In this task, you are given text for US Congressional and California state bills, your task is to generate a summary for this bill.

[EX Q]: SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Educational Technology Utilization 
Extension Assistance Act''.

SEC. 2. PURPOSE.

    It is the purpose of this Act to improve the utilization of 
educational technologies in elementary and secondary education by 
creating an educational technology extension service based at 
undergraduate institutions of higher education.

SEC. 3. FINDINGS.

    The Congress finds the following:
            (1) Extension services such as the Manufacturing Extension 
        Partnership and the Agricultural Extension Service have proven 
        to be effective public/private partnerships to integrate new 
        technologies and to improve utilization of existing 
        technologies by small to medium sized manufacturers and the 
        United States agricultural community.
            (2) Undergraduate institutions of higher education working 
        with non-profit organizations, State, and Federal agencies can 
        tailor educational technology extension programs to meet 
        specific local and regional requirements.
            (3) Undergraduate institutions of higher education, often 
        with the assistance of the National Science Foundation, have 
        for the past 20 years been integrating educational technologies 
        into their curricula, and as such they can draw upon their own 
        experiences to advise elementary and secondary school educators 
        on ways to integrate a variety of educational technologies into 
        the educational process.
            (4) Many elementary and secondary school systems, 
        particularly in rural and traditionally under served areas, 
        lack general information on the most effective methods to 
        integrate their existing technology infrastructure, as well as 
        new educational technology, into the educational process and 
        curriculum.
            (5) Most Federal and State educational technology programs 
        have focused on acquiring educational technologies with less 
        emphasis on the utilization of those technologies in the 
        classroom and the training and infrastructural requirements 
        needed to efficiently support those types of technologies. As a 
        result, in many instances, the full potential of educational 
        technology has not been realized.
            (6) Our global economy is increasingly reliant on a 
        workforce not only comfortable with technology, but also able 
        to integrate rapid technological changes into the production 
        process. As such, in order to remain competitive in a global 
        economy, it is imperative that we maintain a work-ready labor 
        force.
            (7) According to ``Teacher Quality: A Report on the 
        Preparation and Qualifications of Public School Teacher'', 
        prepared by the Department of Education, only 1 in 5 teachers 
        felt they were well prepared to work in a modern classroom.
            (8) The most common form of professional development for 
        teachers continue to be workshops that typically last no more 
        than one day and have little relevance to teachers' work in the 
        classroom.
            (9) A 1998 national survey completed by the Department of 
        Education found that only 19 percent of teachers had been 
        formally mentored by another teacher, and that 70 percent of 
        these teachers felt that this collaboration was very helpful to 
        their teaching.

SEC. 4. PROGRAM AUTHORIZED.

    (a) General Authority.--The Director of the National Science 
Foundation, in cooperation with the Secretary of Education and the 
Director of the National Institute of Standards and Technology, shall 
provide assistance for the creation and support of regional centers for 
the utilization of educational technologies (hereinafter in this Act 
referred to as ``ETU Centers'').
    (b) Functions of Centers.--
            (1) Establishment.--ETU Centers may be established at any 
        institution of higher education, but such centers may include 
        the participation of non-profit entities, organizations, or 
        groups thereof.
            (2) Objectives of centers.--The objective of the ETU 
        Centers is to enhance the utilization of educational 
        technologies in elementary and secondary education through--
                    (A) advising of elementary and secondary school 
                administrators, school boards, and teachers on the 
                adoption and utilization of new educational 
                technologies and the utility of local schools' existing 
                educational technology assets and infrastructure;
                    (B) participation of individuals from the private 
                sector, universities, State and local governments, and 
                other Federal agencies;
                    (C) active dissemination of technical and 
                management information about the use of educational 
                technologies; and
                    (D) utilization, where appropriate, of the 
                expertise and capabilities that exists in Federal 
                laboratories and Federal agencies.
            (3) Activities of centers.--The activities of the ETU 
        Centers shall include the following:
                    (A) The active transfer and dissemination of 
                research findings and ETU Center expertise to local 
                school authorities, including but not limited to school 
                administrators, school boards, and teachers.
                    (B) The training of teachers in the integration of 
                local schools existing educational technology 
                infrastructure into their instructional design.
                    (C) The training and advising of teachers, 
                administrators, and school board members in the 
                acquisition, utilization, and support of educational 
                technologies.
                    (D) Support services to teachers, administrators, 
                and school board members as agreed upon by ETU Center 
                representatives and local school authorities.
                    (E) The advising of teachers, administrators, and 
                school board members on current skill set standards 
                employed by private industry.
    (c) Program Administration.--
            (1) Proposed rules.--The Director of the National Science 
        Foundation, after consultation with the Secretary of Education 
        and the Director of the National Institute of Standards and 
        Technology, shall publish in the Federal Register, within 90 
        days after the date of the enactment of this Act, a proposed 
        rules for the program for establishing ETU Centers, including--
                    (A) a description of the program;
                    (B) the procedure to be followed by applicant;
                    (C) the criteria for determining qualified 
                applicants; and
                    (D) the criteria, including those listed in the 
                following sections, for choosing recipients of 
                financial assistance under this section from among 
                qualified applicants.
            (2) Final rules.--The Director of the National Science 
        Foundation shall publish final rules for the program under this 
        Act after the expiration of a 30-day comment period on such 
        proposed rules.
    (d) Eligibility and Selection.--
            (1) Applications required.--Any undergraduate institution 
        of higher education, consortia of such institutions, non-profit 
        organizations, or groups thereof may submit an application for 
        financial support under this section in accordance with the 
        procedures established under subsection (c). In order to 
        receive assistance under this Act, an applicant shall provide 
        adequate assurances that will contribute 50 percent or more of 
        the proposed Center's capital and annual operating and 
        maintenance costs.
            (2) Selection.--The Director of the National Science 
        Foundation, in conjunction with the Secretary of Education and 
        the Director of the National Institute of Standards and 
        Technology, shall subject each application to competitive, 
        merit review. In making a decision whether to approve such 
        application and provide financial support under this section, 
        the Director of the National Science Foundation shall consider 
        at a minimum--
                    (A) the merits of the application, particularly 
                those portions of the application regarding the 
                adaption of training and educational technologies to 
                the needs of particular regions;
                    (B) the quality of service to be provided;
                    (C) the geographical diversity and extent of 
                service area, with particular emphasis on rural and 
                traditionally underdeveloped areas; and
                    (D) the percentage of funding and amount of in-kind 
                commitment from other sources.
            (3) Evaluation.--Each ETU Center which receives financial 
        assistance under this section shall be evaluated during its 
        third year of operation by an evaluation panel appointed by the 
        Director of the National Science Foundation. Each evaluation 
        panel shall measure the involved Center's performance against 
        the objectives specified in this section. Funding for an ETU 
        Center shall not be renewed unless the evaluation is positive.

SEC. 6. DEFINITION.

    As used in this Act, the term ``institution of higher education'' 
has the meaning given that term by section 101 of the Higher Education 
Act of 1965 (20 U.S.C. 1001).
[EX A]: Educational Technology Utilization Extension Assistance Act - Requires the Director of the National Science Foundation (NSF), in cooperation with the Secretary of Education and the Director of the National Institute of Standards and Technology (NIST), to provide assistance for the creation and support of regional centers for the utilization of educational technologies (ETU Centers).  Allows ETU Centers to be established at any institution of higher education, and to include the participation of non-profit entities and organizations. 
Requires ETU Centers to enhance the use of educational technologies in elementary and secondary education through: (1) advising school administrators, school boards, and teachers on adopting and using new educational technologies and the usefulness of local schools' existing educational technology assets and infrastructure; (2) participation of individuals from the private sector, universities, State and local governments, and other Federal agencies; (3) active dissemination of technical and management information about the use of educational technologies; and (4) appropriate use of the expertise and capabilities that exist in Federal laboratories and Federal agencies. 
Requires ETU Centers' activities to include: (1) active transfer and dissemination of research findings and ETU Center expertise to local school authorities; (2) training teachers in integrating schools' existing educational technology infrastructure into their instructional design; (3) training and advising teachers, administrators, and school board members in acquiring, using, and supporting educational technologies; (4) support services to teachers, administrators, and school board members; and (5) advising teachers, administrators, and school board members on current skill set standards employed by private industry. 
Sets forth requirements for program administration and application and selection procedures.  Allows any undergraduate institution of higher education, consortia of such institutions and non-profit organizations to apply for financial support in accordance with the procedures.  Requires each applicant to provide adequate assurances that it will contribute 50 percent or more of the proposed ETU Center's capital and annual operating and maintenance costs. 
Requires the NSF Director, in conjunction with the Secretary of Education and the NIST Director, to subject each application to competitive merit review, including specified considerations. Requires each ETU Center to be evaluated during its third year of operation.  Requires a positive evaluation for renewal of funding.

[EX Q]: SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Pullman National Historical Park 
Act''.

SEC. 2. FINDINGS.

    Congress finds that--
            (1) in 1970, the Secretary of the Interior designated the 
        Pullman Historic District as a National Historic Landmark 
        District in 1970 because of--
                    (A) the significance of the District to the labor 
                history, social history, architecture, and urban 
                planning of the United States; and
                    (B) the pivotal role of events in the District in 
                creating the first national Labor Day holiday in the 
                world;
            (2) between 1880 and 1884 George M. Pullman, owner of the 
        Pullman Palace Car Company, built the Pullman community, which 
        was envisioned by Pullman as an industrial town that would 
        provide employees with--
                    (A) a model community; and
                    (B) suitable living conditions;
            (3) the town developed by George M. Pullman, which 
        consisted of over 1,000 buildings and homes, was awarded ``The 
        World's Most Perfect Town'' at the International Hygienic and 
        Pharmaceutical Exposition in 1896;
            (4) the Pullman factory site is a true symbol of the 
        historic struggle in the United States to achieve fair labor 
        practices for the working class, with the original factory 
        serving as the catalyst for the first industry-wide strike in 
        the United States;
            (5) in the midst of economic depression in 1894, to protest 
        unsafe conditions and reductions in pay, Pullman factory 
        workers initiated a strike that--
                    (A) when taken up as a cause by the American 
                Railway Union, crippled the entire rail industry;
                    (B) continued even in the face of a Federal 
                injunction and a showdown between laborers and Federal 
                troops that turned violent and deadly; and
                    (C) set a national example for the ability of 
                working people in the United States to change the 
                existing system in favor of more just practices for 
                protecting workers rights and safety;
            (6) following the deaths of a number of workers at the 
        hands of the United States military and United States Marshals 
        during the 1894 strike, Congress unanimously voted to approve 
        rush legislation that created a national Labor Day holiday, 
        which was signed into law by President Grover Cleveland 6 days 
        after the end of the strike;
            (7) the Pullman Palace Car Company also played an important 
        role in African-American and early civil rights history through 
        the legacy of the Pullman porters, many of whom were ex-slaves 
        were employed in a heavily discriminatory environment 
        immediately following the Civil War;
            (8) the Pullman porters, who served diligently between the 
        1870s and the 1960s, have been commended for--
                    (A) the level of service and attention to detail of 
                the Pullman porters; and
                    (B) the contributions of the Pullman porters to the 
                development of the African-American middle class;
            (9) the information, ideas, and commerce the Pullman 
        porters carried across the country while traveling on trains 
        helped to bring education and wealth to African-American 
        communities throughout the United States;
            (10) the positive role of the Pullman porters in the 
        historical image of the first-class service that was made 
        available on Pullman cars is unmistakable;
            (11) the Pullman community was the seminal home to the 
        Brotherhood of Sleeping Car Porters, which--
                    (A) was the first African-American labor union with 
                a collective bargaining agreement;
                    (B) was founded by civil rights pioneer A. Philip 
                Randolph in 1925;
                    (C) fought against discrimination and in support of 
                just labor practices; and
                    (D) helped lay the groundwork for what became the 
                great Civil Rights Movement of the 20th Century;
            (12) the Pullman community is--
                    (A) a paramount illustration of the work of 
                architect Solon Spencer Beman;
                    (B) a well-preserved example of 19th Century 
                community planning, architecture, and landscape design; 
                and
                    (C) comprised of a number of historic structures, 
                including the Administration Clock Tower Building, 
                Hotel Florence, Greenstone Church, Market Square, and 
                hundreds of units of rowhouses built for Pullman 
                workers;
            (13) the preservation of the Pullman site has been 
        threatened by--
                    (A) plans for demolition in 1960; and
                    (B) a fire in 1998, which damaged the iconic clock 
                tower and the rear erecting shops;
            (14) the diligent efforts of community organizations, 
        foundations, nonprofits, residents, the State, and units of 
        local government in the restoration and preservation of the 
        District after the 1998 fire were vital to the protection of 
        the Pullman site;
            (15) due to the historic and architectural significance of 
        the District, the District is designated as--
                    (A) a registered National Historic Landmark 
                District;
                    (B) an Illinois State Landmark; and
                    (C) a City of Chicago Landmark District; and
            (16) the preservation, enhancement, economic, and tourism 
        potential and management of the important historic and 
        architectural resources of the Park requires cooperation and 
        partnerships from among local property owners, the Federal 
        Government, the State, units of local government, the private 
        and nonprofit sectors, and the more than 100 civic 
        organizations who have expressed support for community 
        preservation through the establishment of the Pullman National 
        Historical Park.

SEC. 3. DEFINITIONS.

    In this Act:
            (1) Park.--The term ``Park'' means the Pullman National 
        Historical Park established by section 4(a).
            (2) Secretary.--The term ``Secretary'' means the Secretary 
        of the Interior.
            (3) State.--The term ``State'' means the State of Illinois.

SEC. 4. ESTABLISHMENT OF THE PULLMAN NATIONAL HISTORICAL PARK.

    (a) Establishment and Purpose.--There is established in the State a 
unit of the National Park System, to be known as the ``Pullman National 
Historical Park''--
            (1) to preserve and interpret for the benefit of future 
        generations--
                    (A) the significant labor, industrial, civil 
                rights, and social history of the Park;
                    (B) the significant architectural structures in the 
                Park; and
                    (C) the role of the Pullman community in the 
                creation of the first national Labor Day holiday in the 
                world;
            (2) to coordinate preservation, protection, and 
        interpretation efforts of the Park by the Federal Government, 
        the State, units of local government, and private and nonprofit 
        organizations; and
            (3) to coordinate appropriate management options necessary 
        to ensure the protection, preservation, and interpretation of 
        the many significant aspects of the Park.
    (b) Park Boundary.--The boundary of the Park shall be established 
by the Secretary, but shall not exceed the boundary of the 
approximately 300-acre Pullman Historic District in Chicago, which is 
between 103rd Street on the north, 115th Street on the south, Cottage 
Grove Avenue on the west, and the Norfolk & Western Rail Line on the 
east.
    (c) Inclusion of Historic Sites.--On conveyance by the State to the 
Secretary, the Park shall include--
            (1) the Pullman Factory Complex, including the Clock Tower 
        Building and rear erecting shops; and
            (2) the approximately 13 acres of land on which the 
        structures described in paragraph (1) are located.

SEC. 5. ADMINISTRATION.

    (a) In General.--The Secretary shall administer land within the 
boundary of the Park in accordance with--
            (1) this Act; and
            (2) the laws generally applicable to units of the National 
        Park System, including--
                    (A) the National Park Service Organic Act (16 
                U.S.C. 1 et seq.); and
                    (B) the Act of August 21, 1935 (16 U.S.C. 461 et 
                seq.).
    (b) Cooperative Agreements.--The Secretary may enter into 
cooperative agreements with the State or other public and nonpublic 
entities, under which the Secretary may identify, interpret, and 
provide assistance for the preservation of non-Federal land within the 
boundaries of the Park and at sites in close proximity to the Park but 
located outside the boundaries of the Park, including providing for 
placement of directional and interpretive signage, exhibits, and 
technology-based interpretive devices.
    (c) Acquisition of Land.--The Secretary may acquire for inclusion 
in the Park any land (including interests in land), buildings, or 
structures owned by the State or any other political, private, or 
nonprofit entity by donation, transfer, exchange, or purchase from a 
willing seller.
    (d) Management Plan.--Not later than 3 fiscal years after the date 
on which funds are first made available to carry out this Act, the 
Secretary, in consultation with the State, shall complete a general 
management plan for the Park in accordance with--
            (1) section 12(b) of the National Park System General 
        Authorities Act (16 U.S.C. 1a-7(b)); and
            (2) any other applicable laws.
    (e) Effect.--Nothing in this Act modifies any authority of the 
Federal Government to carry out Federal laws on Federal land located in 
the Park.

SEC. 6. AUTHORIZATION OF APPROPRIATIONS.

    There are authorized to be appropriated such sums as are necessary 
to carry out this Act.
[EX A]: Pullman National Historical Park Act - Establishes the Pullman National Historical Park in Illinois as a unit of the National Park System to: (1) preserve and interpret for the benefit of future generations the significant labor, industrial, civil rights, and social history of the Park, the significant architectural structures in the Park, and the role of the Pullman community in the creation of the first national Labor Day holiday in the world; (2) coordinate preservation, protection, and interpretation efforts of the Park by the federal government, the state of Illinois, units of local government, and private and nonprofit organizations; and (3) coordinate appropriate management options necessary to ensure the protection, preservation, and interpretation of the many significant aspects of the Park.  Requires the Park to include: (1) the Pullman Factory Complex, including the Clock Tower Building and rear erecting shops; and (2) the approximately 13 acres of land upon which such structures are located.  Requires the Secretary of the Interior to complete a general management plan for the Park. 

[EX Q]: SECTION 1. FINDINGS.

    Congress finds the following:
            (1) Article 3 of the Inter-American Democratic Charter of 
        the Organization of American States (OAS) states that, 
        ``Essential elements of representative democracy include, inter 
        alia, respect for human rights and fundamental freedoms, access 
        to and the exercise of power in accordance with the rule of 
        law, the holding of periodic, free, and fair elections based on 
        secret balloting and universal suffrage as an expression of the 
        sovereignty of the people, the pluralistic system of political 
        parties and organizations, and the separation of powers and 
        independence of the branches of government.''.
            (2) Article 4 of the Inter-American Democratic Charter 
        states that ``Transparency in government activities, probity, 
        responsible public administration on the part of governments, 
        respect for social rights, and freedom of expression and of the 
        press are essential components of the exercise of democracy. 
        The constitutional subordination of all state institutions to 
        the legally constituted civilian authority and respect for the 
        rule of law on the part of all institutions and sectors of 
        society are equally essential to democracy.''.
            (3) Article 20 of the Inter-American Democratic Charter 
        states that ``In the event of an unconstitutional alteration of 
        the constitutional regime that seriously impairs the democratic 
        order in a member state, any member state or the Secretary 
        General may request the immediate convocation of the Permanent 
        Council to undertake a collective assessment of the situation 
        and to take such decisions as it deems appropriate. The 
        Permanent Council, depending on the situation, may undertake 
        the necessary diplomatic initiatives, including good offices, 
        to foster the restoration of democracy.''.
            (4) In December 2010, Venezuela's President, Hugo Chavez, 
        in coordination with a pliant legislature, passed a package of 
        laws, including the Enabling Act or Enabling Law, which 
        fundamentally altered the Venezuelan Constitution.
            (5) As a result of the legislation, essential freedoms are 
        impaired, including the freedom of speech through restrictions 
        on the internet and television, a breakdown in strong, 
        independent, and pluralistic political parties through 
        electoral reform that expels from parliament politicians who 
        change parties, vote against certain legislation, or align with 
        ideologically opposed ideas or people, separation of powers and 
        subordination of the state to the people through the removal of 
        the municipal and regional governments' constitutional mandate, 
        and fundamentally altering the ability of the people to govern 
        themselves, in addition to the president's ability to rule by 
        decree for eighteen months in nine broad areas such as social, 
        economic, territorial, and national security, and respect for 
        social rights through changes to the education sector by 
        controlling curriculum and ideology in universities.
            (6) The package of laws, including the Enabling Act, 
        therefore violate essential elements of the exercise of 
        democracy as stated in Articles 3 and 4 of the Inter-American 
        Democratic Charter.
            (7) Secretary General Jose Miguel Insulza stated in an 
        interview with Associated Press that he believed the Enabling 
        Act in Venezuela was ``anti-democratic, unconstitutional and a 
        violation of the Inter-American Charter,''.
            (8) Assistant Secretary of State for the Western 
        Hemisphere, Arturo Valenzuela, reiterated the description of 
        the Enabling Law as ``undemocratic''.
            (9) The most recent Worldwide Threat Assessment by the 
        Director of National Intelligence found that ``at the end of 
        the legislature's lame duck term, Chavez and his allies passed 
        legislation that gives more resources to his loyal community 
        councils, allowing Chavez to claim that he is both bolstering 
        participatory democracy and creating new means of funneling 
        resources to supporters.''.
            (10) According to the Inter-American Democratic Charter, 
        invocation of Article 20 may be made by the Secretary General 
        or any member state of the Organization of the American States 
        in the event of an unconstitutional alteration of the 
        constitutional regime that seriously impairs the democratic 
        order in a member state.
            (11) Also, according to the Inter-American Democratic 
        Charter, invocation of Article 20 signifies the calling of the 
        Permanent Council to determine next steps, through diplomatic 
        initiatives, to foster the restoration of democracy in a member 
        state. If such initiatives fail to restore democracy, Article 
        21 is employed to call a special session of the General 
        Assembly in order to take the decision to suspend such member 
        state from the exercise of its right to participate in the OAS 
        by an affirmative vote of two-thirds of the member states in 
        accordance with the Charter of the OAS. The suspension shall 
        take effect immediately.

SEC. 2. INVOCATION OF ARTICLE 20 OF THE INTER-AMERICAN DEMOCRATIC 
              CHARTER.

    (a) Withholding of Contributions.--For every Permanent Council 
meeting of the Organization of American States (OAS) that, beginning 
after the date of the enactment of this Act, meets without the 
invocation of Article 20 of the Inter-American Democratic Charter and 
the ensuing discussion with regard to Venezuela's violation of such 
Charter, as guaranteed in such Charter, the Secretary of State shall 
withhold 20 percent of assessed and voluntary United States 
contributions to the OAS for the fiscal year in which each such meeting 
begins (or, if 20 percent is not available for withholding in such 
fiscal year, the Secretary shall withhold the highest percentage 
possible in such fiscal year and the remaining percentage in the 
subsequent fiscal year).
    (b) Resumption of Contributions.--The Secretary of State shall 
resume making assessed and voluntary United States contributions to the 
OAS upon the invocation of Article 20 and the discussion of Venezuela's 
violation of the Inter-American Democratic Charter at a meeting of the 
Permanent Council.
    (c) Deficit Reduction.--Amounts withheld pursuant to subsection (a) 
shall be applied to reduce the Federal budget deficit, or, for any 
fiscal year for which there is no Federal budget deficit, to reduce the 
Federal debt.
[EX A]:
Directs the Secretary of State to: (1) withhold 20% of U.S. assessed and voluntary contributions to the Organization of American States (OAS) for every permanent council meeting at which Article 20 of the Inter-American Charter is not invoked with regard to Venezuela's recent constitutional reforms, and (2) resume making such contributions upon the invocation of Article 20 and the discussion of Venezuela's violation of the Inter-American Democratic Charter at a meeting of the Permanent Council of the OAS.