march issue 2010

LATINO NEW YORK I P. I MARCH 2010

GLADYS D. CRUZEDUCATOR ON A MISSION

TO REWRITE THE FUTURE

COLLEGE SUCCESS FOR HISPANICS

STUDENTS

FROM ILLIGAL IMMIGRANTS TO

COLLEGE SCHOLARS

STATE BUDGET VS. PUBLIC

EDUCATION

WINNER ESSAYS OF THE 2nd ANNUAL

YOUTH CONFERENCE

BACK TO THE 80’S EL CONCIERTO

P. II MARCH 2010 I LATINO NEW YORK

LATINO NEW YORK I P. 1 MARCH 2010

P. 2 MARCH 2010 I LATINO NEW YORK

Dear readers:

My nephew, Quron Brace, has been inviting me to attend one of his basketball games all winter long. For one reason or another I was always too busy to attend a single game. Finally, three weeks ago he called me on the phone and left a message. “Uncle Juan, Friday is the last game of the season and I would like you to be there.”

I left my office at 5:45 p.m. for a game that was to start fifteen minutes later. I was to meet my wife and the rest of the family. Of course I was late. By the time I arrived, the game had already started.

There were a bunch of police cruisers directing people to parking spaces. Impressive, I thought, for a high school basketball game. Then again, the last time I attended a high school basketball game was 40 years ago, in 1969. A lot has changed since then.

At the gate, a police office came to my rescue and told me that perhaps there were three parking spots left and wished me luck in finding one. I spotted one in the second row from the front door. As I got out of the car and approached the door, I realized that I didn’t have any cash to pay the two dollars admission. The people at the door allowed me to go find my wife and return with the money. I’d been willing to leave my wallet with my credit cards as guarantee, but they did not accept that offer.

The place was packed. As I looked around I heard a voice yelling “Grand Pop! Grand Pop!” It was my three-year-old grandson Nicolas. The gang was all there. My wife Luisa, my son Juan Luis and of course his son Nicolas and Nicola’s brother Azion, Rosa Quron’s mother and her other son Issiah. After I settled my admission issue at the door, I went back to where my family was to enjoy the game.

The junior varsity game had started perhaps four minutes before I returned to my seat. Watervliet had

the lead. I finally spotted Quron, the second tallest kid in the court. The 16-year-old tenth grader is the oldest of two sons of Rosa George and Quincy Brace. He is followed by his brother Issiah who is 13.

I could not believe how mature and confident this kid looked. His leader-ship on the floor, his jumping ability, ball handling and intensity made him look bigger and stronger than his six-foot two inches and frame, which looked around 160 pounds or so. I was really trying to concen-trate objectively on the boy’s ability instead of the fact that this kid is the son of a niece that both my wife and I share. Only the frequent “Go GQ!” from my son and “Go Vliet!” from Rosa disturbed my concentration.

I tried to focus on the kid’s ability to follow instructions from the bench. Diving for a loose ball or passing the ball when there was no shot. I was not disappointed. Watervliet won a good game and the kid’s contribution had a lot to do with it. I must admit that the other members of the team also played well. I am glad I was invited and happy that I went.

Basketball is a fitting topic for this March issue of Latino New York Magazine, which focuses on educa-tion and the role that home plays in our personal development. I have to confess that while God gave this young basketball player and his brother talent, ability and intel-ligence, it is Rosa who complements and balances the environment that shaped them. She is the disciplinarian, and teacher of respect and work ethics. She is also smart enough to recognize talent and reward positive behavior with her complete support both for their academic and athletic activities.

Congratulations Quron for a wonderful performance and you, Rosa, for a great job complementing physical talent with basic principles. You are making men out of boys.

Juan J. GeorgePublisher

Mi sobrino, Quron Brace, me había estado invitando a asistir a uno de sus partidos de baloncesto durante todo el invierno. Por una razón u otra siempre estaba ocupado para asistir algún partido. Finalmente, hace tres semanas me llamó y dejó un mensaje. “Tío Juan, el viernes es el último partido de la tempo-rada y me gustaría que estuvieras allí.”

Salí de mi oficina a las 5:45 pm para un juego que iba a empezar quince minutos más tarde. Iba a encontrarme con mi esposa y el resto de la familia. Por supuesto que iba tarde. En el momento en que llegué, el juego ya había comen-zado.

Había muchas patrullas de policía diri-giendo a la gente a los espacios de esta-cionamiento. Impresionante, pensé, para un partido de baloncesto de escuela secundaria. La última vez que asistí a un partido de baloncesto de colegio fue hace 40 años, en 1969. Mucho ha cambiado desde entonces.

En la puerta, un oficial de policía vino a mi rescate y me dijo que tal vez había tres lugares de estacionamiento a la izquierda y me deseó suerte para encontrar uno. Ví uno en la segunda fila de la puerta principal. En cuanto salí del coche y me acerco a la puerta, me di cuenta que no tenía dinero para pagar la entrada de dos dólares. La gente en la puerta me permitió ir a buscar a mi esposa y volver con el dinero. Estaba dispuesto en dejar mi cartera con mis tarjetas de crédito como garantía, pero no aceptaron mi oferta.

El lugar estaba lleno. Al mirar alrededor, oí una voz gritando “Grand Pop! Grand Pop! “Era mi nieto Nicolás de tres años de edad. El combo entero estaba allí. Mi esposa Luisa, mi hijo Juan Luis y por supuesto, su hijo Nicolás y el hermano mayor de Nicolás, Azion, la madre de Rosa Quron y su otro hijo Issiah. Después de haber resuelto mi problema de admisión en la puerta, regresé a donde estaba mi familia para disfrutar del juego.

El juego había comenzado unos cuatro minutos antes de regresar a mi asiento. Watervliet llevaba la ventaja. Finalmente ví a Quron, el segundo chico más alto en la cancha. Este estudiante de décimo grado de 16 años de edad es el mayor de los dos hijos de Rosa George y Quincy Brace. Es seguido por su hermano Issiah que tiene 13 años.

Yo no podía creer el grado de maduréz y confianza que este chico mostraba. Su liderazgo en la cancha, su capacidad de salto, el manejo de la pelota y la intensidad, le hacían parecer más grande y más fuerte que sus seis pies y dos pulgadas de estatura, y parecía de 160 libras más o menos. Yo estaba tratando de concen-trarme objetivamente en la capacidad del joven, en lugar del hecho de que era el hijo de una sobrina que tanto mi mujer y yo compartimos. Sólo el frecuente “Go GQ !”De mi hijo y” Go Vliet! “ de Rosa me hacían perder la concentración.

Traté de enfocarme en la capacidad del joven para seguir las instrucciones desde el banquillo. Corriendo por un balón perdido o pasando el balón cuando no había posibilidades de hacer canasta. No me decepcionó. Watervliet ganó un partido reñido y la contribución del joven tuvo mucho que ver con ello. Tengo que admitir que los otros miembros del equipo también jugaron bien. Me alegra que me hubieran invitaron y estoy felíz de haber asistido.

El baloncesto es un tema adecuado para esta edición de marzo de Latino New York Magazine, que se centra en la educación y el papel que juega el hogar en nuestro desarrollo personal. Tengo que confesar que, mientras que Dios les dio a este joven jugador baloncesto y a su hermano talento, habilidad e inteligencia, es Rosa, quien complementa y equilibra el ambiente en que se formaron. Ella es la disciplina y la maestra de respeto y ética de trabajo. También es lo suficientemente inteligente para reconocer el talento y recompensar el comportamiento positivo con un total apoyo, tanto para sus activi-dades académicas como deportivas.

Felicitaciones Quron para una actu-ación maravillosa y a ti, Rosa, por un gran trabajo para complementar el talento físico con principios básicos. Tu estás formando hombres de estos niños.

Juan J. GeorgePublisher

LATINO NEW YORK I P. � MARCH 2010

6 STATEBUDGETvs. PUBLICEDUCATION •MARÍA NEIRA

PresupuestoEstatalvs. EducacionPublica

9 WHATISAPHASIA?WHATYOU SHOULDKNOWABOUTIT12 HEALTH&WELLNESS • INGRID BERMUDEZ M.D. Salud&Bienestar

16 FromIlligalImmigrantsto CollegeScholars •KIMBERLY G. FINNIGAN

17 CENSUSPOLITICS: Fear&Representation • DR. JOSÉ CRUZ ElCensoylaPolíticadelMiedo

18 COVER:EDUCATORONAMISSION TOREWRITETHEFUTURE: interviewwithDr.GladysCruz. • JUAN GEORGE

20 BEWAREOFMISLEADINGONLINE ADVERTISEMENTS • NYS CONSUMER PROTECTION BOARD

21 LATINOSOCIALEVENTS

22 COLLEGESUCCESSFOR HISPANICSSTUDENTS • KAREN GROSS

24 WINNERESSAYSOFTHE 2NDANNUALYOUTH CONFERENCE

28 HACKETTMSVISIT UALBANY • RICHARD O’RILEY M.S. ED HackettMSvisitaa UAlbany

30 ASKLISA • LISA CORTÉS PregúntaleaLisa

33 BACKTOTHE80’S ELCONCIERTO • WILLIE COLON

EDUCATION ISSUE


EDICION SOBRE EDUCACION

P. � MARCH 2010 I LATINO NEW YORK

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LATINO NEW YORK I P. � MARCH 2010 LATINO NEW YORK I P. � FEBRUARY 2010 LATINO NEW YORK I P. � MARCH 2010


Just a few months ago, the state’s public higher-education system basked in the national spotlight when President Barack Obama visited Hudson Valley Community College in Troy. The president’s visit highlighted the critical role community colleges play in preparing students for the 21st century job market. As President Obama said: “As our changing economy demands a more skilled work force, America’s community colleges must be at the forefront of our approach to higher educa-tion.”

With the state Legislature negotiating a new state budget for the fiscal year starting April 1, it is my hope that our lawmakers will heed President Obama’s words. A strong system of public colleges and universities is vital to the state’s economic recovery.

Community colleges provide an affordable route for students to enter today’s high-tech job market, and to retrain displaced workers as they strive to re-enter the work force. This is of particular import to Latinos. According to the New York Times, more than any other ethnic group, we have been negatively affected by the nation’s recession.

Unfortunately, in recent years, New York’s public colleges and universities have repeatedly been forced to shoulder too much of the burden in these difficult economic times — cuts that inevitably are felt by students.

Midyear cuts approved by state lawmakers in December, for instance, stripped $90 million from SUNY, $53 million from CUNY and $15.7 million from community colleges. More cuts were proposed by the governor in his Execu-tive Budget, announced in January. In the last 24 months, the state’s higher-ed system — despite skyrock-eting enrollments — has sustained more than $750 million in reductions.

Make no mistake: Continued budget cutting will make it difficult for our public university systems to fulfill their mission of educating students and preparing them to meet the demands of today’s job market. And those students least able to afford increased tuition rates run the risk of falling through the cracks. President Obama, during his visit to HVCC, said: “As we move forward, we cannot neglect our community colleges.” And as a commu-nity, we cannot afford to do so either. Community colleges provide affordable and convenient access to higher education for our students. And, more and more, Latinos understand that fact. According to a report issued by the U.S. Senate, Latino college enrollment will increase 73 percent by 2015 — more than any other ethnic group in the nation.

And a college-education Latino community is having an impact in the business world. Recent surveys by the Hispanic Alliance for Career Enhancement have found that Latinos in the United States “are quickly becoming more educated and civi-cally involved … advancing rapidly in their careers, working at leading compa-nies and serving as stellar examples to their communi-ties through their civic lead-ership and philanthropy.”

Yes, education leads to success and a strong public higher-ed system, consisting of both appropri-ately funded community colleges and four-year schools, is essential, not only to New York’s immediate economic recovery, but also to its long-term fiscal strength.

NYSUT will continue fighting to ensure New York’s public colleges and universities receive their fair share. And I encourage you to stay informed about this vital issue. Reach out to your legislators. Let them know public colleges and universities are impor-tant to our Latino commu-nities.



Apenas hace unos meses, el sistema de ense-ñanza superior pública del estado disfrutaba de la aten-ción nacional cuando el presi-dente Barack Obama visitó Hudson Valley Community College en Troy. La visita del presidente destacó el papel esencial que los colegios comunitarios desempeñan en la preparación de los estu-diantes para el mercado de trabajo del siglo 21. Como dijo el Presidente Obama: “Así como nuestra cambiante economía exige una mayor fuerza de trabajo calificada, los colegios comunitarios de Estados Unidos deben estar a la vanguardia de nuestro enfoque de la educación superior.”

Con la Legislatura estatal, la negociación de un nuevo presupuesto estatal para el año fiscal que comienza el 1 de abril, guardo la esperanza de que nuestros legisladores escuchen las palabras del Presidente Obama. Un sólido

sistema de colegios y universidades públicas es vital para la recu-

peración económica del estado.

Los colegios comuni-tarios ofrecen una vía

accesible para que los estudiantes entren en el

mercado de trabajo actual de alta tecnología y para enrolar a los trabajadores desplazados que luchan por volver a la fuerza de trabajo. Esto es de particular impor-tancia para los latinos. Según el New York Times, más que cualquier otro grupo étnico, se han visto afectados nega-tivamente por la recesión de la nación.

Lamentablemente, en los últimos años, las univer-sidades públicas de Nueva York han sido repetidamente forzados a asumir demasiado de la carga en estos difíciles tiempos económicos - cortes que inevitablemente son sentidos por los estudiantes.

Los recortes de mitad del año, aprobados por los legisla-dores estatales en diciembre, por ejemplo, le han quitado 90 millones de dólares a SUNY, 53 millones a CUNY y 15,7 millones de dólares a los colegios comunitarios. Más recortes fueron propu-estos por el gobernador en el Presupuesto Ejecutivo

que anunció en enero. En los últimos 24 meses, el sistema de educación superior estatal - a pesar de las costosas matrículas- ha tenido más de $ 750 millones en reduc-ciones.

No nos equivoquemos: la reducción continua del presupuesto hará difícil que nuestros sistemas de univer-sidades públicas cumplan su misión de educar a los estudiantes y prepararlos para satisfacer las demandas del mercado laboral actual. Y aquellos estudiantes menos capaces de pagar las tasas de matrícula, tendrán más riesgo de no estudiar.

El Presidente Obama, durante su visita a HVCC, dijo: “A medida que avanzamos, no podemos descuidar nuestras universidades de la comu-nidad.” Y como una comu-nidad, no podemos darnos el lujo de hacerlo tampoco. Las universidades comuni-tarias proporcionan acceso asequible y conveniente a la educación superior para nuestros estudiantes. Más y más, los latinos entienden este hecho. Según un informe emitido por el Senado de los EE.UU., la matrícula de universidad para los Latinos aumentará hasta el 73 por ciento para 2015 - más que cualquier otro grupo étnico en la nación. Y un colegio

Maria Neira, a former bilingual elementary school teacher, is Vice President of the 600,000-member New York State United Teachers NYSUT.

de educación de la comu-nidad latina está teniendo un impacto en el mundo de los negocios. Estudios recientes de la Hispanic Alliance for Career Enhancement han encontrado que los latinos en los Estados Unidos “se están convirtiendo en gente más preparada y participan cívica-mente ... avanzando rápidam-ente en su carrera, trabajando como líderes en empresas y sirviendo como ejemplos estelares a sus comunidades a través de su liderazgo cívico y filantropía. “

Sí, la educación conduce al éxito y un sistema de educación pública más sólido, que conste de un financiamiento adecuado a los colegios comunitarios y colegios de cuatro años, esencial, no sólo a la recuper-ación económica inmediata de Nueva York, sino también para la duración larga fortaleza fiscal.

NYSUT seguirá luchando para asegurar que las universidades públicas de Nueva York reciban su cuota justa. Y le animo a manten-erse informado sobre esta cuestión vital. Llegue a sus legisladores. Hágales saber que los colegios y universidades públicas son importantes para nuestras comunidades latinas.


IMAGINE BEING UNABLE TO USE OR COMPREHEND WORDS AND HAVE DIFFI-CULTY SPEAKING, READING AND WRITING?

This is the case for the more than 1 million Americans who have aphasia. Aphasia impairs a person’s ability to process language, speak, and understand others. However, aphasia does not affect a person’s intel-ligence. For people with aphasia it is the ability to access ideas and thoughts through language-not the ideas and thoughts them-selves-that is disrupted. This is also the case with persons that may have aphasia and are bilingual, non-native speakers of English or do not speak English. Given that Latinos are the largest ethnic minority in the United States, the chance for Latinos to develop aphasia are greater.

The most common cause of aphasia is a stroke; approxi-mately 20% of the more than 750,000 Americans who suffer a stroke each year

will experience aphasia. It can also result from head injury, brain tumor, or other neurological causes. Latinos are at increasing risk of stroke and heart disease. Aphasia affects about 1 in every 250 people. Despite these numbers, aphasia typically is not recognized or understood—even by some health professionals—compounding its devastating consequences. While aphasia is most common among older people, it can occur in people of all ages, races, nationalities, and gender. Data for Latinos is unclear. While we know that an average of 7.7% of Latinos present with heart disease (a risk factor for stroke) (Thom et al., 2006), we do not have data on number of Latinos with aphasia.

There are many types of aphasia and symptoms can vary greatly but all people with aphasia have difficulty communicating. People can continue to improve over years. Improvement is a process that involves helping the individual and family

understand the nature of aphasia and learning new strategies to communicate.

THE NATIONAL APHASIA ASSOCIATION’S (NAA) is a consumer-focused not for profit founded in 1987 as the 1st national organiza-tion dedicated to advocating on behalf of persons with aphasia and their families. Our mission is to assist both survivors and caregivers with support and guidance, to raise awareness of aphasia, and help people with aphasia to reconnect with each other and the community. The NAA provides information about aphasia and resources for living with aphasia, including a national listing of support groups, newsletter, confer-ences and other programs. You can call toll free at 800-922-4622 or visit our Web site at www.aphasia.org.

References:- NAA- Thom, T., Haase, N., Roseamond, W., Howard, V., Rumsfeld, J. et al. (2006). Heart disease and stroke statistics – 2006 Update: A report from the American Heart Association Statis-tics Committee and Stroke Statistics Subcommittee. Circulation, 113, e85-e151.

Here are some simple strate-gies from the National Aphasia Association that will make communicating easier:

1. Have the person’s attention before you speak.

2. Minimize or eliminate back-ground noise (TV, radio, other people).

3. Keep your voice at a normal level.

4. Keep communication simple but adult.

5. Give the person time to speak; avoid finishing person’s thoughts.

6. Communicate with draw-ings, gestures, writing and facial expressions.

7. Confirm that you’re communi-cating successfully with yes and no questions.

8. Praise all attempts to speak and downplay any errors.

9. Engage in normal activities whenever possible.

10. Encourage independence; avoid being overprotective.

By Ellayne S. Ganzfried, M.S., CCC-SLP,Executive DirectorStephen N. Symbolik, M.S., Program CoordinatorLuis F. Riquelme, M.S., CCC-SLP, Advisory CouncilNational Aphasia Association

What is APHASIA and what you should know about it


IMAGÍNESE EL NO PODER USAR O ENTENDER PALABRAS Y EL TENER DIFICULTADES HABLANDO, LEYENDO Y ESCRIBIENDO.

Este es el caso para más de un millón de americanos que tienen afasia. La afasia impide la habilidad de una persona en procesar lenguaje, hablar y entender a otros. La afasia no afecta la inteligencia de la persona afectada. La habilidad de tener acceso a ideas y pensamientos es afectada en personas con afasia, no las ideas y los pensamientos mismos. Esto también puede ser el caso para personas bilingues, o que no sean habladores nativos del inglés, o quienes no hablan el inglés. Siendo los Latinos el grupo minoritario étnico más grande en los EEUU, la posibilidad de que Latinos tengan afasia aumenta.

La causa más común de la afasia es un derrame cerebral (aproximada¬mente 25-40% de las personas que han tenido este tipo de lesión tienen afasia).

La afasia tambien puede resultar de un tumor cerebral, lesión a la cabeza, u otros daños al cerebro. Latinos están a alto riezgo de derrames cerebrales y enfermedades del corazón. La afasia afecta a 1 en cada 250 personas. A pesar de estos números, la afasia es poco reconocida o enten-dida, aún por profesionales de la salud, haciendo las consecuencias aún peor. Mientras que la afasia es mas común en gente mayor, puede ocurrirle a personas de cualquier edad, raza, nacionalidad o género. La información disponible sobre Latinos y afasia no es clara. Aunque sabemos que un promedio de 7.7% de Latinos tienen enfermedades del corazón (un factor de alto riezgo para derrames cerebrales) (Thom et al., 2006), no tenemos data sobre el número de Latinos con afasia.

Hay muchos tipos de afasia y los síntomas varían gran-demente, pero todas las personas con afasia tienen problemas comunicándose.

Aquí hay algunas simples estrategias para facilitar la comunicación con una persona con afasia, proveídas por la National Aphasia Association:

1 > Asegúrese que tiene la atención de la persona antes de hablar,

2 > Minimize o elimine ruidos de fondo (TV, radio, otra gente),

3 > Mantenga su voz a un nivel normal,

4 > Comuníquese de una manera simple, pero como adulto,

5 > Déle tiempo a la persona a hablar; no termine sus pensamientos,

6 > Comuníquese con dibujos, gestos, por escrito o expresiones faciales,

7 > Confirme que se está comu-nicando bien con preguntas de sí o no,

8 > Alague a la persona por sus intentos de hablar, y minimize la atención a los errores,

9 > Participen en actividades normales, lo más posible,

10 > Fomente independencia; evite el ser sobreprotector.

¿Qué es la AFASIA? Lo que usted debe saber

Estas personas pueden continuar su mejoría por muchos años. La mejoría es un proceso que incluye el ayudar al individuo y a su familia entender la natura-leza de la afasia y a aprender nuevas estrategias para lograr la comunicación.

La National Aphasia Association (NAA) es una asociación sin fines de lucro y con enfoque en el consum-idor fundada en el 1987. Es la primera organización nacional dedicada a repre-sentar a personas con afasia y as sus familias. Nuestra misión es asistir a los sobre-vivientes, y a quienes les cuidan, con apoyo y guía, a aumentar la conciencia sobre afasia, y a ayudar a personas con afasia a reconectar consigo mismos y con su comunidad. La NAA provee información sobre la afasia y recursos para poder vivir con afasia, incluyendo un registro nacional de grupos de apoyo, un boletín, conferencias y otros programas. Puede llamar sin cobro al número 800-922-4622 o visite a www.aphasia.org.

Bibliografía:- NAA- Thom, T., Haase, N., Rosea-mond, W., Howard, V., Rumsfeld, J. et al. (2006). Heart disease and stroke statistics – 2006 Update: A report from the American Heart Associa-tion Statistics Committee and Stroke Statistics Subcommittee. Circulation, 113, e85-e151.


Tens of millions of Americans can’t afford health insurance, or can only afford policies with ridiculously high deductibles. Moreover, insurance companies often reject applicants with pre-existing conditions – the group that needs health insurance the most. The result is that millions of people forego seeking medical care until their conditions reach the breaking point. Too many make last-minute trips to the emergency room instead of visiting a primary care doctor to treat their chronic conditions

As a result, preventive medicine and its gospel – teaching patients healthy habits in proper nutrition, fitness, stress management, and the like – take a back seat to crisis control. For too many sick people, medical care means sitting in a hospital waiting room for five hours, sometimes pulling an all-nighter for what amounts to substandard care.

But take heart. In the absence of an effective health care system in the United States – and amid Washington’s up-hill struggle to reform the system –another path has arisen for channeling preventive care to the masses. The workplace.

If we think of the workplace as a large bunch of patients in one place, we can think of it as an opportunity to effect changes in health-related behavior. And the motivation is strong. Businesses

are under intense pressure to cut health-care costs -- espe-cially urgent in companies with aging workforces who tend to use medical services more, such as old-line manufacturers, and employers whose workers who may not have regular access to medical care, such as truckers. In addition, companies with large numbers of sedentary workers vulnerable to obesity-related conditions are also getting hit hard by rising costs. But mid-sized companies in general are poten-tial targets, with health-care costs rising sharply across all business sectors.

Nearly 60% of large employers’ after-tax profits are spent on corporate health benefits compared to 7% just three decades ago. As a result, more and more mid-size and large companies are rolling out on-site wellness programs where employees can get nutrition and fitness counseling, health screen-ings, and even a nurse on-site to offer basic treatments. And smaller companies with under 100 employees, which generally are too small to manage their own wellness programs, are increasingly turning to third-party providers managed by medical doctors who supervise services.

Such services can bring down health-care costs in tangible ways for both employers and employees, according to the U.S. Workplace Wellness Alliance, a business and wellness provider group. These employers are protecting their investments in human capital in much the same way that they protect their capital equipment.

Businesses that institute compre-hensive workplace health and wellness programs, and give strong incentives to employees to participate, can often expect to see an improvement in worksite health that reduces sick days, increases productivity, and shortens back-to-works. Healthy employees are more produc-tive because they are absent less often, and are more focused on their tasks. Studies have shown that worksite wellness programs can reduce absen-teeism by an average of 28 percent. Initial start-up costs for a comprehensive health and wellness program may seem high – averaging $250 an employee per year. But for every dollar it spends on wellness, a company saves an estimated $2 to $5 by improving productivity, according to Dave Chenoweth & Associates, an industry consultant that specializes in analyzing the effectiveness of worksite wellness programs.

For their part, employees benefit from health promotion in the workplace through lower out-of-pocket medical costs, a reduced risk of developing a chronic health condition, and increased satisfaction with their jobs and lives.

Unfortunately, some companies try a scattershot approach to wellness – programs here and there that raise employee aware-ness for a time but fail to change long-term behavior.

I know examples of companies in the Capital Region that opted for well-structured health and well-ness programs, and others that

instead opted for a scattering of programs. Obviously, companies with well-structured programs saw more benefits – such as holding the line on insurance premium increases to as low as 1 percent a year. This contrasts with other companies that opted for scattered programs – some were threatened with increased premiums of up to 40 percent a year.

But for any of these programs to be effective, companies need to maximize employee participation. Some experts say that a company should aim for at least 75 percent of employees to participate in their employer’s wellness programs.

Client companies may offer financial incentives to employees including but not limited to gift cards, free or discounted fitness and health club memberships, outright cash, $1 per pound of weight lost, and breaks on health care premiums. I know a company that gives $200 to every employee who takes an annual physical. By maximizing employee participation, busi-nesses can expect to see an overall improvement in worksite health.

Of course, health and wellness programs in the workplace should not be seen as a substi-tute for seeing a family doctor, who is highly trained to diagnose and treat patients and can offer individually focused quality of care for all ages. But workplace programs can help fill the great and growing gap in medical care currently afflicting America.

In an ideal society, people see doctors to stay healthy and, when disease does occur, see doctors again to keep their

conditions from progressing. But here in the richest nation in the world, the reality is often quite different.

HealthandWellness:AMarket-BasedApproach

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P. 1� MARCH 2010 I LATINO NEW YORK

EN UNA SOCIEDAD IDEAL, DEBERÍAMOS VER AL DOCTOR PARA PREVENIR LAS ENFER-MEDADES, PARA CURARLAS Y PARA EVITAR QUE ESTAS PROGRESEN. PERO AQUÍ, EN LA SOCIEDAD MÁS RICA DEL MUNDO, LAS COSAS SON UN POCO DIFERENTES.

Millones de americanos no pueden pagar un seguro o pagan seguros con unos deducibles increíblemente costosos. Es más, las aseguradoras rechazan los pacientes que tengan enferme-dades pre-existentes, y estas son las personas que más necesitan estar aseguradas. El resultado: millones de personas no ven a un doctor y esperan hasta el ultimo momento cuando ya no pueden manejar sus enfermedades. Generalmente estas personas terminan en sala de emergencias para tratar sus enfermedades crónicas cuando las hubieran podido prevenir y tratar a tiempo si tuvieran un doctor primario.

Como resultado, la medicina preventiva y lo que ella reza-buena nutrición, ejercicio, manejo del stress y en general una vida saludable- vuelve a ser la clave para el manejo de esta crisis. Para millones de personas enfermas,

el cuidado medico significa muchas horas en salas de espera en hospitales, a veces incluso pasar la noche entera para recibir un cuidado medico de baja calidad.

Ahora, en ausencia de un sistema de salud efectivo en los Estados Unidos y con Washington teniendo difi-cultades para encontrar una solución a esto, otra idea a surgido para atender a estos millones de personas: el sitio de trabajo.

Si pensamos en el sitio de trabajo como un grupo de personas reunidas en un solo lugar, podríamos pensar que esta es una oportunidad para cambiar efectivamente el comportamiento de este grupo desde el punto de vista de la salud. Y la motivación seria muy fuerte. Actualmente las compañías están bajo una gran presión para bajar costos de salud, especialmente donde los empleados están envejeciendo y con la edad vienen más enfer-medades crónicas. También aquellas compañías que tiene empleados que no tienen acceso al cuidado medico, como los conductores de camiones. También compañías que tiene empleados en trabajos muy sedentarios.

Cerca de un 60% de las ganancias de las grandes compañías se están utilizando en salud, esto comparado con un 7% utilizado hace 30 años. Como resultado, grandes y medianas compañías están utili-zando programas de bienestar y salud en el mismo sitio de trabajo, donde los empleados reciben educación en salud y nutrición, e inclusive les hacen exámenes de laboratorio. Las

compañías pequeñas tiene programas un poco más simples, pero igualmente efectivos.

Dichos servicios de salud y bienestar bajan los costos de salud en forma tangible, tanto al empleado como al empleador, de acuerdo con el “US Workplace Wellness Alliance”, grupo espe-cializado en negocios y salud. Los empleadores no solo estarán protegiendo sus inversiones en capital humano sino que También protegen su capital material al utilizar estos servicios.

Compañías que deciden instituir estos programas y que dan buenos incentivos a empleados que decidan participar, pueden esperar ver una gran mejoría en la salud de sus empleados, reduciendo así los días de enfermedad, incrementando la productividad y haciendo más cortas las ausencias del trabajo(reducen ausentismo en un 28%). Empleados salu-dables son más productivos y se concentran mejor en su trabajo. El costo inicial de un programa de salud y bienestar puede parecer alto-$250 por empleado. Pero por cada dólar gastado en el bienestar de un empleado, esto se va a traducir de $2 a $5 en producción, de acuerdo con Dave Chenoweth y Asociados, una compañía de consultoría espe-cializada en analizar la efectividad de dichos programas.

Por su parte, empleados se bene-fician de los programas de salud en el trabajo a través de bajos costos de salud, menos riesgo de padecer enfermedades crónicas e incremento en la satisfacción en el trabajo y en sus vidas.

Desafortunadamente algunas compañías han optado por programas pobremente estruc-

turados e inconsistentes, que pueden ayudar temporalmente pero que fallan a largo plazo.

Se de compañías en el Área Capital que han usado programas bien estructurados y pobremente estructurados. Obviamente las compañías que usaron programas estructurados vieron beneficios como mantener los premiums de los seguros en un incremento tan bajo como 1% al año. Por el contrario, compa-ñías que usaron programas más simples y esporádicos, sus aseguradoras les amenazaron con incremento en sus premiums hasta un 40% al año.

Para que estos programas sean efectivos, las compa-ñías necesitan maximizar la participación de los empleados. Expertos dicen que por lo menos el 75% de los empleados deben participar. Las compañías pueden ofrecer incentivos atractivos como tarjetas de regalo, inscrip-ciones gratis o muy económicas para el gimnasio, dinero en efectivo, $1 por libra perdida y descuentos en el seguro de salud. Se de una compañía que ofrece $200 dólares a los empleados que se hacen su físico anual.

Al maximizar la participación de los empleados se espera mejoría de la salud en sitio de trabajo.

Por supuesto estos programas no deben reemplazar a el medico de cabecera que cada persona debe tener, quien se hará cargo de su cuidado primario y quien esta entrenado para diagnosticar y curar las enfermedades, aparte de la prevención que También debe ofrecer. Pero los programas de Salud y Bienestar pueden llenar el gran y creciente vacío en el cuidado de la salud de los americanos.

Saludybienestar:Unenfoquedemercado

Ingrid Bermudez MD is a full-time family practitioner and owner of Family Medicine of Mechanicville, N.Y.. In addition to offering a wide range of medical services to all age groups, she coaches patients through weight loss and life style changes. She believes in treating the patient as a whole – physically and emotionally. For appointments: 518-664-4185. For more information:www.drbfamilymedicine.com.



FromIllegalImmigrantstoCollegeScholars:

L uis’s* life is one complicated by the guerilla warfare he experi-enced living in an impoverished, indigenous village, and the abuse and abandonment of his parents. When Luis was 13, his parents simply left him in the village in which they lived. Faced with isolation and poverty, Luis fled to a nearby city, where he enrolled himself in school. Homeless and penniless, each day after attending school and doing his homework, Luis would work odd jobs on the street to earn enough money to eat and pay tuition at the school. Finding this life impossible to sustain, he fled to the United States. Upon arriving in Albany, illegal and alone, he fled from one squalid living condition to another. This was not the life he envisioned.

Juan* was leading a comfortable life in Upstate New York until his parents, facing immigration prob-lems of their own, fled from their home and left Juan in the care of family friends. Highly accomplished in academics and athletics, Juan should have been choosing which college to attend. But instead, he found himself battling to be able to attend school at all. Brought here as an infant, Juan was an illegal immigrant even though he had lived nearly his entire life in the United States. His status was going to haunt him his entire life.

I was fortunate to encounter both young men through a series of serendipitous events, and I endeav-ored to assist them in becoming legal immigrants. Even if not deported, they would have been barred from legal employment, denied access to higher educa-tion, and remained vulnerable to

exploitation because of their immigration status. Through a legal process called Special Immi-gration Juvenile Status (SIJS), both boys were granted lawful permanent resident status.

Green cards in hand, both young men are attending four-year liberal arts colleges. They have access to health insurance and can work to help pay for their room and board at college. Both are leading the full lives they deserve.

The SIJS process is complex, as it involves both state and federal systems. These cases require adjudication by a state court, and once the court grants its special findings, an application for SIJS is made to the U.S. Citizenship and Immigration Service (USCIS), during which time court proceed-ings are often ongoing. These cases are time-sensitive and often require documentation that may be difficult to obtain.

Many youth live in the shadows of the Capital Region. Abandon-ment, trafficking, and abuse happen daily. Remedies are avail-able for many of these children, but they need to know where to go, and we need to know how to help them. I am encouraged by the large number of requests I receive to speak about these cases and to offer training on the legal, social, and psychological aspects. It means people are starting to pay attention.

*Names have been changed

Kimberly G. Finnigan, Esq. is an attorney at Cooper Erving & Savage LLP where she practices immigration, employment and civil rights law.

By: Kimberly G. Finnigan, Esq.

ImmigrationSuccessesintheCapitalRegion


By Dr. José CruzCommittee Member

On January 29th, the National Latino Congreso convened at the Camino Real Hotel in El Paso to discuss, among other topics, what Latinos should do about the upcoming 2010 Census. The debate that took place included the now familiar objection to Latino participation in the count, namely that the U.S. government cannot be trusted and therefore, Latinos, particularly undocu-mented immigrants, should not heed the census call. For Latino immigrants, opponents of partici-pation claim, the risk of participa-tion is deportation or worse.

This argument, whose basis is simply fear, is not shared by all opponents of participation. Some claim that a boycott is the best way to force the federal govern-ment to pay attention to the needs of Latinos. In their view, by refusing to be counted, Latinos will bring urgent immigration issues to the fore. Others propose that it is inconsistent to criticize the federal government for immigration abuses while at the same time cooperating with that same government to produce a complete census count. The logic of this argument is that one tainted federal policy invalidates all federal policies. Both positions assume that something—that is, attention, representation, and clout—can come out of nothing.

It is hard to tell just how influen-tial these views are. Does anyone really believe that the best way to get attention by the federal government is to stay invisible and silent? It is one thing for registered voters to boycott an election as a way of expressing their political frustration. Electoral abstention can force politicians to pay attention because they know beforehand how many voters are supposed to participate. With

population numbers it is different because if they are not known no one can tell the extent to which a group may be missing. In that case, on what basis can anyone assess the significance of non-participation? The monistic view of the federal government implicit in the argument that one bad policy invalidates all others betrays a profound level of ignorance about the nature of our political system and the workings of our institutions of governance. Who in his or her right mind would reject a vaccine against the swine flu because it was provided by the same government that neglected the victims of Hurricane Katrina? Would it make sense to attack the U.S. Department of Health and Human Services because it is part of the same government that gave us FEMA?

This leaves us with the objec-tion that trumps all others: Fear; nothing works like fear. Does it matter that the census count has never been used to round up undocumented immigrants, to put them in jail, or send them back to their home countries? Does it matter to know that the Census Bureau takes concerns with privacy, confidentiality, and data security very seriously? How many times do we need to say that breaches along those lines have never occurred? Hope-fully, the more we emphasize that being counted is not only important but also safe, the more likely it is that we will break down the wall of fear that some insist in shoring up. Fear can only give us political underrepresentation. An undercount will aggravate our lack of visibility. Silent majori-ties are not effective and a silent minority is irrelevant. On the other hand, a complete census count will help us increase our political influence and clout. And there’s nothing to fear about that.

El pasado 29 de Enero, el Congreso Nacional Latino se reunió en el Hotel Camino Real en El Paso, para discutir, entre otras cosas, la participación de los Latinos en el censo de este año. Los puntos debatidos incluyeron la objeción a la participación de los Latinos que se basa en la idea de que el gobierno federal no es digno de confianza y, por ende, los Latinos, y en especial los indocumentados, deben ignorar el llamado del gobi-erno a la participación en el conteo. Los que se oponen a la participación alegan que el conteo pone a los immigrantes Latinos en riesgo de ser deportados o peor.

Este argumento, que se fundamenta en el miedo, no es compartido por todos los que se oponen a la participación en el censo. Algunos creen que la major manera de forzar al gobierno federal a que le preste atención a los Latinos es a través de un boycott. Según ellos, de esta manera los Latinos elevarán el issue de la immigración al tope de la agenda política nacional. Otros sugieren que criticar al gobierno federal por sus abusos contra los immigrantes no es consistente con la cooperación con ese mismo gobi-erno en la tarea de la enumeración. La lógica de esta posición es que una política federal mala invalida a todas las políticas federales. Ambas posturas asumen que la atención a los problemas de los Latinos, la representación de nuestros intereses, y nuestra inluencia en el proceso político pueden surgir de la nada.

Es difícil creer que estas posiciones tienen credibilidad en la población Latina. ¿Cómo es posible que haya gente que piense que la mejor manera de llamar la atención del gobierno es mediante el silencio y la invisibilidad? Cuando los electores se abstienen de votar, su frustración política no pasa desapercibida. Pero si un grupo poblacional no participa en el censo, su presencia desapa-rece. En ese caso, si no se sabe de antemano y con certeza cúantos viven en el país, es muy difícil evaluar el significado del retraimiento pues su dimensión queda oscurecida. De otra parte, la vision monística del

gobierno federal, que sirve de base a la idea de que una mala política invalida a todas las demás, lo que revela es una ignorancia profunda sobre la naturaleza de nuestro sistema político y del funciona-miento de nuestras instituciones de gobierno. ¿A quíen se le ocurriría la idea de rechazar una vacuna contra el flu porcino porque proviene del mismo gobierno que actuó con negligencia durante el Huracán Katrina? ¿Sería lógico condenar al Departamento de Salud y Servicios Humanos sólo porque es parte del mismo gobierno que nos dió a FEMA?

Esto nos deja con la objeción que resiste todas las objeciones: el miedo; no hay nada más efectivo que el miedo. A los que usan el miedo para objetar la participación en el censo, poco les importa el hecho de que la enumeración federal nunca ha sido usada para perseguir a los indocu-mentados, para meterlos en la cárcel, o para deportarlos a sus países de origen. A ellos no les importa saber que el censo se lleva a cabo con suficiente cuidado para garantizar la confidencialidad y seguridad de los datos recopilados y la protección de la privacidad de los participantes. ¿Cúantas veces tenemos que decir que esas garantías nunca han sido violadas? Felizmente, mientras más veces lo digamos, mayor es la posibilidad de que podamos romper la muralla del miedo que tantos insisten en fortalecer. Lo único que vamos a lograr a base del miedo es permanecer asustados y sin repre-sentación. Un conteo inadecuado de los Latinos agravará nuestra limitada visibilidad. Una mayoría silenciosa no es efectiva y una minoría silenciosa es irrelevante. En contraste, un conteo completo nos ayudará a aumentar nuestra influencia política y a eso no hay que tenerle miedo.

Contact us with any questions. / Contac-tenos con cualquier pregunta:

Hispanic Complete Count Committee of the Capital Region

PO Box 146 Duanesburg, NY, 12056

518-895-5453www.HispanicCCC.weebly.com

Be Counted…it’s your voice! Hágase Contar...Es su Voz!

HISPANIC COMPLETE COUNT COMMITTEE OF THE CAPITAL REGION

El Censo y La Política del MiedoCensus Politics: Fear and

Representation


By: Juan J. George.

At the 2008 Albany Latin Festival, I approached the esteemed educator to ask if she would consider being our cover story for the September issue of Latino New York Magazine. After a little hesitation she agreed. Dr. Cruz was the right person to be on our cover. She is intelligent, committed and well respected by both the Latino and Non-Latino Communities in the Capital Region and throughout the state.

She was the perfect choice. Somehow, the cover story never happened until now. Perhaps it was best that we waited until now to feature her. Her personal and professional success exem-plifies why public education should be supported at all levels.

It is clear to me that we need more role models like Dr. Cruz. What follows is her story -- in her own words:

ABOUT YOURSELF

LNYM: Where were you born?

DR. CRUZ: Cayey, Puerto Rico.

EducatoronaMissiontoRewritetheFuture

LNYM: Where did you grow up?

DR. CRUZ: I grew up between New York and Puerto Rico. I was a child that went back and forth between two educational systems, two cultures, and two languages.

LNYM: Where did you go to school?

DR. CRUZ: I went to school in both New York and Puerto Rico. I began kindergarten in Kingston, N.Y. Then my family moved around a bit and finally got situated in Albany. After that I went back and forth between schools in Puerto Rico and Albany. In Albany, I went to what was Public School 24 – now, The Thomas O’Brien School of Science and Technology. I went to Hackett Middle School and for a very short time to Albany High School. In Puerto Rico, I went to the Gerardo Sellés Solá School in Guavate and Miguel Meléndez Muñoz – both schools are in my hometown of Cayey.

LNYM: Tell us a little bit about your family.

DR. CRUZ: I live with my husband Jose. My children are now on their own. I have a 25-year-old son, Josué, and a 22-year-old daughter, Gladybelle. My son lives in Alaska – he went there with the Coast Guard and has stayed. He has a fiancée. Any day, I expect a call from him saying: “Mom, I got married.” My daughter lives here. Of course I cannot leave out our two dogs – Jenny is our four-year-old Pembroke Welsh Corgi and Ruby is our one-year-old Cavalier King Charles – both are bilingual like the rest of the family. My mother is also living with me. She has a beginning stage of Alzheimer’s Disease and cannot live on her own. We made an apartment for her in the base-ment. This gives her a sense of independence.

LNYM: How do you maintain a good work/life balance?

DR. CRUZ: That is very hard for me. I have a very busy job and am always complicating my life with additional commitments. Every new year, I make a resolution of trying to balance my work and my life and I fail every year. I have yet to reach a good balance.

LNYM: Who is the person in your life you admire the most and why?

DR. CRUZ: I cannot pinpoint one person – I have great admira-tion for many of my teachers who encouraged me to succeed. I remember my fourth grade teacher, Mrs. Davis, who constantly said to me, “You can be whatever you set yourself to be.”

LNYM: What is your favorite hobby?

DR. CRUZ: I love to read and learn. I feel that you can always learn something from books. And I also love to cook – home town cooking. Puerto Rican cuisine is my favorite.

Dr. Gladys D. Cruz has three words of advice for our children: study, study, and study. Education, she believes, is the only way we can

improve the future of youth in our community.


By: Juan J. George.

AninterviewwithDr.GladysD.Cruz.

LNYM: Your favorite place in the world?

DR. CRUZ: I have to say that I visited Kauai, Hawaii in May 2009 and I fell in love with the Island. I also love my homeland – Puerto Rico.

LNYM: The most pleasant experi-ence and why?

DR. CRUZ: I truly enjoy teaching. When a student that I have taught comes to me years later and thanks me for having provided him/her with a life changing learning experience – that to me is priceless, a very gratifying experience.

LNYM: Your favorite movie?

DR. CRUZ: I can’t point to a favorite movie. I can say, however, that my favorite genre is comedy. I like to see a movie and have a great laugh.

LNYM: Your favorite book?

DR. CRUZ: I think I would settle for Tuesdays with Morrie by Mitch Albom. I really enjoy this author’s books.

LNYM: You favorite place in history?

DR. CRUZ: I have always been intrigued by the history of Puerto Rico. How it became a common-wealth and what that means to its people. It is amazing to learn how Puerto Rico was taken over by forces in 1898 and all of the changes in education that came after that. The language of instruction went back and forth between English and Spanish or English in some grades and Spanish in other grades. It is really interesting to study this phenomena and see how it has impacted the people of the island and abroad.

YOUR CAREER

LNYM: Can you describe your profession?

DR. CRUZ: I am an educator. My title is Assistant Superintendent. I do many different things. I develop and/or coordinate professional development programs for in-service teachers and school leaders. I oversee many of the professional devel-opment programs and or state contracts that are associated with school improvement activities at Questar III BOCES – this is the BOCES that serves Rensselaer, Columbia, and Greene coun-ties. BOCES stands for Board of Cooperative Educational Services. BOCES provides shared services to districts in a cost efficient manner that would be prohibi-tive for districts alone. Some of the state contracts that I oversee include the Bilingual Education Technical Assistance Center (BETAC) which serves districts in seven BOCES pertaining the education of Limited English Proficient (LEP) students – also known as English language learners, the Angelo Del Toro Puerto Rican Hispanic Youth

Leadership (PR/HYLI) that coordinate a statewide program of leadership and government, the Eastern New York Regional School Support Center that provides technical assistance and embedded professional devel-opment to targeted secondary schools in English Language Arts (ELA) and Mathematics and the Regional Special Education Training and Resource Center Part II which targets districts serving students with disabilities that are not meeting the indicators of the NYS Performance Plan.

I also serve as the BOCES liaison to the Greater Capital Region Teacher Center. In addition, I have other responsibilities of BOCES services that include school improvement/professional development such as the Model Schools program, which relates to integrating technology to instruction and the Data Analysis Service, which provides districts with experts on data and the use of data to make programmatic and instructional decisions.

Let me see, I also oversee the English as a Second Language itinerant service which provides schools the service of specialized teachers to serve students with limited English proficiency – also called English language learners. Finally, I have joint responsibility of other educational programs at Questar III BOCES for adults, Special Education, and Career Technical Education. At a statewide level, I chair the Staff and Curriculum Development Network (S/CDN), a network of representatives from the BOCES across the state and the big five cities. Through S/CDN, we work very closely with the New York State Education Department in disseminating information and providing professional develop-ment in a consistent manner across the state on NYS standards, assessments, and curriculum.

LNYM: Why did you choose this career?

DR. CRUZ: Originally, I had no intention of becoming an educator. I began my post secondary studies at la Univer-sidad de Puerto Rico in Natural Sciences - I wanted to become a dentist. I then changed my major to teaching and began teaching in 1983 under the tutelage of experi-enced teachers before completing my undergraduate studies. I think back to that experience and I must say that I was privileged to work with highly experi-enced teachers in a co-teaching arrangement and to learn from them while I completed my studies. I taught English at various elementary schools in Cayey with other teachers. I took a year off to complete my undergraduate studies and then went back to teaching – at that time I taught first grade for two years. I really enjoyed that experience. After that, I went back to teaching English at the elementary level. I also taught adult Spanish and English College Courses in Puerto Rico. In New York, I have taught Spanish as a Foreign language in a middle school. I have also taught various methods courses in teacher education programs locally. While I pursued my doctoral studies at SUNY Albany, I had the opportunity to work as a research assistant under the guidance of Dr. Alan Purves, Dr. Arthur Applebee and Dr. Judith Langer in schools in New York. Finally, I have been involved with the Puerto Rican/Hispanic Youth Leadership Institute for approxi-mately 14 years. I have trained Latino youth from schools across the Capital Region to participate in a leadership program. It is a great learning experience for all. Students polish their public speaking and debating skills while they learn about New York State government and gain confidence in themselves and pride in their Latino roots.

LNYM: How long have you been doing this?

DR. CRUZ: I have been an educator since 1983.


Dr. Gladys Cruz with her husband José, her daughter Gladybelle and her mother.

Continued on P. 21


NO SE DEJE ENGAÑAR POR LAS OFERTAS DE MUESTRAS

GRATIS O VENTAS ESPE-CIALES POR INTERNET

Una oferta ofreciendo un producto novedoso aparece en la pantalla de la computadora y le llama la aten-ción, le prometen una muestra gratis y tan solo tendrá que pagar una cantidad pequeña por el envío. Otra oferta le ofrece un producto a precio especial y luce tan bueno que es difícil de resistir. El minuto que usted hace clic en la pantalla está a punto de morder en anzuelo y caer en las redes de una posible estafa.

El Internet se ha convertido en el lugar favorito para socializarnos, educarnos y para hacer nuestras compras . Muchos sitios Web de reputación ofrecen excelentes productos y descuentos pero también existen otros negocios que se aprovechan del consumidor. Esa oferta que luce tan buena puede resultar muy costosa o ser total-mente falsa. Si usted no sabe con quien está tratando en el otro lado de la pantalla, se está tomando un riesgo al ofrecer su información personal y financiera.

Le ponemos el caso de Edith Gonzáles como ejemplo. Mien-tras Edith revisaba sus correos electrónicos un anuncio (pop-up) se apareció en la pantalla ofreci-endo muestras gratis de una pasta blanqueadora dental. Ella tan solo tendría que dar el numero de su tarjeta de crédito para cubrir el cargo postal de $2.99. Edith estaba curiosa por probar el producto y lo ordenó con su tarjeta de debito. Un mes después, al chequear su cuenta bancaria se dio cuenta que esta compañía le cobró $99.00 de su cuenta. Al reclamar, le dijeron que la muestra solo era gratis por 15 días y tenía treinta días para regresar el producto, de lo contrario ella era responsable por pagar la cantidad total del producto. Además, al aceptar esta oferta, ella

se comprometía a ser parte de un club de compras por $99.00 al mes. La peor noticia fue que la compañía no tenía una dirección física y era imposible saber donde estaba localizada para hacer un reclamo formal. Edith no tuvo otra alternativa que cerrar su cuenta bancaria para que no le siguieran descontando dinero y dar por perdido todo ese dinero.

Le ofrecemos estos consejos para que usted no se deje engatusar por estos malhechores:

• NO SE DEJE LLEVAR POR OFERTAS GRATIS, MUESTRAS GRATIS Y OFERTAS ESPECIALES que aparecen en el Internet o su buzón de correo electrónico. Por lo general hay gato encerrado en estas ofertas.

• TENGA CUIDADO CON LAS OFERTAS DE PRECIO ESPECIAL porque pueden incluir gastos escondidos o un compro-miso de compra tal como membresía en un club de compras mensuales.

• CUANDO COMPRE POR INTERNET, TRATE DE HACERLO EN SITIOS Y TIENDAS QUE USTED CONOCE y que son de reputación. Es mejor que usted haga el contacto inicial con el sitio de Internet de la tienda o compañía.

• SI VE UNA OFERTA QUE LE LLAMA LA ATENCIÓN, !NO SE LANCE A COMPRARLA!. Primero lea todo lo que dice la oferta incluso las letras pequeñas que esconden las restric-ciones y otras reglas. Antes de ordenar, llame a la compañía y haga todas las preguntas sobre la oferta, el producto y el precio total.

• HAGA SU PROPIA INVESTIGACIÓN. Entre al Internet y escriba el nombre de la compañía en la caja de búsqueda para investigar si esta compañía tiene quejas de estafas o reclamos.

• Para más información o llenar una queja PÓNGASE EN CONTACTO CON JUNTA DE PROTECCIÓN DEL CONSUMIDOR visitando el sitio Web www.nysconsumer.gov o llamando al número 1800-697-1220.

DON’T FALL VICTIM TO BOGUS INTERNET ADS

OFFERING FREE SAMPLES AND SPECIAL OFFERS

A pop-up advertisement appears on your computer screen offering a new and innovative product. It claims to offer amazing results and the company will even mail you a free sample if you order it online. Another pop-up showcases a product at an unbelievable price and the offer is too good to pass up. The minute you click on the ad, you might be opening yourself up to a possible scam or shady business deal.

The Internet has become a popular and practical tool in our daily lives. We use it to stay informed, keep up with our friends and relatives, pay our bills and shop. Many reputable online companies offer excellent products at competitive prices, but there are also companies that prey on consumers. When dealing with unknown or untested company websites and advertisements it is important to keep in mind that you might be providing personal and financial information to an unscru-pulous or bogus business.

Take the case of Queens resident Edith Gonzales. Ms. Gonzales was reading her email when she was suddenly distracted by a pop-op advertisement offering a free sample of a teeth-whitening product. She decided to request the free sample and paid the shipping and handling fee of $2.99 using her bank card.

Sometime after receiving the product, Ms. Gonzales noticed that her bank statement included a charge of $99.00 from the teeth-whitening company. When she contacted customer service she was told that the offer she clicked on meant she could sample the product for free for 15 days and thereafter she was to be charged the full price. Additionally, she had

also been automatically enrolled in a teeth-whitening club membership for the same monthly price. To make matters worse, the company had no physical address and it could have been operating out of any location in the world. Ms. Gonzales had no other choice but to close her bank account and accept her losses.

We offer you these useful tips to avoid falling victim to fake and misleading online advertise-ments:

• DO NOT BE PERSUADED BY FREE OFFERS, free samples and special discounts that appear on pop-up advertisements and emails. Many of these ads are completely false and others include misleading and hidden offers.

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Members of the Apostolado Hispano at St.

Mary’s Crescent Church in Saratoga County

gathered for their final meeting with Rev. Tom

Hayes, who has been reassigned to St. Thomas

Church in Delmar. Among the attendees was

Rev. Joe Angelini of the Hispanic Apostolate

of the Albany Catholic Diocese. Transition of

the Apostolado was discussed and attendees

shared refreshments to celebrate Fr. Tom’s

work. Latino New York thanks Fr. Tom for his

service, and wishes him the best at St. Thomas.

> latino social events

LNYM: What gives you the most satisfaction on the job?

DR. CRUZ: I really enjoy working with my staff – I would say I have the best staff. I have highly competent and experienced staff developers, teachers, data analysts, and program coordina-tors and/or directors.

LNYM: What is the biggest obstacle on the job?

DR. CRUZ: I think my biggest obstacle is that I need more time to do all the things I do. My day is not long enough.

Seriously, I believe that with the current financial crisis we have in New York, the biggest obstacle is doing more with less. We have to find ways of working smarter and more cost effectively. The BOCES serves as a critical agency for the current financial state we are in as districts can turn to BOCES for shared services and get state aid on the services purchased.

THE COMMUNITY

LNYM: How long have you been living in the Capital Region?

DR. CRUZ: I have lived here since 1993. As I explained earlier, I went back and forth between Albany and Cayey, Puerto Rico.

LNYM: What brought you and kept you here?

DR. CRUZ: I came to Albany in 1993 to pursue my doctoral degree at SUNY Albany. I received a fellowship to do my studies here. I can remember the day that I was at classes while I was doing my Masters Degree in La Universidad Del Turabo when I saw a flyer with an announcement for a fellow-ship for doctoral studies at SUNY Albany and that caught my eye. It was especially interesting for me since it was in Albany. I contacted the director of the program and submitted my application. I was on a waiting list to the very last minute when a student withdrew her application and I was offered the space. The rest is history and here I am.

LNYM: In your opinion, what does this area need to make it a better place to live?

DR. CRUZ: That is a tough ques-tion. I would like to see more diversity in schools locally. There are not enough teachers and administrators in our schools that are of Latino background. I would also like to see more unity among the Latinos in the Capital Region – this would make us stronger.

LNYM: What community activities are you presently involved with?

DR. CRUZ: I am involved with activities for the Latino/Hispanic community. I am a member of the Capital District 100 Hispanic Women and I am a board member for Centro Cívico of Amsterdam. Besides this, I often volunteer my time to events for the Latino community especially for youngsters. For example, I did various workshops for students during a Saturday Latino Youth Conference in October – the youngsters are our present and future and if I can influence a few I will do it. I am also an active member of the Spanish church community in Albany.

LNYM: Is there anything in particular that you want to say to the community?

DR. CRUZ: Particularly to our children. Study, study, and study. I believe it is the only way that we can change our histories. I was the first in my family to go straight through high school, graduate and continue post secondary studies. I see educa-tion as a way to a better future. I would also tell youngsters that they should not be discour-aged by lack of financial means to study. I would not have been able to study if I had not received all of the financial aid that I received including the Masters Degree scholarship and the doctoral fellowship. I would encourage students to look for this type of opportunities, they are often out there and they go unclaimed.

LNYM: Where do see yourself in the future?

DR. CRUZ: I see myself in administration of educational programs – this is where my heart is.

Thank you very much Dr. Cruz for all you do for us and our community.

AninterviewwithDr.GladysD.CruzContinued from P. 19

Spanish Versión on P. 31


ENCOURAGING STUDENT ENGAGEMENT – EARLY AND OFTEN

Alexander Astin, founding director of the Higher Educa-tion Research Institute at UCLA, indicates that the first-six weeks of the academic year are critical for a new student; within those first weeks, students need to connect -- to each other, to a member of the faculty or staff and to the larger local community. True enough.

But, our own campus research suggests that the period of student vulnerability extends for much longer than six weeks, and colleges need to start connecting with their new students weeks before they come to campus and well beyond the initial six week settling in timeframe. That is why summer outreach efforts, pre-orientation initiatives, quality orientation programs and ongoing personalized attention matter.

Here’s a startling disconnect: Pew Hispanic Center reports that 89% of Latino young adults say that a college education is important but only half of those individuals plan to get a degree themselves. The questions that flow from this are obvious: what accounts for this gap and what concrete steps can be taken to narrow it?

As with most issues of this sort, there are a plethora of complex factors producing these results and no easy answers.

A recent statement made by Deborah Santiago, Vice Presi-dent for Policy and Research for Excelencia en Educación, caught my attention. She noted that when thinking about Hispanic students’ progression to and through college, the tendency is to focus on what changes the Hispanic students themselves need to make when, “in fact, the colleges them-selves need to adapt as well.”

Blunt but accurate. As the leader of a college that is deeply committed to the success of first generation college students, I wanted to share some strategies being tested and

done on the Southern Vermont College campus --- to “adapt” as Ms. Santiago suggests.

Southern Vermont College Mansion

COLLEGESUCCESSFORHISPANICSTUDENTS:SomeSuggestionsfromtheTrenches

By Karen Gross, President, Southern Vermont College


Within the academy, I suspect there is another problem: there is often too narrow a view as to what constitutes optimal engagement. Many colleges (and I would guess many parents of first generation students) think that early student engagement must be with professors and must occur in the classroom.

Don’t get me wrong, when this works, it is amazing. Students who initially find their way by connecting with professors are fortunate, and their college retention is optimized. Indeed, we offer a first year course (titled Quest for Success) specifically designed to facilitate this happening.

And, as odd as this will sound coming from a college president with years as a tenured law professor, I suspect that optimal connec-tions for many vulnerable students will most effectively occur initially outside the classroom, and we need to recognize, respect and adapt to this reality.

Think about how on many campuses, students really do not get quality non-academic engage-ment until their junior and senior years. In fact, I think that nationally, we overtly discourage early student participation outside the class-room by suggesting that students need to settle into their academic life as a first step.

It is time to rethink that paradigm.

For many students, engagement starts with participation in a drama production, a poetry reading, playing in a band, game-management within the athletic department. These all create a structure where a student can “find a home.”

Athletics is one very good example of engage-ment, and some early data regarding student success at Southern Vermont College show that while first generation students are the most vulnerable students in terms of withdrawal and dismissal rates, first generation students who are involved in athletics outperform their first gen peers who are not involved in athletics.

Let’s use Southern Vermont College’s men’s volleyball team as an example of the value of student engagement. The team has many young players, some of whom are playing this sport for the first time. With a small bench, the SVC players get almost no rest. The team’s schedule is tough, featuring not only our conference teams but MIT (Massachusetts Insti-tute of Technology), ranked 13th in the nation.

Short versus long-term

It’s obvious that we need to search for long-term strategies to promote Hispanic student success in higher education – ones that can become embedded in K -16 education. If we don’t, we will fail to achieve President Obama’s quest for more college gradu-ates by 2020. But, we also need some shorter-term tactics that can help vulnerable students today. If we don’t, we’ll have a generation of individuals who can’t find quality jobs in today’s workplace.

To adapt an old adage, we need both to win the battle and win the war. Neither alone will suffice.

Based on this description alone, one might think the volleyball games would be non-competitive and the student-athletes discour-aged. Nothing could be further from the truth. These players are having fun; they are cheering each other at every turn. They are providing encouragement when they make a good play, and they are lifting each other up when there is a misstep. They’re energized, and they play as a team. In short, the SVC men’s volley-ball team is doing themselves and SVC proud each and every game.

Which is why engagement of any sort helps. It enables students to find a landing place – a place where friends with similar interests may be located. It provides an adult mentor (a coach, a conductor, a director) who is over-seeing the activity and can ground the student both for the activity itself and within the larger community. Also, many of these engagement opportunities build camaraderie and school spirit.

In short, all engagement opportunities create something like a mini-family and that family-like structure benefits all students, particu-larly those who are vulnerable. For Hispanic students, where notions of family are often deeply embedded, entry into collegiate activi-ties, like athletics, can help with retention and curb withdrawal from school.

Southern Vermont College’s new men’s volleyball coach, Carmine Garofalo, who has brought 20 years of experience and numerous tournament championships including a spot in the Final Four Southern Region while coaching at Florida International University, meets with his team during practice


s kids growing up we learn a certain way to

live our lives. Growing up as a Latino you learn so much more about your culture then a lot of kids in America. Growing up as a Latino American or even just Latino you learn the diversity of your culture, a culture where familia are closer than any other. You may not be Cuban, Dominican, or Puerto Rican but you accept their tradition as your own. This is why I am proud to say that I am a Latino and no one can say otherwise. Albany is a great a place to icontinue to learn and grow up with my culture. Events like the Albany Latin Fest, Capital Region Latino Parade, Hispanic Heritage Celebration and Latino Youth Conference help build the pride I already have in my heritage. Not to mention that our music is full of life and energy making even our elder feel young again. I know some people listening to the music do not understand what is being said but they feel like dancing to the rhythms of the conga. Our culture makes people feel better and with traditional masks and costumes dress to look like spirits or monsters how could you not enjoy yourself.

Growing up Latino in the Capital Region I have been able to enjoy a lot of programs and activities that celebrate my cultural background. I was born in the South Bronx, where you can see the Latino community everywhere you go. We did it big there to, not only do we have a parade and festivals and you can always find a street fairs where they are making delicious dishes from Brazil, Peru, Chile and other countries you may not know exist. You are welcomed in to explore the culture and get a taste of their food.

It was a big change comingfg from the Bronx to Rensselaer, where there are only a handful of us. Rensselaer was the place I learn of the misunderstanding others have of Latinos and who I am. Listening to my peers racist comments including “you’re just a spic” on a daily bases are frustrating. How is that the color of your skin labels you a Mexican, looked down upon and not as an equal? People think that what they say is just a “joke” and that I should not be offend. How can I not be offended and hurt? I do not let these people make me something I am not because I am proud of who I am. Latinos have contributed to the American society and should be respected.

Like my picture, my race is beautiful but hidden in the dark and barely seen by others who do not understand what it means to be me. I am a proud Puerto Rican and Latino, born and raised to be the person I am today. Born into a culture that embraces others with sabor y amor and where family is closer then you think. How can so many misunderstand who we are?

y Latina culture and my pride in it are prob-

ably different than most young Latinas today. I am multiracial; I am only half Hispanic and the half African American. However I grew up in a household where Spanish was never spoken and therefore I have yet to become fluent in the language. Although my father is full Hispanic (Puerto Rican and Cuban), for personal reasons he never wanted my siblings and I to learn Spanish fluently as a second language.

For my whole life I always felt that there was a part of me missing. At times I wouldn’t even feel as if I were truly Latina. Until recently I was never able to cope with the fact that I am a young Hispanic woman who doesn’t know how to speak Spanish. However I have come to realize that being Hispanic isn’t who I am, it is what I am. I am proud to say that I am a Cubana and I am a Boricua and, sure maybe I don’t know how to speak Spanish fluently but regardless of what I can and cannot do, I still am and will always be Hispanic.

Although I don’t know much about my Hispanic culture I am still a proud Latina and I know that someday I will be fluent in Spanish and I will be able to talk about my culture and pass what I have learned onto my children so that they will never forget to be proud Latinos. I am proud of what I know and even what I don’t know and only hope that I will just continue to learn about my culture and who I am in the future.

It’sWhatIam…

By:MAYACARRASQUILLO

LATINO

By:JONATHANIRIZARRY

A

M



BASTAYA!

By:MEGANJ.HOSIER

You sobYou DropYou cut your wrist Because you think you can’t hurt no moreYou get up and they push you down You say you don’t want to live no more

You know your spirit is dyingYou know your family Is cryingI know what you go throughI see me in youI cried beforeBut I walk out the doorAnd found a home brand new

I pick you upDust you offInspire you with wordsEnough is enoughWipe your eyesClose your eyesWhy were you crying?Don’t let them see your tearsDon’t let them Know they got youTook the things that made you happyTurned your joyInto hate

All they doing I destroying you Hold my handGet up again Stop your “why’s “criesAnd dry your eyesDon’t let them see you tearsClear their voices from your earsWhy are you crying?Don’t let them see you cryBecause once you stopYour pitty fountain You’ll get up againAnd say the baby wordsI taught youBASTA YA!

Say it againBASTA YA!Again and againBASTA YA!Enough already Stand up in front of them With your once stained up faceYou’ll win the raceProtesting down the hillBASTA YA!Tu orgullo gets louder and louderNever stumble again Never have to begFor a friendStand straightStand tallWalk tight and lead your peopleIt’s the Puerto Rican’s war!And will march ahead to win a good titleForever strong peopleNever again American bumsNever called back to work in the slumsNever to be the foolsTo anyoneCome Boricua!And make Puerto rico Proud!Say it togetherBASTA YA!Enough is enoughBASTA YA!Because america is deafSay it loudAnd say it in unisonBASTA YA!Then they’ll finally get the pictureThey’ll finally speak our tongueAnd accept other LatinosIn this landAnd then it’ll be done!

Continued on P. 26

Botanica ada’s spiritworks les quiere recordar que los meses de FEBRERO, MARZO, y ABRIL marcan la historia de Nuestro Señor Jesucristo, y por lo tanto les queremos pedir a nuestras familias latinas que abran sus corazones, unos hacia otros, que amen su projimo, que perdonen a aquellos quienes les han hecho daño. Que tengan compasión para todos aquellos que están necesitados, que oren diariamente por aquellas pobres familias que sufren en el mundo, particularmente en Haití. Botanica Ada’s Spiritworks humildemente quiere darle las gracias a todos nuestros adorados clientes por aportar sus donaciones para los damni-ficados en Haití, cada centavo que reunimos desde que ocurrió el terremoto fue entregado

directamente a familias haitianas necesitadas, este mes tuvimos el privilegio de ir directamente a brindar nuestra ayuda y oraciones a un puñado de niños y familias haitianas, regresamos llenos de compasión y agradecidos a Nuestro Señor por habernos permitido ese viaje que marcó cada célula de nuestro cuerpo de una forma inolvidable.

Hay que ver lo agradecidos que estaban nuestros hermanas y hermanos haitianos al recibir el granito que les llevamos.

Otra vez le agradezco a todos su generosidad y su apollo. Recuerden que uno recoje lo que cosecha y cada vez que ayudas a alguien, serás ayudado, cuando perdones a alguien, serás perdonado, cuando ames a alguien, serás

amado.

Espiritualmente suyaAda.

TRAIGAN ESTE ARTICULO A LA BOTANICA DURANTE EL MES DE MARZO Y RECIBIRAN UN DESCUENTO ESPECIAL EN TODOS LOS LIBROS DE ORACIONES,

BIBLIAS, DESAHUMERIOS, SANTOS, Y YERBAS FRESCAS.LATINO NEW YORK I P. 2� MARCH 2010

P. 2� MARCH 2010 I LATINO NEW YORKP. 2� FEBRUARY 2010 I LATINO NEW YORK

hen people think of Latino culture the first

thing that comes to mind is Spanish rice and beans, but the Latino culture means so much more to me. I do love the food, but when I think of Latino culture the first thing that comes to my mind are the people. Our people are diverse and unique, from the food we eat to the beautiful music of Salsa, Meringue and Bachata we all love to sing and dance to.

When I was a young kid growing up in the Bronx, I remember every morning waking up to the sound of Salsa on the radio and my Abuelo dancing by himself. He was a great dancer and he never stepped on anyones toes. As the music filled my ears, the aroma of breakfast filled my nose. My Abuelita cooked us the best eggs sandwiches. She cooked and danced at the same time. She was amazing and she never popped the yolks. After break-fast my Abuelo would take us to the park to watch my people playing baseball. Base-ball is the number one sport of Puerto Rican, many a young boy dreams of growing up to be a New York Yankee. After a long day at the park we would walk home and get some

coquitos. Coquito is coconut ice served in paper cups similar to Italian ice. When we reached our block I would hear someone yell “Santiago”. Everybody knew my grandfa-ther and as an extension they knew me. As soon as we got home my Abuelita always sent me down to the bodega to get her some coffee with no sugar, she always emphasized no sugar. “¡No azuca!”, she would yell as I ran down the stairs. My favorite part of the day was always dinner. We would all gather around the table and enjoy the best diner of Arroz con pollo, and platanos. I love my platanos.

We do not live in the Bronx anymore and my Abuelo passed away. I do not wake up to Salsa and the wonderful aroma of Abuelita’s breakfast. I deal with racist comments now, instead of “Santiago” I hear “hey you Mexican, where is your green card.” Even though this frustrates me greatly I tell myself si yo puedo. I would like everyone to know that Latinos have a wonderful culture that welcomes everyone. We come in every color, every shape and size. We have tight extended families that open the doors to friends and family alike. I am grateful for my culture and the people I have surrounded myself with. I’m proud to say I am a Latino.

used to live in a place where I was able to

express myself, where I was able to speak what I wanted and how I wanted, without judgments and without people looking at me like I was from another planet. Everybody was on the same page; we spoke the same language, ate the same foods and went to the same places etc…

Three years ago I left that place, I moved to an unknown land, a place that I had never heard of before. I didn’t know what to expect, I was filled with confusion, I was leaving the place of many great memories, some sweet some sour, but they were still part of me and I wasn’t ready to go to a different place. When I first arrived I was on shock, I didn’t see a bodega on the corner, no loud music, no crowded sidewalks, nothing that I was used to, just plain old houses. I didn’t speak English, I didn’t know anybody, and I felt intimi-dated. When I entered high school it was a whole new world, again something that I wasn’t used to, every-thing was new, no familiar faces, nobody to talk to. I couldn’t relate to anybody, I was on my own, scared of talking, scared of showing

everyone the real me, who was I, and what was I about. Over the years, I became a totally different person, I was afraid of showing my culture, I wanted to fit in and I thought that with my ways I wasn’t going to. I stop listening to my bachata and merengue, and somehow felt ashamed of my heritage. I rarely spoke my language, and I was just not the same girl who used to be proud of who she was, where she came from, and her culture in general.

But that was the girl I was becoming, but I stopped, I realized that if I people were to accept me, they would have to accept me for who I am, not for what they want me to be. Also I’ve realized that one must be proud of one’s roots, to never be ashamed of whom they are no matter what others think. So I will always be proud of who I am and I will never forget where I come from.

LATINAANDPROUD

By:STEPHANIEBERROA

I’mproudtosayIamaLatino.

By:MATTHEWIRIZARRY

WI



Diabetes is the sixth leading cause of death in the U.S. and the single leading cause of kidney failure in adults. Hispanic Ameri-cans have a high rate of diabetes, which increases their chances of developing serious complications such as chronic kidney disease, heart disease and strokes. However, when individuals with diabetes follow their treatment plan carefully and keep their blood sugar and blood pressure under control, they can greatly reduce their risk of developing these complications.

1. About 11 percent or 5 million of the 47 million Hispanic Americans have diabetes. About one-third of the cases of diabetes in Hispanic Americans are undiag-nosed.

2. On the average, Hispanic Americans are nearly twice as likely to have diabetes as non-Hispanic whites of similar age. The prevalence of diabetes in Cuban Americans is lower than in Mexican American and Puerto Rican adults, but still higher than that of non-Hispanic whites.

3. Diabetes is even more common among middle-aged and older Hispanic Americans. About 25 to 30 percent of those 50 or older have diabetes.

4. About 90 to 95 percent of Hispanic Americans with diabetes have type 2 diabetes. This type of diabetes usually develops in adults over 45, but is becoming more common in younger people. It occurs because the body is unable to use insulin properly. It is treated with diet, exercise, diabetes pills and, some-times, insulin injections.

5. About five percent of Hispanic Americans with diabetes have type 1 diabetes, which usually develops before age 20, and is always treated with insulin injections.

6. Diabetes can be diagnosed by:

• Hemoglobin A1C equal to or greater than 6.5%• a fasting blood glucose test of 126 or greater• a nonfasting blood glucose test of 200 or greater in people who have symptoms of diabetes• an abnormal oral glucose tolerance test with two-hour glucose of 200 or greater.A positive test should be confirmed on another day, using any of these tests.

7. The risk factors for diabetes include:

• a family history of diabetes• obesity• physical inactivity• unbalanced diet

8. Since diabetes is the leading cause of kidney disease in the U.S., Hispanic Americans have increased risk for developing diabetes and kidney disease. They should have the following tests for early detection of kidney disease:

• blood pressure measurement • a urine test for protein• a blood test to estimate glomerular filtration rate (GFR), a measure of kidney function.

9. Studies have shown that early detection and treatment can halt or slow the progression of diabetic kidney disease. Treat-ment includes careful control of blood sugar and blood pressure. Special high blood pres-sure medications called angiotensin converting enzyme (ACE) inhibitors or angiotensin-2 receptor blockers (ARBs) help to preserve kidney function.

10. When someone loses 85 percent or more of his or her kidney function, dialysis treatments or a kidney transplant are required to sustain life.

For more information on diabetes and kidney disease, visit www.kidney.org.

Sources of Facts and Statistics:

“Diabetes and Chronic Kidney Disease,” National Kidney Foundation (www.kidney.org) “Diabetes in Hispanic Americans,” National Institute of Diabetes, Digestive and Kidney Disease (www.niddk.nih.gov).

December, 2009


E nglish and Spanish, Spanish and English: Two languages that have similarities and differences to each other. These two languages have made a strong impact in our country for a long time. One would think that the obvious choice would be to learn both. Research shows that a bilin-gual student performs better across the school subject areas than a monolingual student. Yet historically, a monolingual syndrome has hit our popula-tion and isolated us linguisti-cally and culturally with the rest of the world. I say this based on my personal experiences and conversations that I’ve had with people from all walks of life. Many are in support of being bilingual, while others continue to see English as the present and future dominant language of our nation. So once again, we must examine our current situation.

With a total population of around three hundred million, the United States has the fifth highest amount of Spanish speakers in the world at an esti-mated fifty million. This number is projected to double over the next decades. When I share this information with my Spanish students, they are excited. They recognize the importance of

learning other cultures and in this case the Spanish Language. Part of learning another culture and language is to have real life experiences to put your knowl-edge into practice.

Putting this idea into action, I organized a trip for a group of students to visit DJ Willie Colón on his show, “La Mega” at the University of Albany. For many, it would be their first time on live radio, and they were excited to have this type of opportunity. Many local people helped out including Salsa Latina restaurant, which donated food for the kids. Juan George also helped out with funds to provide food for these students. We invited some local leaders in the community who spoke about doing well in life and working hard to achieve your dreams. Some of my teaching colleagues also spoke about their experi-ences and the importance of education. Following that, the students were interviewed on air in English and Spanish. Some were nervous at first, but quickly warmed up to the personality of Willie Colón. I have known him for many years now and am impressed by his ability to connect positively with students.

As the afternoon passed, I felt like I was in the clouds. Students were interviewed by local media and showed what they knew in Spanish. They also spoke about the impor-tance of being bilingual and how knowing Spanish will help them in their future careers. The parents of one particular student called in to the show to congratulate their daughter on her success. She was very happy as I saw her eyes glowing like I’d never seen before. You know those moments you have when everything comes together perfectly? It was magical for them and for me. I suppose what I enjoy most about teaching is the feeling I have listening to my students communicate in a language



other than their own. If they can capture the same passion that I have for learning, then I can rest assured that they will be better prepared for their futures.

As we progress as a society, we must embrace the concept of learning English and Spanish to be successful in this country. Let’s also not forget that language is a part of culture, and that in our multicultural nation we have the perfect opportunity to learn from one another and work together towards building respect, understanding and unity.

Inglés y español, español e ingles: Dos idiomas que tienen similitudes y diferencias. Dos idiomas que han hecho un fuerte impacto en nuestro país por mucho tiempo. Uno pensaría que la decisión mas obvia sería aprender los dos. Las investigaciones dicen que un estudiante bilingüe tiene un mejor desempeño que un estudiante que solo habla un idioma. Históricamente, un síndrome monolingual ha afectado a nuestra población

y nos ha aislado lingüística y culturalmente con el resto del mundo. Digo esto basado en experiencias personales y conversaciones que he tenido con personas de distintas nacio-nalidades, distintas culturas y distintas ideas. Muchos están en favor de ser bilingüe, mientras que otros siguen con la idea de mantener el inglés como el idioma dominante de hoy y mañana. Regresemos otra vez a examinar la situación de hoy.

Con una población total de más o menos trescientos millones de habitantes, Estados Unidos ocupa la quinta posición de hispano hablantes mundiales con una cifra de cincuenta millones. Se predica que esta cantidad va a doblar en las décadas que siguen. Se emocionan mis estudiantes de español cuando les comparto esta información. Ellos reconocen la importancia de aprender otra cultura, en este caso el idioma español. Una parte de aprender otra cultura es tener unas experiencias de la vida real que te hace demostrar lo que has aprendido.

Decidí poner la idea en acción. Organicé un viaje con un grupo de estudiantes de Hackett MS a

visitar al locutor de radio Willie Colón en su show “La Mega” en la Universidad de Albany. Para muchos fue la primera vez hablando en vivo por la radio, y se pusieron alegres de tener la oportunidad. Muchas personas colaboraron con el éxito de esta visita. El restaurante Salsa Latina donó comida criolla. También el señor Juan George contribuyó con fondos por dar comida deliciosa a los estudi-antes. Invitamos líderes locales de la comunidad que hablaron con los chicos de salir adelante en la vida y de trabajar fuerte para realizar sus metas y los sueños. Algunos de mis colegas les hablaron de sus experien-cias como estudiantes y de la importancia de la educación. Luego, los estudiantes fueron entrevistados en la radio en español y inglés. Unos estaban nerviosos, pero se acomodaron con la personalidad afectuosa de Willie Colón. He conocido al señor Colón por muchos años y me impresiona su habilidad de conectar positivamente con los estudiantes.

A pasar la tarde, me sentía en las nubes. Los estudiantes fueron entrevistados por la prensa y televisión local demostrando lo que sabían decir en español. También comentaron de la importancia personal de ser bilingue y cómo eso les va a ayudar para tener éxito profe-sional en el futuro. Los padres de una estudiante llamaron al

show para felicitar a su hija. Ella estaba tan felíz que sus ojos brillaban como nunca antes la había visto. ¿Sabes de aquellos momentos cuando todo sale perfecto? Todo fue mágico por ellos y por mí. Lo que más he disfrutado de ser maestro es el sentimiento que me dan los estudiantes cuando se comu-nican en otro idioma que no es inglés. Si pueden capturar la misma pasión que tengo yo por aprender, entonces puedo estar seguro que estarán bien preparados para sus futuros.

A progresar como sociedad, quisiera enfatizar que es tan importante que el hispanohablante aprenda el inglés muy bien como el estadounidense deberia aprender el español. No debemos olvidar tampoco que el idioma es una parte de la cultura. En nuestra nación multicultural, existe la oportu-nidad perfecta para conocerse mejor y trabajar juntos para que crezca más el respeto, la comprehensión y la unidad entre individuos de diferentes razas.

By: Richard O’Riley M.S. Ed


P. �0 MARCH 2010 I LATINO NEW YORK

I would love to give you and your friend a Spiritual Reading. Call the number on my business card below. It is by appointment only. And yes, I also do readings via the tele-phone and have clients who live in various states. See you soon.

Querida Lisa: Recientemente vi un aviso de una persona que hace lecturas espírituales y pensé, por que no. Era la primera vez así que no sabía que esperar. Primero, la mujer tomó una baraja de cartas de tarot, y me pidió que cortara la baraja en tres y empezó a leer las cartas. No era tan cierto lo que decía, pero estaba emocionada de estar allí. Después llamé a una amiga que ya ha tenido lecturas antes, y le conté mi experiencia y cómo me fue. A mi sorpresa me dijo que lo que había tenido era una lectura de Tarot no una lectura Espiritual, y que existen diferencias entre ellas. También me dijo que ella debió haber dicho que era lectura de Tarot. Lisa existe alguna diferencia entre esas lecturas? Tu eres una lectora Espiritual altamente reco-mendada y respetada por muchos, así que me importa tu opinión. También quisiera saber si mi amiga y yo podemos tener una lectura tuya, y también haces lecturas por teléfono, para personas que están fuera de la Región Capital. Suzanne – Saratoga Springs, New York

Querida Suzanne:Tu amiga está en lo cierto, existe una gran diferencia, y un lector honesto siempre le dirá al cliente qué tipo de lectura hará para evitar cualquier tipo de decepción. Una lectura de Tarot usa cartas de Tarot, que son ‘herramientas’, para dar lecturas descif-rando el significado de las cartas. Un lector espiritual no requiere de ‘herramientas’ para dar las lecturas. Cualquier persona puede ser lectora de Tarot, con práctica y estudio del significado de las carta de un libro, pero no toda persona puede ser lectora espiritual. Yo soy lectora Espiritual, lo que digo con orgullo, y no uso ningún tipo de ‘herramientas’. Mi don es dado por Dios. Existen también otras herramientas de lectura como joyería, fotos y varios métodos para dar lecturas. Al final depende siempre de lo que el cliente prefiera. Me encantaría darte una lectura espiritual a ti y a tu amiga. Llama al número de la tarjeta, es sólo por cita. Y si, también hago lecturas por teléfono y tengo clientes en varios estados. Te veo pronto.

As many of us wait for spring to make an entrance, the final weeks of winter can still be grey gloomy and cold. Many people can even feel sad or closed in which can be the beginning of a symptom called Seasonal Depression. Having a sunlamp or anything that can bring light into the home, will brighten up your home as well as your mood, in order to lift that gloomy feeling and help you feel much more energized.

Dear Lisa:I recently saw an advertisement for a reader who does spiritual readings and thought why not. It was my first time so I really didn’t know what to expect. First the woman took out a deck of Tarot cards, asked me to cut the deck in three and began to read the cards. It wasn’t that accurate, but I was just excited to be there. After the reading I called my girlfriend who has had readings done in the past, and told her about my experience and how everything went. To my surprise my friend told me that I had a tarot reading not a spiritual reading, and there are differences between them. She also said the reader should have said it is a tarot reading. Lisa is there really any difference between them? You are a reader who has been highly recommended and respected by many people so I value your opinion. I also wanted to know if my friend and I would be able to get a reading from you, and if so do you also do phone readings for those who live outside of the Capital Land area. Suzanne – Saratoga Springs, New York

Dear Suzanne:Your girl friend is right there is a big differ-ence, and an honest reader will always tell the customer what kind of reading they will be giving in to avoid any type of decep-tion. A Tarot Reader uses Tarot cards, which are ‘tools’, in order to give readings to the customer by deciphering the meanings of the cards. A Spiritual Reader does not require any ‘tools’ in order to give readings. Anyone can become a Tarot Reader with practice and by studying the meanings of the cards from a book, but not everyone is a Spiritual Reader. I am a Spiritual Reader, which I can say with pride, since I don’t need or use any kind of ‘tools’. My gift was God given. There are also other tools readers may use like jewelry, pictures and other various methods to give readings. In the end it all depends on what kind of readings the customer prefers.

If you want advise from Lisa, please email your letters to [email protected]

THE FISHFebruary 19th to March 20th

Stone: Jade, Coral

Element: WaterRuler: Neptune

Color: Sea GreenAnatomy: Feet, Veins

Season: Winter

Pisces is the twelfth and last sign of the zodiac. Pisces people are sensitive to criti-cism and to other people’s feelings. They are known to be late for appointments and can even seem spaced out at times which can demonstrate being somewhat irresponsible. Pisces have an ability to identify with people from all walks of life and are easily touched by human suffering which can make one wonder if the idea of suffering is a way of life for them. Instead of them following the everyday instructions, plans and shopping lists, Pisces people prefer to feel their way

through life than follow the plan.


LATINO NEW YORK I P. �1 MARCH 2010

La Dra. Gladys D. Cruz tiene tres consejos para nuestros hijos: estudiar, estudiar y estudiar.

La Educación, dice, es la única manera en que podemos mejorar el futuro de la juventud en

nuestra comunidad.

En el 2008 en el Albany Latin Festival me acerqué a esta esti-mada educadora para pregun-tarle si podría considerar ser nuestro artículo de portada para la edición de septiembre de Latino New York Magazine. Después de una pequeña vaci-lación ella aceptó. La Dra. Cruz fue la persona adecuada para estar en nuestra portada. Ella es inteligente, comprometida y muy respetada por los latinos y no latinos en la Región Capital y en todo el estado.

Ella fue la elección perfecta. De alguna manera, hasta ahora pudimos tenerla como el tema de portada. Tal vez fue mejor esperar hasta ahora para presentarla. Su éxito personal y profesional es un ejemplo de por qué la educación pública debe ser apoyada a todo nivel.

Es claro que necesitamos más ejemplos de vida como la Dra. Cruz. Lo que sigue es su historia - en sus propias palabras:

ACERCA DE USTED MISMA

LNYM: ¿Dónde nació usted?

DR. CRUZ: Cayey, Puerto Rico.

LNYM: ¿Dónde creció?

DR. CRUZ: Yo crecí entre Nueva York y Puerto Rico.Yo era una niña que iba y venía entre los dos sistemas educativos, dos culturas y dos idiomas.

LNYM: ¿Dónde fue a la escuela?

DR. CRUZ: Yo fui a la escuela en Nueva York y Puerto Rico. Empecé a jardín de infantes en Kingston, NY Entonces mi familia se mudó un poco y finalmente se sitúo en Albany. Después de eso, iba y venía entre las escuelas en Puerto Rico y Albany. En Albany, fui a lo que fue la Escuela Pública 24 - ahora, la Escuela Thomas

Educadoraconunamisión:Escribirel

FuturoO’Brien de Ciencia y Tecnología. Asistí a Hackett Middle School y durante un tiempo muy corto a Albany High School. En Puerto Rico, me fui a la Escuela Gerardo Sellés Solá en Guavate y Miguel Meléndez Muñoz - ambas escuelas están en mi ciudad natal de Cayey.

LNYM: Cuéntenos un poco sobre su familia.

DR. CRUZ: Yo vivo con mi esposo José. Mis hijos ya son independi-entes. Tengo un hijo de 25 años, Josué, y una hija de 22 años de edad, Gladybelle. Mi hijo vive en Alaska - fue allí con la Guardia Costera y se quedó. Él tiene una novia. Cualquier día, espero una llamada de él diciendo: “Mamá, me casé.” Mi hija vive aquí. Por supuesto que no pueden olvidar a nuestros dos perros - Jenny tiene cuatro años, es un Pembroke Corgi Galés y Ruby de 1 año de edad, es nuestro Cavalier King Charles - ambos son bilingües, como el resto de la familia. Mi madre también vive conmigo. Ella tiene la etapa inicial de la enfermedad de Alzheimer y no puede vivir por su cuenta. Hicimos un apartamento para ella en el sótano. Esto le da un sentido de independencia.

LNYM: ¿Cómo mantener un equi-librio adecuado de vida y trabajo?

DR. CRUZ: Eso es muy duro para mí. Tengo un trabajo muy ocupado y siempre estoy compli-cando mi vida con compromisos adicionales. Cada año nuevo, yo hago una resolución de tratar de equilibrar mi trabajo y mi vida, y fallo cada año. Todavía no he alcanzado un buen equilibrio.

LNYM: ¿Quién es la persona en la vida más admira y por qué?

DR. CRUZ: No puedo identificar a una persona - Tengo una gran admiración por muchos de mis

profesores que me animaron a tener éxito. Recuerdo a mi maestra de cuarto grado, la Sra. Davis, que constantemente me dijo: “Usted puede ser lo que se enfoque a sí misma a ser”.

LNYM: ¿Cuál es su pasatiempo favorito?

DR. CRUZ: Me gusta leer y apre-nder. Creo que siempre se puede aprender algo de los libros. Y también me gusta cocinar - cocina típica. La cocina de Puerto Rico es mi favorito.

LNYM: Su lugar favorito en el mundo? DR. CRUZ: Tengo que decir que he visitado Kauai, Hawai, en mayo de 2009 y me enamoré de la isla. Yo también amo a mi patria - Puerto Rico.

LNYM: La experiencia más agra-dable y por qué? DR. CRUZ: Realmente disfruto la enseñanza. Cuando un estudiante al que he enseñado, viene a mí años más tarde y me da las gracias por haberle proporcionado una experiencia de aprendizaje que le ha cambiado la vida - para mí eso no tiene precio, es una experiencia muy gratificante.

LNYM: Una película favorita? DR. CRUZ: No puedo señalar una película favorita. Puedo decir, sin embargo, que mi género predi-lecto es la comedia. Me gusta ver una película y tener una gran carcajada.

LNYM: Su libro favorito? DR. CRUZ: Creo que me confor-maría con Tuesdays with Morrie de Mitch Albom. Me gusta mucho los libros de este autor.

LNYM: Un lugar favorito en la historiaDR. CRUZ: Siempre me ha intrigado la historia de Puerto Rico. ¿Cómo se convirtió en una comunidad y lo que significa para

su gente. Es sorprendente que aprender cómo Puerto Rico fue tomada en 1898 y de todos los cambios en la educación que se produjeron después de eso. El idioma de instrucción iba y venía entre Inglés y Español o Inglés en algunos grados y en español en otros grados. Es realmente interesante estudiar este fenó-meno y ver cómo ha afectado la población de la isla y en el extranjero.

SU CARRERA

LNYM: ¿Puede describir su profesión? DR. CRUZ: Yo soy un educador. Mi título es Asistente del Superin-tendente. Hago muchas cosas diferentes. Puedo desarrollar y / o coordinar programas de desarrollo profesional para los docentes en servicio y los líderes de escuela. Yo super-viso muchos de los programas de desarrollo profesional y / o contratos del Estado que están asociados con actividades de mejora de la escuela en Questar III BOCES - esta es BOCES que presta servicios a los condados de Rensselaer, Columbia, y Greene. BOCES significa la Junta de Servicios Educativos Coop-erativos. BOCES proporciona los servicios compartidos a los distritos de una manera rentable que sería prohibitivo para los distritos únicamente. Algunos de los contratos estatales que superviso incluyen la educación Centro Bilingüe de Asistencia Técnica (BETAC), que sirve a los distritos en siete BOCES relativas a la educación estudiantes con Dominio Limitado del Inglés (LEP) - también conocido como aprendices del idioma Inglés, el Liderazgo Juvenil Puertorriqueño Hispano de Angelo del Toro de (PR / HYLI), que coordina un programa estatal de liderazgo y de gobierno, el Centro Regional de Apoyo Escolar para el Este de Nueva York que proporciona asis-


tencia técnica y desarrollo profe-sional integrado a las escuelas secundarias de Idioma Inglés (ELA) y Matemáticas y el Centro Regional de Educación Especial, Capacitación y Recursos parte II, que se enfoca a los distritos que sirven a los estudiantes con discapacidades que no están cumpliendo con los indicadores del Plan de Desempeño del Estado de NY.

También sirven como un enlace entre BOCES y el Centro de Educación de la Región Capital. Además, tengo otras respon-sabilidades de los servicios de BOCES que incluyen mejora de escuelas / desarrollo profesional, tales como el programa de las Escuelas Modelo, que se refiere a la integración de la tecnología a la enseñanza y el Servicio de Análisis de Datos, que establece distritos con expertos en datos y la utilización de estos para tomar decisiones programáticas y de instrucción.

Déjeme ver, yo también superviso el servicio itinerante de Inglés como Segundo Idioma que ofrece a las escuelas el servicio de profesores especializados para servir a estudiantes con dominio limitado Inglés - también llamado los estudiantes del idioma Inglés. Por último, tengo la respon-sabilidad conjunta de otros programas educativos en Questar III BOCES para adultos, Educación Especial, y de Educación Técnica Profesional. A nivel estatal, presido la Red para Desarrollo Personal y Curricular (S / CDN), una red de representantes de la BOCES todo el estado y las cinco grandes ciudades. A través de S / CDN, trabajamos muy estrecha-mente con el Estado de Nueva York Departamento de Educación en la difusión de la información y del desarrollo profesional de manera coherente en todo el estado sobre las normas del estado de NY, evaluaciones y planes de estudio.

LNYM: ¿Por qué eligió esta carrera? DR. CRUZ: En un principio, no tenía ninguna intención de convertirme en un educador. Comencé mis estudios secundarios en la Universidad de Puerto Rico en Ciencias Natu-

rales - Yo quería ser dentista. Luego cambié mi especialización a la enseñanza y comencé a enseñar en 1983 bajo la tutela de profesores experimentados antes de terminar mis estudios de pre-grado. Pienso en aquella experiencia y debo decir que tuve el privilegio de trabajar con profesores de gran experiencia en disposición de enseñar y yo de aprender de ellos, mientras que terminé mis estudios. Dicté clases de Inglés en diferentes escuelas primarias en Cayey con otros profesores. Me tomó un año para completar mis estudios de licenciatura y luego volví a la docencia - en aquel entonces enseñé en primer grado durante dos años. Me gustó mucho esa experiencia. Después de eso, volví a la enseñanza de Inglés a nivel elemental. También le enseñó a adultos español y Inglés Cursos de Universidad en Puerto Rico. En Nueva York, enseñé español como lengua extranjera en escuela media. También he enseñado varios cursos de método en los programas de formación docente a nivel local. Mientras seguí mis estudios de doctorado en SUNY Albany, tuve la oportunidad de trabajar como asistente de investigación bajo la dirección del Dr. Alan Purves, el Dr. Arthur Applebee y la Dra. Judith Langer en escuelas de Nueva York. Por último, he estado involucrada con el Instituto de Liderazgo de la Juventud Puertorrica / Hispana por aproximadamente 14 años. Me he entrenado los jóvenes latinos de las escuelas en toda la región de la capital para partic-ipar en un programa de liderazgo. Es una gran experiencia de apren-dizaje para todos. Los estudiantes pulen su oratoria y habilidades de debaten mientras aprenden acerca del gobierno de estado de Nueva York y a ganar confianza en sí mismos y se enorgullecen de sus raíces latinas.

LNYM: ¿Cuánto tiempo ha estado haciendo esto? DR. CRUZ: He sido un educador desde 1983.

LNYM: ¿Qué le da más satisfac-ción en el trabajo? DR. CRUZ: Me encanta trabajar con mi equipo - Yo diría que tengo el mejor personal. He desarrolladores de personal

altamente competente y con experiencia, profesores, analistas de datos, y los coordinadores de programa y / o directores.

LNYM: ¿Cuál es el mayor obstá-culo en el trabajo? DR. CRUZ: Creo que mi mayor obstáculo es que necesito más tiempo para hacer todas las cosas que hago. Mi día no es suficiente.

En serio, creo que con la actual crisis financiera que tenemos en Nueva York, el mayor obstá-culo es hacer más con menos. Tenemos que encontrar maneras de trabajar más inteligente y de forma más rentable. El BOCES sirve como instancia crítica de la situación financiera actual, ya que los distritos pueden dirigirse a BOCES para compartir servicios y obtener las ayudas estatales a los servicios adquiridos.

LA COMUNIDAD:

LNYM: ¿Cuánto tiempo ha estado viviendo en la Región de la Capital? DR. CRUZ: He vivido aquí desde 1993.Como expliqué anteri-ormente, yo iba y venía entre Albany y Cayey, Puerto Rico.

LNYM: ¿Qué te trajo y mantenido por aquí? DR. CRUZ: Yo vine a Albany en 1993 para continuar mis estudios de doctorado en SUNY Albany. Recibí una beca para estudiar aquí. Recuerdo el día en que yo estaba en clases, mientras yo estaba haciendo mi Maestría en la Universidad del Turabo, cuando vi un cartel con un anuncio para una beca para estudios de doctorado en SUNY Albany y que me llamó la atención. Es espe-cialmente interesante para mí ya que era en Albany. Me contacté con el director del programa y presenté mi solicitud. Yo estaba en lista de espera para el último minuto, cuando un estudiante se retiró su solicitud y me ofrecieron el espacio. El resto es historia y aquí estoy.

LNYM: En su opinión, ¿qué necesita esta área para conver-tirse en un lugar mejor para vivir? DR. CRUZ: Es una pregunta difícil. Me gustaría ver más diversidad en las escuelas a nivel local.

No hay suficientes maestros y administradores de nuestras escuelas, que sean de origen latino. También me gustaría ver más unidad entre los latinos en la región de la capital - esto nos hace más fuertes.

LNYM: ¿En cuáles actividades de la comunidad está involucrada?DR. CRUZ: Estoy involucrada con actividades de la comuni-dades Latinas / Hispanas. Yo soy un miembro de las100 Mujeres Hispanas del Distrito Capital, y de la junta de Centro Cívico de Amsterdam. Además de esto, a menudo ofrezco mi tiempo en eventos para la comunidad latina, especialmente para los jóvenes. Por ejemplo, hice varios talleres para estudiantes durante un sábado de la Youth Confer-ence de latinos en octubre - los jóvenes son nuestro presente y futuro y si puedo influir en algunos lo hago. También soy un miembro activo de la comunidad de la iglesia española en Albany.

LNYM: ¿Hay algo en particular que usted desea decir a la comu-nidad? DR. CRUZ: En particular, a nuestros hijos. Estudien, estudien y estudien. Creo que es la única manera en que podemos cambiar nuestra historia. Yo fui la primera de mi familia en ir directamente de la escuela secundaria, a posgrado y continuar estu-dios post secundarios. Veo la educación como un camino hacia un futuro mejor. También quiero decirle a los jóvenes que no deben desalentarse por la falta de medios económicos para estudiar. Yo no habría podido estudiar si no hubiera recibido toda la ayuda financiera que recibí de becas como en la Maestría y la beca de doctorado. Me gustaría animar a los estudiantes a buscar este tipo de oportunidades, que están a menudo por ahí y que no son reclamados.

LNYM: ¿Dónde se ve usted en el futuro? DR. CRUZ: Me veo en la adminis-tración de programas educativos - aquí es donde está mi corazón.

Muchas gracias, Dr. Cruz por todo lo que hacen por nosotros y nuestra comunidad.


LATINO NEW YORK I P. �� MARCH 2010

Take for instance:

Saturday February 6th 2010

A concert which took us all back to the nineteen eighties.

The upstate street team, along with the downstate street team as well as myself and a multitude of others were treated to an enormous concert featuring spectacular salsa artists who gave us their all.

Featuring:

1) Jose Alberto (El Canario)

2) Raulin Rosendo

3) Paquito Guzman

4) Nino Zegarra

Showtime !!!!

Nino zegarra was the first artist to perform along with an impeccable Orchestra made of salsa artists whom have made a name for themselves in their own right

Enter, Nino Zegarra who had all the ladies in the audience squirming with such hits as .. “porque te amo” .. “entre la espada y la pared” .. “como amigos si, como amantes no”

Nino was dressed to kill and had all his breaks fall on cue, what a fantastic perfor-mance.

The orchestra continued playing as Nino said his goodbyes while walking off stage, the orchestra breaks non-stop into the song “25 Rosas” well we all know what that meant, .. Yes !!!

Mr Paquito Guzman walks On-stage dressed in a dazzling suit and tie with his gleaming white hair contrasting well off the clothing.

“EL CONCIERTO”

There are a few who may say that Salsa is dead

to them I say that they need to go to the emergency room

immediately, if not sooner.

P. �� MARCH 2010 I LATINO NEW YORK

de Miel” .. “Quiero Salsa” and others

Excellent y mucho mas my opinion once again !

A great time was had by all despite weather forecasts of an immpending snowstorm which (gracias a dios) did not materialize.

“ Lehman Center “ se botaron otra vez ...

“Salsa is not Dead” .. it is you and Noboby has told

you yet !!

Paz a todos con mucho Ache !!

Un Abrazo RompeCostillas a todos !!!Tu panita que los quiere de gratis !

This salsero RRRRRRRRRRRRrrrrrrrrrrraauulllin .. Raulin Rosendo has much to offer espe-cially when he charged into his hit song “ Barranquillero Arrebatao “

Best of luck Raulin you looked and sounded great !

These three gentleman all recieved arrousing well deserved standing ovations !!!!

After a brief intermission !

Enter Jose Alberto (El Canario ) along with his own personal orchestra, thats what I like about (El Canario) he doesn’t move or go anywhere without his personal orchestra especially in times where jobs are scarce and for musicians scarcer.

Wow ! Damn Diggitty Dog !!

Jose Alberto is a salsero of all salseros after all these years in the music business (El Canario) is a gentleman first with his audiences, also immpeccably dressed

( El Canario ) which by the way stands for Canary for his keen voice and clear stac-catos breaks into songs of yesteryear that made him a household name in his own right after begining his salsa career with “ La Tipica 73 “

Songs such as “Sueno Contigo” .. “Luna

And, immediately breaks into that song which made marriages, may have caused divorces in others, but, definetly made woman croon back in the day “25 rosas” was an excellent song full of high and low tones, excellent voice, “Paquito you still have got it Papa “

(In my personal opinion )

This gentleman stole the show, Mr. Paquito Guzman despite his 70ish age is here to let us all know that there is Paquito for awhile longer, he made a killing with his rendition of his song “ Cinco Noches “

Once again the Orchestra continued playing while making a few horn section changes to the popular “ All Trombone “ sound of non other than Mr. Raulin Rosendo

Who started right into his hit “Rebelion (no le pegue a la negra)” while shouting his now famous “ Agua “ and “ Bajando “ those who know street slang know that what this really stands for is “Agua” The Cops “ and Bajando “police approaching” although a bit sterotypical Mr. Raulin Rosendo’s songs basically gave call to the streets, drugs, abuses, etc.

Not getting much into his own personal persona, whom in the past has had his share of problems / contradictions / abuses.

Willie Colon, “La Nueva Mega 90.9 F.M.“


La Educación Superior esel camino a unFuturo Brillante

march issue 2010

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