This study collects the views of 38 health policy leaders, answering one open-ended question in a 1-hour interview: What state-level reforms do you believe are necessary to implement a feasible model of universal health insurance in Oregon? Interviewees represented seven groups: state officials, insurers, purchasers, hospitals, physicians, public interest, and experts. About 370 coded arguments in the interview transcripts were condensed into 95 categorical topics. A code outline was constructed to present a dialogue among stakeholders in one comprehensive narrative. Topical sections include the cost imperative, politics, model systems, insurance, purchasing, delivery system, practice management, and finance. Summary results show the prevalence of group attention to each topic, group affinities, and proximity correlations of different arguments mentioned by individuals. The most common arguments related to problems of low-value care and delivery system reform. There was a generally felt imperative to control costs. Regarding universal health insurance, stakeholders were split between two main alternatives. One model, favored mostly by insurer and purchaser groups, supported the state-sponsored individual mandate. This plan, embodied in the current Oregon Action Plan to implement universal health insurance, involved managed competition for insurers and clinical governance over professional practice. A separate set of arguments, favored mostly by expert and physician groups, emphasized the need for a unified public system, or utility model, possibly with centralized funds and regional global budgets.

/pdf/feasible-models-of-universal-health-insurance-in-oregon-40440o4v3w.pdf

Feasible Models of Universal Health Insurance in Oregon According to Stakeholder Views

Millions of children in the United States are educated in the home. Millions more receive their education from private institutions. For parents, a common reason for seeking alternatives to public education is the desire to ensure that they receive instruction in accord with their religious beliefs. In many cases, these beliefs include exclusive claims about the nature of God, salvation, or morality. Recently, several scholars have argued that, to achieve a diverse and tolerant society, homeschooling and private education should be abolished or severely limited. They have contended that “a liberal multicultural education,” which will expose children to different ideas and perspectives, is necessary for the preservation of democratic values. Homeschooling, they claim, leads to close-mindedness and intolerance because children are taught to affirm certain beliefs which imply that not all other traditions are equally valid. The argument that homeschooling should be banned or severely restricted, however, rel...

https://www.tandfonline.com/doi/pdf/10.1080/0161956X.2013.798520

Tolerance and Liberty: Answering the Academic Left's Challenge to Homeschooling Freedom

Reexamining the Oregon Klan in the Age of Trump: True Believers and Fellow Travelers

/pdf/grace-wick-portrait-of-a-right-wing-extremist-1d96tg1rx9.pdf

Grace Wick : portrait of a right-wing extremist

Americans of all ages, all conditions, and all dispositions constantly form associations. They have not only commercial and manufacturing companies,... but associations of a thousand other kinds, religious, moral, serious, futile, general or restricted, enormous or diminutive. The Americans make associations to give entertainments, to found seminaries, to build inns, to construct churches, to diffuse books, to send missionaries to the antipodes; in this manner they found hospitals, prisons, and schools. If it is proposed to inculcate some truth or to foster some feeling by the encouragement of a great example, they form a society. Wherever at the head of some new undertaking you see the government in France, or a man of rank in England, in the United States you will be sure to find an association.'

Social Federalism: The Constitutional Position of Nonprofit Corporations in Nineteenth-Century America

FEW PERIODS in American history have exhibited such clear signs of nativism as the 1920's. The meteoric rise of the newly reorganized Ku Klux Klan to popularity, the success of such evangelistic entrepreneurs as Billy Sunday or Aimee Semple McPherson, the unusually bitter antagonism against aliens, particularly those from the Far East-all testify clearly to at least one important facet of "New Era" America. No section of the country was altogether able to escape some aspect of the false patriotism, religious fundamentalism, or national bigotry which was preached. In "BibleBelt" states such as Tennessee or Arkansas, for instance, anti-evolution laws were passed to forbid the teaching of Darwinian theory; in others, such as Michigan, Nebraska, and Texas, serious attempts were made to "Americanize" the schools. Only in Oregon, however, were various political and religious groups able to convince a state's citizenry that the threat of foreign domination was great enough to warrant the abridgement of educational freedom. Under the guise of guaranteeing universal patriotism, Oregonians in November, 1922, approved an initiative proposal that required nearly all children between the ages of eight and sixteen to be educated only by the state.' The closing of all secular and religious private schools could have been the only result. Had it not been for the landmark decision of the United States Supreme Court in the case of Pierce v. Society of Sisters2 which declared the law uncon-

https://www.jstor.org/stable/pdfplus/3636867.pdf

M. Paul Holsinger

Papers

The Oregon School Bill Controversy, 1922-1925