115 HRES 721 IH: Expressing support for designation of February 4, 2018, as National Cancer Prevention Day.
U.S. House of Representatives
2018-02-02
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

IV115th CONGRESS2d SessionH. RES. 721IN THE HOUSE OF REPRESENTATIVESFebruary 2, 2018Mrs. Dingell (for herself and Mrs. Comstock) submitted the following resolution; which was referred to the Committee on Energy and CommerceRESOLUTIONExpressing support for designation of February 4, 2018, as National Cancer Prevention Day.

 Whereas National Cancer Prevention Day is a day to remind us that when looking at cancer we need to look at prevention and reducing risks for human health and the environment;
 Whereas when we work to prevent cancer risks, it impacts human health, the environment, and the economy;
 Whereas cancer is one of the leading causes of death around the world and has touched the lives of nearly everyone, either directly or indirectly;
 Whereas the disease is the cause of nearly 1 out of every 4 deaths in the United States; Whereas in 2018, there will be an estimated 1,735,350 new cancer cases diagnosed and 609,640 cancer deaths in the United States;
 Whereas cancer is the second most common cause of death among children ages 1 to 14 years in the United States after accidents, and in 2018 an estimated 10,590 children in this age group will be diagnosed with cancer and 1,180 will die from it; and
 Whereas February 4, 2018, would be an appropriate date to designate as Cancer Prevention Day: Now, therefore, be it

 That the House of Representatives— (1)supports the designation of National Cancer Prevention Day;
 (2)recognizes all efforts to raise the awareness for the reduction of cancer risks; and (3)recognizes the devastating effect cancer has on families and wishes to expand knowledge, encourage early detection, and work with friends in the medical and scientific fields to put an end to this deadly disease.


113 S2543 IS: Supporting Afterschool STEM Act
U.S. Senate
2014-06-26
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EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

		II
		113th CONGRESS2d Session
		S. 2543
		IN THE SENATE OF THE UNITED STATES

			June 26, 2014
			Mrs. Shaheen introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and Pensions

		A BILL
		To support afterschool and out-of-school-time science, technology, engineering, and mathematics
			 programs, and for other purposes.

		1.Short title
			This Act may be cited as the
		  Supporting Afterschool STEM Act.2.FindingsCongress finds the following:(1)Numerous authoritative studies document that the proficiency of students in the United States in
			 science,
			 technology, engineering, and mathematics (STEM) will have a major impact on the Nation's  future economic competitiveness and on the
			 preeminence of the United States in scientific inquiry and technological
			 innovation.(2)Results from the National Assessment of Educational Progress, the Trends in International
			 Mathematics and Science Study, the Programme in International Science
			 Assessment, and other sources show that students in the United States are
			 not
			 demonstrating sufficient achievement in the STEM subjects and are not
			 keeping pace with students in other countries.(3)Research demonstrates the importance of afterschool programs in engaging students in STEM
			 fields and building  STEM-relevant skills and proficiencies, especially
			 for
			 girls, students from populations traditionally underrepresented
			 in STEM
			 fields, and students from low socioeconomic circumstances.(4)A National Research Council consensus study confirmed the importance of learning that occurs in
			 out-of-school-time settings such as afterschool programs and science
			 centers,
			 and proposed a set of strands of science learning framework that articulated capabilities fostered by informal learning environments.(5)According to a 2013 study entitled Defining Youth Outcomes for STEM Learning in Afterschool, the
			 afterschool field is confident in its ability to help young people develop
			 interest in STEM and STEM learning activities, develop capacities to
			 productively engage in such activities, and come to value them.  The
			 afterschool field is also confident that it can impact skills such as
			 problem-solving abilities, demonstrating STEM skills, career awareness,
			 and
			 21st century skills, such as teamwork, that are important to the
			 workforce and national economic goals.(6)The Federal Government should use its resources as effectively as possible to increase
			 opportunities for students to be exposed to STEM subjects outside of the
			 school day and to build a balanced kindergarten through grade 12 STEM
			 education portfolio that
			 fosters learning in school as well as in out-of-school-time programs.(7)Afterschool programs have long partnered with other youth-serving and community organizations to
			 meet the needs of students.  Cross-sector collaborations between
			 afterschool programs, schools, science centers, institutions of higher
			 education, businesses, and other
			 entities are yielding great benefits for engaging young people in STEM
			 fields.(8)As interest and momentum grows around STEM programming in afterschool, more and better
			 partnerships across Federal agencies become increasingly important to
			 leverage resources and offer high-quality, hands-on STEM experiences for
			 youth.3.PurposesThe purposes of this Act are—(1)to enhance America’s economic competitiveness by strengthening STEM education through  fostering
			 interest
			 and success in STEM subjects among certain student populations in
			 kindergarten through grade 12;(2)to  engage Federal agencies and foster interagency collaboration in STEM
			 education  afterschool program investments;(3)to recognize the important role that afterschool programs offered by nonprofit and community-based
			 organizations, science centers, museums, libraries, and
			 other	such entities, play in STEM
			 education and to
			 support their efforts;(4)to involve institutions of higher education as partners in such efforts and foster increased
			 collaboration; and(5)to inspire young people to study and work in STEM subjects.4.DefinitionsIn this Act:(1)Afterschool or STEM networkThe term afterschool or STEM network means a coalition that fosters partnerships and provides support to afterschool program providers
			 and STEM
			 education providers to develop and sustain quality education programming
			 for children and youth in afterschool programs and STEM education
			 programs.(2)Afterschool programThe term afterschool program means a structured program offered for elementary school, middle school, or secondary school
			 students when school
			 is not in session, such as before or after school, on the weekend, or
			 during the
			 summer.(3)DirectorThe term Director means the Director of the National Science Foundation.(4)Elementary schoolThe term elementary school has the meaning given the term in section 9101 of the Elementary and Secondary Education Act of
			 1965 (20 U.S.C. 7801).(5)Middle schoolThe term middle school means a nonprofit institutional day or residential school, including a public charter school, that
			 provides middle grades education, as determined under State law.(6)Secondary schoolThe term secondary school has the meaning given the term in section 9101 of the Elementary and Secondary Education Act of
			 1965 (20 U.S.C. 7801).(7)Institution of higher educationThe term institution of higher education has the meaning given the term in section 102 of the Higher Education Act of 1965 (20 U.S.C.
			 1002).(8)STEMThe term STEM means science, technology, engineering, or mathematics, and includes the fields of computer
			 science and robotics.5.Afterschool STEM Support Grant program(a)Goals of programThe goals of the afterschool STEM grant program carried out under this Act are—(1)to support the development and delivery of high-quality STEM education to populations
			 underrepresented in STEM fields;(2)to leverage the expertise and infrastructure available to afterschool programs that include STEM
			 content through
			 afterschool or STEM networks;(3)to leverage existing Federal STEM education investments, as of the date of enactment of this Act,
			 in order to encourage STEM-focused grant recipients to
			 lend their time and expertise to afterschool programs that include STEM
			 content; and(4)to provide hands-on learning and exposure to STEM research facilities and businesses through
			 in-person
			 or virtual distance-learning experiences.(b)Program authorized(1)In generalFrom amounts appropriated to carry out this part and not reserved under paragraph (4), the Director
			 shall	award grants, on a competitive
			 basis, to     afterschool or
			 STEM networks—(A)to support afterschool programs that include STEM content through the
			 activities described in subsection
			 (e);  and(B)to carry out the goals described in subsection (a).(2)DurationEach grant awarded under this Act shall be for a period of not more than 3 years.(3)AmountsThe Director shall ensure that each grant awarded under this Act is in an amount that is sufficient
			 to carry out the
			 goals described in subsection (a).(4)ReservationFrom the amounts appropriated for this grant, the Director shall reserve 20 percent of
			 such funds to
			 develop and support new
			 afterschool or STEM networks in States or areas where such
			 networks do not exist.(c)Application(1)In generalAn afterschool or STEM network desiring a grant under subsection (b)(1) shall submit an application
			 at such
			 time, in such manner,	and containing such information that the Director
			 may require.(2)ContentsThe application  described in paragraph (1) shall, at a minimum, include—(A)a description of the status of afterschool STEM programming in the State or area in which  the
			 afterschool
			 or STEM network is located, including—(i)the number of afterschool programs in the State or area;(ii)the number of such afterschool programs focused on STEM subjects and activities;(iii)the number of students served by existing afterschool programs, as of the date of the application,
			 in the State or area;(iv)the number of students served by existing afterschool programs that include STEM content in the
			 State or area;(v)the unmet demand for afterschool programs in the State or area; and(vi)the unmet demand for afterschool programs focused on STEM subjects and activities in the State or
			 area;(B)an analysis of existing and needed resources that identifies areas and populations most in need of
			 opportunities for high-quality afterschool programs that include STEM
			 content;(C)a description of the current and past work carried out by the afterschool or STEM network to
			 support the needs of afterschool program providers in the State or area
			 served by the network;(D)a detailed plan that describes initiatives that shall be undertaken to—(i)support and grow
			 afterschool programs that include STEM content; and(ii)leverage existing
			 Federal
			 investments in afterschool programs and
			 STEM education, as of the date of the application;(E)a description of financial and other commitments  that support expanded
			 afterschool STEM programming in the State or area served by the network;
			 and(F)a description of any confirmed or potential partners that will work with the afterschool or STEM
			 network to carry out the activities under the grant.(d)PriorityIn awarding grants under subsection (b)(1), the Director shall give priority to applications from
			 afterschool or STEM networks that—(1)demonstrate a clear understanding of the afterschool programs and settings, and the status of
			 afterschool programs that include STEM content, in
			 the State or area to be served by the grant;(2)have established working relationships with afterschool program and STEM education stakeholders in
			 the
			 State or area;(3)are working to advance the availability of high-quality afterschool programs that include STEM
			 content for
			 under-served
			 populations and populations underrepresented in STEM fields, including
			 girls; and(4)are leveraging Federal or other public investments in STEM education or afterschool
			 programming.(e)Uses of fundsAn afterschool or STEM network that receives a grant under subsection (b)(1) may use grant funds to
			 carry out any	of the following activities:(1)Develop quality standards for STEM programming in afterschool programs and provide technical
			 assistance to afterschool programs
			 to implement such standards.(2)Work with State education stakeholders to define and promote appropriate measurable outcomes for
			 afterschool programs that include STEM content.(3)Provide technical assistance to afterschool programs to start or grow their afterschool STEM
			 efforts and define appropriate learning outcomes for such  efforts.(4)Coordinate professional development for afterschool program educators by—(A)identifying training programs that are available, as of the time of the identification, for
			 afterschool program educators;(B)working with partners to allow joint professional development with teachers at elementary schools,
			 middle schools, and  secondary schools, as appropriate; and(C)partnering with teacher training programs to utilize afterschool programs for practicum
			 experiences, employment placements, and other opportunities.(5)Help afterschool program providers form strategic partnerships as needed to advance STEM learning
			 in afterschool programs, including partnerships with elementary schools,
			 middle schools, secondary schools, institutions of higher education
			 (including community
			 colleges and programs and schools of education), businesses, research
			 facilities, national laboratories, and other appropriate entities.(6)Create and disseminate tool kits to afterschool
			 programs wanting to  form partnerships and incorporate STEM professionals
			 as mentors and role
			 models that—(A)provide technical assistance and guidance, including assistance in connecting afterschool program
			 providers with STEM researchers and
			 professionals who may be able to assist in STEM-focused activities; and(B)include—(i)examples of strong afterschool programs that have incorporated such partnerships to serve as
			 models;(ii)a list of potential partners that could assist in STEM-focused activities;(iii)identified federally supported STEM education programs and research in the State or area served by
			 the grant; and(iv)guidance on how to engage STEM professionals, mentors, and role models in the program.(7)Provide technical assistance to federally funded STEM researchers and professionals who wish to
			 engage with afterschool programs that, at a minimum, includes—(A)examples of partnerships between afterschool programs and institutions rich in STEM  resources;(B)a resource that provides a description of the afterschool program setting, the opportunities for
			 engagement in afterschool programs, and the constraints of which the
			 researchers or
			 professionals need to be aware;(C)how to find an afterschool program provider with which the researcher or professional would like to
			 engage;(D)how to ensure an effective and productive partnership with the afterschool provider through
			 mutually beneficial engagement, and engage in a productive conversation
			 with the afterschool provider to determine if the
			 partnership will be productive;(E)how to craft a mutually beneficial engagement and partnership; and(F)guidance on how to measure appropriate outcomes for afterschool programs  and afterschool programs
			 that include STEM content.(8)Any other activity, as proposed in the application and determined appropriate by the Director.(f)ReportEach afterschool or STEM network receiving a grant under subsection (b)(1) shall submit an annual
			 report to the
			 Director regarding the progress of the grant.6.Federal Partnership with afterschool programsBeginning  not later than 180 days after the date of enactment of this Act, the Director shall
			 provide
			 information, to each
			 recipient of a STEM research grant under the authority of the Director, on
			 opportunities
			 to engage with students in
			 out-of-school-time programs, such as through mentorships.  Such
			 information
			 shall include—(1)a listing of all afterschool or STEM program networks in the region of the recipient;(2)a toolkit that provides guidance to federally funded STEM researchers on how to engage and
			 partner with afterschool STEM program providers and lend their time and
			 expertise in afterschool programs that include STEM content;(3)information regarding how to create opportunities to have students visit laboratories; and(4)guidance regarding how to create age-appropriate research projects for students.7.ReportBy not later than 180 days after the date of enactment of this Act, the Director shall prepare and
			 submit to Congress a
			 report on Federal STEM investments in afterschool programs and the
			 best practices
			 for afterschool programs incorporating STEM subjects into their programs.


		I
		111th CONGRESS
		1st Session
		H. R. 3343
		IN THE HOUSE OF REPRESENTATIVES

			July 24, 2009
			Mr. Payne (for
			 himself, Mr. Kildee, and
			 Mr. Scott of Virginia) introduced the
			 following bill; which was referred to the Committee on Education and
			 Labor

		A BILL
		To amend title V of the Elementary and Secondary
		  Education Act of 1965 to encourage and support parent, family, and community
		  involvement in schools, to provide needed integrated services and comprehensive
		  supports to children, and to ensure that schools are centers of communities,
		  for the ultimate goal of assisting students to stay in school, become
		  successful learners, and improve academic achievement.

		1.Short titleThis Act may be cited as the
			 Keeping Parents and Communities
			 Engaged Act or the Keeping PACE Act.
		2.FindingsCongress finds the following:
			(1)Research studies
			 consistently show a positive relationship between parental involvement and
			 student achievement. This relationship holds across families of all economic,
			 racial/ethnic, and educational backgrounds and for students of all ages.
			(2)Educators
			 recognize, on the basis of social science and common experience, that effective
			 parental and community involvement is a critical element in children's academic
			 and social development. Poverty, limited English proficiency, and varying
			 cultural expectations are among the biggest barriers to effective parental
			 involvement in schools.
			(3)Schools with
			 effective parent and community involvement activities provide bridges between
			 parents, community-based organizations, and schools to improve communication,
			 information sharing, services, and comprehensive supports for children and
			 families.
			(4)Educational
			 research suggests that student achievement improves in environments where
			 learning is a community value, and where schools have the ability to address a
			 broad range of educational needs for all students, such as in full-service
			 community schools.
			(5)Cross-sector
			 community engagement of businesses, institutions of higher education,
			 philanthropic organizations, school boards, family and care organizations,
			 neighborhood and service organizations, after-school providers, and
			 community-based organizations, is essential if schools are to ensure that all
			 children meet college and work-ready standards.
			(6)More than
			 1,000,000 of the students who enter ninth grade do not receive a high school
			 diploma 4 years later and approximately 7,000 students drop out of school each
			 day, including a significant percentage of students with the potential of high
			 academic achievement.
			(7)Integrated
			 services and comprehensive supports, including after-school and other services,
			 are necessary components of effective, school-based efforts to dramatically
			 affect dropout prevention rates, increase graduation rates, and improve student
			 achievement. In one national study, 98 percent of students receiving such
			 services and supports stayed in school, 89 percent had fewer suspensions, and
			 85 percent of eligible seniors graduated.
			3.Outreach and
			 coordination
			(a)In
			 GeneralTitle V of the Elementary
			 and Secondary Education Act of 1965 (20 U.S.C. 7201 et seq.) is
			 amended by adding at the end the following:

					EParent and
				community outreach and engagement
						5700.Grants
				authorized
							(a)In
				GeneralThe Secretary shall award grants to States to enable the
				States to award subgrants—
								(1)on a competitive
				basis, to local educational agencies that receive assistance under part A of
				title I to enable such agencies to assist public elementary schools and public
				secondary schools served by such agencies to hire and maintain Parent and
				Community Outreach Coordinators, pursuant to subpart 1;
								(2)on a competitive
				basis, to eligible entities to provide necessary integrated services and
				comprehensive supports to students and schools, pursuant to subpart 2;
				and
								(3)to eligible
				entities to create schools as centers of communities, pursuant to subpart
				3.
								(b)ApplicationA
				State that desires to receive a grant under this section shall submit an
				application to the Secretary at such time, in such manner, and accompanied by
				such information as the Secretary may require, including the following:
								(1)A description of
				the State's need to engage parents and the community in students' education, as
				described in subpart 1.
								(2)A description of
				the State's need for community-based resources to address student and family
				needs.
								(3)A description of
				the progress a State is seeking relating to the indicators outlined in section
				5707(b).
								(4)A description of
				the State's capacity and resources across multiple State agencies to integrate
				their existing State and Federal (managed by the State) programs with local
				educational agencies, schools, and community-based organizations.
								5700A.National
				activitiesThe Secretary is
				authorized to enter into a contract with a nonprofit organization with a
				demonstrated record of effectiveness and extensive national, State, and local
				experience in providing effective integrated student supports in order to
				ensure accountability in the execution of subparts 1 and 2. Such nonprofit
				organization shall be responsible for—
							(1)providing
				technical assistance and training to grantees and subgrantees to promote the
				effectiveness of the programs assisted under this part in improving the
				coordination, availability, delivery, and effectiveness of integrated services
				and comprehensive supports for children and families; and
							(2)establishing a
				national clearinghouse for the collection and dissemination of information on
				effective parent, family, and community engagement practices and programs,
				which information shall be disseminated to State educational agencies and made
				available to local educational agencies, schools, and community-based
				organizations.
							5700B.Authorization
				of appropriationsThere are
				authorized to be appropriated to carry out this part $260,000,000 for each of
				the fiscal years 2010 through 2014, of which—
							(1)50 percent shall be used to carry out
				subpart 1;
							(2)30 percent shall be used to carry out
				subpart 2; and
							(3)20 percent shall be used to carry out
				subpart 3.
							1Parent and
				Community Outreach Coordinators
							5701.PurposeThe purpose of this subpart is to provide
				support, through competitive subgrants, to schools who may work in conjunction
				with a community-based organization, to hire and maintain Parent and Community
				Outreach Coordinators to—
								(1)ensure that
				families and communities participate in the education of their children and
				become an integral part of the school climate and culture;
								(2)enable principals
				and teachers to complement and enrich efforts to help all children make
				learning gains, prepare for graduation, and plan for their futures through
				parent and community involvement activities that include educational, family,
				and financial planning necessary to make postsecondary education a reality;
				and
								(3)act as a liaison
				with other coordinators from Federal, State, local, and private programs that
				serve the school, including community school coordinators, 21st Century
				Community Learning Centers, school health coordinators, and violence prevention
				coordinators, as appropriate.
								5702.Subgrants
				authorizedA State that
				receives a grant under section 5700 shall award subgrants, on a competitive
				basis, to local educational agencies that receive assistance under part A of
				title I to enable such agencies to assist public elementary schools and public
				secondary schools served by such agencies to hire and maintain Parent and
				Community Outreach Coordinators.
							5703.Application
								(a)In
				GeneralA local educational agency that desires to receive a
				subgrant under this subpart shall submit an application to the State at such
				time, in such manner, and accompanied by such information as the State may
				require.
								(b)ContentsAn
				application submitted pursuant to subsection (a) shall include the
				following:
									(1)A description of
				the schools to be assisted by the local educational agency under this
				subpart.
									(2)The current state
				of family and community engagement in the schools, including a description of
				the ways in which families and communities are engaged during the school day,
				before school, and during after school and summer hours.
									(3)The particular
				family and community outreach needs identified by the schools, parents,
				families, and community-based organizations.
									(4)A workplan to
				address the needs identified in paragraph (3).
									(5)A description of
				the desired progress of the local educational agency related to the indicators
				outlined in section 5707(b).
									(6)A description of
				the capacity of the schools for measuring school-specific outcomes of the work
				provided by the Parent and Community Outreach Coordinators.
									(7)A description of
				the capacity of the schools for supporting a position of Parent and Community
				Outreach Coordinator by providing space and adequate resources.
									(8)A description of
				how the activities supported with funds under this subpart will be coordinated
				with the programs and activities carried out by the local educational agency
				pursuant to section 1118, including whether such activities will be supported
				with funds provided under title I.
									5704.Awarding of
				subgrants
								(a)PriorityIn
				awarding subgrants under this subpart, a State shall give priority to
				applications—
									(1)proposing to
				target high-need schools—
										(A)with the highest
				proportions of students from low-income families; and
										(B)with a large
				percentage of students who fail to meet the State's challenging student
				academic achievement standards, as assessed pursuant to section 1111(b)(3);
				and
										(2)submitted by local
				educational agencies describing a partnership structure that delineates how the
				local educational agency, community-based organizations, local government,
				institutions of higher education, and other key institutions will come together
				to support a common vision, defined results, and measures of effectiveness,
				with clear roles and responsibilities, and a plan for serving multiple
				schools.
									(b)Duration of
				SubgrantEach subgrant awarded under this subpart shall be for a
				period of 5 years.
								5705.Screening and
				evaluation committee
								(a)EstablishmentA
				school receiving assistance under this subpart shall establish a screening and
				evaluation committee that shall consist of the following members:
									(1)The school
				principal or headmaster.
									(2)Two parents of
				students enrolled at the school.
									(3)A teacher who
				teaches at the school.
									(4)One
				paraprofessional at the school.
									(5)Community
				partners.
									(6)The superintendent
				of the school or a designee of the superintendent.
									(b)HiringA
				school that receives assistance under this subpart shall hire, based on the
				recommendation of the screening and evaluation committee, a Parent and
				Community Outreach Coordinator.
								(c)Oversight and
				EvaluationThe screening and evaluation committee shall prepare
				and submit an evaluation to the local educational agency on an annual basis
				regarding the performance of the Parent and Community Outreach Coordinator
				based on the indicators of effectiveness described in section 5707(b). The
				local educational agency shall submit such report to the Secretary.
								5706.Parent and
				Community Outreach Coordinator
								(a)In
				GeneralA Parent and Community Outreach Coordinator hired
				pursuant to section 5705 shall—
									(1)provide leadership
				in building relationships, bridging gaps, and facilitating the creation of
				partnerships among school staff, families, and community members; and
									(2)provide support
				and resources—
										(A)to increase
				participation of family and community members in the school; and
										(B)in support of all
				children's learning, including those children meeting or exceeding academic
				achievement standards (as assessed pursuant to section 1111(b)(3)).
										(b)ResponsibilitiesEach
				Parent and Community Outreach Coordinator shall—
									(1)implement a family
				needs and parent involvement assessment at the school that includes goals and
				suggestions on how to improve family and parental involvement in the school,
				with particular attention to the needs of low-income families, limited-English
				proficient families, families living in rural areas, families with children in
				either the child welfare system or juvenile justice system, families
				experiencing homelessness, and families whose children may have special
				development needs;
									(2)develop an
				individual workplan that includes an overall family and parental engagement
				action plan for the school, which shall include a description of the community
				resources that will be brought into schools as well as a strategy for
				connecting students and families with resources available within the
				community;
									(3)establish and
				maintain consistent, effective, and timely communication with families
				especially low-income, limited English proficient, and minority families in a
				variety of ways;
									(4)work with the
				principal or headmaster of the school and school staff to establish an
				environment in which families feel safe, welcome, and free to voice their
				opinions;
									(5)act as an advocate
				and liaison to assist parents and school staff to resolve issues at the school
				and district levels;
									(6)work with other
				Federal, State, local, and private partners to develop and implement
				activities, programs, and training aimed at assisting families to support
				student learning needs and postsecondary education planning;
									(7)create, organize,
				strengthen, and support a school parent council (which may include a school
				parent teacher association) that is representative of the school
				community;
									(8)work with the
				principal to engage parents in school-based decisionmaking bodies, including
				recruiting nontraditional parents and providing training and support to parents
				participating in such an entity;
									(9)as appropriate,
				participate in the school's school improvement process and development of
				school improvement plans;
									(10)take part in
				ongoing training and professional development which may be provided by
				community-based organizations and other staff serving at the local educational
				agency that serves the school;
									(11)have the ability
				to relate to students as a caring adult; and
									(12)carry out other
				duties specifically related to the engagement of families and the community as
				designated by the principal or headmaster of the school.
									5707.Evaluations
								(a)In
				GeneralEach Parent and Community Outreach Coordinator
				shall—
									(1)be directly
				supervised and evaluated by the principal or headmaster of the school on a
				regular basis; and
									(2)be evaluated on an
				annual basis by the school's screening and evaluation committee established
				under section 5705 in order to determine the effectiveness of the
				Coordinator.
									(b)EffectivenessEach
				screening and evaluation committee shall work with the local educational agency
				and the Parent and Community Outreach Coordinator to identify indicators of
				success related to the activities supported under this subpart, and to develop
				baseline data and evaluate progress on such indicators, which may
				include—
									(1)student
				achievement as measured by assessment data, classroom grades, and participation
				in programs and services for gifted and talented students;
									(2)student attendance
				rates;
									(3)graduation
				rates;
									(4)lower mobility
				rates;
									(5)lower dropout
				rates;
									(6)fewer detentions,
				suspensions, and expulsions;
									(7)postsecondary
				education attendance;
									(8)a school
				environment in which parents, community members, and all school visitors are
				greeted with respect and courtesy;
									(9)the degree of
				communication between schools and families, including personal interaction,
				school visits, home visits, telephone calls, and publications;
									(10)the degree of
				participation in parent-teacher conferences, open houses, family nights, and
				other school-based activities;
									(11)the degree of
				school-wide awareness and completion of home-school compacts;
									(12)the frequency of
				ongoing workshops, training, and other events that provide families with tools
				to support their child's learning at home and enable planning for postsecondary
				education experiences; and
									(13)ability to relate
				to students as a caring adult.
									(c)Basis for
				EvaluationsIn evaluating a Parent and Community Outreach
				Coordinator under this section, the screening and evaluation committee shall
				base such evaluation on case studies, interviews, and outcomes based on the
				indicators described in subsection (b).
								5708.ReportAn eligible entity that receives a subgrant
				under this subpart shall submit a biennial report to the Secretary regarding
				activities conducted by such entity with subgrant funds received under this
				subpart.
							2Connecting
				students to community resources and comprehensive supports
							5721.PurposeThe purpose of this subpart is to provide
				support, through competitive subgrants, to eligible entities to—
								(1)improve the coordination, availability,
				delivery, and effectiveness of integrated services and comprehensive supports
				for children and families; and
								(2)act as a liaison with other organizations
				in order to assist public schools in providing children and families the
				integrated services and comprehensive supports needed to improve the learning
				of children and their ability to plan for postsecondary educational
				opportunities, such as health, employment, mentor/tutor, and human services,
				enrichment and accelerated learning opportunities, before and after-school
				programs, and recreation, and related assistance.
								5722.Eligible
				entityIn this subpart, the
				term eligible entity means 1 or more community-based organizations
				in partnership with public schools.
							5723.Subgrants
				authorizedA State that
				receives a grant under section 5700 shall award subgrants, on a competitive
				basis, to an eligible entity to connect integrated services and comprehensive
				supports to students and families in order to enhance student learning and
				outcomes, by—
								(1)conducting an
				assessment of student and family needs in schools;
								(2)assessing the
				availability and quality of learning opportunities beyond the classroom,
				including service-learning opportunities;
								(3)linking needed
				integrated services and comprehensive supports to children, their families, and
				their public schools, and evaluating the impact of such services and supports
				once the services and supports are provided;
								(4)enhancing the
				social, emotional, intellectual, and physical development of students;
				and
								(5)providing training
				and support related to integrated services and comprehensive supports for
				staff, teachers, and, as appropriate, Parent and Community Outreach
				Coordinators in such public schools.
								5724.Application
								(a)In
				generalAn eligible entity that desires to receive a subgrant
				under this subpart shall submit an application to the State at such time, in
				such manner, and accompanied by such information as the State may
				require.
								(b)ContentsAn
				application submitted under subsection (a) shall include the following:
									(1)A description of
				the public schools to be assisted by the school or community-based
				organization, their performance with respect to other State performance
				criteria, and a description of their student populations (including
				demographics).
									(2)A memorandum of
				understanding between the public school and the community-based organization
				that explains how they will work to effectively coordinate the provision of
				integrated services and comprehensive supports to students within the public
				school (and with after-school and extended day programs and services, if
				applicable), the objectives that they expect to achieve, the educational
				research bases that will guide the provision of student integrated services and
				comprehensive supports in meeting their objectives, and the capacity of the
				community partner to meet their objectives.
									(3)A description of
				how the community-based organization plans to build and improve on the current
				state of community involvement to increase support and ownership of the
				integrated services and comprehensive supports designed to enhance student
				learning outcomes, including the measures of progress and desired results
				related to students and families.
									(4)The particular
				student needs to be addressed through integrated services and comprehensive
				supports and the organizations able to provide integrated services and
				comprehensive supports to meet those needs, including intellectual, social,
				emotional, and physical well-being, and other academic and non-academic needs
				related to student learning, including planning for college or other
				postsecondary education options.
									(5)A draft work plan
				regarding the provision of integrated services and comprehensive supports,
				including a description of—
										(A)the role of the
				public school principal and staff, including the Parent and Community Outreach
				Coordinator, if applicable, in the management of the provision of integrated
				services and comprehensive supports;
										(B)how the
				community-based organization will efficiently manage and leverage non-Federal
				resources (which may include in-kind resources) to meet identified student
				needs;
										(C)plans to track
				student performance along with integrated services and comprehensive supports
				provided to students over time, including plans to integrate the
				community-based organization's data reporting with the public school’s data
				systems;
										(D)criteria by which
				the eligible entity will evaluate the effectiveness of services and
				comprehensive supports provided to students, including a description of the
				proposed measurements used to evaluate the impact of such services and supports
				on the academic achievement of students; and
										(E)plans to leverage
				other non-Federal resources (which may include in-kind resources) to support
				integrated services and comprehensive supports.
										(6)Assurances that
				activities supported with funds under this subpart will be coordinated with the
				programs and activities carried out by the public school pursuant to section
				1118.
									5725.Awarding of
				subgrants
								(a)PriorityIn
				awarding subgrants under this subpart, a State shall give priority to
				applications—
									(1)proposing
				integrated services and comprehensive supports to high-need public
				schools—
										(A)with the highest
				proportions of students from low-income families; and
										(B)with a large
				percentage of students who fail to meet the State's challenging student
				academic achievement standards, as assessed pursuant to section 1111(b)(3);
				and
										(2)that include a
				partnership structure that delineates how such eligible entity will work with
				other organizations, including local government, institutions of higher
				education, and other key institutions that will come together to support a
				common vision, defined results, and measures of effectiveness, with clear roles
				and responsibilities, and a plan for serving multiple schools.
									(b)Duration of
				SubgrantEach subgrant awarded under this subpart shall be for a
				period of 5 years.
								5726.ReportAn eligible entity that receives a subgrant
				under this subpart shall submit a biennial report to the Secretary regarding
				activities conducted by such entity with subgrant funds received under this
				subpart.
							3Schools as centers
				of communities
							5731.PurposeThe purpose of this subpart is to provide
				incentives to schools, in conjunction with the applicable local educational
				agencies, and mayors, nonprofit organizations, for-profit organizations, and
				other community partners, such as 21st Century Community Learning Centers and
				other after-school providers, to redesign such schools as centers of
				communities that—
								(1)encourage the
				participation of family and community in children's education;
								(2)engage students as
				resources to their communities;
								(3)encourage
				extensive and innovative community use of school facilities, which may include
				renovation and expansion of existing facilities to coordinate and deliver
				integrated services and comprehensive supports to families, children, and
				communities;
								(4)assist in keeping
				school facilities open outside of traditional school hours in order to promote
				community use of such facilities; and
								(5)engage the
				community in the redesign and planning of such facilities.
								5732.Definition of
				eligible entityIn this
				subpart, the term eligible entity means a consortium of a school
				in conjunction with the applicable local educational agency, a mayor, and 1 or
				more nonprofit organization, for-profit organization, or other community
				partner.
							5733.Subgrants
				authorizedA State that
				receives a grant under section 5700 shall award subgrants to eligible entities
				to enable the eligible entities to redesign schools to be centers of
				communities and to incorporate community education consistent with the purpose
				of this subpart.
							5734.Application
								(a)Current
				schoolAn eligible entity that desires to receive a subgrant to
				redesign a school as a center of community under this subpart shall submit an
				application to the State at such time, in such manner, and accompanied by such
				information as the State may require.
								(b)ContentsAn
				application submitted under subsection (a) shall include the following:
									(1)A needs assessment
				of the school facility identified for redesign as a center of community,
				including any renovations or expansions, if necessary, to enable the school to
				serve as a joint-use school facility.
									(2)An assessment of
				the need to keep the school facilities open outside the traditional school
				hours, including the needs of the surrounding community and the existing
				capacity to facilitate a joint-use school facility as a center of
				community.
									(3)A description of
				the eligible entity applying for the subgrant.
									(4)A description of
				the eligible entity's capacity to provide integrated services and comprehensive
				supports to an existing school facility to transform it into a center of
				community school.
									(5)A draft workplan
				of what the eligible entity hopes to achieve at the joint-use school facility,
				including a description of the integrated services and comprehensive supports
				that would be available to the school, students, and families through
				partnership with the eligible entity.
									(6)A description of
				student and family involvement in redesigning the school to become a center of
				community school.
									(7)A memorandum of
				understanding between the school selected for redesigning and the eligible
				entity.
									5735.Matching
				fundsAn eligible entity that
				receives a subgrant to redesign an existing school facility to incorporate
				community education under this subpart shall provide matching funds, from
				non-Federal sources, equal to 50 percent of the cost of activities under this
				subpart.
							5736.ReportAn eligible entity that receives a subgrant
				under this subpart shall submit a biennial report to the Secretary regarding
				activities conducted by such entity with subgrant funds received under this
				subpart.
							.
			(b)Table of
			 ContentsThe table of contents in section 2 of the
			 Elementary and Secondary Education Act of
			 1965 is amended by inserting after the item relating to section 5618
			 the following:

						PART E—PARENT AND COMMUNITY OUTREACH AND ENGAGEMENT
						Sec. 5700. Grants authorized.
						Sec. 5700A. National activities.
						Sec. 5700B. Authorization of
				appropriations.
						SUBPART 1—Parent and Community Outreach
				Coordinators
						Sec. 5701. Purpose.
						Sec. 5702. Subgrants authorized.
						Sec. 5703. Application.
						Sec. 5704. Awarding of subgrants.
						Sec. 5705. Screening and evaluation committee.
						Sec. 5706. Parent and Community Outreach
				Coordinator.
						Sec. 5707. Evaluations.
						Sec. 5708. Report.
						SUBPART 2—Connecting students to community resources and
				comprehensive supports
						Sec. 5721. Purpose.
						Sec. 5722. Eligible entity.
						Sec. 5723. Subgrants authorized.
						Sec. 5724. Application.
						Sec. 5725. Awarding of subgrants.
						Sec. 5726. Report.
						SUBPART 3—Schools as centers of communities
						Sec. 5731. Purpose.
						Sec. 5732. Definition of eligible entity.
						Sec. 5733. Subgrants authorized.
						Sec. 5734. Application.
						Sec. 5735. Matching funds.
						Sec. 5736.
				Report.

					.


116 HR 6232 IH: To require the Secretary of Health and Human Services, through the National Disaster Medical System, to provide for certain laboratory reimbursement for diagnostic testing for COVID–19 in uninsured individuals.
U.S. House of Representatives
2020-03-12
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I116th CONGRESS2d SessionH. R. 6232IN THE HOUSE OF REPRESENTATIVESMarch 12, 2020Mr. Cárdenas (for himself, Ms. Sánchez, and Mr. Castro of Texas) introduced the following bill; which was referred to the Committee on Energy and CommerceA BILLTo require the Secretary of Health and Human Services, through the National Disaster Medical System, to provide for certain laboratory reimbursement for diagnostic testing for COVID–19 in uninsured individuals.1.Reimbursement for diagnostic testing for Covid–19 in uninsured individuals(a)ReimbursementThrough the National Disaster Medical System under section 2812 of the Public Health Service Act (42 U.S.C. 300hh–11), and in coordination with the Administrator of the Centers for Medicare & Medicaid Services, the Secretary of Health and Human Services shall, subject to the availability of appropriations under subsection (c), pay the claims of laboratories for reimbursement, as described in subsection (a)(3)(D) of such section 2812, for health services consisting of diagnostic testing to detect or diagnose COVID–19 in uninsured individuals. The amount that will be paid shall be equal to the amount that would have been paid to a physician or laboratory under Clinical Laboratory Fee Schedule under section 1833(h)(8) of the Social Security Act.(b)DefinitionIn this section, the term uninsured individual means an individual who is not enrolled in—(1)a Federal health care program (as defined under section 1128B(f) of the Social Security Act (42 U.S.C. 1320a–7b(f))); or(2)a group health plan or health insurance coverage offered by a health insurance issuer in the group or individual market (as such terms are defined in section 2791 of the Public Health Service Act (42 U.S.C. 300gg–91)) or a health plan offered under chapter 89 of title 5, United States Code.(c)FundingTo carry out this section, there is authorized to be appropriated, and there is hereby appropriated, out of amounts in the Treasury not otherwise obligated, $1,000,000,000, to remain available until expended.


I
111th CONGRESS 1st Session
H. R. 2195
IN THE HOUSE OF REPRESENTATIVES

April 30, 2009
Mr. Thompson of Mississippi (for himself, Mr. King of New York, Ms. Clarke, Mr. Daniel E. Lungren of California, Ms. Jackson-Lee of Texas, Ms. Loretta Sanchez of California, Ms. Harman, Mr. Cuellar, Mr. Carney, Ms. Zoe Lofgren of California, Mr. Pascrell, Mr. Luján, and Mr. Langevin) introduced the following bill; which was referred to the Committee on Energy and Commerce, and in addition to the Committee on Homeland Security, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned

A BILL
To amend the Federal Power Act to provide additional authorities to adequately protect the critical electric infrastructure against cyber attack, and for other purposes.

1.Critical electric infrastructure
(a)Findings
(1)The critical electric infrastructure of the United States and Canada has more than $1 trillion in asset value, more than 200,000 miles of transmission lines, and more than 800,000 megawatts of generating capability, serving over 300 million people.
(2)The effective functioning of this infrastructure is highly dependent on computer-based control systems that are used to monitor and manage sensitive processes and physical functions.
(3)These control systems are becoming increasingly connected to open networks, such as corporate intranets and the Internet. According to the Department of Homeland Security’s United States Computer Emergency Readiness Team (US–CERT), this transition towards widely used technologies and open connectivity exposes control systems to the ever-present cyber risks that exist in the information technology world in addition to control system specific risks.
(4)Malicious actors pose a significant risk to this infrastructure. The Federal Bureau of Investigation (FBI) has identified multiple sources of threats, including foreign nation states, domestic criminals and hackers, and disgruntled employees.
(5)Intentional or naturally occurring Electromagnetic Pulse (EMP) events also threaten critical electric infrastructure. The Commission to Assess the Threat to the United States from EMP Attack reported in 2008 that an EMP attack could cause significant damage or disruption to critical electric infrastructure and other critical infrastructure due to the widespread use of Supervisory Control and Data Acquisition (SCADA) systems. The National Academy of Sciences also reported in 2008 that Severe Space Weather Events could produce similar results.
(6)The Department of Homeland Security’s Control Systems Security Program is designed to increase the reliability, security, and resilience of control systems to guard against and enhance domestic preparedness for and collective response to a cyber attack by a terrorist or other person. This is done by developing voluntary cyber risk reduction products, supporting the Department of Homeland Security’s Industrial Control Systems Computer Emergency Response Team (“ICS–CERT”) in developing vulnerability mitigation recommendations and strategies, and coordinating and leveraging activities for improving the Nation’s critical infrastructure security posture.
(7)According to recent news reports, the electronic control systems of the electrical system in the United States have been routinely penetrated and compromised. According to current and former national security officials, cyber spies from China, Russia, and other countries have penetrated the United States electrical system in order to map the system, and have left behind software programs that could be used to disrupt and disable the system.
(8)In the interest of national security, and to enhance domestic preparedness for and collective response to a cyber attack by a terrorist or other person, a statutory mechanism is necessary to protect the critical electric infrastructure against cyber threats.
(9)In spite of existing mandatory cybersecurity standards, a report from the North American Electric Reliability Corporation (NERC) suggests that many utilities are underreporting their assets, potentially to avoid compliance requirements. In April 2009, NERC reported that only 23 percent of responding utilities identified a Critical Cyber Asset as required by NERC Reliability Standard 002–1. According to NERC, the results of this survey suggest that utilities may not have identified certain qualifying assets as Critical. NERC requested that entities take a fresh, comprehensive look at their methodology in order to identify and secure more Critical Cyber Assets.
(10)On May 21, 2008, in testimony before the House Committee on Homeland Security, Joseph Kelliher, then-Chairman of the Federal Energy Regulatory Commission (the Commission), stated that his agency is in need of additional legal authorities to adequately protect the electric power system against cyber attack.
(b)Research on cyber compromise of critical electric infrastructure
(1)Pursuant to section 201 of the Homeland Security Act of 2002 (6 U.S.C. 121) and in furtherance of domestic preparedness for and collective response to a cyber attack by a terrorist or other person, the Secretary of Homeland Security, working with other national security and intelligence agencies, shall conduct research and determine if the security of federally owned programmable electronic devices and communication networks (including hardware, software, and data) essential to the reliable operation of critical electric infrastructure have been compromised.
(2)The scope of the research referred to in paragraph (1) shall include: the extent of compromise, identification of attackers, the method of penetration, ramifications of the compromise on future operations of critical electric infrastructure, secondary ramifications of the compromise on other critical infrastructure sectors and the functioning of civil society, ramifications of compromise on national security, including war fighting capability, and recommended mitigation activities.
(3)The Secretary of Homeland Security shall report the findings to the appropriate committees of Congress, including the Committee on Homeland Security of the House of Representatives and the Homeland Security and Governmental Affairs Committee of the Senate. The report may contain a classified annex.
(c)Federal Power Act AmendmentPart II of the Federal Power Act (16 U.S.C. 791a and following) is amended by adding the following new sections at the end thereof:

224Critical infrastructure
(a)DefinitionsFor purposes of this section:
(1)Critical electric infrastructureThe term critical electric infrastructure means systems and assets, whether physical or cyber used for the generation, transmission, distribution, or metering of electric energy that, in the determination of the Commission, in consultation with the Secretary of Homeland Security and other national security agencies, are so vital to the United States that the incapacity or destruction of such systems and assets, either alone or in combination with the failure of other assets, would cause significant harm to the security, national or regional economic security, or national or regional public health or safety.
(2)Critical electric infrastructure informationThe term critical electric infrastructure information means critical infrastructure information related to critical electric infrastructure.
(3)Critical infrastructure informationThe term critical infrastructure information has the same meaning as is given that term in section 212(3) of the Critical Infrastructure Information Act of 2002 (6 U.S.C. 131(3)).
(4)Cyber threatThe term cyber threat means any act by a terrorist or other person that disrupts, attempts to disrupt, or poses a significant risk of disruption to the operation of programmable electronic devices and communication networks (including hardware, software, and data) essential to the reliable operation of critical electric infrastructure.
(5)Cyber vulnerabilityThe term ‘cyber vulnerability’ means any weakness that, if exploited by a terrorist or other person, poses a significant risk of disruption to the operation of programmable electronic devices and communication networks (including hardware, software, and data) essential to the reliable operation of critical electric infrastructure.
(b)Assessment, report, and determination
(1)In generalPursuant to section 201 of the Homeland Security Act of 2002 (6 U.S.C. 121), the Secretary of Homeland Security shall assess cyber vulnerabilities or threats to critical infrastructure, including critical electric infrastructure and advanced metering infrastructure, on an ongoing basis and produce reports, including recommendations, on a periodic basis for the purposes of homeland security, including the enhancement of domestic preparedness for and collective response to a cyber attack by a terrorist, nation-state, or other person, and for other purposes.
(2)Elements of the reportThe Secretary shall—
(A)include in the reports under this section findings regarding a cyber vulnerability or terrorist threat or potential terrorist threat, and a nation-state threat or potential threat to critical electric infrastructure; and
(B)provide recommendations regarding actions that may be performed to enhance individualized and collective domestic preparedness and response to the cyber vulnerability or terrorist or nation-state.
(3)Transmittal of reportThe Secretary of Homeland Security shall transmit reports prepared in response to the cyber vulnerability or threat to the Commission and the appropriate committees of Congress, including the Committee on Homeland Security of the House of Representatives and the Homeland Security and Governmental Affairs Committee of the Senate, of the Secretary’s determinations under this section. Each such report may contain a classified annex.
(4)Timely determinationIf, in carrying out the assessment required under paragraph (1), the Secretary of Homeland Security determines that a significant cyber vulnerability or threat to critical electric infrastructure has been identified, the Secretary of Homeland Security shall communicate such a determination to the Commission in a timely manner. The Secretary of Homeland Security may incorporate intelligence or information received from other national security or intelligence agencies in making such determination.
(c)Commission authority
(1)Issuance of rules or ordersFollowing receipt of a finding under subsection (b), the Commission shall issue (and from time to time thereafter amend) such rules or orders as are necessary to protect critical electric infrastructure against vulnerabilities or threats.
(2)Emergency proceduresThe Commission may issue, in consultation with the Secretary of Homeland Security, a rule or order under this section without prior notice or hearing if it determines the rule or order must be issued immediately to protect critical electric infrastructure from an imminent threat or vulnerability.
(d)Duration of emergency rules or ordersAny rule or order issued by the Commission without prior notice or hearing under subsection (c)(2) shall remain effective for not more than 90 days unless, during such 90 days, the Commission gives interested persons an opportunity to submit written data, views, or arguments (with or without opportunity for oral presentation) and affirms, amends, or repeals the rule or order.
(e)JurisdictionNotwithstanding section 201, the provisions of this section shall apply to any entity that owns, controls, or operates critical electric infrastructure, and such entities shall be subject to the jurisdiction of the Commission for purposes of carrying out this section and for purposes of applying the enforcement authorities of this Act with respect to such provisions, but shall not make an electric utility or any other entity subject to the jurisdiction of the Commission for any other purposes.
(f)Protection of critical electric infrastructure informationThe provisions of section 214 of the Homeland Security Act of 2002 (6 U.S.C. 133) shall apply to critical electric infrastructure information submitted to the Commission under this section to the same extent that they apply to critical infrastructure information voluntarily submitted to the Department of Homeland Security under that Act (6 U.S.C. 101 and following).
224B.Protection against known cyber vulnerabilities or threats to the critical electric infrastructure
(a)Interim measuresAfter notice and opportunity for comment, the Commission shall establish, in consultation with the Secretary of Homeland Security, by rule or order, within 120 days of enactment of this section, such mandatory interim measures as are necessary to protect against known cyber vulnerabilities or threats to the reliable operation of the critical electric infrastructure in the United States. Such interim reliability measures:
(1)shall serve to supplement, replace, or modify cybersecurity reliability standards that, as of the date of enactment of this section, were in effect pursuant to section 215, but that are determined by the Commission, in consultation with the Secretary of Homeland Security and other national security agencies, to be inadequate to address known cyber vulnerabilities or threats; and
(2)may be replaced by new cybersecurity reliability standards that are developed and approved pursuant to section 215 following the date of enactment of this section.
(b)PlansThe rule or order issued under this subsection may require any owner, user or operator of critical electric infrastructure in the United States to develop a plan to address cyber vulnerabilities or threats identified by the Commission and to submit such plan to the Commission for approval. .
2.Evaluation of existing authoritiesSection 214 of title II, subtitle B of the Homeland Security Act of 2002 (6 U.S.C. 133(i)) is amended by adding at the end the following:

(i)Review of authorities To protect critical infrastructureThe Secretary of Homeland Security shall evaluate the capacity and authority of the Department of Homeland Security and other Federal agencies to ensure the security and resilience of electronic devices and communication networks essential to each of the critical infrastructure sectors identified pursuant to Homeland Security Presidential Directive 7 against a cyber attack by a terrorist, nation-state, or other person, for the purpose of enhancing domestic preparedness for, and collective response to, a cyber attack by a terrorist, nation-state, or other person and to enhance the Nation's homeland security posture. .


113 HR 2541 IH: Police Officers Protecting Children Act
U.S. House of Representatives
2013-06-27
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

		I
		113th CONGRESS
		1st Session
		H. R. 2541
		IN THE HOUSE OF REPRESENTATIVES

			June 27, 2013
			Mrs. Hartzler (for
			 herself, Mr. Broun of Georgia,
			 Mr. Chabot,
			 Mr. Cole, Mr. Luetkemeyer, Mr.
			 Mulvaney, Mrs. Noem,
			 Mr. King of Iowa,
			 Mrs. Blackburn,
			 Mr. DesJarlais,
			 Mr. Fincher,
			 Mr. Roe of Tennessee,
			 Mr. Long, Mr. Cassidy, Mr.
			 Carter, Mr. Johnson of
			 Ohio, Mr. Radel,
			 Mr. Palazzo,
			 Mr. Schweikert,
			 Mr. Benishek,
			 Mr. DeSantis,
			 Mr. Miller of Florida,
			 Mr. Meadows, and
			 Mr. Smith of Missouri) introduced the
			 following bill; which was referred to the Committee on the Judiciary

		A BILL
		To allow certain off-duty law enforcement officers and
		  retired law enforcement officers to carry a concealed firearm to protect
		  children in a school zone.

		1.Short titleThis Act may be cited as the
			 Police Officers Protecting Children
			 Act.
		2.Certain off-duty
			 law enforcement officers and retired law enforcement officers allowed to carry
			 a concealed firearm, and discharge a firearm, in a school zoneSection 922(q) of title 18, United States
			 Code, is amended—
			(1)in paragraph
			 (2)(B)—
				(A)by striking
			 or at the end of clause (vi); and
				(B)by redesignating
			 clause (vii) as clause (ix) and inserting after clause (vi) the
			 following:

						(vii)by an off-duty law enforcement officer who
				is a qualified law enforcement officer (as defined in section 926B) and is
				authorized under such section to carry a concealed firearm, if the firearm is
				concealed;
						(viii)by a qualified retired law enforcement
				officer (as defined in section 926C) who is authorized under such section to
				carry a concealed firearm, if the firearm is concealed;
				or
						; and
				(2)in paragraph
			 (3)(B)—
				(A)by striking
			 or at the end of clause (iii);
				(B)by striking the
			 period at the end of clause (iv) and inserting a semicolon; and
				(C)by adding at the
			 end the following:

						(v)by an off-duty law enforcement officer who
				is a qualified law enforcement officer (as defined in section 926B) and is
				authorized under such section to carry a concealed firearm; or
						(vi)by a qualified retired law enforcement
				officer (as defined in section 926C) who is authorized under such section to
				carry a concealed
				firearm.
						.


113 SRES 592 IS: Recognizing the contributions of the Montagnard indigenous tribespeople of the Central Highlands of Vietnam to the United States Armed Forces during the Vietnam War, and condemning the ongoing violation of human rights by the Government of the Socialist Republic of Vietnam.
U.S. Senate

text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

		III
		113th CONGRESS
		2d Session
		S. RES. 592
		IN THE SENATE OF THE UNITED STATES

			December 1, 2014
			Mr. Burr submitted the following resolution; which was referred to the Committee on Foreign Relations

		RESOLUTION
		Recognizing the contributions of the Montagnard indigenous tribespeople of the Central Highlands of
			 Vietnam to the United States Armed Forces during the Vietnam War, and
			 condemning the ongoing violation of human rights by the Government of the
			 Socialist Republic of Vietnam.

		Whereas the Montagnards, sometimes referred to as Dega, are the indigenous tribespeople living in Vietnam’s Central Highlands region;Whereas the Montagnards were driven into the mountains by invading Vietnamese and Cambodians in the
			 9th century;Whereas French Roman Catholic missionaries converted many of the Montagnards in the 19th century
			 and American Protestant missionaries subsequently converted many to
			 various Protestant sects;Whereas, during the 1960s, the United States Mission in Saigon, the Central Intelligence Agency
			 (CIA), and United States Army Special Forces, also known as the Green
			 Berets, trained the Montagnards in unconventional warfare;Whereas an estimated 61,000 Montagnards, out of an estimated population of 1,000,000, fought
			 alongside the United States and the Army of the Republic of Vietnam (ARVN)
			 forces against the North Vietnamese Army and the Viet Cong;Whereas the Central Intelligence Agency, United States Special Forces, and the Montagnards
			 cooperated on the Village Defense Program, a forerunner to the War’s
			 Strategic Hamlet Program and estimated 43,000 Montagnards were organized
			 into Civilian Irregular Defense Groups (CIDGs) to provide protection for the areas around the CIDGs' operational bases;Whereas, at its peak, the CIDGs had approximately  50 operational bases, with each base containing
			 a
			 contingent of two United States Army officers and ten enlisted men, and an
			 ARVN unit of
			 the same size, and each base trained 200 to 700 Montagnards, or strikers;Whereas another 18,000 Montagnards were reportedly enlisted into mobile strike forces, and various
			 historical accounts describe a strong bond between the United States
			 Special Forces and the Montagnards, in contrast to Vietnamese Special
			 Forces and ARVN troops;Whereas  the lives of thousands of members of the  United States Armed Forces were saved as a
			 result of the
			 heroic actions of the Montagnards, who fought loyally and bravely
			 alongside United States Special Forces in the Vietnam War;Whereas, after the fall of the Republic of Vietnam in 1975, thousands of Montagnards fled across
			 the border into Cambodia to escape persecution;Whereas the Government of the reunified Vietnamese nation, renamed the Socialist Republic of
			 Vietnam, deeply distrusted the Montagnards who had sided with the United
			 States and ARVN forces, and subjected them to imprisonment and various
			 forms of discrimination and oppression after the Vietnam War ended;Whereas, after the Vietnam War, the United States  Government resettled large numbers of
			 Montagnards, mostly in
			 North Carolina, and an estimated several thousand Montagnards currently
			 reside in North Carolina, which is the largest population of Montagnards
			 residing outside of Vietnam;Whereas the Socialist Republic of Vietnam currently remains a one-party state, ruled and controlled
			 by the Communist Party of Vietnam (CPV), which continues to restrict
			 freedom of religion, movement, land and property rights, and political
			 expression;Whereas officials of the Government of Vietnam have forced Montagnards to publicly denounce their
			 religion, arrested and imprisoned Montagnards who organized public
			 demonstrations, and mistreated Montagnards in detention;Whereas the Government of Vietnam’s restrictions on foreigners’ access to the Central Highlands
			 region complicate accurate reporting of human rights violations against
			 the Montagnards, including the hundreds of Montagnards who have reportedly
			 been imprisoned since 2001 and Montagnards who have fled to Thailand
			 seeking asylum in a third country;Whereas some Montagnard Americans have complained that Vietnamese authorities either have prevented
			 them from visiting Vietnam or have subjected them to interrogation upon
			 re-entering the country on visits;Whereas the Department of State’s 2013 Country Reports on Human Rights Practices and 2013
			 International Religious Freedom Report reference the mistreatment of
			 Montagnards as an example of the detention of ethnic minorities in Vietnam
			  and references reports from  followers of the unsanctioned Church of
			 Christ that  local
			 authorities in the Central Highlands provinces had harassed and persecuted
			 them;Whereas, in March 2014, the Unrepresented Nations and Peoples Organization (UNPO) submitted an
			 alternative report to the United Nations Committee on Economic, Social,
			 and Cultural Rights summarizing the alleged violations of the economic,
			 social, and cultural rights of Vietnam’s Montagnard, Hmong, and Khmer
			 Krom;Whereas the Unrepresented Nations and Peoples Organization report states that the
			 Government of Vietnam	has denied Montagnards of their right of
			 self-determination;
			 imposed discriminatory policies; curtailed religious freedom; impeded
			 access to an adequate standard of living; limited access to health care
			 and education; infringed on the Montagnards’ cultural rights; and, in two
			 recent cases, arrested and imprisoned Montagnards
			 purportedly for their religious beliefs;Whereas the United States Commission on International Religious Freedom’s 2014 Annual Report states
			 that the Government of Vietnam controls all religious activities through
			 law and administrative oversight, severely restricts independent religious
			 practice, and represses individuals and religious groups it views as
			 challenging its authority, including independent Protestant house churches
			 in the Central and Northwest Highlands; andWhereas the United States Commission on International Religious Freedom recommends that Vietnam be
			 designated as a Country of Particular Concern (CPC) and that access to
			 Priority 1 refugee resettlement authority should be increased	for
			 individuals from Vietnam facing a well-founded fear of persecution: Now,
			 therefore, be it

		That the Senate—(1)recognizes the contributions of the Montagnards who fought loyally and bravely with United States
			 Armed Forces during the Vietnam War and who continue to suffer persecution
			 in Vietnam as a result of this relationship;(2)condemns actions taken by the Government of Vietnam to suppress basic human rights and civil
			 liberties for all its citizens;(3)urges the Government of Vietnam to allow human rights groups access to all regions of the country
			 and to end restrictions of basic human rights, including the freedom of
			 religion, land and property rights, freedom of movement, and access to an
			 adequate standard of living; and(4)urges the President and Congress to develop policies that support Montagnards and other
			 marginalized ethnic minority and indigenous populations such as the Khmer
			 Krom and the Hmong in Vietnam and    reflect United States interests and
			 commitment to
			 upholding
			 human rights and democracy abroad.


117 HR 1156 IH: Facilitating the Deployment of Infrastructure with Greater Internet Transactions And Legacy Applications Act
U.S. House of Representatives
2021-02-18
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I117th CONGRESS1st SessionH. R. 1156IN THE HOUSE OF REPRESENTATIVESFebruary 18, 2021Mr. McKinley introduced the following bill; which was referred to the Committee on Natural Resources, and in addition to the Committees on Agriculture, and Energy and Commerce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concernedA BILLTo require the Assistant Secretary of Commerce for Communications and Information to report to Congress every 60 days on barriers to implementation by the Department of Interior and Department of Agriculture of an online portal to accept, process, and dispose of an application for the placement of communications facilities on certain Federal lands.
1.Short titleThis Act may be cited as the Facilitating the Deployment of Infrastructure with Greater Internet Transactions And Legacy Applications Act or the Facilitating DIGITAL Applications Act.  2.Barriers to implementation of an online portal for Form 299 (a)DefinitionsIn this Act:
(1)Appropriate committees of congressThe term appropriate committees of Congress means— (A)the Committee on Energy and Commerce of the House of Representatives;
(B)the Committee on Natural Resources of the House of Representatives; (C)the Committee on Commerce, Science, and Transportation of the Senate; and
(D)the Committee on Environment and Public Works of the Senate. (2)Assistant secretaryThe term Assistant Secretary means the Assistant Secretary of Commerce for Communications and Information.
(3)Communications facilityThe term communications facility includes— (A)any infrastructure, including any transmitting device, tower, or support structure, and any equipment, switch, wiring, cabling, power source, shelter, or cabinet, associated with the licensed or permitted unlicensed wireless or wireline transmission of any writing, sign, signal, data, image, picture, and sound of any kind; and
(B)any antenna or apparatus that— (i)is designed for the purpose of emitting radio frequency;
(ii)is designed to be operated, or is operating, from a fixed location pursuant to authorization by the Commission or is using a duly authorized device that does not require an individual license; and (iii)is added to a tower, building, or other structure.
(4)Communications useThe term communications use means the placement and operation of a communications facility. (5)Communications use authorizationThe term communications use authorization means an easement, right-of-way, lease, license, or other authorization to locate or modify a communications facility on covered land by the Department concerned for the primary purpose of authorizing the occupancy and use of the covered land for communications use.
(6)Covered landThe term covered land means— (A)public land administered by the Secretary of the Interior; and
(B)National Forest System land. (7)Department concernedThe term Department concerned means the Department of the Interior or the Department of Agriculture.
(8)Form 299The term Form 299 means the form established under section 6409(b)(2)(A) of the Middle Class Tax Relief and Job Creation Act of 2012 (47 U.S.C. 1455(b)(2)(A)), or any successor form. (9)Secretary concernedThe term Secretary concerned means—
(A)the Secretary of the Interior, with respect to land administered by such Secretary; and (B)the Secretary of Agriculture, with respect to National Forest System land.
(b)Barriers to implementation
(1)In generalNot later than 90 days after the date of enactment of this section, and every 60 days thereafter until the notification described in paragraph (2), the Assistant Secretary shall submit to the appropriate committees in Congress a report that— (A)describes whether the Department concerned has established an online portal for the acceptance, processing, and disposal of a Form 299; and
(B)describes any barrier to the establishment of an online portal for the acceptance, processing, and disposal of a Form 299. (2)Notification describedThe Secretary concerned shall notify the Assistant Secretary not later than 3 business days after the Department concerned has established an online portal for the acceptance, processing, and disposal of a Form 299.


110 HR 3881 IH: Promotion of Artistic Giving Act of

U.S. House of Representatives
2007-10-17
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

		I
		110th CONGRESS
		1st Session
		H. R. 3881
		IN THE HOUSE OF REPRESENTATIVES

			October 17, 2007
			Mr. Udall of New
			 Mexico (for himself and Mr. English of
			 Pennsylvania) introduced the following bill; which was referred to
			 the Committee on Ways and
			 Means

		A BILL
		To amend the Internal Revenue Code of 1986 to modify the
		  rules for charitable contributions of fractional gifts.

		1.Short titleThis Act may be cited as the
			 Promotion of Artistic Giving Act of
			 2007.
		2.Modification of
			 rules for charitable contributions of fractional gifts
			(a)Extension of
			 time To complete gift
				(1)In
			 generalClause (i) of section 170(o)(3)(A) of the Internal
			 Revenue Code of 1986 (relating to recapture) is amended by striking the
			 earlier of— and all that follows and inserting the day which is
			 9 months after the date of death of the original donor, and.
				(2)Original donor
			 definedParagraph (4) of section 170(o) of such Code is amended
			 by adding at the end the following:

						(C)Original
				donorThe term “original
				donor” means the donor who made the initial fractional
				contribution.
						.
				(b)Valuation of
			 giftParagraph (2) of section 170(o) of such Code (relating to
			 valuation of subsequent gifts) is amended to read as follows:

					(2)Valuation of
				subsequent gifts in excess of $1,000,000In the case of annual additional
				contributions in excess of $1,000,000, the fair market value of such
				contributions shall be determined by using a certified appraisal from the Art
				Advisory Panel of the Commissioner of Internal
				Revenue.
					.
			(c)Repeal of estate
			 and gift tax rules
				(1)Section 2055 of
			 such Code is amended by striking subsection (g) and redesignating subsection
			 (h) as subsection (g).
				(2)Section 2522 of
			 such Code is amended by striking subsection (e) and redesignating subsection
			 (f) as subsection (e).
				(d)Effective
			 dateThe amendments made by this section shall take effect as if
			 included in the amendments made by section 1218 of the Pension Protection Act
			 of 2006.


117 S928 IS: To amend the Internal Revenue Code of 1986 to ensure that the 2021 recovery rebates as provided for in the American Rescue Plan Act are not provided to prison inmates and that such sums shall be redirected to the Department of Justice to be paid out in the form of restitution to compensate victims of crime.
U.S. Senate
2021-03-23
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

II117th CONGRESS1st SessionS. 928IN THE SENATE OF THE UNITED STATESMarch 23, 2021Mr. Cruz introduced the following bill; which was read twice and referred to the Committee on FinanceA BILLTo amend the Internal Revenue Code of 1986 to ensure that the 2021 recovery rebates as provided for in the American Rescue Plan Act are not provided to prison inmates and that such sums shall be redirected to the Department of Justice to be paid out in the form of restitution to compensate victims of crime. 1.Prohibiting 2021 Recovery Rebates from being provided to prisoners(a)In generalSection 6428B of the Internal Revenue Code of 1986, as added by section 9601 of the American Rescue Plan Act of 2021, is amended—(1)by redesignating subsections (h) and (i) as subsections (i) and (j), respectively;(2)in subsection (j), as so redesignated, by striking subsection (h)(1) each place it appears and inserting subsection (i)(1); and(3)by inserting after subsection (g) the following:(h)Special rules with respect to prisoners(1)Disallowance of credit(A)In generalSubject to subparagraph (B), no credit shall be allowed under subsection (a) to an eligible individual who is, for each day during calendar year 2021, described in clause (i), (ii), (iii), (iv), or (v) of section 202(x)(1)(A) of the Social Security Act (42 U.S.C. 402(x)(1)(A)).(B)Joint returnIn the case of eligible individuals filing a joint return where 1 spouse is described in subparagraph (A), subsection (b)(1) shall be applied by substituting $1,400 for $2,800.(2)Denial of advance refund or creditNo refund or credit shall be made or allowed under subsection (g) with respect to any individual whom the Secretary has knowledge is, at the time of any determination made pursuant to paragraph (3) of such subsection, described in clause (i), (ii), (iii), (iv), or (v) of section 202(x)(1)(A) of the Social Security Act..(b)Crime Victims Fund(1)In generalThere are transferred to the Crime Victims Fund, established under section 1402 of the Victims of Crime Act of 1984 (34 U.S.C. 20101), out of any money in the Treasury not otherwise obligated, an amount equal to the total reduction in outlays by reason of the amendment made by subsection (a). (2)Use of fundsAny amount transferred to the Crime Victims Fund under paragraph (1) shall be merged with and be available for the same purposes as amounts deposited in the Crime Victims Fund under section 1402(b) of the Victims of Crime Act of 1984 (34 U.S.C. 20101(b)). (c)Effective dateThe amendments made by subsection (a) shall take effect as if included in the enactment of section 9601 of the American Rescue Plan Act of 2021 (Public Law 117–2).


		II
		112th CONGRESS
		1st Session
		S. 1539
		IN THE SENATE OF THE UNITED STATES

			September 12, 2011
			Mr. Cornyn (for himself
			 and Mr. Menendez) introduced the
			 following bill; which was read twice and referred to the
			 Committee on Foreign
			 Relations

		A BILL
		To provide Taiwan with critically needed United
		  States-built multirole fighter aircraft to strengthen its self-defense
		  capability against the increasing military threat from China.

		1.Short titleThis Act may be cited as the
			 Taiwan Airpower Modernization Act of
			 2011.
		2.FindingsCongress makes the following
			 findings.
			(1)The Department of
			 Defense, in its 2011 report to Congress on Military and Security
			 Developments Involving the People’s Republic of China, found that
			 China continued modernizing its military in 2010, with a focus on Taiwan
			 contingencies, even as cross-Strait relations improved. The PLA seeks the
			 capability to deter Taiwan independence and influence Taiwan to settle the
			 dispute on Beijing’s terms. In pursuit of this objective, Beijing is developing
			 capabilities intended to deter, delay, or deny possible U.S. support for the
			 island in the event of conflict. The balance of cross-Strait military forces
			 and capabilities continues to shift in the mainland’s favor. In this
			 report, the Department of Defense also concludes that, over the next decade,
			 China’s air force will remain primarily focused on building the
			 capabilities required to pose a credible military threat to Taiwan and U.S.
			 forces in East Asia, deter Taiwan independence, or influence Taiwan to settle
			 the dispute on Beijing’s terms.
			(2)The Defense
			 Intelligence Agency (DIA) conducted a preliminary assessment of the status and
			 capabilities of Taiwan’s air force in an unclassified report, dated January 21,
			 2010. The DIA found that, [a]lthough Taiwan has nearly 400 combat
			 aircraft in service, far fewer of these are operationally capable. The
			 report concluded, Many of Taiwan’s fighter aircraft are close to or
			 beyond service life, and many require extensive maintenance support. The
			 retirement of Mirage and F–5 aircraft will reduce the total size of the Taiwan
			 Air Force.
			(3)Since 2006,
			 authorities from Taiwan have made repeated requests to purchase 66 F–16C/D
			 multirole fighter aircraft from the United States, in an effort to modernize
			 the air force of Taiwan and maintain its self-defense capability.
			(4)According to a
			 report by the Perryman Group, a private economic research and analysis firm,
			 the requested sale of F–16C/Ds to Taiwan would generate some
			 $8,700,000,000 in output (gross product) and more than 87,664 person-years of
			 employment in the US, including 23,407 direct jobs, while
			 economic benefits would likely be realized in 44 states and the District
			 of Columbia.
			(5)The sale of
			 F–16C/Ds to Taiwan would both sustain existing high-skilled jobs in key United
			 States manufacturing sectors and create new ones.
			(6)On August 1,
			 2011, a bipartisan group of 181 members of the House of Representatives sent a
			 letter to the President, expressing support for the sale of F–16C/Ds to Taiwan.
			 On May 26, 2011, a bipartisan group of 45 members of the Senate sent a similar
			 letter to the President, expressing support for the sale. Two other members of
			 the Senate wrote separately to the President or the Secretary of State in 2011
			 and expressed support for this sale.
			3.Sense of
			 CongressIt is the sense of
			 Congress that—
			(1)a critical
			 element to maintaining peace and stability in Asia in the face of China’s
			 two-decade-long program of military modernization and expansion of military
			 capabilities is ensuring a militarily strong and confident Taiwan;
			(2)a Taiwan that is
			 confident in its ability to deter Chinese aggression will increase its ability
			 to proceed in developing peaceful relations with China in areas of mutual
			 interest;
			(3)the cross-Strait
			 military balance between China and our longstanding strategic partner, Taiwan,
			 has clearly shifted in China’s favor;
			(4)China’s military
			 expansion poses a clear and present danger to Taiwan, and this threat has very
			 serious implications for the ability of the United States to fulfill its
			 security obligations to allies in the region and protect our vital United
			 States national interests in East Asia;
			(5)Taiwan’s air
			 force continues to deteriorate, and it needs additional advanced multirole
			 fighter aircraft in order to modernize its fleet and maintain a sufficient
			 self-defense capability;
			(6)the United States
			 has a statutory obligation under the Taiwan Relations Act (22 U.S.C. 3301 et
			 seq.) to provide Taiwan the defense articles necessary to enable Taiwan to
			 maintain sufficient self-defense capabilities, in furtherance of maintaining
			 peace and stability in the western Pacific region;
			(7)in order to
			 comply with the Taiwan Relations Act, the United States must provide Taiwan
			 with additional advanced multirole fighter aircraft, as well as significant
			 upgrades to Taiwan’s existing fleet of multirole fighter aircraft; and
			(8)the proposed sale
			 of F–16C/D multirole fighter aircraft to Taiwan would have significant economic
			 benefits to the United States economy.
			4.Sale of F–16
			 aircraft to TaiwanThe
			 President shall carry out the sale of no fewer than 66 F–16C/D multirole
			 fighter aircraft to Taiwan.


115 HRES 428 IH: Expressing support for the designation of “National Eating Disorders Awareness Week” and supporting the goals and ideals to raise awareness and understanding of eating disorders.
U.S. House of Representatives
2017-06-29
text/xml
EN
Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

IV115th CONGRESS1st SessionH. RES. 428IN THE HOUSE OF REPRESENTATIVESJune 29, 2017Mr. Murphy of Pennsylvania (for himself, Mr. Butterfield, Ms. Norton, Mr. Garrett, Mr. Johnson of Georgia, Ms. Jackson Lee, Mr. Smith of Washington, Ms. Jayapal, Mr. Costello of Pennsylvania, Mr. Tonko, Mrs. Napolitano, Mr. Deutch, Ms. Pingree, Ms. Eshoo, Ms. Wasserman Schultz, Mr. Meehan, Mr. Rothfus, Mr. Kind, Mr. Peters, Ms. Velázquez, Mr. Khanna, Mr. Rodney Davis of Illinois, Mr. Payne, Mr. Evans, Ms. Bonamici, Ms. Ros-Lehtinen, Mrs. Comstock, Ms. Lofgren, Ms. Frankel of Florida, Mr. McGovern, Mr. Young of Alaska, Miss González-Colón of Puerto Rico, Mr. Moulton, Mr. DeFazio, Mr. Thomas J. Rooney of Florida, Mr. Fitzpatrick, Mr. Donovan, Mr. King of New York, Mr. Connolly, Mrs. Mimi Walters of California, Mr. Kilmer, and Mr. Lance) submitted the following resolution; which was referred to the Committee on Energy and CommerceRESOLUTIONExpressing support for the designation of National Eating Disorders Awareness Week and supporting the goals and ideals to raise awareness and understanding of eating disorders.

 Whereas National Eating Disorders Awareness Week is designated as the calendar week commencing the last Sunday in February;
 Whereas eating disorders affect 30,000,000 individuals in the United States during their lifetimes; Whereas eating disorders affect people of all ages, races, sizes, sexual orientations, ethnicities, and socioeconomic statuses;
 Whereas eating disorders, including the specific disorders of anorexia nervosa, bulimia nervosa, binge eating disorder, avoidant/restrictive food intake disorder, and other specified feeding or eating disorders, are complex, biologically based illnesses;
 Whereas persons with eating disorders have amongst the highest mortality rate of all mental illnesses;
 Whereas eating disorders have a high prevalence amongst active military servicemembers and veterans;
 Whereas health professionals receive limited or no formal training about eating disorders or the identification and treatment of such disorders;
 Whereas eating disorders can be successfully treated with interventions at the appropriate durations and levels of care, yet only one-third of persons with eating disorders receive any medical, psychiatric, or therapeutic care;
 Whereas best practice treatment of eating disorders includes patients, their families, and a comprehensive team of professionals such as social workers, mental health counselors, primary care practitioners, psychiatrists, psychologists, dietitians, art therapists, and other specialty providers;
 Whereas substantially more research is needed with respect to eating disorders to inform evidence-based treatments, promote prevention efforts, facilitate early identification, and provide insight on illness causation and the damaging effects of eating disorders upon minds and bodies; and
 Whereas every 62 minutes someone dies as a result of an eating disorder: Now, therefore, be it  That the House of Representatives—
 (1)recognizes National Eating Disorders Awareness Week; (2)recognizes the rate at which individuals in the United States are affected by eating disorders and the inadequate rate at which such individuals seek treatment for such disorders;
 (3)supports the goals and ideals of a national week to raise public awareness and understanding of eating disorders and the millions of families in the United States affected by eating disorders;
 (4)acknowledges that eating disorders can be successfully treated with the appropriate levels of care and that individuals with eating disorders can and do recover; and
 (5)encourages the Federal Government, State and local governments, and citizens of the United States— (A)to support Eating Disorders Awareness Week through appropriate programs and activities; and
 (B)to promote public awareness of eating disorders.