America Competes Reauthorization Act Of 2010 Public Law 111 358
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| Author | : US Congress |
| Publisher | : |
| Total Pages | : 69 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
The America COMPETES Reauthorization Act of 2010 (Public Law 111-358) was put in place to invest in innovation through research and development, to improve the competitiveness of the United States, and for other purposes. The table of contents for this Act is as follows: (1) Sec. 1. Short title; table of contents; (2) Sec. 2. Definitions; and (3) Sec. 3. Budgetary impact statement. (A) Title I--Office of Science and Technology Policy: (4) Sec. 101. Coordination of Federal STEM education; (5) Sec. 102. Coordination of advanced manufacturing research and development; (6) Sec. 103. Interagency public access committee; (7) Sec. 104. Federal scientific collections; and (8) Sec. 105. Prize competitions. (B) Title II-National Aeronautics and Space Administration: (9) Sec. 201. NASA's contribution to innovation and competitiveness; (10) Sec. 202. NASA's contribution to education; (11) Sec. 203. Assessment of impediments to space science and engineering workforce development for minority and under-represented groups at NASA; (12) Sec. 204. International Space Station's contribution to national competitiveness enhancement; (13) Sec. 205. Study of potential commercial orbital platform program impact on Science, Technology, Engineering, and Mathematics; and (14) Sec. 206. Definitions. (C) Title III-National Oceanic and Atmospheric Administration: (15) Sec. 301. Oceanic and atmospheric research and development program; (16) Sec. 302. Oceanic and atmospheric science education programs; and (17) Sec. 303. Workforce study. (D) Title IV--National Institute of Standards and Technology: (18) Sec. 401. Short title; (19) Sec. 402. Authorization of appropriations; (20) Sec. 403. Under Secretary of Commerce for Standards and Technology; (21) Sec. 404. Manufacturing Extension Partnership; (22) Sec. 405. Emergency communication and tracking technologies research initiative; (23) Sec. 406. Broadening participation; (24) Sec. 407. NIST Fellowships; (25) Sec. 408. Green manufacturing and construction; and (26) Sec. 409. Definitions. (E) Title V--Science, Technology, Engineering, and Mathematics Support Programs. Subtitle A--National Science Foundation: (27) Sec. 501. Short title; (28) Sec. 502. Definitions; (29) Sec. 503. Authorization of appropriations; (30) Sec. 504. National Science Board administrative amendments; (31) Sec. 505. National Center for Science and Engineering statistics; (32) Sec. 506. National Science Foundation manufacturing research and education; (33) Sec. 507. National Science Board report on mid-scale instrumentation; (34) Sec. 508. Partnerships for innovation; (35) Sec. 509. Sustainable chemistry basic research; (36) Sec. 510. Graduate student support; (37) Sec. 511. Robert Noyce teacher scholarship program; (38) Sec. 512. Undergraduate broadening participation program; (39) Sec. 513. Research experiences for high school students; (40) Sec. 514. Research experiences for undergraduates; (41) Sec. 515. STEM industry internship programs; (42) Sec. 516. Cyber-enabled learning for national challenges; (43) Sec. 517. Experimental Program to Stimulate Competitive Research; (44) Sec. 518. Sense of the Congress regarding the science, technology, engineering, and mathematics talent expansion program; (45) Sec. 519. Sense of the Congress regarding the National Science Foundation's contributions to basic research and education; (46) Sec. 520. Academic technology transfer and commercialization of university research; (47) Sec. 521. Study to develop improved impact-on-society metrics; (48) Sec. 522. NSF grants in support of sponsored post-doctoral fellowship programs; (49) Sec. 523. Collaboration in planning for stewardship of large-scale facilities; (50) Sec. 524. Cloud computing research enhancement; (51) Sec. 525. Tribal colleges and universities program; (52) Sec. 526. Broader impacts review criterion; and (53) Sec. 527. Twenty-first century graduate education. Subtitle B--STEM-Training Grant Program: (54) Sec. 551. Purpose; (55) Sec. 552. Program requirements; (56) Sec. 553. Grant program; (57) Sec. 554. Grant oversight and administration; (58) Sec. 555. Definitions; and (59) Sec. 556. Authorization of appropriations. (F) Title VI--Innovation: (60) Sec. 601. Office of innovation and entrepreneurship; (61) Sec. 602. Federal loan guarantees for innovative technologies in manufacturing; (62) Sec. 603. Regional innovation program; (63) Sec. 604. Study on economic competitiveness and innovative capacity of United States and development of national economic competitiveness strategy; and (64) Sec. 605. Promoting use of high-end computing simulation and modeling by small and medium-sized manufacturers. (G) Title VII--NIST Green Jobs: (65) Sec. 701. Short title; (66) Sec. 702. Findings; and (67) Sec. 703. National Institute of Standards and Technology competitive grant program. (H) Title VIII--General Provisions: (68) Sec. 801. Government Accountability Office review; (69) Sec. 802. Salary restrictions; and (70) Sec. 803. Additional research authorities of the FCC. (I) Title IX--Department of Energy: (71) Sec. 901. Science, engineering, and mathematics education programs; (72) Sec. 902. Energy research programs; (73) Sec. 903. Basic research; and (74) Sec. 904. Advanced Research Project Agency-Energy. (J) Title X--Education: (75) Sec. 1001. References; (76) Sec. 1002. Repeals and conforming amendments; and (77) Sec. 1003. Authorizations of appropriations and matching requirement.
| Author | : U.S. Congress |
| Publisher | : BiblioGov |
| Total Pages | : 62 |
| Release | : 2013-10 |
| Genre | : |
| ISBN | : 9781295023479 |
| Author | : United States. Congress. Senate |
| Publisher | : |
| Total Pages | : |
| Release | : 2011* |
| Genre | : |
| ISBN | : |
| Author | : Heather B. Gonzalez |
| Publisher | : Createspace Independent Pub |
| Total Pages | : 40 |
| Release | : 2012-08-10 |
| Genre | : Education |
| ISBN | : 9781479106103 |
The term “STEM education” refers to teaching and learning in the fields of science, technology, engineering, and mathematics. It typically includes educational activities across all grade levels—from pre-school to post-doctorate—in both formal (e.g., classrooms) and informal (e.g., afterschool programs) settings. Federal policymakers have an active and enduring interest in STEM education and the topic is frequently raised in federal science, education, workforce, national security, and immigration policy debates. For example, more than 200 bills containing the term “science education” were introduced between the 100th and 110th congresses. The United States is widely believed to perform poorly in STEM education. However, the data paint a complicated picture. By some measures, U.S. students appear to be doing quite well. For example, overall graduate enrollments in science and engineering (S&E) grew 35% over the last decade. Further, S&E enrollments for Hispanic/Latino, American Indian/Alaska Native, and African American students (all of whom are generally underrepresented in S&E) grew by 65%, 55%, and 50%, respectively. On the other hand, concerns remain about persistent academic achievement gaps between various demographic groups, STEM teacher quality, the rankings of U.S. students on international STEM assessments, foreign student enrollments and increased education attainment in other countries, and the ability of the U.S. STEM education system to meet domestic demand for STEM labor. Various attempts to assess the federal STEM education effort have produced different estimates of its scope and scale. Analysts have identified between 105 and 252 STEM education programs or activities at 13 to 15 federal agencies. Annual federal appropriations for STEM education are typically in the range of $2.8 billion to $3.4 billion. All published inventories identify the Department of Education, National Science Foundation, and Health and Human Services as key agencies in the federal effort. Over half of federal STEM education funding is intended to serve the needs of postsecondary schools and students; the remainder goes to efforts at the kindergarten-through-Grade 12 level. Much of the funding for post-secondary students is in the form of financial aid. Federal STEM education policy concerns center on issues that relate to STEM education as a whole—such as governance of the federal effort and broadening participation of underrepresented populations—as well as those that are specific to STEM education at the elementary, secondary, and postsecondary levels. Governance concerns focus on perceived duplication and lack of coordination in the federal effort; broadening participation concerns tend to highlight achievement gaps between various demographic groups. Analysts suggest a variety of policy proposals in elementary, secondary, and postsecondary STEM education. At the K-12 level, these include proposals to address teacher quality, accountability, and standards. At the post-secondary level, proposals center on efforts to remediate and retain students in STEM majors. This report is intended to serve as a primer for outlining existing STEM education policy issues and programs. It includes assessments of the federal STEM education effort and the condition of STEM education in the United States, as well as an analysis of several of the policy issues central to the contemporary federal conversation about STEM education. Appendix A contains frequently cited data and sources and Appendix B includes a selection of major STEM-related acts.
| Author | : United States. Congress. Senate. Office of Management and Budget. Executive Office of the President |
| Publisher | : |
| Total Pages | : 1886 |
| Release | : 2017 |
| Genre | : Economic assistance, Domestic |
| ISBN | : 9780160944192 |
Identifies and describes specific government assistance opportunities such as loans, grants, counseling, and procurement contracts available under many agencies and programs.
| Author | : Michael J. Berry |
| Publisher | : University of Michigan Press |
| Total Pages | : 353 |
| Release | : 2016-06-22 |
| Genre | : Political Science |
| ISBN | : 0472121723 |
In The Modern Legislative Veto, Michael J. Berry uses a multimethod research design, incorporating quantitative and qualitative analyses, to examine the ways that Congress has used the legislative veto over the past 80 years. This parliamentary maneuver, which delegates power to the executive but grants the legislature a measure of control over the implementation of the law, raises troubling questions about the fundamental principle of separation of governmental powers. Berry argues that, since the U.S. Supreme Court declared the legislative veto unconstitutional in Immigration and Naturalization Service (INS) v. Chadha (1983), Congress has strategically modified its use of the veto to give more power to appropriations committees. Using an original dataset of legislative veto enactments, Berry finds that Congress has actually increased its use of this oversight mechanism since Chadha, especially over defense and foreign policy issues. Democratic and Republican presidents alike have fought back by vetoing legislation containing legislative vetoes and by using signing statements with greater frequency to challenge the legislative veto’s constitutionality. A complementary analysis of state-level use of the legislative veto finds variation in oversight powers granted to state legislatures, but similar struggles between the legislature and the executive. This ongoing battle over the legislative veto points to broader efforts by legislative and executive actors to control policy, efforts that continually negotiate how the democratic republic established by the Constitution actually operates in practice.
| Author | : Howard R. D. Gordon |
| Publisher | : Waveland Press |
| Total Pages | : 463 |
| Release | : 2020-04-22 |
| Genre | : Education |
| ISBN | : 1478645008 |
Rapid changes in the workplace, including progress in the areas of science, technology, engineering, and mathematics, make the contribution of career and technical education more significant than ever. In the fifth edition of his foundational text, Dr. Gordon is joined by new coauthor Deanna Schultz. Continued focus on the history, philosophy, structure, and evolution of career and technical education highlights in-depth coverage on emerging trends relevant to all areas of the field. The pedagogical structure of the text presents abundant information in an accessible format. The authors’ introduction to the origins of and early leadership in CTE lays the groundwork for later discussions of representation of women and underrepresented minorities in the discipline, as well as the implications of a multigenerational workforce and global community on the way educational programs are designed for career readiness. In addition to comprehensive updates, this edition features a section exploring work-based learning, information on current legislation, and a new chapter on community and technical colleges.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 95 |
| Release | : 2013-10-03 |
| Genre | : Science |
| ISBN | : 0309287502 |
Earth science, which in this context does not include oceanic, atmospheric, and space sciences, is vital to the wellbeing of the United States and many of its issues, such as water resources, are expected to grow in importance. An earth science workforce will be needed to deal with this issues and it\'s important that this workforce draw on the talents of all citizens. Thus, federal education programs can be implemented to help attract and retain students on an earth science pathway; however, tight funding means agencies need to invest in programs that actually work. As a result, the U.S. Geological Survey (USGS) Office of Science Quality and Integrity asked the National Research Council (NRC) to establish a committee to carry out a study, organized around a workshop, to address several tasks including: examining recent earth science education programs with a research or training component, both formal and informal, in these federal agencies; indentifying criteria and the results of previous federal program evaluations, and summarizing the knowledge and skills identified in recent NRC workforce reports that are needed by earth scientists in their careers. Preparing the Next Generation of Earth Scientists: An Examination of Federal Education and Training Programs presents the committee\'s finding. The investigation was completed through information provided by federal agency managers and published articles and reports. A 2-day workshop was also held to examine federal earth science education programs and efforts to leverage resources. The report includes the workshop agenda, a glossary of abbreviated terms, and more.
| Author | : |
| Publisher | : |
| Total Pages | : 532 |
| Release | : 2014-02 |
| Genre | : Delegated legislation |
| ISBN | : |
| Author | : Cheryl Wattley |
| Publisher | : University of North Texas Press |
| Total Pages | : 457 |
| Release | : 2024-07-15 |
| Genre | : Biography & Autobiography |
| ISBN | : 1574419595 |
Desire to Serve is the autobiography of Congresswoman Eddie Bernice Johnson (1934–2023), a thirty-year member of the United States House of Representatives, in her words as told to Cheryl Brown Wattley. It chronicles Johnson growing up in segregated Waco, Texas; attending St. Mary’s nursing school in South Bend, Indiana; working at the Veterans Administration Hospital in Dallas, Texas, as a chief psychiatric nurse; serving in the Texas House; being appointed as the regional director for Health, Education and Welfare; being elected as a Texas state senator; and serving thirty years as a congressional representative from North Texas. For each of these positions, she was either the first African American or first African American woman to hold the position. Johnson’s narrative of the duties and responsibilities of elected officials gives an insider’s view of the way government works—or doesn’t work. Highlights of Johnson’s political career include her support of NAFTA and the Violent Crime Control and Law Enforcement Act; the failure of the Health Security Act; her support of the Patient Recovery and Affordable Care Act, as well as the CHIPS-Science Act; her service as the chairwoman of the Committee on Science, Space, and Technology; and her membership on the Committee on Transportation and Infrastructure. “Eddie Bernice Johnson has demonstrated exemplary service in the US Congress representing the people of Texas’s 30th Congressional District. I’ve been proud to work with Congresswoman Johnson to grow the economy through investments in transportation, science, innovation, technology, and trade.”—Former president Barack Obama, 2023
