B-roll video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

Video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

Video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

B-roll video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

Video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

Video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

B-roll video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

Video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

B-roll video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

Video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

B-roll video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

Video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

B-roll video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

Video footage from the NBC 5 television station in Fort Worth, Texas, to accompany a news story.

Vernice Moore discussed her early life in a segregated Port Arthur, her parents' struggles (social and economic), and her fight against segregation. Hosea Gabriel discussed his lifetime of work to end segregation, to bring about social and economic change to his hometown, and to maintain his family's dignity amid severe obstacles.

Ms. Miranda was born in Grand Prairie but spent the majority of her childhood in the Rio Grande Valley, where she experienced segregation and poor schooling. Determined to be a teacher, she eventually obtained her degree in education and began working as a special education teacher in Lufkin, the first Mexican-American teacher at LISD. Her husband was born and raised in Diboll, where he worked for Temple Industries. In their interview, Ms. Miranda describes the discrimination she faced in the Valley, her path to becoming a teacher, and her education career. Mr. Miranda describes life in Diboll and working for Temple.

Daniel Bustamante was born in Corpus Christi in 1948 and was raised in both Mathis and Corpus Christi. He grew up in a farm worker family and attended the "Mexican" School in Mathis. His activist consciousness began in 1965, when he left to California to work in the fields--the discrimination he faced changed him. In addition, he became a conscious objector during the Vietnam War. He attended Del Mar College from 1967-1969, where he became involved in the Anti-War Movement, the Young Democrats, and supported the UFW Grape Boycott. He moved to Houston in 1969 to attend the University of Houston. At UH, he became involved in MAYO efforts. In 1975, he hosted a party that ended in an incident of police brutality. Bustamante, along with 2 other activists (Eddie Canales and Elliot ?) sued HPD in Federal Court and won in 1979. In 1977-1978, in the aftermath of the Joe Campos Torres death and the Moody Park Rebellion, Bustamante led several marches and pickets to demonstrate against police brutality in Houston. In the late 1970s, he worked at Casa de Amigos in the Northside, an institution geared to address health care isses and drug abuse in the community. In …

Discussed his early life in a segregated Port Arthur, his education, and his work with youths in the criminal justice system, and later, in education.

Gilbert Herrera was born in Lubbock, Texas. His father, a police officer, died on duty. Herrera was raised by a single mother. Having few economic opportunities, as a child he would break into homes to find food. As a teenager, Herrera joined a gang and eventually was jailed or imprisoned three times. He left prison a final time days before his mother died of cancer. During the early 1970s, Herrera began to lead and grow the West Texas Brown Berets. He organized several marches against police brutality and other social causes, including marches alongside African Americans, in and outside of Lubbock. Herrera is now a Baptist minister and leads a political action group in Lubbock named La Fuerza.

Rose Wilson was born outside of Waco and moved to Lubbock as a young married adult. She raised her children in the city. Wilson became the first African American women to become president of Lubbock’s NAACP—when she was working as a maid. Because of her work sector, she faced pushback by some community economic elites. Sheila Patterson-Harris was born and raised in Lubbock, Texas. Her father is T.J. Patterson-Harris, the first African American City Representative of Lubbock, Texas. She attended school at the University of North Texas Denton, Texas. After graduating from university, Patterson-Harris moved back to Lubbock and worked in the radio industry but transferred over to working as a probation officer for twenty-nine years. She won the city representative seat her father once had in 2016.

A description of village administration. Smooth functioning of a village life requires certain people to execute certain roles. The two oldest men in the village, known as singko and tingko, provide the mechanism of the social and religious systems. It was their duty to declare prohibitions, taboos, and so on. Kamu, the village shaman, performs funeral for the dead and attend to sick. He would perform all the rituals in the village. Apai, the village council, comprising old men from every clan in the village, look after the village administration.

When evening sets in, but parents have not yet returned from the field and children are crying, a babysitter carries a child on her back and soothe them in the front yard. Gazing to the direction from where the mother will come, the babysitter pacifies the child by singing these songs.

Band concert performed at the UNT College of Music Winspear Hall.

This narration is about the importance and role songs played for communication in the traditional life of the Liangmai. Songs were employed in various situations, and they are expressions of different kinds of emotions. Liangmai ancestors used songs to express and convey their feelings and thought. It is a medium to express pleasure and pain, sorrow and joy, spiritual and moral values, and traditional and cultural knowledge. It is a rich form of cultural heritage that contributes towards maintaining the history of the people and plays vital role in connecting generations, establishing cultural identity and helps transmit cultural values, beliefs, knowledge, etc. When one is not happy or angry with another person, songs were used to express the feelings instead of talking and using explicit words. Angry facial countenance was not used; rather, a person used a song as a means to express his feelings or wishes. Then the other person would understand that the one singing the song is not happy or sad or angry. One would listen to the lyric of the song and understand the intended meaning.