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DPe MEETINGS
.
October 2 -- ~
october 16
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October 30
November 13
November 27
December 11_
�E X E CUT I V E
OFF ICE
o F
THE
PRE S I,D E N T
13-Sep-1995 12:47pm
TO:
Carol H. Rasco
FROM:
Julie E. Demeo
Domestic policy Council
CC:
Patricia E. Romani
SUBJECT:
Media and Violence Report
Kim Savage called from UCLA to tell you about a study Jeff Cole's
office (Center for Communication Policy) is releasing on Sept
19th.
Tomorrow Jeff will be in Washington to give Rahm a preliminary
report at 10:45am.
The study ~s a qualitiative anaylsi~ of violence with an
"appropriateness rating" for all of the major TV shows over past
one year. Study funded by major networks and sponsored by senator
paul simon.
Kim's number is 310-825-8593 if you have any questions. She is
leaving this message as an FYI in case you wanted to call IIRahm's
office" and invite yourself.
�PAGE: e 1
FROM: UCLA COMM & GOUT RLTHS
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FAX TRANSMISSION
OFFICI! OF COMMUNI'fY AND GOVEflNMBNTAL RELATIONS
llNI VHRSITY OF CALIFORNIA. LOS ANGELES
:1119 l"'VUa
405 HI\.D/tR1:I AVENUE
LOlli AHOEI.&3. c::A 00024-1 ::a1$0
(3101 82S-S61i;J
S[p
131995
To:
. Fax Ii: .
Julie Demeo
Date:
September 13, 1995
202/4~h-2K7K
rages:
3
From:
Kim Savage
Federal Relations Coordinator'
Subjed:
(exc]udilig cover)
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Network Violence Assessment
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COMMENTS:
Following is the background pioce on the Network Violence Study. As we discussed, the relea.~
for tho ropon ;0 ouheduled for Septomber 19 in Los AnseleJ. Jeft" Cole, nirp.r.fnr nf t.he I J(;T~A
Center for Communication Po1i<:y, will meet with R.ahm EmanUElI t.nmnM'ow, September 14, 1995,
at 10:'1 S a.m. to discuss the repoat. Jeff aaked that I let Carol'lhRt'.o know ofthill meeting.
If yuu have any questions about the report relea.~ please call me. If you would like to set-up any
subsequent meetings, left' Cole will be back in Washington, D.C. September 20 and could give a
"
detailed briefing on the ~t.ndy at that time.
f
�FROM: UCLR COMM & GOUT RLTNS
Sep-13-95 Wed 08:36
FRX: 310-206-8207
PRGE: 02
'\
Summary of Network Vif)l~ncf'. Asst'Ssment
by the UCLA Center for Cnmmnnir.at.inn Pnlir.y
The;
as~cssmcm
of violence in nerwork entertainment pl'ogranmling conducted' by (he'
UCLA Center for COlll111l.lui\;i1liuu Pulicy will comist of ~ quaJltatlve evaluation of the violem
contcnt found in the programming broadca.~t by ABC, CBS. FOX auu NBC. TIlt; proj~L wil) also
asscss programming on cable, independent television stations, alld PBS,
iSS
well as lheatrical
movies distributed on home video ond video games, in onlC:rlv pillet; nc:twork progranuning In
the eomcx.t of all oth<:r sourCeS of video that cntcr the b01ll1.:.
The nssessment.will cva]ulltc the following:
1. Network prime time entertainment progrllms., i,neluding scries. made-for-tclc:visi<7n
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movies, miniseries llnd theatrical mOLino pictur~s. including:
* A minim.um of fO\.lrepiuodes of each 3cricli progrnm will bccvalul.\tcdj
where
appropriate. all episodes of a series rnily bc reviewed.
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An
made·for·,teJevision movies. mini·~eric~ and theatrical motion pictures
broadcau by the networks.
2. Programs specific.ally designed for children, broadcast by the networks and othe,'
broadc.ast television outlets.
~.
3. I~rimc-time syndicated and locnlly-rrncince-.d entirulinmcnt programming on
independent station~ located in l.o~ AnCr.lr.!\. linn prime-time enterlainment
programming on PBS.
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�FROMI
FRXI 310-206-8207
UCLR COMM & GOUT RL THS
Sep-13-95 Wed 08137
PRGEI 03
4. Relevant program matc:ria] from other non-network sources, including entertninm.enl
nnd children's progrnms on n number of basic and pny cable nClworkFl and rorular
home video rental/) and video sames,
~, National
advertisement.'! and promoti~'n6 on network and cable television.
Nature of the Assessment . .
Ea~h
program reviewed will be evaluated within a framework that takes into account
sllch factors as:
III
The
motjv~ti(l.n
for the
vjol~nr.e,
'" The cont.ext, lind manner in which violence i!; portrayed.
'" The relevance of the violence to plot or chara.cter <1evelopmem.
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The consequences of the violence.
.. The time at which the pro~ram was scheduled.
... Whether an advisory was attached to the program.
1'lcse (actun; will cn.::ute un tllltllyticul struclure lhat rel,;ugnif.c:l lhltl Villh:::JIcc:cIlJlb\;
appropriately and be an important· pan of lhe plOl a.nd that
lilill
lrCHll,;~
identifies violcilCC llJilLiL
I2fQhh;matjc in its depicLiQIl.
Process
The directors of the UCLA Center for Communications }'oJicy will both ovcr~cc and be
intimately involved in every facet of the assessment. They will train the evaluators who will
initially view individual programs and wiJ) pcr8on~Uy review any programs found to· contain
pl'oblematic violence. .
�FROMI UCLR COMM & GOUT RLTNS
Sep-13-95 Wed 09:39
FRX: 310-206-9207
The nirec:t('lf'; t.\f the ('~nter will
PRGEI 04
he re~ponsihle for the writing and publication of the final
repOrH:.
Ifinal Repon.e;
Ii
. TIle UCLA Center for Communication Policy ",111 issue writTen annual rep(ln'i on
assessments covering the 1994-'9' and ]99.5-'96 broadcast seasons, The reports will incluuc lhc
.
resull~ of lhe CIIIl)Uitliou of pH)gnullluiug on the networks and other video outlets and also
witt
analyze: trcnds and "banges in the way vio)c:.nt themes arc handled across all media, The reports
will be: available to the public,
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BREAKlt,iGTHE CYCLE:,',
WOMEN MAKING A DiFFERENCE FOR TliEMS~LVES,AND THEIR CHILDREN,
Mentors:' :Remind clients that each oftha w9men in the video has gotten' support and guidance
. from others to.become successful. Who has helped~ each of these women? What sources of'
support do the women !n your program' have in place? Who serv~s to help them meet their goals?
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and COor$ Iir~;;"ing Compa;'y arll p/Ba$tHi to stlJlld, you comP/iiniJntJJ~
copy of DrHlcing thll Cyclll. .WII'worklld t09110- to creatll thi$ -vk[tIO, far U$II in CBr".. Ct/JIIttIr$, 'lob
training program$ aild RtfJl'acy prO/tict$, that.$fJl'VlI WDmtIJII. _'t ha$ btHIII'dllveloptHi to motivlltll'WOmtIJII who
ntlfKi to $tr8.ngthtin th- ballic$ki7l$ and Who arll-intfll'lI$ttHi in mOl(ingitito thll/ob markllt. WII;"o~:YDu'H
U$II it .and that it. w/71 btl II hf!lpfUJ prog,am t o o l : ' .
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RII~Hrch $how$ that II mothfJl"$ BduCiltiOlla/' lev8I i$. -Onll of'thll most'coniidtll'lt' lind powlllftil '
dlltfJl'minant$ of. litll'clu7drfliJ'$ f.utimi $chool-'UCCtI$$., Thereforll,_ wom~';w"D""'provlI the;, IHIUCllifo"al
'IBv8l$ biing impOrtai;tJlcolJomlc lind tHiUf:l!tI!)n.1 IIctVllntaglls' to their f~m/7ie$" MalcingtJ;;$,-cycle of '
$ucceS$- 'lIrt1a1ity 10/(lgr.tfJl' numbtll',_of ~omiJIi -is the goal of. the partnfJl'ship crlJlltlid betwtHIII:,Coor$
ComPany .nd .VJlid.rOpportuniiiil$:foi Wom.n., :WII._lIrll-committ8ct to: iricrlJll$lng fIITIpioymiJni
.i,pPorlunitill$ forw0nl.'" : through litfll'scY1!nd /OJ, training' progrllms, IInd'to increaslI $UPPon from
fimplo yfN,Si thll govlll1Jm~t IInd,othfJl' fUniifJl'$. ~Drft8king. the· Cyclll i$ the fint of $evfJI'al joint ~vtinture. to
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guide ii.efulin your IIffo,,$ to rNch outtowomllil int6n,$teditim.lcing charge-of their. Uve$. . '
, . ~ •. :Motivation::.Talk about what has motiv~ted YQur clients to seek ~ssistanc~ in reaching their goals.
'. " Develop ways for clients to motivate eacli other' andlheir own children.
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~~!.<-AffirrriatiOns: Use this: videotod~v.elop a positive arid hopeful environment invour prograrri.
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'The vid'eo operates on two leveis. First, it is -a motivational piece; teliingsuccess-storieS:;ahd"-" :'
showing the impact that adult education/job trail:1ing prog~ams can have:on w:oinen ~nd their famiiies~. ' .
informational piecel.offer;nginformation abol,lt women's educational programs;' ,
Second, it works as
nontraditional emp,loyment for wom~n:an(i,advice from the three women ~nd,their 'employers about
what it takes to be suc;cessful. By focusing'or, theintergenerational nature of literacy ,transfer, the
video also makes clear statement about the important role' that children carLplayas motivators 'to·
, adult learners 'i:md ttieultimate payoff they receive'whenttieir mothers, enroll iii_ and stick with these
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"The video;showcases the benefits ~8S Hiellas: ba"iei~.fof iJ culiuial/Y:diver~e iJ(oup, of women
.(romthe Washington, C. area employed in nontraiJitional jobs' such 8S amechariic"elecitoriic
technician, 'truck driver and carpenter. ,.' ,.~'
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A claSSic', w.ork examining ,edJ!9ational,.eform_~nd human. resourc;~~!1eve~opmeritin I/ght.~lpa.st
successes:and failuresin'tlie,nation.'sediJcationaf.,outp!it. . :» .':, , " . ' -:',$10" '
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f. • Getting the:JobDOne (1994)· : ,
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, 'One in five women in Ametic!i.is challenged by. barriersoi u'nfinished~du~ation, and low le.velsof
literacy, which lead to low self~~st~Efm'and~a sense of failure.· ,These barrif3 rs'limit the'abilityof these,
, >: wome,;:to obtain quality jobs: ilJose with liveable Wages; health benefits and securitY;lnreceni years,
'. "greater',emphasis has been plac~d oli ,the iiiterginerational nature Of these barriers. Research Shows"
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that'investing in the education and training' ofwoinenha~ '8 ~doubleduty" impacti -As 'the mother's."
.skilis and employability improve,
too does the educational perlormance' of herchildren;Wcimen with
-low levels of eaucation tend 'to live in povertY and·thelrchildren often ~nter, school two or more years
behind in basicJiteracy skills. Educational andvocation~1 programs for women hold out the, hope' for
breaking,this cvcle. That's what thh{~video and resource guide are about:
,,: ,'Breaking the CYCle tells the stories of three wo:men' Who have moved from undereducatiori, low
, 'paying jobs or·welfare to quality,traditional or nontradit,ional empioymeritthrough women' $·educational
'. " and vocational 'programs. ,The' result~, aregrea.ter lev.elsof ',€;o(lfittence, motiva_tion and 'economic;~.'
isecurity for:themselves, and 'ttieirchildren. The st9ri~s"of ttiese,,~omen provide' clf!ar ~~amplej,ofthe "
intergenerati,onal'impacts whe),'moihers invest in their own 'futures through' education. In teiling their
stories, Mary 'Beard, Kaihy"Burns'8iidGina Chavez descriptions of the'ir own:.obstacleS,·iuccesses,
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of the best knovVnresearchersanrro;gariizations in the field."
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Executive, -Direc~or;. -. ' .',
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'. '~,'" ,A study of 450mothers in nine,'states examinesthetriinsf,j,. of skills -'rom mothers to-children
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, :'. workplace literacY, e.ducati9nal andJob traini.;gprograms for women arid intergenerationaltransfers
'-of literacy and·education.Coors Brewing Company supports two "800" numbnrs: the one listed at the
, end of the video (1 ~80Q,642':6116) provides inforrriati9non Coo~s sponsored:Jiteracy pro'gramS, and'
~the Coors literacy Pays Hotline (1-'800-626-4601; provide$ iilformationon Ibc~lliieracy and workplace
)j;r()grams.for:potential students and volunteers. Thefollowingpublication~ and video are available by ,
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co;niac;ting VVPW'at-(202) ~38~3143, 81515tt1 Street;'~W, Suite-916,Washington~ D.C. 20005.
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• Why would a mother's investment in her own educatioi:'l and job'skills lead to changes in her
children's interests, attitudes and school;successes?
Mary. Kathy and Gina: Three Stories about Overcoming the Odds
• Mary Beard, a resident of Denver, CO, always wanted to work in the field of construction. A single
mother of four who left school at age 15, Mary enrolled in the Colorado: Women's Employment and
, Education Program to improve her educational and job skills. She now works as a labor foreman
for the Mortenson Construction Company in Golden, CO, earning 8 tOper hOLl( plus overtime and
benefits. -, feel wonderful!- Mary states in the video, and her daughter Kamishaagrees. ·We've
gone '8 lot further in life and we're happier than ·w,.,en she (Mary) didn't hav,e a job, and now it's
"all paying off. "
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• At the start of the video, the narrator talks, about turning challenges into opportunities. What
is the difference between a challenge and an opportunity? How can you turn your challenges
into opportunities?
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• Kathy Burns' story is' one of perseverance and ambition. A single ,mother of four living in
Allentown, PA, she left school in the. 1Oth grade. 'Kathy decided togo back to, school despite major
" obstacles, including the incarceration of her boyfriend and her commitment to care for his terminally
ill mother; A t the Program for Women and Families in Allentown, she took courses and earned her
GED. Today she wOlks as a telesales representative for Day-Timers Inc, earning 816,000 per year
plus profit sharing and benefits. Her success has Inspired her boyfriend to complete his GED, and
her children talk about going to college.' Kathy's hope'for her children has kept her motivated'
throughout this process. ,'., want to see them have a definitely better life than I did.· ,
• Gina ChavI!z left school 1 1 years ago at the age of 1 7 to have her first chikl., Without welfare, she
balanced low,-paying, full-time jobs with her role as mother. But Gina always hap high goals for
herself. She enrolled in a program at the Adult Learning Source, in Denver, CO, which also offers
child care, .and she obtained her' GED. While, working full time as an assistant senior manager for
Healthy Habits restaurant, Gina is attending college. Her goal is to earn a master's degree in
business. Currently, Gina earns 825,000 per year p~us benefits, and she is on her way to a
promotion. She tells other women in her situation to ·take the fear by the horns and toss}t aside
,iUJd',take charge. of your 'life.
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, Breaking the Cycle: A Guide to Practitioners for' Using this Video
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Breaking the Cycle provides opportunities for discussions and activities reiating to issues of women's,
literacy employment opportunities and intergenerational transfers of attitudes and abilities that result
when women invest in themselves. AithoUgh this guide offers some ideas for activities to parallel the
video, this list is by no means exhaustive. ~ "
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Talkina about the ,.ob M a r k e t ,
After watching the video, viewers can be asked to'l) list/describe the jobs shown and discuss
or write about what interests them most about these types of jobs;' 2) determine if these jobs are
available in their. communities, and what types of pay and/or benefits women could expect to
receive for these jobs; 3) list the types of skills and interests women would need for these types
,of jobs; and 4) determine which of the jobs are traditional/nontraditional and what the viewers
would like to learn about traditional and nontraditional emploYl1lent. The questions' could lead to
in~ividual assessments of interests, abilities and goals; they also could lead to a discussion about'
, terms like employee profit sharing, benefits and overtime.,
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The Intergenerational Transfer of Literacy
The children featured in this video talk about their attitudes and views about education and the '
changes they have undergon,e since their mothers returned to school. Viewers could discuss their
own goals for their children and the impact mothers have on the lives of their children based on
their own experiences. Discussions drawing connections between a mother's investment in her ,
own education and her goals for her children could help make these ideas more 'concrete. A'
discussion about the motivational role that children can play for mothers going back to school also
could come out of this.
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'Advice for'Women Seeking Education and Job Training Programs,
The three women and their employers featured in the video offer advice that women could
examine to determine what,employers are looking for and what it takes to be successful, in the
job market. They could identify which suggeslions would be most h~lpful to them, what would
be most difficult for each of them in following this advice and how they could overcome some of '
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, Using the Video
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The video tan be used in literacy class~ in a workshop to·interest single mothers in, exploring
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. careers, in job readiness program teaching job seeking skills or in a program designed to help
'women get their high sChooldlpldmas. It also ,can be used in a one-to-one volunteer tutoring,
experience to 'encourage 'a ·new reader· to talk about her ca~eer aspirations and motivate her to
continue working toward her goals.
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The video can be used as a stand-alone discussion starter or to introduce a'search for well-paid
jobs. It can be combined with a speaker or panel of local ·success stories,· or can be accompanied
by a presentation by a local employer. Tailor the class or workshop to best meet the needs of your
students.
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• Qvercoming Barriers: After discussing the barri~rs faced by women in the video~ ask viewers to
list what they see as their own barriers to meeting career and/or personal goals and develop plans
to overcome these barrier~.
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• The IntEnviewing Process: Use the comments of the employers shown in,this video to help women
, : develop a sense of what employers look for in job applicants and then practice portraying these
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attitudes in job interview role-plays and resume ~riting' activities.' .
• Inspiration' Lists:' Ask clients to create a list of the outcomes' of women;s education and job
training programs for,the women featured in the vide,o, and then suggest savi,ng these lists for
those days when clients, need a little hope.
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. A teacher/facilitator can introduce the video to 'the group, show it and then kick off a
discussion with questions leading to the goals of the ~eminar, Some examples follow:
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"Getting the Big Picture" Discussion Questions ,
• What are the women in this video getting from their educational experiences and jobs besides
pay and benefits?
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• In-Context Mathematics: Use the salary figures and benefits portrayed in the. video for viewers to
create budgets for their ,own families. 'Determine whether their families could afford to live on
these kinds 'of wages and if not, what kinds of assistance they might need. Viewers also could
use want ads and other publicly llvailable employment information ,resources to research how
much these types of jobs pay'in their own communities.
• Realistic Exoectations: Map out the process and training time involved in reaching the types of
c~reer goals portrayed in the video to help viewers develop realistic expectations about the level
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Carol Rasco - Issues Series
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Carol Rasco
Issues Series
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36305" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763322" target="_blank">National Archives Catalog Description</a>
Identifier
An unambiguous reference to the resource within a given context
2010-0198-S Segment 2
Description
An account of the resource
Carol Rasco's Issues Series collection consists of records relating to affirmative action, health care and reform, Medicare/Medicaid, immigration, disability, children, families and seniors, education, welfare reform, Middle Class Bill of Rights, and state and local economic issues. This collection consists of memos, letters, reports, schedules, itineraries, talking points, copies of legislation, and organizational material such as flyers and pamphlets.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
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Clinton Presidential Library & Museum
Extent
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92 folders in 7 boxes
Text
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Original Format
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Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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DPC Meetings
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Carol Rasco
Issues Series
Identifier
An unambiguous reference to the resource within a given context
2010-0198-S Segment 2
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 123
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/2010/2010-0198-S-IssuePapers.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763322" target="_blank">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
12/4/2013
Source
A related resource from which the described resource is derived
2010-0198-Sb-dpc-meetings