1 40 755 https://www.ssmp.mdocs.skidmore.edu/files/original/70265fbd2d33aaea560ffa2920fe8b97.jpg 38989e29b05e26d5dbb85238b56acaf2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Saratoga County Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photo Record Contributor Individual who prepared the item and/or edited it. Zack Kouli Record Creation Date Day/Month/Year of record creation/edit 9 May 2021 Repository Name of the repository that holds the original item. Brookside Museum, Saratoga County Historical Society (Ballston Spa, N.Y.) URL Brookside Museum, <a href="https://brookside.pastperfectonline.com/photo/6FEEFA43-2F0C-4F16-8B0A-397890142778">https://brookside.pastperfectonline.com/photo/6FEEFA43-2F0C-4F16-8B0A-397890142778</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sacanadga Dam Date A point or period of time associated with an event in the lifecycle of the resource 1929 Description An account of the resource Aerial view of the construction of the "Great Dam" on the Sacandaga River. (same as 67.008.89 in same folder) Creator An entity primarily responsible for making the resource Jesse Sumner Wooley https://www.ssmp.mdocs.skidmore.edu/files/original/e84c6b4604782006a70f3ca14ec3a158.m4a 43e44af35514205fcb21d2d84825e521 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santiago Avendaño: Family https://www.ssmp.mdocs.skidmore.edu/files/original/39434239eb65a0b70b1bfa13c94ff976.m4a ab254f679bc9c706c3d23677b3dff5f3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santiago Avendaño: Family (2) https://www.ssmp.mdocs.skidmore.edu/files/original/a547c135aca3a6565c13292f11987021.m4a ed388db77bc27f3c88b1d0acce6cb256 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santiago Avendaño: Family (Machismo) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Aaron Schneider Interviewee The person(s) being interviewed Santiago Avendano Location The location of the interview Skidmore College, Saratoga Springs, New York Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santiago Avendaño Interview Creator An entity primarily responsible for making the resource Aaron Schneider Date A point or period of time associated with an event in the lifecycle of the resource 03/25/2016 Description An account of the resource Santiago Avendaño is a Skidmore College student from Buenos Aires, Argentina. He spoke with Aaron Schneider about his racial identity and his relationship to his country of origin. Argentina culture ethnicity family identity immigration Latin America Latino Latinx machismo oral history Skidmore College Skidmore College student https://www.ssmp.mdocs.skidmore.edu/files/original/4e76e28272950cca87fa388c1cca9a77.jpg 7a8df03b2b5791ad0b2005408706426c https://www.ssmp.mdocs.skidmore.edu/files/original/e5485a08fdbf42fa80ef340f2957b59c.mp4 b28f140b2b7ce661d39b31623857672a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Migration Story Language A language of the resource eng https://www.ssmp.mdocs.skidmore.edu/files/original/3abc915f9c1c10c7fd9985ccdf5bce10.mp4 5105b3866d5403d2947935d37aa5eb83 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nurianny Montilla Identity Part 1: Trujillo, Food https://www.ssmp.mdocs.skidmore.edu/files/original/c8c845cd243d2f815c2f7fb995ceb5d4.mp4 ed6866c913cbdede2ed527ffada16022 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nurianny Montilla Identity Part 2: Hair https://www.ssmp.mdocs.skidmore.edu/files/original/ec94d846a7569f5c561b97c8f9565c50.mp4 1a7441711c22e5f71197ea436fe24e72 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nurianny Montilla Identity Part 3: Anthro 101 https://www.ssmp.mdocs.skidmore.edu/files/original/2f59fe1037137da2f832618100ccefae.mp4 c7b088fd8410339223df9a2d57827124 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nurianny Montilla Daily Life at Skidmore https://www.ssmp.mdocs.skidmore.edu/files/original/19beb7c4e6f29f170c36b8aba16947ba.mp4 ef7a29dcf14f3b475a288238581a6aab Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nurianny Montilla Daily Life at Skidmore, Family Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Abby Outterson Interviewee The person(s) being interviewed Nurianny Montilla Record Contributor Individual who prepared the item and/or edited it. Abby Outterson Record Creation Date Day/Month/Year of record creation/edit 04/26/2016 Location The location of the interview Skidmore College, Saratoga Springs, NY Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nurianny Montilla Interview Creator An entity primarily responsible for making the resource Abby Outterson Date A point or period of time associated with an event in the lifecycle of the resource 03/26/2016 Description An account of the resource Nurianny Montilla is a Skidmore student living in Saratoga Springs, NY. She is a senior at Skidmore majoring in sociology, and she spoke with fellow Skidmore senior Abigail Outterson on March 26th, 2016 about her experiences being born in the Dominican Republic, growing up in New Jersey, and coming to Saratoga Springs to attend Skidmore College. Dominican identity Latina Latinx oral history Skidmore College student https://www.ssmp.mdocs.skidmore.edu/files/original/d3e2a4d12ebe04311d6d62b3016e0ad6.pdf 58928939cec69208157bfd77a9a3ca43 PDF Text Text American Academy of Political and Social Science Barriers to the Employment of Older Workers Author(s): Albert J. Abrams Source: The Annals of the American Academy of Political and Social Science, Vol. 279, Social Contribution by the Aging (Jan., 1952), pp. 62-71 Published by: Sage Publications, Inc. in association with the American Academy of Political and Social Science Stable URL: http://www.jstor.org/stable/1028796 Accessed: 01-11-2015 13:53 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. American Academy of Political and Social Science and Sage Publications, Inc. are collaborating with JSTOR to digitize, preserve and extend access to The Annals of the American Academy of Political and Social Science. http://www.jstor.org This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 13:53:53 UTC All use subject to JSTOR Terms and Conditions �to Barriers the Employmentof OlderWorkers By ALBERTJ. ABRAMS T HERE are two main types of barriers that hinder the older job applicant-the indirect and the direct. The indirect type is found in industrial processes and techniques which exclude older job seekers though not instituted primarily to do so. (These include restricted-entry jobs, promotion-fromwithin systems, pensions, unvalidated medical and psychological tests, timepressure tasks, and certain union regulations.) The indirect type of barrieris also found in culture bars within and without industry which have an impact on industry, such as glorification of youth, upward gradients, a high-energy society, and success values based on job status and monetary return. The direct type is found in the following: written rules excluding job seekers over a predetermined chronological age; unwritten rules followed by hiring or screening authorities to bar applicants over a predetermined chronological age; deficiencies of the older worker, whether in training, adjustability, or preparation for job seeking; and lack of public or private counseling and placement service geared to older job seekers. It should be emphasized that barriers against older job seekers are not peculiar to American industry. There is evidence that they exist in underdeveloped and agrarian economies as well as in industrial societies, and in statist as well as democratic regimes. The extent and intensity of such obstacles may vary depending upon a host of factors, such as the significance of work in the culture, the role assigned to older persons in the family, and provision of work substitutes; but through- out the world, employers generally are not eager to hire older persons. MEASURESOF FORMALAGE BARRIERS The resistance of employers to the employment of older workers is indicated by three post-World War II surveys. A community-wide study of 38 firms employing 62,828 workers in Rochester, New York indicated that 29.5 per cent of the companies imposed a maximumage limit "above which new employees are not ordinarily hired."1 A state-wide survey by State Senator Thomas C. Desmond, chairman of the New York State Joint Legislative Committee on Problems of the Aging, disclosed that 39 per cent of 172 companies admitted imposing formal aging barriers.2 A nation-wide joint survey of 277 concerns by the National Association of Manufacturers and the United States Chamber of Commerce in 1949 indicated that 26 per cent of the firms "did not follow a practice" of hiring older workers.3 The NAM two decades earlier had conducted a similar inquiry and found that 28 per cent of the firms had such age barriers.4 1Industrial Management Council, Community Survey of Employment of the Elderly, Rochester, N. Y., Jan. 1, 1948, 7 pp. 2 Albert J. Abrams, "Industry Views its Elderly Workers," in Birthdays Don't Count (Albany, N. Y.: New York State Joint Legislative Committee on Problems of the Aging, Leg. Doc. 61 of 1948), pp. 152-53. 3National Association of Manufacturers, Industrial Relations Department Report, Employment of the Physically Handicapped and Older Workers (New York, 1949), p. 15. 4National Association of Manufacturers, 62 This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 13:53:53 UTC All use subject to JSTOR Terms and Conditions �BARRIERS TO THE EMPLOYMENT OF OLDER WORKERS A 1930 study of firms in New York State concluded that "in approximately one-quarter of the moderate-sized and large companies including 40 per cent of the jobs in the state, the older person would encounter an insurmountablehiring bar. His chances of being accepted would be practically zero." 5 Thus over a period of twenty years, from one-quarter to two-fifths of firms queried in various surveys have admitted the imposition of direct formal barriers. These figures are only suggestive. A more realistic yardstick to measure the prevalence of formal age barriers is the data in job orders filed with public employment service agencies. A study made in 1950 showed that in New York State, of 3,500 job openings 25 per cent had an age limitation; in Columbus, Ohio, of 3,925 openings 81 per cent had age restrictions for women, 75 per cent for men; in Lancaster, Pennsylvania of 511 openings 60 per cent had age restrictions; in Birmingham, Alabama 90 per cent of the openings, and in Dallas, Texas 50 per cent, specified age restrictions.6 Another measurement of age bias is the extent to which "help wanted" advertisements contain such restrictions. A recent analysis of 3,474 job opportunities for males advertised in the New York Times showed that 38.2 per cent included an age limitation.7 Public Old Age Pensions (New York, 1930), p. 24. 5 Solomon Barkin, "The Older Worker in Industry,"in Report of the Joint Legislative Committee on Unemployment, Leg. Doc. 66, 1933 (Albany, N. Y.: J. B. Lyon Co.), pp. 190-204. 6 U. S. Dept. of Labor, Bureau of Employment Security,Older WorkersSeek Jobs, Aug. 1951, 10 pp. 7Walter G. O'Donnell, "The Problem of Age Barriersin Personnel Selection,"in Personnel (New York: American Management Association,May 1951), pp. 461-71. 63 PATTERN OF AGE BARRIERS VARIES It is clear that age barriers are a pervasive force in industry. However, the pattern of the barriersvaries widely from industry to industry, from job to job, and from community to community. Advertising and public utility firms are notorious for rigid utilization of inflexible age requirements. New industries such as chemicals, plastics, and aviation customarily impose age restrictions to a greater extent than older industries. The age bars are not as numerous in the service industries or in service jobs in any industry. There is a tendency to ignore age restrictions for jobs requiring a high degree of skill, such as tool and die maker. Large concerns are more likely to impose age restrictions than are medium or small firms. An indication of the different levels at which age barriers are imposed in various jobs is seen in the fact that restaurantswill take highly skilled people like cooks up to 65 years of age, but waitresses, waiters, and counter people meet resistance at age 50 or earlier. Hotel clerks run up against age barriers at 40. Professional nurses over 40 find difficulty obtaining jobs on hospital staffs but can be placed on private duty. In commercial offices, the age limit is frequently 35 for women and 45 for men except in specialized fields such as legal stenography, insurance brokerage, and sometimes bookkeeping. CULTUREBARRIERS The disregardin our high-energy culture for the biological, social, and economic demands of life in the later years must be viewed as a temporary, transitional phenomenon. More satisfactory adjustments are being sought amid rapidly changing values. There This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 13:53:53 UTC All use subject to JSTOR Terms and Conditions �64 THE ANNALS OF THE AMERICAN ACADEMY is developing a planned, conscious effort to re-examine, re-evaluate, and reshape the attitudes and policies of society toward its older people.8 This issue of THE ANNALS is in itself an overt manifestation of this conscious effort. These efforts clash with our traditional culture values which impede the hiring of older workers. We are a nation of youth worshipers. Our national heroes are not philosophers or physicists, but twenty-year-old baseball players and teen-age Hollywood stars whose obvious lack of dramatic powers is obscured by more obvious features. Many respectable corporate fortunes are being made today by successfully conditioning the public to a dread of aging. The purveyors of face creams, liver pills, slenderizingmechanisms,and so forth hold before us the grim prospect of a wrinkled, obese, ill old age. Youth, youth, youth! We idealize it. We crave it. We fear its loss. How natural that industry should fall prey to the theme fostered by itself, and call for workers with "zing," "bounce," "drive," "aggressiveness," and for women "with looks"! Age respect has certainly withered before intergeneration mobility, industrialization, and urbanization. But another restricting force is the exaltation of upward gradients. Anthropologists inform us that we value not past success or past eminence but continued upward achievements. "Going to the top" is our goal. And once at the top, we must continue to find new heights. Confronted with pressures of this type, the older person is likely to flounder, become disheartened, deem himself a failure, accelerate the likelihood of his 8 See MargaretMead, "CulturalContextsof Aging," in No Time to Grow Old (Albany, N. Y.: New York State Joint Legislative Committee on Problems of the Aging, 1951), pp. 48-51. inability to obtain work, and remove himself from the labor market entirely. The gradual disappearance of the kinship-oriented conjugal family which provided status, emotional security, and often work security for the aged is another block in the path of the older person. In days gone by, "working for relatives" was quite common among older persons. The family took care of the work needs of older people. Today with the family economy gone, and with family businesses replaced by corporate structures, the opportunities for such jobs are restricted. CULTURAL AIDS There are numerous cultural forces which are operating to advance work opportunities for older persons. The premium we place on autonomy from infancy to senility forces many older people into the labor market who otherwise might not seek employment. Since opportunities for older persons to be autonomous are less numerous than such persons, our older adults are often held in disrepute in the family, in the commnuity, and in the personnel office. Increasingly older persons want to be "on their own." Sociologists point out that apart from any biological need for activity, paid work becomes the means of mediating the conflicts that rage in families when individuals have feelings toward responsibility for their parents which conflict with pressures to protect the living standards and future of their own children. One of the most hopeful of the current cultural forces is the tendency to glorify the worth of the individual and to maximize his opportunities. The emergence of this culture value will serve to mold industrial, economic and policical policies to the advantage of older men in the labor market. Other societal pressures operating for the older job seeker are those which This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 13:53:53 UTC All use subject to JSTOR Terms and Conditions �BARRIERS TO THE EMPLOYMENT OF OLDER WORKERS 65 establish work as status, as prestige, as success, as power. The lack of interhuman associations apart from work also helps to build up pressure for expanding job opportunities for older persons. There are thus at present conflicting cultural forces in our society which are stimuli and inhibitors of employment opportunitiesof older persons. workers. Prejudice against them may not diminish in a tight labor market, but its overt manifestations and its practical impact are lessened. The prejudice lies simmering, awaiting an opportunity to steam forth in repressive age restrictions. Even in times of labor shortage, defense plants and governmental agencies will advertise for workers "under 35" LACK OF JOBS or "under 45" depending on the type As obvious as Cyrano's nose, the of position. One recent study, howmain barrier to the employment of ever, indicated that among those 65 older workers is simply a lack of avail- and over, only 17 per cent had been able jobs. A United States Employ- seeking a job for twenty weeks or more ment Service survey disclosed that as in a tight labor area, compared with "unemployment increases, employer almost 29 per cent in an area of very specifications with respect to age are substantial labor surplus.l2 tightened and the per cent of older BY ERECTED OLDERJOB BARRIERS workers among the jobless increases SEEKERS . .and if not reemployed at their Out of the new research on the older regular work, [the older workers] are usually downgradedin skill and pay." 9 job seeker has come awareness that he Similar conclusionshave been reached is one of his own main obstacles.13 He by studies in various foreign coun- often comes to the task of seeking a job tries.10 World-wide, the plight of the with little understanding of the nature older worker varies in intensity with of the project. He lacks skill in merthe extent of employment or the condi- chandising himself-does not know how tion of the labor market.1l If the de- to carry on an aggressive sales cammand for labor can be broadened par- paign in his own behalf. He may be a ticularly in areas of high technological poor letter writer. He may be so afchange, declining industries, contract- fected by what can only be described ing employment, or underdevelopment, as "unemployment shock" that he reolder workers will find it easier to ob- acts in interviews either with overtain work. timidity or with overaggressiveness. He However, the condition of full em- often lacks familiarity with the job ployment will not ipso facto eliminate leads in his field, such as trade direcall obstacles to the hiring of older tories and publications. 9 Robert C. Goodwin, "The Older Worker Very frequently, the older worker is in the Labor Market," in Young at any Age unfamiliar with the principle of con(Albany: New York State Joint Legislative version. A watchmaker thinks only in Committee on Problems of the Aging, Leg. terms of watchmaking instead of any Doc. 12, of 1950), p. 79. 10 See International Labour Office, Discrimination Against Elderly Workers, Geneva, 1938 (mimeo.). 11Albert J. Abrams, "Discrimination in Employment of Older Workers in Various Countries of the World," abstracted in Journal of Gerontology, Vol. 6 (July 1951), supp. to No. 3, p. 51. 12 U. S. Dept. of Labor, Bureau of Employment Security, Older Workers at the Public Employment Office, Aug. 9, 1950. 13New York State Employment Service and Division of Placement and Unemployment Insurance, Employment Problems of Older Workers in New York City, Aug. 1950, 123 pp. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 13:53:53 UTC All use subject to JSTOR Terms and Conditions �66 THE ANNALS OF THE AMERICAN ACADEMY related precision work. A sheet metal worker thinks in terms of sheet metal work alone rather than allied metal work jobs. This failure to dissect his own talents properly hits especially hard at those men who have worked for years at one single operation which has become obsolete. The high obsolescence of machinery and skills in modern industry and the increased mobility of industry itself are severe, real barriers to the employment aspirations of older persons. They often serve to leave older workers, with long experience on a single job or single machine, high and dry. The pace of modern production lines often is not attuned to reaction timing of aging nervous systems. Experienced counselors are familiar with the reactions of older men with stable work histories who are suddenly cast out of a job; the counselor often finds that "time purges unrealistic demands," but it is a harsh cure. The worker whose production is declining imposes his own barriers when he refuses to recognize his own failing capacities and adjust to them, when he refuses to accept work of lower prestige or status, lower skill, or lower pay than he has been accustomed to in the past. Many men resist wearing hearing aids, glasses, or other appliances which would enable them to remain on the job or expedite their adjustment to a new job. They often fail to realize that they would be much more likely to obtain employment if they searched for work in plants that are out of town or uptown instead of downtown, or if they would consider split-shift jobs. When the older worker is "set in his ways," when he obviously has a knowit-all attitude that alienates younger supervisors or other associates, when he suffers from emotional disturbances which may be related to climacteric changes, family difficulties, or other factors, he is obviously his own barrier. Sometimes women resist brushing up on old skills when they re-enter the labor field after years of layoff to raise families, and find difficulty obtaining work such as bookkeeping,stenography, typing, or photography. Many of these obstacles fortunately can be prevented or overcome. The older workers can themselves block development of many of these self-made barriers or can be aided in skirting them through the aid of skilled employment counselors. INDUSTRY OBSTACLES Many of our foremost production executives argue that hiring older job seekers means increasing production costs. Mr. Charles E. Wilson, shortly before leaving General Electric Company to become Director of Defense Mobilization, informed the Desmond Committee that "keeping older people with diminished capacity in the labor force tends to raise costs appreciably and reduce efficiency." The coupling of "older people" with "diminished capacity" is significant, as one of the dominant stereotypes in industrial thinking is the linking of older workers with decreased production. However, there are no data which indicate that older men generally produce less than younger men, or that younger men can keep pace with older men on certain types of jobs, or that older men cannot keep up with younger men on other types of jobs if permitted to sit rather than stand, or if permitted occasional rest periods. On the contrary, a Desmond Committee survey showed that nearly threefourths of the firms reporting indicated that older workers produce as much as younger workers. A NAM survey indicated that one-third of the reporting concerns felt that the quantity of work of the older person was greater, and a This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 13:53:53 UTC All use subject to JSTOR Terms and Conditions �BARRIERS TO THE EMPLOYMENT OF OLDER WORKERS majority of them believed that the quality of work was superior. Nonetheless, there is widespread belief in management circles that since our Americaneconomy is based on lowcost mass production, this conflicts with the hiring of older job seekers. Closely associated with this concept is the rationalization that younger men are needed for competitive strength. "We need young, hard-hitting, aggressive employees," the employer says, "if we are to compete successfully." The values of mature judgment, experience, and know-how are rarely equated with "drive," "pep," "dynamic personality." Pension and compensation rates Pensions may indeed prove costly, when older men are hired. For example, a single premium for a newly hired 40-year-old who is to be retired at 65 with a $100-a-month annuity may cost a firm $6,823; for a 55-year-old, $10,623; for a 60-year-old, $13,860.14 While these figures are approximations, and will vary depending on the type of pension arrangementset up, they indicate that the penalty for hiring an older worker under current pension systems may be felt keenly; this is not likely to be true, however, of pension systems operated on a cents-an-hour basis which disregards the age of individual employees. Mr. William White, president of the Delaware, Lackawanna and Western Railroad Company, recently informed the Desmond Committee that since pension plans usually require long periods of service to qualify for annuities, concerns are hesitant to hire those who will not benefit from the pension plans because of an insufficientnumber of years 14 Assumes a 214 per cent interest rate, based on 1937 standard annuity mortality rates, set back one year and loaded 8 per cent of gross. 67 remaining before compulsory retirement. Firms are reluctant to hire shortterm help who will be retired on a pittance. Mr. Eugene Holman, president of Standard Oil Company (New Jersey), emphasizes that pension plans which require workers to serve a long number of years with a particular concern "introduce inflexibility into the labor market and discourage the hiring of older employees." There is no conclusive evidence that workmen's compensation rates generally go up as older men are hired. Senator Desmond assails this contention as "a myth of management," conjured up from isolated cases of large compensation awards granted in instances of injuries to older men. He reports: show that while accidents Investigations tend to be more severe amongelderlyand the duration of disability longer, older workerstend to have fewer accidents,and are less likely,due to theirknow-how, be to burned,crushed,cut, punctured,or lacerated on the job. Too, the rate-making process does not take into account age. Adoptionof so-calledSecondInjury Laws tends to reduce the risk of employersin hiringolderpersonswith disabilities. Other personnel policy factors Another frequently expressed reason for barring older job seekers is the need to maintain a balanced labor force. Since many American companies do keep in their employ workers of many years' seniority, they sometimes fear permitting entry of newcomers in the upper age brackets, as tending to an overload of aged. "But if we hire older men we will be cutting down job opportunities for youth. Youngsters have to be given a chance too." This lament is often heard. It is based on the questionable assumption of a restricted job pool. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 13:53:53 UTC All use subject to JSTOR Terms and Conditions �68 THE ANNALS OF THE AMERICAN ACADEMY Furthermore, there are many jobs youngsters do not want or cannot fill, such as dead-endjobs, monotonousjobs, technical supervising jobs. Nonetheless, the youth-versus-age conflict is a very real restrictor of job opportunities for older workers. Many companies cite their policy of "promoting from within" as seriously restricting their ability to hire older workers. Entry jobs are restricted to low-pay, low-skill posts, such as office boy, sweeper, and junior clerk, and it is expected that persons filling those jobs will be promoted through the ranks in accordance with an industrial career system. For the company this is expected to build a "team spirit" and "better morale," which in turn are expected to lower turnover and step up production. The inflexibility of these promotion systems which bar entry of high-level talent of mature years and conflict with the realities of an aging labor force calls for re-examination. Even when a company does not have a rigid promotion-from-within policy, there is often a feeling that the "family spirit" within the plant cannot be developed in workers hired late in life. Among the main impedimenta to the hiring of older workers are a host of unverified premises. For example, a recent study in the needle-trades industry disclosed these attitudes: "Old people think they know everything and insist on doing things their own way"; "they're sick too often"; "they can't get along with younger workers"; "old people can't turn out enough work"; "they're going to retire soon on pensions, and we need workers who will stay on the job"; "they can't get around fast enough"; "they can't stand on their feet too long"; "you can't ask old folks to do heavy work." The validity of many of these attitudes is questionable; all cry out for scientific analysis and verification. But that they compose a very formidable barricade to the older job seeker is unquestioned. EMPLOYMENT TECHNIQUES Recent inquiries have shown that older job seekers are commonly given little consideration in public employment agencies. Experiments in the United States and Canada have indicated that when special attention is given in the form of counseling and extra placement efforts, twice as many older persons obtain employment as under usual procedures. Until the public employment service is financially enabled to provide the necessary personnel to give special service to the 40plus group, and until federal funds are allocated to the state employment offices on a work-load basis, the older worker will continue to meet his first barrier to a job when he steps into a public employment office. At the plant, a magnificent array of pseudo-scientific medical and psychological tests authorized by personnel directors who confuse the apparatus of science with science itself adds to the obstacles that lie in wait for the older man or woman who seeks a job. The medical job-screening examinations, for example, are rarely related to the job that is available. Too, they aim to ferret out disease rather than to assess health status or ability to work in relationship to a specific job. Industrial physicians are primarily doctors, and, as such, are disease hunters, rather than physiological experts capable of determining with precision stamina and and health status. Cardiac specialists, for example, constantly complain of medical generalists in industry who simply are unaware of the work tolerances of a job applicant with a heart impairment. The physician attached to a small plant in particular is likely to be wholly unfamiliar with job demands. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 13:53:53 UTC All use subject to JSTOR Terms and Conditions �BARRIERS TO THE EMPLOYMENT OF OLDER WORKERS 69 Psychological tests of personality or ployment of the older worker is the aptitudes generally have been validated lack of job analysis data which would on younger persons-college students give management an accurate picture for the most part. No one knows of the demands of each job. These, whether they are at all valid for older used in conjunction with physical depeople; in fact there are a number of mands data, could be utilized to place reasons to doubt their applicability to older workers in jobs for which they older persons. They are often unmean- are suited. Is it in the very nature of our indusingful to older persons who are not test oriented, as are young people who trial society that our older workersmust have been tested and retested from be discarded and thwarted in their efelementary grades through colleges. forts to obtain work? There is no inThe tests are often unrelated to the dication that there is anything inherent specific job opening. They may impose in a complex, mass production economy time-pressure limitations that are not to prevent the hiring of older workers. imposed by the job itself. The presi- Some large companies, such as Eastdent of one concern which utilizes psy- man Kodak and Endicott Johnson, do chological tests to screen job appli- hire older workers successfully. The cants informs me that he has come to main obstacle is lack of data, lack of appreciate the deficiencies of the test research, lack of knowledge. Stemming when dealing with older persons, and from these are obstacles of attitudes so automatically upgrades scores of and prejudices. Machines can be the 40-plus applicants! "Evaluation adapted to gray-haired men, and grayof the work ability of older persons is haired men can be adapted to maless simple, is less adapted to routine chines. But when the foe is not maprocedure, and requires more time and chines but ignorance and prejudice, the consideration," one investigator points task is much more difficult. out.15 BARRIERS BY UNIONS When hiring is done at the gate, individual prejudices against older men The barriers imposed by unions to block their obtaining an equal chance the hiring of older workers are largely at jobs. When the hiring or screening of an indirect nature and have not been is done in the personnel office by crew- given thorough, critical analysis.16 The cut, bow-tie juveniles fresh out of col- older worker is one of labor's constitulege, the older worker is often at a ents, hnd the unions are, it may be serious disadvantage. Dr. Irving Lorge assumed, just as likely on the whole to and J. Tuckerman of Columbia Univer- seek to promote his interests as is a sity Teachers College have conducted California Congressmanthe interests of research which indicates that even a Long Beach taxpayer. Union pressophisticated individuals such as gradu- sures for old-age insurance, corporate ate students of psychology have ab- pensions, medical benefits, seniority, sorbed prejudices against older job ap- and full employment have operated to plicants. protect the older person. However, One of the major obstacles to the em- the interest of unions in the older worker varies considerably depending 15 Arthur J. Noetzel, Jr., Personnel Administration and the Older Worker (Cleveland: Welfare Federation of Cleveland, Occupational Planning Committee, Jan. 12, 1951, mimeo.), p. 6. 16 A preliminary analysis is contained in Albert J. Abrams, "Unions and the Older Worker," in No Time to Grow Old, op. cit. note 8 supra, pp. 119-44. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 13:53:53 UTC All use subject to JSTOR Terms and Conditions �70 THE ANNALS OF THE AMERICAN ACADEMY on a host of factors such as age of union members, age of union leadership, nature of the industry organized, and stage of unionization achieved. One of the obstacles to the hiring of older workers is the refusal of many unions to permit workers of declining abilities to be downgraded in pay or position. Sixty per cent of the international unions reporting to Senator Desmond in one survey said they permitted older workers to take lowerrated jobs at lower wage rates, 30 per cent that they refused to allow such downgrading,and 10 per cent that they left the matter up to the locals. All of the internationals reporting, with the lone exception of the International Typographical Union, refused to permit older workers to remain at their same jobs at lower wage rates if unable to do a full day's work. Managementreported that even when union rules permitted downgrading, in the actual give and take of collective bargaining, the labor leaders strenuously opposed such moves. Unions with closed shops or hiringhall arrangements reported they were able to combat management barriers against hiring older workers quite effectively by controlling the employment referrals. However, where unions utilize work permits and older men seek to switch from one skill to another or from one industry to another, the man of mature years is likely to run into severe obstacles. Some unions have been loath to open up entry jobs for older persons which would enable them to get a foothold in plants. Older workers coming to a plant for work are sometimes confronted with the regulation that they must start as apprentices to obtain employment, but they are too old to start as apprentices! Thirty per cent of internationals reporting to Senator Desmond stated that they placed some bar in the way of part-time work for retired union members. The exploitation of homeworkers in the early decades of the twentieth century and fear of the tearing down of wage structures have led to a refusal to reopen the question to permit homebound elderly people to earn a living and to enable many on old-age assistance roles to gain an income. One of the barriers imposed by unions in the past has been an understandable subordination of interest in the older job seeker to the larger issues of higher wages, union security, and better working conditions. Even today, some union leaders are prone to dismiss the problem of the aged job seeker as an insignificant but inseparable aspect of the issue of full employment. However, many unions are beginning to recognize that their constituency is aging, and that the problems of older job seekers, while akin to those of all job seekers, are often unique, and demand careful consideration and prompt action. PROGRESS BEING MADE The barriers that block the employment of older persons are formidable but not insuperable. They are being slowly penetrated. The National Association of Manufacturers, the National Industrial Conference Board, the American Management Association, and the United States Chamber of Commerce, have conducted surveys or educational programs. Both the American Federation of Labor and the Congress of Industrial Organizations,as well as some independent internationals, have assigned personnel to explore this area and to help promote the hiring of older workers. Foundations are beginning to allocate funds for basic and applied research. At many universities, including Columbia, Cornell, and the universities of California, Minnesota, Wisconsin, This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 13:53:53 UTC All use subject to JSTOR Terms and Conditions �BARRIERS TO THE EMPLOYMENT OF OLDER WORKERS and Chicago, research in this area has started. Governmental agencies are undertaking research, education, and service functions. The Federal Security Agency's Committee on Aging and Geriatrics, the United States Bureau of Labor Statistics, and the Women's Bureau are stimulating or engaging in research and education. The United States Bureau of Employment Security has undertaken fundamental research and has issued a manual on counseling older job seekers. Research on capabilities of older workers has been underway for some time at the Gerontological Division of the National Institutes of Health. Significant studies of skill and age are being made from grants made to Cambridge University by the Nuffield Foundation. Private groups such as the National Committee on Aging have set up special task forces to promote the interests of older workers. The National Planning Association, the Twentieth Century Fund, and other such groups are making contributions to understanding the gray-haired man who comes to the factory gate in search of a job. Newspapers, magazines, radio, and television are beginning to do an effective interpretative job of employer and employee problems in this field. On the state level, the New York State Joint Legislative Committee on Problems of the Aging has pioneered in development of programs in this field. Massachusetts by virtue of a 71 1950 law has become a testing ground for the efficacy of the approach of the Fair Employment Practice Committee to banning discrimination against older job seekers. Many other states are turning their attention to this field. In Schenectady, Syracuse, Cleveland, Indianapolis, Portland (Oregon), Chicago, and Los Angeles, local community groups are seeking to improve the opportunities of older job seekers to obtain equal consideration in employment. Forty-plus clubs are active in obtaining work for older executives. The goal of all these efforts is to assure an opportunity to obtain work for all older men who want work and can be fitted for work. The mental blocks of attitudes and myths can be smashed. Research and education will overcome the barriers of myth and ignorance that strengthen stereotypes about older workers and block sound personnel procedures. The barriers that stem from lack of technical tools, such as suitable testing apparatus and training facilities, will be overcome as money, time, and personnel become allocated to the task. New experiences in utilizing an aging work force will speed up acceptability of older persons by industry. And since the product-older men and womenis constantly being improved by better education, better medicine, and better living conditions, there is every reason to believe that in the not too distant future when a 40-plus or 60-plus job seeker applies for work his birthdays will not be counted against him. Albert J. Abrams, Newburgh, New York, is director of the New York State Joint Legislative Committee on Problems of the Aging, acting chairman of the employment section, National Committee on Aging, and research associate to State Senator Thomas C. Desmond. He has been chairman of the employment section, President's National Conference on Aging, director of the New York State Joint Legislative Committee on Nutrition, director of the New York State Trichinosis Commission, staff director of the New York Senate Committee on Affairs of Cities, and assistant to the Mayor of West New York, New Jersey. He is editor of No Time to Grow Old (1951), Young at Any Age (1950), Never Too Old (1949), and Birthdays Don't Count (1948). He has written articles on government for lay and professional journals. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 13:53:53 UTC All use subject to JSTOR Terms and Conditions � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Albert J. Abrams, "Barriers to the Employment of Older Workers" The Annals of the American Academy of Political and Social Science, Vol. 279, Social Contribution by the Aging (Jan., 1952), pp. 62-71. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data journal article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Barriers to Older Employment Date A point or period of time associated with an event in the lifecycle of the resource 1952 Language A language of the resource eng Creator An entity primarily responsible for making the resource Abrams, Albert J. Publisher An entity responsible for making the resource available Sage Publications Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Record Contributor Individual who prepared the item and/or edited it. Krystle Nowhitney Hernandez Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Alexandra Gonzalez Vargas Title A name given to the resource Antes de Ser Empleada soy Madre/Before Being an Employee, I am a Mother Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Alexandra Gonzalez Vargas_2017_1.jpg Date A point or period of time associated with an event in the lifecycle of the resource 2017 Subject The topic of the resource Saratoga Springs, NY, USA Description An account of the resource A pesar del cansancio y la tristeza que se ve en mi rostro, Tengo la fuerza, tiempo y una sonrisa desde lo más profundo de mi alma para mi familia, ellos que son el tesoro más grande que me ha dado Dios. Despite the tiredness and sadness that is seen in my face, I have strength, time and a smile from the depths of my soul for my family, they are the greatest treasure that God has given me. License A legal document giving official permission to do something with the resource. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Format The file format, physical medium, or dimensions of the resource Digital Photograph, JPEG art bilingual Estamos Aqui immigration Latinx Spanish Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Record Contributor Individual who prepared the item and/or edited it. Krystle Nowhitney Hernandez Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Alexandra Gonzalez Vargas Title A name given to the resource Ante Dios todos somos Iguales/Before God We are all Equal Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Alexandra Gonzalez Vargas_2017_2.jpg Date A point or period of time associated with an event in the lifecycle of the resource 2017 Subject The topic of the resource Saratoga Springs, NY, USA Description An account of the resource La igualdad y amor al prójimo que a pesar de las diferencias sociales, razas y color de piel, ante Dios todos somos iguales. No se puede juzgar a nadie sin antes tenderle una mano amiga que pueda ayudarle. Equality and love of neighbor that despite social differences, races and skin color, before God we are all equal. You cannot judge anyone without first offering him a helping hand. License A legal document giving official permission to do something with the resource. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Format The file format, physical medium, or dimensions of the resource Digital Photograph, JPEG art bilingual Estamos Aqui immigration Latinx Spanish https://www.ssmp.mdocs.skidmore.edu/files/original/3083b8bde9774e5ccd93da6f971cec8f.jpg d786e42db8cfb684dedb18f330664af1 https://www.ssmp.mdocs.skidmore.edu/files/original/57cec8bd18ac1a8cce10892172828f56.mp4 082b1678af3f7aad8db7501ed2fa1bf7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Census" https://www.ssmp.mdocs.skidmore.edu/files/original/8def13f91461ed193ecbed0c95cefa0d.mp4 e1f8a5e84b6be799299c4216a35afa47 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "School E-mail" https://www.ssmp.mdocs.skidmore.edu/files/original/42aa88e09f00fffbd0758f11c8e25187.mp4 845561f85dc2573e7cb9cea0c199529a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Are Latinx united?" https://www.ssmp.mdocs.skidmore.edu/files/original/0c649be416d997681b5eab9e2d532f7a.mp4 eb76b937116ba3871c6c88f733f63447 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Dream and Family" https://www.ssmp.mdocs.skidmore.edu/files/original/545c81daaf514d47b6c889976c06e13c.mp4 386a50c1f192c8c11c3050e5876676de Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "First Jobs" https://www.ssmp.mdocs.skidmore.edu/files/original/872ab7292871cf504d7d6a144dccef2e.mp4 d7f6bb442a8477a9c3b154d14ea9f163 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Gender Differences" https://www.ssmp.mdocs.skidmore.edu/files/original/0ec90975ab64b5cf9c45c74866524fef.mp4 45588429561b270521e944f8de5def63 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Settling" Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Alison Ungaro Interviewee The person(s) being interviewed Aldo X. Dennis X. Location The location of the interview College Point, Queens, NY. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Aldo and Dennis Video Interview Date A point or period of time associated with an event in the lifecycle of the resource 03/27/2016 Creator An entity primarily responsible for making the resource Alison Ungaro Description An account of the resource Aldo and Dennis X. are two brothers living in Long Island, New York. They are uncles of Skidmore student Alison Ungaro, and spoke with her about their experience migrating from Peru to the United States through work, education, community, religion and family. Type The nature or genre of the resource oral history Latinx oral history https://www.ssmp.mdocs.skidmore.edu/files/original/c9cf2a687c5a29c368cfbb5a8dfb1b88.jpg 733dc681207cacf486ca69957e4f83be https://www.ssmp.mdocs.skidmore.edu/files/original/01a1d4adb0d48431b210f82032fb8357.mp4 390f04bb7cfe30b90260edbf8ba32de9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Maud Ríos Family Values https://www.ssmp.mdocs.skidmore.edu/files/original/6357d2d759c138a340bdff7774852666.mp4 cf7552e005eb3eb22bde9bb42a571b88 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Maud Ríos Identity - Day to Day https://www.ssmp.mdocs.skidmore.edu/files/original/405313e7f5917ce1c5b71f9ea57497f7.mp4 4c19eb6e56c54f881b759ab3bdfa681b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Maud Ríos Children's Success https://www.ssmp.mdocs.skidmore.edu/files/original/74720c274923756c76844c369d8fade8.mp4 4d6bdd851305295415c93369de17b4e0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Maud Ríos Racist Experience https://www.ssmp.mdocs.skidmore.edu/files/original/7a3769df851df7b3861e662cc93beab0.mp4 5b82c03417f781ae4fa74d8fd174def8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Maud Ríos Work Experience Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Alison Ungaro Interviewee The person(s) being interviewed Maud (Letellier) Record Contributor Individual who prepared the item and/or edited it. Alison Ungaro Record Creation Date Day/Month/Year of record creation/edit 04/26/2016 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Maud Rios Video Interview Language A language of the resource Spanish Creator An entity primarily responsible for making the resource Alison Ungaro Description An account of the resource Maud Rios resides in College Point, New York and spoke to her great-niece, Skidmore student Alison Ungaro, regarding her memories and opinions of her migration from Peru to the United States, the Latinx community, the U.S. workforce, and dynamics of the Latinx family. family Latinos Latinx oral history Peru https://www.ssmp.mdocs.skidmore.edu/files/original/994f7263d69d49cba4362038c514dadb.jpg bda11e122e7641e9b4efcf4e1efbe898 https://www.ssmp.mdocs.skidmore.edu/files/original/29b306a9af46b5d70117b51c547e7531.mp3 6415d4862fbeb549c899184f2428345c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Flurry Festival Description An account of the resource The Flurry Festival is a three day music and dance Festival that takes place in Saratoga Springs in February. The festival holds workshops, performances, dances, and jam sessions in the city center and throughout the town. The Flurry first started as a dance festival for contra dancing but has expanded to musicians and spans all genres of music and dance as well as encompassing family friendly events such as storytelling. Language A language of the resource English Subject The topic of the resource The Flurry Festival Creator An entity primarily responsible for making the resource Jennifer Davies, Clara-Sophia Daly, Dustin Foote, Amanda Muir, Tess Olcott, Format The file format, physical medium, or dimensions of the resource Original recording wav file, 16 bit 44.1 khz Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Amanda Muir Interviewee The person(s) being interviewed Paul Rosenberg Location The location of the interview Lucy Scribner Library, Skidmore College Original Format The type of object, such as painting, sculpture, paper, photo, and additional data digital audio recording Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 61 minutes Record Contributor Individual who prepared the item and/or edited it. Amanda Muir Record Creation Date Day/Month/Year of record creation/edit 6/12/2016 Time Summary A summary of an interview given for different time stamps throughout the interview 00:00:00 Introductions. 00:00:52 Flurry hosted Iraq war protests in 2003 and 1989. 00:01:30 Founding of the Flurry Festival in Guilderland, New York, held at Westmere Elementary School 00:05:05 First year of the Flurry Dance Festival was met with a snowstorm. 00:06:12 Drawing in crowds by having good callers, musicians, and word of mouth. Held a dawn dance. 00:08:20 The importance of the president’s day weekend in the Flurry festival 00:10:30 Best memory was watching the children have fun dancing. Wanted more family activities 00:12:00 Inspired by music workshops and jamming of Ashokan camp and worked to incorporate this aspect 00:13:00 Starting the final jam performance at the end of the festival. 00:15:16 Creating the festival name and the impact it had with non dancing participants 00:17:20 Introduction of concerts into the festival 00:18:12 Procrastinating on creating the program, starting committee meetings late. 00:18:50 Influence of the Old Songs Festival and Nancy Gretta in the creation of the Flurry Festival 00:20:00 Difficulty organizing the first Flurry festival with Old Songs Committee members 00:23:45 Adding workshops and dances created difficulty in choosing and organizing 00:25:25 Rising tensions with the school because of wear and tear on soccer field and floor wear as well as cleanup 00:26:43 Adding more committees as jobs were needed 00:27:26 Moved festival at last minute because a broken pipe destroyed the multi-room. Hurried to find a new location Joe Dalton, leader of the Saratoga chamber of commerce, suggested the Saratoga City Center, Saratoga music hall and Skidmore College. 00:29:55 Dislike of the hard floors of the City Center. Had no other options and made due 00:31:06 Success of location, excluding Skidmore College 00:32:21 Difficulty with parking and so used a shuttle 00:33:06 Saratoga downtown changed perspective of hosting dances at schools to city centers. 00:34:10 Working with the Hilton manager on booking rooms the first few years 00:36:05 Deciding to stay in Saratoga 00:36:20 Creation of a video of the festival was made in 1992 00:36:55 Heaviest snowstorm the festival had almost caused the event to fold if not for the community 00:38:25 Decided to get married at the Festival in 1992 and wore a tuxedo. Jim Greggory, created a dance to honor him and his new wife 00:40:54 Informing everyone when the festival moved suddenly to Saratoga Springs 4 weeks away from the day 00:42:23 Finding a welcoming community in Saratoga Springs 00:44:03 Expanding awareness of the Flurry, especially with Mae Banner from the Saratogian 00:46:41 Considering moving to Saratoga 00:47:15 Attempting to date while organizing the Flurry Festival 00:51:00 Effecting relationships with performers 00:52:19 Reflecting on all of his goals being accomplished in bringing a world together 00:55:12 Commenting on the lack of diversity of color 00:56:28 Switching pianos across town 00:57:42 Still getting nervous feelings opening night. 00:59:10 Love of seeing children, jamming, and diversity of offerings 01:00:05 Working on keeping Saratoga Music Hall from becoming court space 01:00:50 End Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Paul Rosenberg Date A point or period of time associated with an event in the lifecycle of the resource 12/2/2016 Publisher An entity responsible for making the resource available DS113A: Storytelling Interviewing, Skidmore College Description An account of the resource Interview with Paul Rosenberg, founder of the Flurry Festival and director of programs until 2005. Paul discusses the Festival's beginnings at an elementary school and the move to the City Center in Saratoga Springs. Language A language of the resource English Creator An entity primarily responsible for making the resource Amanda Muir Format The file format, physical medium, or dimensions of the resource Original recording wav file, 16 bit 44.1 khz Date Created Date of creation of the resource. 12/2/2016 Is Part Of A related resource in which the described resource is physically or logically included. Saratoga Memory Project creator dance director Flurry music oral history programs The Flurry Festival https://www.ssmp.mdocs.skidmore.edu/files/original/d4ee2f6a1e8a827a5672709d7b10507a.jpg abc035b91f081203c0b83bbfffe56736 https://www.ssmp.mdocs.skidmore.edu/files/original/2517f175df1dd6f0ac7f89d103f9150a.mp3 6cb93cd6036977fb4168abcdb78f2670 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Flurry Festival Description An account of the resource The Flurry Festival is a three day music and dance Festival that takes place in Saratoga Springs in February. The festival holds workshops, performances, dances, and jam sessions in the city center and throughout the town. The Flurry first started as a dance festival for contra dancing but has expanded to musicians and spans all genres of music and dance as well as encompassing family friendly events such as storytelling. Language A language of the resource English Subject The topic of the resource The Flurry Festival Creator An entity primarily responsible for making the resource Jennifer Davies, Clara-Sophia Daly, Dustin Foote, Amanda Muir, Tess Olcott, Format The file format, physical medium, or dimensions of the resource Original recording wav file, 16 bit 44.1 khz Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Amanda Muir Interviewee The person(s) being interviewed Peter Davis Location The location of the interview Room 128B, Lucy Scribner Library, Skidmore College Original Format The type of object, such as painting, sculpture, paper, photo, and additional data digital audio recording Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 53:34 Record Contributor Individual who prepared the item and/or edited it. Amanda Muir Record Creation Date Day/Month/Year of record creation/edit 8/12/2016 Time Summary A summary of an interview given for different time stamps throughout the interview 00:00:00 Introductions 00:00:32 Discusses role of program director 00:01:28 Relationship to Paul Rosenberg, becoming the flurry program director 00:03:17 Asks wife how to strategize taking on the Flurry organization. Turns to computers 00:04:18 First year directing the festival, a power outage occurred in the city center while the weather became colder 00:07:25 Brought in swing music, the vision of Paul Rosenberg 00:08:30 Restructured the guidelines to increase profit for organization and increase younger attendance 00:10:40 Hired younger bands to increase youth attendance and added more youth oriented programing 00:12:20 Expanded the Flurry festival reach to a national scope, while still including local bands, teachers, and performers 00:14:20 Set up specific event for little kids and teens with help from board members 00:16:05 Remincing of sense of community at first Flurry festival. 00:16:50 Placed in a swing dance workshop at Old Songs Festival, met Jay Unger and Molly Mason who were big influences in the beginning of the Flurry Festival 00:17:30 Early swing dancing at the Flurry. Played the band at the festival and helped spread the word of the festival to more swing dancers 00:19:17 Played as a musician at the Flurry along with his son Ben 00:20:30 Maintained and increased the diversity in music and dance, added techno contra dance along with urban and traditional dance forms 00:23:50 Advertising the amount of music and songs available 00:24:25 Grant outreach through the Flurry Organization to underprivileged organizations to give them attendance to the festival 00:26:14 Increased positivity and support from the Saratoga community, specifically businesses 00:28:05 The flurry festival community. Hired musicians discovering the Flurry for the first time 00:30:07 Support of flurry community through financial troubles 00:31:00 Effects of the cold weather on the festival programmers and participants 00:33:25 Enjoying the Flurry. The difficulty of programming the events 00:36:20 Final performance was a medley of musicians at the festival that jammed including the Midwestern Swing 00:38:30 Watching the new people see the huge contra dances 00:39:30 Explaining the Flurry experience to non participants 00:42:20 The role the Flurry plays in Peter Davis’ life, looking towards the future 00:45:03 Considering the attendance of workshops and events 00:45:40 Positives and negatives of program director, writing a decline to a workshop teacher 00:46:50 The directors and departments on the Flurry Organization board 00:49:30 Desire to have support from local colleges and student performances 00:53:20 End Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Peter Davis Date A point or period of time associated with an event in the lifecycle of the resource 12/8/2016 Publisher An entity responsible for making the resource available DS113A: Storytelling Interviewing, Skidmore College Language A language of the resource English Creator An entity primarily responsible for making the resource Amanda Muir Is Part Of A related resource in which the described resource is physically or logically included. Skidmore-Saratoga Memory Project Description An account of the resource An interview with Peter Davis, the program director of the Flurry Festival from 2006- present day. Peter discusses the nuts and bolts of creating the schedule and how it changed from Paul Rosenberg's direction to the current form. Format The file format, physical medium, or dimensions of the resource Original recording wav file, 16 bit 44.1 khz Subject The topic of the resource Saratoga Springs -- Flurry Festival -- History City Center dance director Flurry music oral history Peter Davis programs The Flurry Festival https://www.ssmp.mdocs.skidmore.edu/files/original/11fdca4550e5e2fae2b6c9d9b3b04e74.mp3 7fd8d83b1ccc146419a90e1cbc403248 https://www.ssmp.mdocs.skidmore.edu/files/original/0820b301c08262c2bd676ad7276ef56f.jpg a131c649407fbceab4d1bf0d24ac384d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Evolution of Beekman Street (20th century-2016) Date A point or period of time associated with an event in the lifecycle of the resource 12/13/16 Is Part Of A related resource in which the described resource is physically or logically included. Saratoga Memory Project Source A related resource from which the described resource is derived Skidmore College Publisher An entity responsible for making the resource available DS: 113A Storytelling Interviewing, Skidmore College Description An account of the resource History of Beekman street, evolution of Beeekman, artist identities/roles, the future. Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Original recording wave file, 16 bit 44.1 khz Zotero Interviewee Amejo Amyot, M'elle Pirii-Lee, Cecilia Frittelli, Interviewer Jonah Brenner, Amanda Peckler, Yuelin He, Max Lowe, Dejon Bunn-Constant Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Amanda Peckler Interviewee The person(s) being interviewed M'elle Pirri-Lee Location The location of the interview 62 Beekman Street Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 47 minutes Time Summary A summary of an interview given for different time stamps throughout the interview Interviewee- M’elle Pirri-Lee Interviewer- Amanda Peckler Location of Interview: Saratoga Healing Arts Center on 62 Beekman Street Date of Interview: 12/3/2016 00:00 Header 00:25 Introduction. Born May 1962 Denver, Colorado. 00:47 Lived in Denver until 9 years old. Grew up w parents and little brother. Parent divorce and mother lost job. Mother and her moved to Schenectady, NY. Family already lived in Northeast. 02:07 At 9 years old in 1st grade, family would travel to Adirondacks. Describes beauty of trees of NE that she wasn’t used to in Colorado. 02:50 Lived in Schenectady until age 22. Moved to Syracuse, Poughkeepsie. 2000 moved to Amsterdam. 2001 moved to town of Glen. Moved to Saratoga a few years later. 03:35 Describes her interest in alternative health and how it led her to Saratoga Springs. Originally on Region’s Street, which used to be Skidmore’s theater where current Bloom yoga studios are. 04:46 Met Joanne Halloran, a naturopathic doctor in Saratoga, who enabled M’elle to start up her private practice. 05:37 Discusses the spiritual healing history of Saratoga and the mineral springs. How it drew people to Saratoga because of the Saratoga Resort and the mineral healing baths. 07:12 Tells us about her specialized practice of myofascial release, similar to a massage bc used hands on body for healing. Discusses what fascia is and its purpose in and on our body. 10:59 Tells story of what inspired/ influenced her into this practice. Picked up on it in P.T school. Put this interest aside after graduating until 9/11. Just married to husband who was in National Guard, got called to be on duty during 9/11. Describes the stress and trauma of the situation being apart from husband. In order to stay busy, she would spend time doing agility classes w/ dog. On her ride home one day after being bombarded by people asking how her husband was doing when she had no way to contact him/ know how he was doing, realized she wants try something “fun and new”. Gets letter about taking classes on myofascial release. 14:44 Worked at a Developmental Center with people with developmental disabilities. Helped w/ those who had limited range of motion physically. Had one patient who was blind & suffered from spastic circumduction gait. Could not walk. Doctor would get mad at M’elle saying she was not “aggressive” enough when treating his range of motion. As gentle as she was, he would whimper and show signs of fear whenever he would hear her coming or hear her voice. When she started using myofascial release concepts and allowed time rather than simply stretching do the work, she saw positive results & less fear and pain felt by patient. 16:59 Husband went to Iraq w/ National Guard Unit. M’elle continued to take classes to keep busy. Set goal to start private practice that would deal solely w myofascial release. 17:56 Discusses how Beekman street in particular enabled her practice to blossom/ be made possible for herself. Found a home on Beekman once she visited the space for the first time. Felt it was an open and warm place, well-suited for the safety she wanted her patients to feel who she aims to help them through the healing they need. Loved the small community of the Arts District. 19:15 15 years ago, movement created to make this area into the “Arts district” to counter the “unsafe” reputation she describes the location had prior due to drugs. The locals wanted to “take back their neighborhood” and create space for artists to come and find live/work situations and produce art. Buildings became reclaimed. Named the building “Saratoga Healing Arts” so, they would fit in with the Arts District. 21:00 Discusses her personal connection to art through the non-traditional and complexity involved with the healing arts. Views every patient as an individual, can’t make assumptions about what they will need. Talks about perspective on different types of healing being their own kind of “art forms”. 22:50 A challenge she runs into on Beekman street is that she doesn’t take insurance & people are not used to that. Parking is also an issue because of restaurants. People who have trouble walking will have issues w/ physical access to getting to practice. 25:16 Agrees with the notion that Beekman street is a location where outsider’s come and find their own place within. Describes the eclectic mix of personalities and neighbors along the street, both in businesses and people who live there. Street fair in June, showcases the community and the artist district. 26:33 Tells story about the time she broke her wrist in May & couldn’t work. Set up a go-fund me account to pay for meals & many friends and neighbors on Beekman donated $$, gift cards, delivered food, help with anything. Felt strong sense of support and being included in the community. 28:40 Describes the openness she sees in the Saratoga area to alternative spiritual practices. Open churches & meditation sessions for anyone no matter their faith or even no-faith. Yoga in the park. Library meditations post 2016 election. Talks about that this is a call for Saratogians to take a stand for what is right, say no to discrimination and racism, and say yes to inclusion. 30:34 Creates a safe space in her practice especially in light of the election. Deals w/ physical trauma which is tied to emotional trauma. Creates a judgement free zone for patients to process whatever emotions may come up during a session. Tries best to keep politics out of the conversations she’ll have during sessions w patients so, that no matter who the person is & who they voted for, it is a safe space for them to process. 32:39 Recounts moments she had to handle situations where patients were emotional during a session. Things like mourning a death of loved one. Had to understand how to handle it if someone is vulnerable especially young people campaigning during the election who felt disenfranchised afterwards. 34:01 “Any emotion you express is a good emotion” 34:17 Discusses the importance of creating a safe emotional space for other human beings. Explains her feelings on those who are in chronic pain are held back from total healing due to this societal trend which encourages us to bottle up our emotions. “Big boys don’t cry.” “Big girls don’t get upset or get angry” There are physical implications tied to containing our emotions. “Issues are in our tissues” 35:48 Words of mentor, John Barnes “If you know what you’re doing before entering the room, you don’t know what you’re doing” (in regards to emotional knowledge of patients beyond their physical condition). Discusses how she handles having patients explain their stories to her that have led them to seek out her practice. 38:43 Always been part of a community even as she moved to a new place bc of family connections. Reflected on her difficult time connecting and believing in the “specifics of the Presbyterian church” which she had to join as a 13 year old girl. Believed in a higher power, but questioned the belief in the father, son, and holy ghost components of the religion. Felt guilty & couldn’t lie. Mother was accepting of this and encouraged her to explore other churches/ places of worship in neighborhood. Never really found anything she felt most connected to, but still remained open until this day. 41:46 Felt part of church community and events & singing. But, reciting prayers she didn’t believe in didn’t sit well with her. Would come to coffee hours and come to services for her joy of music, but never joined church. 43:19 Discusses her love of learning about other religions and cultures. Also, likes to focus on what makes those different practices similar to one another rather than the differences as a way of making the world a better, more harmonious place. “To have small differences in dogma or doctrine become so divisive in our country, I find very sad.” 44:44 Some of the similarities she found as a result of exploring different faiths as a 13 year old girl and throughout her life consist of: there is a higher power no matter what the name is, caring for fellow human beings and animals of this planet, being of service is important, and not judging. 46:00 Shares thoughts on positive experience living and working in Saratoga. Small town w/ many different amenities. 47:14 End Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with M'elle Pirri-Lee Date A point or period of time associated with an event in the lifecycle of the resource 12/3/16 Date Created Date of creation of the resource. 12/6/16 Creator An entity primarily responsible for making the resource Amanda Peckler Publisher An entity responsible for making the resource available DS 113A: Storytelling Interviewing, Skidmore College. Language A language of the resource English Abstract A summary of the resource. M'elle Pirri-Lee, a licensed physical therapist at the Saratoga Healing Arts Center located right on Beekman Street, takes us into the realm of alternative medicine. She shares the importance and power in healing using methods such as physical therapy especially in times of hardship from her experience helping those with developmental and traumatic physical and emotional experiences. M'elle's narrative is one which brings great value to the evolving community that Beekman Street has always been known for. She also provides us a deeper look into providing and helping upkeep a safe emotional space in her practice and in the world around her. Description An account of the resource Oral history Subject The topic of the resource Saratoga Springs -- Beekman Street Arts District -- History Extent The size or duration of the resource. 46 minutes oral history https://www.ssmp.mdocs.skidmore.edu/files/original/891899d3ea38b03435dedbc5c7a6df4d.jpg 413c973c03f0d2013a4ccae7304dc478 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Evolution of Beekman Street (20th century-2016) Date A point or period of time associated with an event in the lifecycle of the resource 12/13/16 Is Part Of A related resource in which the described resource is physically or logically included. Saratoga Memory Project Source A related resource from which the described resource is derived Skidmore College Publisher An entity responsible for making the resource available DS: 113A Storytelling Interviewing, Skidmore College Description An account of the resource History of Beekman street, evolution of Beeekman, artist identities/roles, the future. Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Original recording wave file, 16 bit 44.1 khz Zotero Interviewee Amejo Amyot, M'elle Pirii-Lee, Cecilia Frittelli, Interviewer Jonah Brenner, Amanda Peckler, Yuelin He, Max Lowe, Dejon Bunn-Constant Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Beekman Street Flag] Date A point or period of time associated with an event in the lifecycle of the resource 12/1/2016 Creator An entity primarily responsible for making the resource Amanda Peckler Rights Holder A person or organization owning or managing rights over the resource. Amanda Peckler Contributor An entity responsible for making contributions to the resource Amanda Peckler Medium The material or physical carrier of the resource. photo https://www.ssmp.mdocs.skidmore.edu/files/original/b0314f5c5bee4377d6c9a8360085371f.jpg b0253abae5936ccf915b3d928c4f4373 https://www.ssmp.mdocs.skidmore.edu/files/original/5f99049de7f937c8d9cda4916747cfab.JPG 62d9ea8d966443b84eb6cb308582cc76 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Record Contributor Individual who prepared the item and/or edited it. Krystle Nowhitney Hernandez Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Ana Karen Cruz Gómez Title A name given to the resource ¿Porque Atribuirle Significados Incorrectos?/Why attribute the wrong meaning to him? Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Ana Karen Cruz Gomez_2017_1.jpg Date A point or period of time associated with an event in the lifecycle of the resource 2017 Subject The topic of the resource Saratoga Race Course, Saratoga Springs, NY, USA Description An account of the resource Dejemos de formar las palabras a la conveniencia de los arriba. We must stop watching what we say just to keep those above us happy. License A legal document giving official permission to do something with the resource. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Format The file format, physical medium, or dimensions of the resource Digital Photograph, JPEG art bilingual Estamos Aqui immigration Latinx race track Saratoga Race Course Spanish Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Record Contributor Individual who prepared the item and/or edited it. Krystle Nowhitney Hernandez Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Ana Karen Cruz Gómez Title A name given to the resource Solo los Valientes se Arriesgan y los Cobardes Critican/Only the Brave Take Risks While the Cowards Criticize Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Ana Karen Cruz Gomez_2017_2.jpg Date A point or period of time associated with an event in the lifecycle of the resource 2017 Subject The topic of the resource Saratoga Race Course, Saratoga Springs, NY, USA Description An account of the resource Ser Inmigrante es sinónimo de orgullo ya que muchos no son ni capaces de salir de su casa solos. To be an immigrant is to be proud, since many people aren’t even capable of leaving their homes by themselves. License A legal document giving official permission to do something with the resource. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Format The file format, physical medium, or dimensions of the resource Digital Photograph, JPEG art bilingual Estamos Aqui immigration Latinx race track Saratoga Race Course Spanish https://www.ssmp.mdocs.skidmore.edu/files/original/1e3adc4d70a5b8c851e0839a09c3e592.jpg 415adeb8f4e7d3eeca5f329c56aa983e https://www.ssmp.mdocs.skidmore.edu/files/original/5f9247e025cf04161326f962edc99fdd.jpg c6aeff66a91376e5d3d35abf8ab1e6ea Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Record Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expanded rail routes studied Date A point or period of time associated with an event in the lifecycle of the resource 12/12/12 Creator An entity primarily responsible for making the resource Anderson, Eric Source A related resource from which the described resource is derived Times Union Subject The topic of the resource Transportation Description An account of the resource Passenger trains cold once again cross the railroad bridge over the Hudson River at Mechanicville if a bi-state planning effort comes to fruition. Format The file format, physical medium, or dimensions of the resource text EnvironmentalJustice SaratogaSprings transportation https://www.ssmp.mdocs.skidmore.edu/files/original/f7e0070ca85e9366f39b15f56b9e87fa.jpg 039256cfce743162383615bfc247ce24 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Creator - Individual Name of the person or people responsible for creating the item. Anthony, Charles Creator - Organization Company, government agency, or other organization responsible for creating the item (the publisher should not be listed again here unless the same organization had a role other than that of publisher in sponsoring or creating the map). State Reservation Commission Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. Dec. 1914 Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1914 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. January 1915 Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1915 Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. This map is part of a three map series that the State Reservation Commission included in their 6th Annual Report to communicate what lands they had acquired for planning future park development and springs conservation. This map focuses on the downtown Broadway area of Saratoga Springs. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. Neighborhood/District Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. Color maps Property maps Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Environment and Conservation Property and Development Subject - Details This subject field describes the amount of detail in a map. For maps: (or layers) included on the map itself. This field might denote that the map includes information about, for example, Mountains, Railroads, Soundings, Elevation, or Population. These are controlled-vocabulary terms developed locally. The cataloger should be generous in assigning these terms -- even if only one canal is visible on the map, it should receive a "Canals" subject in this layer. Some of these terms are less specific than others and may warrant expansion in the Abstract field. For example, the "Businesses" term might be included here while the Abstract notes that the map shows mills and stores. Multiple terms can be used in this field. Boston and Maine Railroad (B&M Railroad) Compass rose Delaware and Hudson Railroad Corporation (D &H, R.R.) Hudson Valley R.R. (N.Y.) Subject - Geographic Library of Congress subject headings. For maps: for major geographic locations depicted on the map, followed, in nearly every case, by the "Maps" genre subheading. (For example, "Saratoga Springs (N.Y.) -- Maps.") This field will be especially important when the records from this collection are incorporated into larger databases and catalogs. Columbian Spring (Saratoga Springs, N.Y.) Congress Park (Saratoga Springs, N.Y.) Congress Spring (Saratoga Springs, N.Y.) Emperor Spring (Saratoga Springs, N.Y.) Hathorn Spring (Saratoga Springs, N.Y.) High Rock Park (Saratoga Springs, N.Y.) High Rock Spring (Saratoga Springs, N.Y.) Patterson Spring (Saratoga Springs, N.Y.) Peerless Spring (Saratoga Springs, N.Y.) Putnam Spring (Saratoga Springs, N.Y.) Red Spring (Saratoga Springs, N.Y.) Royal Spring (Saratoga Springs, N.Y.) Place of Publication The city (and if necessary) state or country of publication. Saratoga Springs, N.Y. Scale The scale of the item (if known) 200'= 1" Record Contributor Individual who prepared the item and/or edited it. Deirdre Schiff Record Creation Date Day/Month/Year of record creation/edit 3/9/2015 Physical Dimensions The actual physical size of the original image 37 x 67 cm. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Map of a part of Saratoga Springs made by the State Reservation Commission under the direction of the Consulting Engineer Date A point or period of time associated with an event in the lifecycle of the resource 1914 Is Part Of A related resource in which the described resource is physically or logically included. 6th Annual State Reservation Commission Report Creator An entity primarily responsible for making the resource Anthony, Charles Ziegler, J. Language A language of the resource eng map https://www.ssmp.mdocs.skidmore.edu/files/original/edee9102eb2a10690fc53e3cffcb505e.jpg f0b4d8158935ce34a506d36a4bfd7aeb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Creator - Individual Name of the person or people responsible for creating the item. Anthony, Charles Creator - Organization Company, government agency, or other organization responsible for creating the item (the publisher should not be listed again here unless the same organization had a role other than that of publisher in sponsoring or creating the map). State Reservation Commission Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. 1915 Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1915 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. January 1915 Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1915 Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. This map is part of a three map series that the State Reservation Commission included in their 6th Annual Report to communicate what lands they had acquired for planning future park development and springs conservation. This map focuses on connection between the State Park and downtown. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. City Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. Color maps Railroad map Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Environment and Conservation Subject - Details This subject field describes the amount of detail in a map. For maps: (or layers) included on the map itself. This field might denote that the map includes information about, for example, Mountains, Railroads, Soundings, Elevation, or Population. These are controlled-vocabulary terms developed locally. The cataloger should be generous in assigning these terms -- even if only one canal is visible on the map, it should receive a "Canals" subject in this layer. Some of these terms are less specific than others and may warrant expansion in the Abstract field. For example, the "Businesses" term might be included here while the Abstract notes that the map shows mills and stores. Multiple terms can be used in this field. Boston and Maine Railroad (B&M Railroad) Compass rose Delaware and Hudson Railroad Corporation (D &H, R.R.) Hudson Valley R.R. (N.Y.) Subject - Geographic Library of Congress subject headings. For maps: for major geographic locations depicted on the map, followed, in nearly every case, by the "Maps" genre subheading. (For example, "Saratoga Springs (N.Y.) -- Maps.") This field will be especially important when the records from this collection are incorporated into larger databases and catalogs. Congress Park (Saratoga Springs, N.Y.) High Rock Park (Saratoga Springs, N.Y.) Geyser Park (Saratoga Springs, N.Y.) Place of Publication The city (and if necessary) state or country of publication. Saratoga Springs, N.Y. Scale The scale of the item (if known) 1600'= 1" Record Contributor Individual who prepared the item and/or edited it. Deirdre Schiff Record Creation Date Day/Month/Year of record creation/edit 3/9/2015 Physical Dimensions The actual physical size of the original image 21 x 42 cm. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Map of a part of Saratoga Springs made by the State Reservation Commission under the direction of the Consulting Engineer Date A point or period of time associated with an event in the lifecycle of the resource January 1915 Is Part Of A related resource in which the described resource is physically or logically included. 6th Annual State Reservation Commission Report Creator An entity primarily responsible for making the resource Anthony, Charles Ziegler, J. map https://www.ssmp.mdocs.skidmore.edu/files/original/a8af1600f1e8966fd246ec8f1530a7a3.jpg 8a5cfee6b16986599eb8bbd3524b8ecd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Creator - Individual Name of the person or people responsible for creating the item. Anthony, Charles Creator - Organization Company, government agency, or other organization responsible for creating the item (the publisher should not be listed again here unless the same organization had a role other than that of publisher in sponsoring or creating the map). State Reservation Commission Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. 1915 Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1915 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. January 1915 Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1915 Caption This field will include transcriptions of text that appears on or around the item, at the discretion of the cataloger. It should include relevant bibliographic information that is not given in the title, for example, "Top of map: 'EXAMPLE NEEDED' Publisher and printer information might also be included in this field: "EXAMPLE NEEDED.'" Note that the location of the printed text is given in the field itself and that the caption information is always included in quotes. Bottom left: "Drawn by Ziegler, traced by Ziegler" Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. This map is part of a three map series that the State Reservation Commission included in their 6th Annual Report to communicate what lands they had acquired for planning future park development and springs conservation. This map focuses on the areas to become the State Park: Geyser and Lincoln Parks. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. Neighborhood/District Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. Color maps Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Environment and Conservation Subject - Details This subject field describes the amount of detail in a map. For maps: (or layers) included on the map itself. This field might denote that the map includes information about, for example, Mountains, Railroads, Soundings, Elevation, or Population. These are controlled-vocabulary terms developed locally. The cataloger should be generous in assigning these terms -- even if only one canal is visible on the map, it should receive a "Canals" subject in this layer. Some of these terms are less specific than others and may warrant expansion in the Abstract field. For example, the "Businesses" term might be included here while the Abstract notes that the map shows mills and stores. Multiple terms can be used in this field. Compass rose Delaware and Hudson Railroad Corporation (D &H, R.R.) Hudson Valley R.R. (N.Y.) Subject - Geographic Library of Congress subject headings. For maps: for major geographic locations depicted on the map, followed, in nearly every case, by the "Maps" genre subheading. (For example, "Saratoga Springs (N.Y.) -- Maps.") This field will be especially important when the records from this collection are incorporated into larger databases and catalogs. Geyser Lake (N.Y. : Lake) Geyser Park (Saratoga Springs, N.Y.) Geyser Creek (Saratoga Springs, N.Y.) Saratoga Springs (N.Y.)--Corporation Line Place of Publication The city (and if necessary) state or country of publication. Saratoga Springs, N.Y. Scale The scale of the item (if known) 200'= 1" Record Contributor Individual who prepared the item and/or edited it. Deirdre Schiff Record Creation Date Day/Month/Year of record creation/edit 3/9/2015 Physical Dimensions The actual physical size of the original image 81 x 44 cm. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Map of Geyser and Lincoln Parks with Pine Promenades connecting made by the State Reservation Commission under the direction of the Consulting Engineer Date A point or period of time associated with an event in the lifecycle of the resource January 1915 Is Part Of A related resource in which the described resource is physically or logically included. 6th Annual State Reservation Commission Report Creator An entity primarily responsible for making the resource Anthony, Charles Ziegler, J. map https://www.ssmp.mdocs.skidmore.edu/files/original/87dbeba0ef16447a7e24ef34b4be2221.mp3 8317494315e2ce14e620238b9621d905 https://www.ssmp.mdocs.skidmore.edu/files/original/4ba9ad7527ba8ca5bb3f3e0a6368bd55.mp3 9f3666e2aee57fe35069e9e088fb43db Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource David Parra: Living in NYC https://www.ssmp.mdocs.skidmore.edu/files/original/545ecb2df098f32ba975bb907da1b1d6.mp3 2f8e4d1d04e15b6a94c6c78b88a7bd09 https://www.ssmp.mdocs.skidmore.edu/files/original/f7e3b8ce58602af232ccd5af7d3ecdc3.mp3 450b36cf46c238e6851cecf1cabbee80 https://www.ssmp.mdocs.skidmore.edu/files/original/eab4415f9d2d92401033a87086d84c4b.mp3 3f5c1ab3bb6aea167a073f470627dcb8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource David Parra: Dominican Identity https://www.ssmp.mdocs.skidmore.edu/files/original/2d2e0b4ca1b3a603224079e9d7828fd2.mp3 e77359e99febd52766d54944de920e1a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource David Parra: Dominican York https://www.ssmp.mdocs.skidmore.edu/files/original/74ccfb24cf5748f910b6d9a57b19f543.mp3 585113e37e7418a4c5343a07654a1522 https://www.ssmp.mdocs.skidmore.edu/files/original/51da4a35acfb0412b97db68900548bac.mp3 968920ba2f192ba30d6d498e2c293512 https://www.ssmp.mdocs.skidmore.edu/files/original/7b627a0734a9b41cc076a538cd4153e8.mp3 85b8e08632eef9a4f21482ceedab412d https://www.ssmp.mdocs.skidmore.edu/files/original/72539a15c7cf6bc8b2b5047862f66d69.mp3 d653ae2c7ed243ef7883decff58eaa6f https://www.ssmp.mdocs.skidmore.edu/files/original/f12bd53eaf6d0890a2de22af8e175cc0.mp3 078081ea7b1cbc1b1ce7f6895a09850a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Arlene Hernandez Interviewee The person(s) being interviewed David Parra Location The location of the interview Skidmore College, Saratoga Springs, NY Record Contributor Individual who prepared the item and/or edited it. Arlene Hernandez Record Creation Date Day/Month/Year of record creation/edit 04/04/2016 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource David Parra Interview Date A point or period of time associated with an event in the lifecycle of the resource 04/04/2016 Creator An entity primarily responsible for making the resource Arlene Hernandez Language A language of the resource eng Description An account of the resource David Parra, a Skidmore College student, was born and raised in New York City. His mother immigrated to New York City from the Dominican Republic in her 20s. David spoke with Arlene Hernandez on April 4, 2016 about his experiences with education, family, work and more related to his Dominican identity. basketball bilingual culture Dominican Republic English family identity immigrant language Latin America Latino Latinx migration Motivation New York (state) New York City oral history Skidmore College Spanish student work https://www.ssmp.mdocs.skidmore.edu/files/original/9e3b6e4e1cafa3f94a5739c3dc7ece9c.png adbf22d539b53af35be191983d96429b https://www.ssmp.mdocs.skidmore.edu/files/original/fe9c16c3d8149b3cddb1ec75d8aa5df5.mov 5585754b5f3e4fe48f0f16ef7e4453bc https://www.ssmp.mdocs.skidmore.edu/files/original/24c03b2ae970845a6a5896cd524a7c3f.png 35b930168b938ebf1432c3394659fee8 https://www.ssmp.mdocs.skidmore.edu/files/original/3f407ff07ba668590d1a01c8cfa3ccee.png b9a7291f22ab234d1e591ae119fb5aa3 https://www.ssmp.mdocs.skidmore.edu/files/original/83e98f44a3070b7b770f13e06c3af564.png dd4772a21f7fec24e3d1efe39a8f5cad https://www.ssmp.mdocs.skidmore.edu/files/original/1498fd233d8d6655bcc07b1d21de0fa9.png 268c803da55f703fb83910e08e3e4712 https://www.ssmp.mdocs.skidmore.edu/files/original/b40049fa4a018c03814228d476fc0dba.png 31d33f7da61118c7ff6bb27899453f0a https://www.ssmp.mdocs.skidmore.edu/files/original/fda2e08c82923a30a669add56a33c7d1.png 33119aad3ab9582786385b7779f76cf6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Ashley Polanco Interviewee The person(s) being interviewed Juliana Boucher, Samantha García, Jonnea Herman, Isabel Rojas, Alison Ungaro Letellier, Aaron Schneider Record Contributor Individual who prepared the item and/or edited it. Ashley Polanco Record Creation Date Day/Month/Year of record creation/edit 04/26/2016 Location The location of the interview Skidmore College, Saratoga Springs NY Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource How does the media represent Latinxs? Latinx Students Video Interview Date A point or period of time associated with an event in the lifecycle of the resource 03/23/2016 - 03/24/2016 Language A language of the resource English Contributor An entity responsible for making contributions to the resource Ashley Polanco Creator An entity primarily responsible for making the resource Ashley Polanco Description An account of the resource Latinx students from Skidmore College spoke with Ashley Polanco and Alyssa Morales on the ways in which the media perceives Latinxs. Argentina Cuba Latinos Latinx oral history Peru Skidmore College student https://www.ssmp.mdocs.skidmore.edu/files/original/27ff129a075d148f70ef055434d382e0.png 434c4b4e9f97cf6ff1b0abef7f75f546 https://www.ssmp.mdocs.skidmore.edu/files/original/2e8944acdb917b8480164a1c527b5aff.mov 670e82b3fd30ef7cf338033c5b3376d7 https://www.ssmp.mdocs.skidmore.edu/files/original/39213105a3cc20e432c479f3d26810a4.png 9011c29331efa63a0c6a27e910d3bdfb https://www.ssmp.mdocs.skidmore.edu/files/original/9d5d2ab21dd8d9cea213ff11a03d5d55.png f196f9a4be9995248ab640d44048a28e https://www.ssmp.mdocs.skidmore.edu/files/original/e11779ddbf288eecf948beea3b74aa03.png fa2b0313360f79f23499956303f53078 https://www.ssmp.mdocs.skidmore.edu/files/original/6e0eb354b218f2c0830e24c1db3bf6a4.png 99a9e63034a957174781d43997c45988 https://www.ssmp.mdocs.skidmore.edu/files/original/42b7b4024779d03be3a10ced6e574caf.png d5728f90b620b072e5607b045223f0d2 https://www.ssmp.mdocs.skidmore.edu/files/original/45f4690aa200ba4dd25878052bfdcb7c.png 355e0e8cb84f1e3268bdfa3b27555161 https://www.ssmp.mdocs.skidmore.edu/files/original/e23f8988b01923b46aaf24184266e04f.png f29acc2ed73337d9448946ae88875421 https://www.ssmp.mdocs.skidmore.edu/files/original/ac5919a9fd6470399f0ff0de0a61ab4e.jpg c687d198c3da0702249cd5bb60675d98 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Ashley Polanco Interviewee The person(s) being interviewed Juliana Boucher, Samantha García, Jonnea Herman, Isabel Rojas, Alison Ungaro Letellier, Aaron Schneider Record Contributor Individual who prepared the item and/or edited it. Ashley Polanco Record Creation Date Day/Month/Year of record creation/edit 04/26/2016 Location The location of the interview Skidmore College, Saratoga Springs NY Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource When People See me: Skidmore Latinx Student Interviews Creator An entity primarily responsible for making the resource Ashley Polanco Date A point or period of time associated with an event in the lifecycle of the resource 03/23/2016 - 03/24/2016 Language A language of the resource English Description An account of the resource Latinx students from Skidmore College engaged in a conversation with Ashley Polanco and Alyssa Morales of Raices about race within Latinx communities. They share their experiences of how others perceive their identities. Dominican family Latinos Latinx Mexican oral history Puerto Rican race Skidmore College student https://www.ssmp.mdocs.skidmore.edu/files/original/2ec4b56ecf1097bf4d0adccb03c7392e.jpg 320742e1841de5b007ddcfa97c3bdc95 https://www.ssmp.mdocs.skidmore.edu/files/original/43322c723f560453b02ee50b2bd8a0ae.jpg a19922e7f1ebe1698112c306a33c6cb8 https://www.ssmp.mdocs.skidmore.edu/files/original/278be2a64715bdd5fa3c0122a049aac4.jpg 8f75205050c25eb1618f61dde718d856 https://www.ssmp.mdocs.skidmore.edu/files/original/0ae94aa139eee3b2afe04c3fd6c681ec.JPG e2383ecd19337cae37cc933dcbcb227e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Melt Date A point or period of time associated with an event in the lifecycle of the resource 2/18 Creator An entity primarily responsible for making the resource Nicole Barry Medium The material or physical carrier of the resource. Photograph https://www.ssmp.mdocs.skidmore.edu/files/original/7e64121a89d747e64b42c5f7cd1da168.JPG f2f218d7562f38101ab6f872f1e2bb22 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Exploration Through the Eye of the Wanderer Date A point or period of time associated with an event in the lifecycle of the resource 2018 Creator An entity primarily responsible for making the resource Barry, Nicole Format The file format, physical medium, or dimensions of the resource Photography Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Record Contributor Individual who prepared the item and/or edited it. Barry, Nicole Record Creation Date Day/Month/Year of record creation/edit 19/4/2018 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Warming of the Globe Date A point or period of time associated with an event in the lifecycle of the resource 2018 Creator An entity primarily responsible for making the resource Barry, Nicole Is Format Of A related resource that is substantially the same as the described resource, but in another format. Photograph Barry Global Warming MDOCS nature Pond Principles of Documentary Skidmore College Spring 2018 This Place https://www.ssmp.mdocs.skidmore.edu/files/original/95d825e67b71c527a91c10de6058bbb0.jpeg 8ed15e959e16fb6d10c1979b429a373d Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Digital Photo Physical Dimensions The actual physical size of the original image 3264 × 2448 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ben's Board Date A point or period of time associated with an event in the lifecycle of the resource April, 21st, 2016 Description An account of the resource A man and his skateboard Creator An entity primarily responsible for making the resource Beckett, Chris Type The nature or genre of the resource Digital Photograph Abstract A summary of the resource. Ben is an avid transit skateboarder with a few tricks up his sleeve. While most of the time he uses the board to bring him to class, band practice, or social gatherings, he can definitely teach you a thing or two about how to ride. This board has lasted him all three years of his college career and the dings and chips certainly speak to that. However, until the wheels fall off or the board splits in half, Ben will keep riding. art goods Leisure objects POD Spring 2016 skateboarding sports transport https://www.ssmp.mdocs.skidmore.edu/files/original/08bb8b75b249f1ccd1d055a6363360d2.jpeg 8aabdda2e9ea51b96d91d70ac1748fed https://www.ssmp.mdocs.skidmore.edu/files/original/b0292f596654ae125ae87eb1bfa2eb79.jpeg a4f3eb18a664ad367a2a5128d8450746 https://www.ssmp.mdocs.skidmore.edu/files/original/2bf2decb546b50f70777100bf4a95e2a.jpeg 40f12fa01b0fdc1e20eb39d43fcda73f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data black and white photograph Record Contributor Individual who prepared the item and/or edited it. J. Dym Record Creation Date Day/Month/Year of record creation/edit 19/05/2017 Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. April 1, 1979 Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1979 Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. One of these photos was used in the April 2, 1979, Saratogian article about the dedication ceremony Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Dedication of 5 Williams Street Senior Center Date A point or period of time associated with an event in the lifecycle of the resource April 1, 1979 Creator An entity primarily responsible for making the resource Bell, Clark https://www.ssmp.mdocs.skidmore.edu/files/original/41cbb5653b85b77561eb45b47c822c12.JPG 6e0df890bd8dffac46a68973e2bd5e9a https://www.ssmp.mdocs.skidmore.edu/files/original/ac2f73e0b7fcbdc3829d66e33c7f6f7e.JPG 8920fd4f158b5105d2bdeab7d8bcc2f8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Record Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Post-renewal Saratogians wouldn't recognize their city Date A point or period of time associated with an event in the lifecycle of the resource 4/25/09 Creator An entity primarily responsible for making the resource Bernstein, Andrew J. Source A related resource from which the described resource is derived The Saratogian Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Saratoga Springs Subject The topic of the resource Urban Renewal Description An account of the resource For recent arrivals, it is hard to picture this city without the CVS Plaza on Congress Street, the vast parking lot on High Rock Avenue or the towering mixed use buildings that house The Gap, Talbots and other retail outlets...First started by the federal legislation in the 1960s under President Lyndon B. Johnson, the program aimed to revitalize the core of some of the country's neglected urban centers. Format The file format, physical medium, or dimensions of the resource text EnvironmentalJustice SaratogaSprings UrbanRenewal https://www.ssmp.mdocs.skidmore.edu/files/original/9fd658e25dc7bf7316c6c46bd084ec2a.jpg 1bb05805f16547ddb1d2f6aaaa4752b9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Harry T. Burleigh 150th Commemoration Date A point or period of time associated with an event in the lifecycle of the resource 2016 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data stereoscope still image Record Contributor Individual who prepared the item and/or edited it. J. Dym Record Creation Date Day/Month/Year of record creation/edit 22/11/2016 Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. ca. 1870 Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1870 Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. A view of the dining room of the Grand Union Hotel, one of Saratoga Springs' largest and most distinguished lodgings in the nineteenth century. NYPL Details: Content: Hand-colored photoprints. Content: Includes one hand-colored view. Content: Includes views by P. H. McKernon, C. Bierstadt, Kilburn Brother and other photographers and publishers. Content: Robert Dennis Collection of Stereoscopic Views. Content: Title devised by cataloger. Content: Views of Saratoga Springs including general views; hotels, including interiors; springs and spring houses, bottling plant; parks and gardens; groups at springs, on piazzas, in parks; "Gipsey camp"; "Indian grounds" [an amusement area]; an allegorial painting titled "United States of America"; a float and a goat cart decorated for floral parade. Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Recreation Travel and Tourism Repository Name of the repository that holds the original item. New York Public Library URL NYPL Digital Collections, <a title="1870 Grand Union Hotel Dining Room" href="digitalcollections.nypl.org/items/510d47e1-596d-a3d9-e040-e00a18064a99">digitalcollections.nypl.org/items/510d47e1-596d-a3d9-e040-e00a18064a99</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Union Dining Hall, Saratoga. Date A point or period of time associated with an event in the lifecycle of the resource 1870 Source A related resource from which the described resource is derived Robert N. Dennis collection of stereoscopic views. The Miriam and Ira D. Wallach Division of Art, Prints and Photographs: Photography Collection MFY Dennis Coll 91-F143 Language A language of the resource eng Creator An entity primarily responsible for making the resource Bierstadt, Charles (1819-1903) (Photographer) Subject The topic of the resource New York (State) Health resorts -- New York (State) -- Saratoga Springs Saratoga Springs (N.Y.) Hotels Dining rooms Waiters Rights Information about rights held in and over the resource <a title="NYPL Digital Collections" href="http://digitalcollections.nypl.org/items/510d47e1-596d-a3d9-e040-e00a18064a99">NYPL Digital Collections Statement: </a>We believe that this item has no known US copyright restrictions. The item may be subject to rights of privacy, rights of publicity and other restrictions. Though not required, if you want to credit us as the source, please use the following statement, "From The New York Public Library." Doing so helps us track how our collection is used and helps justify freely releasing even more content in the future. Identifier An unambiguous reference to the resource within a given context Burleigh002 https://www.ssmp.mdocs.skidmore.edu/files/original/05ca7fa49ee90d4b4bb6b1c61516d6c8.png f1c5c37c6388930f53bbb20d105d9e8d https://www.ssmp.mdocs.skidmore.edu/files/original/5bd6f63fc4034c3f6b6a571abbb29a24.png ff3bbed62cb09a20da724e5565a2ea6a https://www.ssmp.mdocs.skidmore.edu/files/original/7ddaabd099fbe25dc07bb7ee1598d6af.jpg bd222f8307777951442f61f35344f5b3 https://www.ssmp.mdocs.skidmore.edu/files/original/3a6e282b3f341e6514fd412095e21293.jpg 09d5573051be2c8f657064ce5827f9d9 https://www.ssmp.mdocs.skidmore.edu/files/original/69c740b8ff5e14fe7ec8b144ffa5abe6.png 6bcff52043e76694b17a9d6d544357e9 https://www.ssmp.mdocs.skidmore.edu/files/original/be174b64a3259d8d2465e3fc6fa5f3e4.png 642bfc144578dd10b7465aa4bd0d0132 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Record Contributor Individual who prepared the item and/or edited it. Billis, Angelos Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. 19/4/2018 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Angelos' Essay Date A point or period of time associated with an event in the lifecycle of the resource 2018 Creator An entity primarily responsible for making the resource Billis, Angelos MDOCS Principles of Documentary Spring 2018 This Place https://www.ssmp.mdocs.skidmore.edu/files/original/0559524841dd853c494a865fd3c27840.png f1c5c37c6388930f53bbb20d105d9e8d https://www.ssmp.mdocs.skidmore.edu/files/original/c6996d7e797191c58deb05bec5701c2d.png ff3bbed62cb09a20da724e5565a2ea6a https://www.ssmp.mdocs.skidmore.edu/files/original/3f3766c11eba00c24508970c1415c12e.jpg bd222f8307777951442f61f35344f5b3 https://www.ssmp.mdocs.skidmore.edu/files/original/91c70420559577ed71b567d828ad1e2f.jpg 09d5573051be2c8f657064ce5827f9d9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Beaten Snow Date A point or period of time associated with an event in the lifecycle of the resource 3/18 Creator An entity primarily responsible for making the resource Angelos Billis Medium The material or physical carrier of the resource. Photograph. https://www.ssmp.mdocs.skidmore.edu/files/original/54ec11d17fe8f9881d5f7dc49502d67a.png 6bcff52043e76694b17a9d6d544357e9 https://www.ssmp.mdocs.skidmore.edu/files/original/42c412b72d40c8008059c00ca03b545d.png 642bfc144578dd10b7465aa4bd0d0132 https://www.ssmp.mdocs.skidmore.edu/files/original/737b3f0d1f0c3a5cf30805fd0677177b.jpg b0403fa46cdb0b4f87cc9059f3e1ac32 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Warehouse Date A point or period of time associated with an event in the lifecycle of the resource February, 2018 Is Part Of A related resource in which the described resource is physically or logically included. Country Side Creator An entity primarily responsible for making the resource Angelos Billis Format The file format, physical medium, or dimensions of the resource Photograph Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Record Contributor Individual who prepared the item and/or edited it. Billis, Angelos Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. 19/4/2018 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Country Side Date A point or period of time associated with an event in the lifecycle of the resource March 2018 Creator An entity primarily responsible for making the resource Billis, Angelos Guadeloupe hiking island MDOCS nature Principles of Documentary Spring 2018 This Place https://www.ssmp.mdocs.skidmore.edu/files/original/1e03d17a3d411608461e960120b47c22.jpg 4a2d67e662611a0ff5bdfc1db752fcb7 https://www.ssmp.mdocs.skidmore.edu/files/original/88a137a534591b2015e726f027e56e66.mp3 00ba2c6004cb218f70b37a40d39bb7ef https://www.ssmp.mdocs.skidmore.edu/files/original/635494370061e61f23bb5b61718bc7fb.pdf 6530dd4fd74e4e2a0884173733318118 PDF Text Text Ari  Bogom-­‐Shanon:  Ok,  if  you  wouldn't  mind  just  stating  your  name?       Parker  Diggory:  My  name  is  Parker  Diggory.       ABS:  And  your  title.       PD:  I'm  the  director  of  Religious  and  Spiritual  Life  at  Skidmore  College.       ABS:  Great,  thank  you.  So  we're  here  on  February  16th  in  Parker's  office  at   Skidmore.  So  I'd  like  to  just  start  off  by  asking  about  your  connection  to  Skidmore   College  and  where  that  started  and  what  you  do  here  now.         PD:  Sure,  so  my  connection  to  Skidmore  college  is  really  life  long,  both  of  my  parents   taught  here,  my  father  taught  here  for  I  don't  know,  three  decades  or  more,  and  so  I   knew  the  campus  from  my  earliest  memories.  I  went  to  summer  camp  here  one   summer,  I  had  one  of  my  first  jobs  here  when  the  Tang  opened,  working  there.  Yeah   so  I've  been  connected  to  the  community  in  a  number  of  ways,  coming  to   performances,  things  like  that.  I  took  classes  here  while  I  was  in  high  school  as  a   special  student,  and  then  when  I  left  for  college  and  grad  school  and  all  of  that  I   didn't  have  much  of  a  connection  to  the  campus  for  about  fifteen  years  I  would  say.   And  then,  just  three  years  ago  I  came  back  to  take  on  this  position,  at  first  part  time   and  then  full  time,  and  now  like  I  said  I'm  the  director  of  Religious  and  Spiritual  Life   and  that  means  that  I  work  with  other  offices  in  Campus  Life  and  Engagement  and  in   Student  Affairs  to  support  the  students  primarily  but  really  the  whole  campus  in   their  religious  life,  in  their  search  for  spiritual  connection,  in  their  growing   awareness  of  religion  in  general  in  the  world.               ABS:  Great,  thank  you.  That's  a  bit  about  your  connection  to  Skidmore,  now  I'm   wondering  if  you  can  talk  a  bit  about  your  connection  to  Saratoga,  focusing  on  faith-­‐ based  communities  or  if  there's  like  a  faith-­‐based  journey  that  brought  you  to  this   particular  position  here.         PD:  Sure,  so,  again  born  and  raised  in  Saratoga  Springs.  Um,  went  to  public  schools   here  and  grew  up  in  the  same  church  that  I'm  actually  attending  now,  which  is  the   Presbyterian  New  England  Congregational  Church  on  Circular  Street  in  Saratoga.   And,  it  wasn't  a  very,  hm,  all-­‐encompassing  kind  of  church  life,  where  everything   you  do  and  everything  your  family  does  is  sort  of,  is  connected  to  that  community,   but  it  was  certainly  very  big  in  my  life.  We  went  to  church  a  lot  of  Sundays,  at  least   during  the  school  year.  We  did  volunteer  work  with  them.  That's  where  I  went  to   youth  group  and  went  on  trips  and  so  that  really  was  my  forming—my  formational   community  in  a  lot  of  ways.  It's  where  a  lot  of  my  strongest  friendships  developed,   in  terms  of  you  know  when  I  was  a  teenager,  the  people  who  I  still  speak  to  now  as   an  adult  from  my  childhood  a  lot  of  them  are  people  I  knew  through  church.  And   then  also  that  meant  that  other-­‐-­‐that's  how  I  got  to  know  some  other  religious   �communities.  There  were  some  interfaith  things  that  happen  or  ecumenical  things.   That's  how  I  got  to  know  the  rabbis  at  Temple  Sinai,  because  our  congregation   would  do  things  together,  or,  you  know  there  was  usually  a  Thanksgiving  kind  of   multi-­‐faith  prayer  and  just  event,  community  event,  that  would  happen  and  there   would  be  different  religious  communities  represented  there.  Yeah  so  that,  and  they,   the  church  that  I  was  raised  in,  like  I  said  it's  Presbyterian  and  Congregational  which   are  two  denominations  and  I  personally  am  part  of  the  Presbyterian  denomination   and  that  eventually  became  a  path  for  me  in  terms  of  my  professional  development   in  that  I  went  to  seminary  and  I  am  in  a  sort  of  long,  scenic  route  towards  ordination   in  that  church.               ABS:  You  talked  a  little  about  coming  back  to  the  same  church  community  when  you   came  back  I  was  wondering  if  you  could  expand  on  what  it  was  like  to  come  back  to   this  community  fifteen  years  later.         PD:  Wow,  yeah,  in  many  ways  it  was  just  wonderful  to  be  able  to  come  back  to  my   home  church  community  that  it's,  even  while  I  was  gone  I  would  come  back  for   holidays,  or  if  I  just  happened  to  be  in  town  over  a  weekend  I  would  go  to  church.   The  congregation  helped  support  part  of  my  education,  you  know,  this  was  who  I   kept  in  touch  with  so,  in  some  ways  I  had  never  completely  left.  But,  I  would  say,  I   guess  if  there  was  anything  challenging  about  it,  it  was  that  I  had  grown  in  my  faith   journey  in  ways  that  I  was  a  little  worried  wouldn't  fit  in  to  my  home  church.  That,   our  church  is  known  for  a  really  broad  diversity  of  theological  beliefs  and,  I  just,  I   didn't  have  the  beliefs  as  I  when  I  was  younger  which  it  to  be  expected  but  I  just   wanted  to  make  sure  that  I  was  still  gonna  fit  in  and  they,  they're  so  accepting  of  so   many  beliefs  that  I  knew  intellectually  that  that  would  be  fine,  but  there's  still  that   nervousness  of,  if  I  don't  feel  like  this  is  my  home  church  now,  like  what  would  I   even  do,  because  it's  where  my  parents  go.  I'm  connected  to  so  many  families  there,   if  I  all  of  a  sudden  started  going  to  say  the  Methodist  Church  or  the  Episcopalian   Church  like  people  would  have  questions.  And,  I  never  seriously  considered  not   going,  but  there  were  times  where  I  thought,  if  I  had  moved  to  this  town  as  an  adult   and  had  never  gone  to  any  of  the  churches  in  town,  is  this  the  congregation  I  would   end  up.  And  I  honestly  don't  know.  I  think  it  would  be,  just  because  it's  unique  in  a   lot  of  ways  in  this  town  and  has  a  lot  things  I  look  for,  but  it  was  an  interesting   question  to  think  about.  And  in  other  ways  it's  just  been  good  to  get  back  and  to   church  life  and,  you  know,  I  ended  up  being  nominated  for  the  board  of  the  church   and  church  leadership  so  it's  a  very  different  role  than  I  had  before,  where  I'd  still   get  treated  a  little  bit  as  one  of  the  kids  of  the  church  but  I'm,  I'm  treated  as  an  adult   and  as  a  leader  and  with  expectations  and  responsibilities  which  are  different,   which  I  value.               �ABS:  Thanks  for  sharing.  So  I  think  this  is  maybe  a  little  of  a  transition  into  Skidmore   and  what  that  role  is  like  but  I'm  wondering,  for  you  coming  to  Saratoga  was  really   coming  home  to  you  community  and  you  talked  about  how  we  practice  [sic]  is  so   much  bound  up  with  how  we  grew  up  and  what  communities  we  grew  up  in,  and  for   a  lot  of  people  coming  to  Skidmore  they're  leaving  their  home  communities.  So  I'm   wondering  if  you  thought  at  all  about  that  kind  of  relationship  of  working  with  a   bunch  of  students  here  who  are  leaving  their  home  communities  and  for  you  it's   coming  back  to  your  community  and  if  that  influences  your  role  here.       PD:  Mhm.  Sure,  I  think  it  does.  I  think  one  would  be  I  try  and  use  the  fact  that  I  do   know  this  community  really  well,  this  Saratoga  community  as  a  way  to  connect   students  not  just  by  which  denomination  they're  looking  for  or  you  know,  the  name   of  the  tradition  they're  looking  for,  but  sort  of  getting  to  know  the  personality  of  the   student  and  the  personality  of  the  congregation,  and  being  able  to  say,  you  know,  I   think  you're  really  gonna  like  this  leader,  or,  you  know,  there  are  some  folks  who  go   to  this  particular  service  that  are  looking  at  the  same  questions  that  you're  asking.   And  so,  part  of  it  is  that,  and  I  don't  think  it's  necessary  to  do  my  role  to  have  that   sort  of  historical  knowledge,  but  I've  certainly  tried  to  use  it  that  way.  And  then  the   other  bit  is  that  I  have  to  rely  on  my  own  college  experience  where  I  wasn't  in   Saratoga  Springs,  to  relate  a  little  bit  more  to  what  the  students  are  coming  in  with.   So,  I  went  to  college  in  Middlebury,  Vermont,  and,  you  know,  they  don't  have  a   Presbyterian  church  there  and  so  I  found  the  next  best  thing  for  me  which  was   actually  a  Congregational  Church,  and  I  looked  up  the  worship  times  and  I  went.  I   was  one  of  the  only  students  who  did,  sometimes  my  sister  came,  she  was  at  the   same  school,  and  that  was  it.  And  I  realized  only,  you  know,  months  later  who  else  at   the  school  might  have  some  of  my  similar  religious  beliefs.  That  I  didn't,  I  didn't  find   my  kind  of  on  campus  religious  community  in  some  ways  ever,  but  even  a  small  part   of  it  I  didn't  find  for  a  while.  And  so  I  try  and  hold  on  to  that  experience  and  fill  in   some  of  the  blanks  I  wish  had  been  filled  in  for  me,  as  somebody  who  didn't  really   know  the  landscape.  What  are  some  other  ways  that  influences  things  [pause].  I   think  part  of  it  is  trying  to  ease  the  transition  for  students  not  just  in  the  immediate   religious  sense.  Right,  I  can  reserve  prayer  rooms,  I  can  hold  services,  I  can  bring  in   leaders  and  what-­‐not,  but  there  are  home-­‐y  trappings  of  a  lot  of  people's  religious   lives  that  I'm  not  gonna  be  able  to  completely  replicate  but  I  can  try  and  offer  or   connect  to  or  get  a  taxi  to  or  something.  So  that's  part  of  it  to  is  just  thinking  about   what-­‐-­‐and  asking  the  students-­‐-­‐what  feels  like  home  to  you.  Because  sometimes   when  they're  asking  me  for  support  or  for  access  to  a  community,  you  know  they're   using  category  names  and  they're  using  tradition  names.  But  I  remember,  I  was   studying  abroad,  I  did  a  gap  semester  after  high  school  and  I  was  in  Jamaica,  and  I   went  church  with  my  host  family,  but  sometimes  I  would  go  to  a  church  that  was  a   little  more  like  the  one  I  grew  up  in.  And  I  walked  in  and  they  had  the  same  exact   brass  cross  on  the  altar,  and  I  almost  cried.  And,  it's  that  kind  of  thing  that  I  know   that  will  help  students,  and  it  might  just  take  a  while  to  figure  out  what  that  is.  To   find  that  familiarity.  So  I'm  not  sure  if  that  answers  the-­‐-­‐your  questions.             �   [00:11:25.000]       ABS:  Yeah,  definitely,  wow.  Yeah  it  is  almost  that  search  for  home  that  students   come  in  looking  for.         PD:  Mhm.       ABS:  Ok,  so  you've  been  here  three  years?       PD:  Something  like  that.       ABS:  Something  like  that?  Which  is  pretty  recent.  Can  you  talk  a  little  bit  about  your   first  impressions  of  the  religious  community  at  Skidmore?       PD:  Hm.  Well  I  admit  that  I  had  sort  of  made  some  assumptions  based  on  my   experience  at  a  somewhat  similar  college  and  my  knowledge  of  Skidmore.  So,  I   probably  didn't  come  in  with  a  completely  open  mind  in  terms  of,  just,  what's  my   first  impression,  you  know  completely  blank  slate  kind  of  thing.  It  was  more  that  I   kind  of  assumed  that  it  would  be,  not  the  most  overtly  religious  campus,  that  it   would  be,  um,  you  know  that  religions  that  are  generally  minorities  in  society  would   probably  be  a  little  more  organized  just  by  necessity,  that  we  would  have  a  lot  of   students  who  were  maybe  interested  when  they  went  home  in  still  attending  a   service  or  connecting  with  a  tradition.  But  at  least  while  they  were  at  college  it   didn't  seem  like  a  priority.  And  so  that  was  true,  those  assumptions  were  proved   pretty  true.  I  think  my  impression  was  that  it  was  very  much,  [pause],  first  word   that  comes  to  mind  is  underground,  but  that  has  some  sort  of  like  purposeful  hiding   that  is  only  occasionally  true.  But  that  it  was  below  the  surface,  how  'bout  that,  that   the  religious  life  at  Skidmore  was  and  still  is  to  a  great  extent  something  that   happens  in  a  person  to  person  sort  of  way,  in  a  word  of  mouth  sort  of  way.  It's  not   the  first  thing  you  find  out  about  somebody,  it's  not  the  majority  of  the  events  that   are  advertised.  But  when  you  scratch  the  surface  it's  there.  And  so  part  of  my  job  is   figuring  out  how  much  of  that  under-­‐the-­‐surface-­‐ness  is  actually  fine  and  desirable   and  what  students  and  others  kind  of  want  and  it's  working  really  well  and  how   much  of  it  is  happening  simply  because  there  isn't  another  way.  Um,  what  else  was  I   struck  by.  That's  the  first  thing  that  comes  to  mind.               [00:14:13.783]       ABS:  This  is  a  bit  more  of  just  a  practical  question,  but  could  you  just  talk  a  little  bit   about  the  different  communities  that  are  here,  whether  it's  the  more  above-­‐the-­‐ surface  communities  or  any  below-­‐surface  communities  also?       �PD:  Sure,  so  in  terms  of  named  groups  we  have:  Hillel,  which  is  a  Jewish  student   organization,  broad  spectrum  in  terms  of  tradition.  Because  we  don't  have,  not  just   because,  but  we  don't  have  kosher  offerings  at  Skidmore  and  that  and  other  reasons   mean  that  we  don't  have  a  full  range  of  Jewish  traditions  represented  but  what  does   exist,  the  only  organized  group  at  the  moment  is  Hillel  for  them.  There's  Christian   Fellowship,  Skidmore  Christian  Fellowship,  which  is  a  chapter  of  InterVarsity   Christian  Fellowship,  which  is  a  national  and  sometimes  international  thing,  so  is   Hillel.  And  then  we  have  a  Newman  club,  which  is  for  Catholic  students.  That  has   been  from  semester  to  semester  more  and  less  active.  It's  quite  small,  one  of  the   primary  functions  is  finding  carpools  to  local  Masses,  so  it's  not  one  of  the  more   active  in  terms  of  programming  at  the  moment.  Then  when  I  first  arrived,  and  still,   we  have  Hayat,  which  is  a  cultural  affinity  group,  not  a  religious  affinity  group.  But  it   covers  the  Middle  East  and  South  East  Asia  and  so  they  will  do  cultural  events  that   are  also  religiously  connected  and  things  like  Holi  or  a  Lunar  New  Year's  celebration   sometimes,  although  there  are  also  other  groups  who  do  those.  Eid  dinners  for  the   Muslim  community.  So  that  also  depends  on  who's  in  charge  and  who's  interested  in   supporting  an  event,  but  they  function  in  a  lot  of  ways  independently  from  my  office   and  from  the  Office  of  Student  Diversity  Programming,  but  both  of  our  offices  do   work  with  them.  There's  a  Quaker  group  that  is  not  an  official  club  but  they  get   together  and  through  my  office  they  advertise,  they  meet  every  other  week  and  they   advertise  that  through  my  office  and  I  help  make  them  connections  with  members  of   the  local  Quaker  community.  There  are  bible  studies  that  are  connected  with   Christian  Fellowship  but  I  think  some  of  them  are  attended  by  folks  who  maybe   aren't  involved  in  the  club  more  broadly  but  are  interested  in  going  to  a  bible  study   that  maybe  their  friend  is  leading.  There  is  a  practicing  Zen  gathering  that  doesn't   necessarily  require  you  to  be  a  Zen  practitioner  and  to  identify  as  a  Zen  Buddhist  to   attend,  but  there  are  certainly  folks  who  attend  who  have  been,  who  do  identify  that   way,  both  from  the  community  and  the  faculty  and  every  once  in  a  while  some  of  our   students  as  well.  And  then  there  are  some  students  who  will  get  together  around  a   certain  holiday  or  something  like  that.  There  were  some  Hindu  students  last   semester  who  got  together  to  go  to  a  Temple  for  a  particular  holiday.  And  it  was  sort   of  under  the  auspices  of  my  office,  sort  of  under  the  auspices  of  Hayat.  It  will  sort  of   be  an  ad  hoc  group  for  a  specific  purpose  and  then  they  sort  of  will  dissolve  again.  I   feel  like  I'm  probably  forgetting  something  huge  right  now.  There  are  some  other   groups  that  include  spirituality  and  spiritual  connection  as  part  of  what  they  do  and   who  they  are,  but  they're  less,  I  wouldn't  call  them  affinity  groups  as  much  because   they're  going  to  have  a  much  broader  spectrum  of  beliefs  within  them  and  so,   there's  an  inspirational  choir  called  Rejoice,  and  for  many  of  the  folks  there  there's  a   spiritual  component  to  what  they're  doing  and  what  they're  singing  but  they  sing   songs  from  many  different  traditions.  There's  a  mindful  movement  club  of  students   that  do  everything  from  learning  modern  dance  movement  techniques  to  yoga  to,   um,  I  think  the  circus  club  has  done  some  things  with  them.  So,  again  some  of  the   folks  there  are  regular  yoga  practitioners  and  for  them  that  is  part  of  a  religious  and   or  spiritual  practice  but  it's  not  necessarily.  And  then  there  are  the  folks  who  come   to  the  Skidmore  mindfulness.  So  we  have  weekly  meditations  and  yoga  practices   and  reiki  and  things  like  that  that  students  aren't  required  to  or  the  rest  of  the   �community  is  not  required  to  claim  any  particular  tradition  for  nor  are  they  likely  to   but  they  can,  and  many  of  them  do  express  that  this  is  a  spiritual  thing  for  them.               [00:19:22.000]       ABS:  It's  a  pretty  full  list.       PD:  Yeah  [laughs].  Oh!  I  knew  I  was  gonna  forget  somebody.  When  I  started  talking   about  Hayat  I  said,  you  know  when  I  got  here  Hayat  was  doing  all  of  this  and  they   still  are,  but  in  the  past  year  there's  also  been  a  bigger  push  from  some  of  the   Muslim  students  to  actually  have  a  club  that  is  expressly  for  Muslim  students.  And   there's  been  interest  in  that  since  before  I  got  here,  but  our  students  are  so  involved   in  so  much  that  it  takes  students  who  aren't  just  interested  in  it  but  are  interested  in   taking  leadership  in  it.  And  so  there  are  some  students  who  have  started  the  process   of  making  an  official  club,  which  is  fantastic.  But  if  that  doesn't  happen  or  until  that   happens,  our  office  just  continues  to  work  with  some  of  the  Muslim  staff  and  faculty   to  support  the  Muslim  students  on  campus.               [00:20:12.000]       ABS:  Can  you  also  just  talk  a  little  bit  about  how  staff  and  faculty  are  present  in  your   office,  if  they  are,  if  they  have  a  relationship  to  these  student  groups?       PD:  Sure,  well  I  should  mention  my  staff  as  well  so,  there  are  three  professional  staff   and  then  a  kind  of  rotating  number  of  student  staff.  And  that  includes  a  coordinator   for  Jewish  Student  Life,  Martina  Zobel,  and  a  coordinator  for  the  Skidmore   Mindfulness  program  Jennifer  Schmid-­‐Fareed.  And  the  two  of  them  work  both  with   clubs  and  with  students  who's  needs  aren't  being  met  by  the  clubs,  or  who  just  want   to  do  things  that  expand  the  presence  of  religion  or  spirituality  or  interfaith  on   campus.  And  so,  the  three  of  us  are  the  staff  and  we  collaborate  with  a  lot  of  other   staff  in  terms  of  events.    I  mentioned  the  Office  of  Student  Diversity  Programming.   The  director  of  that  office  and  myself  we  oversee  the  Intercultural  Center  together.   So  we  try  and  make  sure  that  whenever  there  are  programs  that  are  more   automatically  assigned  to  one  of  our  offices  that  we're  thinking  more  broadly  about   how  the  work  of  our  offices  might  overlap  for  those  programs.  We  work  with  the   student  leadership  offices  and  their  staff  because  they  support  the  clubs  and  events   on  campus  and  that's  an  obvious  connection.  So  there  are  some  that  are  quite   obvious.  The  counseling  center  does  stuff  with  the  Mindfulness  program,  the   religious  studies  department  will  have  [sic]  us  promote  some  of  our  events  and  vice   versa,  so  there  are  some  obvious  ones.  And  then  beyond  that,  there  are  stu—er,   sorry,  there  are  staff  and  faculty  that  will  attend  some  of  our  offerings.  Most  of  the   events  that  we  do  are  open  to  staff  and  faculty,  so  they'll  come  to  Shabbat  dinner  or   �they'll  come  to  one  of  the  meditations.  This  week  we  did  an  Ash  Wednesday  service   and  I'd  say  there  were  maybe  thirty-­‐six  people  there  and  two-­‐thirds  of  them  were   students  and  the  other  third  was  probably  staff  and  faculty.  So  they,  there's  a  few.   It's  not  a  majority  by  any  sense,  it's  not  a  large  group,  but  there's  a  handful  that  do   get  involved  that  way  just  by  attending  and  participating.  And  then  there  are  some   who  get  involved  in  really  supporting  the  work  of  the  communities  and  so,  there  are   staff  and  faculty  who  don't  just  come  to  the  events  but  will  help  with  hiring  new   staff,  finding  new  advisors,  being  advisors  themselves.  And  sometimes  I  know  about   that  and  sometimes  I  learn  about  it  later.  You  know,  sometimes  there  are  staff  or   faculty  who  have  been  helping  students  get  to  church  for  years  and  I  don't  find  out   about  it  until  a  casual  conversation.  So,  yeah  some  of  it's  formalized  and  some  of  it's   very  much  about  some  of  our  staff  and  faculty  just  making  connections  and  finding   out  a  way  that  they  can  help  students  get  connected.  And  every  once  in  a  while   there's  a  collaboration  that's  a  little  less  expected  so,  I'm  trying  to  think  of  one  but,   you  know  there  have  been  partnerships  with  the  Tang  Teaching  Museum,  and  there   have  been  partnerships  with  different  academic  departments,  we've  worked  with   somebody,  actually  from  Documentary  Studies  Adam  Tinkle,  and  he  does  work  with   sound  and  we  do  work  with  sound  healing  and  things  and  so  there  are  some  neat   overlaps  of  some  of  that  work.  And  I  like  to  keep  a  sort  of  somewhat  secret  entirely   unofficial  list  of  staff  and  faculty  who  have  expressed  to  me  that  they're  willing  to  be   called  upon  for  certain  things.  So  if  there's  a  student  who's  coming  to  me  with   concerns,  especially  if  they're  from  a  tradition  that's  not  well  represented  in  the   Saratoga  area,  which  is  a  lot  of  them,  I  try  and  keep  a  list  of  which  staff  and  faculty  I   might  be  able  to  point  them  towards.               [00:24:27.000]       ABS:  Very  cool.  So,  you  just  said  that  there  are  a  lot  of  students  whose  faiths  might   not  be  represented  in  this  area,  but  I'm  wondering  if  you  can  talk  a  little  bit  about   what  connections  have  been  made  to  groups  in  this  area  and  Skidmore,  and  if  you've   seen  a  change  in  that?  Either  from  when  you  were  here  growing  up  or  from  being   here  for  three  years  and  working  in  this  position,  and  or  if  you  have  a  vision  for  that   going  forward,  in  terms  of  where  you  want  those  relationships  to  be  or  go.       PD:  Sure,  um,  hm.  How  to  start.  There  are  some  formal  connections,  so  the  local   reform  synagogue  Temple  Sinai,  their,  one  of  their  co-­‐rabbi's  Linda  Motzkin  does   have  an  official  role  with  us  as  a  High  Holy  Days  chaplain.  Before  that  she  worked   even  more  frequently,  or  as  a  more  permanent,  not  that's  not  right,  a  more-­‐-­‐she  had   a  larger  role  at  Skidmore  previously,  in  terms  of  Jewish  student  life.  And  stepped   back  a  little  from  that  but  we're  very  thankful  she  stayed  on  to  work  with  us  during   high  holy  days.  And  part  of  that  is  that  that  congregation  is  able  to  use  Skidmore   Campus  spaces  for  High  Holy  Day  services  where  the  numbers  would  be  too  much   for  their  space.  And  it  gives  our  students  the  gift  of  being  able  to  attend  services   both  on  their  campus  and  with  a  multi-­‐generational  faith  community.  Which  I  think   �is  really  wonderful.  So  that's  been  going  on  for  years  and  years  and  years.  The  other   connections  are  primarily  unofficial.  Although,  also  within  the  Jewish  community   the  Saratoga  Chabad  works  with  my  office  to  come  onto  campus  and  do  table   outreach  basically,  and  also  working  with  the  Jewish  student  community  a  little  bit.   And  then  there  are  churches  that  are  more  likely  to  attract  some  of  our  students.  So   for  instance  a  lot  of  the  students  involved  in  Christian  Fellowship,  or  at  least  a   decent  sized  group  of  them  will  carpool  all  to  the  same  church  on  Sunday  mornings.   And  that's  not  an  official  partnership  in  any  way  it's  just  a  little  bit  of  word  of  mouth   and  a  little  bit  of  common  traditions  and  so  that  happens.  With  the  Catholic  churches   there  are  two  parishes  in  town  and  I've  invited  priests  and  deacons  from  both  of   them  to  come  and  do  services  on  campus  and  so  that'll  be  a  wonderful  way  of   making  that  connection  happen.  But,  students  can  also  just  go  wherever  they'd  like.   And  so,  similarly  to  some  of  the  staff  connections  I  don't  know  sometimes  when   students  are  attending  services  in  town.  I  like  to  try  and  find  out  so  that  if  other   students  are  looking  for  someone  to  go  with  I  can  make  some  introductions.  And  I   think  that's  generally  the  same  as  when  I  was  growing  up,  though  I  certainly  wasn't   aware  of  religious  life  at  colleges.  It  wasn't  something  that  I  was  thinking  of  much   except  that  I  knew  the  chaplain  here  when  I  was  younger.  And  in  terms  of  what  I   want  to  see,  hyper-­‐locally  like  right  in  Saratoga  Springs,  I  do  want  to  get  to  know   more  and  more  of  the  communities  and  the  leaders.  A  lot  of  them  will  contact  me   about  events  and  I'll  try  and  promote  those,  but  there's  also  a,  I  have  the  sense  of,   I'm  also  feeling  a  protection  of  the  campus?  That  there  are,  unfortunately,  always   going  to  be  religious  groups  that  aren't-­‐-­‐that  don't  necessarily  have  our  students   best  interest  in  mind  or  that  bring  a  style  of  communication  that  is  aggressive  in  a   way  that  I  don't  think  a  majority  of  our  students  would  like.  And  so  because  of  that,   I've  been  hesitant  to  just  put  out  a  blanket  invitation  to  religious  groups  to  come  to   campus.  I  usually  wait  for  students  to  express  an  interest  in  a  particular  community   and  then  I  will  reach  out.  So  for  instance  with  the  local  Quaker  community.  You   know  they  come  onto  campus  but  because  there's  a  student  interest.  So  I  would  like   there  to  be  connections.  I  think  especially  there's  a  lot  of  potential  within  the   volunteer  work  and  social  justice  side  of  things.  A  lot  of  our  local  religious   communities  are  on  the  front  lines  of  working  with  immigrants  and  refugees  in  the   area.  They're  the  ones  that  make  sure  that  the  soup  kitchen  is  staffed  and  that  there   are,  a  lot  of  them  are  volunteers  at  the  homeless  shelters  and  so  I  think  there  are   ways  there  to  strengthen  already  existing  partnerships.  We  do  have  students   already  who  volunteer  with  all  of  those  programs.  I  think  we  could  do  it  more  and   we  could  do  it  more  specifically  with  our  religious  students.  And  then  beyond  that,   beyond  Saratoga  Springs  we've  had  a  good  experience  getting  students  to  one  of  the   mosques  for  some  of  the  Eids.  Or,  we  partnered  with  one  of  the  mosques  on  a   service  project.  And  that's  been  wonderful  because  there  are  plenty  of  colleges  and   universities  in  the  capital  district.  And  Skidmore's  small  little  group  of  students  is   not  going  to  be  their  biggest  population  of  young  adult  outreach,  but  it's  been  nice  to   still  make  those  connections  and  I  want  to  strengthen  that  as  well.  Yeah  it's   interesting  because  a  lot  of  religious  communities,  and  I'm  speaking  primarily  out  of   the  Christian  context  but  I  know  that  it's  not  that  different  in  other  contexts.  A  lot  of   religious  communities  are  feeling  a  need  to  hold  onto  young  adults  with  all  of  their   �might,  and  I've  been  on  the  leadership  of  communities  that  do  this  where  we,  we  see   young  adults  and  we  see  numbers.  We  see  people  to  keep  our  traditions  going.  And   it's  very  self-­‐-­‐it's  very  much  about  us  as  a  religious  community  wanting  to  not  die   out,  and  I  want  to  help  my  own  church  but  also  all  of  the  religious  communities  in   town  approach  Skidmore  students  with  a  much  more  giving,  a  much  more  outward   looking  purpose.  That  this  is  not  about  whether  or  not  we  get  to  say,  "hey  we've  got   seven  college  students  on  our  lists,  we're  not  gonna  die  out,"  or  "we're  really  cool   with  the  young  people,"  but  more  that  isn't  it  great  that  these  one  student  or  these   two  students  are  being  fed  by  this  ministry.  So  that's  something  I'd  like  to  see   happen.               [00:31:33.793]       ABS:  Thank  you  for  sharing.  That's  all  the  questions  I  have  but  if  there's  anything   you  want  to  add  that  you  felt  like  didn't  get  in  there?       PD:  I  think  one  of  the  things  I'd  like  to  see  both  on  campus  and  in  Saratoga,  and  I   think  there  are  ways  to  maybe  make  it  happen  as  a  campus  community  partnership,   is  more  engagement  across  ideological  lines  of  religious  communities.  For  example   you  show  up  to  certain  meetings  in  town  of  religious  leaders  working  on  a  particular   issue  and  you  can  sort  of  predict  who's  going  to  be  there.  And  it's  not  that  they're  all   the  same  religion  it's  that  you're  pretty  sure  they're  all  the  same  politics,  or  they're   all  the  same,  you  know  social  views  on  different  issues.  And  so  one  of  the  things   that's  great  right  now  that's  happening  is  two  of  the  churches-­‐-­‐so  the  church  where   the  freeze  shelter  is  hosted  where  Code  Blue  is  hosted,  Soul  Saving  Station,  is  very   different  from  the  church  that  I  attend,  but  the  church  that  I  attend  is  also  helping   out  Code  Blue  with  some  office  space  and  some  overflow  space  and  housing  people   when  Soul  Saving  Station  doesn't  have  enough  room.  And  those  two  churches  could   not  be  more  different  ideologically  or  theologically  and  still  both  be  called  Christian.   But  they  are  [laughs],  and  they're  both  doing  this.  And  I  think  that  kind  of   partnership,  and  that  kind  of  getting  to  know  each  other  could  be  happening  more  at   Skidmore  as  well  and  in  the  town  as  well,  so  that  we're  expanding  what  it  means  to   be  religious  for  people  who  have  doubts  about  their  opinions  on  what  it  is  to  be   religious.  Maybe  not  doubts  about  their  opinions,  doubts  about  people  who  are   religious,  or  doubts  about  people  who  are  religious  in  a  way  that  is  different  from   them.  So  not  necessarily  interfaith  cooperation  but  even  within  a  tradition  across   ideological  bounds.               [00:33:45.570]       ABS:  Well,  I  wish  you  luck  in  this  office       �PD:  Thank  you       ABS:  And  all  of  your  goals       PD:  Thank  you       ABS:  Thank  you  so  much  for  being  part  of  this  interview,  and  I'm  not  sure  when  it   will  go  up  but  I  will  email  you  the  link  when  it  does.           � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Ari Bogom-Shanon Interviewee The person(s) being interviewed Parker Diggory Location The location of the interview Parker's office in Case Center. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Audio Record Contributor Individual who prepared the item and/or edited it. Ari Bogom-Shanon Record Creation Date Day/Month/Year of record creation/edit 06/03/2018 Transcription Any written text transcribed from a sound Ari Bogom-Shanon: Ok, if you wouldn't mind just stating your name? Parker Diggory: My name is Parker Diggory. ABS: And your title. PD: I'm the director of Religious and Spiritual Life at Skidmore College. ABS: Great, thank you. So we're here on February 16th in Parker's office at Skidmore. So I'd like to just start off by asking about your connection to Skidmore College and where that started and what you do here now. PD: Sure, so my connection to Skidmore college is really life long, both of my parents taught here, my father taught here for I don't know, three decades or more, and so I knew the campus from my earliest memories. I went to summer camp here one summer, I had one of my first jobs here when the Tang opened, working there. Yeah so I've been connected to the community in a number of ways, coming to performances, things like that. I took classes here while I was in high school as a special student, and then when I left for college and grad school and all of that I didn't have much of a connection to the campus for about fifteen years I would say. And then, just three years ago I came back to take on this position, at first part time and then full time, and now like I said I'm the director of Religious and Spiritual Life and that means that I work with other offices in Campus Life and Engagement and in Student Affairs to support the students primarily but really the whole campus in their religious life, in their search for spiritual connection, in their growing awareness of religion in general in the world. ABS: Great, thank you. That's a bit about your connection to Skidmore, now I'm wondering if you can talk a bit about your connection to Saratoga, focusing on faith-based communities or if there's like a faith-based journey that brought you to this particular position here. PD: Sure, so, again born and raised in Saratoga Springs. Um, went to public schools here and grew up in the same church that I'm actually attending now, which is the Presbyterian New England Congregational Church on Circular Street in Saratoga. And, it wasn't a very, hm, all-encompassing kind of church life, where everything you do and everything your family does is sort of, is connected to that community, but it was certainly very big in my life. We went to church a lot of Sundays, at least during the school year. We did volunteer work with them. That's where I went to youth group and went on trips and so that really was my forming—my formational community in a lot of ways. It's where a lot of my strongest friendships developed, in terms of you know when I was a teenager, the people who I still speak to now as an adult from my childhood a lot of them are people I knew through church. And then also that meant that other--that's how I got to know some other religious communities. There were some interfaith things that happen or ecumenical things. That's how I got to know the rabbis at Temple Sinai, because our congregation would do things together, or, you know there was usually a Thanksgiving kind of multi-faith prayer and just event, community event, that would happen and there would be different religious communities represented there. Yeah so that, and they, the church that I was raised in, like I said it's Presbyterian and Congregational which are two denominations and I personally am part of the Presbyterian denomination and that eventually became a path for me in terms of my professional development in that I went to seminary and I am in a sort of long, scenic route towards ordination in that church. ABS: You talked a little about coming back to the same church community when you came back I was wondering if you could expand on what it was like to come back to this community fifteen years later. PD: Wow, yeah, in many ways it was just wonderful to be able to come back to my home church community that it's, even while I was gone I would come back for holidays, or if I just happened to be in town over a weekend I would go to church. The congregation helped support part of my education, you know, this was who I kept in touch with so, in some ways I had never completely left. But, I would say, I guess if there was anything challenging about it, it was that I had grown in my faith journey in ways that I was a little worried wouldn't fit in to my home church. That, our church is known for a really broad diversity of theological beliefs and, I just, I didn't have the beliefs as I when I was younger which it to be expected but I just wanted to make sure that I was still gonna fit in and they, they're so accepting of so many beliefs that I knew intellectually that that would be fine, but there's still that nervousness of, if I don't feel like this is my home church now, like what would I even do, because it's where my parents go. I'm connected to so many families there, if I all of a sudden started going to say the Methodist Church or the Episcopalian Church like people would have questions. And, I never seriously considered not going, but there were times where I thought, if I had moved to this town as an adult and had never gone to any of the churches in town, is this the congregation I would end up. And I honestly don't know. I think it would be, just because it's unique in a lot of ways in this town and has a lot things I look for, but it was an interesting question to think about. And in other ways it's just been good to get back and to church life and, you know, I ended up being nominated for the board of the church and church leadership so it's a very different role than I had before, where I'd still get treated a little bit as one of the kids of the church but I'm, I'm treated as an adult and as a leader and with expectations and responsibilities which are different, which I value. ABS: Thanks for sharing. So I think this is maybe a little of a transition into Skidmore and what that role is like but I'm wondering, for you coming to Saratoga was really coming home to you community and you talked about how we practice [sic] is so much bound up with how we grew up and what communities we grew up in, and for a lot of people coming to Skidmore they're leaving their home communities. So I'm wondering if you thought at all about that kind of relationship of working with a bunch of students here who are leaving their home communities and for you it's coming back to your community and if that influences your role here. PD: Mhm. Sure, I think it does. I think one would be I try and use the fact that I do know this community really well, this Saratoga community as a way to connect students not just by which denomination they're looking for or you know, the name of the tradition they're looking for, but sort of getting to know the personality of the student and the personality of the congregation, and being able to say, you know, I think you're really gonna like this leader, or, you know, there are some folks who go to this particular service that are looking at the same questions that you're asking. And so, part of it is that, and I don't think it's necessary to do my role to have that sort of historical knowledge, but I've certainly tried to use it that way. And then the other bit is that I have to rely on my own college experience where I wasn't in Saratoga Springs, to relate a little bit more to what the students are coming in with. So, I went to college in Middlebury, Vermont, and, you know, they don't have a Presbyterian church there and so I found the next best thing for me which was actually a Congregational Church, and I looked up the worship times and I went. I was one of the only students who did, sometimes my sister came, she was at the same school, and that was it. And I realized only, you know, months later who else at the school might have some of my similar religious beliefs. That I didn't, I didn't find my kind of on campus religious community in some ways ever, but even a small part of it I didn't find for a while. And so I try and hold on to that experience and fill in some of the blanks I wish had been filled in for me, as somebody who didn't really know the landscape. What are some other ways that influences things [pause]. I think part of it is trying to ease the transition for students not just in the immediate religious sense. Right, I can reserve prayer rooms, I can hold services, I can bring in leaders and what-not, but there are home-y trappings of a lot of people's religious lives that I'm not gonna be able to completely replicate but I can try and offer or connect to or get a taxi to or something. So that's part of it to is just thinking about what--and asking the students--what feels like home to you. Because sometimes when they're asking me for support or for access to a community, you know they're using category names and they're using tradition names. But I remember, I was studying abroad, I did a gap semester after high school and I was in Jamaica, and I went church with my host family, but sometimes I would go to a church that was a little more like the one I grew up in. And I walked in and they had the same exact brass cross on the altar, and I almost cried. And, it's that kind of thing that I know that will help students, and it might just take a while to figure out what that is. To find that familiarity. So I'm not sure if that answers the--your questions. [00:11:25.000] ABS: Yeah, definitely, wow. Yeah it is almost that search for home that students come in looking for. PD: Mhm. ABS: Ok, so you've been here three years? PD: Something like that. ABS: Something like that? Which is pretty recent. Can you talk a little bit about your first impressions of the religious community at Skidmore? PD: Hm. Well I admit that I had sort of made some assumptions based on my experience at a somewhat similar college and my knowledge of Skidmore. So, I probably didn't come in with a completely open mind in terms of, just, what's my first impression, you know completely blank slate kind of thing. It was more that I kind of assumed that it would be, not the most overtly religious campus, that it would be, um, you know that religions that are generally minorities in society would probably be a little more organized just by necessity, that we would have a lot of students who were maybe interested when they went home in still attending a service or connecting with a tradition. But at least while they were at college it didn't seem like a priority. And so that was true, those assumptions were proved pretty true. I think my impression was that it was very much, [pause], first word that comes to mind is underground, but that has some sort of like purposeful hiding that is only occasionally true. But that it was below the surface, how 'bout that, that the religious life at Skidmore was and still is to a great extent something that happens in a person to person sort of way, in a word of mouth sort of way. It's not the first thing you find out about somebody, it's not the majority of the events that are advertised. But when you scratch the surface it's there. And so part of my job is figuring out how much of that under-the-surface-ness is actually fine and desirable and what students and others kind of want and it's working really well and how much of it is happening simply because there isn't another way. Um, what else was I struck by. That's the first thing that comes to mind. [00:14:13.783] ABS: This is a bit more of just a practical question, but could you just talk a little bit about the different communities that are here, whether it's the more above-the-surface communities or any below-surface communities also? PD: Sure, so in terms of named groups we have: Hillel, which is a Jewish student organization, broad spectrum in terms of tradition. Because we don't have, not just because, but we don't have kosher offerings at Skidmore and that and other reasons mean that we don't have a full range of Jewish traditions represented but what does exist, the only organized group at the moment is Hillel for them. There's Christian Fellowship, Skidmore Christian Fellowship, which is a chapter of InterVarsity Christian Fellowship, which is a national and sometimes international thing, so is Hillel. And then we have a Newman club, which is for Catholic students. That has been from semester to semester more and less active. It's quite small, one of the primary functions is finding carpools to local Masses, so it's not one of the more active in terms of programming at the moment. Then when I first arrived, and still, we have Hayat, which is a cultural affinity group, not a religious affinity group. But it covers the Middle East and South East Asia and so they will do cultural events that are also religiously connected and things like Holi or a Lunar New Year's celebration sometimes, although there are also other groups who do those. Eid dinners for the Muslim community. So that also depends on who's in charge and who's interested in supporting an event, but they function in a lot of ways independently from my office and from the Office of Student Diversity Programming, but both of our offices do work with them. There's a Quaker group that is not an official club but they get together and through my office they advertise, they meet every other week and they advertise that through my office and I help make them connections with members of the local Quaker community. There are bible studies that are connected with Christian Fellowship but I think some of them are attended by folks who maybe aren't involved in the club more broadly but are interested in going to a bible study that maybe their friend is leading. There is a practicing Zen gathering that doesn't necessarily require you to be a Zen practitioner and to identify as a Zen Buddhist to attend, but there are certainly folks who attend who have been, who do identify that way, both from the community and the faculty and every once in a while some of our students as well. And then there are some students who will get together around a certain holiday or something like that. There were some Hindu students last semester who got together to go to a Temple for a particular holiday. And it was sort of under the auspices of my office, sort of under the auspices of Hayat. It will sort of be an ad hoc group for a specific purpose and then they sort of will dissolve again. I feel like I'm probably forgetting something huge right now. There are some other groups that include spirituality and spiritual connection as part of what they do and who they are, but they're less, I wouldn't call them affinity groups as much because they're going to have a much broader spectrum of beliefs within them and so, there's an inspirational choir called Rejoice, and for many of the folks there there's a spiritual component to what they're doing and what they're singing but they sing songs from many different traditions. There's a mindful movement club of students that do everything from learning modern dance movement techniques to yoga to, um, I think the circus club has done some things with them. So, again some of the folks there are regular yoga practitioners and for them that is part of a religious and or spiritual practice but it's not necessarily. And then there are the folks who come to the Skidmore mindfulness. So we have weekly meditations and yoga practices and reiki and things like that that students aren't required to or the rest of the community is not required to claim any particular tradition for nor are they likely to but they can, and many of them do express that this is a spiritual thing for them. [00:19:22.000] ABS: It's a pretty full list. PD: Yeah [laughs]. Oh! I knew I was gonna forget somebody. When I started talking about Hayat I said, you know when I got here Hayat was doing all of this and they still are, but in the past year there's also been a bigger push from some of the Muslim students to actually have a club that is expressly for Muslim students. And there's been interest in that since before I got here, but our students are so involved in so much that it takes students who aren't just interested in it but are interested in taking leadership in it. And so there are some students who have started the process of making an official club, which is fantastic. But if that doesn't happen or until that happens, our office just continues to work with some of the Muslim staff and faculty to support the Muslim students on campus. [00:20:12.000] ABS: Can you also just talk a little bit about how staff and faculty are present in your office, if they are, if they have a relationship to these student groups? PD: Sure, well I should mention my staff as well so, there are three professional staff and then a kind of rotating number of student staff. And that includes a coordinator for Jewish Student Life, Martina Zobel, and a coordinator for the Skidmore Mindfulness program Jennifer Schmid-Fareed. And the two of them work both with clubs and with students who's needs aren't being met by the clubs, or who just want to do things that expand the presence of religion or spirituality or interfaith on campus. And so, the three of us are the staff and we collaborate with a lot of other staff in terms of events. I mentioned the Office of Student Diversity Programming. The director of that office and myself we oversee the Intercultural Center together. So we try and make sure that whenever there are programs that are more automatically assigned to one of our offices that we're thinking more broadly about how the work of our offices might overlap for those programs. We work with the student leadership offices and their staff because they support the clubs and events on campus and that's an obvious connection. So there are some that are quite obvious. The counseling center does stuff with the Mindfulness program, the religious studies department will have [sic] us promote some of our events and vice versa, so there are some obvious ones. And then beyond that, there are stu—er, sorry, there are staff and faculty that will attend some of our offerings. Most of the events that we do are open to staff and faculty, so they'll come to Shabbat dinner or they'll come to one of the meditations. This week we did an Ash Wednesday service and I'd say there were maybe thirty-six people there and two-thirds of them were students and the other third was probably staff and faculty. So they, there's a few. It's not a majority by any sense, it's not a large group, but there's a handful that do get involved that way just by attending and participating. And then there are some who get involved in really supporting the work of the communities and so, there are staff and faculty who don't just come to the events but will help with hiring new staff, finding new advisors, being advisors themselves. And sometimes I know about that and sometimes I learn about it later. You know, sometimes there are staff or faculty who have been helping students get to church for years and I don't find out about it until a casual conversation. So, yeah some of it's formalized and some of it's very much about some of our staff and faculty just making connections and finding out a way that they can help students get connected. And every once in a while there's a collaboration that's a little less expected so, I'm trying to think of one but, you know there have been partnerships with the Tang Teaching Museum, and there have been partnerships with different academic departments, we've worked with somebody, actually from Documentary Studies Adam Tinkle, and he does work with sound and we do work with sound healing and things and so there are some neat overlaps of some of that work. And I like to keep a sort of somewhat secret entirely unofficial list of staff and faculty who have expressed to me that they're willing to be called upon for certain things. So if there's a student who's coming to me with concerns, especially if they're from a tradition that's not well represented in the Saratoga area, which is a lot of them, I try and keep a list of which staff and faculty I might be able to point them towards. [00:24:27.000] ABS: Very cool. So, you just said that there are a lot of students whose faiths might not be represented in this area, but I'm wondering if you can talk a little bit about what connections have been made to groups in this area and Skidmore, and if you've seen a change in that? Either from when you were here growing up or from being here for three years and working in this position, and or if you have a vision for that going forward, in terms of where you want those relationships to be or go. PD: Sure, um, hm. How to start. There are some formal connections, so the local reform synagogue Temple Sinai, their, one of their co-rabbi's Linda Motzkin does have an official role with us as a High Holy Days chaplain. Before that she worked even more frequently, or as a more permanent, not that's not right, a more--she had a larger role at Skidmore previously, in terms of Jewish student life. And stepped back a little from that but we're very thankful she stayed on to work with us during high holy days. And part of that is that that congregation is able to use Skidmore Campus spaces for High Holy Day services where the numbers would be too much for their space. And it gives our students the gift of being able to attend services both on their campus and with a multi-generational faith community. Which I think is really wonderful. So that's been going on for years and years and years. The other connections are primarily unofficial. Although, also within the Jewish community the Saratoga Chabad works with my office to come onto campus and do table outreach basically, and also working with the Jewish student community a little bit. And then there are churches that are more likely to attract some of our students. So for instance a lot of the students involved in Christian Fellowship, or at least a decent sized group of them will carpool all to the same church on Sunday mornings. And that's not an official partnership in any way it's just a little bit of word of mouth and a little bit of common traditions and so that happens. With the Catholic churches there are two parishes in town and I've invited priests and deacons from both of them to come and do services on campus and so that'll be a wonderful way of making that connection happen. But, students can also just go wherever they'd like. And so, similarly to some of the staff connections I don't know sometimes when students are attending services in town. I like to try and find out so that if other students are looking for someone to go with I can make some introductions. And I think that's generally the same as when I was growing up, though I certainly wasn't aware of religious life at colleges. It wasn't something that I was thinking of much except that I knew the chaplain here when I was younger. And in terms of what I want to see, hyper-locally like right in Saratoga Springs, I do want to get to know more and more of the communities and the leaders. A lot of them will contact me about events and I'll try and promote those, but there's also a, I have the sense of, I'm also feeling a protection of the campus? That there are, unfortunately, always going to be religious groups that aren't--that don't necessarily have our students best interest in mind or that bring a style of communication that is aggressive in a way that I don't think a majority of our students would like. And so because of that, I've been hesitant to just put out a blanket invitation to religious groups to come to campus. I usually wait for students to express an interest in a particular community and then I will reach out. So for instance with the local Quaker community. You know they come onto campus but because there's a student interest. So I would like there to be connections. I think especially there's a lot of potential within the volunteer work and social justice side of things. A lot of our local religious communities are on the front lines of working with immigrants and refugees in the area. They're the ones that make sure that the soup kitchen is staffed and that there are, a lot of them are volunteers at the homeless shelters and so I think there are ways there to strengthen already existing partnerships. We do have students already who volunteer with all of those programs. I think we could do it more and we could do it more specifically with our religious students. And then beyond that, beyond Saratoga Springs we've had a good experience getting students to one of the mosques for some of the Eids. Or, we partnered with one of the mosques on a service project. And that's been wonderful because there are plenty of colleges and universities in the capital district. And Skidmore's small little group of students is not going to be their biggest population of young adult outreach, but it's been nice to still make those connections and I want to strengthen that as well. Yeah it's interesting because a lot of religious communities, and I'm speaking primarily out of the Christian context but I know that it's not that different in other contexts. A lot of religious communities are feeling a need to hold onto young adults with all of their might, and I've been on the leadership of communities that do this where we, we see young adults and we see numbers. We see people to keep our traditions going. And it's very self--it's very much about us as a religious community wanting to not die out, and I want to help my own church but also all of the religious communities in town approach Skidmore students with a much more giving, a much more outward looking purpose. That this is not about whether or not we get to say, "hey we've got seven college students on our lists, we're not gonna die out," or "we're really cool with the young people," but more that isn't it great that these one student or these two students are being fed by this ministry. So that's something I'd like to see happen. [00:31:33.793] ABS: Thank you for sharing. That's all the questions I have but if there's anything you want to add that you felt like didn't get in there? PD: I think one of the things I'd like to see both on campus and in Saratoga, and I think there are ways to maybe make it happen as a campus community partnership, is more engagement across ideological lines of religious communities. For example you show up to certain meetings in town of religious leaders working on a particular issue and you can sort of predict who's going to be there. And it's not that they're all the same religion it's that you're pretty sure they're all the same politics, or they're all the same, you know social views on different issues. And so one of the things that's great right now that's happening is two of the churches--so the church where the freeze shelter is hosted where Code Blue is hosted, Soul Saving Station, is very different from the church that I attend, but the church that I attend is also helping out Code Blue with some office space and some overflow space and housing people when Soul Saving Station doesn't have enough room. And those two churches could not be more different ideologically or theologically and still both be called Christian. But they are [laughs], and they're both doing this. And I think that kind of partnership, and that kind of getting to know each other could be happening more at Skidmore as well and in the town as well, so that we're expanding what it means to be religious for people who have doubts about their opinions on what it is to be religious. Maybe not doubts about their opinions, doubts about people who are religious, or doubts about people who are religious in a way that is different from them. So not necessarily interfaith cooperation but even within a tradition across ideological bounds. [00:33:45.570] ABS: Well, I wish you luck in this office PD: Thank you ABS: And all of your goals PD: Thank you ABS: Thank you so much for being part of this interview, and I'm not sure when it will go up but I will email you the link when it does. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Parker Diggory Date A point or period of time associated with an event in the lifecycle of the resource February 16, 2018 Description An account of the resource Parker Diggory joined Skidmore as the Directory of Religious and Spiritual Life in 2016. She talks about her relationship to Saratoga Springs, religious life on campus, and religious life in town. Language A language of the resource eng Creator An entity primarily responsible for making the resource Bogom-Shanon, Ari '18 clubs Parker Diggory religious life https://www.ssmp.mdocs.skidmore.edu/files/original/3db5d132f1524015b8ca95ba671c4f20.jpg b427bf8e931cfd1930f1124751511bcc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Record Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grant will end Spa bike trail Date A point or period of time associated with an event in the lifecycle of the resource 6/9/03 Creator An entity primarily responsible for making the resource Brady, Sally Source A related resource from which the described resource is derived The Post Star Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Saratoga Springs Subject The topic of the resource Transportation Description An account of the resource State provides $100,000 infusion Format The file format, physical medium, or dimensions of the resource text EnvironmentalJustice SaratogaSprings transportation https://www.ssmp.mdocs.skidmore.edu/files/original/fbcd092ee75f63a02221871d9de6901c.jpg 7f2764296e67ace50c30f1f2e6558981 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Record Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Parking spaces freed for summer Date A point or period of time associated with an event in the lifecycle of the resource 7/4/03 Creator An entity primarily responsible for making the resource Brady, Sally Source A related resource from which the described resource is derived The Post Star Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Saratoga Springs Subject The topic of the resource Transportation Description An account of the resource The city could have another 80 spaces downtown this summer to help aid its parking congestion. Format The file format, physical medium, or dimensions of the resource text EnvironmentalJustice SaratogaSprings transportation https://www.ssmp.mdocs.skidmore.edu/files/original/3ad825f81084efc6512ab07f179d0e27.JPG b61ec36ccabdfbc8b86580a2644dfe01 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Record Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource City urban renewal agency hold final meeting Date A point or period of time associated with an event in the lifecycle of the resource 7/26/86 Creator An entity primarily responsible for making the resource Brooks, Dick Subject The topic of the resource Urban Renewal Description An account of the resource The Saratoga Springs Urban Renewal Agency was terminated at its final meeting last week and milestones were established. Dr., Leo W. Roohan, chairman, was present as he was at the first meeting on May 14, 1962 and every meeting since its inception 24 years and two months ago. The only other living member of that original agency is former Finance Commissioner Mahlon C. 'Mike' Tunlso. Format The file format, physical medium, or dimensions of the resource text EnvironmentalJustice SaratogaSprings UrbanRenewal https://www.ssmp.mdocs.skidmore.edu/files/original/97f7e249889639888b16917d7b29f9b6.jpg 0e4a208cddb70de434910723c25aa49b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Creator - Organization Company, government agency, or other organization responsible for creating the item (the publisher should not be listed again here unless the same organization had a role other than that of publisher in sponsoring or creating the map). Skidmore College Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. ca 1944 Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1944 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. ca 1944 Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1944 Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. In 1944, two Skidmore professors reimagined traveling around the city to visit attractions and highlighted other physical activities the city had to offer. The "Bicycle Map of Saratoga Springs-Skidmore College" was created by faculty members L[ouise G.]. Burbeck and B. [F. Elizabeth] Wiles for students, city residents and visitors alike. Streets are drawn in greater detail closer to Broadway and less detail farther away from the center of town. Emphasis is on the roads, but the railway and waterworks (today's road to Wilton) are still on the map. This map is not just about bicycling. It encourages all sorts of outdoor movement. All over the map sketch figures of humans (mostly women, like Skidmore's student body) and animals engage in an activity connected to an area in or around town. These include: skiing, ice skating, golfing, walking, biking, swimming, gardening, fishing, hiking and tennis. With all these healthy options presented, is it surprising to learn that the mapmakers were the College's physical education (Burbeck) and drama (Wiles) teachers? (It's perhaps good news that they weren't in the English department, as the indications for "Yaddow" and the "Cemetary" attest). The map also offers directions, with a compass, to other towns and cities near Saratoga Springs such as Albany, Schenectady, Cornith, Glens Falls, and Schuylerville. Did the guidance help bicyclists imagine longer trips or help orient the map reader? The bicycle map tells the story of not just the needs of a small city being addressed but also the entire nation. In 1941 America entered WWII, and while most of the war was fought overseas, rations affected what American citizens could and could not use, including gasoline, metal, rubber, and glass--all key elements in forms of transportation. (E. Scaglia, '15) Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. City Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. Road maps Pictorial maps Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Transportation Recreation Subject - Geographic Library of Congress subject headings. For maps: for major geographic locations depicted on the map, followed, in nearly every case, by the "Maps" genre subheading. (For example, "Saratoga Springs (N.Y.) -- Maps.") This field will be especially important when the records from this collection are incorporated into larger databases and catalogs. Saratoga Springs (N.Y.)--Maps Record Contributor Individual who prepared the item and/or edited it. Jordana Dym Allie Smith URL Original record at <a title="Saratoga Springs Bicycle Map" href="http://cdm15968.contentdm.oclc.org/cdm/ref/collection/p15968coll2/id/39">http://cdm15968.contentdm.oclc.org/cdm/ref/collection/p15968coll2/id/39</a> Repository Name of the repository that holds the original item. Special Collections and Archives, Lucy Scribner Library, Skidmore College (Saratoga Springs, N.Y.) Related Maps There will be many cases where multiple maps are in effect only slight variations on a single original. If we are certain, or even pretty sure, that one map is just a slightly altered version of another,the related versions should be listed here. Has a similar feel to the 1940 Saratoga Springs Lions Club Map. Subject - Details This subject field describes the amount of detail in a map. For maps: (or layers) included on the map itself. This field might denote that the map includes information about, for example, Mountains, Railroads, Soundings, Elevation, or Population. These are controlled-vocabulary terms developed locally. The cataloger should be generous in assigning these terms -- even if only one canal is visible on the map, it should receive a "Canals" subject in this layer. Some of these terms are less specific than others and may warrant expansion in the Abstract field. For example, the "Businesses" term might be included here while the Abstract notes that the map shows mills and stores. Multiple terms can be used in this field. Saratoga Springs (N.Y.)--Broadway Saratoga Racecourse (Saratoga Springs, N.Y.) Saratoga Spa State Park (N.Y.) Iconography--sports Inconography--horse Iconography--mineral springs Iconography--race track Oklahoma Track (Saratoga Springs, N.Y.) Greenridge Cemetery (Saratoga Springs, N.Y.) Yaddo (Saratoga Springs, N.Y.) Lake Lonely (Saratoga Springs, N.Y.) Compass rose Scale The scale of the item (if known) Scale unknown Physical Dimensions The actual physical size of the original image 31 x 42 cm Subject - Organization Names of individuals associated with the item. Please put "Tje" at the end: University of Chicago Press, The Skidmore College (Saratoga Springs, N.Y.) Record Creation Date Day/Month/Year of record creation/edit 6/11/2014 3/26/2015 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bicycle Map of Saratoga Springs Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 1944 Creator An entity primarily responsible for making the resource Burbeck, Louise G. Wiles, F. Elizabeth https://www.ssmp.mdocs.skidmore.edu/files/original/35f379f7e6868f41afc63e73d3af1c66.png 7bea7c4250f69c622704dc4e98163bfe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Harry T. Burleigh 150th Commemoration Date A point or period of time associated with an event in the lifecycle of the resource 2016 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sometimes I feel like a motherless child Date A point or period of time associated with an event in the lifecycle of the resource 1918 Publisher An entity responsible for making the resource available G. Ricordi, New York (N.Y.) Description An account of the resource First line: Sometimes I feel like a motherless child Edition: High. Plate no.: 116498-4. Language A language of the resource eng Creator An entity primarily responsible for making the resource Burleigh, H. T. (Harry Thacker), 1866-1949, composer Subject The topic of the resource Spirituals (Songs) Burleigh, Harry Contributor An entity responsible for making contributions to the resource Duke University Libraries https://www.ssmp.mdocs.skidmore.edu/files/original/333c5befa228f78f8c35efa9dd2d4653.png 73806a0e7a833a4cf8415f68ee5538a6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Harry T. Burleigh 150th Commemoration Date A point or period of time associated with an event in the lifecycle of the resource 2016 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Interviewer The person(s) performing the interview Clara-Sophia Daly Interviewee The person(s) being interviewed Slim Shady URL Courtesy Historical American Sheet Music, David M. Rubenstein Rare Book and Manuscript Library, Duke University, <a title="Burleigh's Deep River, 1907 arrangement" href="http://library.duke.edu/rubenstein/scriptorium/sheetmusic/n/n06/n0694/n069">RBR Music 694 </a> Record Contributor Individual who prepared the item and/or edited it. J. Dym Record Creation Date Day/Month/Year of record creation/edit 29/11/2016 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Burleigh’s Arrangement of Deep River (first page). Date A point or period of time associated with an event in the lifecycle of the resource 1907 Language A language of the resource eng Creator An entity primarily responsible for making the resource Burleigh, Harry Thacker Type The nature or genre of the resource sheet music https://www.ssmp.mdocs.skidmore.edu/files/original/abd593ed866329791e8fd9117e6c66ed.jpg 534cbb08fdb5fc007867880c2519fb4e https://www.ssmp.mdocs.skidmore.edu/files/original/b75e23c5e73f2cfb4ad832298cd89e66.jpg f572fe5dfe39256469a99435de9742e9 https://www.ssmp.mdocs.skidmore.edu/files/original/1c2145f02e7cae419cca1a6f3588671a.jpg 2d33b74a810ac596523a6dbeb4d68df5 https://www.ssmp.mdocs.skidmore.edu/files/original/3a823d494f4f0d3d8ab15564a2e47d67.jpg 27bc3d1a3fa6b09c33824e04ad8a63df Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Place of Publication The city (and if necessary) state or country of publication. Vatalie, N.Y. : Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1890 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. 1890 Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1890 Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. 1890 Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. This map is a detail of the upper right corner of a county map of Saratoga. as it was is 1890. It does not focus on specific properties, but rather places cities and It depicts the roads and train routes that run through the county. Numbers refer to the farmers listed in the directory of which the map was originally a part. Advertisers include the Albany Business College and A.E. Carroll Real Estate and Loan Office at 5 Division St., Saratoga Springs, N.Y., and Att'y & Counselor at Law" Record Contributor Individual who prepared the item and/or edited it. R Mooring Jordana Dym Subject - Details This subject field describes the amount of detail in a map. For maps: (or layers) included on the map itself. This field might denote that the map includes information about, for example, Mountains, Railroads, Soundings, Elevation, or Population. These are controlled-vocabulary terms developed locally. The cataloger should be generous in assigning these terms -- even if only one canal is visible on the map, it should receive a "Canals" subject in this layer. Some of these terms are less specific than others and may warrant expansion in the Abstract field. For example, the "Businesses" term might be included here while the Abstract notes that the map shows mills and stores. Multiple terms can be used in this field. Transportation--highways Transportation--railroad Saratoga County (N.Y.) -- Directories. Saratoga County (N.Y.) -- Maps. Saratoga County (N.Y.) -- Agriculture. Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. Highway map Railroad map Repository Name of the repository that holds the original item. Saratoga County Historian's Office (Saratoga County, N.Y.) Saratoga Room, Saratoga Springs Public Library Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. County Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Cities and Towns County Maps Transportation Infrastructure and Communication Subject - Geographic Library of Congress subject headings. For maps: for major geographic locations depicted on the map, followed, in nearly every case, by the "Maps" genre subheading. (For example, "Saratoga Springs (N.Y.) -- Maps.") This field will be especially important when the records from this collection are incorporated into larger databases and catalogs. New York (State) -- Saratoga County. Corinth (N.Y.) Hadley (N.Y.) Luzerne (N.Y.) Moreau (N.Y.) Palmer (N.Y.) Wilton (N.Y.) Creator - Individual Name of the person or people responsible for creating the item. Burr, David Record Creation Date Day/Month/Year of record creation/edit 6/3/2014 3/28/2015 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Map of Saratoga County New York 1890 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant ||||osm Date A point or period of time associated with an event in the lifecycle of the resource 1890 Is Part Of A related resource in which the described resource is physically or logically included. Farmers' pocket directory and map of Saratoga County, N.Y., 1890: including the names of subscribers and advertisers. Publisher An entity responsible for making the resource available Lant & Silvernail Language A language of the resource eng Creator An entity primarily responsible for making the resource Burr, David color map https://www.ssmp.mdocs.skidmore.edu/files/original/f70181748cf6b2a512d7fbc7f7b52ad6.jpg 0d7894bdbf38b2af7a89ab8fc9a75dab https://www.ssmp.mdocs.skidmore.edu/files/original/1d0e6b3a26d2dcc1465b858f607a4172.png c5f22397a863ba7340443afe2ee9c44d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. 1840 Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1840 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. 1840 Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1840 Caption This field will include transcriptions of text that appears on or around the item, at the discretion of the cataloger. It should include relevant bibliographic information that is not given in the title, for example, "Top of map: 'EXAMPLE NEEDED' Publisher and printer information might also be included in this field: "EXAMPLE NEEDED.'" Note that the location of the printed text is given in the field itself and that the caption information is always included in quotes. "Published by the Surveyor General, pursuant to an Act of the Legislature. Stone & Clark, republishers, Ithaca, N.Y. 1840." Note 2.) Prime meridian: Washington, D.C. Note 3.) Shows flouring mills, factories, forges, saw mills, churches, parcels, and landowners. Note 4.) "Entered according to Act of Congress Jany 5th. 1829 by David H. Burr of the state of New York." Note 5.) "Entered according to Act of Congress Jany 5th. 1829 by David H. Burr of the state of New York." Note 6.) "Entered according to Act of Congress Jany 5th. 1829 by David H. Burr of the state of New York." Note 7.) "Entered according to Act of Congress Jany 5th. 1829 by David H. Burr of the state of New York." Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. County Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. County maps Cadastral maps Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Property and Development Record Contributor Individual who prepared the item and/or edited it. Jordana Dym Record Creation Date Day/Month/Year of record creation/edit 2/28/2015 Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. "Published by the Surveyor General, pursuant to an Act of the Legislature. Stone & Clark, republishers, Ithaca, N.Y. 1840." Note 2.) Prime meridian: Washington, D.C. Note 3.) Shows flouring mills, factories, forges, saw mills, churches, parcels, and landowners. Note 4.) "Entered according to Act of Congress Jany 5th. 1829 by David H. Burr of the state of New York." Note 5.) "Entered according to Act of Congress Jany 5th. 1829 by David H. Burr of the state of New York." Note 6.) "Entered according to Act of Congress Jany 5th. 1829 by David H. Burr of the state of New York." Note 7.) "Entered according to Act of Congress Jany 5th. 1829 by David H. Burr of the state of New York." Source : Atlases of the United States / New York / An atlas of the state of New York : containing a map of the state and of the several counties / by David H. Burr. Publisher Publisher of the item, or of the book or atlas in which it appears. New York (State). Surveyor General -- Publisher Physical Dimensions The actual physical size of the original image 1 atlas (40, [51] leaves : col. maps (some folded) ; 58 cm. SSPL framed map: 22.5 ''x 28'' 1 map : hand col. ; 45 x 30 cm. URL Bibliographic detail from Stephen A. Schwarzman Building / The Lionel Pincus and Princess Firyal Map Division, <a title="1840 Clark, Saratoga County" href="http://digitalcollections.nypl.org/items/510d47da-f281-a3d9-e040-e00a18064a99">Digital Library</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Map of the county of Saratoga / by David H. Burr ; engd. by Rawdon, Clark & Co., Albany, & Rawdon, Wright & Co., N. York. Date A point or period of time associated with an event in the lifecycle of the resource 1840 Is Part Of A related resource in which the described resource is physically or logically included. Atlases of the United States / New York / An atlas of the state of New York : containing a map of the state and of the several counties / by David H. Burr. Publisher An entity responsible for making the resource available Stone & Clark Republishers -- Publisher Description An account of the resource A map of Saratoga County published in an atlas of New York State counties. This map shows the Kayaderosseras Patent plots as well as contemporary administrative districts. The newly separate towns of Saratoga and Saratoga Springs are clearly marked.sizesize Language A language of the resource eng Creator An entity primarily responsible for making the resource Burr, David H., 1803-1875 -- Cartographer Rawdon, Clark & Co. -- Engraver Rawdon, Wright & Co. -- Engraver county Kayaderosseras Patent map roads Saratoga Saratoga Springs https://www.ssmp.mdocs.skidmore.edu/files/original/53722f8de31945ec7a7d5b51b537e2fb.jpg be8a4634f8c9850e18fad260f1fa1bdb https://www.ssmp.mdocs.skidmore.edu/files/original/2d03b7704ed76d05f5c80c9774729559.jpg 8fd04f63efe8af1a85e55cd7f961a7ea Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Creator - Individual Name of the person or people responsible for creating the item. Burrit, A. B., des. Weber, N. M., del. Creator - Organization Company, government agency, or other organization responsible for creating the item (the publisher should not be listed again here unless the same organization had a role other than that of publisher in sponsoring or creating the map). National Recreation Association, New York Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1945 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. August 1945 Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1945 Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. This map depicts the proposed development of the West Side Neighborhood playground outside School No. 1. A range of sports and activities are included in the plans among them a wading pool, picnic area, and various sports fields and courts. Anticipated sports include tennis, croquet, sotfball, ice skating, badminton, shuffleboard,and football or soccer. Other activities include handcrafts, tetherball, horseshoes and a sandbox. The legend best indicates the plans for the terrain. A note in the bottom left hand corner goes into greater detail for what should be included in recreation areas. Repository Name of the repository that holds the original item. The City Archives (Saratoga Springs, N.Y.) Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. Neighborhood/District Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. City Plan Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Civic Life Recreation Subject - Details This subject field describes the amount of detail in a map. For maps: (or layers) included on the map itself. This field might denote that the map includes information about, for example, Mountains, Railroads, Soundings, Elevation, or Population. These are controlled-vocabulary terms developed locally. The cataloger should be generous in assigning these terms -- even if only one canal is visible on the map, it should receive a "Canals" subject in this layer. Some of these terms are less specific than others and may warrant expansion in the Abstract field. For example, the "Businesses" term might be included here while the Abstract notes that the map shows mills and stores. Multiple terms can be used in this field. Saratoga Springs Public Schools (Saratoga Springs, N.Y.) Place of Publication The city (and if necessary) state or country of publication. Saratoga Springs, N.Y. Scale The scale of the item (if known) 40 feet=1 inch Record Contributor Individual who prepared the item and/or edited it. Deirdre Schiff Record Creation Date Day/Month/Year of record creation/edit 2/26/2015 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Study for Development of the West Side Neighborhood Playground, Saratoga Springs, N.Y. Date A point or period of time associated with an event in the lifecycle of the resource 1945 Creator An entity primarily responsible for making the resource Burritt, A. B. and Weber, N. M. Language A language of the resource eng Format The file format, physical medium, or dimensions of the resource paper Type The nature or genre of the resource blueprint, plan map https://www.ssmp.mdocs.skidmore.edu/files/original/7da596a58968833c29ebe0e32f20e196.jpg 2a7e784819c0576ad5d36ac282cb9d57 https://www.ssmp.mdocs.skidmore.edu/files/original/20dddaeea38daac3301fe6d3b7ec517a.jpg 9f1e4cac0624ccb4adfadff4616d8941 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. 1944 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. 1944 Repository Name of the repository that holds the original item. Geography and Map Division, Library of Congress Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. City Record Contributor Individual who prepared the item and/or edited it. Allie Smith Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. Aerial views Outline maps Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Recreation Travel and Tourism Subject - Details This subject field describes the amount of detail in a map. For maps: (or layers) included on the map itself. This field might denote that the map includes information about, for example, Mountains, Railroads, Soundings, Elevation, or Population. These are controlled-vocabulary terms developed locally. The cataloger should be generous in assigning these terms -- even if only one canal is visible on the map, it should receive a "Canals" subject in this layer. Some of these terms are less specific than others and may warrant expansion in the Abstract field. For example, the "Businesses" term might be included here while the Abstract notes that the map shows mills and stores. Multiple terms can be used in this field. Saratoga Spa State Park (N.Y.) Congress Park (Saratoga Springs, N.Y.) Greenridge Cemetery (Saratoga Springs, N.Y.) Yaddo (Saratoga Springs, N.Y.) Lincoln Baths (Saratoga Springs, N.Y.) Washington Baths (Saratoga Springs, N.Y.) The Gideon Putnam Hotel (Saratoga Springs, N.Y.) Hall of Springs (Saratoga Springs, N.Y.) Roosevelt Baths (Saratoga Springs, N.Y.) Simon Baruch Research Institute (Saratoga Springs, N.Y.) Saratoga Spa Bottling Plant (Saratoga Springs, N.Y.) Delaware and Hudson Railroad Corporation (D &H, R.R.) Boston and Maine Railroad Saratoga Drink Hall (Saratoga Springs, N.Y.) Index--Hotels Subject - Geographic Library of Congress subject headings. For maps: for major geographic locations depicted on the map, followed, in nearly every case, by the "Maps" genre subheading. (For example, "Saratoga Springs (N.Y.) -- Maps.") This field will be especially important when the records from this collection are incorporated into larger databases and catalogs. Geyser Lake (N.Y. : Lake) Loughberry Lake (N.Y. : Lake) Saratoga (N.Y.) Saratoga Springs (N.Y.) Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. Recto: This map depicts the city of Saratoga and the Saratoga Spa Park located to the south of the city. The map focuses on the parks and baths of the city in order to promote the places of health within and near the city. Only two railroad lines are depicted: the Delaware & Hudson, R.R. as well as the Boston & Maine, R.R. City streets are laid out. Verso: The back of the map depicts a directory of what is called "Hotels and Boarding Houses at Saratoga Springs" It includes the subcategories of "Hotels," "'Cure' Diet Available," "Hotels Observing Dietary Laws," and "Rooming Houses." Each of these subcategories includes the price and season in which someone could stay at one of these places as well as the address. Record Creation Date Day/Month/Year of record creation/edit 6/20/2014 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Saratoga Spa and the city of Saratoga Springs, N.Y. Language A language of the resource eng Creator An entity primarily responsible for making the resource Carey, A. 20th century health parks recreation tourism https://www.ssmp.mdocs.skidmore.edu/files/original/4c329c1a9ea89577a6843348ae281b06.jpg 9e6e293dbc4e16a6d17eed54d4697131 https://www.ssmp.mdocs.skidmore.edu/files/original/08277de6b1356ccd0b66d8ab569d1720.jpg 690f1fee2318941389fa9b5ab9dfdeb1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Creator - Individual Name of the person or people responsible for creating the item. Carey, A. Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. August 1935 Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1935 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. 1935 Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1935 Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. A plan of the Spa State Park includes a street plan of Saratoga Springs that identifies the baths, Congerss Park, Greenridge Cemetery, Lougberry Lake, Geyser Lake and the principal routes into and out of the city ( Routes (9K, 50, 29, and 9). Concentric circles show what is at a 1 and 2 mile radius from the city center (Congress Park). The reverse shows hotels and boarding houses at Saratoga Spa, indicating which serve travelers. Categories include Hotels (9), "Cure" Diet Available (11), Boarding Houses (3), Hotels Observing Dietary Laws (11, i.e. Jewish dietary laws), Rooming Houses (44). Name, address, cost of weekly room/board rates (American/European plan), number of rooms, and season are included for each category. Signed "A. Carey." the map is likely the work of Augustine Carey, an employee of the Saratoga Springs Commission in 1934 (City Directory). Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. City Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. City Plan Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Travel and Tourism Subject - Details This subject field describes the amount of detail in a map. For maps: (or layers) included on the map itself. This field might denote that the map includes information about, for example, Mountains, Railroads, Soundings, Elevation, or Population. These are controlled-vocabulary terms developed locally. The cataloger should be generous in assigning these terms -- even if only one canal is visible on the map, it should receive a "Canals" subject in this layer. Some of these terms are less specific than others and may warrant expansion in the Abstract field. For example, the "Businesses" term might be included here while the Abstract notes that the map shows mills and stores. Multiple terms can be used in this field. Greenridge Cemetery (Saratoga Springs, N.Y.) Hathorn Drink Hall (Saratoga Springs, N.Y.) Roosevelt Baths (Saratoga Springs, N.Y.) Lincoln Baths (Saratoga Springs, N.Y.) Washington Baths (Saratoga Springs, N.Y.) Gideon Putnam Hotel (Saratoga Springs, N.Y.) Simon Baruch Research Institute (Saratoga Springs, N.Y.) Hall of Springs (Saratoga Springs, N.Y.) Bottling Plant (Spa State Park, Saratoga Springs, N.Y.) Yaddo (Saratoga Springs, N.Y.) Subject - Geographic Library of Congress subject headings. For maps: for major geographic locations depicted on the map, followed, in nearly every case, by the "Maps" genre subheading. (For example, "Saratoga Springs (N.Y.) -- Maps.") This field will be especially important when the records from this collection are incorporated into larger databases and catalogs. Saratoga Springs (N.Y.) Saratoga Spa State Park (N.Y.) Place of Publication The city (and if necessary) state or country of publication. [Saratoga Springs, N.Y.] Physical Dimensions The actual physical size of the original image 8.5 x 11 in (ca.) Record Contributor Individual who prepared the item and/or edited it. Jordana Dym Record Creation Date Day/Month/Year of record creation/edit 6/21/2014 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Saratoga Spa and the City of Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1935 Language A language of the resource eng Creator An entity primarily responsible for making the resource Carey, A.[Augustine?] 20th century city plan Corporation Line hotels outline map