["itemContainer",{"xmlns:xsi":"http://www.w3.org/2001/XMLSchema-instance","xsi:schemaLocation":"http://omeka.org/schemas/omeka-xml/v5 http://omeka.org/schemas/omeka-xml/v5/omeka-xml-5-0.xsd","uri":"https://omeka.buffalolib.org/items/browse?output=omeka-json&page=3&sort_field=Dublin+Core%2CTitle","accessDate":"2026-04-20T12:30:29-04:00"},["miscellaneousContainer",["pagination",["pageNumber","3"],["perPage","10"],["totalResults","143"]]],["item",{"itemId":"2779","public":"1","featured":"0"},["fileContainer",["file",{"fileId":"2639"},["src","https://omeka.buffalolib.org/files/original/01a249643dee04bdb9b9870844b35f04.pdf"],["authentication","a64ee88b43b0d233364d602ac68fa497"],["elementSetContainer",["elementSet",{"elementSetId":"4"},["name","PDF Text"],["description"],["elementContainer",["element",{"elementId":"52"},["name","Text"],["description"],["elementTextContainer",["elementText",{"elementTextId":"54197"},["text","Research Library\n1 Museum Court\nBuffalo, New York 14216-3119\n(716) 873-9644 ext. 306\nFAX (716) 873-8754\nwww.buffalohistory.org\nlibrary@buffalohistory.org\nUpdated November 24, 2012\n©2012, all rights reserved.\n\nBuffalo Puerto Rican Series, 1970 – 2010\nMss. A2011-11\nCall Number: Mss. A2011 - 11\nCreator: Rodriguez, Casimiro and Sanabria, John\nTitle: Buffalo Puerto Rican Collection\nDate(s): ca. 1970 - 2010\nLanguage(s): Spanish, English\nLocation: Manuscript room\nSize: 1 Box - .42 linear feet\n____________________________________________________________________________________________\nAcquisition Information: Accession no. 2011 - 52\nDonor: Mr. Casimiro Rodriguez and Mr. John Sanabria\nRestrictions: None\nPreferred Citation: Buffalo and Erie County Historical Society Library and Archives, Mss. A2011 - 11\nBuffalo Puerto Rican Collection\nProcessing Information: Arranged and described by Shane E. Stephenson, August 2011.\nNotes:\n____________________________________________________________________________________________\nBiographical / Historical Note:\nBoth Casimiro Rodriguez and John Sanabria are Puerto Rican community leaders who have been active their whole\nadult lives in the Hispanic community in WNY. Both are retirees from GM where they were active in the local UAW\nchapter. They have served on various boards around WNY as well as the Board of Education. Mr. Rodriguez is a\nleader in the Association of Hispanic Pastors of WNY while Mr. Sanabria was heavily involved with the Agustin\nOlivencia Center and various Puerto Rican baseball leagues around WNY. They were also active in Hispanics United\nof Buffalo, a non-profit agency that serves the Hispanic population and were both instrumental in initiating and\nstrengthening Hispanic Heritage Month in WNY.\nScope and Content Note:\nThis collection, comprised in various media formats, documents the Puerto Rican Community in the Buffalo and\nWNY region. Present are collections of community newspapers, various photographs – original, scanned, and on\nnews clippings – showing various events, celebrations and traditions that take place within this community. Also\nincluded are biographical and historical records on important persons, various sports teams and the growth of\nHispanic political and religious influence within the region. This collection is national in scope, including a letter\naddressed by President Bill Clinton to Casimiro Rodriguez.\nTo gain physical and intellectual control over the collection, it is arranged in “original order” – the way it was donated\nto the Buffalo & Erie County Historical Society. This keeps the collection true to the donors’ personal arrangement\n\n1\n\n�with an item level description added by BECHS. The bulk of this collection comprises 1970 – 2011 but there are a\nfew items from 1900 – 1970.\nArrangement:\nThis collection is organized into eleven series by subject:\n1. Puerto Rican sporting and community events – Miscellaneous\n2. Agustin “Pucho” Olivencia\n3. Alberto O. Cappas\n4. Association of Hispanic Ministers, est. 1990\n5. Latino newspapers – Panorama Hispano\n6. Latino newspapers – Ultima Hora\n7. Latino newspapers – La Prensa Hispana\n8. Notable Latinos\n9. Special events – Hispanic Heritage Month\n10. Special events – Miscellaneous\n11. Jaime Nunó\n____________________________________________________________________________________________\nSubject Headings:\nAlvarado, Confessor\nBerríos, Stephanie\nCalvo-Torres, Betty\nCappas, Alberto O.\nClinton, Bill, 1946Cuomo, Mario Matthew\nFriedlander, John E.\nGauthier, Luis\nGonzález, Isaías\nGriffin, James D. (James Donald), 1929Herrera, Pedro “Juan”\nMartínez, Jorge\nMasiello, Anthony M.\nNunó, Jaime, 1824-1908\nOlivencia, Agustín\nPadilla, Emilio\nPadilla, German “Pancho”\nQuintana, Robert\nRodríguez, Antonio\nRodríguez, Casimiro\nRodríguez, Ramon\nVolcy, Paul\n\nCorner Stone Church\nD’Youville College\nEcos Borincanos\nFirst Hispanic Democratic Club\nFirst Latino Democratic Club\nForest Lawn (Cemetery: Buffalo, N.Y.)\nHispanic Heritage Month\nMes de la Herencia Hispana\nLackawanna Spanish Welfare Association\nOlivencia Center\nPanorama Hispano\nPark Lane Restaurant (Buffalo, N.Y.)\nPrensa Hispana\nPuerto Rican Baseball League\nLiga de Béisbol de Puerto Rico\nPuerto Rican Community Center\nPuerto Rican Cultural Community House\nPuerto Rican Connection\nLa Conexión Puertorriqueňa\nPuerto Rican Lions (Baseball team)\nLeones Puertorriqueños (Equipo de béisbol)\nPuerto Rican-American Community Association\nInc.\nRoberto Clemente Baseball League\nLiga de Beisbol Roberto Clemente\nSpanish Action League (Syracuse, N.Y.)\nLiga de Acción Hispana (Syracuse, N.Y.)\nSt. Columba Church (Buffalo, N.Y.)\nThree Kings Celebration\nFiesta De los Tres Reyes\nTeam PRACA\nÚltima Hora\n\nA Place in the Sun\nAssociation of Hispanic Pastors of Western New\nYork\nAsociación de Pastores Hispanos del Noroeste de\nNueva York\nBuffalo and Erie County Public Library (N.Y.)\nBuffalo Missionary Church\nBuffalo News\nBusiness First of Buffalo (Firm)\n\n2\n\n�West Side Times\n\nBoletines de noticias\nNewspapers\nPeriódicos\nPuerto Rican newspapers\nPeriódicos Puertorriqueños\nPuerto Ricans\nPuertorriqueňos\nRadio\nReligion and culture\nReligión y cultura\nSoccer\nFútbol\n\nBaseball\nBéisbol\nBoxing\nBoxeo\nChurch history\nHistoria de la iglesia\nMinorities in baseball\nMinorías en el béisbol\nNational songs – Mexico\nCanciones Nacionales - Méxicanas\nNewsletters\n___________________________________________________________________________________________\nFolder List:\nFolder 1:\nItem 1: Scanned sepia photo, Lackawanna Spanish Welfare Association, soccer team, 1930\nItem 2: Newspaper clipping, Roberto Clemente Baseball League, 1979\nItem 3: Newspaper clipping, Roberto Clemente Baseball League, 1979\nItem 4: Scanned color photo, Roberto Clemente Baseball League, 1976 champions – Team PRACA\nItem 5: DVD video of Virginia Street carnival and parade, 1978 – 1979\nItem 6: Color photo, Mayor James Griffin and Ramon Rodriguez, founder of Roberto Clemente Baseball League\nItem 7: Color photo, Mayor James Griffin throwing the first pitch\nItem 8: Color photo, Pedro “Juan” Herrera, ceremonial pitch\nItem 8: Black and white photo, Puerto Rican Leonies, MUNY Class A Champions, 1962\nItem 9: Photocopy, patch, Puerto Rico Lions, MUNY Champs 1962\nItem 10: Scanned black and white photo, Puerto Rican Cultural Community House, Stephanie Berrios, 1973\nItem 11: Scanned black and white signed photo, German “Pancho” Padilla, two times Golden Glove Champ\nItem 12: Original program, PRACA – 4th Annual Sports Award Dinner, October 14, 1979\nItem 13: Scanned photocopy, association photo – First Hispanic Democratic Club, St. Columba’s Church, 1959\nFolder 2:\nItem 1:\nItem 2:\nItem 3:\nItem 4:\nItem 5:\n\nPhotocopy, Buffalo News article by Peter Simon, March 20, 1997, Agustin Olivencia remembrance\nNewspaper clipping, Buffalo News article by Peter Simon, July 2000, New Street to honor Olivencia\nPhotocopy, Buffalo News article by Peter Simon, July 6, 1981, Puerto Rican meaning of friend\nPhotocopy, Buffalo News article by Peter Simon, July 26, 1986, Crowd pays tribute to “Pucho”\nAutobiography of Mr. Agustin Olivencia, includes resume, awards, committees, and letter\n\nFolder 3:\nItem 1: Collection of photocopied newspaper clippings “A Place in the Sun” dinner with poet Alberto Cappas\nItem 2: Two photocopied newspaper clippings – The Queens Chronicle/The New York Voice, 1986\nItem 3: Double issue of the newsletter “The Puerto Rican Connection/La Conexión Puertorriqueňa” Vol.1, No. 2;\nWinter 1997\nFolder 4:\nItem 1:\nItem 2:\nItem 3:\nItem 4:\n\nReseña Biografica of Association of Hispanic Pastors\nHistory and Mission of the Association of Hispanic Pastors of WNY\nColor photograph, “Pastoral Encounter,” June 4, 1990 at D’Youville College\nColor photograph, Hispanic Pastors Association, Oct. 27, 1995 at Park Lane Restaurant\n\n3\n\n�Item 5: Seal/logo of the Asociacion de Pastores Hispanos del Noroeste Nueva York\nItem 6: Letter from President Bill Clinton to Reverend Casimiro Rodriguez, letter includes a thank you for\ninscribed bible, and short greeting regarding the “event” - dated February 12, 1999\nItem 7: Color photo of the Reverends Alvarado, Martinez and Padilla at Buffalo Missionary Church (Hudson St.), Oct.\n5, 2000\nItem 8: Color scanned photo, Recognition Retirement Service for Reverend Luis Gauthier at Corner Stone Church,\n1995\nItem 9: Issue “West Side Times,” lead article – “Partnership in diversity: Association of Hispanic Pastors headquarters\nsoon to open,” June 2000\nItem 10: Color photo of dedication of the new headquarters for the Association of Hispanic Pastors of WNY\nItem 11: Color photo of dedication of the new headquarters for the Association of Hispanic Pastors, featuring Mayor\nAnthony Masiello\nItem 12: Invitation notice for dedication ceremony\nItem 13: Issue “KaleidaScope” - short article with Association of Hispanic Pastors of WNY honoring Kaleida,\nOct./Nov.1999\nItem 14: Black and white photo of the CEO of Kaleida Health, John E. Friedlander, being honored by the Association of\nHispanic Pastors of WNY\nItem 15: Four anniversary dinner programs for Association of Hispanic Pastors of WNY: 1991, 1992, 1993, 2001\nItem 16: “La Iglesia Y La Comunidad” by Reverend Joaquin Peña – 13 page document – written in Spanish\nFolder 5:\nItem 1:\nItem 2:\nItem 3:\nItem 4:\nItem 5:\nItem 6:\n\nIssue: Panorama Hispano, Vol. 4 No. 4: Marzo/March, 2000\nIssue: Panorama Hispano, Vol. 18 No. 9: Septiembre/September 2008\nIssue: Panorama Hispano, Vol. 20 No. 7: Julio/July 2009\nIssue: Panorama Hispano, Vol. 20 No. 8: Agosto/August 2009\nIssue: Panorama Hispano, Vol. 20 No. 12: Diciembre/December 2009\nIssue: Panorama Hispano, Vol. 21 No. 6: Junio/June 2010\n\nFolder 6:\nItem 1:\nItem 2:\nItem 3:\nItem 4:\n\nIssue: La Ultima Hora, Vol. 1 No. 1: Mayo/May 1, 1989\nIssue: La Ultima Hora, Vol. 8 Issue 1: Enero/January 1998\nIssue: La Ultima Hora, Vol. 10 Issue 3: Marzo/March 1999\nIssue: La Ultima Hora, Vol. 22 Issue 9: Septiembre/September 2009\n\nFolder 7:\nItem 1: Issue: La Prensa Hispana, Vol. 1 No. 2: Octubre/October 5, 1990\nItem 2: Shrunken reproduction of La Prensa Hispana, front page\nFolder 8:\nPacket of Isaias Gonzalez including obituary, dedication and request materials for 7th St. renaming\nScanned photograph, First Hispanic Radio Programming in WNY, “Ecos Borincanos” Est. 1960\nNewspaper article by Agnes Palazzetti – Robert Quintana, July 28, 1994\nBusiness First articles: First Hispanic woman named to City Court, Masiello names new City Court judge,\nCommon Council Inauguration\nItem 5: Scanned photograph, First Latino Democratic Club, 1960 at St. Columba Church; photo by Lydia Rodriguez\nItem 6: Scanned photograph, Pedro J. Herrera is recognized by Isaias Gonzolez for Puerto Rican Baseball League\n\nItem 1:\nItem 2:\nItem 3:\nItem 4:\n\nFolder 9:\nItem 1: News clipping “Annual Community Festival Held”\nItem 2: Hispanic Heritage Festival program, September 17 & 18, 1988\n\n4\n\n�Item 3: Hispanic Heritage Month kickoff notice, September 15, Downtown Library\nItem 4: Article “Puertorican [sic] Origin” – 7 page introduction to words, phrases and influences\nFolder 10:\nItem 1:\nItem 2:\nItem 3:\nItem 4:\nItem 5:\n\nNews clipping by Michael Levy – “Remember Heritage,” September 1990\nPhotograph, Fiesta De Los Tres Reyes, Enero (January) 8, 1977, with news clipping\nNews clipping of Minority Graduation held at UB, May 5, 1977\nScanned photograph of Spanish Club float, 1957 parade\nNews clipping “Politicians Attend Puerto Rican Mass,” January 1, 1974\n\nFolder 11:\nItem 1: Copied items from BECPL scrapbook regarding life of Jaime Nunó – Composer of Mexican National Hymn\nItem 2: 4 color photographs of Jaime Nunó gravestone – buried Forest Lawn, moved to Mexico City\nItem 3: Photocopies of secondary sources - “Find a Grave Memorial” website page, “Wikipedia” page, “National\nanthems info” page, burial records from Forest Lawn Cemetery\n\n5\n\n�"]]]]]]]]],["collection",{"collectionId":"7"},["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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Note that facsimiles or images of texts are still of the genre Text."]],["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","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/."],["elementContainer",["element",{"elementId":"39"},["name","Creator"],["description","An entity primarily responsible for making the resource"],["elementTextContainer",["elementText",{"elementTextId":"40665"},["text","Buffalo History Museum Research Library"]]]],["element",{"elementId":"50"},["name","Title"],["description","A name given to the resource"],["elementTextContainer",["elementText",{"elementTextId":"40666"},["text","Buffalo History Museum Puerto Rican collection"]]]],["element",{"elementId":"41"},["name","Description"],["description","An account of the resource"],["elementTextContainer",["elementText",{"elementTextId":"40667"},["text","This collection, comprised in various media formats, documents the Puerto Rican Community in the Buffalo and WNY region. Present are collections of community newspapers, various photographs – original, scanned, and on news clippings – showing various events, celebrations and traditions that take place within this community. Also included are biographical and historical records on important persons, various sports teams and the growth of Hispanic political and religious influence within the region. This collection is national in scope, including a letter addressed by President Bill Clinton to Casimiro Rodriguez."]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"40668"},["text","Buffalo History Museum"]]]],["element",{"elementId":"40"},["name","Date"],["description","A point or period of time associated with an event in the lifecycle of the resource"],["elementTextContainer",["elementText",{"elementTextId":"40669"},["text","08/2011"]]]],["element",{"elementId":"47"},["name","Rights"],["description","Information about rights held in and over the resource"],["elementTextContainer",["elementText",{"elementTextId":"40670"},["text","Written permission from the Buffalo History Museum required to reproduce and/or publish. Information on use and fees may be obtained from the Director of Library and Archives at the Buffalo History Museum Research Library, Buffalo, NY."]]]]]]]],["item",{"itemId":"3258","public":"1","featured":"0"},["fileContainer",["file",{"fileId":"2320"},["src","https://omeka.buffalolib.org/files/original/86f5b8727b86d212c1176b0a89a7e63f.mp3"],["authentication","9238ebede24bd7952341a8f24b76dbe6"]],["file",{"fileId":"2616"},["src","https://omeka.buffalolib.org/files/original/6cd69bb283a4d71e585cdc33847fcc49.pdf"],["authentication","a5f08ef9b064784b28077d3584f93964"],["elementSetContainer",["elementSet",{"elementSetId":"4"},["name","PDF Text"],["description"],["elementContainer",["element",{"elementId":"52"},["name","Text"],["description"],["elementTextContainer",["elementText",{"elementTextId":"54025"},["text","Hispanic Heritage Council of WNY\n“Bring Us Your History!” Project\nInterviewee: Carmen Rodriguez\nInterview Location: Buffalo, New York\nInterview Date: 7/29/2013\nInterview Conducted by: Stephanie Bucalo\nLength: 01:02:00\nExecutive Summary:\nCarmen Rodriguez was born in Puerto Rico and arrived in Buffalo to reunite with her sister.\nCarmen did not speak English when she arrived but could read and write. Her brother-inlaw brought her to the unemployment office where she found a job working in a factory.\nCarmen spent her life caring for her family, working to bring bilingual education to the\nschool system and was a devout catholic.\nCarmen wrote articles for El Visitante, a local religious based magazine, and supported the\nCursillo movement. She worked for a union and was sent to study at Cornell University so\nshe could be prepared for her job at the factory. She also wrote for the union book. She held\na fairly high position but never felt any sort of discrimination since she was a woman in a\nmanagement position.\nCarmen worked very hard to provide a nurturing environment for her family and was very\ndedicated to helping the community grow religiously and educationally.\nResumen Ejecutivo:\nCarmen Rodríguez nació en Puerto Rico y llegó a Búfalo para reunirse con su hermana.\nCarmen no habló el inglés cuando llegó pero lo pudo leer y escribir. Su cuñado la llevó a la\noficina de los desempleados donde ella encontró un puesto en una fábrica. Carmen pasó su\nvida cuidando a su familia, trabajando para llevar la educación bilingüe al sistema\neducativo y fue una católica devota.\nCarmen escribió artículos para El Visitante, una revista religiosa local, y apoyó el\nmovimiento de los Cursillos. Ella trabajó para una unión y la unión le mandó a Cornell\nUniversity para que pudiera ser la más preparada para su puesto en la fábrica. Ella también\nescribió para el libro de la unión. Ella mantuvo un puesto bastante alto pero nunca sintió\nninguna forma de discriminación por la culpa de ser una mujer en un puesto de gerencia.\nCarmen trabajó muy duro para proveer un ambiente cariñoso para su familia y fue muy\ndedicada a ayudar a crecer a la comunidad religiosamente y educativamente.\n\n�Story Clips:\n0:00 - Arriving in Buffalo\nCarmen introduces herself. She states her name, describes arriving in Buffalo\nand that her sister was already in Buffalo when she got here.\nCarmen se presenta. Nos da su nombre y describe su llegada a Búfalo.\nTambién explica que su Hermana ya estaba en Búfalo cuando llegó.\n1:24 - Finding Work\nExplains how her brother-in-law brought her to the unemployment office to\nfind work. When she arrived, Carmen was able to read English but not speak\nit fluently. The unemployment office gave her work in a factory.\nCarmen explica cómo su cuñado le trajo a la oficina de desempleados para\nencontrar trabajo. Cuando llegó a Búfalo, Carmen podía leer ingles pero no\nhablarlo con fluidez. La oficina le dio trabajo en una factoría.\n2:29 - Adapting to Life in Buffalo\nExplains adapting to life in Buffalo. She watched a hockey game for the first\ntime and began working and taking an English class.\nCarmen explica cómo se adaptó a la vida en Búfalo. Ella vio un partido de\nHockey por primera vez y empezó a trabajar y tomar una clase de ingles.\n3:42 - Writing for the Union\nThe Union asked her to write for their book. She began earning $1.05 an hour\nat her job. The Union sent her to Cornell University to study labor relations.\nShe met her husband, who is also from Puerto Rico. She had five children\nwith her husband.\nLa Unión le pidió que escribiera para su libro. Empezó ganando $1.05 en su\ntrabajo. La Unión le mandó a la universidad de Cornell para estudiar\nrelaciones laborales. Entonces conoció a su marido, que también es de Puerto\nRico. Tuvo cinco hijos con su marido.\n5:22 - Finding Spanish Language Mass\n\n�She began taking an English class at Bennett High School and found a Spanish\nlanguage mass in Buffalo at Saint Lucy. There was a Hispanic community of\n50 already in Buffalo when she arrived.\nEmpezó a tomar una clase de inglés en Bennett High School y encontró una\nmisa en español en Búfalo en la iglesia de Santa Lucy. Ya había una\ncomunidad de 50 hispanos en Búfalo cuando llegó Carmen.\n8:36 - Carmen's Mother and Brother Arrive in Buffalo\nCarmen's mother and brother arrive in Buffalo and they find an apartment to\nlive in together.\nLa madre y el hermano de Carmen llegaron a Búfalo y encontraron un\ndepartamento para que pudieran vivir juntos.\n11:06 - Religious Life in Buffalo\nShe became involved in church activities. The cursillo movement arrived in\nBuffalo. She began writing articles for the magazine el Visitante.\nEmpezó a involucrarse en actividades de la iglesia. El movimiento Cursillo\nllegó a Búfalo. Empezó a escribir artículos para el periódico el Visitante.\n13:19 - Education and Family Life\nShe put all of her children into catholic schools in Buffalo. She was involved\nin the education of her children. She believes that if each person looks after\ntheir family then the community will flourish.\nTodos de sus hijos asistieron a escuelas católicas en Búfalo. Se involucraba en\nla educación de sus hijos. Carmen cree que si cada persona cuida de su\nfamilia entonces la comunidad se florecerá.\n16:04 - Bilingual Program\nA bilingual program in Buffalo Public Schools began. Carmen began to work\nin these programs.\n\n�Empezó un programa bilingüe en los Buffalo Public Schools. Carmen empezó\na trabajar en las escuelas públicas.\n18:09 - Carmen's Children\nCarmen describes where her children are now and where they are working.\nCarmen nos cuenta dónde están sus hijos y donde trabajan.\n21:31 - The Cursillo Movement in Buffalo\nShe explains that a cursillo is a three-day course in which one studies the\nCatholic faith. Thousands of people attended these cursillos in Buffalo. The\npriest that introduced these cursillos arrived in Buffalo in around 1955. He\nbegan the cursillos in the late 1960s.\nExplica que un cursillo es un curso de tres días que se hace para estudiar la fe\ncatólica. Miles de personas asistieron a estos cursillos en Búfalo. El sacerdote\nque empezó los cursillos llegó a Búfalo en 1955. Los empezó en la década de\n1960.\n24:33 - Catholic Schools\nCarmen states that her children never felt any form of discrimination in the\ncatholic schools in Buffalo. Carmen did not experience any discrimination\nliving in Buffalo either.\nLos hijos de Carmen nunca sentían ninguna forma de discriminación en\nBúfalo. Carmen tampoco no experimentó ninguna discriminación viviendo en\nBúfalo.\n28:31 - Carmen's Sister and Brother-in-law\nCarmen's sister and brother-in-law were already living in Buffalo when she\narrived. Carmen's brother-in-law experienced discrimination when he was\nnot given work because of his last name. She explains that there was a lot of\nwork in Buffalo at the time.\nLa hermana y el cuñado de Carmen ya estaban en Búfalo cuando llegó. Su\ncuñado experimentó una forma de discriminación en el trabajo por su\napellido. Explica cómo había mucho trabajo en Búfalo en esta época.\n\n�33:02 - Hispanic Communities\nThere were other groups of Latin Americans in Buffalo but the largest was\nthe Puerto Rican community. There was a positive relationship between\nthese different groups.\nLa comunidad puertorriqueña era el grupo más grande de la comunidad\nhispana en Búfalo cuando llegó. Había una relación bastante positiva entre\nlos distintos grupos de inmigrantes hispanos en Búfalo.\n34:14 - Working for the Union\nShe wrote about her experience working in the factory for the Union's book.\nShe wrote for the book in English.\nEscribió sobre su experiencia trabajando en la factoría para el libro de la\nUnión. Lo escribió todo en inglés.\n37:24 - Writing for the Magazine el Visitante\nCarmen shows one of the articles that she wrote for el Visitante.\nCarmen muestra uno de los artículos que escribió para el Visitante.\n40:01 - Semester at Cornell\nCarmen describes her semester at Cornell in 1955. She talks about the\nsurroundings in Ithaca.\nDescribe su semestre en Cornell en 1955. Habla de la naturaleza y el campo\nen Ithaca.\n43:23 - Experience as a Woman in the Workplace\nCarmen states that she didn't feel discrimination in the workplace even\nthough she was a woman with a high level job. She believes that she\nbenefited from the Hispanic community that was here before she arrived.\n\n�Carmen dice que nunca se sentía la discriminación en el trabajo aunque era\nuna mujer con un puesto muy alto. Carmen cree que se beneficiaba de la\ncomunidad hispana que ya estaba en Búfalo antes de que llegara.\n46:13 - Carmen's Family\nShe knew nine of her brothers and sisters in Puerto Rico. Two of her siblings\nare living in Buffalo.\nConoció a nueve de sus hermanos en Puerto Rico. Dos de sus hermanos viven\nen Búfalo.\n48:54 - Articles for el Visitante\nThe articles that she wrote for el Visitante were related to religion. She wrote\nan article on the first Hispanic candidate for President of the United States\nbut it was never published.\nLos artículos que escribió para el Visitante fueron relacionados a la religión.\nEscribió un artículo tratando del primer candidato hispano como presidente\nde los Estados Unidos pero nunca salió.\n51:32 - Working in Buffalo Public Schools\nThe bilingual programs were in the Buffalo Public Schools. She worked in\nthese programs in various schools.\nLas escuelas públicas de Búfalo tenían los programas bilingües. Carmen\ntrabajaba en estos programas.\n53:53 - More on Carmen's Children\nCarmen had five children named Edwin, Elizabeth, David, Pedro, and Victor.\nCarmen tuvo cinco hijos. Se llaman Edwin, Elizabeth, David, Pedro y Victor.\n56:06 - Changes in the Hispanic Community\nCarmen believes that the technology is taking away from family and\ncommunity life. Her family never felt poor even though they lacked financial\nmeans.\n\n�Carmen cree que la tecnología sirve como una distracción de la vida familiar\ny comunitaria. Su familia nunca se sentía pobre aunque no tenía mucho\ndinero.\n\n�"]]]]]]]]],["collection",{"collectionId":"3"},["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","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/."],["elementContainer",["element",{"elementId":"50"},["name","Title"],["description","A name given to the resource"],["elementTextContainer",["elementText",{"elementTextId":"32587"},["text","<a href=\"http://omeka.buffalolib.org/items/browse?collection=3\">Hispanic Heritage History Project Oral History Interviews</a>"]]]],["element",{"elementId":"37"},["name","Contributor"],["description","An entity responsible for making contributions to the resource"],["elementTextContainer",["elementText",{"elementTextId":"43159"},["text","Hispanic Heritage Council of WNY, INC"]]]]]]]],["itemType",{"itemTypeId":"4"},["name","Oral History"],["description","A resource containing historical information obtained in interviews with persons having firsthand knowledge."],["elementContainer",["element",{"elementId":"4"},["name","Location"],["description","The location of the interview"],["elementTextContainer",["elementText",{"elementTextId":"49426"},["text","Buffalo, NY"]]]],["element",{"elementId":"11"},["name","Duration"],["description","Length of time involved (seconds, minutes, hours, days, class periods, etc.)"],["elementTextContainer",["elementText",{"elementTextId":"49432"},["text","1:02:02"]]]],["element",{"elementId":"16"},["name","Time Summary"],["description","A summary of an interview given for different time stamps throughout the interview"],["elementTextContainer",["elementText",{"elementTextId":"54023"},["text","<p class=\"normal\"><strong>0:00 - Arriving in Buffalo</strong></p>\n<p class=\"normal\">Carmen introduces herself. She states her name, describes arriving in Buffalo and that her sister was already in Buffalo when she got here.</p>\n<p class=\"normal\">Carmen se presenta. Nos da su nombre y describe su llegada a Búfalo. También explica que su Hermana ya estaba en Búfalo cuando llegó.</p>\n<p class=\"normal\"><strong>1:24 - Finding Work</strong></p>\n<p class=\"normal\">Explains how her brother-in-law brought her to the unemployment office to find work. When she arrived, Carmen was able to read English but not speak it fluently. The unemployment office gave her work in a factory.</p>\n<p class=\"normal\">Carmen explica cómo su cuñado le trajo a la oficina de desempleados para encontrar trabajo. Cuando llegó a Búfalo, Carmen podía leer ingles pero no hablarlo con fluidez. La oficina le dio trabajo en una factoría.</p>\n<p class=\"normal\"><strong>2:29 - Adapting to Life in Buffalo</strong></p>\n<p class=\"normal\">Explains adapting to life in Buffalo. She watched a hockey game for the first time and began working and taking an English class.</p>\n<p class=\"normal\">Carmen explica cómo se adaptó a la vida en Búfalo. Ella vio un partido de Hockey por primera vez y empezó a trabajar y tomar una clase de ingles.</p>\n<p class=\"normal\"><strong>3:42 - Writing for the Union</strong></p>\n<p class=\"normal\">The Union asked her to write for their book. She began earning $1.05 an hour at her job. The Union sent her to Cornell University to study labor relations. She met her husband, who is also from Puerto Rico. She had five children with her husband.</p>\n<p class=\"normal\">La Unión le pidió que escribiera para su libro. Empezó ganando $1.05 en su trabajo. La Unión le mandó a la universidad de Cornell para estudiar relaciones laborales. Entonces conoció a su marido, que también es de Puerto Rico. Tuvo cinco hijos con su marido.</p>\n<p class=\"normal\"><strong>5:22 - Finding Spanish Language Mass</strong></p>\n<p class=\"normal\">She began taking an English class at Bennett High School and found a Spanish language mass in Buffalo at Saint Lucy. There was a Hispanic community of 50 already in Buffalo when she arrived.                                </p>\n<p class=\"normal\">Empezó a tomar una clase de inglés en Bennett High School y encontró una misa en español en Búfalo en la iglesia de Santa Lucy. Ya había una comunidad de 50 hispanos en Búfalo cuando llegó Carmen.</p>\n<p class=\"normal\"><strong>8:36 - Carmen's Mother and Brother Arrive in Buffalo</strong></p>\n<p class=\"normal\">Carmen's mother and brother arrive in Buffalo and they find an apartment to live in together.</p>\n<p class=\"normal\">La madre y el hermano de Carmen llegaron a Búfalo y encontraron un departamento para que pudieran vivir juntos.</p>\n<p class=\"normal\"><strong>11:06 - Religious Life in Buffalo</strong></p>\n<p class=\"normal\">She became involved in church activities. The cursillo movement arrived in Buffalo. She began writing articles for the magazine el Visitante.</p>\n<p class=\"normal\">Empezó a involucrarse en actividades de la iglesia. El movimiento Cursillo llegó a Búfalo. Empezó a escribir artículos para el periódico el Visitante.</p>\n<p class=\"normal\"><strong>13:19 - Education and Family Life</strong></p>\n<p class=\"normal\">She put all of her children into catholic schools in Buffalo. She was involved in the education of her children. She believes that if each person looks after their family then the community will flourish.</p>\n<p class=\"normal\">Todos de sus hijos asistieron a escuelas católicas en Búfalo. Se involucraba en la educación de sus hijos. Carmen cree que si cada persona cuida de su familia entonces la comunidad se florecerá.</p>\n<p class=\"normal\"><strong>16:04 - Bilingual Program</strong></p>\n<p class=\"normal\">A bilingual program in Buffalo Public Schools began. Carmen began to work in these programs.</p>\n<p class=\"normal\">Empezó un programa bilingüe en los Buffalo Public Schools. Carmen empezó a trabajar en las escuelas públicas.</p>\n<p class=\"normal\"><strong>18:09 - Carmen's Children</strong></p>\n<p class=\"normal\">Carmen describes where her children are now and where they are working.</p>\n<p class=\"normal\">Carmen nos cuenta dónde están sus hijos y donde trabajan.</p>\n<p class=\"normal\"><strong>21:31 - The Cursillo Movement in Buffalo</strong></p>\n<p class=\"normal\">She explains that a cursillo is a three-day course in which one studies the Catholic faith. Thousands of people attended these cursillos in Buffalo. The priest that introduced these cursillos arrived in Buffalo in around 1955. He began the cursillos in the late 1960s.</p>\n<p class=\"normal\">Explica que un cursillo es un curso de tres días que se hace para estudiar la fe católica. Miles de personas asistieron a estos cursillos en Búfalo. El sacerdote que empezó los cursillos llegó a Búfalo en 1955. Los empezó en la década de 1960.</p>\n<p class=\"normal\"><strong>24:33 - Catholic Schools</strong></p>\n<p class=\"normal\">Carmen states that her children never felt any form of discrimination in the catholic schools in Buffalo. Carmen did not experience any discrimination living in Buffalo either.</p>\n<p class=\"normal\">Los hijos de Carmen nunca sentían ninguna forma de discriminación en Búfalo. Carmen tampoco no experimentó ninguna discriminación viviendo en Búfalo.</p>\n<p class=\"normal\"><strong>28:31 - Carmen's Sister and Brother-in-law</strong></p>\n<p class=\"normal\">Carmen's sister and brother-in-law were already living in Buffalo when she arrived. Carmen's brother-in-law experienced discrimination when he was not given work because of his last name. She explains that there was a lot of work in Buffalo at the time.</p>\n<p class=\"normal\">La hermana y el cuñado de Carmen ya estaban en Búfalo cuando llegó. Su cuñado experimentó una forma de discriminación en el trabajo por su apellido. Explica cómo había mucho trabajo en Búfalo en esta época.</p>\n<p class=\"normal\"><strong>33:02 - Hispanic Communities</strong></p>\n<p class=\"normal\">There were other groups of Latin Americans in Buffalo but the largest was the Puerto Rican community. There was a positive relationship between these different groups.</p>\n<p class=\"normal\">La comunidad puertorriqueña era el grupo más grande de la comunidad hispana en Búfalo cuando llegó. Había una relación bastante positiva entre los distintos grupos de inmigrantes hispanos en Búfalo.</p>\n<p class=\"normal\"><strong>34:14 - Working for the Union</strong></p>\n<p class=\"normal\">She wrote about her experience working in the factory for the Union's book. She wrote for the book in English.</p>\n<p class=\"normal\">Escribió sobre su experiencia trabajando en la factoría para el libro de la Unión. Lo escribió todo en inglés.</p>\n<p class=\"normal\"><strong>37:24 - Writing for the Magazine el Visitante</strong></p>\n<p class=\"normal\">Carmen shows one of the articles that she wrote for el Visitante.</p>\n<p class=\"normal\">Carmen muestra uno de los artículos que escribió para el Visitante.</p>\n<p class=\"normal\"><strong>40:01 - Semester at Cornell</strong></p>\n<p class=\"normal\">Carmen describes her semester at Cornell in 1955. She talks about the surroundings in Ithaca.</p>\n<p class=\"normal\">Describe su semestre en Cornell en 1955. Habla de la naturaleza y el campo en Ithaca.</p>\n<p class=\"normal\"><strong>43:23 - Experience as a Woman in the Workplace</strong> </p>\n<p class=\"normal\">Carmen states that she didn't feel discrimination in the workplace even though she was a woman with a high level job. She believes that she benefited from the Hispanic community that was here before she arrived.</p>\n<p class=\"normal\">Carmen dice que nunca se sentía la discriminación en el trabajo aunque era una mujer con un puesto muy alto. Carmen cree que se beneficiaba de la comunidad hispana que ya estaba en Búfalo antes de que llegara.</p>\n<p class=\"normal\"><strong>46:13 - Carmen's Family</strong></p>\n<p class=\"normal\">She knew nine of her brothers and sisters in Puerto Rico. Two of her siblings are living in Buffalo.</p>\n<p class=\"normal\">Conoció a nueve de sus hermanos en Puerto Rico. Dos de sus hermanos viven en Búfalo.</p>\n<p class=\"normal\"><strong>48:54 - Articles for el Visitante</strong></p>\n<p class=\"normal\">The articles that she wrote for el Visitante were related to religion. She wrote an article on the first Hispanic candidate for President of the United States but it was never published.</p>\n<p class=\"normal\">Los artículos que escribió para el Visitante fueron relacionados a la religión. Escribió un artículo tratando del primer candidato hispano como presidente de los Estados Unidos pero nunca salió.</p>\n<p class=\"normal\"><strong>51:32 - Working in Buffalo Public Schools</strong></p>\n<p class=\"normal\">The bilingual programs were in the Buffalo Public Schools. She worked in these programs in various schools.</p>\n<p class=\"normal\">Las escuelas públicas de Búfalo tenían los programas bilingües. Carmen trabajaba en estos programas. </p>\n<p class=\"normal\"><strong>53:53 - More on Carmen's Children</strong></p>\n<p class=\"normal\">Carmen had five children named Edwin, Elizabeth, David, Pedro, and Victor.</p>\n<p class=\"normal\">Carmen tuvo cinco hijos. Se llaman Edwin, Elizabeth, David, Pedro y Victor.</p>\n<p class=\"normal\"><strong>56:06 - Changes in the Hispanic Community</strong></p>\n<p class=\"normal\">Carmen believes that the technology is taking away from family and community life. Her family never felt poor even though they lacked financial means. </p>\n<p class=\"normal\">Carmen cree que la tecnología sirve como una distracción de la vida familiar y comunitaria. Su familia nunca se sentía pobre aunque no tenía mucho dinero.</p>"]]]]]],["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","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/."],["elementContainer",["element",{"elementId":"50"},["name","Title"],["description","A name given to the resource"],["elementTextContainer",["elementText",{"elementTextId":"49414"},["text","Carmen Rodriguez"]]]],["element",{"elementId":"39"},["name","Creator"],["description","An entity primarily responsible for making the resource"],["elementTextContainer",["elementText",{"elementTextId":"49415"},["text","Carmen Rodríguez (Interviewee)"]],["elementText",{"elementTextId":"49416"},["text","Stephanie Bucalo (Interviewer)"]],["elementText",{"elementTextId":"49417"},["text","Alma Carrillo (Interviewer)"]]]],["element",{"elementId":"41"},["name","Description"],["description","An account of the resource"],["elementTextContainer",["elementText",{"elementTextId":"49418"},["text","Carmen Rodriguez was born in Puerto Rico and arrived in Buffalo to reunite with her sister. Carmen did not speak English when she arrived but could read and write. Her brother-in-law brought her to the unemployment office where she found a job working in a factory. Carmen spent her life caring for her family, working to bring bilingual education to the school system and was a devout catholic. Carmen wrote articles for El Visitante, a local religious based magazine, and supported the Cursillo movement. She worked for a union and was sent to study at Cornell University so she could be prepared for her job at the factory. She also wrote for the union book. She held a fairly high position but never felt any sort of discrimination since she was a woman in a management position. Carmen worked very hard to provide a nurturing environment for her family and was very dedicated to helping the community grow religiously and educationally."]],["elementText",{"elementTextId":"49419"},["text","Carmen Rodríguez nació en Puerto Rico y llegó a Búfalo para reunirse con su hermana. Carmen no habló el inglés cuando llegó pero lo pudo leer y escribir. Su cuñado la llevó a la oficina de los desempleados donde ella encontró un puesto en una fábrica. Carmen pasó su vida cuidando a su familia, trabajando para llevar la educación bilingüe al sistema educativo y fue una católica devota. Carmen escribió artículos para El Visitante, una revista religiosa local, y apoyó el movimiento de los Cursillos. Ella trabajó para una unión y la unión le mandó a Cornell University para que pudiera ser la más preparada para su puesto en la fábrica. Ella también escribió para el libro de la unión. Ella mantuvo un puesto bastante alto pero nunca sintió ninguna forma de discriminación por la culpa de ser una mujer en un puesto de gerencia. Carmen trabajó muy duro para proveer un ambiente cariñoso para su familia y fue muy dedicada a ayudar a crecer a la comunidad religiosamente y educativamente."]]]],["element",{"elementId":"40"},["name","Date"],["description","A point or period of time associated with an event in the lifecycle of the resource"],["elementTextContainer",["elementText",{"elementTextId":"49427"},["text","2013-07-29"]]]],["element",{"elementId":"37"},["name","Contributor"],["description","An entity responsible for making contributions to the resource"],["elementTextContainer",["elementText",{"elementTextId":"49428"},["text","Hispanic Heritage Council of WNY, INC"]]]],["element",{"elementId":"42"},["name","Format"],["description","The file format, physical medium, or dimensions of the resource"],["elementTextContainer",["elementText",{"elementTextId":"49430"},["text","audio/mp3"]]]],["element",{"elementId":"44"},["name","Language"],["description","A language of the resource"],["elementTextContainer",["elementText",{"elementTextId":"49431"},["text","English"]]]],["element",{"elementId":"48"},["name","Source"],["description","A related resource from which the described resource is derived"],["elementTextContainer",["elementText",{"elementTextId":"49433"},["text","Hispanic Heritage \"Bring Us Your History!\" Project"]]]],["element",{"elementId":"46"},["name","Relation"],["description","A related resource"],["elementTextContainer",["elementText",{"elementTextId":"49434"},["text","Buffalo & Erie County Public Library Digital Collections"]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"49435"},["text","Buffalo & Erie County Public Library"]]]],["element",{"elementId":"47"},["name","Rights"],["description","Information about rights held in and over the resource"],["elementTextContainer",["elementText",{"elementTextId":"56710"},["text","Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes."]]]]]]],["tagContainer",["tag",{"tagId":"5"},["name","Education"]],["tag",{"tagId":"796"},["name","Employment and Labor"]],["tag",{"tagId":"462"},["name","Religion"]]]],["item",{"itemId":"2854","public":"1","featured":"0"},["fileContainer",["file",{"fileId":"1919","order":"1"},["src","https://omeka.buffalolib.org/files/original/8ad731c542bec4e9af003c4f9269864d.mp3"],["authentication","7d465c11c48ea2dd1be9cf459e4335f0"]],["file",{"fileId":"2619","order":"2"},["src","https://omeka.buffalolib.org/files/original/a8e951373c6729b011b08c5225a92175.pdf"],["authentication","e471daddb6d9e8b6a79e3a5c3053780d"],["elementSetContainer",["elementSet",{"elementSetId":"4"},["name","PDF Text"],["description"],["elementContainer",["element",{"elementId":"52"},["name","Text"],["description"],["elementTextContainer",["elementText",{"elementTextId":"54031"},["text","Hispanic\tHeritage\tCouncil\tof\tWNY\t\n“Bring\tUs\tYour\tHistory!”\tProject\t\nInterviewee:\tCasimiro\tRodriguez\t\nInterview\tLocation:\tWest\tSeneca,\tNY\t\nInterview\tDate:\tJuly\t31,\t2012\t\nInterview\tConducted\tby:\tStephanie\tBucalo\t\nExecutive\tSummary\nCas\twas\tborn\tin\tLackawanna,\tNY\tin\t1955\tand\this\tsister\tin\t1956.\tCas\tgrew\tup\tin\tthe\tBaker\t\nHome\t Projects,\t right\t across\t the\t street\t from\t the\t plant's\t parking\t lot.\t \t In\t 1968\t his\t family\t\nmoved\t to\t the\t Allentown\t area\t (Mariner\t Street)\t in\t Buffalo.\t \t He\t was\t born\t and\t raised\t in\t\nBuffalo.\t \t He\t went\t to\t Grover-Cleveland\t high\t school\t and\t went\t to\t University\t at\t Buffalo.\t In\t\n1972\tand\tin\t1977\the\tgraduated\tcollege,\tbegan\tworking\tat\tGeneral\tMotors\tand\tstarted\this\t\nown\t family.\t \t He\t worked\t for\t GM\t for\t 34\t years,\t he\t began\t as\t a\t laborer\t and\t after\t he\t finished\t\ncollege\the\twent\tinto\tthe\tmanagement\tprogram.\t\tThe\tmanagement\tprogram\ttook\tCas\tacross\t\nthe\t world,\t through\t Mexico,\t Europe\t and\t Asia.\t \t He\t retired\t from\t GM\t in\t 2006.\t Cas\t had\t to\t be\t\npersistent\tin\torder\tto\tget\ta\tjob\tat\tGeneral\tMotors.\t\tHe\twas\tgoing\tto\tcollege\tat\tthe\ttime\tand\t\nhe\tneeded\ta\tgood\tjob\tbecause\the\twas\talready\tmarried\tand\the\thad\ta\tchild.\t\tEven\tthough\tit\t\nwasn't\tdifficult\tto\tget\tinto\tGeneral\tMotors,\tCas\tsays\tyou\thad\tto\t\"know\tsomeone\"\tto\tget\tinto\t\nGeneral\t Motors.\t \t He\t had\t to\t call\t Mr.\t Hudson\t (the\t personnel\t manager)\t every\t morning\t at\t 9\t\na.m.\tuntil\tMr.\tHudson\ttold\thim\the\thad\tto\tcome\tinto\twork\tby\t1\tp.m.\tif\the\twanted\tthe\tjob.\nResumen\tEjecutivo:\nCas\t nació\t en\t la\t ciudad\t de\t Lackawanna,\t NY\t en\t el\t año\t 1955\t y\t su\t hermana\t nació\t en\t el\t año\t\n1956.\tCas\tcreció\ten\tlos\tBaker\tHome\tProjects,\tjusto\ten\tfrente\tde\tla\tcalle\tde\tdonde\tse\tubica\tel\t\nestacionamiento\t de\t la\t planta.\t En\t el\t año\t 1968,\t la\t familia\t se\t mudó\t a\t Allentown\t (la\t Calle\t\nMariner)\ten\tBúfalo.\tVivía\tla\tmayoría\tde\tsu\tvida\ten\tBúfalo.\tAsistió\ta\tla\tescuela\tsecundaria\ta\t\nGrover-Cleveland\ty\tdespués\ta\tla\tUniversidad\ta\tBúfalo.\tÉl\tempezó\ta\tla\tuniversidad\ten\tel\taño\t\n1972\ty\tse\tgraduó\ten\tel\taño\t1977,\tél\tempezó\ta\ttrabajar\ta\tGeneral\tMotors\ty\tempezó\tsu\tpropia\t\nfamilia.\tÉl\ttrabajaba\ta\tGM\tpor\t34\taños,\tél\tempezó\tal\tpuesto\tde\ttrabajador\tmanual,\tdespués\t\nde\t terminar\t su\t titulado\t universitario\t se\t trasladó\t al\t programa\t de\t gestión.\t El\t programa\t de\t\ngestión\tlo\tllevó\tpor\tel\tmundo,\tincluso\tMéxico,\tEuropa\ty\tAsia.\tSe\tretiró\tde\tGM\ten\t2006.\tCas\t\ntuvo\t que\t ser\t persistente\t para\t conseguir\t un\t puesto\t a\t General\t Motors.\t Él\t asistía\t a\t la\t\nuniversidad\tal\tmomento\ty\tél\tnecesitaba\tel\tbuen\templeo\tporque\tya\tse\thabía\tcasado\ty\thabía\t\ntenido\t un\t hijo.\t Aunque\t no\t era\t difícil\t conseguir\t un\t puesto\t a\t General\t Motors,\t Cas\t dijo\t que\t\ntenía\tque\t“conocer\ta\talguien”\tpara\tentrar\ten\tla\tcompañía.\tÉl\ttuvo\tque\tllamar\tal\tSr.\tHudson\t\n\n�(el\tdirector\tpersonal)\tcada\tmañana\ta\tlas\t9\tde\tla\tmañana\thasta\tcuando\tel\tSr.\tHudson\tle\tdijo\t\nque\ttuvo\tun\tpuesto\tsi\tpudiera\tllegar\ta\ttrabajar\ta\tla\tuna\tde\tla\ttarde.\n\t\n\nStory\tClips:\n7:36\t-\tThe\tAmerican\tDream\t\t\n\"I'm\tpretty\tsure\tthey\texperienced\tthe\tsame\thardships\tthat\tmany\tother\t\nfamilies\texperienced,\ta\tnew\tcountry,\ta\tnew\tculture,\ta\tnew\tway\tof\tlife\t.\t.\t.\t\nlooking\tfor\tthat\tAmerican\tdream,\tif\tyou\twould.\"\t\t\t\t\t\t\t\t\n\"Estoy\tseguro\tque\tellos\tse\tsintieron\tla\tvida\tdura\tcomo\tlas\totras\tfamilias\t\nexperimentaron,\tun\tnuevo\tpaís,\tuna\tnueva\tcultura\ty\tuna\tnueva\tmanera\tde\t\nvida...buscando\tel\tsueño\testadounidense.\"\n\n\t\n\n\t\n\n8:05\t-\tLessons\tfrom\tDad\t\t\t\t\t\t\t\t\n\"I\tnever\tknew\tof\tmy\tdad\ttaking\ta\tday\toff\tfrom\twork,\teven\tthough\the\twas\t\nsick.\"\t\tCas's\tdad\twent\tinto\twork\tif\the\thad\ta\tcold\tor\tpneumonia.\t\tThis\thard\t\nwork\tethic\ttransferred\tto\tthe\tchildren\tand\ttaught\tthem\tthe\timportance\tof\t\nbeing\tdependable,\tresponsible,\tand\treliable\tworkers.\t\t\t\t\nMi\tpadre\tnunca\tperdió\tun\tdía\tde\ttrabajo,\taun\tcuando\testaba\tenfermo.\"\tEl\t\npadre\tde\tCas\tfue\tal\ttrabajo\taun\tcuando\ttenía\tun\tresfrío\to\tneumonía.\tSu\tética\t\nde\tlaborar\tse\ttrasladó\ta\tlos\tniños\ty\tlos\tenseñó\tla\timportancia\tde\tser\t\nconfiable,\tresponsable\ty\ttrabajadores\tconstantes.\n9:21\t-\tTranslating\tin\tthe\tDoctor's\tOffice\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\nCas\tgoes\twith\this\tmother\tto\tthe\tdoctor\tbecause\tshe\tneeded\ta\ttranslator\tand\t\nmodern\tservices\tto\tmigrants\ttoday\twere\tnot\tavailable\tback\tthen.\t\t\t\nCas\tacompaña\ta\tsu\tmadre\tal\tmédico\tporque\tella\tnecesitaba\talguien\tbilingüe\ty\t\nlos\tservicios\tmodernos\tno\testaban\tdisponibles\ta\tlos\tmigrantes\ten\tesa\tépoca.\n12:11\t-\tCas\tRemembers\tthe\tNurse\tof\tthe\tProjects\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\nCas\tremembers\t\"The\tNurse\tof\tthe\tProjects.\"\tHis\tneighbor,\tMrs.\tGray,\twould\t\nmake\thouse\tcalls\taround\tthe\tprojects\tanytime\tsomeone\twas\till.\t\tShe\t\"came\tto\t\nthe\trescue\"\twhenever\tanyone\tgot\tsick.\t\t\t\t\t\t\t\t\t\nCas\tse\tacuerda\t“La\tenfermera\tdel\tbarrio.”\tSu\tvecina,\tSra.\tGray,\tllamaría\ta\tlos\t\nresidentes\tdel\tbarrio\tcuando\talguien\tse\tsentía\tenfermo.\tElla\tllegaba\ta\tla\t\nasistencia\tcuando\talguien\tse\tenfermaba.\n\n�13:25\t-\tA\tSense\tof\tCommunity\tMakes\tLife\tEasier\nCas\tsays\tlife\tis\teasier\twhen\tthere\tis\ta\tsense\tof\tcommunity\tin\tyour\t\nneighborhood.\nCas\tdice\tque\tla\tvida\tse\tsimplifica\tcuando\thay\tun\tsentido\tde\tcomunidad\ten\tsu\t\npropio\tbarrio.\n19:50\t-\tThe\tFirst\tEvent\tof\tthe\tHHC\nCas\texplains\tthat\tthe\tHHC\tbegan\tafter\this\tidea\tto\tkick\toff\tHispanic\tHeritage\t\nMonth\t(Sept.\t15\t-\tOct.\t15)\tin\tBuffalo.\t\tHe\tmet\twith\tDirectors\tof\tthe\tErie\t\nCounty\tLibrary\tin\torder\tto\tpropose\tthat\tthe\tkick\toff\ttake\tplace\tat\tthe\tCentral\t\nLibrary.\t\t\t\t\t\t\nCas\texplica\tque\tel\tHHC\tempezó\tdespués\taprender\tde\tsu\tidea\tpara\tempezar\tel\t\nmes\tde\tHerencia\tHispana\t(el\t15\tde\tSeptiembre\tal\t15\tde\tOctubre)\ten\tBúfalo.\t\nSe\tjuntó\tcon\tlos\tdirectores\tde\tla\tBiblioteca\tde\tErie\tCounty\tpara\tproponer\tque\t\nlos\teventos\ttomaran\tlugar\ta\tla\tbiblioteca\tcentral.\t\t\n27:18\t-\tThe\tMission\tof\tthe\tHHC\t\t\t\t\t\t\t\t\t\t\nCas\tquickly\tdetails\tthe\tmission\tof\tthe\tHHC.\t\t\nRápidamente\tCas\texplica\tla\tmisión\tdel\tHHC.\n32:13\t-\tThis\tis\tfor\tthe\tChildren\t\t\t\t\t\nCas\tsays\tthat\tthe\tHHC\tcan\tbring\tthe\tculture\tand\theritage\tof\tHispanic\t\ncommunities\tto\tthe\tchildren\twho\t\"crave\"\tit.\t\tHe\tsays\tthat\ttheir\twork\tisn't\t\nonly\tfor\tthe\tpresent,\tbut\tfor\tthe\tfuture\tas\twell.\t\t\t\t\nCas\tdice\tque\tel\tHHC\tles\tpuede\tllevar\tla\tcultura\ty\tla\therencia\tde\tlas\t\ncomunidades\thispanas\ta\tlos\tniños\tquien\tlas\tantojan.\tÉl\tdice\tque\tsu\ttrabajo\tno\t\nsolo\texiste\tcon\tel\tpropósito\tdel\tpresente,\tpero\ttambién\tpara\tel\tfuturo.\n34:36\t-\tThe\tDisconnect\tBetween\tGenerations\nThe\tculture,\tenvironment,\tand\tsurroundings\tin\tother\tcountries\tare\tdifferent\t\nthan\tAmerica.\t\t\"A\tchild\tgrowing\tup\tin\tPuerto\tRico\twill\tnot\thave\tthe\tsame\t\nexperiences\tas\ta\tchild\tgrowing\tup\tin\tAmerica.\"\t\"The\tdisconnect\tis\tthat\tmaybe\t\ntheir\tparents\tweren't\tborn\there,\tbut\tthey\twere\tborn\there.\"\t\tCas\texplains\tthe\t\ndisconnect\tbetween\tgenerations\tas\ta\tresult\tof\ttheir\tupbringing.\t\t\t\t\t\t\t\t\t\t\t\t\t\n\n�La\tcultura,\tel\tambiente,\tlos\tvecindarios\ten\totros\tpaíses\tson\tdiferentes\tde\tlos\t\nde\tlos\tEstados\tUnidos.\t\"Un\tniño\tque\tse\tcrece\ten\tPuerto\tRico\tno\ttendrá\tlas\t\nmismas\texperiencias\tque\tun\tniño\ten\tlos\tEstados\tUnidos.\t\"La\trazón\tpara\testa\t\ndesconexión\tes\tque\tsus\tpadres\tno\tnacieron\taquí,\tpero\tellos\t(los\tniños)\t\nnacieron\taquí).\"\tCas\texplica\tla\tdesconexión\tentre\tlas\tgeneraciones\tpor\tel\t\nresultado\tde\tsus\tjuventudes.\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\n42:46\t-\tCas's\tGoal\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\nCas\tsays\tthat\the\thopes\tthe\tHHC\twill\tmanifest\ta\twealth\tof\tinformation\t\n(available\tin\tthe\tlibraries\tand\thistorical\tsocieties\tof\tWestern\tNY)\tthat\tis\t\navailable\tto\tthe\tpublic\tat\tall\ttimes.\t\t\t\t\nCas\tdice\tque\tél\tespera\tque\tel\tHHC\tse\tmanifieste\tuna\triqueza\tde\tinformación\t\n(la\tque\tserá\tdisponible\ten\tlas\tbibliotecas\ty\tel\tmuseo\tde\thistoria\ten\tWestern\t\nNew\tYork)\ty\tque\tsea\tsiempre\tdisponible\tal\tpúblico.\n46:48\t-\tWhat\tMigrants\tNeed\nCas\tsays\tthat\tmigrant\tworkers\tneed\tgood\tpaying\tjobs\tto\tsupport\ttheir\t\nfamilies,\tbut\tthey\tneed\tpersistence\tand\ta\tstrong\twork\tethic\tin\torder\tto\tmake\t\nit\twork\tin\tAmerica.\tHe\tsays\tmigrants\tcome\tfrom\thumble\tbeginnings\tbut\twith\t\nthe\taforementioned\tskills\tthey\tare\table\tto\tbuild\ton\ttheir\troot\tfoundations\tto\t\n\"live\ton.\"\t\t\t\t\t\t\nCas\tdice\tque\tlos\tmigrantes\tnecesitan\tpuestos\tbuenos\tque\tles\tpagan\tbien\tpara\t\nsostener\ta\tla\tfamilia,\tpero\tnecesitan\tla\tpersistencia\ty\tuna\tética\tfuerte\tde\t\ntrabajar\tpara\tque\tsobrevivan\ten\tlos\tEstados\tUnidos.\tDice\tque\tlos\tmigrantes\t\nvienen\tde\tvidas\thumildes\tpero\tcon\tlas\thabilidades\tantes\tmencionadas,\tellos\t\npueden\tplantear\tla\tfundación\tpara\t\"adelantarse\".\n52:59\t-\tA\tFamily\tof\t13\t\t\t\t\t\t\t\t\t\nCas\tsays\the\tgives\this\tparents\ta\tlot\tof\tcredit,\tbecause\this\tfamily\twas\tlarge\tand\t\neven\tthough\tthere\twere\ta\tlot\tof\tmouths\tto\tfeed\this\tparents\tnever\tgave\tup.\t\t\t\t\t\t\t\nCas\tdice\tque\tles\tda\tmucho\tcrédito\ta\tsus\tpadres,\tporque\tsu\tfamilia\tera\tgrande\t\ny\ta\tpesar\tde\tque\thabían\tmuchas\tbocas\tpara\talimentar,\tsus\tpadres\tnunca\tse\t\nrindieron.\n55:42\t-\tIt\tBegins\tat\tHome\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\n\t\n\n�Cas\tsays\tthat\ta\tstrong\tsense\tof\tcommunity\tand\ta\tneed\tto\tdo\tthings\tfor\tyour\t\n\"fellow\tman\",\tbegins\tat\thome.\t\t\t\t\t\t\nCas\tdice\tque\tun\tsentido\tfuerte\tde\tcomunidad\ty\tuna\tnecesidad\tde\thacer\tlas\t\ncosas\tpara\tsu\t\"compañero\",\tempiezan\ten\tel\thogar.\n55:54\t-\tHelping\tSomeone\tin\tthe\tCommunity\t\t\t\t\t\t\t\t\t\t\t\n\t\nCas\tfeels\ta\tsense\tof\taccomplishment\tevery\ttime\the\thelps\tan\tindividual\tor\t\nsomeone\tin\tthe\tcommunity.\t\tHe\tsays\tthese\tfeelings\tof\taccomplishment\tand\t\nthe\tneed\tto\thelp\tother\tpeople\tstarts\tat\tchildhood,\tbecause\tyou\tcannot\tbe\t\npassive\tabout\thelping\tothers\tif\tyou\tgrew\tup\tin\ta\tfamily\tfull\tof\tlove\tand\t\nencouragement.\t\t\t\t\t\t\t\t\t\t\t\nCas\ttiene\tun\tsentido\tdel\téxito\tcada\tvez\tque\tél\tayuda\ta\tun\tindividuo\to\ta\t\nalguien\ten\tla\tcomunidad.\tÉl\tdice\tque\tesos\tsentimientos\tde\téxito\ty\tla\t\nnecesidad\tde\tayudar\ta\totra\tgente\tempiezan\ta\tla\tniñez,\tporque\tno\tse\tpuede\t\nser\tpasivo\tcon\tla\tayuda\tde\totros\tcuando\tse\tcrece\ten\tuna\tfamilia\tllena\tde\tamor\t\ny\testímulo.\n56:42\t-\tYou\tdon't\tneed\tlots\tof\tmoney\t\t\t\t\t\t\t\t\t\t\t\n\t\nCas\tsays\tyou\tdon't\tneed\tlots\tof\tmoney\tto\traise\ta\tgood\tfamily.\t\tHis\tfamily\t\ndidn't\thave\ta\tlot\tof\tmoney\tbut\tthey\thad\ta\tlot\tof\tlove\tand,\tas\ta\tresult,\thim\tand\t\nhis\tsiblings\tstill\tlook\tout\tfor\tone\tanother\teven\tthough\this\tparents\tare\tgone.\t\t\t\t\t\t\t\t\nCas\tdice\tque\tno\tse\tnecesita\tmucho\tdinero\tpara\tcriar\tuna\tbuena\tfamilia.\tSu\t\nfamilia\tno\ttenía\tmucho\tdinero\tpero\tellos\ttenían\tmucho\tamor\ty,\tcomo\t\nresultado,\tél\ty\tsus\thermanos\ttodavía\tse\tcuidan\ta\tuno\ta\totro\taunque\tsus\t\npadres\tya\tse\than\tfallecido.\t\t\t\n58:02\t-\tBringing\this\tchildren\tup\t\n\t\nCas\tsays\the\tbrought\this\tchildren\tup\tthe\tway\the\twas\tbrought\tup,\tand\this\t\nchildren\tand\tgrandchildren\tare\this\tgreatest\treward\tin\tlife.\t\t\t\t\t\t\t\t\nCas\tdice\tque\tcreció\ta\tsus\tniños\ten\tla\tmanera\tde\tque\tél\tfue\tcriado,\ty\tsus\thijos\ty\t\nnietos\tson\tla\tmejor\trecompensa\tde\tsu\tvida.\n\n�"]]]]]]]]],["collection",{"collectionId":"3"},["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","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/."],["elementContainer",["element",{"elementId":"50"},["name","Title"],["description","A name given to the resource"],["elementTextContainer",["elementText",{"elementTextId":"32587"},["text","<a href=\"http://omeka.buffalolib.org/items/browse?collection=3\">Hispanic Heritage History Project Oral History Interviews</a>"]]]],["element",{"elementId":"37"},["name","Contributor"],["description","An entity responsible for making contributions to the resource"],["elementTextContainer",["elementText",{"elementTextId":"43159"},["text","Hispanic Heritage Council of WNY, INC"]]]]]]]],["itemType",{"itemTypeId":"4"},["name","Oral History"],["description","A resource containing historical information obtained in interviews with persons having firsthand knowledge."],["elementContainer",["element",{"elementId":"4"},["name","Location"],["description","The location of the interview"],["elementTextContainer",["elementText",{"elementTextId":"41994"},["text","West Seneca, NY"]]]],["element",{"elementId":"16"},["name","Time Summary"],["description","A summary of an interview given for different time stamps throughout the interview"],["elementTextContainer",["elementText",{"elementTextId":"54030"},["text","<p class=\"normal\"><strong>7:36 - The American Dream  </strong></p>\n<p class=\"normal\">\"I'm pretty sure they experienced the same hardships that many other families experienced, a new country, a new culture, a new way of life . . . looking for that American dream, if you would.\"       </p>\n<p class=\"normal\">\"Estoy seguro que ellos se sintieron la vida dura como las otras familias experimentaron, un nuevo país, una nueva cultura y una nueva manera de vida...buscando el sueño estadounidense.\"</p>\n<p class=\"normal\"><strong>8:05 - Lessons from Dad</strong>       </p>\n<p class=\"normal\">\"I never knew of my dad taking a day off from work, even though he was sick.\"  Cas's dad went into work if he had a cold or pneumonia.  This hard work ethic transferred to the children and taught them the importance of being dependable, responsible, and reliable workers.   </p>\n<p class=\"normal\">Mi padre nunca perdió un día de trabajo, aun cuando estaba enfermo.\" El padre de Cas fue al trabajo aun cuando tenía un resfrío o neumonía. Su ética de laborar se trasladó a los niños y los enseñó la importancia de ser confiable, responsable y trabajadores constantes.</p>\n<p class=\"normal\"><strong>9:21 - Translating in the Doctor's Office</strong>              </p>\n<p class=\"normal\">Cas goes with his mother to the doctor because she needed a translator and modern services to migrants today were not available back then.  </p>\n<p class=\"normal\">Cas acompaña a su madre al médico porque ella necesitaba alguien bilingüe y los servicios modernos no estaban disponibles a los migrantes en esa época.</p>\n<p class=\"normal\"><strong>12:11 - Cas Remembers the Nurse of the</strong> <strong>Projects</strong>                </p>\n<p class=\"normal\">Cas remembers \"The Nurse of the Projects.\" His neighbor, Mrs. Gray, would make house calls around the projects anytime someone was ill.  She \"came to the rescue\" whenever anyone got sick.        </p>\n<p class=\"normal\">Cas se acuerda “La enfermera del barrio.” Su vecina, Sra. Gray, llamaría a los residentes del barrio cuando alguien se sentía enfermo. Ella llegaba a la asistencia cuando alguien se enfermaba.</p>\n<p class=\"normal\"><strong>13:25 - A Sense of Community Makes Life Easier</strong></p>\n<p class=\"normal\">Cas says life is easier when there is a sense of community in your neighborhood.</p>\n<p class=\"normal\">Cas dice que la vida se simplifica cuando hay un sentido de comunidad en su propio barrio.</p>\n<p class=\"normal\"><strong>19:50 - The First Event of the HHC</strong></p>\n<p class=\"normal\">Cas explains that the HHC began after his idea to kick off Hispanic Heritage Month (Sept. 15 - Oct. 15) in Buffalo.  He met with Directors of the Erie County Library in order to propose that the kick off take place at the Central Library.     </p>\n<p class=\"normal\">Cas explica que el HHC empezó después aprender de su idea para empezar el mes de Herencia Hispana (el 15 de Septiembre al 15 de Octubre) en Búfalo. Se juntó con los directores de la Biblioteca de Erie County para proponer que los eventos tomaran lugar a la biblioteca central. </p>\n<p class=\"normal\"><strong>27:18 - The Mission of the HHC          </strong></p>\n<p class=\"normal\">Cas quickly details the mission of the HHC. </p>\n<p class=\"normal\">Rápidamente Cas explica la misión del HHC.</p>\n<p class=\"normal\"><strong>32:13 - This is for the Children     </strong></p>\n<p class=\"normal\">Cas says that the HHC can bring the culture and heritage of Hispanic communities to the children who \"crave\" it.  He says that their work isn't only for the present, but for the future as well.   </p>\n<p class=\"normal\">Cas dice que el HHC les puede llevar la cultura y la herencia de las comunidades hispanas a los niños quien las antojan. Él dice que su trabajo no solo existe con el propósito del presente, pero también para el futuro.</p>\n<p class=\"normal\"><strong>34:36 - The Disconnect Between Generations</strong></p>\n<p class=\"normal\">The culture, environment, and surroundings in other countries are different than America.  \"A child growing up in Puerto Rico will not have the same experiences as a child growing up in America.\" \"The disconnect is that maybe their parents weren't born here, but they were born here.\"  Cas explains the disconnect between generations as a result of their upbringing.            </p>\n<p class=\"normal\">La cultura, el ambiente, los vecindarios en otros países son diferentes de los de los Estados Unidos. \"Un niño que se crece en Puerto Rico no tendrá las mismas experiencias que un niño en los Estados Unidos. \"La razón para esta desconexión es que sus padres no nacieron aquí, pero ellos (los niños) nacieron aquí).\" Cas explica la desconexión entre las generaciones por el resultado de sus juventudes.                                                                                                                                                                                                                                                                                                     <br /><br /><strong>42:46 - Cas's Goal                 </strong></p>\n<p class=\"normal\">Cas says that he hopes the HHC will manifest a wealth of information (available in the libraries and historical societies of Western NY) that is available to the public at all times.   </p>\n<p class=\"normal\">Cas dice que él espera que el HHC se manifieste una riqueza de información (la que será disponible en las bibliotecas y el museo de historia en Western New York) y que sea siempre disponible al público.</p>\n<p class=\"normal\"><strong>46:48 - What Migrants Need</strong></p>\n<p class=\"normal\">Cas says that migrant workers need good paying jobs to support their families, but they need persistence and a strong work ethic in order to make it work in America. He says migrants come from humble beginnings but with the aforementioned skills they are able to build on their root foundations to \"live on.\"     </p>\n<p class=\"normal\">Cas dice que los migrantes necesitan puestos buenos que les pagan bien para sostener a la familia, pero necesitan la persistencia y una ética fuerte de trabajar para que sobrevivan en los Estados Unidos. Dice que los migrantes vienen de vidas humildes pero con las habilidades antes mencionadas, ellos pueden plantear la fundación para \"adelantarse\".</p>\n<p class=\"normal\"><strong>52:59 - A Family of 13         </strong></p>\n<p class=\"normal\">Cas says he gives his parents a lot of credit, because his family was large and even though there were a lot of mouths to feed his parents never gave up.      </p>\n<p class=\"normal\">Cas dice que les da mucho crédito a sus padres, porque su familia era grande y a pesar de que habían muchas bocas para alimentar, sus padres nunca se rindieron.</p>\n<p class=\"normal\"><strong>55:42 - It Begins at Home                        <br /><br /></strong>Cas says that a strong sense of community and a need to do things for your \"fellow man\", begins at home.     </p>\n<p class=\"normal\">Cas dice que un sentido fuerte de comunidad y una necesidad de hacer las cosas para su \"compañero\", empiezan en el hogar.</p>\n<p class=\"normal\"><strong>55:54 - Helping Someone in the Community          <br /></strong><br /> Cas feels a sense of accomplishment every time he helps an individual or someone in the community.  He says these feelings of accomplishment and the need to help other people starts at childhood, because you cannot be passive about helping others if you grew up in a family full of love and encouragement.           </p>\n<p class=\"normal\">Cas tiene un sentido del éxito cada vez que él ayuda a un individuo o a alguien en la comunidad. Él dice que esos sentimientos de éxito y la necesidad de ayudar a otra gente empiezan a la niñez, porque no se puede ser pasivo con la ayuda de otros cuando se crece en una familia llena de amor y estímulo.</p>\n<p class=\"normal\"><strong>56:42 - You don't need lots of money          <br /><br /></strong>Cas says you don't need lots of money to raise a good family.  His family didn't have a lot of money but they had a lot of love and, as a result, him and his siblings still look out for one another even though his parents are gone.       </p>\n<p class=\"normal\">Cas dice que no se necesita mucho dinero para criar una buena familia. Su familia no tenía mucho dinero pero ellos tenían mucho amor y, como resultado, él y sus hermanos todavía se cuidan a uno a otro aunque sus padres ya se han fallecido.  </p>\n<p class=\"normal\"><strong>58:02 - Bringing his children up<br /><br /></strong>Cas says he brought his children up the way he was brought up, and his children and grandchildren are his greatest reward in life.       </p>\nCas dice que creció a sus niños en la manera de que él fue criado, y sus hijos y nietos son la mejor recompensa de su vida."]]]]]],["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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In 1968 his family moved to the Allentown area (Mariner Street) in Buffalo. He was born and raised in Buffalo. He went to Grover-Cleveland high school and went to University at Buffalo. In 1972 and in 1977 he graduated college, began working at General Motors and started his own family. He worked for GM for 34 years, he began as a laborer and after he finished college he went into the management program. The management program took Cas across the world, through Mexico, Europe and Asia. He retired from GM in 2006. Cas had to be persistent in order to get a job at General Motors. He was going to college at the time and he needed a good job because he was already married and he had a child. Even though it wasn't difficult to get into General Motors, Cas says you had to \"know someone\" to get into General Motors. He had to call Mr. Hudson (the personnel manager) every morning at 9 a.m. until Mr. Hudson told him he had to come into work by 1 p.m. if he wanted the job."]],["elementText",{"elementTextId":"41989"},["text","Cas nació en la ciudad de Lackawanna, NY en el año 1955 y su hermana nació en el año 1956. Cas creció en los Baker Home Projects, justo en frente de la calle de donde se ubica el estacionamiento de la planta. En el año 1968, la familia se mudó a Allentown (la Calle Mariner) en Búfalo. Vivía la mayoría de su vida en Búfalo. Asistió a la escuela secundaria a Grover-Cleveland y después a la Universidad a Búfalo. Él empezó a la universidad en el año 1972 y se graduó en el año 1977, él empezó a trabajar a General Motors y empezó su propia familia. Él trabajaba a GM por 34 años, él empezó al puesto de trabajador manual, después de terminar su titulado universitario se trasladó al programa de gestión. El programa de gestión lo llevó por el mundo, incluso México, Europa y Asia. Se retiró de GM en 2006. Cas tuvo que ser persistente para conseguir un puesto a General Motors. Él asistía a la universidad al momento y él necesitaba el buen empleo porque ya se había casado y había tenido un hijo. Aunque no era difícil conseguir un puesto a General Motors, Cas dijo que tenía que “conocer a alguien” para entrar en la compañía. Él tuvo que llamar al Sr. Hudson (el director personal) cada mañana a las 9 de la mañana hasta cuando el Sr. Hudson le dijo que tuvo un puesto si pudiera llegar a trabajar a la una de la tarde."]]]],["element",{"elementId":"40"},["name","Date"],["description","A point or period of time associated with an event in the lifecycle of the resource"],["elementTextContainer",["elementText",{"elementTextId":"41995"},["text","2012-07-31"]]]],["element",{"elementId":"37"},["name","Contributor"],["description","An entity responsible for making contributions to the resource"],["elementTextContainer",["elementText",{"elementTextId":"41996"},["text","Hispanic Heritage Council of WNY, INC"]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"41997"},["text","Buffalo & Erie County Public Library"]]]],["element",{"elementId":"42"},["name","Format"],["description","The file format, physical medium, or dimensions of the resource"],["elementTextContainer",["elementText",{"elementTextId":"41999"},["text","audio/mp3"]]]],["element",{"elementId":"48"},["name","Source"],["description","A related resource from which the described resource is derived"],["elementTextContainer",["elementText",{"elementTextId":"42000"},["text","Hispanic Heritage \"Bring Us Your History!\" Project"]]]],["element",{"elementId":"46"},["name","Relation"],["description","A related resource"],["elementTextContainer",["elementText",{"elementTextId":"42001"},["text","Buffalo & Erie County Public Library Digital Collections"]]]],["element",{"elementId":"47"},["name","Rights"],["description","Information about rights held in and over the resource"],["elementTextContainer",["elementText",{"elementTextId":"56706"},["text","Digital collection copyright 2016 by the Buffalo & Erie County Public Library. 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Father Antonio Rodriguez was instrumental in establishing the parade and carnival."]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"54877"},["text","Buffalo & Erie County Public Library"]]]],["element",{"elementId":"40"},["name","Date"],["description","A point or period of time associated with an event in the lifecycle of the resource"],["elementTextContainer",["elementText",{"elementTextId":"54878"},["text","1950s-1980s"]]]],["element",{"elementId":"37"},["name","Contributor"],["description","An entity responsible for making contributions to the resource"],["elementTextContainer",["elementText",{"elementTextId":"54879"},["text","Hispanic Heritage Council of WNY, INC"]]]],["element",{"elementId":"42"},["name","Format"],["description","The file format, physical medium, or dimensions of the resource"],["elementTextContainer",["elementText",{"elementTextId":"54881"},["text","image/jpg"]]]],["element",{"elementId":"48"},["name","Source"],["description","A related resource from which the described resource is derived"],["elementTextContainer",["elementText",{"elementTextId":"54883"},["text","Hispanic Heritage \"Bring Us Your History!\" Project"]]]],["element",{"elementId":"46"},["name","Relation"],["description","A related resource"],["elementTextContainer",["elementText",{"elementTextId":"54884"},["text","Buffalo & Erie County Public Library Digital Collections"]]]],["element",{"elementId":"47"},["name","Rights"],["description","Information about rights held in and over the resource"],["elementTextContainer",["elementText",{"elementTextId":"56758"},["text","Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes."]]]]]]],["tagContainer",["tag",{"tagId":"721"},["name","Building"]],["tag",{"tagId":"463"},["name","Catholic Church"]],["tag",{"tagId":"237"},["name","Community Involvement"]],["tag",{"tagId":"872"},["name","Hispanic Culture"]],["tag",{"tagId":"654"},["name","Leadership"]],["tag",{"tagId":"706"},["name","Parade"]],["tag",{"tagId":"883"},["name","Photo album"]],["tag",{"tagId":"462"},["name","Religion"]]]],["item",{"itemId":"3300","public":"1","featured":"0"},["fileContainer",["file",{"fileId":"2362","order":"1"},["src","https://omeka.buffalolib.org/files/original/acf4ee2b8b57aae4b506b541d5be9f05.mp3"],["authentication","ed0574301e5a7881dcb32a47efbb2f0c"]],["file",{"fileId":"2614","order":"2"},["src","https://omeka.buffalolib.org/files/original/27b7a8888dd39e457e84d5e7aec504ab.pdf"],["authentication","e1984334515621df855b8fb4aa39707f"],["elementSetContainer",["elementSet",{"elementSetId":"4"},["name","PDF Text"],["description"],["elementContainer",["element",{"elementId":"52"},["name","Text"],["description"],["elementTextContainer",["elementText",{"elementTextId":"54022"},["text","Hispanic Heritage Council of WNY\n“Bring Us Your History!” Project\nInterviewee: David Caban\nInterview Location: Buffalo, NY\nInterview Date: 8/20/2013\nInterview Conducted by: Stephanie Bucalo\nExecutive Summary:\nThis interview with David Caban took place on August 20, 2013 at the Enterprise Charter\nSchool in Buffalo, NY and was conducted by Stephanie Bucalo. David was originally from\nNew York City but received his university education at the University at Buffalo. After\ngraduating, he stayed in Buffalo to help improve academic opportunities for the Latino\npopulation in the public school system. David soon realized the Buffalo Public Schools were\nnot prepared to educate the growing Spanish speaking population and quickly jumped in to\nhelp develop a bilingual program at the Herman Badillo Community School on Elmwood\nAvenue.\nDavid, along with his fellow BPS bilingual colleagues, partnered with the community to\nidentify how to best cater to the academic needs of the Spanish speaking community. He\nrecognized that complete bilingualism was key to maintaining the Spanish language and\nculture, but also to help students prepare themselves for college and the workforce. Over\nthe years David has been instrumental in furthering the success of the Herman Badillo\nCommunity School as well as implementing a bilingual program at the Olmstead\nElementary School.\nIn this interview, David discusses the importance of maintaining the Spanish language\nwithin the Latino community as well as the struggles that Latino students at Herman\nBadillo face as they live at a lower socioeconomic level than the more affluent students at\nOlmstead Elementary School. David strongly stresses the need for community and family\nintervention in all aspects of their child’s education.\nResumen Ejecutivo:\nEsta entrevista tomó lugar el 20 de agosto de 2013 al Enterprise Charter SChool en Búfalo,\nNY y fue conducida por Stephanie Bucalo. Originalmente David es de la Ciudad de Nueva\nYork pero vino a Búfalo para recibir su educación a la Universidad de Búfalo. Después de\ngraduarse, se quedó en Búfalo y ayudó a mejorar las oportunidades educativas para la\npoblación latina en el sistema público de escuelas. Justo se dio cuenta que los Buffalo Public\nSchools no estaban listos a educar a los estudiantes hispanohablantes y se involucró\n\n�rápidamente para desarrollar un programa bilingüe en Herman Badillo Community School\nen la Avenida Elmwood.\nDavid, al lado de sus colegas de BPS, trabajaba con la comunidad para identificar la mejor\nmanera de tratar las necesidades educativas de la comunidad hispanohablante. Él\nreconoció que el bilingüismo completo era clave en el mantenimiento de la lengua española\ny la cultura, pero también para ayudarlos a los estudiantes para la entrada en la\nuniversidad y la fuerza laboral. Sobre los años David ha sido fundamental en el progreso y\nel éxito del Herman Badillo Community School tanto como la implementación del programa\nbilingüe al Olmstead Elementary School.\nEn esta entrevista, David expresa la importancia del mantenimiento el lenguaje español\ndentro de la comunidad latina tanto como los desafíos que los estudiantes latinos enfrentan\nporque viven a un nivel socioeconómico más bajo que los estudiantes afluentes que asisten\nal Olmstead Elementary School. David enfatiza fuertemente que es necesario que la\ncomunidad y la familia intervenga en los asuntos educativos de sus niños para crear el\nmejor estudiante.\nStory Clips:\n0:12 - A brief introduction\nDavid Caban gives a brief introduction about himself.\nDavid se presenta con una introducción.\n0:42 - Educated in Buffalo\nDavid came to Buffalo to attend the university. He is originally from New\nYork City. He received all of his degrees in Buffalo and has since become an\nintegral part of the education system.\nDavid vino a Búfalo para asistir a la universidad donde recibió todos de sus\ntitulados. Originalmente vino de Nueva York. Se quedó en Búfalo y se integró\nal sistema educativo.\n1:15 - How did David get involved with the Hispanic community?\nDavid explains how he became involved with the Hispanic community. He\nlearned about the challenges Hispanics faced in Buffalo from friends he met\nin the university.\n\n�David explica cómo se involucró con la comunidad hispana. Él aprendió\nsobre los desafíos que enfrentaron a los hispanos en Búfalo de unos amigos\nque conoció en la universidad.\n2:43 - Community members help select new bilingual teachers\nMembers of the community formed a team and helped select new bilingual\nteachers. This was the first time people outside of the administration and\nschool had the opportunity to choose faculty for the bilingual program.\nUnos miembros de la comunidad formaron un equipo y hicieron entrevistas\ncon los nuevos candidatos de los puestos bilingües. Era la primera vez que\nunos miembros de la comunidad participaban en las entrevistas de los\nnuevos maestros y influyen las decisiones de quién iba a ser una parte del\nprograma bilingüe.\n3:50 - Hispanic community leaders get involved in bilingual education\nThe Hispanic community leaders helped design the bilingual program.\nLos líderes de la comunidad hispana ayudaron a construir el programa\nbilingüe.\n8:37 - BPS didn't know what to do with the growing Hispanic student\npopulation\nInitially the Buffalo Public Schools didn't know how to best teach the growing\nSpanish speaking population. They did not have bilingual teachers or\ncurriculum for Spanish speaking students.\nAl inicio los Buffalo Public Schools no sabían enseñar a los estudiantes\nhispanohablantes crecientes. Ya no había un programa bilingüe desarrollado.\nTampoco eran maestros bilingües ni currículo en español.\n9:51 - Programs in Dade County and Texas were the first to have\nbilingual programs\nThe committee members got ideas for a bilingual program from Dade County\nand Texas. These two places were the first to implement bilingual programs\nin their public schools.\nLos miembros del comité consiguió ideas de Dade County y Texas. Ambos\nlugares eran los primeros que empezaron un programa bilingüe en las\nescuelas públicas.\n\n�10:57 - Self contained vs Pull out classes\nDavid explains the difference between a self contained class versus a pull out\nclass.\nDavid explica la diferencia entre las clases autónomas y las de los estudiantes\nque salen a otras aulas.\n11:17 - Screened teachers were placed in schools with large numbers of\nSpanish speaking students\nThe teachers who were selected during the community interviewing process\nwere placed where there were large Spanish speaking populations.\nSe mandaron a los maestros que fueron elegidos por el comité de la\ncomunidad a las escuelas con las poblaciones más grandes en la ciudad.\n11:58 - Apply for Federal funding in academic year 1972-1973\nA committee of community members applied for Federal funding to start a\nbilingual program in the Buffalo Public Schools in 1972-1973.\nUn comité de miembros comunitarios se solicitó de una fuente federal para\nempezar un programa bilingüe en los Buffalo Public Schools.\n13:13 - The meaning of self-containment\nDavid explains what takes place in a self-contained classroom.\nDavid explica lo que toma lugar en un aula autónomo.\n14:01 - The benefits of having a self contained classroom\nThere were many benefits to having a self contained classroom. The teacher\ncould instruct the same kids all day long without changing classes.\nHabían muchos beneficios de las aulas autónomas. Los maestros pueden dar\nclases a los mismos estudiantes por todo el día sin cambio.\n14:35 - Herman Badillo program was the ideal\nHerman Badillo is located right within the Spanish speaking community. The\ncommittee felt that this school was the ideal location for the first bilingual\nprogram.\n\n�Se ubica Herman Badillo justo dentro de la comunidad hispanohablante. El\ncomité pensó que Herman Badillo era la escuela perfecta para el primer\nprograma bilingüe.\n15:39 - Why strip the child of their native language\nDavid doesn't think the education system should strip the kids of their native\nlanguage.\nDavid no cree que el sistema educativa deba robar a los estudiantes de su\nlengua nativa.\n17:09 - Bilingual program evolves\nThe bilingual program evolves as more students become a part of it.\nEl programa bilingüe evoluciona como más estudiantes entraron en el\nprograma.\n18:57 - Transitional vs Maintenance Bilingual Program\nDavid explains the difference between a transitional bilingual program and a\nmaintenance bilingual program. Transitional bilingual programs are for\nstudents who are ready to move into an English only classroom. Maintenance\nbilingual programs are for students who need to work on maintaining their\nSpanish.\nDavid explica la diferencia entre un programa bilingüe transicional y un\nprograma bilingüe de mantenimiento. El programa bilingüe transicional era\npara ayudar a los estudiantes que van a un program solamente en inglés. El\nprograma bilingüe de mantenimiento era un programa para ayudar a los\nestudiantes que necesitan mantener el español.\n19:56 - We wanted to maintain their Spanish\nDavid explains that the committee who set up the bilingual program wanted\nthe students to maintain their Spanish but also learn English.\nDavid explica que el comité quería que los estudiantes mantuvieran el\nespañol pero al mismo tiempo aprendieran el inglés\n20:27 - Spanish predominant students continued with their education\nSpanish predominant students continued with their education even if they\nweren't fully bilingual.\n\n�Los estudiantes hispanohablantes siguieron con su educación aunque no\neran completamente bilingües.\n22:31 - The bilingual classroom became attractive to other students\nOther students wanted to be a part of the bilingual classroom too. Students\nwho only spoke English began to see the benefits of the bilingual classroom.\nOtros estudiantes querían ser parte del aula bilingüe. Los estudiantes\nanglosajones empezaron a ver los beneficios de ser bilingüe.\n23:58 - Their needs were being met academically\nAs the bilingual services increased within the Buffalo Public Schools, the\nstudents started to succeed.\nCómo aumentaron los servicios bilingües dentro de los Buffalo Public\nSchools, los estudiantes empezaron a tener más éxito.\n25:09 - Families were coming from Puerto Rico not the Bronx or\nBrooklyn\nAt this time, families were coming to Buffalo, not the Bronx. This meant that\nmany of these students had never received instruction in English. Prior to\nthis new wave, Puerto Rican migrants were coming from New York City\nwhere they were already accustomed to the education system in English.\nEn esa época, las familias vinieron a Búfalo de Puerto Rico y no del Bronx.\nEste quería decir que era posible que los estudiantes nunca hubiera recibido\ninstrucción en inglés. La ola anterior vino de Nueva York y los estudiantes ya\nestaban acostumbrados al sistema educativa en inglés.\n26:41 - Parents supported bilingual program at Herman Badillo\nParents in the neighborhood supported the creation of the Herman Badillo\nbilingual community school.\nLos padres en el vecindario apoyaron a la creación de la Escuela Bilingüe\nHerman Badillo.\n27:53 - Bilingual programs were duplicated nationwide\nBilingual programs begin to appear all over the country. They used the\nbilingual model from Dade County, Florida as an example of how they could\ndesign their own in Buffalo.\n\n�Los programas bilingües empezaron a aparecer por todo el país. Se usó el\nmodelo del programa bilingüe en Dade County, Florida para un ejemplo de\ncómo se construía su propio programa bilingüe en Búfalo.\n29:26 - Conflicts between Spanish and non-Spanish speaking students\nThere were many conflicts between Spanish speaking and non-Spanish\nspeaking students, especially those who identified with their Hispanic\nculture. Many Buffalonian born Hispanics never learned Spanish but still\nidentified with their respective country/place or origin. Spanish speaking\nHispanics didn't see them as the same because they couldn't speak Spanish.\nHubo muchos conflictos entre los estudiantes hispanohablantes y no\nhispanohablantes, especialmente entre los que se identificaron con su cultura\nhispana. Muchos hispanos nacidos en Búfalo no aprendieron a hablar el\nespañol pero todavía se identificaron con sus países/lugares de nacimiento\nrespectivamente. Los hispanohablantes no los consideraron lo mismo porque\nno hablaron español.\n30:33 - Hispanic ethnic traditions\nDavid discusses different Hispanic ethnic traditions as they are celebrated\nwithin the community.\nDavid expresa las tradiciones hispanas diferentes celebradas dentro de la\ncomunidad.\nMás información en seguida.\n32:00 - Spanish dominant classes were not helpful\nSpanish dominant classes did not help Spanish speaking students in the\nBuffalo Public Schools. They were not exposed to English therefore they still\nweren't able succeed in school.\nLas clases dominadas por el español no ayudaron a los estudiantes porque no\ntenían las oportunidades para aprender el inglés. Por eso, no tenían mucho\néxito en la escuela.\n33:12 - There is more educational accountability\nDavid explains how the introduction of the bilingual program created more\naccountability for their student's education.\n\n�David explica cómo la introducción del programa bilingüe crea un sentido de\ncontabilidad para la educación de los estudiantes.\n33:47 - Full transition takes 3-5 years\nDavid explains how long it takes to fully transition a student from a\nmonolingual environment to a bilingual environment. He says it takes 3-5\nyears.\nDavid explica cuánto tiempo toma para hacer la transición del estudiante de\nun ambiente monolingual al uno bilingüe. Toman 3-5 años.\n34:59 - Where do bilingual students go after 8th grade\nStudents who complete their bilingual education (it ends at 8th grade) go to\nan English only high school. By this time, if the program is successful, the\nstudents should be fully bilingual.\nLos estudiantes que cumplieron el programa bilingüe (termina al octavo\ngrado) continúan su educación en una secundaria anglosajona. En ese\nmomento, si el programa es exitosa, los estudiantes deberían ser bilingües.\n37:23 - The district wasn't ready to track students\nThe district wasn't ready to identify which students needed additional\nsupport. They didn't have the resources to provide adequate education to\nstudents who spoke languages other than Spanish. For this reason, the\nHispanic community got involved.\nEl distrito no estaba listo para identificar cuáles estudiantes necesitaron más\nayuda en la escuela. No tuvieron los recursos para dar una educación\napropiada a los estudiantes que hablaron otras lenguas que el inglés. Por eso,\nse involucró a la comunidad hispana.\n40:08 - How to create a strong community school\nDavid explains how to create a strong community school. He believes that the\nparents have to be 100% on board with what the school is trying to\naccomplish to be successful.\nDavid explica cómo crear una escuela comunitaria fuerte. Dice que los padres\ntienen que estar de acuerdos con todo lo que trata de hacer en la escuela.\n43:13 - Early bilingual program evolves into the Multilingual\nDepartment\n\n�The bilingual program eventually evolved into the Multi-Lingual Program\nwhich exists today. The Buffalo Public Schools started enrolling students\nfrom other countries where the students speak dozens of other languages.\nEventualmente el program bilingüe se convirtió en el programa multilingüe,\nlo cual existe hoy en día. Los Buffalo Public Schools empezaron a matricular a\nlos estudiantes de otros países donde hablaron docenas de otras lenguas.\n50:13 - Addressing all languages in BPS\nThe Buffalo Public Schools has students from all over the world. They needed\nto create a plan to address the growing need for language support.\nLos Buffalo Public Schools tienen estudiantes de varios países. Necesitaron\nformular un plan para atender la necesidad lingüística de los estudiantes\ndiversos.\n51:49 - How to be fully bilingual starting in Kindergarten\nDavid explains the importance of being bilingual education in Kindergarten.\nDavid explica que es necesario formar a un estudiante completamente\nbilingüe que empieza en Kindergarten.\n54:08 - Bilingual program at Olmstead\nA committee, with the help of parents from the Olmstead Elementary School,\nbegin a bilingual program.\nUn comité empieza, con la ayuda de los padres de la Escuela Primaria\nOlmstead, un programa bilingüe.\n55:30 - Fisher Price mom shows you can immerse an English only child\nin a bilingual school\nA mother sent her child to Olmstead where there was a bilingual program.\nStudents learn Spanish beginning in Kindergarten and are immersed in a\nSpanish only environment during a dedicated time each day.\nUna madre que trabajaba a Fisher Price mandó a su hijo a la Escuela Primaria\nOlmstead donde hay un programa bilingüe. Los estudiantes se sumergieron\nen un ambiente solo hispanohablante durante una temporada dedicada al\nlenguaje.\n58:04 - Met with Olmstead parents about bilingual program\n\n�David met with the parents from Olmstead to discuss the introduction of a\nbilingual program. Olmstead is an elementary school with high entrance\nstandards. It was the second school to implement a (voluntary/application\nbased) bilingual program.\nDavid se juntó con unos padres de la Escuela Primaria Olmstead para discutir\nla posibilidad de introducir un programa bilingüe ahí. Olmstead es una\nescuela primaria que requiere un estándar de educación alto para entrar en\nla escuela. El programa bilingüe es voluntario y basado en un proceso de\nsolicitud.\n58:50 - Volunteered after retirement and brought the families to Puerto\nRico\nDavid volunteered to help bring families from Olmstead to Puerto Rico.\nDavid se ofreció a llevar unos padres de Olmstead a Puerto Rico.\n59:18 - Socioeconomic differences\nSocioeconomic differences determine how successful a bilingual program can\nbe. He compares the programs at Herman Badillo and Olmstead. The\nstudents at Herman Badillo come from low income families. The students at\nOlmstead tend to be from affluent families. He feels that people coming from\na higher socioeconomic status are more apt to be successful in a bilingual\nsetting because they have more support around them.\nLas diferencias socioeconómicas determinan el éxito que un estudiante tiene\nen el aula bilingüe. Los estudiantes que asisten a Herman Badillo vienen de\nfamilias más humildes. Los estudiantes que asisten a Olmstead por mucha\nparte vienen de familias más opulentes. Él cree que el estatus\nsocioeconómico puede tomar un rol en el éxito de un estudiante en un\nprograma bilingüe porque hay más apoyo de sus maestros y su familia.\n1:00:35 - The bilingual waiting list was extensive at Olmstead\nThere was a very long waiting list at Olmstead for the bilingual program.\nSome parents who couldn't get their kids into the regular educational\nprogram signed their kids up for the bilingual program just so they could go\nto Olmstead. David found this funny because he was afraid the parents didn't\nrealize their kids would also receive instruction in Spanish.\nHubo una lista de esperanza larga a Olmstead para el programa bilingüe.\nAlgunos de los padres llenaron solicitudes de entrada para el programa\n\n�bilingüe porque no podían entrar en el programa tradicional de la escuela.\nDavid tenía miedo que los padres no supieran que sus hijos recibieran\ninstrucción en español también.\n1:01:18 - Various levels of success for Spanish speaking students at\nOlmstead\nStudents achieved various levels of success at Olmstead.\nLos estudiantes llegaron a varios niveles de éxito a Olmstead.\n\n�"]]]]]]]]],["collection",{"collectionId":"3"},["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","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/."],["elementContainer",["element",{"elementId":"50"},["name","Title"],["description","A name given to the resource"],["elementTextContainer",["elementText",{"elementTextId":"32587"},["text","<a href=\"http://omeka.buffalolib.org/items/browse?collection=3\">Hispanic Heritage History Project Oral History Interviews</a>"]]]],["element",{"elementId":"37"},["name","Contributor"],["description","An entity responsible for making contributions to the resource"],["elementTextContainer",["elementText",{"elementTextId":"43159"},["text","Hispanic Heritage Council of WNY, INC"]]]]]]]],["itemType",{"itemTypeId":"4"},["name","Oral History"],["description","A resource containing historical information obtained in interviews with persons having firsthand knowledge."],["elementContainer",["element",{"elementId":"4"},["name","Location"],["description","The location of the interview"],["elementTextContainer",["elementText",{"elementTextId":"50203"},["text","Enterprise Charter School, Buffalo, NY"]]]],["element",{"elementId":"11"},["name","Duration"],["description","Length of time involved (seconds, minutes, hours, days, class periods, etc.)"],["elementTextContainer",["elementText",{"elementTextId":"50209"},["text","1:02:37"]]]],["element",{"elementId":"16"},["name","Time Summary"],["description","A summary of an interview given for different time stamps throughout the interview"],["elementTextContainer",["elementText",{"elementTextId":"54021"},["text","<p class=\"normal\"><strong>0:12 - A brief introduction</strong></p>\n<p class=\"normal\">David Caban gives a brief introduction about himself.</p>\n<p class=\"normal\">David se presenta con una introducción.</p>\n<p class=\"normal\"><strong>0:42 - Educated in Buffalo</strong></p>\n<p class=\"normal\">David came to Buffalo to attend the university. He is originally from New York City. He received all of his degrees in Buffalo and has since become an integral part of the education system.</p>\n<p class=\"normal\">David vino a Búfalo para asistir a la universidad donde recibió todos de sus titulados. Originalmente vino de Nueva York. Se quedó en Búfalo y se integró al sistema educativo.</p>\n<p class=\"normal\"><strong>1:15 - How did David get involved with the Hispanic community?</strong></p>\n<p class=\"normal\">David explains how he became involved with the Hispanic community. He learned about the challenges Hispanics faced in Buffalo from friends he met in the university.</p>\n<p class=\"normal\">David explica cómo se involucró con la comunidad hispana. Él aprendió sobre los desafíos que enfrentaron a los hispanos en Búfalo de unos amigos que conoció en la universidad.</p>\n<p class=\"normal\"><strong>2:43 - Community members help select new bilingual teachers</strong></p>\n<p class=\"normal\">Members of the community formed a team and helped select new bilingual teachers. This was the first time people outside of the administration and school had the opportunity to choose faculty for the bilingual program.</p>\n<p class=\"normal\">Unos miembros de la comunidad formaron un equipo y hicieron entrevistas con los nuevos candidatos de los puestos bilingües. Era la primera vez que unos miembros de la comunidad participaban en las entrevistas de los nuevos maestros y influyen las decisiones de quién iba a ser una parte del programa bilingüe.</p>\n<p class=\"normal\"><strong>3:50 - Hispanic community leaders get involved in bilingual education</strong></p>\n<p class=\"normal\">The Hispanic community leaders helped design the bilingual program.</p>\n<p class=\"normal\">Los líderes de la comunidad hispana ayudaron a construir el programa bilingüe.</p>\n<p class=\"normal\"><strong>8:37 - BPS didn't know what to do with the growing Hispanic student population</strong></p>\n<p class=\"normal\">Initially the Buffalo Public Schools didn't know how to best teach the growing Spanish speaking population. They did not have bilingual teachers or curriculum for Spanish speaking students.</p>\n<p class=\"normal\">Al inicio los Buffalo Public Schools no sabían enseñar a los estudiantes hispanohablantes crecientes. Ya no había un programa bilingüe desarrollado. Tampoco eran maestros bilingües ni currículo en español.</p>\n<p class=\"normal\"><strong>9:51 - Programs in Dade County and Texas were the first to have bilingual programs</strong></p>\n<p class=\"normal\">The committee members got ideas for a bilingual program from Dade County and Texas. These two places were the first to implement bilingual programs in their public schools.</p>\n<p class=\"normal\">Los miembros del comité consiguió ideas de Dade County y Texas. Ambos lugares eran los primeros que empezaron un programa bilingüe en las escuelas públicas.</p>\n<p class=\"normal\"><strong>10:57 - Self contained vs Pull out classes</strong></p>\n<p class=\"normal\">David explains the difference between a self contained class versus a pull out class.</p>\n<p class=\"normal\">David explica la diferencia entre las clases autónomas y las de los estudiantes que salen a otras aulas.</p>\n<p class=\"normal\"><strong>11:17 - Screened teachers were placed in schools with large numbers of Spanish speaking students</strong></p>\n<p class=\"normal\">The teachers who were selected during the community interviewing process were placed where there were large Spanish speaking populations.</p>\n<p class=\"normal\">Se mandaron a los maestros que fueron elegidos por el comité de la comunidad a las escuelas con las poblaciones más grandes en la ciudad.</p>\n<p class=\"normal\"><strong>11:58 - Apply for Federal funding in academic year 1972-1973</strong></p>\n<p class=\"normal\">A committee of community members applied for Federal funding to start a bilingual program in the Buffalo Public Schools in 1972-1973.</p>\n<p class=\"normal\">Un comité de miembros comunitarios se solicitó de una fuente federal para empezar un programa bilingüe en los Buffalo Public Schools.</p>\n<p class=\"normal\"><strong>13:13 - The meaning of self-containment</strong></p>\n<p class=\"normal\">David explains what takes place in a self-contained classroom.</p>\n<p class=\"normal\">David explica lo que toma lugar en un aula autónomo.</p>\n<p class=\"normal\"><strong>14:01 - The benefits of having a self contained classroom</strong></p>\n<p class=\"normal\">There were many benefits to having a self contained classroom. The teacher could instruct the same kids all day long without changing classes.</p>\n<p class=\"normal\">Habían muchos beneficios de las aulas autónomas. Los maestros pueden dar clases a los mismos estudiantes por todo el día sin cambio.</p>\n<p class=\"normal\"><strong>14:35 - Herman Badillo program was the ideal</strong></p>\n<p class=\"normal\">Herman Badillo is located right within the Spanish speaking community. The committee felt that this school was the ideal location for the first bilingual program.</p>\n<p class=\"normal\">Se ubica Herman Badillo justo dentro de la comunidad hispanohablante. El comité pensó que Herman Badillo era la escuela perfecta para el primer programa bilingüe.</p>\n<p class=\"normal\"><strong>15:39 - Why strip the child of their native language</strong></p>\n<p class=\"normal\">David doesn't think the education system should strip the kids of their native language.</p>\n<p class=\"normal\">David no cree que el sistema educativa deba robar a los estudiantes de su lengua nativa.</p>\n<p class=\"normal\"><strong>17:09 - Bilingual program evolves</strong></p>\n<p class=\"normal\">The bilingual program evolves as more students become a part of it.</p>\n<p class=\"normal\">El programa bilingüe evoluciona como más estudiantes entraron en el programa.</p>\n<p class=\"normal\"><strong>18:57 - Transitional vs Maintenance Bilingual Program</strong></p>\n<p class=\"normal\">David explains the difference between a transitional bilingual program and a maintenance bilingual program. Transitional bilingual programs are for students who are ready to move into an English only classroom. Maintenance bilingual programs are for students who need to work on maintaining their Spanish.</p>\n<p class=\"normal\">David explica la diferencia entre un programa bilingüe transicional y un programa bilingüe de mantenimiento. El programa bilingüe transicional era para ayudar a los estudiantes que van a un program solamente en inglés. El programa bilingüe de mantenimiento era un programa para ayudar a los estudiantes que necesitan mantener el español.</p>\n<p class=\"normal\"><strong>19:56 - We wanted to maintain their Spanish</strong></p>\n<p class=\"normal\">David explains that the committee who set up the bilingual program wanted the students to maintain their Spanish but also learn English.</p>\n<p class=\"normal\">David explica que el comité quería que los estudiantes mantuvieran el español pero al mismo tiempo aprendieran el inglés</p>\n<p class=\"normal\"><strong>20:27 - Spanish predominant students continued with their education</strong></p>\n<p class=\"normal\">Spanish predominant students continued with their education even if they weren't fully bilingual.</p>\n<p class=\"normal\">Los estudiantes hispanohablantes siguieron con su educación aunque no eran completamente bilingües.</p>\n<p class=\"normal\"><strong>22:31 - The bilingual classroom became attractive to other students</strong></p>\n<p class=\"normal\">Other students wanted to be a part of the bilingual classroom too. Students who only spoke English began to see the benefits of the bilingual classroom.</p>\n<p class=\"normal\">Otros estudiantes querían ser parte del aula bilingüe. Los estudiantes anglosajones empezaron a ver los beneficios de ser bilingüe.</p>\n<p class=\"normal\"><strong>23:58 - Their needs were being met academically</strong></p>\n<p class=\"normal\">As the bilingual services increased within the Buffalo Public Schools, the students started to succeed.</p>\n<p class=\"normal\">Cómo aumentaron los servicios bilingües dentro de los Buffalo Public Schools, los estudiantes empezaron a tener más éxito.</p>\n<p class=\"normal\"><strong>25:09 - Families were coming from Puerto Rico not the Bronx or Brooklyn</strong></p>\n<p class=\"normal\">At this time, families were coming to Buffalo, not the Bronx. This meant that many of these students had never received instruction in English. Prior to this new wave, Puerto Rican migrants were coming from New York City where they were already accustomed to the education system in English.</p>\n<p class=\"normal\">En esa época, las familias vinieron a Búfalo de Puerto Rico y no del Bronx. Este quería decir que era posible que los estudiantes nunca hubiera recibido instrucción en inglés. La ola anterior vino de Nueva York y los estudiantes ya estaban acostumbrados al sistema educativa en inglés.</p>\n<p class=\"normal\"><strong>26:41 - Parents supported bilingual program at Herman Badillo</strong></p>\n<p class=\"normal\">Parents in the neighborhood supported the creation of the Herman Badillo bilingual community school.</p>\n<p class=\"normal\">Los padres en el vecindario apoyaron a la creación de la Escuela Bilingüe Herman Badillo.</p>\n<p class=\"normal\"><strong>27:53 - Bilingual programs were duplicated nationwide</strong></p>\n<p class=\"normal\">Bilingual programs begin to appear all over the country. They used the bilingual model from Dade County, Florida as an example of how they could design their own in Buffalo.</p>\n<p class=\"normal\">Los programas bilingües empezaron a aparecer por todo el país. Se usó el modelo del programa bilingüe en Dade County, Florida para un ejemplo de cómo se construía su propio programa bilingüe en Búfalo.</p>\n<p class=\"normal\"><strong>29:26 - Conflicts between Spanish and non-Spanish speaking students</strong></p>\n<p class=\"normal\">There were many conflicts between Spanish speaking and non-Spanish speaking students, especially those who identified with their Hispanic culture. Many Buffalonian born Hispanics never learned Spanish but still identified with their respective country/place or origin. Spanish speaking Hispanics didn't see them as the same because they couldn't speak Spanish.</p>\n<p class=\"normal\">Hubo muchos conflictos entre los estudiantes hispanohablantes y no hispanohablantes, especialmente entre los que se identificaron con su cultura hispana. Muchos hispanos nacidos en Búfalo no aprendieron a hablar el español pero todavía se identificaron con sus países/lugares de nacimiento respectivamente. Los hispanohablantes no los consideraron lo mismo porque no hablaron español.</p>\n<p class=\"normal\"><strong>30:33 - Hispanic ethnic traditions</strong></p>\n<p class=\"normal\">David discusses different Hispanic ethnic traditions as they are celebrated within the community.</p>\n<p class=\"normal\">David expresa las tradiciones hispanas diferentes celebradas dentro de la comunidad.</p>\n<p class=\"normal\">Más información en seguida.</p>\n<p class=\"normal\"><strong>32:00 - Spanish dominant classes were not helpful</strong></p>\n<p class=\"normal\">Spanish dominant classes did not help Spanish speaking students in the Buffalo Public Schools. They were not exposed to English therefore they still weren't able succeed in school.</p>\n<p class=\"normal\">Las clases dominadas por el español no ayudaron a los estudiantes porque no tenían las oportunidades para aprender el inglés. Por eso, no tenían mucho éxito en la escuela.</p>\n<p class=\"normal\"><strong>33:12 - There is more educational accountability</strong></p>\n<p class=\"normal\">David explains how the introduction of the bilingual program created more accountability for their student's education.</p>\n<p class=\"normal\">David explica cómo la introducción del programa bilingüe crea un sentido de contabilidad para la educación de los estudiantes.</p>\n<p class=\"normal\"><strong>33:47 - Full transition takes 3-5 years</strong></p>\n<p class=\"normal\">David explains how long it takes to fully transition a student from a monolingual environment to a bilingual environment. He says it takes 3-5 years.</p>\n<p class=\"normal\">David explica cuánto tiempo toma para hacer la transición del estudiante de un ambiente monolingual al uno bilingüe. Toman 3-5 años.</p>\n<p class=\"normal\"><strong>34:59 - Where do bilingual students go after 8th grade</strong></p>\n<p class=\"normal\">Students who complete their bilingual education (it ends at 8th grade) go to an English only high school. By this time, if the program is successful, the students should be fully bilingual.</p>\n<p class=\"normal\">Los estudiantes que cumplieron el programa bilingüe (termina al octavo grado) continúan su educación en una secundaria anglosajona. En ese momento, si el programa es exitosa, los estudiantes deberían ser bilingües.</p>\n<p class=\"normal\"><strong>37:23 - The district wasn't ready to track students</strong></p>\n<p class=\"normal\">The district wasn't ready to identify which students needed additional support. They didn't have the resources to provide adequate education to students who spoke languages other than Spanish. For this reason, the Hispanic community got involved.</p>\n<p class=\"normal\">El distrito no estaba listo para identificar cuáles estudiantes necesitaron más ayuda en la escuela. No tuvieron los recursos para dar una educación apropiada a los estudiantes que hablaron otras lenguas que el inglés. Por eso, se involucró a la comunidad hispana.</p>\n<p class=\"normal\"><strong>40:08 - How to create a strong community school</strong></p>\n<p class=\"normal\">David explains how to create a strong community school. He believes that the parents have to be 100% on board with what the school is trying to accomplish to be successful.</p>\n<p class=\"normal\">David explica cómo crear una escuela comunitaria fuerte. Dice que los padres tienen que estar de acuerdos con todo lo que trata de hacer en la escuela.</p>\n<p class=\"normal\"><strong>43:13 - Early bilingual program evolves into the Multilingual Department</strong></p>\n<p class=\"normal\">The bilingual program eventually evolved into the Multi-Lingual Program which exists today. The Buffalo Public Schools started enrolling students from other countries where the students speak dozens of other languages.</p>\n<p class=\"normal\">Eventualmente el program bilingüe se convirtió en el programa multilingüe, lo cual existe hoy en día. Los Buffalo Public Schools empezaron a matricular a los estudiantes de otros países donde hablaron docenas de otras lenguas.</p>\n<p class=\"normal\"><strong>50:13 - Addressing all languages in BPS</strong></p>\n<p class=\"normal\">The Buffalo Public Schools has students from all over the world. They needed to create a plan to address the growing need for language support.</p>\n<p class=\"normal\">Los Buffalo Public Schools tienen estudiantes de varios países. Necesitaron formular un plan para atender la necesidad lingüística de los estudiantes diversos.</p>\n<p class=\"normal\"><strong>51:49 - How to be fully bilingual starting in Kindergarten</strong></p>\n<p class=\"normal\">David explains the importance of being bilingual education in Kindergarten.</p>\n<p class=\"normal\">David explica que es necesario formar a un estudiante completamente bilingüe que empieza en Kindergarten.</p>\n<p class=\"normal\"><strong>54:08 - Bilingual program at Olmstead</strong></p>\n<p class=\"normal\">A committee, with the help of parents from the Olmstead Elementary School, begin a bilingual program.</p>\n<p class=\"normal\">Un comité empieza, con la ayuda de los padres de la Escuela Primaria Olmstead, un programa bilingüe.</p>\n<p class=\"normal\"><strong>55:30 - Fisher Price mom shows you can immerse an English only child in a bilingual school</strong></p>\n<p class=\"normal\">A mother sent her child to Olmstead where there was a bilingual program. Students learn Spanish beginning in Kindergarten and are immersed in a Spanish only environment during a dedicated time each day.</p>\n<p class=\"normal\">Una madre que trabajaba a Fisher Price mandó a su hijo a la Escuela Primaria Olmstead donde hay un programa bilingüe. Los estudiantes se sumergieron en un ambiente solo hispanohablante durante una temporada dedicada al lenguaje.</p>\n<p class=\"normal\"><strong>58:04 - Met with Olmstead parents about bilingual program</strong></p>\n<p class=\"normal\">David met with the parents from Olmstead to discuss the introduction of a bilingual program. Olmstead is an elementary school with high entrance standards. It was the second school to implement a (voluntary/application based) bilingual program.</p>\n<p class=\"normal\">David se juntó con unos padres de la Escuela Primaria Olmstead para discutir la posibilidad de introducir un programa bilingüe ahí. Olmstead es una escuela primaria que requiere un estándar de educación alto para entrar en la escuela. El programa bilingüe es voluntario y basado en un proceso de solicitud.</p>\n<p class=\"normal\"><strong>58:50 - Volunteered after retirement and brought the families to Puerto Rico</strong></p>\n<p class=\"normal\">David volunteered to help bring families from Olmstead to Puerto Rico.</p>\n<p class=\"normal\">David se ofreció a llevar unos padres de Olmstead a Puerto Rico.</p>\n<p class=\"normal\"><strong>59:18 - Socioeconomic differences</strong></p>\n<p class=\"normal\">Socioeconomic differences determine how successful a bilingual program can be. He compares the programs at Herman Badillo and Olmstead. The students at Herman Badillo come from low income families. The students at Olmstead tend to be from affluent families. He feels that people coming from a higher socioeconomic status are more apt to be successful in a bilingual setting because they have more support around them.</p>\n<p class=\"normal\">Las diferencias socioeconómicas determinan el éxito que un estudiante tiene en el aula bilingüe. Los estudiantes que asisten a Herman Badillo vienen de familias más humildes. Los estudiantes que asisten a Olmstead por mucha parte vienen de familias más opulentes. Él cree que el estatus socioeconómico puede tomar un rol en el éxito de un estudiante en un programa bilingüe porque hay más apoyo de sus maestros y su familia.</p>\n<p class=\"normal\"><strong>1:00:35 - The bilingual waiting list was extensive at Olmstead</strong></p>\n<p class=\"normal\">There was a very long waiting list at Olmstead for the bilingual program. Some parents who couldn't get their kids into the regular educational program signed their kids up for the bilingual program just so they could go to Olmstead. David found this funny because he was afraid the parents didn't realize their kids would also receive instruction in Spanish.</p>\n<p class=\"normal\">Hubo una lista de esperanza larga a Olmstead para el programa bilingüe. Algunos de los padres llenaron solicitudes de entrada para el programa bilingüe porque no podían entrar en el programa tradicional de la escuela. David tenía miedo que los padres no supieran que sus hijos recibieran instrucción en español también.</p>\n<p class=\"normal\"><strong>1:01:18 - Various levels of success for Spanish speaking students at Olmstead</strong></p>\n<p class=\"normal\">Students achieved various levels of success at Olmstead.</p>\n<p class=\"normal\">Los estudiantes llegaron a varios niveles de éxito a Olmstead.</p>"]]]]]],["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","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/."],["elementContainer",["element",{"elementId":"50"},["name","Title"],["description","A name given to the resource"],["elementTextContainer",["elementText",{"elementTextId":"50195"},["text","David Caban "]]]],["element",{"elementId":"39"},["name","Creator"],["description","An entity primarily responsible for making the resource"],["elementTextContainer",["elementText",{"elementTextId":"50196"},["text","David Caban (Interviewee)"]],["elementText",{"elementTextId":"50197"},["text","Stephanie Bucalo (Interviewer)"]]]],["element",{"elementId":"41"},["name","Description"],["description","An account of the resource"],["elementTextContainer",["elementText",{"elementTextId":"50198"},["text","This interview with David Caban took place on August 20, 2013 at the Enterprise Charter School in Buffalo, NY and was conducted by Stephanie Bucalo. David was originally from New York City but received his university education at the University at Buffalo. After graduating, he stayed in Buffalo to help improve academic opportunities for the Latino population in the public school system. David soon realized the Buffalo Public Schools were not prepared to educate the growing Spanish speaking population and quickly jumped in to help develop a bilingual program at the Herman Badillo Community School on Elmwood Avenue. David, along with his fellow BPS bilingual colleagues, partnered with the community to identify how to best cater to the academic needs of the Spanish speaking community. He recognized that complete bilingualism was key to maintaining the Spanish language and culture, but also to help students prepare themselves for college and the workforce. Over the years David has been instrumental in furthering the success of the Herman Badillo Community School as well as implementing a bilingual program at the Olmstead Elementary School. In this interview, David discusses the importance of maintaining the Spanish language within the Latino community as well as the struggles that Latino students at Herman Badillo face as they live at a lower socioeconomic level than the more affluent students at Olmstead Elementary School. David strongly stresses the need for community and family intervention in all aspects of their child’s education."]],["elementText",{"elementTextId":"50199"},["text","Esta entrevista tomó lugar el 20 de agosto de 2013 al Enterprise Charter SChool en Búfalo, NY y fue conducida por Stephanie Bucalo. Originalmente David es de la Ciudad de Nueva York pero vino a Búfalo para recibir su educación a la Universidad de Búfalo. Después de graduarse, se quedó en Búfalo y ayudó a mejorar las oportunidades educativas para la población latina en el sistema público de escuelas. Justo se dio cuenta que los Buffalo Public Schools no estaban listos a educar a los estudiantes hispanohablantes y se involucró rápidamente para desarrollar un programa bilingüe en Herman Badillo Community School en la Avenida Elmwood. David, al lado de sus colegas de BPS, trabajaba con la comunidad para identificar la mejor manera de tratar las necesidades educativas de la comunidad hispanohablante. Él reconoció que el bilingüismo completo era clave en el mantenimiento de la lengua española y la cultura, pero también para ayudarlos a los estudiantes para la entrada en la universidad y la fuerza laboral. Sobre los años David ha sido fundamental en el progreso y el éxito del Herman Badillo Community School tanto como la implementación del programa bilingüe al Olmstead Elementary School. En esta entrevista, David expresa la importancia del mantenimiento el lenguaje español dentro de la comunidad latina tanto como los desafíos que los estudiantes latinos enfrentan porque viven a un nivel socioeconómico más bajo que los estudiantes afluentes que asisten al Olmstead Elementary School. David enfatiza fuertemente que es necesario que la comunidad y la familia intervenga en los asuntos educativos de sus niños para crear el mejor estudiante."]]]],["element",{"elementId":"40"},["name","Date"],["description","A point or period of time associated with an event in the lifecycle of the resource"],["elementTextContainer",["elementText",{"elementTextId":"50204"},["text","2013-08-20"]]]],["element",{"elementId":"37"},["name","Contributor"],["description","An entity responsible for making contributions to the resource"],["elementTextContainer",["elementText",{"elementTextId":"50205"},["text","Hispanic Heritage Council of WNY, INC"]]]],["element",{"elementId":"42"},["name","Format"],["description","The file format, physical medium, or dimensions of the resource"],["elementTextContainer",["elementText",{"elementTextId":"50207"},["text","audio/mp3"]]]],["element",{"elementId":"44"},["name","Language"],["description","A language of the resource"],["elementTextContainer",["elementText",{"elementTextId":"50208"},["text","English"]]]],["element",{"elementId":"48"},["name","Source"],["description","A related resource from which the described resource is derived"],["elementTextContainer",["elementText",{"elementTextId":"50210"},["text","Hispanic Heritage \"Bring Us Your History!\" Project"]]]],["element",{"elementId":"46"},["name","Relation"],["description","A related resource"],["elementTextContainer",["elementText",{"elementTextId":"50211"},["text","Buffalo & Erie County Public Library Digital Collections"]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"50212"},["text","Buffalo & Erie County Public Library"]]]],["element",{"elementId":"47"},["name","Rights"],["description","Information about rights held in and over the resource"],["elementTextContainer",["elementText",{"elementTextId":"56711"},["text","Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes."]]]]]]],["tagContainer",["tag",{"tagId":"693"},["name","Bilingual Education"]]]]]