Contains the papers and speeches of the 42d President of the United States as issued by the Office of the Press Secretary during the period July 1-December 31, 1996. Includes indexes. Item 574-A. Related items: Public Papers of the Presidents collection can be found here: https://bookstore.gpo.gov/catalog/public-papers-presidents

Contains the papers and speeches of the 42d President of the United States that were issued by the Office of the Press Secretary during he period July 1 to December 31, 1997.

Public Papers of the Presidents of the United States

Public Papers of the Presidents of the United States, William J. Clinton, 1994, Book 2: August 1 to December 31, 1994 Public Papers of the Presidents, William J. Clinton, 1994, by the Office of the Federal Register, contains official public messages, statements, speeches, and news conferences of the 42nd President of the United States, William J. Clinton, released by the White House from August 1 through December 31, 1994. The documents contained within this handsome hardbound edition of the Public Papers are arranged in chronological order. Also included in this handsome edition is an index and appendices.

A compelling history of school desegregation and activism in San Francisco The picture of school desegregation in the United States is often painted with broad strokes of generalization and insulated anecdotes. Its true history, however, is remarkably wide ranging. Class Action tells the story of San Francisco’s long struggle over school desegregation in the wake of the 1954 U.S. Supreme Court decision Brown v. Board of Education. San Francisco’s story provides a critical chapter in the history of American school discrimination and the complicated racial politics that emerged. It was among the first large cities outside the South to face court-ordered desegregation following the Brown rulings, and it experienced the same demographic shifts that transformed other cities throughout the urban West. Rand Quinn argues that the district’s student assignment policies—including busing and other desegregative mechanisms—began as a remedy for state discrimination but transformed into a tool intended to create diversity. Drawing on extensive archival research—from court docket files to school district records—Quinn describes how this transformation was facilitated by the rise of school choice, persistent demand for neighborhood schools, evolving social and legal landscapes, and local community advocacy and activism. Class Action is the first book to present a comprehensive political history of post-Brown school desegregation in San Francisco. Quinn illuminates the evolving relationship between jurisprudence and community-based activism and brings a deeper understanding to the multiracial politics of urban education reform. He responds to recent calls by scholars to address the connections between ideas and policy change and ultimately provides a fascinating look at race and educational opportunity, school choice, and neighborhood schools in the aftermath of Brown v. Board of Education.

The principal goal of the dissertation is to explain the political nature and effect of cultural characterizations on the development of student assignment policy. Cultural characterizations are socially constructed portrayals that become influential when stakeholders mobilize to bring about change. In education, as the professional authority of school boards and superintendents diminishes, community stakeholders are increasingly prominent. They serve as critical producers and providers of cultural characterizations of public education and its beneficiaries. As such, the engagement of community stakeholders with public sector institutions, organizations, and individuals can significantly amplify, modify, or blunt education policy. The dissertation traces the history of community mobilization in San Francisco from 1971 to 2005, during which the federal district court supervised all aspects of the school district's student assignment policy. Cultural characterizations of student assignment were structured by three distinct logics of action: integration, choice, and neighborhood. These logics were stable but not fixed. Changes in the institutional environment coupled with how stakeholders framed, understood, and shaped these logics led to transformations in student assignment policy that ultimately altered the educational experience of multiple generations of public school students. Data are drawn primarily from archival documents from the federal district court, the school district, and community organizations; mainstream and community newspaper articles, letters to the editor, and editorials; and, retrospective interviews with key stakeholders.

"In this overarching portrait of three decades of U.S. immigration reform, the author focuses on the roles, on the one hand, of presidents from Reagan to Obama, and on the other, of Catholic immigration advocates, shedding light on the relationship between debates over immigration policy and broader domestic politics"--Provided by publisher.

Using an interdisciplinary social-science approach, Temporal Horizons and Strategic Decisions in US–China Relations: Between Instant and Infinite takes on the challenge of understanding the foreign policy decision process through the lens of the temporal horizon. A temporal horizon is the distance into the future a decision-maker prioritizes when evaluating outcomes and considering possibilities. By looking at a number of recent key moments of US–China relations that have immediate, short-term, long term, and far-reaching implications, the book considers which are predominant in the policy process. Looking at the role of time as a factor in the decision-making process is not new to political science, but this book attempts to break down and articulate the process by looking at a range of specific time frames. The book places special attention on future considerations in a variety of ways, combining the insights of psychology, economics, and future studies to consider political science in a new manner.

The environment figures prominently in American political debate of the twentieth century. Issues of wilderness and wetlands preservation, clean air and clean water, and the sustainable use of natural resources attract passionate advocacy and demands for national as well as local action. Presidents since Theodore Roosevelt have addressed these issues, rhetorically (though not always prominently) in their public addresses and pragmatically in their policies and appointments to pertinent positions. Green Talk in the White House gathers an array of approaches to studying environmental rhetoric and the presidency, covering a range of presidential administrations and a diversity of viewpoints on how the concept of the “rhetorical presidency” may be modified in this policy area. Tarla Rai Peterson’s introduction discusses both methodological and substantive issues in studying presidential rhetoric on the environment. In subsequent chapters, noted scholars examine various aspects of half a dozen modern presidencies to shed light not only on those administrations but also on the study of environmental rhetoric itself. The final section of the book then directs attention to the future of presidential rhetoric and environmental governance, with looks “in” at state-level environmental issues and looks “out” at the international context of environmentalism. As a whole, the volume is ideal for those looking to better understand the particular intersection of presidency, policy, and rhetorical studies.