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A Tale of Two Cities: Black Churches in Denver and Atlanta

Andrew Billingsley

in Mighty Like a River: The Black Church and Social Reform

This chapter demonstrates how the potential for collaboration was developed in Denver and Atlanta and how it is proving appropriate and effective for both internal and external strategies of social ... More

This chapter demonstrates how the potential for collaboration was developed in Denver and Atlanta and how it is proving appropriate and effective for both internal and external strategies of social reform. Membership size of churches in both cities varies widely; many—49% of churches in Denver and 52% in Atlanta — have between 100 and 500 members. There is a strong tendency in both cities for black churches to own their buildings rather than rent them. In addition, a majority of churches in both cities conduct at least one nonreligious community outreach program. Metro Denver Black Church Initiative was launched in Denver to improve conditions in low-income black neighborhoods through the local churches. Furthermore, the outreach to the community in Atlanta is described.Less

Emergence as a Public Leader, 1912–1913

Robyn Muncy

in Relentless Reformer: Josephine Roche and Progressivism in Twentieth-Century America

This chapter details events in Josephine Roche's life from 1912 to 1913. The chance to serve as Denver's first policewoman drew Roche out of graduate school in 1912. She was thrilled to go back west. ... More

This chapter details events in Josephine Roche's life from 1912 to 1913. The chance to serve as Denver's first policewoman drew Roche out of graduate school in 1912. She was thrilled to go back west. “I find a certain quality of life here that I hungered for in vain all the time I worked in New York,” she explained, “I think perhaps I can express it by saying I feel more master of myself here.” By “mastery” of herself, Roche did not refer to personal freedom, which New York offered in greater degree than Denver, but to something she craved even more than freedom. That something was power. Only months after taking the police position, Roche transformed it into a command post in the campaign against Denver's notorious political machine. As a policewoman, Roche emerged as a controversial public figure with a stomach for battle.Less

Psychology

Lena Palaniyappan and Rajeev Krishnadas

in Best of Five MCQs for MRCPsych Paper 1

Mobilizing Marchers in the Mile-High City: The Role of Community-Based Organizations

Lisa M. Martinez

in Rallying for Immigrant Rights: The Fight for Inclusion in 21st Century America

In the spring of 2006, about 150,000 protestors took part in three major demonstrations in Denver, Colorado. This chapter focuses on the coalition of community-based organizations (CBOs) that drove ... More

In the spring of 2006, about 150,000 protestors took part in three major demonstrations in Denver, Colorado. This chapter focuses on the coalition of community-based organizations (CBOs) that drove the 2006 protests in Colorado and, specifically, in the city of Denver. The coalition mobilized Latinos and immigrants, and this chapter explores how CBOs mobilized thousands of protestors in light of opposition (by Latinos and non-Latinos, Republicans and Democrats, and anti-immigrant groups) and negative public perceptions that mounted during the course of the movement. Drawing on fifty-five interviews with CBO leaders, activists, and elected officials, the chapter shows that the 2006 marches were carefully coordinated and would not have been as massive without the combined efforts of a coalition of immigrant rights groups, social justice organizations, the Service Employees International Union, the Colorado Catholic Conference, and community activists. Using political opportunity theory, the chapter describes how organizers mobilized protestors; the tactics, strategies, and frames they employed; and their response to the anti-immigrant countermovement.Less

All in Good Measure

Arthur Lupia

in Uninformed Why People Seem to Know So Little about Politics and What We Can Do about It

This chapter is about how to word recall questions effectively. An example of why this topic matters occurred just days before the opening of the United ... More

This chapter is about how to word recall questions effectively. An example of why this topic matters occurred just days before the opening of the United States Holocaust Memorial Museum. At that time, a New York Times headline proclaimed that “1 of 5 in New Survey Express Some Doubt About the Holocaust.” The Times article’s lead paragraph described the finding in greater detail (emphasis added): . . . A poll released yesterday [sic] found that 22 percent of adults and 20 percent of high school students who were surveyed said they thought it was possible that Nazi Germany’s extermination of six million Jews never happened. In addition to the 22 percent of adult respondents to the survey by the Roper Organization who said it seemed possible that the Holocaust never happened, 12 percent more said they did not know if it was possible or impossible, according to the survey’s sponsor, the American Jewish Committee. . . . Reactions to this finding were swift. Benjamin Mead, president of the American Gathering of Jewish Holocaust Survivors, called the findings “a Jewish tragedy.” Elie Wiesel, a Nobel Laureate and concentration camp survivor, conveyed shock and disappointment: “What have we done? We have been working for years and years … I am shocked. I am shocked that 22 percent … oh, my God.” Similar headlines appeared across the country. In the months that followed these reports, many struggled to explain the finding. Some blamed education, as a Denver Post editorial described: . . . It’s hardly surprising that some Americans have swallowed the myth that the Holocaust never happened… . [E] ither these Americans have suffered a tragic lapse of memory, or they have failed to grasp even the rudiments of modern history… . Such widespread ignorance could lull future generations into dropping their guard against the continuing menace of ethnic intolerance, with potentially devastating consequences… . To this end, the public schools must obviously do a better job of teaching 20th century history, even if it means giving shorter shrift to the Civil War or the Revolution. . . . Less

I Can Learn Any Kind of Work: Indian Initiative in Urban America

Douglas K. Miller

in Indians on the Move: Native American Mobility and Urbanization in the Twentieth Century

Beginning with the introduction of the federal urban relocation program in 1952, thousands of Native American people hoped to use the program on their own terms, with their own goals in mind. Many ... More

Beginning with the introduction of the federal urban relocation program in 1952, thousands of Native American people hoped to use the program on their own terms, with their own goals in mind. Many Native participants proved to be much more than passive subjects or victims--especially those who personally wrote federal officials to make specific requests and explain their particular needs within the program. This chapter provides an expansive view of Native American urban relocation program participants and their complicated and sometimes surprising experiences in cities during the 1950s-60s.Less

Non-Medication Therapies for ASD

Michael Ellis

in Caring for Autism: Practical Advice from a Parent and Physician

There are a multitude of nonpharmacological (non-medication) therapies for autism spectrum disorder (ASD). These therapies generally have mainstream acceptance, ... More

There are a multitude of nonpharmacological (non-medication) therapies for autism spectrum disorder (ASD). These therapies generally have mainstream acceptance, especially compared with the complementary and alternative medicine (CAM) treatments mentioned in Chapter 7. Unfortunately, some of these non-medication therapies have little scientific evidence to support their effectiveness. Even those therapies that have some proven efficacy, and likely do work, are based on low-quality studies. Much more research is needed to prove that these therapies improve the symptoms of ASD and associated symptoms, and further studies are needed to differentiate in which children these therapies work best, the necessary treatment frequency and duration, and how young to begin these therapies. It is paramount that you be vigilant in researching and choosing the best therapy for your child. Many people are more than happy to take your money, and they know that you are vulnerable. Although many of these non-medication therapies are far from dangerous, wasting your time and money on the wrong therapy is harmful to your child and your family. The younger your child starts therapy or interventions, the greater the improvement is likely to be and the larger the impact on your child’s future. Thus, if you waste this window of opportunity on the wrong treatment, you will harm your child’s future. Luckily, there is sound evidence to support some of the therapies we will discuss. Applied Behavioral Analysis (ABA), as well as the behavioral interventions in general, has the best evidence to support its use in improving ASD symptoms in your child. Behavioral interventions for ASD are the most available and utilized category of nonpharmacological therapies as they are based on learning principles that are quite logical and evidence-based. One of the most widely recognized behavioral interventions/therapies is ABA, a type of therapy that uses learning and behavior techniques and principles to bring about positive changes in behavior. ABA is effective when applied to academics, adaptive skills, social skills, vocational skills, and communication. The goal of ABA therapy is to increase new skills and decrease problem behaviors. Less

Development of the perinatal mental health service in Kyushu Japan: Research and clinical perspective

Keiko Yoshida and Hiroshi Yamashita

in Perinatal Psychiatry: The legacy of Channi Kumar

Postnatal depression (PND) in Japan, despite a traditional support system for perinatal women and cultural differences, is no less common than in western ... More

Postnatal depression (PND) in Japan, despite a traditional support system for perinatal women and cultural differences, is no less common than in western countries. Our previous two studies, which began in the 1990s, found that PND was experienced by about 15% of Japanese women. First, 98 Japanese women living in England (Yoshida et al. 1997) and then 88 Japanese women living in Japan (Yamashita et al. 2000) were recruited into two prospective studies of PND from late pregnancy to 3 postnatal months. Using the same research protocol and diagnostic method, (Schedule for Affective Disorders and Schizophrenia, Research Diagnostic Criteria), the incidence of PND was 12% and 17% respectively. We have a traditional support system for perinatal women called Satogaeri Bunben. Satogaeri means returning to their home towns where their families of origin live and Bunben means delivery. Pregnant women return to their home towns several weeks prior to their delivery and remain there, with their babies, after delivery for a couple of months. It seems to be a very supportive system. However, Satogaeri Bunben itself did not lower the incidence of PND in either of the groups mentioned above. A disadvantage of Satogaeri Bunben is that a woman cannot be monitored by the same midwife or obstetrician and her husband has to work and live separately until their reunion in their marital home (Yoshida et al. 2001). Most mothers with PND are unlikely to access psychiatric care, even though their depressive symptoms are serious (Mclntosh 1993). Therefore neonatal home visits by health visitors were seen as a potentially useful opportunity for detecting mothers with PND. Luckily, a home visit system by community health visitors has been well organized throughout Japan since the late 1940’s. In the past, the focus was on reducing infant death and promoting infant growth and development. In our city, the neonatal home visit service is provided for mother–baby dyads where (a) a baby’s birth weight is less than 2500 g, (b) first-born babies with a birth weight of less than 2800 g, (c) babies with perinatal or pediatric physical health problems. Less

The Workhorse of the Watchdogs

Beth Knobel

in The Watchdog Still Barks: How Accountability Reporting Evolved for the Digital Age

This chapter presents the results of a content analysis of four metropolitan dailies. These medium-sized dailies, the workhorses of the watchdogs in this study, give concrete evidence that ... More

This chapter presents the results of a content analysis of four metropolitan dailies. These medium-sized dailies, the workhorses of the watchdogs in this study, give concrete evidence that accountability reporting is not only alive and well, but also that it continues to be valued by its audience. The four members of this sample group of papers—the Atlanta Journal-Constitution (AJC), Minneapolis Star Tribune (StarTrib or Strib), The Denver Post, and the Albany Times Union (ATU)—have over time evolved considerably in terms of content, and their paths illustrate the challenges that metropolitan newspapers face today in trying to keep the watchdog tradition alive. The stories behind their contrasting trajectories provide telling contrasts between the larger and smaller newspapers in this diverse group and suggest larger lessons for how mid-sized newspapers can grapple with issues tied to producing meaningful accountability journalism.Less

The Right to Equal Protection: Segregation and Inequality in the Denver Public Schools

Kathryn Schumaker

in Troublemakers: Students' Rights and Racial Justice in the Long 1960s

This chapter examines a school desegregation lawsuit out of Denver, Colorado:Keyes v. School District No. 1. This case was the first case in which the Supreme Court ruled on the issue of de facto ... More

This chapter examines a school desegregation lawsuit out of Denver, Colorado:Keyes v. School District No. 1. This case was the first case in which the Supreme Court ruled on the issue of de facto segregation, which involved the separation of students by race that was not directly the result of law. This chapter places the case in its context, in which the Chicano Movement rose to challenge discrimination against Mexican American students in the city’s public schools. The chapter explores the conflicts between the ways that black and Chicano activists pursued justice in education. The chapter argues that Keyes was an important case in the court’s articulation of Fourteenth Amendment equal protection jurisprudence, as the courts limited the kinds of claims that advocates for black and Chicano students could make about the quality of education they received at school.Less

Shopping for Schools

Emily Van Dunk and Anneliese M. Dickman

in School Choice and the Question of Accountability: The Milwaukee Experience

This chapter assesses the experiences of parents as they choose schools. It uses data from the survey research of parents' school choice in the cities of Milwaukee, Baltimore, and Denver. Analysis ... More

This chapter assesses the experiences of parents as they choose schools. It uses data from the survey research of parents' school choice in the cities of Milwaukee, Baltimore, and Denver. Analysis shows that the factors that parents find important in a school are student achievement, curriculum, and teacher performance.Less

Ruth Steiner: December 13, 1964, First Unitarian Society of Denver, Colorado

Davis W. Houck and David E. Dixon

in Women and the Civil Rights Movement, 1954-1965

Born in Holtville, California, Ruth Steiner experienced the civil rights movement firsthand as she grew up watching her father fight fervently against the racial discrimination endured by Mexican ... More

Born in Holtville, California, Ruth Steiner experienced the civil rights movement firsthand as she grew up watching her father fight fervently against the racial discrimination endured by Mexican immigrants in Southern California. This experience, along with her active involvement as a member of the Unitarian Church of Denver, her experiences in the Congress of Racial Equality (CORE), and the influence of CORE chairman Jim Reynolds, convinced Steiner that she had to make a difference. On December 13, 1964, she addressed the First Unitarian Society of Denver in Colorado. This chapter reproduces Steiner’s speech, in which she narrated her participation in the Freedom Vote in Hattiesburg, Mississippi. The Freedom Vote was aimed at encouraging the blacks of Mississippi to vote in a “mock” election with candidates from the Mississippi Freedom Democratic Party. According to Steiner, the “big enemy of segregation” is multilayered and existentially devastating.Less

Sustainability in American Cities: A Comprehensive Look at What Cities Are Doing and Why

Kent E. Portney

in Toward Sustainable Communities: Transition and Transformations in Environmental Policy

This chapter reviews the depth and breadth of what cities are doing to try to become more sustainable. It focuses on the cities of Seattle, Portland, Denver, Austin, and Chicago, with additional ... More

This chapter reviews the depth and breadth of what cities are doing to try to become more sustainable. It focuses on the cities of Seattle, Portland, Denver, Austin, and Chicago, with additional discussion of Grand Rapids, Los Angeles, and New York City. The end of the chapter includes a list of city-specific websites that provide greater detail concerning what these cities are doing to try to become more sustainable.Less

A Mote in the Eye

Adam Laats

in Fundamentalist U: Keeping the Faith in American Higher Education

Without any higher organizational control such as denominational boards or conventions, fundamentalist schools struggled to figure out how to make difficult decisions. This chapter examines three ... More

Without any higher organizational control such as denominational boards or conventions, fundamentalist schools struggled to figure out how to make difficult decisions. This chapter examines three cases from the 1930s in which different schools solved the dilemma of authority in very different ways. Some schools insisted on a rigid top-down autocratic system; others spread authority around. The chapter also looks at the contentious debate among fundamentalist intellectuals over the proper meaning of creationism between 1920 and 1940. A few endorsed the notion of a young earth, but many more argued that the “days” of Genesis actually represented long ages, or that a long gap stretched between early creation and the creation of humanity in Eden.Less