are historic homes that are crumblingas FDOT finalizes its plans

little knowledge of the geo-graphic locations of East Tampa neighborhoods and dismissedquestions about environmental and social impacts

costly, inefficient, and irre-sponsible use of taxpayer dollars.

displacement oflow and moderate-income residents, particularly those livingin historically Black neighborhoods near downtown

decimating low-incomeand minority communities while providing access from citiesto White suburban areas

Indeed, highway construction dislocated more familiesand destroyed more buildings than any other redevelopmentproject

poor Black people in urban America

Housing Actof 1949, which provided unprecedented capital for urbanredevelopment projects, loans to energize the housing indus-try, and construction of public housing projects.

While Black urban enclaves within cities of-fered opportunities for work, education, and possibly a “senseof security from hostile whites

those struggles are informed byresidents’ experiences with and memories of spatial practicesthat have marginalized or destroyed communities that weremeaningful to Black resident

urban change

JimCrow laws forced Black residents to live in certain sections

race and space are characterized by inequal-ity and difference

ontinuously invented and reinvented through relation-ships and interactions between individuals and groups

race and space is that bothare historical and fluid

esidents of Black and low-income communitiesare more likely to suffer from environmental degradation

TampaHeights and East Tampa also explores racialized and contestedstruggles over federal and state plans that will drastically af-fect residents’ relationships to community spaces.

both race and space are characterized by manyforms of conflict and struggle over the natural and builtenvironment.

oncepts of race andspace share very similar characteristics

engage-ment with racial studies by critical geographers has fosteredan understanding of the ways that “space works to conditionthe operation of power and the constitution of relationalidentities.

nthropology of space and place contributes to criticalspatial studies with a wealth of ethnographic scholarship onthe cultural production of space

racialized social hierarchies, thus facilitating dominationand exploitation.

racialization

lived experience of racehas a spatial dimension, and the lived experience of space hasa racial dimension

lack women at the center ofstruggles for spatial justice

mobilization in Black communities

community histories.

Black Ninth Ward

anthropologists

urban residents are engagedin similar struggles against highway expansion projects

Many families who havelived in East Tampa for several generations moved there dueto urban renewal, which demolished housing in other Blackneighborhood

predominantly Black, multi-neighborhoodEast Tampa area

this had occurred in Tampafrom the 1950s through the 1970

highway expansion initiativeshave disproportionately affected areas of the city that houselarge numbers of ethnic minority residents,

Young-Green was not only asserting her placeas a community leader but also as someone who could speakto the racialized history of highway expansion.

destroy cherished public and privatespaces without regard for the significance of these placesand spaces to people in the community.

White audience wereresidents of Tampa Heights

impactof the plan on the economy and residents of the surroundingneighborhoods

Speakers addressed issues related tothe history and impact of previous highway construction,

Disruption and displacement are just two of the crucialissues facing residents

communitiesmay suffer from other effects because of past, current, andproposed urban projects

They had even or-ganized and participated in public protests against the projectcalled Tampa Bay Express

from other communities who would also be affectedby the expansion plans

FDOT

community pushbackto proposals for infrastructural improvements

Key words:

intersection of race, space, and resistance as we revisit the legacies and contemporary implicationsof urban development policies in historically Black communitie

Key words

community pushback to proposals for infrastructural improvements

intersection of race, space, and resistance as we revisit the legacies and contemporary implications of urban development policies in historically Black communities.

REFERENCES

Effective trauma-informed services are services notjust designed to treat symptoms or syndromes related tosignificant sexual, physical, or emotional abuse; they areservices where staff are aware of, and sensitive to, doingno further harm to survivors

Trauma symptoms arising from past violence, and theabsence of perceived safe and supportive inpatient envi-ronments, creates obstacles to effective treatment andcare for consumers of mental health services

The most effective staff orientation and ongoingstaff development programmes included active learningopportunities of topics, such as substance abuse andtrauma, therapeutic safety and boundaries, establishing,maintaining and terminating therapeutic relationships,de-escalation, strengths-focused care planning, andconsumer participation and empowerment

gazetted

TABLE 1:

active leadershipsupport, role modelling, and engagement in trauma-informed principles; (ii) data collection (e.g. seclusionand restraint incidents); (iii) rigorous debriefing andprevention-focused analysis of events that do occur; (iv)trauma-informed education and skill development ofstaff; (v) use of a range of assessments (e.g. trauma, risk,and strengths identification) and tools to teach self-management of illness and emotional regulation; and (vi)involvement and inclusion of consumers at all levels ofcare

positive correlation

identified six pivotal ingredients in eliminat-ing seclusion and restraint

RESULTS

pecifically identifiedpractices that could be utilized by mental health nurses inyouth and adult inpatient settings to promote trauma-informed care

literature search

ey principlesof trauma-informed care

paradigm

counteracted

92% of adults experiencing a major traumatic event willnot go on to develop post-traumatic stress disorder as aconsequen

reinforces the link between childhood trauma and long-term negative health outcomes

positive relationship

study inthe USA established an irrefutable link between the child-hood exposure to harsh experiences, such as physical andsexual abuse, and neglect, and exposure to domestic vio-lence and adverse health outcomes in adulthood

Well-connected neural pathways, neces-sary for the development of healthy, adaptive responsesto experiences and emotions, are diminished in childrenexposed to adverse environments compared to thoseexposed to more positive environments. The resultingimpairment in mood and behaviour regulation leads tosubsequent maturational difficulties, such as an inabilityto establish effective interpersonal relationships, regulateemotions, and learn from own and others’ experiences(Schore 2003)

(Bremner2002; Heim & Nemeroff 2002)

Is trauma-informed care solely about eliminatingseclusion and restraint, or are there other tangible practices nurses could utilize to effect better healthoutcomes for mental health clients, especially those with significant abuse histories?

Others worry that their ambivalencewill end up confusing readers who require decisive, clear-cut conclusions.

Byadmitting that the opposing argument has a point, Ungar bolsters hiscredibility,

us get beyond the kind of “is too” / “is not” exchanges that oftencharacterize the disputes of young children and the more polarized shoutingmatches of talk radio and TV.

whenever you agree with one person’s view, youare likely disagreeing with someone else’s.

as long as you can support a positiontaken by someone else without merely restating what was said, there is noreason to worry about being “unoriginal.”

your textcan usefully contribute to the conversation simply by pointing out unnoticedimplications or explaining something that needs to be better understood.

ou also needto do more than simply echo views you agree with.

disagreements do not need to take the form of personal put-downs.

ot wanting to be unpleasant, to hurt someone’s feelings, or tomake yourself vulnerable to being disagreed with in return

ou can also disagree by making what we call the “twist it” move, inwhich you agree with the evidence that someone else has presented butshow through a twist of logic that this evidence actually supports your own,contrary position.

disagree not with the position itself but with the assumption thatit is a new or stunning revelation.

you also have to offer persuasive reasons why you disagree.

Disagreeingcan also be the easiest way to generate an essay:

ost interesting interpretations tendto be those that agree, disagree, or both

readers cometo any text needing to learn fairly quickly where the writer stands,

Still, you may object that these three basic ways of responding don’tcover all the options

stating clearly whether you agree,disagree, or both,

he more complex and subtle yourargument is, and the more it departs from the conventional ways peoplethink,

hen writers take too long to declare their position relative to viewsthey’ve summarized or quoted, readers get frustrated,

agreeing,disagreeing, or some combination of both.

What these students come to realize is that goodarguments are based not on knowledge that only a special class of expertshas access to but on everyday habits of mind that can be isolated, identified,and used by almost anyone.

they do not know enough about the topic at hand or because, they say, theysimply are not “smart enough.”

“I say” stage,

“Aquote by Shakespeare says.” Introductory phrases like these are bothredundant and misleading.

readers need to see how you interpret the quotation,

not all quotationsrequire the same amount of explanatory framing,

framing creates a kind of hybridmix of Tannen’s words and those of the writer.

BLEND THE AUTHOR’S WORDS WITH YOUR OWN

studentexplains the quotation while restating it in his own words, thereby making itclear that the quotation is being used purposefully instead of having beenstuck in simply to pad the essay or the works-cited list

academic communicationtends to be a competition for supremacy in which loftier values liketruth and consensus get lost.

with the statement introducing it serving asthe top slice of bread and the explanation following it serving as the bottomslice.

Since this student fails to introduce the quotation adequately or explain whyhe finds it worth quoting, readers will have a hard time reconstructing whatTannen argued.

“dangling” quotations

you need to build a framearound them in which you do that speaking for them.

When you're deeply engaged inthe writing and revising process, there is usually a great deal of back-and-forth between your argument and any quotations you select.

you need to have a sense ofwhat you want to do with them—that is, how they will support your text atthe particular point where you insert them.

what the quotation means,and how the quotation relates to your own text.

quotations are orphans: wordsthat have been taken from their original contexts and that need to beintegrated into their new textual surroundings.

Because the meaning of a quotation isobvious to them, many writers assume that this meaning will also be obvious

because theydon’t fully understand what they’ve quoted and therefore have troubleexplaining what the quotations mean.

Quoting someone else’s words gives atremendous amount of credibility to your summary and helps ensure that itis fair and accurate.

Do you think the list format is appropriate for this argument? Why orwhy not?

VERBS FOR MAKING A CLAIM

To introduce a summary, use one of the signal verbs

Though “he says” or “she believes” willsometimes be the most appropriate language for the occasion,

urge,” “emphasize,” and “complain about”

that writing is aboutplaying it safe and not making waves,

In some cases,“the says” may even drain the passion out of the ideas you’re summarizing.

avoid bland formulas like “she says” or“they believe.”

But in taking their position to itslogical conclusion,

the satiric summary,

eflecting not justthe source you are summarizing but your own perspective or take on it aswell.

riting a good summary means not just representing anauthor’s view accurately but doing so in a way that fits what you want to say,the larger point you want to make.

it has a clear,overarching goal:

Not all lists are bad, however. A list can be an excellent way to organizematerial

ist summaries,

But writers often summarize a given author on oneissue even though their text actually focuses on another.

th toward Zinczenko’s own text and toward the secondparagraph, where the writer begins to establish her own argument.

If you want your essay to encompass all threetopics, you'll need to subordinate these three issues to one of Zinczenko’sgeneral claims and then make sure this general claim directly sets up yourown argument.

you to temporarily adopt theworldview of another person, it does not mean ignoring your own viewaltogether.

KNOW WHERE YOU AREGOING

t is extremely important that you go back to what those others have said,

the closest cliché syndrome,

ou are likely to produce summaries that are so obviously biased thatthey undermine your credibility with readers.

readers should not be able to tell whetheryou agree or disagree with the ideas you are summarizing.

To write a really good summary, you must be able to suspend your ownbeliefs for a time and put yourself in the shoes of someone else.

a summarymust at once be true

Lackingconfidence, perhaps, in their own ideas, these writers so overload their textswith summaries of others’ ideas that their own voice gets lost.

because they fear that devoting too much time to otherpeople’s ideas will take away from their own.

it is important to knowhow to summarize effectively what those other people say.

By reminding readers of the ideas you’re responding to, return sentencesensure that your text maintains a sense of mission and urgency from start tofinish.

In other words, even when presenting your own claims, you should keepreturning to the motivating “they say.”

it’s very important to continue to keep thoseideas in view. Readers won’t be able to follow your unfolding response,much less any complications you may offer, unless you keep remindingthem what claims you are responding to.

nother way to open with a debate involves starting with a propositionmany people agree with in order to highlight the point(s) on which theyultimately disagree:

Furthermore, opening with a summary of a debate can help you explore theissue you are writing about before declaring your own view.

TEMPLATES FOR MAKING WHAT “THEY SAY”SOMETHING YOU SAY

TEMPLATES FOR INTRODUCING WHAT “THEYSAY”

Instead ofOpening with someone else’s views, you could start with an illustrativequotation, a revealing fact or statistic, or—as we do in this chapter—a

Modern English . . . is full of badhabits

Although we agree that you shouldn’t keep readers in suspense too longabout your central argument, we also believe that you need to present thatargument as part of some larger conversation,

The point is to give your readers a quick preview ofwhat is motivating your argument, not to drown them in details right away.

What we suggest, then, is that as soon as possible youstate your own position and the one it’s responding to together, and that youthink of the two as a unit.

remember that you areentering a conversation and therefore need to start with “what others aresaying,” as the title of this chapter recommends, and then introduce yourown ideas as a response.

to keep an audience engaged, writers need to explain whatthey are responding to—either before offering that response or, at least, veryearly in the discussion.

only what their thesis is but also what larger conversation that thesis isresponding to.

It is forthis reason that when our schools areseparate, the control of the teachingforce, the expenditure of money, thechoice of textbooks, the discipline andother administrative matters of thissort ought, also, to come into ourhands, and be incessantly demandedand guarded.

Students will be allowed to have guest speakers toclub meetings. The only regulation should be to informthe club sponsor.

Library facilities will be expanded in all East LosAngeles high schools.

New high schools in the area must be immediatelybuilt.

No teacher will be dismissed or transferred because ofhis political views and/or philosophical disagreementswith administrators.

chool facilities should be made available forcommunity activities under the supervision of Parents'Councils (not PTA). Recreation programs for childrenwill be developed.

Any teacher having a particularlyhigh percentage of the total school dropouts in hisclasses shall be rated by the Citizens Review Boardcomposed of the Educational Issues Committee.

Dress and grooming standards will be determined bya group of a) students and b) parents.

Entrances to all buildings and restrooms should beaccessible to all students during schools hours.

Only area superintendents can suspend students

tudent menus should be Mexican oriented. WhenMexican food is served, mother from the barriosshould come to the school and help supervise thepreparation of the food.

All administrators where schools have majority ofMexican-American descent shall be of Mexican-American descent.

to show the injustices that Mexicanshave suffered as a culture of that society.

dministrators and teachers who show any form ofprejudice toward Mexican or Mexican-Americanstudents,

Bilingual-Bi-cultural education will be compulsory forMexican-Americansdmthe;Los Angeles City SchoolSystem where there is a majority of Mexican-Americanstudents.

No student or teacher will be reprimanded orsuspended for participating in any efforts which areexecuted for the purpose of improving or furtheringthe educational quality in our schools.

see how theyfit in with contemporary educationalneeds:

If the walkouts weren't entirely successful,they certainly empowered and unified theEast LA. community under a just cause,while awakening the politicalconsciousness of Chicano youth.

agree with 99% ofstudent demands, yet not follow throughciting lack of funding.

improvements to school buildings,facilities and the Industrial Arts Program --designed seemingly to funnel MexicanAmericans to low-paying jobs, whichrequired less critical thinking andcommunication skills.

academic changes to theLAUSD curricula and source material inorder to reflect Mexican American historyand culture.

Educational IssuesCoordinating Committee (EICC),

From March 1 to March 8 1968,approximately 15,000 students walked outof classes from Woodrow Wilson, Garfield,Abraham Lincoln, Theodore Roosevelt,Belmont, Venice and Jefferson HighSchools,

Meanwhile, adeveloping iconography of cultural prideand beauty was empowering Chicanoswith art and murals throughout East LosAngeles communities.

Mexican Americanstudents continued to trail behind in theclassroom.

Chicanos

Prejudice from teachers andadministrators, both liberally-minded andoutright bigoted, instigated stereotypes ofMexican Americans that discouraged thestudents from higher learning.

1967 Mexican American studentsthroughout the Southwest held a 60%high school dropout rate.

hat museum has been the healing ground for me,” Carrington says. She’s learned forthe first time how white families were impacted, befriended a former academy teacher,and done a lot of praying to help get over her anxieties and anger. “I have come so far,”she says. “I’ve surprised myself.

nd the common attitude was “never talk about it again,” Ward says. Many who wereinvolved in the strike and subsequent activism never told their children about it. Foryears, there was a pervasive lack of trust between black and white residents, as well astension between white families who sent their children to the academy and those whosent their kids to public schools

two Negroes on the six-memberschool board.

But she found herself hating school, shesays, probably because she was out of practice being a student

early all the students were black, and the private academycontinued to operate.

the schools opened in the fall of 1963 in leased public school buildings,with abundant supplies and teachers from across the country.

Some were arrested for demonstrating without a permit, somefor singing on the steps of the white Farmville Baptist Church. But several businessesbegan hiring black workers

When the Foundationtried to buy the empty public school buildings for the private school, all but one of theschool board members resigned and released a statement in favor of public education.

“Blackpeople suffered much more, and because they were lower on the economic scale, theydidn’t have the ability that we did to recover from that. And that still shows in thiscommunity.”

$250 tuition and bus fee foreach student, there was no way her parents could afford it

The General Assembly also passed a bill that allowed countyresidents to deduct up to 25 percent of their property taxes if they contributed to aprivate school.

“Going to school in churchbasements wasn’t fun,”

We didn’t have schoolbooks to read. Mymother was not very educated but she was very intelligent. She taught us the best shecould.

The Virginia Teachers Association also sponsorededucational programs, and volunteers from as far away as New England came to tutorand work with the students

The school closings didn’t just affect children’s education—they changed families.