each year. Page 3·(Voluntary Compliance Plan) -- October 28, 1988 �Task 2.6 The Project Director, Supervisor of Transitional Bilingual Education, IAU Testing & Assessment Specialist and Master PAC shall ensure that the following data be compiled and be available by June 30th of each year: a. number of linguistic minority students 1n each Lowell Public School program and type of program; b. results of academic testing including curriculum-referenced, native language proficiency testing; c. absentee rate; d. drop-out rate; e. promotion rate: f. suspension •g. basic skills, English and/or and expulsion rates; graduation data and rate of matriculation at institutes of high education: h. academic progress in monolingual programs following existing from Transitional Bilingual programming; i. number of students serviced by native or ESL tutors; J. for special education students that data specified 1n special education section, infra, as well as data regarding movement in program by prototype; k. names. national origin. native language and cultural background of all transitional bilingual, Two-Way and ESL professional and paraprofessional staff including their certification and waiver status and levels and/ or subjects taught by each. TRANSITIONAL BILINGUAL, 1WO-WAY, DEMONSTRATION SCHOOL PROGRAMMING FOR LITERACY O&JECTIVE3 The Lowell Public Schools provide a Transitional Bilingual Education Program for Spanish, Cambodian, Laotian, Vietnamese and Portuguese limited Englishproficient students, and will initiate Transitional Bilingual Education programs for other language groups as numbers (20 of a particular linguistic group systemwide) warrant. ~tive language and ESL tutors provide services to students of low incidence populations (under 20 systemwide). Students in the Transitional Bilingual. Education Program develop literacy in the home language as well as in English, and study their people's culture and history as well as that of the United States, in compliance with Mass. GL Chapter 7 lA. Programs intended to provide meaningful opportunities to develop literacy in English as well as a Page 4 (Voluntary Compliance Plan) -- October 28, 1988 �second language shall include transitional bilingual education as required by state law. Native language and English as A Second Language (ESL) tutors will provide services to linguistic minority students whose total enrollment is less than twenty in the Lowell Public Schools. Multilingual/Multicultural programs shall be open to all students on the basis of both racial and linguistic criteria broadly consistent with systemwide equal education opportunity concerns. Courses shall be scheduled in such a manner as to accommodate these students' needs to take other required courses in English. Multilingual/Multicultural programs shall be developed according to the following schedule: 1. The Robinson School's Two-Way program (Spanish-English) for grades 56 will be expanded to include grades 7-8 by September 1989. 2.. A Two-Way pilot program (Spanish-English) for grades 1-4 will be established at the Reilly School to begin in September 1988. 3. A Demonstration School. grades Pre-K-3 will be established in conjunction with the College of Education of the University of Lowell. The Demonstration School will be a city-wide magnet, located on the grounds of the University of Lowell and managed by its College of Education. The Demonstration School will have Hispanic and Cambodian students and perhaps others and will expose the students to Khmer, Spanish and English languages and respective cultures. It will open in September 1989 contingent on implementation by the University of Lowell. 4. Multilingual/multicultural programs will be established at other schools by the Principal, staff, parents, consistent with the principles of the central enrollment plan. 5. However, in all such cases, the Principal and staff shall have the final decision in adopting and/ or retaining said program. 6. All newly constructed schools under the State reimbursed construction plan shall be designated multilingual/multicultural schools with Transitional Bilingual Education programs provided in a manner consistent with desegregation requirements. 7. A newly constructed school under the state-reimbursed construction plan shall be designated a multilingual/multicultural school with a two-way multilingual/multicultural program. One of the language components of this school will be a Spanish-English cuniculum. ·-..__ This school will be planned in a manner consistent with desegregation requirements, as well as involvement of the respective parental representatives and staff. Page 5 (Voluntary Compliance Plan) -- October 28, 1988 �Task 3.1 The Supervisor of Transitional Bilingual Education programs shall coordinate Transitional Bilingual Education programs which shall be located throughout the Lowell Public Schools in appropriate desegregated environments. Task 3.2 The Supervisor of Transitional Bilingual Education will coordinate the planning and development of multilingual/multicultural programs that may be instituted in the Lowell Public Schools. Task 3.3 The Master PAC shall be consulted throughout the school year as part of the above-described community-based program planning process. Task 3.4 Any new Two-Way Bilingual programs will have as their fundamental objective the development of literacy through various approaches including the whole language-based approach utilizing children's interests and experiences, as well as quality children's literature, in both English and one other language. Task 3.5 In-service training in multilingual/multicultural whole language techniques shall be provided prior to, and during, each program's implementation. Task 3.6 All Lowell Public Schools are developing multicultural programs as part of their Chapter 636 proposals to the extent that these funds are available. Task 3.7 All linguistic minority students served by the Lowell Public Schools shall be entitled to curricular offerings in any program in which they are enrolled which are equal and comparable in size, scope, sequence and quality to those provided in the standard monolingual program. The Superintendent shall within the first three months undertake a needs assessment in this area of program implementation and make appropriate recommendations to the School Committee. Task 3.8 All linguistic minority students served by the Lowell Public Schools shall be ---placed according to age/ grade appropriate norms. Students who are eligible shall receive supplemental instruction and supportive services regardless of English proficiency. Page 6 (Voluntary Compliance Plan) -- October 28, 1988 �Task 3.9 By Aprll 15 of each year, the Project Director and Supervisor of Transitional Bilingual Education shall initiate a review of the scheduling and structure of programming for all linguistic minority students so as to eliminate inequities related to student transportation, insufficient staffing, inadequate facilities or other factors disproportionately impacting such students. Task 3.10 At Lowell High School, language minortty students are received in 2 categortes: a. Tirrough the normal promotion process (i.E., 8th Grade to 9th, etc.). These students are in a continuous assessment mode through their classroom and are the beneficiaries of the Student Support Team mechanism or direct intervention by teachers, counselors, MICAS staff, and administrators. b. As new entries into the school system and Lowell High School. these students will be subject to the following steps: i) check documents for completeness and relevancy; ii) complete I.AU form, language dominance testing; iii) have prior academic records assessed; iv) take placement tests regarding native language, English language, math; v) GUIDANCE - DESIGNS program based on input from prtor steps and implements placement. Task 3.11 These plans shall call for a range of approprtate programming from standard curriculum placement to alternative and/or work-study arrangements including college-oriented or community college courses, and supplemental language developmental support or tutortng as well as an ongoing relationship with adult counselors. Task 3.12 Linguistic minority students with limited English proficiency shall be entitled to satisfy High School graduation requirements through satisfactory completion of native language and ESL content area courses substantially equivalent to those offered in the monolingual standard curriculum. Such §rudents' previously attained secondary level credit for courses taken in their home country and/ or in their native language or via ESL content area instruction shall also be taken into account towards the satisfaction of these graduation requirements. Page 7 (Voluntary Compliance Plan) •• October 28, 1988 �PROGRAM ADMINISTRATION OBJECTIVE 4 The delivery of educational and supportive services to linguistic minority children shall be coordinated throughout the school system, and shall include equal access to all programming as well as appropriate multilingual/multicultural and Transitional Bilingual Education programs. Task 4.1 Overall delivery of coordinated educational and supportive services for linguistic minorities, inside and outside bilingual programming, shall be overseen by the Assistant Superintendent for Curriculum & Instruction Services. Direct supervision of bilingual and other language programming services shall be the responsibility of the Supervisor of Transitional Bilingual Education. Task4.2 In addition to the Supervisor of Transitional Bilingual Education, supportive staff shall at minimum include one {1) Facilitator for the Spanish component; one {l) Facilitator for the Khmer component; one {1) Curriculum Coordinator for the Southeast Asian component: one (1) half-time Facilitator for the Portuguese component; a l.AU Testing & Assessment Specialist; Home/School liaisons for Spanish, Cambodian and Laotian; one {I) Parent Advisory Council Coordinator for the Transitional Bilingual Education program, and one (1) Khmer Liaison assigned to the Guidance Department. Task 4.3 Each Facilitator, Curriculum Coordinator, Department Head for each major program component at the elementary and secondary level shall be primarily responsible for curriculum development and implementation, and shall report regularly to the Supervisor for Transitional Bilingual Education regarding such efforts. Together this personnel will be responsible for coordinating and monitoring bilingual matertals procurement and development and will assure the ---aevelopment, acquisition and use of culturally and linguistically appropriate instructional materials which positively reflect Lowell's multi-cultural characteristics. All such materials shall avoid negative stereotypes of members of any ethnic or racial group·. The personnel will report to the Supervisor of Transitionfll Bilingual Education regarding this issue on a regular basis. Page 8 (Voluntruy Compliance Plan) -- October 28, 1988 �Task 4.4 Each school Administrative staff will ensure that all necessary services for linguistic minortty students in their school be provided. Task 4.5 Each new position in the Bilingual program's administrative structure shall be filled within three months of this Plan's adoption pursuant to the overall recruitment and hirtng guidelines set forth in the Plan. In the case of bilingual program administrator positions, the Personnel Selection Advisory Committee shall include at least two parent representatives named by the Master Parents Advisory Council. In the case of school-based administrative positions in schools having bilingual programs, the Personnel Selection Advisory Comnµttee shall include at least one parent representative from the language(s) served in the bilingual program(s) of that school. For other central administrator positions effecting all students, the Master PAC shall nominate one representative. The Personnel Selection Advisory Committee shall continue to consist of two teachers, two administrators, two parents, two experts from outside the school system, and one community representative. OVERALL STAFFING CONCERNS OBJECTIVE 5 The overall goal of personnel recruitment, hiring and training in the Lowell Public Schools shall be to obtain a fully qualified and trained professional staff. A determined effort will be made to obtain qualified minority staff personnel and/ or administrators. The Lowell School Department is an equal opportunity employer. A. RECRUITMENT AND HIRING Task 5.1 No local requirements for Wring additional to those imposed by state law shall ----i,e applied for personnel in the bilingual programs by the Lowell Public Schools. Reliance on the National Teachers Examination for bilingual teachers will cease immediately. Bilingual teachers placed in non-permanent status upon hiring because of reliance on the NIE shall be granted permanent status and accorded retroactive seniortty and prospective pay at the permanent Page 9 (Voluntary Compliance Plan) -- October 28. 1988 �employee level so long as recommended by the Superintendent of Schools and they have passed the State Tests, provided that the above does not contravene any collective bargaining agreements. Task 5.2 Where there are two or more equally qualified candidates for a professional position in the bilingual programs, that candidate shall be selected which • contributes the most to assuring the overall staff representativeness described above. Task 5.3 , In hiring multilingual/multicultural or transitional bilingual staff, there shall be a preference for hiring bilingual/bicultural staff fully proficient in the language and cultural background of the linguistic minority groups served by the program at issue. Task 5.4 Bilingual program staff shall be interviewed for the school level by personnel selection committees composed of the Deputy Superintendent for Personnel, Principal and PAC representatives of the linguistic groups to be served (and Master PAC representative in the case of multilingual/multicultural programs). The Deputy Superintendent for Personnel shall supervise such interviews. Task 5.5 Recruitment procedures for linguistic minority personnel shall be developed by the Deputy Superintendent for Personnel in conjunction with the Transitional Bilingual Education Supervisor and Master PAC with maximum participation by linguistic minority parents and community organizations. Such procedures shall assure specific outreach to linguistic minority communities, media, network, and if feasible, to the home countries of linguistic minority students. B. NEEDS ASSESSMENT Task 5.6 Each year, by February 1, the Deputy Superintendent for Personnel in conjunction with the Supervisor of Transitional Bilingual Education Program ~d Master PAC shall undertake a Personnel Needs Assessment of the multilingual/multicultural and transitional bilingual programs, as well as of supportive services programming to determine: a. number of staff available compared to number of staff needed in light of changes in student population served, broken down by each instructional program or supportive service provided, and by school; Page 10 (Voluntruy Compliance Plan) -- October 28, 1988 �b. said staff shall also be classified by certificated or non-certificated status, nature of qualifications, and extent of need for additional training; c. results of this needs assessment will be incorporated into next school year's budget request in terms of specific hirtng objectives, inservice training, in light of projected enrollment estimates which shall be reviewed on a regular basis throughout the summer and school year. This procedures is an on-going process. Task 5.7 Questionnaires and meetings regarding bilingual program implementation, staff needs assessment, and ~aining needs shall be conducted among linguistic minority parents, classroom teachers, and personnel each January and June, as part of overall program evaluation and monitoring. Results of these questionnaires and consultations shall be taken into account and incorporated into the Personnel Needs Assessment and budget request process described above. Task 5.8, Each February prior to the submission of the budget requests for the district's bilingual programs, there shall be a special meeting of the master PAC to review overall program implementation and needs for the following school year. C. TRAINING AND IN-SERVICE Task 5.9 A systematic, carefully planned summer and year-round in-service training program will be developed in conjunction with appropriate institutes of higher education and offered during 1988, 1989, 1990, and 1991 and thereafter as necessary. This program will provide participating personnel with the coursework credit necessary for certification. This program will be planned and conducted in conjunction with the University of Lowell, Middlesex Community College, and other available sources of outside expertise in bilingual education and English as a Second Language instruction. The Lowell Public Schools ----s_hallcontract with appropriate institutes of higher education to provide the supervision necessary to satisfy student teaching and other professional internship requirements under state certification standards. Page 11 (Voluntary Compliance Plan) -- October 28, 1988 �, , Task 5.10 This in-service program shall take into account the annual Personnel Needs Assessment conducted pursuant to this Plan. The program offered shall be open to all school personnel and required for all waivered or grandfathered personnel in bilingual education or ESL. This program shall be offered by the University of Lowell, College of Education, or by other qualified expert higher education personnel. It should have the following minimal components: 1. 2. 3. 4. 5. 6. 7. 8. 9. improvement of teachers' language skills in the appropriate language; knowledge about the cultural backgrounds of those students with limited proficiency in English, and cultural issues related to the appropriate handling of student conduct; instructional methods for meeting the needs of those students with limited proficiency in English; adaptation and utilization of curriculum to meet the needs of those students with limited proficiency in English; assessment of students with limited proficiency in English for purposes of identification and educational diagnosis; methods of working with the parents of students with limited proficiency in English and methods of improving school-community relations; advancement of knowledge about legal requirements concerning Bilingual/English as a Second Language education; theory and practice of transitional bilingual and multilingual/ multicultural education; whole language approaches to literacy. Task 5.11 The only teachers who may be exempted from the above-described training program are those who by the beginning of the 1988-89 school year submit evidence of a plan to otherwise obtain the course work credit necessary for certification in their area by 1991-92. Substantial weight shall be given to demonstrable experience and competence as the equivalent to academic study requirements in developing systemwide and individual training programs and the measurement of significant progress towards their completion. Failure to make appropriate progress towards completion of either the in- . "Se!Vice training program or an individual plan shall result in termination from employment, absent a showing of good cause. Page 12 (Voluntary Compliance Plan) -- October 28, 1988 �Task 5.12 This in-service program shall be conducted for the number of days and hours per day necessary to provide the basis for certiflability by participants by 199192. The Lowell Public Schools will request extension of the current waivered status of teachers in the bilingual program pending completion of this inservice program as soon as is possible. Task 5.13 The Lowell School Department will be conducting nine in-service, citywide staff development workshops durtng the 1988-89 school year. Six of the nine will be at the school level and addressing the needs assessment of each_ individual school. The remaining three will be addressing systemwide concerns. It is anticipated that staff development will be conducted annually. Individual school plans for such training shall be submitted in advance to the Professional Development committee and Deputy Superintendent for Personnel who shall ensure that they are properly coordinated with overall systemic efforts. Task 5.14 The Deputy Supertntendent for Personnel shall plan and ensure the delivery of coordinated training to system administrators and prtncipals regarding linguistic minority issues. PARENTAL INVOLVEMENT OBJECTIVE 6 To assure effective linguistic minority parental, student, and community involvement in providing support to, and in decision-making, regarding linguistic minority services and concerns. Task 6.1 Full compliance with Federal and State requirements governing parental involvement in linguistic minority programming; support and funding of Parent Advisory Councils (PACs) as currently provided; involvement of other ~mmuni_ty organizations such as mutual assistance associations; and understandable communication in native-language with these parents, Advisory Councils, and community organizations. Page 13 (Voluntary Compliance Plan) -- October 28, 1988 �Task 6.2 All School Department communications to linguistic minority parents from those groups to which Bilingual services are provided shall be in English and in native language by way of written translations and/ or oral interpretation. For linguistic minority parents of mainstream students, there shall be a good faith effort to provide such translation into languages in which Bilingual services are provided. Task 6.3 At all School Committee meetings attended by non-English proficient linguistic minority parents, there shall be provided the necessary translation and interpretation services by establishing a pool of voluntary translators, without compensation, to insure maximum effective participation by speakers of languages in which services are provided by the Lowell Public Schools. The Master PAC shall make arrangements to provide the above. ACCESS TO EQUAL FACILITIES AND TECHNOLOGY OBJECTIVE 7 Linguistic minority students are entitled to be placed in facilities equal in quality to those utilized for monolingual students, and shall at no time be segregated in separate, unequal facilities. Facilities utilized for linguistic minority educational programming shall be adequately sound-proofed and otherwise appropriate for instruction. No hallways or portions of hallways shall be used for providing services to such students. Each bilingual class up to the maximum student-teacher ratio permitted by State law shall be housed in a separate classroom. No two bilingual or ESL classes shall simultaneously share a single classroom, although team-teaching is permissible when appropriate. Task 7.1 The Project Director, Supervisor of Transitional Bilingual Education and "Master PAC will regularly monitor program implementation to assure compliance with the above-described objective. Page 14 (Voluntary Compliance Plan) -- October 28, 1988 �-----1-- Task 7.2 The Assistant Superintendent for Cuniculum and Instruction Services, Supervisor of Transitional Bilingual Education Programs and Master PAC shall also monitor to ensure that linguistic minority ~tudents have equal access to computer-assisted instruction in both English and their native language as appropriate and as needed. Such instruction shall not be limited to remedial purposes, but rather should reflect whole language and other pedagogical approaches. This shall include positive efforts to develop, adapt. and procure necessary software and additional hardware. Existing computers and softw~e shall be equally distributed throughout the school system. Transitional bilingual and multilingual/multicultural programs shall have a fair share of such technological resources throughout the School System. PROGRAM LOCATION OBJECTIVES Programs serving linguistic minority students shall be placed in locations chosen as a result of planning by the Superintendent of Schools, the Project Director and the Transitional Bilingual Education Supervisor. Task 8.1 Locations shall be chosen which assure: a) compliance .with desegregation requirements; b) maximum access for effective parental involvement, ..and c) implementation of system's overall equal educational opportunity objectives. Task 8.2 Location of all classes must be approved by the Lowell School Committee IDENTIFICATION OF STUDENTS TO BE SERVED OBJECTIVE9 All students of linguistic minority origin with limited English proficiency entitled to native language instruction under Federal and State law and ~ulations shall be promptly and appropriately identified and served. Page 15 (Voluntary Compliance Plan) -- October 28, 1988 �--, Task 9.1 No student entitled to such se:rvices shall be placed on "waiting lists" nor in any other manner deprived of their right to appropriate se:rvices. Task 9.2 All students entitled to services shall be identified as in need of services upon registration through centralized enrollment at the Parent Information Center by trained staff proficient in their home language, as well as by means of the Home Language Swvey required by State law. This staff shall fully inform each such students' parents of their right to appropriate services and shall refer them in contact with the bilingual program liaison or other bilingual personnel. Task 9.3 Students in need of appropriate language services shall be tested for their English proficiency upon registration and thereafter. placement by appropriately trained staff, on valid measures. Native language proficiency will be assessed by classroom teachers within a reasonable time after placement. These measures shall be monitored by the IAU Testing & Assessment Specialist for their appropriateness. Task 9.4 All students in need of approprtate language services shall be tested for academic achievement in their native language within 10 days of placement, by means of valid written and/ or oral measures administered by appropriate trained staff. Task 9.5 Every reasonable effort will be undertaken to promptly fully document the prtor schooling experiences of newcomer students by means of school records as well as evidence of school work in their family's possession. Special efforts will be undertaken to identify the nature of such prior schooling experiences in the case of refugee children and of children from Puerto Rico. In the latter instance, requests for records and other appropriate information will be \7igorously pursued through the island's Department of Public Instruction, and by means of available computer communication and information networks. Page 16 (Voluntary Compliance Plan) -- October 28. 1988 �Task 9.6 The nature of p'rior schooling will be taken into account in assigning newcomer students to appropriate programming, and in providing additional supportive services as necessary. EXIST AND POST-EXIT MONITORING OBJECTIVE l 0 No student shall be exited from the transitional bilingual program until a Bilingual Pupil Study Team has been convened with appropriate notlftcation to and opportunity to attend by the child's parent and/ or representative. These Teams' proceedings shall be fully documented, signed by all those present, and placed on file in the Bilingual office. The testing results and recommend_ations are placed in each student's cumulative folder. In all cases, 603 CMR 1405, paragraph 3, shall prevail. Task 10.l Exiting from the program shall be overseen by the I.AUTesting & Assessment Specialist, based on multiple criteria to be discussed at the Bilingual pupil Study Team meetings. These criteria include valid measurements of: a) English and native language proficiency and academic achievement; b) recommendations by teachers, guidance counselor, and Chapter I staff, as needed; and c) parental input. Students readiness for exiting pursuant to these criteria shall be reviewed on at least an annual basis. Specific criteria shall be reviewed and modified as appropriate by Transitional Bilingual Education Supervisor and IAU Testing & Assessment Specialist on a regular basis. Task 10.2 Data regarding each student exited or partially integrated from the bilingual program each year shall be compiled and reported to the_Project Director by the Transitional Bilingual Education Supervisor in January and June of each year. Task 10.3 --sach student exited from the bilingual program is entitled to the controlled choice process under the Voluntary D~egregation Plan, either to be assigned to a school where he/ she had been receiving Transitional Bilingual Education services as described in the Voluntary Desegregation Plan as amended, or another school of their choice. Page 17 (Voluntary Compliance Plan) -- October 28, 1988 �Task 10.4 Exited bilingual program students will receive follow-up tutorial and other supportive services such as Chapter I and/ or remedial reading, if needed. Task 10.5 No transitional bilingual program student shall be held back or placed in lower grade or the same grade upon exiting or lateral mainstream without convening of a Bilingual Pupil Study Team with the opportunity for parental participation, at which basis for such recommendation is fully presented. If the parent disagrees with the decision of the Bilingual Pupil Study Team, they have the right to appeal to the Superintendent for review ofthe decision. Task 10.6 Bilingual Pupil Study Teams·shall be convened for exited students experiencing difficulty in the mainstream. Such monitoring teams shall be convened at minimum within one year of initial exiting. Parents shall be given the opportunity to participate in these meetings. The IAU Testing & Assessment Specialist monitors the progress of all exited students. Task 10.7 Comprehensive standards for integration of students shall be developed together with appropriate transitional programming by Principals and the Bilingual Education Supervisor. These standards and programrecommendations shall be implemented beginning with the 1988-1989 school year. DROP-OUT PREVENTION AND RECOVERY SERVICES O&JECTIVE 11 Each linguistic miJ?.ority student has the right to be identified as in need of drop-out prevention services where the student exhibits a pattern of a) excessive absences; b) consistent under-achievement in native language and/ or English: and c) identification as "at risk" for grade retention and other reasons by teacher, parent, self, or other staff referral. Task 11.l ~ch school serving linguistic minority students shall develop effective plans to provide students identified as "at risk" with linguistically and culturally appropriate regular and alternative instructional and supportive services to encourage continuing attendance in school. Page 18 (Voluntary Compliance Plan) -- October 28, 1988 �Task 11.2 In compliance with 11.1 above, each individual preventive instructional and supportive services plan shall be developed with parental and student (if age 12 or above) participation, as well as representation from among the student's teachers, and other staff involved (guidance, bilingual, special,compensatory, and vocational education, as approprtate). GRADES 9-12 Task 11.3 At Lowell High School, Bilingual Guidance Staff and other support staff such as MICAS and SPED provide counseling services to linguistic minority students at grades 9-12. ELEMENTARY K-8 GRADES Task 11.4 School Administrators will continue to seek drop-out preventative measures for all at risk students in their school. Native speaking liaison staff from the Transitional Bilingual Education office continuously are called upon to assist at the K-8 school. Task 11.5 During the 1988-1989 school year, all School Department Staff (Administrative, teaching, paraprofessional} will participate in nine staff development workshops. The Deputy Superintendent for Personnel is responsible for assuring that new personnel receives the necessary inf onnation prior to assignment. Task 11.6 Every student who has left school prior to graduation for any reason other I than departure from Lowell, since the 1986-87 school year, shall be identified within 14 days of the adoption of this Plan by the Guidance Department, and shall be contacted personally and appointments scheduled to review their status. The entire staff, including the Bilingual Liaison staff, will be utilized by the Guidance Department to personally communicate with_ these students. ~e Citywide Director of Guidance will be responsible to cany out this task. A list of students identified and then of those contacted (indicating by whom, how, and when), broken down by group and last school of attendance, shall be compiled and submitted to the Superintendent's Office. This list shall indicate which students are willing to return to school. Page 19 (Voluntary Compliance Plan) -- October 28, 1988 �Task 11. 7 The Citywide Director of Guidance will notify the various organizations, agencies and media of the above mentioned initiation. Task 11.8 Each student contacted pursuant to the above-described task shall be encouraged to return to school. Those interested in returning to school shall participate in the development of an effective learning plan to continue their schooling. They shall be entitled to equal access to all educational programs provided by the Lowell Public Schools and to specially funded and designed programs as necessary suited to their needs. Guidance or other personnel shall coordinate the development of their effective learning plans. These plans shall be reported to the Assistant Supertntendent for Curriculum and Instruction. CHAPTER I OBJECTIVE 12 Linguistic minority students shall have equal access to Chapter I and other compensatory education services. Task 12.1 Instructional Services in Chapter I Reading and Mathematics will be provided in English and the native language. Task 12.2 Through uniform criteria, children are selected for participation on the basis of educational deprivation, not on the basis of English speaking proficiency alone. The referral/ selection process ranks students according to greatest need. A system-wide rank order eligibility list identifies students in greatest need. Students in greatest need will receive instructional services in English as a Second Language, Reading and Mathematics. Reading and mathematics instruction will be provided in English and the native language. Task 12.3 The Assistant Superintendent for Curriculum and Instructional Services, the ----S.Upervisor of Transitional Bilingual Education and the Master PAC shall monitor the equal provision of remedial services to linguistic ~inority students on a regular basis. Page 20 (Voluntary Compliance Plan) -- October 28, 1988 �Task 12.4 1\vo full-time Parent Liaisons have been added for the 1988-89 school year to work under the Parent Coordinator. These positions will employ a native Khmer or Hispanic speaking person. BILINGUAL EARLY CHILDHOOD EDUCATION O&JECTIVE 13 Each newly constructed or renovated school site shall attempt to provide bilingual early childhood educational programming. Task 13.1 The Assistant Superintendent for Curriculum & Instruction Services, Supervisor of Transitional Bilingual Education and the Early Childhood Director shall coordinate the planning of bilingual early childhood programming. SPECIAL EDUCATION OBJECTIVE 14 The Lowell Public Schools shall ensure that adequate and appropriate bilingual special education services are provided to students of limited English proficiency who require special education. No student whose primary or home language is other than English shall be placed in a special education program until appropriate assessments of linguistic proficiency and academic achievement are completed. (The administration of such tests shall not delay placement in bilingual special education programs nor in any way extend the time for completing a special education evaluation under the Chapter 766 Regulations.) All students who are eligible for enrollment in a bilingual program who are also found to be in need of special education services shall be provided with bilingual special education. Task 14.1 All psychological testing and evaluation of students whose primary or home --i-anguage is other than English shall be conducted by persons who are fluent in both languages, or at minimum proficient in the cultural background of the student tested. Page 21 (Voluntary Compliance Plan) -- October 28. 1988 �Task 14.2 All psychological testing and evaluation of students who are eligible for enrollment in the bilingual program shall be conducted in their own language. Caseloads for bilingual psychologists shall not exceed the ratios for those of non-bilingual psychologists, and whenever it is determined on this or any other reasonable basis that a bilingual psychologist's workload. is excessive, additional bilingual personnel shall be hired or contracted for immediately as necessary. Priority in the provision of psychological services shall be on linguistic and cultural background related to that of the students to be sei:ved, and professional experience and training regardless of citizenship. Task 14.3 Special Education evaluations shall be completed within thirty school days of the date when parental consent for an evaluation is received. A request for parental consent shall be sent to a student's parents in the primary or home language within five days of a referral for an evaluation (as provided in Section 317 or the Chapter 766 Regulations). A written request by a parent for special education services or a special education evaluation shall constitute parental consent to proceed with an evaluation. Task14.4 Bilingual personnel (teacher, counselor and/ or administrator) shall participate as a member of the evaluation team for each child whose primary or home language is other than English at each stage of the special education process (including the pre-referral, referral, assessment, placement, and periodic review stages). Task 14.5 The Lowell Public Schools shall hire and train at least one full time Cambodian; one full time Hispanic, and one part time Laotian bilingual community liaison interpreter in special education. These persons shall work in the area of bilingual special education, and shall provide assistance to the bilingual evaluation team chairpersons and parents. ~ least one Cambodian and one Hispanic clerk shall be hired to work out of the central special education office on a full time basis. These community liaisons and other central office supportive services .personnel will be appropriately trained in special education assessment, evaluation, placement, compliance, and community outreach issues upon hiring. Page 22 (Voluntary Compllance Plan) -- October 28, 1988 �Task 14.6 The Lowell Public Schools shall employ sufficient bilingual special education teachers to ensure that appropriate bilingual special education services are provided to students of limited English proficiency in need of special education. This number shall be determined by the Administrator of Special Education, and once fixed, said staff will be recruited and hired as soon as possible, and in no case later than the beginning of the 1988-1989 school year. Task 14.7 The Lowell Public Schools shall employ sufficient bilingual certified speech pathologists to ensure that appropriate bilingual speech and language services are provided to students of limited English proficiency in need of such services. The Lowell Public Schools shall employ at least two bilingual certified speech pathologists, one for the Southeast Asian component and one for the Hispanic component, unless maximum feasible efforts to recruit and employ such personnel are unsuccessful. Task 14.8 The Lowell Public Schools shall employ bilingual special education personnel to provide or assist in the provision of bilingual special education services to children of limited English Proficiency who are vision impaired or hearing impaired, or in need of adaptive physical education, occupational or physical therapy, .if determined necessary by the Administrator of SPED. Preference in the hiring of all such staff shall be on behalf of those with the necessary linguistic and cultural background, and representatives of each linguistic PAC shall participate in the interviewing of staff intended to serve students of their linguistic background. Task 14.9 The Lowell Public Schools shall provide special education services to linguistic minority students in a manner that does not result in disproportionate underenrollment or over-enrollment of linguistic minority students in individual special education prototypes. ~k14.10 The Lowell Public Schools shall ensure that linguistic minority students of limited English proficiency are not misclassified for special education purposes due to a language barrier. Compliance with the above-described specific tasks to assure linguistically and Page ·23 (Voluntruy Compliance Plan) -- October 28, 1988 �culturally appropriate equal educational opportunities to linguistic minority children shall be regularly monitored by the Administrator of Special Education. VOCATIONAL EDUCATION OBJECTIVE 15 The Lowell Public Schools shall ensure that all linguistic minority students are provided with equal access to all vocational and occupational courses and programs offered by or through the Lowell Public Schools. The Lowell Public Schools shall ensure the availability of adequate bilingual staff, including both teachers and counselors, as well as the availability of necessaxy resources in order to fulfill this obligation. Compliance with the above-described task shall be monitored by the Citywide Director of Guidance on a regular basis. DISCIPLINE OBJECTIVE 16 The Lowell Public Schools shall take all necessary action to ensure that all disciplinary sanctions are applied in a manner which does not discriminate against students on the basis of race, national origin or native language, and shall take all necessary action to eliminate forthwith any racial disparities in suspension rates. No linguistic minority students shall be subjected to any form of disciplinary action or reprimand for expressing themselves in their native language. Task 16.1 The Lowell Public Schools shall provide for a bilingual administrator, teacher, and/ or counselor to be present when any student of limited English proficiency is confronted regarding any disciplinary issue. Task 16.2 A]J notices sent to parents for groups in which Bilingual services are provided regarding disciplinary matte,rs shall be in the primary language of the home. --4!1notices sent to these linguistic minority parents pursuant to this provision shall include the name, title and position of the school administrator or counselor who is available to discuss the matter further with the parent. A native speaking translator shall be available to discuss the disciplinary matter with the parents. Page 24 (Voluntary Compliance Plan) -- October 28-, 1988 �Task 16.3 1 The Lowell Public Schools shall maintain and compile information regarding all disciplinary action resulting in a suspension. Upon request, the principal of each school shall provide the following information to the Superintendent regarding each suspension: 1. date of disciplinary action 2. length of suspension 3. cause .of suspension 4. age, race and sex of student 5. primary or home language of student 6. whether student is enrolled in bilingual or ESL classes Only the Lowell School Committee can expel a student. 2 Task 16.4 All student disciplinary rules and codes (whether system-wide or promulgated by individual schools) shall be published in both English and the home language and copies shall be issued to students. Task 16.5 3 The. Lowell Public Schools shall use maximum feasible efforts to ensure that students and parents can utilize the procedures for appealing disciplinary actions. These actions shall include, but not be limited to the following: 1. Distrtbute copies of pamphlets describing procedures to each student. in English and in the primary language of the home at the beginning of each semester; 2. Describe the appeal procedure to students over the public address system in each school at least once each semester; 3. Provide a copy of the pamphlet describing the procedures, to the parent of each student who is suspended or expelled on the day that the suspension or expulsion first occurs. ' For further update on requireddisciplinaryprovisionsand proceduressee the EducationRefonn Act of 1993 and the resulting court decisionsand policies. 2 For further update on requireddisciplinaryprovisionsand proceduressee the EducationReformAct of 1993 and the resulting court decisionsand policies.• 3 For further update on requireddisciplinaryprovisions and proceduressee the EducationRefonn Act of 1993 and the resulting court decisionsand policies. • Page 25 (Voluntary Compliance Plan) -- October 28,.1988 � 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 Equal Education in Lowell Research Files, 1970-1990 Date A point or period of time associated with an event in the lifecycle of the resource 1970-1990 Description An account of the resource These research files were collected while writing the paper titled <a href="https://scholarworks.umb.edu/iaas_pubs/53/">"The History Matters: Fighting for Equal Education in Lowell, Massachusetts, 1970-1990"</a>, published by the Institute for Asian American Studies at the University of Massachusetts Boston. The supplemental materials provided in this collection cover the story of how Southeast Asian and Latino parents in Lowell confronted the Lowell School Committee in the late 1970s and 1980s, demanding that schools be desegregated and that their children have equal education opportunities. Some items are restricted from online publication due to copyright law. Researchers can access these materials upon request. Creator An entity primarily responsible for making the resource Forrant, Bob Khoeun, Chandaranee Khuon, Chrisna Source A related resource from which the described resource is derived Born digital collection preserved at the Center for Lowell History. Donated by Bob Forrant in May 2025. Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). No Copyright - United States: This item is believed to be a part of the Public Domain under the laws of the United States. Language A language of the resource English Spanish Subject The topic of the resource Public schools School facilities Immigrant students Racism in education Educational equalization Education, bilingual Latin American students Hispanic American high school students South Asian American students Legal briefs Racism against Asians Veterans Public housing Gentrification Immigrants--Housing Education, bilingual School boards School integration Racism against Hispanic Americans Puerto Ricans--United States City council members Social work with immigrants Cambodian Americans Lawyers Format The file format, physical medium, or dimensions of the resource PDF m4a Type The nature or genre of the resource Text Audio 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 (Mass.) Revere (Mass.) Cambridge (Mass.) Contributor An entity responsible for making contributions to the resource Yem, Paul Ratha Perez, Camilo Kiang, Peter Higgins, Jim Gargiulo, Chales Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre 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 Voluntary Compliance Plan, Lowell Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1988-11-09 Description An account of the resource Pursuant to Title VI of the Civil Rights Act of 1964. Approved by the Lowell School Committee. Subject The topic of the resource Public schools Racism in education Educational equalization Education, bilingual Publisher An entity responsible for making the resource available Lowell Public Schools Rights Information about rights held in and over the resource No Copyright - Non-Commercial Use Only: This Work has been digitized in a public-private partnership. As part of this partnership, the partners have agreed to limit commercial uses of this digital representation of the Work by third parties. You can, without permission, copy, modify, distribute, display, or perform the Item, for non-commercial uses. For any other permissible uses, please review the terms and conditions of the organization that has made the Item available. Format The file format, physical medium, or dimensions of the resource PDF 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 (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/a7ad18375953e444a5688631ce401da0.pdf?Expires=1790208000&Signature=McbzweaRyBNsv5z1r0eE%7EqB0fgpSxYq33e8ZoouVZ3UhTdjSbAUpdcTo8F7EW6xHfe2Q9WpaZKhzRE0xQmpWTq4xBSfPSU71qaufi-hS9VkAZ3VrbpVYErnCQLk1XVTEd1kPO5idTf%7E2uwY%7EdzvTU4ox%7ExTwqYccBagsQwxkvM3QX-29Yvq6R4hXhv54lzZAoSdo0F-n4ITWzoPQ12MVdLYJI--yu4qonwI6K5d1UWtmsPL6QrsbK%7E3huHayzSRWxXYzZ5hwWXqRusb%7ExDKjVRLCjiP-lZbuEB92iptSDsfURTNVJzPMIYvfPzG-25dZ2Haa69A93fad%7E7xDoghzyQ__&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 �H I ! i ·-+; · -• - - 4 i 16 �5 i---7I-•- • .,.. I -..u,.,c ,.,,_, i-:;;:r:::-:-:----,__.. ,,..,... I ;;;~;,~ I -•o• se• ....... - . .~-•• ,..., I I ,.,,. so• .. -r--I _I --~ _,I --....1 I r ' I .... ~ I g, ~ --1 £ 1>>0 -- Sia' --- ....... "".,,..;;;., ! • t i 17 i ..--4-""hr-& •v••·-;;;:;;;;;- 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 ..- -- - • · . ... , . . . - . �I sh~ttth Heading Packing Tool Sheath Heading Mold ' • ·, :.1:~1=,~~======9 1-'.~; :: ' . . -:!-·.~' ... 1 '' :J e 'I ""' '· .1.L _ JS hl..,_fi . 1- . 14 M M �w "'" Proofloading Mandrel ~ ....... Tt'!,...J""m;r;:r:, ·~' • Eiii �I Dilator Heading Mold w lJ1 �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 �IIH llllll~llUllllll!lllll~t +: •' I , "1-'l ~ 1r "O~l ·- · I CUT LG/STUFF "005 --. FIN ENO 't0U 0't-0 1)0 c,s-, I 'tOUf 1:6~0 I t '""' ll/ZZ/flt + - ,...,ci,, -0,, 750 I 7 "f_ AM .,._ ... _ , '-- c.. c.. c- ._ 0,, 0,, 0,, Doc-oj - UIM 0,, lot~ - • ......(•I ~-JJ·833' , .s,,,,,,,.t..1 7tJ _ J...e,11,~ _ If ,f ~~~41'~4~~ : t 1~ •I RINSE • e ·; I* I • :• u+ t+i' td ,;z ;J t'S ;1. l8 I AR P.140350lOS I.:::0~~100!. ·I ~A 17~! I.?.,:,5;,~'t tta-.ne I• I• - 7¥1 1ff .I.Al ·• .: ,r , . Ul.TKAS~NIC CLEA 7-~-- ",1,5~ - 1 t•F~lo~.C~AT. -,T • v,,:11111 ~M0811001 Gl ·~· "· ' f -- '"' .:3 ,r 3.ij> .. t AR AR I v I·-, RM08l1003 I 6 t:"J I• ,I M • I, , I I tv ! 01-0 I 'tlS6 1~ IN~PE~ oe-o I ,.J PREP SEC ~ELD 1t101 TEFLON _ : ~ ·1 .1 ~ ~ ~..&-J) _ I • I· 1 ..... ,, -I , 10-0 tftf' . /1.t!~/;.q~ 7 n-o I I 99-9 I RM089l00l CL AR ". 5A4670ZOO EA -·"" I:;., r1 "' HOZ "" -.105 91)01 l't--0 I 9790 -I Gl ~ 1610 l-6JOf33'--..Jt"GlITDllrl~C'·---- · 1z-11 I 't.J>L ..,I ,~.. 1......~:;;_:41,, RM0811005 .1.. jt,I• ~/ tu+· I 11-0 ' If . V)J·/,JdJ~-~ ~~~-+r,rn-n-~~~116 -' . ol57t/b . . u -1Gl - -~- ..J).J()/ '11 HOT FORH-J & I \o:n* I r ES l)CUI ':Utt£ rM:..o , .. ci,, c_._ ~;,-;1.£1 JJ ftk~t + ~tt'C tf I 03-0 [BLWil(T) 1821 U.S.A. e03e 145CH JMMJ FC =-=----iP,-- 0,.,, 321710 I 1tBu l_, ~ c-- ,_..., I•uz~u··IM~oo2 •I· - I Olt-FC't6 70S 11 o1otrD1Y111on S fC~b70Sll 327770 -.. t__ -. . tj W'-UIU I Q.c. · , CM \ , · el:•· de 1-1 ~ -~ PIUHARY '-' I RELEASE TO CENT 9700 -1 PUS. REL 10 SIC I .• = 1 * ., .. 1 1. .............. h I td I t , I· II ti , +s• I I ·,. I. 1111 dtdMIC * I- I w -'=· ,. I I ,,I I ~-1---1-------1 ·I • • •- • 1,-1 I I I 5 I= I I I • • I I ,_, - - - 1 - - - - - - 1---I..,. �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 J, .. ---------------------------· ~Q~ST APPROVAL TO ENROtL IN THt Et>t>CATIONAL ASSlSTA."C£ PR,- GP.A.V. AS .JNDlCAttt> BrLCfth l ~lLL·at 1XGlSTIP.IO AT -----s-c"""'tt"""O,..,,O_L_O_.R_L'"",...,;"""'l-vt=p_-=-cl=z=y,.,,...__ _ FOR THE-----::-:-::-:-~~==-=----- SEY..EST£Jt, 19_ _ _ . FAl.L OF. SfRlNG COST l UND:tR.S'IA."D THJ..'I UPON JU:CtlPT o:r FINU C~:ts ).!;D l~'"\'OlC:tS TH:t COY.?JJ;y l-l"ILL P.!11".BUR.St Mt ACCORDING TO Tl:::I: FOLLO-..:n;G SCH:tt>ULE: . A - 7S\ B • 75\ C - 751 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/276b68e4a06218a7c7dee08afd194de2.pdf?Expires=1790208000&Signature=Lf8bLKt9Hoihk2WJ31gwtUwJJiTW9KdE0NDa-p3lKJrHkYK8lbLvWcM4IKTyq0%7EjYkCSuECRqQrh94VYErOJsGjslMTTQM4XqTiEc9HeXQPqaGjh%7ERu8bUV6qO4pMuP5NeqqLDe8OgDf-K1mZN78lyDvDn0MJrqtkH24rg43vvpLz53qRIKcysB783ZIrFyceVDN9Gm4fGwRI1s4t7j6RaE6n2p7V4ALGflZz6zM-ME6%7E%7Ec-kkfCaGF2F82i6Z61%7E5mfJd4xWfIAx%7EKn9K7nSRIIDQRuOZvHr0ZqfB126U5ZOJE9dNbSg5SPEQ4SRQhdZsDG0-lXM-yZVZGPAyCDiA__&Key-Pair-Id=K6UGZS9ZTDSZM c6c282e7f762b8426e815cda26286907 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 . ~2 1 01-2157k '° s N • ~ ;1, 0 2051-2070 "' t 2001-2033 SECOND FLOOR THIRD FLOOR 16 R/URANrS WBBY �gr I · ; i •• " I ) co~,m,oo, __ - .J_j PfiJlcc,,,l II QU•/Jl~ 'I 1ws . -~'! "".'~- _":: L_ ., I 1 ' • - ,__ .,...,--i ' L1 / ~~ " 1-lOODY rr:,. ;I B I I A I q,c,v T7 y - I I ~ ~ .1 'BR'-L :;JCC),1-,1 . I, ,ooo B STOii . I , fl~C , I I i I j""""~ ' L I , ,/', ' I / ' '' / ; I I/ I I1' ,, ,, ., \ ; I ; ', ' ' ' • ' / ' ' ' ,, ,, ( ' -"' -- --- , I I ' I ~.J ' ' ' ' '' ' ' ', ' ' ' .' ' ' I ' ._ / ' ', ', - ' ' ,/ / ~, ' ' \ \ / /I ', / / ', ,, ... , ' "; // ' ' ', .V ,/ I / /. 1" / / ' ' '' / \~ ,i / ' ,,, ' I / ' /\ / I , ' / ', ,_!I'. --- . i ,\ I \ , It •, ., ~ ' , ' ', I ',,,' I / c., \ / / / , I II ' I / / . I ', I ' ', ,,1 ', / ,,1 ' ' '../ / / , ' ' \ ' y I I / / I r-- ...... .. 8 '-...L./ ' ,.c /, ' / ,.. ~UUK( I / // 1 "'"- c-:-;1 l ... I' ·, ". > ' /I I : .- - :)_l:';i~ ' I ' ' // '-I lAUNOf<Y ._ ~ g· DL' , ', ' II i ' i ~~-u-J ,,1 ' ) '' . / ' ' ' '' ', '.', ' , , ,) ,, ' '' [MP\.0Y£f OIN [NG ) ', , '' ', \ ' , ,, '' ' ' ' ' --.' '' 1,1;1 '' ,, ' ', ' V A �\ u,,t A ' ••l~~oo.,. .... •, ,c KITCHfH '1 1 1 ;! , ~ I :·.:.:/· ' ,· ;_ ; ~ I:·,. CX) ..... INO _J . .,, GROUND LEVEL ----------------------·--- -- -·- ·- .... - E8 ... -··- �. C 0 r @ > 0 0 @'@ t J 0 19 --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 .. --0 11) 0 ..J Q) E 0 z ~ equal opportunity in all areas 11) Q) We are an Equal Opportunity Employer M/ F 0 C: - 0 11) 0 a.. Q) 0 0 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. u ., tlO C ;2 1§ !'.l :, 0 4 w Cl) ., ., !? >, uw -0 ro u ·- )( 'Lei 3 u 0~ -x .... (I) ., VJ- ]~ 2 -.;; f:: ., > Cl) C 0 !? C. X >, ., C ., VJ ., '<, 0 >, 15. - E 2u ., ~ E Cl) 0 :;; V, "' -0 "' ., V, 0 ., z z I >, E E 0 - ., u > .... :.:; E "° "' - :::: "'0 VJ C. - "' "'- V, ·- - 0 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. s~ I - .. -- l C: 0 "' 2 u 00 C: C: 2 ~ ::, 0. >( UJ "' 'O "' u "' >< 0 w 4 3 >- 0 u u "' 0. >( w "' vi 2 "' "' 0 a. E :?:, >- B u ~ V) iii V, "' E 0 V, "' 'O "' "' :e 0 Q) z z 2 I Q) V, "' iii E > "' 2 'O .;:; C: "' C: 0 Q) 'O "' E >- ,= u > - "' 0-= ~ ~ :;:; i 0.0 - "' "' - C: V, ·- - 0 ::, z :e C: "' === 0. 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. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml1">https://libguides.uml.edu/uml1</a>. Part of the collection is accessible on this site. -------------------- 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 The collection finding aid, <a href="https://libguides.uml.edu/uml1" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml1</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 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/77a0729881a21496ed7b546fdfe84d2c.jpg?Expires=1790208000&Signature=RSU6y8IOeT3wnn4aX6Mr8EwGGyFYuGb4eOlzn1hxwNJ2dJWhcEseUw6JBjTUjFqofZfZW-JrhF2OMpBMYwlr-WXKn%7EEk3IWlBHdphx%7EpmIABiMMyGin0hmH6xLDeUz5AUiGyx8z3wIbqxYcPhB1jZjTEzP9I6cRqB%7EN76kGmnj9oxBuzMYOujJUEKakpgdZa27QAGXOuRB0sSHX5qChkwK0u2L5mUshkCHIYqMrXxKlE1lX2KeQopPruC-24VUXR4O5XmlE1b-vWY8boGKnjWVIS9geZm1XPZRdoghqnnZkPWVBwt-XZWdbxFh5avgP7hfZIEy96BZ-1o8853j0kRA__&Key-Pair-Id=K6UGZS9ZTDSZM e2aaa6bf5284a8011ef6e82be33d9b1c https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/e65452cff4f9ddd67ca4fb337e427ea8.jpg?Expires=1790208000&Signature=wFYye0Je6g7ooSW0O9B6ieCe69%7EsI03BK6JjNZ23Yj-OMhIWBgCYSPEaS0e3fIt222RIU8OuJ1D4zQIKJI5qBWPz5PUjIWuIJ%7EHk0uXoEIYc9zhSpFT4rUdwbDfPb5IksSxDSbJEfC8R3zvH8QmAorM3ZdLef3w71r2O-bgeWZv4IxSrf3XvZ07fGQR1QJqPc7-AR3OCCSVfyEy0iGLZVty6vKLU85B2-%7ExgWvDGEQy%7Edj%7ERoMHOlOsSAAWei2gQsmM3F8bR65-tmgiBBTrX4saNKUqzVgS4TmrfUqyJriJqZzjJC8iu-qolyZuL5o7Nf-ZPX4FRlAGkI2FpVC5fpw__&Key-Pair-Id=K6UGZS9ZTDSZM 99dcccaaad3210c0ab1c3be027045f8b 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 Lowell Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines. These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community. This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time. Please Note: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names. In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures. We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated. Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others. If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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 (Mass.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Vistitors at the Lowell National History State Park Subject The topic of the resource Parks -- Massachusetts Description An account of the resource Vistitors at the Lowell National History State Park Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource Item located in Drawer 5, Folder: Government -- Lowell National History Park - Visitors Center Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_LNHPVisitorsCenter_001_ 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 (Mass.) Lowell National History Park - Visitors Center https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/3f3284522556f3b6d83e727a5012e031.jpg?Expires=1790208000&Signature=uJsOwY7obim-7va1YbsehbjQoLXSnplDwBTPgqR3%7EqjIINABsP1MBwd3naVuIli9D6ARSBGCiLMEscjiLfoXsb5uBYL49gqrwKW5Oe%7EOHPhlxCaka4NaVjF7PVrZdE7vRisokVsN8sFS05fFhUoLcLCb95NMDunK-HCf2HBrysH1OjCp4HvGdvVFASVgAiGTZTrFGOS5RT74-YDfc7AqvPU1%7EDYOwXnrIolwQb22CVO8krNR1iWybpjeFhc7kChsc2SRqyzn0SrniSFVXVOvELJdA2EmTiG4oztvnRwTQsqp93NICLDCM-Fwa2dPf1PtvfOEQvbfbD-dtfwzmL0AJg__&Key-Pair-Id=K6UGZS9ZTDSZM cb3f9dea5603f16172fc88c7497b2e18 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/6d2312f83e203ba17775262e29b375c9.jpg?Expires=1790208000&Signature=K6gf6v4wjKgCAVCvTaYzwGl3o32ZJroKCqs2fcs89tdSOj8x-x4q2F62%7EoTBtLZdR%7EIDc0Dov6NfB-P6XXcilahJJsdhZIet5xS5tsVi1uHqSTRsn2uIp5vYptHKjSCrRVB3Ogw82VhwePvkXoL2NaHwW6H9uM27VBfQkwJ7JAaWt1rbi5HVABnIXD9ld1n8NDGv1XEicElYbxYFCqoKe6L0SUVwUWf2tjjuFjo0KuE94EyoH8mR-s5HftX8vjhTTckIFIRq5GtFL%7E8M%7Ekp7pD70jnnoa3cXIVs4oyiKfIwggPKojBEJRy6pvfbJqI2XevU0i79MY2eEd230QVV%7EKg__&Key-Pair-Id=K6UGZS9ZTDSZM 1fdd2a3f8546cc321035b529616deb92 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 Lowell Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines. These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community. This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time. Please Note: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names. In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures. We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated. Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others. If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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 (Mass.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Deputy Assistant to the President (U.S.) for Public Liaison. (Left-To-Right) Lan Pho (University of Lowell), Sichan Siv, George Tsapatsaris (Lowell School Department) on tour of Lowell High School. Creator An entity primarily responsible for making the resource Hunt, Richard Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1990-04-06 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource Item located in Drawer 19, Folder: Schools--Lowell High 1990-1999. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_LowellHigh1990-1999_003_ 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 (Mass.) Title A name given to the resource Visit of Mr. Sichan Siv https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/797c19c34e2581f86d4be69293253b4e.jpg?Expires=1790208000&Signature=kj34lZ8JXtG4g%7ELjdTsCiQE4zUgDxEiSDkWj5WuGMBF%7EeYOXUSKEkPdC7DheOZP%7EgsNr8D3Zb5WZst0kT2Zx1LrHZ4Bk7XXbEffh%7E94ck29GGIghVtZ71Lat5aGwfP0ZJgBawDvCR1VxbuW6XzrhXYXTabh2n6FVmSteJVl50w1DeyYhtUAuPUAVCuKB-x7vJ9XgKGzMccfmG5KiFfGNRynKIzY9Uk301pv9wLYeTKlfFzIoAgvvHM8tNKEuWKDo%7EfhKAjtZzxLDgmeFF7zRmi0j2pufR4nNo7J8GlxMVogXRagx8%7EHndjHt1rgt7QdNwT1OUlefrGf5ezcvpNI04A__&Key-Pair-Id=K6UGZS9ZTDSZM 1f115611fe7b8c15553cd16732000a16 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/28b69d695500cf83ac43933b564bcdaf.jpg?Expires=1790208000&Signature=dEa6k7qaqXQGDFzHL5nY39oWtY-ClV%7EzQAYJFxxOa1HdRHlltBBteB%7EIfgY4x0WqrvmXUKDK1RW1IhBkCqq5OYNh%7EbksWJILmSzRZ3eOku8NEaVy2BPemBk701hmdoFLCSiNfecNWLG7zxMdvemCPem1aPQizI02fXyYfOLhfp%7EvXaUU37uQBuviGwAoQ9ZONshi0VgwkGQCYxoO3TAW4q9C1jsc8MxkZjlZkdMdY93p6UNA-IG81p51bQ4FWrlFtIQBvrUmwKjIIIk77KpiTjkFXVqBqqKui5D4kNedSKEbaUjrAM6y7I5p6ypMts4c1MMkTmOeK2PYF8uZtzf-Rw__&Key-Pair-Id=K6UGZS9ZTDSZM a82e4e0cd44906c8c4ca301d36b104aa 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 Lowell Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines. These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community. This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time. Please Note: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names. In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures. We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated. Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others. If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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 (Mass.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Virak Orr, Kimsun Keo, and Saovary En Subject The topic of the resource Service, Memorial Description An account of the resource "Pollard Memorial." Note: This is the most mysterious picture of Southeast Asian Digital Archives collection. If you have additional information about this picture, please do not hesitate to contact SEADA. We greatly appreciate your contribution to our repository. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource Item Location in Box 7, Folder: Orr, Virak Kimsun Keo, Saovary En -- Lowell Sun Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image 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 (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/e771f798a35aaa2371c802c7f2c97774.jpg?Expires=1790208000&Signature=EVh7qvIx2Arqcdv1KZQSzmyg2UjmfovPgkoEh1Qq%7E357SpBPuwe5EQbnmDcqpfXVY7BG-OLsHgwKqbXNgpA3JrkwecDALkUQ70KEMMdktM-uklLx2gWwIo4AqenOxcb%7EnEZ1w5M%7EMkxBnkvgtbIedkLeZikCwoWHoThO9rqaGbhoV4MpTNzLwkc6kforSthy1pSz7wSVo9-QieF8UNKjLVS-fy6W%7EbmnMtEV2hgKQnKTQutT5F0vW64j0Rz4y-omL-cVrAYTHoNiPqFJKpmY8OP7I8ipNWcKrRn4ZgZN3fJ1iKit4Aw3DcTzJdBoPTNEqZhle6D3L876%7EIcJC945mA__&Key-Pair-Id=K6UGZS9ZTDSZM 69ef18b61aff4017fd99e23d24c58a05 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/8b62a6891ea40bcb9f6ba29d14e891ba.jpg?Expires=1790208000&Signature=BCcILkauOIZdLCIFqE0RhuTwvScJ7QukNT5UVpslVSh8jcwP1k-OrWuWSDnb-BmEGQixvF-1WG%7E1iZKKyHGwkm3f5ULbjmD8CBKmzfZdN7pb7S3YdssKuPS5ueHJa16WMiyiX9ioRK6UrYHagoaTZ26L2BRSgSrfBtB8ewqrbKJSlWl9BiP9XLm7UGoCtlFndenJPFYQT7U3FLBjNvCouCnLH5XL1Kjo6qxrwvg4XMBadWTraaX89v8GGCEgGbPiL5dFO6J00SHAOP0qbepfc9tsjc60pSWkTEDvJlQI4fn1d1VXCeYJ1AuXq7cGjOmKr2tdlC18%7EA0ie0CMVAmAkA__&Key-Pair-Id=K6UGZS9ZTDSZM 565e272d362ce58b2117aa87a764ae62 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 Lowell Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines. These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community. This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time. Please Note: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names. In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures. We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated. Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others. If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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 (Mass.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Moody School Lowell: Vinh Huynh (Grade 8) attaches his bridge to bridge [breaker] Creator An entity primarily responsible for making the resource Hunt, Richard Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1992-01-24 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource Item located in Drawer 20, Folder: Schools--Moody School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_MoodySchool_001_ 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 (Mass.) Title A name given to the resource Vinh Huynh https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/8acef3073632fa483ce3eb1877e38096.jpg?Expires=1790208000&Signature=Joxr7NSyYJ28Yso8Pq7%7EuFBeTIAB2xJhLtlyMaGXvmm-8OHQDBVUA20JzEJk8nysNlrpR-71K-Bn84Db4AXhIizjOXFj82UEWhA-N84Exknf6h7BqeLtPEOFK2mC8kngL9x27iCU0wjw-3Fb-qVGD3OYVvm6B0Im2DU67XtCIp-zG8bJh%7EqRczmz1fQfyEcJ0VtXnn5fs37nCCUgXT8w8PiWSDSGSoAwcge-R2k89%7EYCs1nOis5k4dRNdrzcrRZNSEDokotpPCN%7E9FszicHb0nKfJPpcN%7EGO%7EmbxxKLl2-RAdVnqolHjDh3e-kSC8Ut6es7Pmo4HVUfll6N32VU4Sg__&Key-Pair-Id=K6UGZS9ZTDSZM 6d52da48808dca6739fa4a8926b96b1d https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/aa07ee374037c051639a8507c05e26b7.jpg?Expires=1790208000&Signature=PS-nK0lp22g4qdG3w4kyiEhCsHiZg2y49biEjZ-9N619MLKYhwifckjctRf4Mmwa%7ECUXy1MfMwYPAC9DUhMiU2jT%7EIEHN8Tyab-MbcVZJZvSt0P8gXuiPNfjBwFjK0yKexU29KC3JbkzJTDrWzshpVwroeYSA00Jofam0PSxh1T0JiI7Yr3H866%7Ey20LWAtduRgLc6LwRxSl0Thjbwej-o-dCdzu-gLwP4Ytc6JHNEdGT3ncdnMwLLyeXP6HzKLHQ7rfVANQxWibMc6apPHy8xfqWqMdTMojIRptbNO1VKlaMJ%7Ei1jQ5ukNHeITiA1ac9bKRsWi%7Esshs7bT42PztHw__&Key-Pair-Id=K6UGZS9ZTDSZM a0534abe13382164655c38d54f2f2ea2 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 Lowell Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines. These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community. This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time. Please Note: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names. In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures. We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated. Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others. If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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 (Mass.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource At LeBlanc School Lowell SouthEast Asian Students Dressed as rabbits for Vietnamese New Year Celebration Feb 17th. Vinh Le, James Do, Ba D. Vo, Nhi Dang Creator An entity primarily responsible for making the resource Wallace, Robert Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1988-02-10 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource Item located in Drawer 19, Folder: Schools--Leblanc School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_LeBlancSchool_004_ 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 (Mass.) Title A name given to the resource Vietnamese New Year at LeBlanc School https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/795556be0e306a64de8267d2c2c9ff38.jpg?Expires=1790208000&Signature=M9B1kB3Kyvb6L-fgbBG3gE0Vwk-49pJ4CQ-AUZNCIvf4EXr7uFwzBZF3%7ER3KllnNju5wah4p2HyHxf3V8UMc%7Ez9LkweA4ApkgNUIuWlvlkXJE4VPAnLZfrll4Yk4MALol650PYVDc5YgOzpVbFnHieNDz5ot-trzUDIX3-XyCNRO8P4KuS46KDEzRb0GRapspHiJIU7vYw0M1GnEX5rKmQMLSQyMSSJR48TxDx9SFmmUBvC-StIGmlVrf20XvTj3efPS4X9DfNLC8NFGQKKnhSPyTzVMJ8H4oZTEDjQxwhRxX8i5rL0zAz8R76wR54tH4AQ4uQkbrTMjKfyOHhKzqw__&Key-Pair-Id=K6UGZS9ZTDSZM e6f7583affd18e24f9f661d622b5006b https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/dc992c29d4242a0625f742da1ed4d920.jpg?Expires=1790208000&Signature=lz1IrSRllVfjcP5YojYxJ9vEU6ypJ256SjhP2DaYXmQM%7ElqHgaHKrudO%7E9moBaIBaMrRKYIef22ebBs3O8sOn137f3dGteAdrVoarNGf3WDs13OFXtj2UKQ6n6kBPXIidzTFrDXzqZQFnEx6xXnWc0XjdNO5pVWgOOOw7n77QgfdNclaQNIchZPiDTR1k3ODXxqKLphuAbindUv4No%7EfKH08oxBmbYP%7EeGnGPARLnEMubEyPWoJCuZ-bwUZQbwjNALiCbCh9TJVZX0jPAc7pteVmYFkS8IZsVC4XDKl%7E99nQ4QDdCiS%7EeoA6nvbmpEuoHVbn58ejJ3c0HxW2aF7hGg__&Key-Pair-Id=K6UGZS9ZTDSZM aa39fb58f945abaff296cbd33f1cb710 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 Lowell Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines. These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community. This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time. Please Note: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names. In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures. We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated. Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others. If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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 (Mass.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Vietnamese Fan Dance Description An account of the resource In middle Ha Pham(?) Creator An entity primarily responsible for making the resource Brow, David Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1990-03-21 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource Item located in Drawer 19, Folder: Schools--Lowell High 1990-1999. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_LowellHigh1990-1999_005_ 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 (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/6ddacc505639ab9099cf005c2ed0184a.jpg?Expires=1790208000&Signature=ADEN-Tvr3eRq84QVYsBJR1Jc2D0VUcNiZxFlAuTzBfaxzwBiwmtzwXti7xZM5RJm6omP0f1cukH%7EIx2ttqMCJ-gfRyj6wMI%7EUEcS%7E6a6aJiJKbcz98ganGvkjMd%7Ew5sfsQSlXR-aBIE9JXPCkl7M0IGIRASSXxeLULyHxZwufPnrfkCpv9ojMrgSmayKMVc8ICCXEI1BrmQK5cKjYzgAXbFw-zXyjPP3UeWDK5w1VmjjWbmGtOeE2QoauVlNjnKFaUbEO7P0GGN%7EfdbwTBidOPmPPrehmFABwuF2AA2hdd8B6DHy9QnfGsR%7E3Zwto-fY7G9M1UfPE4LH1lLZVW8SDQ__&Key-Pair-Id=K6UGZS9ZTDSZM 7c2da4c8744acfd64821a66bc1287856 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/f099a9915057b81ec1cf64c90659e367.jpg?Expires=1790208000&Signature=Gig2tOI2YXh89feBxA3xNTq7hxZfWwUsXEymhFqMXeBcKecEnnWQIEMc62%7E9RapqQWMHkEthVap0tyOlVmeu4xG0UE2AGN51LbT1Xogrw%7EywCrQ9KgXVXzw6PiBCIj%7E6xqGJcb6MQV9EYTHlPDmojrM3wNgrsWXMuOtu3-J4M%7EAxPaXi5%7EY54-Hh3OemlsXBxO9qHWDXFyUDj2UmMasat9iE51Fv0guGL5rzDbIYQ%7EGCM0nqiyPwCa8js5fZLV2JPX6pEqCOCuZ%7E7Lu5%7E8KMajYOC-pq0Nbh54WpyeHNhl1%7Edw70Mdg2XOsRg3YulacPa2CtFYT1ecie3GwjfZL2bQ__&Key-Pair-Id=K6UGZS9ZTDSZM 82581436b1104c42d3239d41c2627e06 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 Lowell Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines. These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community. This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time. Please Note: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names. In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures. We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated. Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others. If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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 (Mass.) Identifier An unambiguous reference to the resource within a given context LowellSun_ 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 Vietnamese dragon head at Leblanc School Date A point or period of time associated with an event in the lifecycle of the resource 1988-02-10 Description An account of the resource Working on dragon head for Vietnamese New Year Festival. Judy Melo and Alycia Ryder (students). Creator An entity primarily responsible for making the resource Wallace, Robert Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Subject The topic of the resource Education Vietnamese New Year Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource Item located in Drawer 19, Folder: Schools--Leblanc School Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_LeblancSchool_002_ 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 (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/45d4dd412a1208608b50076064c6bad3.jpg?Expires=1790208000&Signature=fZOuKPCa95fDmpTmmxlMhjn5NO8mFB-3DpfXsqHBjQNiLcQjNxJrYGEx07sgyaPiPMlmpRlrL6jbtg%7Ex28vhdp-7-%7Em6klQSJLPHLLjTDdIqhq-DBbq2ezMDEewDGprS-kEhzhzrRqgYm0Xhh3qYpITSDs5kH2uBWwI04Zmdgeveie00sLjp2L2Y3XYTtd2JvYN%7Ef8f%7EU3gLAbkjvrOBa77AZ-AEuWMeSoMQ5yFw2lE%7E0x7ESEzM6wOHx8PP3yTh7K3lR6X0%7EDil5cuMPI-1nIxaYs4GeJaNuYz65LNlETJjRzMawA9kidE7tE6%7E0SyU5oVWvt%7EVyHxcEJafd7e9Vw__&Key-Pair-Id=K6UGZS9ZTDSZM f6cf3946087193f5ef4d9de8fed3e529 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/252eb86b5d2a48525f72ad6f1791c744.jpg?Expires=1790208000&Signature=t2C0lQo4HWBOM-An8yY0afCwpa7iY-iK3n7sZ7YB2IsnVnAyE9xC49Zb8%7E5r9uJ9EwEicNYtN7PWgPcppjjVChv-HKzCpdtcdJvq2tMdWnMpPXyEVTqdrSuQppXE-IvHtsfvwRfufrGIobLWpxGKPyxbyZvZAQ2AYqbIURwhR6ejJ6Bl8I4%7Ew8wSN1iHnHP61zWTs3oBjtFCkSv-Yo9ScG5HoIaX7WXR-0X-WaZCYtwDvXGwB7CVLeOKaMiV-e54URQU18vVOh5tHUaZ6k%7Ey6jnI7Sndwi1ZTH2rHQRIUqEdfy1F4LvM42diwusKBl37i%7EVhmqcnSRonBcCmgHtzGg__&Key-Pair-Id=K6UGZS9ZTDSZM ea858fa8780a591148f0ca67610b66b3 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 Lowell Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines. These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community. This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time. Please Note: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names. In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures. We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated. Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others. If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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 (Mass.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Vietnamese Dragon Dancers Subject The topic of the resource Entertainers, Vietnamese Description An account of the resource Vietnamese Dragon Dancers start parade at Market Street, for Hunger - Homeless Week, 1991. Creator An entity primarily responsible for making the resource Malakie, Julia Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1991-07-27 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource Item located in Drawer 3, Folder: Events -- Hunger -Homeless Week Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_Hunger-HomlesWeek1991_001_ 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 (Mass.) Hunger-Homeless Week https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/add3b5e482220d2933f9d847a9b59b7a.jpg?Expires=1790208000&Signature=jFtb-rVjZS1sUODW1bSz9z5dYdTVzfS6g2xM%7Efum1KPKRZbOiHvZ2RI6KbfO51ze8NrSTjdswYkS%7EnWsnq0Lgy%7E59%7EDZPmcsnBuumIsR-hvwFUTKo3r%7EHDesxqRjuBtJFGewAk0EY3-g0II0FkKh6TE29-uWLzy5JHpdu5RUYas2vtW%7EfBDv10XmONmydY25ZekvTc1k9GhQZG%7Eg1%7ESbBs2l9CyOByZ3CE8PpmGMpR%7EAvGXUWVxQBksXA%7ETOhnHADkZ2fJNwjIoin-hIqnaMQjSFEF7dAEFtVG3WektYXH1V%7Euu5u5-GT8UuSwxNNmrM7mZZPoMfCJjef-fArTza2g__&Key-Pair-Id=K6UGZS9ZTDSZM 4b93da7abeb8c6df1042a2e168e1eb14 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/dd518e4464487cf0c4aec24fa822b4bd.jpg?Expires=1790208000&Signature=oakrsyqQxayOwcp13CUp9JzdO-QJu-EdwjVwZLQ4kRqQsZrWy-%7EiYz66RBsj0NM%7EN1Gh4IwHF07fZlqelrBNlMwsmJgLRBf2-c9h%7EKxzIQluIjGxZnjp25monPxu5NDkBfPB8d9SYD6TUCuO5gee2In7HVSLwDTfopUgNG33uH5lspZbe8B8V3w4o45ZYC9ChTEFhKlszYbvVNYEOMz-rW%7EQjkURKvoM45Ylx20zREp25UHQYotzXSjSbnwaBANFtCK5SAACiCHvREIhApyPpPxFL01yljhvqtnNrP8MSIRs4Aqss5LtTeSl%7EZ3I1ZE1b-jecHJmVqZYaYc4oxAsMQ__&Key-Pair-Id=K6UGZS9ZTDSZM c0f2a9f3eb4c58ca90987cfe8d5b3d88 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 Lowell Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines. These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community. This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time. Please Note: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names. In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures. We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated. Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others. If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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 (Mass.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Vietnamese Dagon Dance at JFK Plaza Subject The topic of the resource Entertainers, Vietnamese Description An account of the resource Vietnamese Dagon Dance at JFK Plaza, National Folk Festival, 1987. Creator An entity primarily responsible for making the resource Wallace, Robert Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-07-25 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource Item located in Drawer 3, Folder: Events -- Folk Festival 1987 Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_FolkFestival1987_007_ 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 (Mass.) Folk Festival 1987 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/9147acf422c0da84199afb7a3095088d.jpg?Expires=1790208000&Signature=pbQjRV7aaW4Sq9f0fehmSqJgLTIIRlStfRRN5VqKyAi99PQTxMuNtSfXrOMfBwnnFLv-VdbKOlnJuSLmPUq2CrrAmHEoq%7EhZ8YXqD%7EEj2U84ekTt0pcK8bzeVqg0FnLC1ENRjhF8HLxoZJMSKA8JPratHpK0pDsDBh78YPCwLDCU8zqU%7E29gMGYtuk6SXXcZnVsDTHp1jqQdBvEfIETm7-pT6gZXkCKYQT54efnapwq6wm%7EzTyJyy3nsyWJGm%7EiJpgcOUjP2xryZ0c5s3aIp40Ln39-fhgiWAtPuM8Ztemk97QU6wYUjd11L1EvHqnb4jdwAaiAUId7xPdUM9SgHaQ__&Key-Pair-Id=K6UGZS9ZTDSZM 9349216d5f4ffb7504306fa51282e854 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/647f2738a9061b3a031318449131c30c.jpg?Expires=1790208000&Signature=ICt5Kbv90ejRx87MubXn70RLCMCI2q9xcaXPC9-Yi98iP8lc76d0LW94zHpB4-TmZj7CTIqMaX2alLFQNASwjeppabUdZapB49FIU2KSGKaOlTeG6zZ55LOgVJcSbzwcSTP8rDNqri7thmwUYq4oK5N30oRc5I4dT1-%7E%7E0rUyNIAY1eVKOvxpkWA%7EracqCGD1ERTZCJttMzPIxv4UMl9CY4qzQ0J-H8YcNzrv09MZUqhz7FWmaEobeHIWXXf8z1zIZ6U-vzpuXXQLRZ8g75nSmkfzx7Es6oXJsoLLpV%7E8bWopRjLxQulr8RUddlPlMVEWa46Z6q18DAe%7ERYAV2xi2w__&Key-Pair-Id=K6UGZS9ZTDSZM 9a50064b803e77ba41a0879c1e7bc19b 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 Lowell Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines. These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community. This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time. Please Note: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names. In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures. We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated. Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others. If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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 (Mass.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Vesna Nuon Subject The topic of the resource Teen-age Description An account of the resource D.A.S office Growth, Vesna Nuon. Creator An entity primarily responsible for making the resource Pigeon, Mike Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1992-04-16 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). Relation A related resource Item located in Drawer 6, Folder: Legal -- District Attorney Office Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_Legal_001_ 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 (Mass.) Legal https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/ebd06d64b70ffa699bd131a12c30f931.pdf?Expires=1790208000&Signature=HnodYNaLCXCYmsD5oldK67tJr7rvLYrnxnVECkvqrglqNVcBcNZFRN8pQGYRX78lIo5ugBKPDM10q9mzK%7EyGPQUMpOK%7E46XYl7fYp2cczuEOktnZFnLWC7VRIgS18o5SkYjsCNGcJM%7EElAZgtQVdopox5GTlA7VFyRnbtvJ9-cF5NktDYzVU99%7E8IWg7VleFdwy64CgbHooxUYBwSQLOXTZKk-Gj95zopsPdhExg5cggf5%7EX9JOXbwpo56sOgS7tchkoMRGfuzrE53PYLShauj9NaXNLz3be-bW7Pwz6-hq851L-VQm6MQnnL%7EjuV4Y7nWFSv2Gc658NYi4U74y3kQ__&Key-Pair-Id=K6UGZS9ZTDSZM 94d435892d0d7112cb3bd1cb02ace62b PDF Text Text UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. CONTENT WARNING: Mentions of war, death, and other situations readers and listeners may find distressing. INFORMANTS/ NARRATORS: VERA T. TITH (VT) WILLIAM A. TITH (WT) INTERVIEWER: DATE: SHEILA L. KIRSCHBAUM (SK) FEBRUARY 13, 1993 SPEAKER DETAILS (TIME) SK (00:07): This is Sheila Kirschbaum and I'm interviewing Vera Tith and her husband William Tith at their home on February 13th, 1993. I'd like to start with some basic information about where you were born. You were both born in Cambodia, were you? VT (00:37): Yeah. SK (00:40): And, were your children born there? WT (00:40): Yeah. VT (00:41): My children... My son born there in 1979. There’s the Khmer Rouge, you know, left from the communist, that is the time that the communist leave. SK (01:00): And, was your daughter born here? VT (01:02): Yeah. SK (01:07): Page 1 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. You have two children? VT (01:07): Yes. SK (01:11): When you say he was born in '79 after the communists leave, what did that mean for you? How did your life change after the communists left? VT (01:23): For me, because since communists occupy in 1975, so that's why my son named Samnang which means lucky. In English, it means lucky because he's very lucky. Because we both marry before communists began. We both married, and after that, the communists start, in 1975. And we didn't have my son on that generation that's very hard. We don't have enough food to eat, we worked very hard. So, we don't have my son yet. When the communists tried to leave, that's my son was born. That's why we put my son's name Samnang, which means lucky. SK (02:14): Is Samnang a common name for the children that were born after the communists left? I know There's a child in Julie's class. VT (02:20): No. Samnang, which means lucky, that mean very lucky. That mean like that. Yeah. WT (02:25): It's just some parent that we believe in some... We just put it. Just give the name away. That we are just thinking about we are just left from communists. SK (02:44): It meant something special. WT (02:47): Yeah. VT (02:47): Yes, sometime lucky in different way. Like my son's name Samnang. It's lucky because he not born on that communist. You know? Page 2 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (02:58): Hard time. VT (02:58): On that hard time. Because, when we saw on that time, if we have children on that time, very very hard. You know? Not enough food to eat. Was very hard. That's why we put name. And some other Cambodian child name Samnang in different way because maybe in that family they have something very very hard, and on that time, they have their child, they put that Samnang because they left from you know the hard thing which mean that... WT (03:29): Like people, they live in the camp. They waiting immigration to call into the United States. But on that time, they wait and wait. They don't have no name to come to the United States. And then his wife become pregnant. Okay? They still no name to come to the United States yet. They wait and wait and wait. So, after that child born one day, they put born and then they have the name, come. VT (04:12): Come to the United States. WT (04:12): And then they give the name, Lucky. VT (04:12): Samnang. Samnang. Yeah. Which means that. SK (04:13): Lucky. WT (04:13): Yeah. SK (04:13): Wow. VT (04:13): Yeah. That's very good, it's important. Page 3 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (04:13): Different, different way to give the Samnang or Lucky name. VT (04:18): Like Samnang, which mean lucky. SK (04:27): Yeah, I can see why. VT (04:28): Yeah. SK (04:29): Does your daughter have a special name that means anything? VT (04:34): My daughter, when she was born in 1983, at Lowell General Hospital, they gave me the book you know to choose the name, but my husband combined my name. So that's come out Deanna. So Deanna, before my name is Dee, so he put it down combined together. Deanna, we saw on the booklet, Deanna, so we took that name. So I thought all night, "That's very good." Meaningful, too, for Deanna. I see on the book. SK (05:08): Mm-hmm (affirmative). So her name is Deanna? VT (05:11): Yes, Deanna. SK (05:17): It's very pretty. WT (05:17): D-E-A-N-N-A SK (05:19): D-A... VT (05:19): Page 4 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. D-E-A-N-N-A SK (05:20): Oh. VT (05:22): Which mean very firm love, with you know my name, too. SK (05:28): Because your other name is? VT (05:31): Yes, Dee. D-Y. WT (05:32): D-E-E VT (05:35): No. Before we changed. D-Y. D-Y is called... You too, if you see D-Y, you not call Dee, you called Di. Right? See? You say Di. When I became citizen, my husband say that's a good time to change. So that's why I choose Vera. I don't know Vera, which means, which... I say "Oh, that's good time." Because I go anyway, and I spelled D-Y, they called me Di. So that's a good time to change, too. That's why I changed my name to Vera. SK (06:06): Oh, that's interesting. So you chose that the day you became citizens? VT (06:06): Yeah. SK (06:11): And did you choose William when you became citizens? WT (06:16): Yeah. SK (06:17): Is A-N your original name, then? Your Cambodian name? Wasn't it An? Page 5 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (06:23): Oh. Yeah. SK (06:26): What was your name before you chose William? WT (06:28): They have to call me, that's why I change. VT (06:30): They have to callWT (06:30): Savoeun. VT (06:30): S-A-V-O-E-U-N. Savoeun. That's hard to call. You know? SK (06:30): S-A-V-O-E-U-N? VT (06:31): Yeah. WT (06:31): When I was at work, somebody tried to ignore my name. VT (06:31): They had to call, "Hey, you!". But that's what I call the easy name. You know? Let them call easier. That's why he choose William. SK (07:02): How does it make you feel, though, to give up your Cambodian name and take an American name? VT (07:09): For me, that seems like okay, because it seems like in here, it's easy for them to call. Like just I mentioned, my husband, when he go to work, some people have to call, too. So that's a good Page 6 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. time to say, "Oh, maybe put that name." But, we don't mean like, "Oh, we change names." Because my eyes still the same, my nose still the same. [inaudible] then my body's still the same. So, just change name. Easy, the two way. Easy for the people in here, and easy when go to work, too. So it's no matter. It's not a, "Oh, why we change name in here?" Seems like I think, from my understand, I think they're very good too. Because easy for them, and easy for us. SK (07:59): Mm-hmm (affirmative). VT (08:01): Yeah. SK (08:01): One of my fathers, I think it was his great grandmother, changed the name, for the same reason. Just to make it easier. They changed the last name. Well, I know Vera, you're a teacher. Have you been a teacher ever since you've been here, or were you in Cambodia? VT (08:19): Yes. I teach at Cambodia for two years. And when I escape to Thailand, I teach like... Thailand, almost two years too, in Thailand camp, because I stay there and... SK (08:36): What did you teach? VT (08:36): Teach young children in Thailand, and I teach... WT (08:38): French. VT (08:42): Secondary school. You know? Like [inaudible]. Because in Cambodia they have vacation too. Seem like a [inaudible] in [inaudible]. I teach that. Yes. I have background in that. Yeah. SK (08:55): You taught French too? VT (08:55): Page 7 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. Yeah. SK (08:55): Wow. VT (08:57): Because in Cambodia, learn French. So that's why move them in English. That's why I came United States. The first time, I don't know English you know very well, but I know a lot vocabulary in French, then just pronunciation little different. That's why, because I understand. When I heard the word, I can like, "Oh, that is mean like that." Because it look similar to the French word. It looks similar. Just pronunciation. SK (09:21): That's [inaudible]. People will ask me how to say something in Khmer. I'll say I cannot do that. But I can say it in French. VT (09:21): Yeah. Oh. You look at like, demonstration. In French, “démonstration.” The same exactly spelling. But just the same pronunciation. See? WT (09:48): Different. VT (09:48): Different pronunciation. SK (09:49): The English language has a lot of words from French. VT (09:55): That's right. So might be having easy to... SK (09:57): Yeah. And then French and Spanish are a lot alike. I think that's why [inaudible]. VT (09:57): Yeah, that's right. Page 8 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. SK (10:04): So did you have difficulty speaking when you first got here? WT (10:15): Yeah, we learn [inaudible] in Cambodia. VT (10:15): Then secondary school. At a secondary school that's why I know some English make me easier come to United States. Because I know the word too. WT (10:26): ...from high school, and college. VT (10:28): When I was away. SK (10:29): Mm-hmm (affirmative). [inaudible]. VT (10:30): Yes. Everyone did when you go up to high school. They have one that was one hours a day. But everything, every subject is in French. So I took one hours a day in English. WT (10:43): When we get upgrade, we learn more French and can go [inaudible]. When we beginning from to upgrade, Cambodian more, learn French [inaudible] until we finish school 100% with all subjects, French. All subjects, 100%. SK (10:43): Did you go to college in Cambodia, then? And did that make youVT (11:22): I complete in there, but unfortunate I come here, no proof. That's why I study really hard. WT (11:30): They destroy everything when the communist control. VT (11:31): Page 9 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. Empty hand. WT (11:42): How they move-VT (11:43): Don't have anything. WT (11:43): They move all the population out from town to outside. To the farms. You know? Two to three hours. SK (11:48): And did they consider you dangerous because you were educated? VT (11:51): That's why the point that I want to share too. WT (11:55): They [inaudible], because we saw keep eye on [inaudible] we moved before the communist control [inaudible], and we saw what's going on [inaudible]. VT (12:09): Only black, that we can wear. Only black. WT (12:12): A dressVT (12:12): Wear black clothes, black pants, black shirt. Only black. You don't have any color. WT (12:18): Black shoe. VT (12:19): If you have color, have to be like a... You know? What it's called? Like, the [inaudible] of the tree to make your clothes black. You cannot wear color. No way. Page 10 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (12:37): Oh. You mean like, if they don't provide black clothes enough, and then we have color clothes, they can boiling the peel tree. SK (12:41): Bark of the tree. VT (12:41): The bark. Yeah. That. WT (12:41): Yeah. Yeah. And we put it inside. Then after that, we put in the [inaudible], to make it black. SK (12:42): If you had color clothes, they thought you knew how to make dye? WT (13:10): Mm-hmm (affirmative). SK (13:10): To cover your clothes with? WT (13:11): When they just said like this, then when we go change to black color, you still... VT (13:19): Your mind not follow them. WT (13:21): You mind still [inaudible] something, which you're going to [inaudible] one thing. And one spoon of rice. SK (13:37): So now, do you like to wear colors? You have [inaudible]. VT (13:41): Yeah. Usually. Page 11 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (13:42): It seem like that is still communist never change. They change the idea because the Vietnamese control. And then they know the idea that Cambodian people don't like the [inaudible]. They just make freedom about wearing [inaudible], and something. But the rule still communist. SK (14:16): So, when the Vietnamese army invaded, that made things better for you eventually. Right? VT (14:16): From my understand, it just Vietnamese invade in Cambodia, but on that generation, seem like Vietnamese have something in their mind too. It's not just come for help us to on that time, Khmer Rouge. Because that time, Vietnamese want to be occupied from, I understand history, that... You know? That's hard. It's not just on that time, I say, "Oh, Vietnamese come, and Khmer Rouge are gone." I don't know, because I don't like politics at all. That's why I don't care about. But they say Vietnam come, and we are free from communist on that time. But I'm not sure about that politics. You know? The politics changed somewhere else. But I don't know. But I still heard on the news and on the tape, I saw on the movie last time, tourist say when Vietnamese came and Khmer Rouge are gone, those two seem like together. Khmer Rouge come, Vietnamese out, Vietnamese come, Khmer Rouge out. Seem like politics to each other. VT (15:28): That's why my husband and me, keep thinking about it. How we get free too. You know? When this come, the other out, when the other come, the other out. So that's why free never come to Cambodia. Poor Cambodians in the middle. You know? The play around, it seems likeWT (15:47): A game. VT (15:48): Like a game. That's what I saw. You know? WT (15:50): And I feel bad for the UN. When they are to help Cambodia out. But I heard on the news, some UN was killed by... SK (16:10): Mm-hmm (affirmative). Page 12 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (16:10): They don't find out. They didn't find out who kill them. But I just feel so sorry. You know? What's crazy, they don't put UN, they don't respect UN, they just kill. I couldn't believe it. Because UN just come and help every country. They should understand like a Red Cross. When I study in the war, when they saw the Red Cross truck, they cannot shoot, but they shoot. They don't care. VT (16:48): That's hard to believe, Sheila. That's my opinion. That's hard to believe. Who do what, and who killing. And sometimes, when we saw the news, seem like I don't blame. Like, all news is perfect. Right? Sometimes, sometimes wrong too. You know? Seem like the killing. We don't know, Khmer Rouge kill, or who kill, or Vietnamese kill. Like, United Nation go to help. We don't know. Sometime, in mind for instance, like two people, A and B. A want to kill C, but A don't dot it by himself, because A want to be like that. A give money to B. "B, you kill C." So the point is, C is to get money. But the main idea come from A. Did you agree that? WT (17:44): Mm-hmm (affirmative). VT (17:45): That's what I keep in mind. That's hard to see who kill who. That's why the wars still around and no peaceful. SK (17:55): Feel like you can't trust anybody. VT (17:57): That's hard. You know? Hard to be trust. That's why I look at Cambodia, and it's very, very sad. Look at all the pictures. I went there, and very sad. WT (18:08): To me I believe they don't even like it, how it was [inaudible]. They don't want to know. And see, we are outside here and [inaudible] when the Vietnamese out, because we chase them to the [inaudible]. They took everything they saw [inaudible]. They took every single thing from my country to their country. But first, they took the gold within the [inaudible], and when are ask them to change, they said no. That's a soldier died [inaudible]. But we know they took it. Everything. Machine, rice, gold. SK (19:01): Page 13 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. Did you have a job where you did check vehicles then? WT (19:04): Yeah. We had it, but they don't make, because they more power than us. SK (19:05): Right, right. WT (19:05): Yeah. SK (19:12): So, what was your job at that time, in Cambodia? What were you doing for a job? WT (19:27): Oh, me? Electrician. SK (19:27): Electrician? WT (19:27): Yeah. SK (19:27): Uh-huh (affirmative). WT (19:27): On the... VT (19:27): That's '79. SK (19:27): Pardon me? VT (19:27): In '79. 1979. Page 14 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. SK (19:27): '79. WT (19:27): Yeah. VT (19:27): When the Vietnamese come, that's '79 that they come. That is why I saw on news they invade Cambodia. But they take a lot of things from Cambodia. That the point, that's what we see. WT (19:42): And one more thing I would like to tell you too. When I was there in last summer, with my family, and I just heard [inaudible], they say that they wanted the Vietnamese soldier out of Cambodia. They say, yes. And then they change the clothes from soldier to regular. They still more Vietnamese in there. And the Cambodia soldier said, all these soldier. But just they change the clothes. VT (20:22): Change the clothes. No soldier, now regular people. WT (20:25): Yeah. See? And right now, if you not Cambodian, Cambodian still know which one is Vietnamese. If you went there, you don't know which one, because they... VT (20:36): The same skin. WT (20:36): ... they are the same color right now. Before they put the hat, we can ID. Now they don't wear the hat. They make similar to Cambodia until listen to them and listen the action. They speak similar. Especially, they talk to Vietnamese and to Vietnamese, usually they spoke their language. Now they don't speak. They speak Cambodian to themselves. SK (21:06): Oh. WT (21:06): Yeah. Page 15 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. SK (21:15): They want to stay. WT (21:15): Yeah. They going to stay there. VT (21:18): The bottom line, we have to understand each other. No matter what Vietnamese, no matter what Cambodian. Every country understand to each other. You know? Don't want to be more powerful, more money, more rich. That's why I keep still in my mind. I say, "What they want to do?" But all those, they want to be more powerful, more money, take all things. That's why the war start. What they need for? I don't believe in those things. Like everybody, I don't believe that way. Why they need war. And look there. It's not peace. I went there, and my tear cry all the time. I cry, say, "What should I do now?" You know? Because I think that way. If all the people think that way too, maybe no war, and we all together. That's why I love Demonstration School very much. That's why I [inaudible] the children grow more and more. A lot of people like the Demonstration School. I think it's no war at all, because they seem like they love, they joy, they understand each other. VT (22:33): Look at this. Hard to [inaudible] to someone, but like we came in United State. Very good country. You know? They seem like control, very good. But over there, we want to share too. We don't want only Cambodian in Cambodia. Not only Cambodian people. Any country can join together. But don't make the problem. Right? You know? Maybe we do together, loving together. That's why the way that we are joined together. Like in here a lot. Look at in here. Seems like a lot of things going up on the news. You know? Killing, shooting, that's why other guys, they say, "What should we do for people?" That's the main point. WT (23:22): Vietnamese people, when they going to do in their country and, when the government [inaudible], I see in Cambodia too. But after that is gone now, they said like a flower, it bloom. They come in, get the citizen. But they get the politics from their country. When the war, they just fight from outside and inside, like a flower. See? That's why. Not like in here, a lot of different people, they get the citizen, they love the name. They love the United States. They, "This is my country." Everyone said that. But Vietnamese, they just want my country. Because they follow the leader, namedVT (24:16): Pu Ching [spelling?]. Page 16 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (24:18): Pu Ching [spelling?]. Wrote the book. VT (24:19): We know the story. WT (24:21): After he die, he wrote a book. "You have to take Cambodia, control Cambodia." He want to [inaudible] the power. SK (24:39): So he still has that influence? He influences people through his writings still? VT (24:41): Because they have on the writing, from the [inaudible], we should be [inaudible]. But seem like that from we they know that. This summer, I went. You know? WT (24:52): Didn't you see Kerry? VT (24:53): Yeah. John Kerry? WT (24:55): Yeah. You see that they went to Vietnam? SK (24:58): Mm-hmm (affirmative). WT (25:00): They so smart and they do it quick, that they... They do like this. Vietnamese politics like this. Dirty. They so twist, very fast. In the United States, [inaudible] I trust them maybe, I don't know for future. Because they change so fast so fast. You know? When they go there, John Kerry went there, they smart, they show the government, they show the American guy, the soviet guy, they show the [inaudible]. Just drinking. Yeah. VT (25:38): That's why I give example for you like A, B, and C. Page 17 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (25:42): [Inaudible] just looking at the last time, how many hundreds that American soldiers die in Vietnam. Right now, I still look at cartoon or movie. You know? I still miss a little bit, people. Vietnamese play game so much. SK (26:03): Would you ever go back to Cambodia to live? WT (26:04): I don't know. VT (26:07): For my dream, yes I do. WT (26:12): [inaudible]. VT (26:12): Because I really in peace, that's why we waiting. That's why last summer, I brought my son, my daughter. All, we went there. We want to show how Cambodia is. Seem like, look really small. It's not like just before 1975. Before that, very peaceful, and very, very good. You know? That's very wonderful place. But after 1975, up to '79, everything destroy. From '79, it seems like now I went there, still not peace also. It's not the same before. But my dream, I say because we hope that the more we try, sometime, it might be good. We don't know. But my dream, I want to go back to. SK (27:07): Was it dangerous for you to be there when you went last summer? Or is it safe for you to travel there? VT (27:13): I saw by my eye, very scary. Was lucky, that's why we came back here. We keep say we are lucky. How many people went there? almost 60, yeah? Some got accident, some got stole. Different kinds. You know? But for me, we went from capital... Because my hometown is far from capital. How long we drive? How many hours? 12? Or eight hours? We drive... WT (27:49): Page 18 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. No, that depends. Before, we drove about six hours, because the roads is good, the highways are good. But now, it's very bad. VT (27:54): You know? It seemed like a [inaudible]. WT (27:54): A lot of hole. You know? Because the... VT (28:04): Broken road, or broken [inaudible]. WT (28:05): Because Khmer Rouge broke the bridge. And the roads broken. They don't build. And took so long to go there. But it's not too good. Not safe at all. When see a [inaudible], my family come back. She said, "Oh, you guys so lucky." VT (28:29): Mm-hmm (affirmative). It's very hard. WT (28:31): Because she went there before me. Not safe at all. VT (28:33): It's scary. SK (28:36): How did you get out of Cambodia? WT (28:40): When? Before... SK (28:40): When you first left. Yeah. WT (28:42): There's a path turn through. Vietnamese control the border. Many lane. Inside border, and plus, they live in the forest close to the Thailand border. We had to [inaudible]. Page 19 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. VT (29:02): Crawl. Mine. They put mine. They don't want Cambodia cross to Thailand. Vietnamese put mine. SK (29:09): Vietnamese didn't want? WT (29:09): Of course not. VT (29:11): Yep. Oh, look at my mother. My mother-in-law cross the mud like this, Sheila. Mud. And very, very sad. You know? That's why I have one niece, they have two children, now three children still there. We have five people to come United States. We have name. But my mother, she says she misses... You know? She don't want to leave. She wants to go back to Cambodia. That's why she came after me in 1983. '83, that my daughter born. Three months, then she came. And my niece still there. SK (29:47): That'sVT (29:49): That's my mother-in-law. SK (29:51): Your mother-in-law? Uh-huh (affirmative). VT (29:51): Yeah. She died by the time that I go work at the Demonstration School. SK (29:56): Oh. VT (29:56): Yeah. SK (29:56): She was here? Page 20 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (29:58): Yeah. VT (29:59): She's here. WT (29:59): She came in '83. VT (30:00): But she came after me. I came '81. WT (30:04): [inaudible]. VT (30:09): Yeah. SK (30:10): So, you and you, and and your son... VT (30:14): And my son. SK (30:14): ... came in '81? WT (30:15): Yeah. VT (30:17): Yes, '81. SK (30:17): Together? VT (30:17): Page 21 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. Yeah. SK (30:17): And then your mother came in '83? VT (30:18): Came after. WT (30:20): When we was at the camp, we have [inaudible]. That's why [inaudible]. And when we have name, she don't want to come. She wake me up. She want to go back to country. VT (30:44): [inaudible]. WT (30:45): She said she want to die in Cambodia. SK (30:46): Your mother did? WT (30:46): Yeah. VT (30:46): Yeah. SK (30:50): But she changed her mind, and sheWT (30:51): Yeah. When I come here two years, and then they have a lot of problem in the camp, [inaudible]. You know? The people for [inaudible]. VT (30:56): [inaudible]. That's hard to leave. With my niece we decide very hard... Page 22 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (31:15): And when my mother come, [inaudible] to come to the United Sates, two men took my niece away from her. Seemed like that they steal her, but over here they call... SK (31:29): Kidnapping? WT (31:36): No, not that. [inaudible]. VT (31:36): Take away. They took it out. Because my niece... how old she is? It's 11 or 12. Yeah? WT (31:46): [inaudible] they come down here, 16. VT (31:53): Yeah, they took it out. So that's why she came alone. She came United States. SK (31:57): Who? Your niece? VT (31:59): No. Now my niece still in the camp now. WT (32:03): My niece [inaudible]. Because the two guys took from my mother. They don't want my niece come. SK (32:10): In Thailand? So she [inaudible]. WT (32:12): Yeah, they took from the Thailand camp to the Cambodian camp. SK (32:17): They took her back to Cambodia? Page 23 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. VT (32:20): Because, seems like they want money. Something like that. But they took it out, and my mom still alone. So that's hard. You know? That's not easy get there, and we went to pick her at the airport. WT (32:34): But when I was there last summer. I asked one person to go from Cambodia to get my niece to me. They spend $100 go there, and $100 go back to [inaudible]. VT (32:53): That too far. You know? Too far from the Thailand camp and from my house that I live. That's why they go to [inaudible], they want to see. SK (33:04): So, you didn't see her when you were in Cambodia? WT (33:06): Yeah. SK (33:08): Oh, you did see her? VT (33:08): Yes, that's right. WeSK (33:09): But you had to pay $200. WT (33:09): Yes. VT (33:09): Yes. $200. WT (33:10): [inaudible] had a long [inaudible]. Plus, people that [inaudible]. They had to sleep one night from [inaudible] to for my niece to see me. Page 24 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. SK (33:29): So she's not free to leave the country there? They're still holding her? VT (33:33): Yeah. NowWT (33:34): See, I went to a international before my mother dead. Before my mother pass away. And Captain Flynn. Yeah. Captain Flynn. VT (33:51): Yeah, Captain Flynn. WT (33:54): She work for the [inaudible]. She said I cannot leave my [inaudible], because [inaudible]. SK (33:54): Oh. WT (33:55): They just want mother... VT (33:57): The rule change. WT (33:57): ... or father, or brother, or sister. SK (33:57): Immediate family. WT (33:57): Yeah. VT (33:57): Mm-hmm (affirmative). That's why we wait, and wait, and wait. So we cannot get [inaudible]. WT (34:06): Page 25 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. But right now, I heard we can sponsor from Cambodia to United States. I just talked to my wife this morning, and she's still have one brother, two sister, and two.... VT (34:29): One niece, one nephew. WT (34:34): Yeah. To her [inaudible]. VT (34:35): That you already [inaudible]. WT (34:36): We have picture. We have picture [inaudible]. VT (34:49): Sad story, Sheila. SK (34:50): Yeah. Yeah. VT (34:50): That's whySK (34:50): It's hard to imagine. VT (34:56): Now we leave all [inaudible]. This all that we can show. WT (35:04): Let’s see. VT (35:04): We [inaudible] a lot together. This is my sister, here. WT (35:11): Page 26 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. Yes. [inaudible]. VT (35:12): Now she's teacher too, over in Cambodia. WT (35:13): [inaudible] when I went there. And she told me her [inaudible] is in college. VT (35:13): In Cambodia. WT (35:13): [inaudible]. VT (35:13): Yeah. In Cambodia. WT (35:23): [inaudible]. VT (35:26): Oh. My uncle. He is very tall. [inaudible]. WT (35:31): This the college. VT (35:35): [inaudible]. WT (35:40): [inaudible]. VT (35:41): [inaudible]. SK (35:47): It must have been hard to say goodbye to her, to come back here. Page 27 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (35:49): [inaudible]. VT (35:49): Oh, Sheila. All day cry. Especially my daughter, my son. WT (35:53): See this? All these people, uh when I went there we uh make celebration. Yeah. With all theVT (36:01): They so happy... SK (36:02): Why? VT (36:02): ... to see us [inaudible]. SK (36:03): [inaudible]. WT (36:03): Yeah. VT (36:03): One month very quick. Very quick one month. SK (36:07): Yeah. They [inaudible]. WT (36:09): [inaudible] cook, chef. SK (36:09): Wow. WT (36:20): Page 28 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. They so happy to see us, and we come close. "Oh, they are people from United States. Oh. Look [inaudible]." They used to say that. These are people in front of the airport. When I went to come back to the United States, and I took a picture. See. SK (36:42): Mm-hmm (affirmative). All friends and relatives of yours? WT (36:45): Yeah. VT (36:45): No. WT (36:46): No, it's justVT (36:47): It's not all mine. Different people. You know? They come to wait, to see. They have their brother, sister, [inaudible]. You know? Sometime go to ask "Did you heard this name, that name?" Because they miss to... very, veryWT (37:01): See? These are my wife’s sisters too. VT (37:03): Just married. WT (37:07): Just married after we come back. We cannot wait, because we just have one month vacation. VT (37:14): [inaudible]. SK (37:35): Wow. WT (37:36): And then we cannot wait. Page 29 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. SK (37:36): Oh. But she sent a picture? VT (37:36): Yeah. WT (37:36): Yeah. She sent these two pictures. VT (37:36): This my uncle, this my aunt. SK (37:36): [inaudible]. VT (37:36): There is my brother. [inaudible]. SK (37:36): Oh. VT (37:36): Where? [inaudible] SK (37:43): Are you still an electrician here in the United States? WT (37:46): No. SK (37:46): Doing something else now? WT (37:47): Yeah. SK (37:50): Page 30 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. I think you might have told me [inaudible], but I forget. Are you starting your own business? VT (37:50): Yeah. SK (37:57): Or, were you trying to start your own business? WT (37:57): Yeah. VT (37:57): Because now, Sheila, my husband will get... almost 12 years, right? WT (38:03): No, 10. VT (38:03): 10 year. And got laid off, now we know. I keep telling him. "Go to school." You know? No one can steal education. [inaudible] you know keep like a trick on us. And he got laid off. See? That's very... WT (38:18): The one that I'm talking about. That's [inaudible] with my mother and sister to come. SK (38:18): Yeah. WT (38:18): And then... SK (38:40): So did you have to start from the beginning with your education? VT (38:44): Yes. I became the first Cambodian teacher in Lowell, in 1985. So I study courses you know every semester. So now, it seem like 120 credit a lot too. But I keep take every semester. One, two, or three. But last year, the year before, I took a lot. Like, complete 10 courses, eight courses. Page 31 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. But now, Dr. Pearson told me, just two more. That's it. So when I have a degree, I can go to get certified too. Because before you get certified, you have degree first. But they cannot give, because I don't have any proof. And they invite other experts, come. You know? WT (39:35): Most of the camp... SK (39:35): Hold old were you? VT (39:39): Very skinny. WT (39:41): Skinny. [inaudible]. SK (39:42): That's still in Thailand? WT (39:47): Yeah. VT (39:47): Yeah. SK (39:48): While working here? WT (39:48): That's one teacher. VT (39:51): My husband. Yeah. And I teach young children that come. You know? We have ฿10. For one day. Right? ฿10. Thailand money. ฿10. They call it, ฿10. So my husband get ฿10, I get ฿10 every day. You know? That's why. To survive, at that camp. SK (40:11): What year did you leave Cambodia and get into the camp? Page 32 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. VT (40:16): '79. '79. SK (40:19): So you spent two yearsVT (40:20): Spent two years, yeah. So I start teach over there almost two year until the name call, that's why I left to United States. SK (40:30): And some groups sponsored your coming here? VT (40:34): We pick, from I heard, I fill out the form, because a lot of American people went to the camp. They ask more information. They ask me to want to be like one more they understand French a lot. Or English, some. So I work with a agency, Like, a hospital, a lot over there, they need me too. But lucky when I go to interview with the school, they say they want to take me to teacher, and the other one want me to be a nurse over there, because I know I was a midwife in Cambodia also. So seems like one want me, they want me but... finally I teach, because my husband sport teacher, and say, "Oh, teach." And I had my son too on that time. So we both went the same. You know? Teaching. And we get money from that. SK (41:25): So your husband taught sports? VT (41:25): Yes. SK (41:26): And he was an electrician, too? VT (41:34): No, in Thailand no electrician. He electrician in Cambodia. SK (41:38): Cambodia. Yeah. Page 33 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. VT (41:40): Yeah. He get a good job. Like, in here too. Everything, he can do it. That's very good. SK (41:45): That's good.. VT (41:45): Yeah. Have a lot too. You know? If you car really expensive. Seem like little thing he can by himself. So that's very good. SK (41:56): Now, did you have any choice about coming to Lowell or...? VT (42:00): Oh. The point is, I came the first time, I came to New York. SK (42:06): Oh. VT (42:06): Yes. The first arrive at New York, February 18th. I remember. I never forget. '81. And I came New York almost one year before. Very hard at New York. I live at Brooklyn. My son often sick, sick, sick. And I took subway. My husband came early. Two weeks he had go to work, because they don't provide welfare or food stamp. So he go to work, because say, "I have only one son." So that's why he go to work very far. You know? Take subway, and 15 day in United States. $3, something he work there. VT (42:50): And after that, friend in mine live in Lowell. He call and say... because he know my background. Because usually, I learn in Cambodia. Have a lot education. And he say, "Come here." Because hear everything I told, because I have a hard time. Take subway, bring my son, go to the clinic that's very far, change different train. You know? Almost very, very hard. And he call, and I told about life in New York. And he say, "Come here, because in here, they have education, easy to go to hospital, easy you know to go everywhere." VT (43:28): So we decide. Say, "Oh, maybe we can." And after that, is why we came in Lowell in 1982. January fifth. Yeah? January fifth, I came in Lowell. So, came in Lowell, that's why I say, "We Page 34 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. cannot survive, because we don't have any welfare and food stamp." I decide to go to work, too. And on that time, '81, '82. It's very, very hard to get a job. So they took me, interview me [inaudible] they choose only me to work at company product for glasses. Because I can understand. Hard to find a job on that time. VT (44:11): So after that, I worked at the Prince, because I have Deanna. And my son go to school, and he missed school. He missed school one day, because the bus didn't pick up. So I make a phone call at Greenhalge School. So I make a phone call to say... Because the bus didn't pick up, I drop my son to school. And that time, that's really that I start to be a teacher. And Miss [inaudible], my son teacher, had problem with the Cambodian kid. They cannot understand what parents say. On that time I brought my son in there, he said, "But you have to speak Cambodian with the other parents, because they cannot communicate." So I talk, and I tell English that she say, "Oh, you..." She asked me about my background, "What do you do?", and say, "Oh, you should apply, because they have job opening. They want to looking for Cambodian teacher." VT (45:08): So she call right away. Because Mr. Gallagher... She spoke with Mr. Gallagher, principal at Greenhalge. And she called to [inaudible]. And one day I worked over there. I have good salary too, at Prince. And they call me, interview on Friday, and they let me work on Monday. I get job, that's why I became a first teacher. And after that, I teach Vietnamese, Laos, Cambodian. At one class. You know? So they don't understand. I cannot speak much. I know how to count in Chinese, in Vietnamese, or in Laos. But not much word. You know? My husband know a lot. Like, different languages. He know a lot. You know? The word to find. You know? That's very good for him too. That's why I start teacher in 1985. SK (46:02): That's great. VT (46:03): That's right. Look at that story. I still do my resume on that, because I never forget. So I write down, because... You know? Who knows? That is for my children to see what happened. You know? The sequence of life. So I already write down, that's why I took classes. Sometimes they ask about writing on our lives. Very, very share. And when you see the sequence look at, that's sometime I have free time, I lay down, and with my husband, and we thought about it. How we all now. You know? Seem like it's amaze. We don't think we have everything, and we do. VT (46:51): Look at our life. We supposed to be killed on that generation. We so skinny. My husband work very hard. You know? Now he's very hurt, still hurt. A lot of things he hold. Because you cannot Page 35 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. say no. If they say you have to do, you have to do. But me, lucky. I'm lucky on my generation. I'm so lucky too. And that's working so hard. Because, seem like I don't know. That's why I say my life very, very lucky. When I work with my parents, I'm very lucky too. Because I have my sister do all the work. And very good, because only one for me is study. I really love study. That's why I say, I still remember my parents. Especially my father. Because he say, "No one can steal your education." He worked very hard for me. You know? VT (47:48): Because, in Cambodia, because my family is not rich, but it's not very poor. In the middle class. But Cambodian people, if you a girl, you cannot get high education. Most have to be stay home. Some that have high education, very rich. You know? Seems like. Or lucky. For me, very lucky. You know? Seem like I finish school in my country, and I go to capital, I finish study. And I have name. Some people support me to go to more education. That's why I finish my education very high in Cambodia. And lucky, and all the communist generation very lucky too. And I never lie on that time. I always tell the truth, because he say... End of tape 1 of 1, side 1 of 2. Page 36 of 36 � https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/cd9f678738b0f07d23f22afe9a320884.pdf?Expires=1790208000&Signature=byEJfG19bV0kpVYrwHOy3g5462lO4XMhSBHPicMzXpqHGvwmuOIarfpWn35dtK5Up9PHh0f9Ta7RZ7lEkJ-FJdKN%7E0S56AvH64Bikdm7B-ozYBLPJMDXXMt2vhQ4R5AdWKgXchja6IuwmVjb0G8OkNwTPrbb7--2bK0lU8-RwRavw2Lw9ajOW6qc6bLfWs%7EG2m8G-h5sp8P7g2Wq8sBaMqa%7Eb1B6%7Emp1KJ%7EyNbu9VOMNaPvZf28mKZboIMUYThU2U0H0qh0JrbPe9tyPuincDEMBR8R%7EF1i0VqBkhkWCiek5mwEfZ%7Er8wWIYvmKvYhEOj%7E49f79fdOlHyOqK7MrIIw__&Key-Pair-Id=K6UGZS9ZTDSZM decf9ee134c67138154d6124a0c6f2b5 PDF Text Text UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. CONTENT WARNING: Mentions of war, death, and other situations readers and listeners may find distressing. INFORMANTS/ NARRATORS: VERA T. TITH (VT) WILLIAM A. TITH (WT) INTERVIEWER: DATE: SHEILA L. KIRSCHBAUM (SK) FEBRUARY 13, 1993 SPEAKER (TIME) DETAILS SK (00:03): In the camp you mean.. VT (00:03): No, in the communist generation, people are starvation. When I call, I say because maybe why, maybe why people like no generation because people 17 the old people they divide separately. They eat differently because what is called crime open borders or Khmer Rouge right, what's called... And our people because people 17. So you cannot eat really well. WT (00:44): When the revolution on the March 18 that their people, they were in the town because 17th of March and they put because my people in the town become the new 17 March. And there are people that they work together to control the town because they hold people 18 March. VT (01:32): Yeah 18, 17, 19 maybe, why? But they wear black too, black clothesWT (01:39): Some they do... VT (01:40): But they control no people. That's why, you cannot move. WT (01:47): That's why they killed 17 people. This [inaudible] my people. Page 1 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. VT (01:50): If you not work like they say, "They say you not very good." So itWT (01:54): 17 March come in to control the whole country. That's why we call the people in the town because 17 March they control [inaudible]. SK (02:12): And the all 18 March were the communist? WT (02:13): Yeah. VT (02:14): Yeah, they all... They say they are all. So they control. WT(02:19): They mean they are live outside of the town. That means the group, the Khmer Rouge themselves, they put their name 18. VT (02:31): 18. WT(02:32): All 18 people. That means the all 18, that mean the all person just that every people like eight, and you and me they work together in outside the forest. When they get in they control the all people. SK (02:50): And so you were the new people? VT (02:53): Yeah. New 17 and you have to work what they say. If they say like “do this,” you had to do this. If you not do... WT (03:03): Like the 18 the boss, the leader. The 17 [inaudible]. Page 2 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. VT (03:11): Employee. SK (03:13): Now you said you've lived far away from the capital, your hometown was far away from the capital? VT (03:18): Yeah. SK (03:19): Is that right? WT (03:20): But close to the program. Close to the... VT (03:25): The stadium, the state. WT(03:27): See lived close to the state. The name of the state is called Battambang, B-A-T-T-A-M-B-A-NG. Battambang. VT (03:41): Capital in Phnom Penh. When you have higher education you have go to Phnom Penh. Like in here like you want to continue around college here but if you pass college, you hold like a Harvard something like that. You go over there and live. But this lies in my near mine is very far away, fly to the... WT(04:03): Over there, the college if he needs so that we have primary school. We finished primary school, we had to go to the high school. Still have in the state and then they have the college in the state too. After we finish college we had to go to the university in Phnom Penh, the capital. On the university we have the communist. SK (04:37): Did you meet at college then, or? Page 3 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. WT(04:38): Yeah. We meet at the college and we marry before the communist [inaudible] VT (04:45): At the time that’s lucky you know. SK (04:45): One year before the communist came in? VT (04:45): Mm-hmm (affirmative) SK (04:54): Is there a special story to the time that you met each other? Were you were in class together? WT(05:01): No. VT (05:02): We just see to each other by that time. I didn't see him very much, but we know that he told his mother because Cambodia it's different. It's not just, he seemed like he had the other school and the school and when they arrange that his parent go to my parent, that's why we marry that way. It's not like we met in the same school or never talk. I never see him too before, but he saw me. But I never see him that Cambodian culture arrange. SK (05:36): And arrange? VT (05:37): Yeah, arranged marriage. SK (05:40): And the way that works, did you have any choice in the matter or did your parents pick? WT (05:45): No we had to... Like me I had to tell my parents and my parents has to talk to her parent. SK (05:53): Page 4 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. You did notice her first? VT (05:53): Yeah. WT(05:55): But we don't talk to each other. SK (05:56): You didn't talk to her. But you saw her? And you told your parents... WT(05:57): Yeah. SK (05:58): And then you talked... VT (05:58): Yeah, but I never see because usually Cambodian girl not much, you know, not talk in private, no. Or in public also because when you a girl it's different from here that very different. When I go to school seem like we have... When I have the elementary school they are Cambodia girls school, boys school from my stand. VT (06:25): When we go to college we mix not much talking in here, share, no. If you are a girl you sit with girl. But always seem like separate, not much... WT(06:36): One classroom. VT (06:37): Yeah, one side girl, one side boy. Not much discussing, no. If you want discuss I always discuss with girl and boy discuss with the boy. So sometime they never see it's not sure. That's why I sing in here. When I go to psychology courses I see now a lot pregnancy, a lot problem with that. VT (07:02): But we have that too over in Cambodia. Not might happen like that. Why? Because girl and boy not talking so much to each other. Even I learned at university too. We don't have chance too Page 5 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. much to talk with the boy because that is the culture. When I want the way that the boy or whatever and I want, you seem like a shaking. We shy with the boy, but that is hard that is the culture too. VT (07:33): Now when the kid born in here, seem like very close. You see you don't the boy, they never married and here that from I know most Cambodian girl, Cambodian boy, they know before not like me. I never know where but when married, one year I never look at his face very... But that's very hard to look his face very in front. He keep talking, he saw me. The motorcycle, he saw me that way. VT (08:04): But I never see and married because we follow parents. Parents say marry and that time we married and we tried. And from now on and at the communist generation too it seem like husband and wife not work together. Husband work far away and I cooking you know in the big building they want me to... They have like 10 or 15 girl cook to survive. Maybe thousand people. When they come from work food had to be ready for them. VT (08:43): So that way sometime one week or two week, my husband you know come to see me. Yes, they let to come to see me. [inaudible] not very much but lucky with me and my husband seemed like we meet each other often time. But some family, no. Sometimes they kill husband, why still [inaudible]. That's very strange unless when some time we have spare time we go back sit on by seem like scary. VT (09:17): So that's why I told my husband he got laid off it seem like we sit down, you know we do how much we can save. Now we take care of my children bring them go to school, we care them first because seem like very scary. Maybe I mentioned to you or I mentioned to our team teaching over there too. VT (09:37): We sit down and say usually when we work together my husband will usually go Friday for lunch, but now we cut it down we save money that way and seemed like he knows a lot like car fixing or fixed somehow in here and electrician he excellent. He can fix everything. So we save that money too. VT (09:58): So now, seem like if I have job, seem like support that's my one and only [inaudible]. I want to be rich. That is my middle way. Now I seem like I have survived as good pay my mortgage Page 6 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. before I didn't rent. Now I rent one family to save because my husband got laid off. I get to share with me because my mortgage is very high too. That's why I’m stay. So my family all before my mother passed [inaudible]. So my husband keep [inaudible]. So now he goes to school, get more. SK (10:45): He goes to school now? VT (10:47): He go to school too and takes some college course about business. He want to do something a little bit because seem like no work is a very tight, have a single to school and we do a lot of work too now. So maybe sometimes we can do a little bit now. SK (11:09): Are you going to [inaudible] next year? VT (11:09): Now we discuss... You miss on advisory meeting. See advisory meeting on Thursday, last Thursday, yes we do that and a lot on that day uh early childhood. They have a lot of push and and it’s [inaudible]. You a lot of push and we know a lot and a lot of school asking when you there. VT (11:32): And Greenhalge school, Mr. Gallagher, why he married his wife was there. He married with Helen and Helen know me and Greenhalge School. We have to go back and after that everyone when we go back and I say, because we don't know. We say we had to work it out and [inaudible]. And then on that day he mentioned don’t be apply anywhere else because maybe he want me to try to have one more year. But not very sure yet. VT (12:02): But for me, they're asking me, they test me, ask question, how will you feel on working and then I say I love very much, Sheila. I think that program is excellent. It's not even looking at they together. And you see it, look it, we have some time problem. But you know what because people like that there even when I say thinking of this program is excellent as far as I know. They shared it. VT (12:32): They didn't know you are when I worked at Greenhalge. Somehow [inaudible] with this Cambodian kid like that. I heard, but in here seem like they don't know Cambodian or Spanish. Page 7 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. They really enjoyed together, the three year over there. That's why I like that way. They keep asking me like that and a lot of same, I try. They learn very good too. VT (12:57): Even understand or repeat but they try very hard. Even when you know that's why I saying, the more language you have, that's easy to live on that I have my experience. I know friend, and I have vacation and I went to [inaudible] last few years but my mom was alive. Even then my husband's friend, we go two car and he got big accident, they get hit from the other car because [inaudible] drive very fast. Did you went there? Very fast drive and hit him really badly. And he cannot speak French. VT (13:37): And over then they taught you English too and ask for help with English and they asked, "Can you speak French?" I said yes. I asked called report police ambulance come right away and car got hit on one spot. We had to go to hospital, hospital speak French too. So if my husband and me cannot speak what should we do? VT (13:59): That's why I still write in [inaudible] for my children. That's why my children enjoy learning language. So my husband keep my son, my daughter learn Khmer everyday one hour, because it or now when they know more they put them in the regular class before my children belong bilingual. They know you know. VT (14:22): So now they say you understand we have mainstream, they go regular. So we don't want to miss our culture because now he write the letter to his aunt, he write in Khmer too. So that's why he wanted. So I say that school time. He has time teach them and he learned more French from me if I have time. If I have time in Spanish too. SK (14:49): Yes. VT (14:50): My son love it because now they cut off at [Bailey/Daley?] school. Before, they have Spanish lesson, now they cut off. But he knows some, I say don't worry maybe go to high school. Maybe some more but I want him to get a Spanish because this area you know more Spanish because French, I will have more later on. Because now look at our society a lot of Spanish everywhere. So when you get a job, you know English and you know more Spanish and you know about Khmer. That's easy to find, to understand to each other. Page 8 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. VT (15:28): If you don't understand when Spanish say ah we don't know. That's hard, that’s why I know. That's what I heard one time I will get Greenhalge School they say English only. I say I went to public hearing at Smith Baker. Unbelievable. English only seemed like I still remember in your [unknown]. That's good. When you go outside I went to [unknown] something happened. You cannot do English might be you have hard time. How hard you all imagine it if you cannot speak the other language. VT (16:02): And you just stay in own pond that's good, very well. That's from I understand that's why I really love the [unknown]. I really give example like that. I think you noticed it's very good. If children enjoy and look at, few children fluent Spanish, understand, I play card, play song, they remember you know body part. They go to Cambodian store they say in English, in Khmer [unknown Khmer]. In there. That's really good. SK (16:39): And you're great too you. Everybody will be sad if you leave Demonstration School. VT (16:43): I don't know but I like because for me, it's okay, Sheila. I can go find job. Every school now, a principal and by [inaudible] school want me to go to her class to... And a new school and get school year they want me there. For me it's okay but feeling that's really impressed me with the children. VT (17:07): We will cry. Professionally I cried because last week Julie left, and we went to see the show at South Campus. Children cry really hard because Julie left, we saw Julie. So seem like hard to. That's why we had Cambodian proverb say, "People come in very happy, when get out very, very sad to get." That the way it is. That's now at school advisory last Thursday they discussed about that, but we don’t know yet because the plan is to be changed, have to be rotated. That the point. But we don't know yet, maybe sometime we can change and we can use the two year and I had to go to the other school this year too, that’s why [inaudible]. VT (18:08): When you gave Vera too much school. But now I don't know but just he said on that day, not yet don’t go apply everywhere. He will work it out for me but we don’t know yet. I love very good, Sheila. I try very hard. Sometimes children not ready to learn or different, but when they ready, it's very good and then it's excellent. That's why I said this program is really excellent. VT (18:38): Page 9 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. If all the world understand each other like a singer song. First we know vocabulary like came here. I pull out, I recite the vocabulary to be able... My body go to understand. If you don't have word, how do you understand? First, you had to learn the word. That's why I had to pull out, play games made something different for them to learn. VT (19:04): If you have word in your mind, you combine word together and you can speak out. So you can get food to eat easily. When you go somewhere you can speak. That's why I said this group is excellent. This program, did they repeat... SK (19:22): Now this question doesn't have to do with the school, but I'm curious to know. The Cambodian celebrations that you do here now that you're in the United States, but especially in your family. I know that Cambodian New Year's celebrated. VT (19:33): Yeah, we do. The other one and the [unknown Khmer] is very, very important and [unknown Khmer] is called soul day. WT (19:40): Soul day. VT (19:40): Soul day. That celebration is very big one. Because in life, we believe that parent or family pass away. We believe because the lifecycle has to be resize. The had to become by. So when the people was that from the believe, they still hang around somewhere. We don't know to get the new life and they are starvation, looking for food to eat and we are alive. VT (20:10): So that's right that we believe we make your food, we bring to the temple and the monk pray for them to come get out even some people with something bad and their life, they cannot find the place to reborn. So that's why they hang around. We believe that it's why the big celebration. Everyone never miss. WT (20:35): Like my mother passed away and the place that buried her and when we love her so much and we would like to do something for them. We understand that she have a hard time to carry like a problem [inaudible] until to the board, and we have to understand how heart she is carry after the baby born take her to give the food, provide this provide that. Even go somewhere she had to Page 10 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. carry us. That's why when she passed away we had to do something special for her. This not the time that passes away. This is a year and a year after I had to invite the monk and some people some nun to go over there to pray for her and on the place. Use the picture, here. This my mother’s picture put on the stone on... How do you call this? SK (22:02): A tombstone in the cemetery? WT (22:04): Yeah. SK: This was, where was this? VT (22:05): In here. Lowell. WT (22:08): I think just first one, right, that we bury. The Cambodian usually do uh burn. SK (22:12): Cremation. VT (22:12): Cremation. WT (22:14): Cremation. But I miss her so much. I cannot cremate her. I had to leave her one place and I bought a big land and I bought four place for her and it's a big, I don't want to step on somebody else. I just do around the map and put a flower the summer or I want to do like this just go there and put [unknown]. VT (22:44): And now in monk they pray. WT (22:46): Pray. VT (22:46): Page 11 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. That's we believeWT(22:47): Do we believe just only the monk? And they have candles and they have incense. That mean when the incense burn that mean that we can go to... We told the monk pray my mom and then a time a lot of people. SK (23:15): Is there a certain day that is Soul Day? WT (23:18): Oh, yeah. Once a year. VT (23:20): Yes, once a year in October. SK (23:22): October? VT (23:24): Yeah. WT (23:24): It's close to the Easter. VT (23:27): No close to theSK (23:28): Memorial Day? VT (23:29): ... Halloween. Halloween, October. Because that's why I still say because they were like different and know, Halloween seemed like a fun for children. And this really every Cambodian had to be do that because if you not do that, we have like the thing that say the people that was that, that relate to our family, they looking for seven temple. That they didn't see you make anything and pray to them, they will you know... Page 12 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. WT (24:04): Cry. VT (24:05): They will what it's called cry very hard. WT (24:08): Because on that time theVT (24:11): And it's not blessing for you. They don't want to blessing for you to see the very bad new for you. They say like you have something bad that we believe that it's a very big celebration. Every temple and here we have two temple, now because too many people at one. So we just have one more temple near here and the other one near our school. I think the [inaudible] school very big place. Very, very big over there. SK (24:52): At [inaudible] street? VT (24:53): Quinley? What’s it called? Quinley? Quinley Street? Yes, yes. Very big and beautiful. WT (24:53): The time we went to Cambodia to her house, my wife’s house. Her father bone buried and we go there. We ask the monk to take him out and put special thing where we have buildVT (25:12): Cemetery. WT (25:12): ... cemetery. VT (25:12): Monument. We have monument over there. Put them. Seem like make you luck, that we believe. But I believe that's very true come out too, Sheila. We do good things, we receive good thing. That's my believe, that's why we do reallyWT (25:28): Page 13 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. What's... He pass away in 1979. ‘79, burry. VT (25:40): And this all the bone. WT (25:40): ... very bone. ‘91. VT (25:40): ‘92. WT (25:47): ‘92. And the bone still good. We said it's a good bone. SK (25:51): But he was killed by the communists? VT (25:52): Yeah. WT (25:54): Not killed by the communist. VT (25:59): In the communist generation. WT (25:59): The time that the communist out and he pass away. VT (26:07): Yeah, the communist generation. I didn't see him on that time when we go. My husband and me go there let's see while he was there. We didn't see him while there. SK (26:15): So he died natural causes during... VT (26:16): Page 14 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. Yeah, natural. No seemed like he really starvation or food. Very skinny. That my brother, sister told me, which mean seemed like killing by communists also because very sad, very sickness. That's why he told me. WT (26:32): They celebrate for my father-in-law. This is my wife's brother, that the sister come back and married is the school teacher and this my niece. Nephews. VT (26:57): The parent. No parent when they were young, that's very sad. My niece and nephew. WT (27:08): These five, these fiveVT (27:10): They're single. WT (27:11): ... no parent, single. We just have the old sister over here. And when I went there I couldn't believe they have taken care by themselves. No old people take care. We saw surprise. VT (27:29): They're very, very strong. WT (27:31): When we went there we're so proud that they don't have no parents and how they grow like this. VT (27:38): They grow themselves. SK (27:46): Did your mother die before your father or after your father? VT (27:49): Yes. My mother died before. SK (27:49): Of natural causes too but during the communist generation? Page 15 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. VT (27:50): Yeah. Then from point is very starvation, Sheila. No food to eat, not enough. That's why sometime they're working hard. But some that my parent die from that way but the other people die from killing, shooting and very hurt with the stick like here by [inaudible]. Very, very sad. WT (28:18): Long knife like very sharp. VT (28:19): And like this. And that's why I collect what is called magazine and it's called? No, it's not magazine. Geography? I have that picture that's why I bring to show that I do on Cambodian hero, this team and I bring different picture, different story, different book to show them. They really enjoy to ask this question about. So sometimes they say mine is hero too because I have lived, stay alive because suppose we tell them about how Cambodian map is that those like history first. VT (29:00): And we learn about Cambodian hero. What is hero mean? So it's come out beautiful even Julie too do draw beautiful; she want to gain money. To be hero in Cambodia. Some say want to be building hospital. Look at the idea. I have a lot of things, keep it over there. WT (29:24): These the people they kill they took a picture. This is Pol Pot, the leader of the Khmer Rouge. VT (29:33): Black. SK (29:33): That's one. VT (29:41): A lot of bone look at this is. SK (29:41): Which is notVT (29:46): This is the [inaudible]. It's not like my father was that was sickness. Page 16 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. WT (29:49): He kill like I kill animal. VT (29:50): This one like animal, Sheila. I shake like this. They go get in line. Get in line and bang, bang, bang, with a stick like a bat. SK (30:03): I heard they killed maybe 3 million people? VT(30:08): Yeah. Look at these unbelievable, they had this. How they get all this? That's right. I collect you know. When I see something I already pull on together. SK (30:20): You teach your children about the history? VT (30:23): Yeah. SK (30:23): To make sure that they know? VT (30:23): Yeah. Because first I told them where I born. The place that I born. Introduce them [inaudible] they know how I escaped. First I live in here, continue education. So everything they know so I point to them about me. WT (30:40): Vietnamese soldier. Vietnamese. VT(30:47): Look at... So that's my prayer every day. I want peaceful coming soon. WT (30:52): My believing: if the Vietnamese don't want it, just my understand, if they don't want it, they just take care their country and leave my country alone. I think no problem plus China's too. China Page 17 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. they want my country too, you see. I don't know. You see in the communist time, all the time they just took the time to turn for the [inaudible]. VT (31:22): To make a show to sometimes. WT (31:22): And they took the [unknown]. They took the [unknown] to make spoon. You see that? VT (31:22): You know what that’s why no education. No son, and [inaudible]. WT (31:22): No, the leader they have education. VT (31:22): My different. WT (31:31): The people see that this is the capital before communists. VT (32:02): My son-in-law this very much. WT (2:06): [inaudible]. VT (32:08): He loved it. He went to work Cambodia, he want to go to see uncle one. His uncle one, but we cannot go because not safe at all. You cannot say I miss it. WT (32:22): On a high way. VT (32:23): I went there one time when I was young. SK (32:27): Page 18 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. What time? VT (32:27): Only one time and over there they have let me say people that came to see uncle what that means lucky people even people live around in this place around they cannot go in there. They say thatSK (32:46): Who is controlling it? WT (32:47): This place? SK (32:47): Mm-hmm (affirmative). VT (32:49): Now they say Thai want it and we don't know, Thai that place. And that's hard. SK (32:57): Thai? Thailand? VT (32:58): Yeah, Thailand. My son want to go. He do research on his paper, on this too. He went to library and we have somebody's friend research that he say he want to see it. But when I got there I asked let's cannot say, we cannot go unless there isSK (33:15): Well I have that beautiful picture that you brought back when we had the interviews. You handed everyone one that I put it out up on my dining room. Very pretty. VT (33:28): That one look at I want to from there. Before we don't have it I bought over there to show my children $5 when long time. WT (33:46): This was very hard to I carry it from the [inaudible]. VT (33:47): Page 19 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. Oh, my goodness. WT (33:47): They don't let you carry it. They take care for me and when I got to Boston, which is [inaudible]. VT (33:51): That's the one to see, you know. Even my grandchildren later on lucky if they have this thing to show them. Very simple thing and look like my mother made that. That's really show how working hard and so my children never forget. So we save a lot of things. She sew very hard. SK (34:16): She sewed that with all the beads? VT (34:17): Yep. And spend a lot of time. A lot of time, Sheila. She sit down and do that's very, very you know for culture. That is fun. Usually we do when we go to the temple. That's very important point and she complete just notWT (34:29): They cannot be done for regular. VT (34:29): Not regular celebration and specialWT (34:35): When they have child. Not a daughter, just a boy become a monk. VT (34:45): We had that really [inaudible]. WT (34:48): Become on Monk and thenVT (34:49): That's my son became a monk. WT (34:51): Page 20 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. ... They put that on the clothe before they get the clothe for the monk. Yellow cloth, clothe. The parent have to uh... that’s my son. VT (35:04): That's special and she completed. WT (35:08): My son become a monk when uh... three months' vacation. VT (35:10): He was nine years old. Two month and half. WT (35:19): My mom want him to be a monk. To pray something for us. And after that the head monk... VT (35:25): Unbelievable. 10 week. Nine years old. WT (35:30): We can put it on. VT (35:31): And eat only two times a day, nothing else. One morning and one afternoon. WT (35:36): Morning and lunch. VT (35:39): That's all. WT (35:40): You know this... [inaudible] He’s the president of the CMAA, too. After him, and then Narin [unknown] after theVT (35:52): You know Narin [unknown] because I saw his name. SK (35:57): Page 21 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. Yeah, I know him just through the [inaudible]. VT (36:02): And after Narin, my husband tried to happen the president to help in 1987. SK (36:29): Wow. WT (36:29): [inaudible]. SK (36:33): So this is all in Lowell? VT (36:34): Yes. WT (36:35): And we look so small just [inaudible]. All I think can [inaudible] made this here how to look for us. That has been very [inaudible]. VT (36:35): That's right classify look. It's amazing and... WT (36:38): And he not hungry in evening and nighttime at all. I don't know that we believe and we put that on and we have Buddha put inside here. VT (36:54): Because my son always if he opened the... [inaudible]. That's why I still wonder my son hungry. But finally, he said no. 10 weekSK (37:06): 10 week? VT (37:08): Yes, vacation. All vacation is spent there and come back, go to school with no hair. Page 22 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. SK (37:17): Now, do many boys do that? Many Cambodians? It's a very special. VT (37:21): Very special. And seem like if you have son like that which mean we are lucky parent because he seem like he do the job like my husband was a monk too. He took his vacation and he paid because we believeWT (37:37): I do that for my mom. VT (37:39): He do for his mother. But it's very, he do that very religiouslyWT (37:43): Like, like we... VT (37:44): Look at that my husband over there. WT (37:55): We know her for almost [inaudible] way, right? And we are the son, we kno, we try to open way for her [inaudible]. We had the son before the parent passed away to become a monk for her, open the way for her and then see she really enjoy, she really happy. She really peaceful when she passed away. VT (38:24): Peaceful, my mother passed away, that true. I believe that's why I see by my eyes. WT (38:37): I prepare my mom and another person that I saw by my eyes in the Lowell. Even Cambodians [inaudible]. Maybe not only one son like me, have many children. VT (38:41): Many son. WT (38:47): But he have a [inaudible]. Page 23 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. VT (38:52): Oh my God. [inaudible] I go to see it when [inaudible]] he passed away. Unbelievable people pass away. WT (38:54): Had the monk come to pray for him. They still not [inaudible]. VT (38:55): Did you ever see people pass by your eyes? I have two. My mother, no that very carefully is two, he one that my husband just say the man in Lowell. Oh, Sheila. Had to pass away. But my mom at Saint Joseph Hospital. My mother in law, it's a very peacefully. Peacefully. WT (39:27): You know what? After that I tried to find out what's going on then I know this when people like young like me are very peaceful for the you know the... VT (39:27): God [unknown]. WT (39:27): [inaudible] then in this let's come to you when the [inaudible]VT (39:27): I believe. WT (39:27): [inaudible] before she died. You will see what happened. And my mom passed away go like a sleep. Easy and then [inaudible]. VT (40:07): Unbelievable at Saint Joseph. WT (40:07): And one another day I believe [inaudible]. Maybe with time. Talking of [inaudible] with time. Go the temple or go to the church [inaudible], VT (40:23): Page 24 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. So you calm yourself down that the point I think you seem like everywhere want this, want that. You still want it so your mind is not very put together when you seem like go down. You've seen the way you go. That's right peaceful maybe. But my mother very peaceful. I keep going and sit down with my husband, my children was sleep and very peaceful. We sit and sit until she passed away. Very nicely. SK (40:58): One more question I wanted to ask you about when you first arrived in the United States. You said you went to New York first. What was your first impression of the United States? VT (41:11): Oh myWT (41:13): When I sit like this like people at the moon. Because my country when we live a big country like [inaudible]. VT (41:18): Oh my gosh, Sheila. Speaker 3 (41:20): When I go to the market I saw everything new in the refrigerator, everything fresh. I so impressioned. VT (41:40): For me, I’m scary. WT (41:41): Coming out of my heart and every word that I want to say I wrote a letter to my country, to my niece, my brother, sister [inaudible]. VT (41:54): First time I came I still remember on February 18 that the snow coming down. That's my first time, I never see a snow. I will send the sandal from Cambodian and the guy go pick me up very tall man. I say what happened. We scare, I scare. My husband not scared but me very scary. I think because no lie. What should I do? They gave me $45 and that time $45 for three people. Yes 45, 15 for each. $45 and he goes looking for my husband needs over and finally decide we come with him. And they brought us to go to the hotel and leave me right there. And that is the Page 25 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. first time I never meant. I'm so hungry. What we do my husband come down because at hospital they have a grocery downstairs. VT (42:54): My husband come and buy bread and little food over there. I cannot sleep that night. My husband sleep, my son sleep, but I could not sleep. I made a wonderful job to write down to let my son. Because I look at the snow is coming down and I was wondering what should I do? This is the new country for me. What should I do? I keep asking myself. I said what should I do because usually I don't know. They don't they have rice to eat or I'm not because I came in the Thailand camp, no raining about United States because usually I heard when they go after the call to the United States they have training like a six week, six months, six months sometime at Philippine or somewhere else but me, no. When my name was called boom in one day, United States right away. Never stopWT (43:53): Because direct. VT (43:56): Direct. WT (43:56): We come direct. We not go to the another country like Philippine or Malaysia. Somewhere... VT (44:06): Directly to United States. WT (44:07): Some friend had to stay. But I don’t know why I come direct. They look at my education [inaudible] the communist looking for me to kill more or something like that. Maybe [inaudible]. SK (44:50): Was there a thing you decided that you didn’t like about the United States? Or have you decided that there are things that you don't like? VT (44:53): In United States? SK (44:54): Yeah. What would you like [inaudible]Page 26 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. WT (44:56): And then they have many country. They have applications like France, Belgium, Australia, andVT (45:04): Japanese too. WT (45:04): And thenVT (45:07): A lot of countries. SK (45:09): You could pick from? WT (45:10): And then I pick United States because on that time when I was at the college and university. I'm studying English then I decided oh maybe I come to the United States because I know some English already and French I already study. And we decided to come to the United States. VT (45:36): We put application and [inaudible]. WT (45:38): Before the United States called, the French call first and then we decide we don't want to go there. SK (45:42): The French call first? WT (45:45): Yeah. And just we didn't decide to go to France. We wait to the United States. And especially my wife have friend in the Switzerland. VT (46:02): Usually they want before communist, they want me to go to Swiss too, but on that time seem like balancing. Which way I go? Which way I go? When I go I miss my family. So that's why I stuck with the communist. Page 27 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. WT (46:16): You remember thenVT (46:18): Then they gave me the [inaudible]. Yes. WT (46:20): Khao I Dang. VT (46:22): Khao I Dang. They want me to take the Swiss. WT (46:30): They remember when the Swiss lady she work at the hospital. SheVT (46:35): They already gave everything, buy airline, air tickets for me. But I cannot go. That's why we lucky, we came to the United States. Very lucky. Unknown (46:47): End of tape. End of tape 1 of 1, side 2 of 2. Interview ends Page 28 of 28 � 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 Tith, Vera T. and William A. Oral History Interview, 1993 Description An account of the resource The Vera T. and William A. Tith oral history interview collection consists of one audiocassette tape, 1 audio CD, a complete transcript, and a partial transcript of an oral history interview conducted by Sheila L. Kirschbaum with Vera Thong Tith and William An Tith on February 13, 1993. Topics covered include but are not limited to Vera and William’s children, their lives in Cambodia before they left, living and working in a Thailand refugee camp, resettling in the United States, and their lives now in Lowell, Massachusetts. The collection is accessible on this site. Content warning: Mentions of war, death, and other situations readers and listeners may find distressing. View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml16" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml16</a>. Source A related resource from which the described resource is derived Tith, Vera T. and William A. Oral History Interview, 1993. UML 16. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml16" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml16</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 Vera Thong Tith and William An Tith oral history interview transcript, 1993 Subject The topic of the resource Cambodian Americans Electricians Elementary school teachers Genocide--Cambodia Lowell (Mass.) Oral history Refugees--Cambodia Description An account of the resource The complete transcript of an oral history interview conducted by Sheila L. Kirschbaum with Vera Thong Tith and William An Tith. Topics covered include but are not limited to Vera and William's children, their lives in Cambodia before they left, living and working in a Thailand refugee camp, resettling in the United States, and their lives now in Lowell, Massachusetts. The transcript is in two parts. Content warning: Mentions of war, death, and other situations readers and listeners may find distressing. Creator An entity primarily responsible for making the resource Tith, Vera T. Tith, William A. Kirschbaum, Sheila L. Source A related resource from which the described resource is derived Tith, Vera T. and William A. Oral History Interview, 1993 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 1993-02-13 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 application/pdf; 36 p. application/pdf; 28 p. Language A language of the resource English Khmer Type The nature or genre of the resource text Identifier An unambiguous reference to the resource within a given context uml16_93.7_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 1990-1999 Cambodians Demonstration School Documents