[Congressional Record Volume 151, Number 101 (Friday, July 22, 2005)]
[Senate]
[Pages S8747-S8752]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




          STATEMENTS ON INTRODUCED BILLS AND JOINT RESOLUTIONS

      By Mr. LAUTENBERG (for himself, Mr. Inouye, Mrs. Boxer, Mr. 
        Levin, and Mr. Sarbanes):
  S. 1465. A bill to strengthen programs relating to ocean, coastal, 
and Great Lakes science training by providing coordination of efforts, 
greater interagency cooperation, and the strengthening and expansion of 
related programs administered by the National Oceanic and Atmospheric 
Administration, and to diversify the ocean, coastal, and Great Lakes 
science community by attracting underrepresented groups; to the 
Committee on Commerce, Science, and Transportation.
  Mr. LAUTENBERG. Mr. President, I rise to introduce a bill that will 
enhance science education for kids of all ages--including my age.
  This bill capitalizes upon the natural allure of our oceans and 
coastlines to spark an interest in science. This will improve the 
general science literacy of Americans, which is a key to remaining 
competitive in today's global economy.
  The bill will also foster a deeper appreciation of our oceans and 
fragile coastal environment. As the U.S. Commission on Ocean Policy, 
Ocean Commission, pointed out in a report last year, our oceans and 
their resources are in trouble. Fishery stocks are declining . . . 
development is changing our coastal environments . . . and water 
quality has become a problem in many areas.
  We won't solve these challenges overnight. The future of our oceans 
and coastal regions rests with young people--so we must nurture their 
interest in ocean and coastal science.
  The Ocean Commission also pointed out that the level of science 
knowledge among graduating high school seniors is well below other 
nations. We must bridge this science gap. And one of the best ways to 
get kids excited about science is by drawing on their own experiences 
of our oceans, coasts, and Great Lakes. Kids are captivated by marine 
science. Their eyes light up when you show them an octopus squirting 
ink, a porpoise leaping out of the water, or an ocean wave pounding the 
shore.
  The bill we are introducing today, Ocean and Coastal Literacy in 
Urban and other Environments--or Ocean CLUE--will ensure that our 
students have an opportunity to learn about the ocean.
  Agencies like the National Oceanic and Atmospheric Administration 
(NOAA), the National Science Foundation and NASA already have wonderful 
ocean education programs. Ocean CLUE will provide a Task Force to 
coordinate these activities and help shape a national ocean and coastal 
education strategy.
  Our bill will also create a program within NOAA that will complement 
existing programs and satisfy an area of need identified by the Ocean 
Commission: minority representation in ocean and coastal careers.
  Our new K-12 program will also focus on urban areas. Though many 
coastal problems can be traced far up watersheds to suburban and rural 
watersheds, problems are often most acute in population centers. This 
new urban focus will complement existing ocean and coastal science 
programs. My hope is that any science teacher nationwide will be able, 
with the click of a mouse, to easily find an ocean and coastal 
education program that perfectly suits their needs.
  Our oceans are one of the greatest legacies we will bequeath to our 
children and grandchildren. We must also bequeath to them the knowledge 
and training to manage this crucial resource. This bill will do that.
  I want to thank my colleagues who are co-sponsoring this legislation: 
Senators Inouye, Boxer, Levin, and Sarbanes.
  I ask Unanimous Consent that the text of the bill be printed in the 
Record.
  There being no objection, the bill was ordered to be printed in the 
Record, as follows:

                                S. 1465

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

       (a) Short Title.--This Act may be cited as the ``Ocean and 
     Coastal Literacy in Urban and other Environments''.
       (b) Table of Contents.--The table of contents for this Act 
     is as follows:

Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Definitions.

       Title I--Ocean and Coastal Science Education Coordination

Sec. 101. National Science and Technology Council Technical Amendments.
Sec. 102. National Ocean and Coastal Science Education Task Force.
Sec. 103. Ocean and coastal science education advisory panel.

 Title II--Interagency Programs to Advance Ocean and Coastal Knowledge

Sec. 201. National strategy for ocean and coastal science education.
Sec. 202. Ocean and coastal science education program.

      Title III--NOAA Ocean and Coastal Science Education Programs

Sec. 301. NOAA ocean and coastal science education programs.
Sec. 302. Amendment to the National Sea Grant College Program Act.
Sec. 303. Amendment to the Coastal Zone Management Act of 1972.

                        Title IV--Authorizations

Sec. 401. Authorization of appropriations.

     SEC. 2. FINDINGS.

       The Congress finds the following:
       (1) The coastal regions and ocean waters of the United 
     States are vital to the Nation's public safety, homeland 
     security, transportation, trade, energy production, 
     recreation and tourism, food production, scientific research 
     and education, environmental and human health, and historical 
     and cultural heritage.
       (2) Development, resource extraction, and other human 
     activities throughout watersheds, coupled with an expanding 
     coastal population, are contributing to processes of 
     environmental change that may significantly threaten the 
     long-term health and sustainability of ocean, coastal, and 
     Great Lakes ecosystems.
       (3) The United States Commission on Ocean Policy reports 
     that United States high school graduates' scientific literacy 
     is below the international average and finds that exciting 
     ocean, coastal, and Great Lakes sciences and education has 
     the potential to stem the tide of science illiteracy in the 
     Nation.
       (4) Development and implementation of ocean, coastal, and 
     Great Lakes literacy programs are essential to ensure a 
     public that is fully knowledgeable about, fully informed 
     about, and fully capable of decisions contributing to ocean, 
     coastal, and Great Lakes issues.
       (5) Development and implementation of education and 
     training programs are essential to build a national 
     scientific, technological, and engineering workforce fully 
     representative of the Nation's citizens that meets the needs 
     of growing ocean, coastal, and Great Lakes economies and 
     better prepares the Nation for competition in the global 
     economy.

[[Page S8748]]

       (6) Those involved in ocean, coastal, and Great Lakes 
     policy and sciences are not fully representative of the 
     Nation's citizens, with only 10 percent of United States 
     graduate students in marine sciences from underrepresented 
     groups.
       (7) A coordinated program of ocean and coastal science 
     education would assist the Nation and the world in furthering 
     knowledge of the ocean and the global climate system, 
     ensuring homeland and national security, developing 
     innovative marine products, improving weather and climate 
     forecasts, improving human health, strengthening management 
     and sustainable use of ocean and coastal resources, 
     increasing the safety and efficiency of maritime operations, 
     and protecting the environment and mitigate man-made and 
     natural hazards.
       (8) Seven of the 10 most populated urban centers in the 
     United States are located along our marine, estuarine, and 
     Great Lakes coasts, and a coordinated program of education 
     specifically focused on urban coastal issues, including urban 
     stakeholders, would focus national attention on the unique 
     challenges faced by urban coastal communities.
       (9) Increased Federal cooperation and investment are 
     essential to build on ocean, coastal, and Great Lakes 
     research and education activities that are taking place 
     within numerous federal, state, and local agencies, academic 
     institutions and industries and to establish new partnerships 
     for sharing ocean, coastal, and Great Lakes science 
     resources, intellectual talent, and facilities.

     SEC. 3. DEFINITIONS.

       In this Act:
       (1) Administrator; Administration.--The terms 
     ``Administrator'' and ``Administration'' mean the 
     Administrator of the National Oceanic and Atmospheric 
     Administration and that Administration, respectively.
       (2) Advisory panel.--The term ``Advisory Panel'' means the 
     Ocean Research and Education Advisory Panel established under 
     section 103.
       (3) Council.--The term ``Council'' means the National 
     Science and Technology Council.
       (4) Minority-serving institution.--The term ``minority-
     serving institution'' means an institution that is--
       (A) a historically Black college or university that is a 
     part B institution, as defined in section 322(2) of the 
     Higher Education Act of 1965 (20 U.S.C. 1061(2));
       (B) a Hispanic-serving institution, as defined in section 
     502(a)(5) of the Higher Education Act of 1965 (20 U.S.C. 
     1101a(a)(5));
       (C) a tribally controlled college or university, as defined 
     in section 316(b)(3) of the Higher Education Act of 1965 (20 
     U.S.C. 1059c(b)(3));
       (D) an Alaska Native-serving institution under section 
     317(b) of the Higher Education Act of 1965 (20 U.S.C. 
     1059d(b));
       (E) a Native Hawaiian-serving institution under section 
     317(b) of the Higher Education Act of 1965 (20 U.S.C. 
     1059d(b)); or
       (F) an institution determined by the Secretary of Education 
     to have enrolled a substantial number of minority, low-income 
     students during the previous academic year who received 
     assistance under subpart I of part A of title IV of the 
     Higher Education Act of 1965 (20 U.S.C. 1070a et seq.) for 
     that year.
       (5) Ocean and coastal.--When used as an adjective, the term 
     ``ocean and coastal'' means ocean, coastal (including 
     estuarine), and Great Lakes.
       (6) Ocean and coastal sciences.--The term ``ocean and 
     coastal sciences'' includes the exploration of ocean, coastal 
     (including estuarine), and Great Lakes environments, the 
     development of methods and instruments to study and monitor 
     such environments, and the conduct of basic and applied 
     research to advance understanding of--
       (A) the physics, chemistry, biology, and geology of the 
     ocean, coasts, and Great Lakes;
       (B) ocean, coastal, and Great Lakes processes and 
     interactions with other components of the total Earth system; 
     and
       (C) the impacts of the ocean, coastal regions, and Great 
     Lakes on society and manner in which such environments are 
     influenced by human activity.
       (7) Ocean and coastal science education.--The term ``ocean 
     and coastal science education'' includes literacy, outreach, 
     formal education, and informal education focused on the 
     oceans, coasts, and Great Lakes at all levels, including 
     elementary, secondary, undergraduate, graduate, and the 
     general public.
       (8) Strategy.--The term ``strategy'' means the National 
     Strategy for Ocean and Coastal Science, Education, and 
     Literary developed under section 201.
       (9) Task Force.--The term ``task force'' means the National 
     Ocean and Coastal Science Education Task Force established 
     under section 102.
       (10) Underrepresented group.--The term ``underrepresented 
     group'' means, with respect to ocean and coastal sciences, 
     policy, and education programs and activities, members of a 
     minority group, women, individuals with disabilities, and any 
     other class of individuals who are underrepresented.

       TITLE I--OCEAN AND COASTAL SCIENCE EDUCATION COORDINATION

     SEC. 101. NATIONAL SCIENCE AND TECHNOLOGY COUNCIL TECHNICAL 
                   AMENDMENTS.

       (a) Director of Office of Science and Technology Policy To 
     Chair Council.--Section 207(a) of the National Science and 
     Technology Policy, Organization, and Priorities Act of 1976 
     (42 U.S.C. 6616(a)) is amended--
       (1) by striking ``Chairman of Federal Coordinating Council 
     for Science, Engineering, and Technology'' in the subsection 
     heading and inserting ``Chair of the National Science and 
     Technology Council''; and
       (2) by striking paragraph (1) and inserting the following:
       ``(1) serve as Chair of the National Science and Technology 
     Council; and''.
       (b) Functions.--Section 401 of the National Science and 
     Technology Policy, Organization, and Priorities Act of 1976 
     (42 U.S.C. 6651) is amended to read as follows:

     ``SEC. 401. FUNCTIONS OF COUNCIL.

       ``(a) In General.--The National Science and Technology 
     Council shall consider problems and developments in the 
     fields of science, technology, engineering, and mathematics 
     and related activities affecting more than one Federal 
     agency, and shall recommend policies and other measures 
     designed to--
       ``(1) provide more effective planning and administration of 
     Federal scientific, engineering, and technology programs;
       ``(2) identify research and education needs, including 
     areas requiring additional emphasis;
       ``(3) achieve more effective use of the scientific, 
     engineering, and technological resources and facilities of 
     Federal agencies, including elimination of unwarranted 
     duplication; and
       ``(4) further international cooperation in science, 
     engineering and technology.
       ``(b) Coordination.--The Council may be assigned 
     responsibility for developing long-range and coordinated 
     plans for scientific and technical research and education 
     activities which involve the participation of more than 2 
     agencies. The plans shall--
       ``(1) identify research approaches and priorities which 
     most effectively advance scientific understanding and provide 
     a basis for policy decisions;
       ``(2) provide for effective cooperation and coordination of 
     research among Federal agencies; and
       ``(3) encourage domestic and, as appropriate, international 
     cooperation among government, industry and university 
     scientists.
       ``(c) Other Duties.--The Council shall perform such other 
     related advisory duties as shall be assigned by the President 
     or by the Chair of the Council.
       ``(d) Assistance of Other Agencies.--For the purpose of 
     carrying out the provisions of this section, each Federal 
     agency represented on the Council shall furnish necessary 
     assistance to the Council, including--
       ``(1) detailing employees to the Council to perform such 
     functions, consistent with the purposes of this section, as 
     the Chairman of the Council may assign to them; and
       ``(2) undertaking upon the request of the Chair, such 
     special studies for the Council as come within the scope of 
     authority of the Council.
       ``(e) Standing Committees; Task Forces; Working Groups.--
     For the purpose of developing interagency plans, conducting 
     studies, and making reports as directed by the Chairman, 
     standing committees, task forces, and working groups of the 
     Council may be established.''.

     SEC. 102. NATIONAL OCEAN AND COASTAL SCIENCE EDUCATION 
                   COMMITTEE.

       (a) Task Force.--The President shall establish a National 
     Ocean and Coastal Science Education Task Force.
       (b) Membership.--The task force shall be composed senior 
     representatives with responsibility for, and expertise in, 
     education from each of the following agencies and 
     departments:
       (1) The National Oceanic and Atmospheric Administration.
       (2) The Navy.
       (3) The National Science Foundation.
       (4) The National Aeronautics and Space Administration.
       (5) The Department of Energy.
       (6) The Environmental Protection Agency.
       (7) The Coast Guard.
       (8) The United States Geological Survey.
       (9) The United States Fish and Wildlife Service.
       (10) The National Park Service.
       (11) The Minerals Management Service.
       (12) The Army Corps of Engineers.
       (13) The National Institutes of Health.
       (14) The Department of Agriculture.
       (15) The Office of Science and Technology Policy.
       (16) The Department of Labor.
       (17) The Department of Education.
       (18) The Smithsonian Institution.
       (19) Such other Federal agencies and departments as the 
     chair and vice chairs of the task force deem appropriate.
       (c) Chair and Vice Chairs.--The chair and vice chairs of 
     the task force shall be appointed every 2 years by a 
     selection committee composed of leaders of the departments 
     and agencies represented on the task force including, at a 
     minimum, the Administrator and the Director of the National 
     Science Foundation. The term of office of the chair and vice 
     chairs shall be 2 years. A person who has previously served 
     as chair or vice chair may be reappointed.
       (d) Responsibilities.--The task force shall--
       (1) serve as the primary source of advice and support on 
     ocean and coastal science education for the Council and 
     assist in carrying out the functions of the Council as they 
     relate to such matters, including budgetary analyses;

[[Page S8749]]

       (2) serve as the committee on ocean and coastal science 
     education for the Council and carry out Council functions 
     under section 401 of the National Science and Technology 
     Policy, Organization, and Priorities Act of 1976 (42 U.S.C. 
     6651) that relate to ocean and coastal sciences;
       (3) improve cooperation among Federal departments and 
     agencies with respect to ocean and coastal sciences and 
     education budgets, programs, operations, facilities and 
     personnel;
       (4) stimulate collaborations among Federal departments and 
     agencies to allow more efficient and effective use of 
     existing Federal assets;
       (5) provide a forum for development of the national 
     strategy for ocean and coastal science education and oversee 
     its implementation;
       (6) establish standards for United States ocean and coastal 
     literacy, which may include development of ocean and coastal 
     science assessments or curricula to meet national or State 
     science standards in elementary and secondary education 
     science programs;
       (7) establish standards for an ocean and coastal literacy 
     outreach program to link science and education programs to 
     broader communities, especially with respect to 
     underrepresented groups and urban coastal areas;
       (8) foster the development of ocean and coastal education 
     and outreach programs that are integrated with and based upon 
     Federal ocean and coastal science programs and that link 
     educators and scientists, especially with respect to 
     underrepresented groups and specifically urban coastal 
     issues;
       (9) coordinate Federal programs to improve representation 
     of underrepresented groups and groups from urban areas in 
     ocean-related careers;
       (10) coordinate Federal ocean and coastal education 
     activities for students at all levels, including funding for 
     educational opportunities at the elementary, secondary, 
     undergraduate, graduate, and post-doctoral levels;
       (11) identify and work to establish linkages among Federal 
     programs and those of States, academic institutions, museums 
     and aquariums, industry, foundations, and other non-
     governmental organizations;
       (12) coordinate United States government ocean and coastal 
     science education activities with those of other nations;
       (13) carry out such other activities as the Council may 
     require; and
       (14) establish such interagency subcommittees and working 
     groups as necessary to support the functions of the task 
     force and develop comprehensive and balanced Federal programs 
     and approaches to ocean and coastal sciences and education 
     needs.

     SEC. 103. OCEAN AND COASTAL SCIENCE EDUCATION ADVISORY PANEL.

       (a) Membership.--
       (1) Appointment.--The task force shall maintain an Ocean 
     and Coastal Science Education Advisory Panel consisting of 
     not less than 10 and not more than 18 members appointed by 
     the chair.
       (2) Qualifications.--Members of the advisory panel shall be 
     selected from among individuals representing ocean and 
     coastal industries and foundations, State governments, 
     museums and aquariums, non-governmental organizations, formal 
     and informal educators, ocean and coastal science educators, 
     and such other participants in ocean and coastal activities 
     as the chair considers appropriate, who have the requisite 
     expertise under paragraph (3).
       (3) Expertise.--Members shall have expertise in fields of 
     endeavor including ocean and coastal sciences, ocean and 
     coastal science education, outreach, ocean and coastal 
     management and policy, and ocean engineering.
       (4) Representatives of underrepresented groups.--
     Representatives of underrepresented groups shall have 
     balanced representation on the advisory panel without regard 
     to the requirements of paragraphs (2) and (3).
       (b) Responsibilities.--The advisory panel will advise the 
     task force on--
       (1) development and implementation of the national strategy 
     for ocean and coastal science education;
       (2) matters relating to links between ocean and coastal 
     science education and ocean and coastal observing systems, 
     oceanographic facilities and laboratories, and national 
     oceanographic data requirements;
       (3) issues pertaining to involvement of underrepresented 
     groups in ocean-related careers; and
       (4) Any additional matters that the task force considers 
     appropriate.
       (c) Funding.--The chair and vice chairs of the task force 
     annually shall make funds available to support the activities 
     of the Advisory Panel.

 TITLE II--INTERAGENCY PROGRAMS TO ADVANCE OCEAN AND COASTAL KNOWLEDGE

     SEC. 201. NATIONAL STRATEGY FOR OCEAN AND COASTAL SCIENCE 
                   EDUCATION AND LITERACY.

       (a) In General.--The task force shall develop a national 
     strategy for ocean and coastal science education and 
     literacy. The chair shall submit the strategy to the Congress 
     within 1 year after the date of enactment of this Act, and 
     submit a revised strategy at least once every 3 years 
     thereafter. The initial strategy shall be based on the 
     recommendations of the United States Commission on Ocean 
     Policy and shall establish, for the 10-year period beginning 
     in the year the strategy is submitted, the goals and 
     priorities for education that most effectively support 
     national workforce and professional development needs and 
     improve public understanding and ability to participate in 
     ocean policy decisions.
       (b) Specific Actions.--The strategy shall--
       (1) provide for increased Federal investment in ocean and 
     coastal science education over 5 years and for additional 
     investments in education and outreach, technology 
     development, and ocean exploration;
       (2) make recommendations for the coordination of Federal 
     ocean and coastal science education activities with those of 
     States, regional entities, other nations, and international 
     organizations;
       (3) consider and use, as appropriate, reports and studies 
     conducted by Federal agencies and departments, the National 
     Research Council, or other entities;
       (4) establish a plan to improve representation of 
     traditionally underrepresented groups in ocean-related 
     careers, both policy and science;
       (5) establish a plan to address specifically urban marine 
     and coastal issues, emphasizing the link between urban 
     communities and coastal issues including health, recreation, 
     open space, development, and resource use;
       (6) build on and complement existing programs; and
       (7) develop an evaluation and assessment strategy for 
     determining the most effective practices for existing and new 
     ocean and coastal science education programs.
       (c) Elements.--The strategy shall include the following 
     elements:
       (1) Ocean and coastal science education coordination and 
     establishment of mechanisms to improve ocean literacy and 
     contribute to public awareness of the condition and 
     importance of the ocean.
       (2) Partnerships among Federal agencies, States, academia, 
     industries, members of the ocean and coastal science 
     community, and underrepresented groups.
       (3) Workforce and professional development including 
     traineeships, scholarships, fellowships, and internships.
       (4) Information management systems that provide information 
     from varied sources to produce information readily usable by 
     ocean and coastal science educators, students, and the 
     public.
       (5) The development, adapted for ocean and coastal science 
     education, of technology and sensor development, including 
     adaptation of their products for ocean and coastal science 
     education.
       (6) The development of information management systems and 
     new learning technologies for efficient delivery of Federal 
     marine science assets to students, teachers, and citizen 
     decision-makers.
       (d) Public Participation.--In developing the strategy, the 
     task force shall consult with the Advisory Panel, academic, 
     State, industry, museums and aquariums, education, and 
     conservation groups and representatives. Not later than 90 
     days before the chair submits the strategy, or any revision 
     thereof, to the Congress, a summary of the proposed strategy 
     or revision and a response to comments shall be published in 
     the Federal Register for a public comment period of not less 
     than 60 days.

     SEC. 202. OCEAN AND COASTAL SCIENCE EDUCATION PROGRAM.

       (a) Establishment.--Consistent with the strategy, the 
     President shall establish an interagency ocean and coastal 
     education program to improve public awareness, understanding, 
     and appreciation of the role of the ocean in meeting our 
     Nation's economic, social, and environmental needs. The 
     program shall complement and build upon existing efforts 
     rather than duplicate such efforts. The ocean and coastal 
     education program shall include formal education activities 
     for elementary, secondary, undergraduate, graduate, and 
     postdoctoral students, continuing education activities for 
     adults, and informal education activities for learners of all 
     ages. Under the program, particular attention shall be paid 
     with respect to--
       (1) students from underrepresented groups, especially at 
     the elementary and secondary levels; and
       (2) elementary and secondary students in urban areas, with 
     the goal of improving public awareness and literacy of urban 
     coastal problems.
       (b) Elements.--
       (1) In general.--The program shall use appropriate 
     interagency coordination mechanisms, build upon existing 
     programs, and shall, at a minimum, provide sustained funding 
     for--
       (A) development of model instructional programs for 
     students at all levels, with special focus on developing an 
     urban unit;
       (B) a regional education network to support academic 
     competition and experiential learning opportunities for 
     middle and high school students;
       (C) a regional education network specifically to enhance 
     ocean literacy opportunities for minority students and 
     students in urban areas;
       (D) teacher enrichment programs that provide for 
     participation in ocean and coastal sciences, research 
     expeditions, voyages of exploration, and the conduct of 
     scientific research;
       (E) educator professional development and student training 
     and support to provide diverse ocean-related education 
     opportunities at the undergraduate, graduate, and 
     postdoctoral levels;

[[Page S8750]]

       (F) mentoring programs and partnerships with minority-
     serving institutions, building on elementary and secondary 
     minority programs, to ensure diversity in the ocean and 
     coastal workforce;
       (G) a national network of Centers for Ocean and Coastal 
     Sciences Education Excellence to improve the acquisition of 
     knowledge by students at all levels through enhanced 
     collaborations between the scientific and education 
     communities;
       (H) the National Ocean and Coastal Sciences Bowl, a 
     competition among high schools to promote knowledge of the 
     ocean and coasts, with evaluation of the potential merits of 
     a similar program for middle schools;
       (I) the EstuaryLive program, a experiential learning 
     program focused on coastal resources and issues; and
       (J) an internet-based ocean and coastal science portal to 
     provide a centralized source of Federal, State, academic, 
     non-governmental, and other ocean and coastal science 
     education materials, programs, and products.
       (2) Evaluation.--The task force shall assess and evaluate 
     the elements of the program for success on a continuing 
     basis.
       (c) Interagency Funding.--The Administration, the National 
     Science Foundation, and other Federal agencies involved in 
     the program are authorized to participate in interagency 
     financing and share, transfer, receive, and spend funds 
     appropriated to any Federal participant in the program for 
     the purposes of carrying out any administrative or 
     programmatic project or activity under this section. Funds 
     may be transferred among such departments and agencies 
     through an appropriate instrument that specifies the goods, 
     services, or space being acquired from another Federal 
     participant and the costs of the same.

      TITLE III--NOAA OCEAN SCIENCE AND COASTAL EDUCATION PROGRAMS

     SEC. 301. NOAA OCEAN AND COASTAL SCIENCE EDUCATION PROGRAMS.

       (a) In General.--
       (1) Authority to establish programs.--The Administrator 
     shall conduct, develop, support, promote, and coordinate 
     formal and informal educational activities authorized by this 
     section to enhance public awareness and understanding of the 
     science, service, and stewardship missions of the 
     Administration, such as the EstuaryLive program, the Bay 
     Watershed Education and Training Program, and the Teacher-at-
     Sea and Teacher-in-the Air Programs. In conducting those 
     activities, the Administrator shall consult with the task 
     force and build upon the educational programs and activities 
     of the National Sea Grant College Program, the National 
     Marine Sanctuaries Program, the National Estuarine Research 
     Reserve System, regional offices of the Administration, and 
     programs relating to ocean exploration, undersea research, 
     marine resources, marine observations, and oceans and human 
     health.
       (2) Educational activities included.--In carrying out this 
     section, the Administrator shall include among the 
     educational activities education of the general public, 
     teachers, students at all levels (including primary and 
     secondary levels), and ocean and coastal managers and 
     stakeholders, with particular attention to addressing the 
     lack of participation by underrepresented groups in ocean and 
     coastal sciences and policy careers.
       (3) Grant and contract authority.--In carrying out 
     educational activities under this section, the Administrator 
     may enter into grants, contracts, cooperative agreements, 
     resource sharing agreements or interagency financing with 
     Federal, State and regional agencies, tribes, commercial 
     organizations, educational institutions, non-profit 
     organizations or other persons.
       (4) Goals; standards; periodic assessments.--The 
     Administrator shall establish goals and standards for 
     assessing the success of each of the Administration's 
     educational activities under this section and shall evaluate 
     the success of each such activity every 3-to-5 years.
       (5) Strategies.--The Administrator, in consultation with 
     the appropriate program directors, shall ensure that 
     educational activities under this section will--
       (A) integrate agency-conducted and agency-funded science 
     into high-quality educational materials;
       (B) improve access to Administration educational resources;
       (C) support educator professional development programs to 
     improve understanding and use of agency sciences;
       (D) promote participation in agency-related sciences and 
     careers, particularly by members of underrepresented groups; 
     and
       (E) leverage partnerships to enhance formal and informal 
     environmental science education.
       (b) Regional Education Program.--
       (1) In general.--The Administrator shall establish a 
     regional elementary and secondary education program that--
       (A) focuses on providing experiential learning 
     opportunities for students in the area of ocean and coastal 
     resources, based on the model of the Bay Watershed Education 
     and Training Program;
       (B) is administered, wherever possible, at the local and 
     regional offices of the Administration or Sea Grant College 
     Program offices or offices of other appropriate existing 
     programs; and
       (C) shall provide funding, on a competitive basis, to 
     organizations emphasizing experiential learning for 
     elementary and secondary students.
       (2) Priorities.--The regional program shall give a priority 
     to--
       (A) providing experiential ocean and coastal education 
     programs for elementary, middle, and secondary school 
     students that are aligned with National or State standards of 
     learning; and
       (B) providing teacher training in ocean and coastal 
     education, including adequate training for teachers to bring 
     experiential learning into their classrooms.
       (c) Ocean and Coastal Literacy in Urban Environments 
     Program.--
       (1) In general.--The Administrator shall establish an Ocean 
     and Coastal Literacy in Urban Environments Program (to be 
     known as the Ocean CLUE Program) that is designed to broaden 
     knowledge about the oceans and coastal areas among 
     underrepresented groups and in urban areas.
       (2) Eligibility criteria.--In order to be eligible to 
     participate in the program--
       (A) at least 50 percent of the student body of an applicant 
     school, or a school with which an applicant group proposes to 
     work, shall consist of members of underrepresented groups; or
       (B) the applicant school, or a school with which an 
     applicant proposes to work, shall be located in an urban 
     area.
       (3) Grants.--
       (A) In general.--Under the program, the Administrator shall 
     award grants to eligible elementary and secondary schools, or 
     groups proposing to work with elementary and secondary 
     schools selected through a competitive process, on the basis 
     of the merits of their proposals.
       (B) Term.--A grant under the program shall be awarded 
     initially for a period of 1 year, but may be renewed annually 
     for up to 3 additional years.
       (C) Requirements.--As a condition of receiving a grant 
     under the program, a recipient shall demonstrate to the 
     satisfaction of the Administrator that--
       (i) it will use a curriculum of ocean and coastal science 
     that complements or satisfies National, State, or regional 
     science requirements;
       (ii) activities funded in whole or in part by the grant 
     will focus on marine science, marine policy, and other 
     maritime social sciences, with experiential teaching methods 
     explored;
       (iii) it will contribute to a coordinated Ocean CLUE 
     website established by the Administrator that is accessible 
     by the public; and
       (iv) it will undertake to meet with other grant recipients 
     at least once during each year for which it is receiving a 
     grant to share curricula and to discuss successful techniques 
     and challenges.
       (d) Bay Watershed Education and Training Program.--The 
     Administrator shall expand the Bay Watershed Education and 
     Training Program by not more than 1 region per year.
       (e) Educational Partnership Program.--The Administrator 
     shall establish a program of educational partnerships with 
     minority-serving institutions, providing financial assistance 
     to these institutions to support collaborative research and 
     training of students in ocean, atmospheric, and Earth 
     sciences through competitive processes. The program shall 
     have include at least the following 4 components:
       (1) Cooperative Science Centers will be established at 
     minority-serving institutions in partnership with other 
     institutions that have established programs and graduate 
     degrees in ocean, Earth, and atmospheric disciplines.
       (2) An Environmental Entrepreneurship Program will provide 
     funding to eligible minority-serving institutions to attract 
     students who are members of an underrepresented group to 
     pursue academic study, careers, and entrepreneurship 
     opportunities in ocean, Earth, and atmospheric sciences.
       (3) A Graduate Sciences Program will recruit and provide 
     graduate level training in ocean, Earth, and atmospheric 
     sciences to outstanding candidates who are members of an 
     underrepresented group.
       (4) An Undergraduate Scholarship Program will be 
     established whose goal is to increase the number of students 
     who undertake coursework and graduate with degrees in fields 
     integral to the Administration's mission.
       (f) Additional Elementary and Secondary Programs.--The 
     Administrator shall establish elementary and secondary ocean 
     education programs, exploring partnerships with non-
     governmental organizations and exploring experiential or non-
     traditional education techniques, such as the EstuaryLive and 
     the Bay Watershed Education and Training programs.
       (g) Teacher-at-Sea; Teacher-in-the-Air.--The Administrator 
     shall--
       (1) establish a program, to be known as the Teacher-at-Sea 
     Program, to bring teachers from elementary, middle, and 
     secondary schools, and from institutions of higher education 
     to sea aboard Administration research and survey ships to 
     work under the tutelage of scientists and crew;
       (2) establish a related program, to be known as the 
     Teacher-in-the Air Program, using Administration aircraft for 
     the purposes of marine observations and studies of links 
     between the atmosphere and the ocean; and
       (3) consider establishing a counterpart program to the 
     Teacher-at-Sea Program in

[[Page S8751]]

     coastal areas using smaller Administration ships.
       (h) NOAA Science Education Plan.--The Administrator, in 
     consultation with the Ocean Education Council and 
     representatives of the Marine Sanctuaries Program, the Sea 
     Grant Program, the National Estuarine Research Reserve 
     System, the Office of Exploration, the National Undersea 
     Research Program, and other appropriate Administration 
     programs, shall develop a science education plan setting 
     forth education goals and strategies for the Administration, 
     as well as programmatic actions to carry out such goals and 
     priorities over the next 20 years. The plan shall--
       (1) set forth the Administration's goals, priorities, and 
     programmatic activities for ocean and coastal science 
     education in 5-year phases;
       (2) identify links between the Administration's ocean and 
     coastal science education activities and its programs and 
     missions;
       (3) consider the recommendations of ocean and coastal 
     science and education experts, as well as those of 
     professional education associations or organizations;
       (4) be developed in consultation with programmatic offices, 
     ocean and coastal sciences and education experts, and 
     interested members of the public; and
       (5) be evaluated and updated every 3-to-5 years.

     SEC. 302. AMENDMENT TO THE NATIONAL SEA GRANT COLLEGE PROGRAM 
                   ACT.

       Section 212(a) of the National Sea Grant College Program 
     Act (33 U.S.C 1131(a)) is amended by adding at the end the 
     following:
       ``(3) Marine and aquatic science education.--In addition to 
     the amounts authorized for each fiscal year under paragraphs 
     (1) and (2), there are authorized to be appropriated for 
     marine and aquatic science education in each of fiscal years 
     2006 through 2011--
       ``(A) $6,000,000 in funding for the educational activities 
     of sea grant programs;
       ``(B) $4,000,000 for competitive grants for projects and 
     research that target national and regional ocean and coastal 
     science literacy; and
       ``(C) $3,000,000 for competitive grants to support 
     educational partnerships under the national Coastal and Ocean 
     Education Program to be funded through an appropriate 
     interagency mechanism.''.

     SEC. 303. AMENDMENT TO THE COASTAL ZONE MANAGEMENT ACT OF 
                   1972.

       Section 318(a) of the Coastal Zone Management Act of 1972 
     (16 U.S.C. 1464(a)) is amended--
       (1) by striking ``and'' after the semicolon in paragraph 
     (1)(C);
       (2) by striking ``1999.'' in paragraph (2)(C) and inserting 
     ``1999; and''; and
       (3) by adding at the end the following:
       ``(3) for estuarine science education, there are authorized 
     to be appropriated, in addition to the amounts authorized for 
     each fiscal year under paragraphs (1) and (2), in each of 
     fiscal years 2006 through 2011--
       ``(A) $3,000,000 in increased funding for the educational 
     activities of National Estuarine Research Reserves; and
       ``(B) $1,000,000 for competitive grants for projects that 
     use National Estuarine Research Reserve System system-wide 
     monitoring program data to advance ocean and coastal science 
     literacy.''.

                        TITLE IV--AUTHORIZATIONS

     SEC. 401. AUTHORIZATION OF APPROPRIATIONS.

       (a) National Ocean and Coastal Education Program.--Of the 
     amounts authorized annually to the Department of the Navy, 
     the National Science Foundation, the National Oceanic and 
     Atmospheric Administration, the National Aeronautics and 
     Space Administration, and other agencies that are members of 
     the National Ocean and Coastal Science Education Task Force 
     for fiscal year 2006 through fiscal year 2011, up to 
     $25,000,000 from each agency may be made available for the 
     National Ocean and Coastal Education Program under section 
     202.
       (b) National Oceanic and Atmospheric Administration.--In 
     addition to the amounts authorized to be made available by 
     subsection (a) of this section and under section 212(a)(3) of 
     the National Sea Grant College Program Act (33 U.S.C 
     1131(a)(3)) and section 318(a)(3) of the Coastal Zone 
     Management Act of 1972 (16 U.S.C. 1464(a)(3)), there are 
     authorized to be appropriated to the Administrator--
       (1) $20,000,000 for each of fiscal years 2006 through 2011 
     for educational activities under section 301(a);
       (2) $8,000,000 for each of fiscal years 2006 through 2011 
     for educational activities under section 301 (c);
       (3) $8,000,000 for each of fiscal years 2006 through 2011 
     for educational activities under section 301(d);
       (3) $10,000,000 for each of fiscal years 2006 through 2011 
     for educational activities under section 301(e);
       (4) $6,000,000 for each of fiscal years 2006 through 2011 
     for educational activities under section 301(f); and
       (5) $200,000 for each of fiscal years 2006 through 2011 for 
     educational activities under section 301(g).
       (c) Availability.--Sums appropriated pursuant to subsection 
     (b) shall remain available until expended.
                                 ______
                                 
      By Mr. SARBANES (for himself, Ms. Mikulski, Ms. Landrieu, Mr. 
        Warner, and Mr. Allen):
  S. 1472. A bill to amend the Federal Water Pollution Control Act and 
the Water Resources Development Act of 1992 to provide for the 
restoration, protection, and enhancement of the environmental integrity 
and social and economic benefits of the Anacostia Watershed in the 
State of Maryland and the District of Columbia; to the Committee on 
Environment and Public Works.
  Mr. SARBANES. Mr. President, today I am reintroducing legislation, 
together with my colleagues Senators Mikulski, Landrieu, Warner and 
Allen to bolster efforts to restore the Anacostia River.
  I spoke during the 108th Congress about the need for this legislation 
and I want to underscore the principal reasons today. The Anacostia 
River is a resource rich in history and with tremendous natural 
resource and recreational potential. It is home to 43 species of fish, 
some 200 species of birds, as well as more than 800,000 people whose 
neighborhoods border the watershed. Flowing through Montgomery and 
Prince George's Counties in Maryland and emptying into the Potomac at 
the District of Columbia, the watershed consists of a 176 square mile 
drainage area. One of the most urbanized watersheds in the United 
States, the Anacostia suffers a series of problems including trash, 
toxic pollution from urban runoff, sewage pollution from leaking sewer 
lines and combined sewer overflows, sediment pollution from erosion, 
and loss of fish and wildlife and recreational resources. It is a 
resource that has long been abused and neglected, but one that, in my 
view, can and must be protected and restored.
  Efforts to begin rejuvenating the Anacostia watershed began formally 
in 1987 when the State of Maryland, Montgomery and Prince George's 
Counties, and the District of Columbia signed an Anacostia Watershed 
Restoration Agreement. The Agreement authorized the Washington Area 
Council of Governments, COG, to manage the restoration program and the 
Interstate Commission on the Potomac River Basin, ICPRB, to protect the 
resources and facilitate public participation. COG created an Anacostia 
Watershed Restoration Committee, AWRC, to coordinate and implement 
restoration projects throughout the watershed. Since that time, local, 
State, and Federal Government agencies, as well as the Anacostia 
Watershed Society, the Anacostia Citizens Advisory Committee and other 
environmental organizations and dedicated private citizens have 
contributed significant resources toward re-establishing the Anacostia 
watershed ecosystem.
  Thanks to this cooperative and coordinated Federal, State, local and 
private effort, we are beginning to make some progress in restoring the 
watershed. A Six Point Action Plan was signed in 1991 setting ambitious 
and broad-reaching goals for the river's restoration. In 1993 we 
celebrated the successful restoration of 32 acres of emergent tidal 
wetlands by the Army Corps of Engineers at Kenilworth marsh. The 
project has shown significant results in improving tidal water flow 
through the marsh, and reducing the concentration of nitrogen and 
phosphorus in the area and demonstrates what can be achieved in urban 
river restoration. There have been other success stories as well in 
urban stream restoration in Montgomery and Prince George's counties, 
removing barriers to fish passage and reforestation efforts throughout 
the watershed, to name only a few. In 1999, a new Anacostia Watershed 
Agreement was signed to strengthen the regional governmental commitment 
to Anacostia restoration. There are today more than 60 local, State and 
Federal agencies involved in Anacostia watershed restoration. And more 
than $100 million has been spent cleaning up the river. There is 
clearly much for which we can all be proud. But the job of restoring 
the Anacostia watershed is far from complete. The Anacostia is still 
one of North America's most endangered and threatened rivers. It is 
designated one of three ``regions of concern'' for toxics in the 
Chesapeake Bay watershed.
  The legislation which we are introducing authorizes more than $200 
million in Federal assistance over the next 10 years to restore the 
Anacostia. Of these funds, $170 million is authorized to address the 
biggest pollution problems in the watershed--storm water runoff and 
failing waste-water infrastructure. As the builder of much of

[[Page S8752]]

the original infrastructure and a major user, the Federal Government 
has an important responsibility to help stem the flow of this pollution 
and comply with the Clean Water Act. The remaining funds will allow the 
Administrator of EPA, working together with an ``Anacostia Watershed 
Council'' of State and local officials, to develop a comprehensive 
environmental protection and resource management plan for the 
watershed, for several Federal agencies to join in the implementation 
of the plan.
  The Anacostia River suffers from centuries of impacts and changes. 
Once a healthy, thriving river, it is today severely degraded. This 
legislation is urgently needed if we are to achieve the goal of making 
the Anacostia and its tributaries swimmable and fishable again. It is 
my hope that provisions of this measure will be included in the 
reauthorization of the Water Resources Development Act and I urge my 
colleagues to join me in supporting this measure.
                                 ______
                                 
      By Ms. COLLINS (for herself and Mr. Kennedy):
  S. 1473. A bill to amend the Internal Revenue Code of 1986 to provide 
a business credit against income for the purchase of fishing safety 
equipment; to the Committee on Finance.
  Ms. COLLINS. Mr. President, I rise today to introduce The Commercial 
Fishermen Safety Act of 2005, a bill to help fishermen purchase the 
life-saving safety equipment they need to survive when disaster 
strikes. I am pleased to be joined by my good friend from 
Massachusetts, Senator Kennedy, in introducing this legislation. 
Senator Kennedy has been a leader in the effort to sustain our 
fisheries and to maintain the proud fishing tradition that exists in 
his State and mine.
  Recent portrayals of the commercial fishing industry in film and in 
literature have provided the American public with glimpses of the 
challenges and dangers associated with earning a living from the sea. 
These stories and movies merely scratch the surface of what it is like 
to be a modern-day fisherman. Everyday, members of our fishing 
communities struggle to cope with the pressures of running a small 
business, complying with burdensome regulations, and maintaining their 
vessels and equipment. Added to these challenges are the dangers 
associated with fishing, where disaster can strike, often without 
notice.
  Year-in and year-out, commercial fishing ranks among the Nation's 
most dangerous occupations, often as the most dangerous occupation. 
Between the years of 1992, when the Bureau of Labor Statistics began 
compiling occupational safety statistics, and 2003, 756 commercial 
fishing-related fatalities have been documented. This profession is 
roughly 30 times more dangerous than the average occupation.
  Too often, commercial fishing has proved tragic throughout our 
coastal waters including the north Pacific, the Gulf of Mexico, and the 
north Atlantic. The New England fishing community is no stranger to 
heartbreak. The 2004-2005 winter proved no exception, with the December 
20, 2004 sinking of the Northern Edge. Five fishermen were lost during 
this incident, which was the worst loss of life in the New England 
fishing community since 1991. One fisherman, Pedro Furtado, was saved 
when the Northern Edge went down. Pedro was able to locate a life raft, 
to which he clung for half an hour in high winds and freezing 
temperatures before being rescued by the crew of a nearby scallop boat. 
This incident could have been even more tragic, if vital lifesaving 
safety equipment were not at hand.
  Not all disasters at sea end with a loss of life. Fishermen also tell 
stories of dramatic rescues, stories that all have something in common: 
safety equipment. On February 9, 2005, a 38-foot gillnet vessel, 
Hollywood, sank 45 miles off of Cape Ann, Massachusetts. Aboard this 
boat were three fishermen, all of who survived. These men survived 
despite 40 degree water temperatures. Two of the three crew members 
were wearing survival suits, and they all were able to get into a life 
raft before the boat sank.

  Tragedy has again visited the New England fishing community. This 
month alone, two New England vessels have sank, during a time of year 
that is generally not as hazardous for the industry. On the evening of 
July 13, the Sirius sank 25 miles south of Matinicus Island, Maine. 
Sadly, the captain of the Sirius was lost. Fortunately, the two 
remaining crew members were rescued by fellow fishermen. Just four, 
short days later, another fishing vessel, Princess, sank off of 
Chatham, Massachusetts. Fortunately, the entire crew of this vessel was 
rescued, due in no small part to their safety equipment.
  Coast Guard regulations require all fishing vessels to carry safety 
equipment. The requirements vary depending on factors such as the size 
of the vessel, the temperature of the water, and the distance the 
vessel travels from shore to fish.
  Required equipment can include a life raft that automatically 
inflates and floats free, should the vessel sink; personal flotation 
devices or immersion suits which help protect fishermen from exposure 
and increase buoyancy: EPIRBs, which relay a downed vessel's position 
to Coast Guard Search and Rescue Personnel; visual distress signals; 
and fire extinguishers.
  When an emergency arises, safety equipment is priceless. At all other 
times, the cost of purchasing or maintaining this equipment must 
compete with other expenses such as loan payments, fuel, wages, 
maintenance, and insurance. Meeting all of these obligations is made 
more difficult by a regulatory framework that uses measures such as 
trip limits, days at sea, and gear alterations to manage our marine 
resources.
  The Commercial Fishermen Safety Act of 2005 lends a hand to fishermen 
attempting to prepare in case disaster strikes. My bill provides a tax 
credit equal to 75 percent of the amount paid by fishermen to purchase 
or maintain required safety equipment. The tax credit is capped at 
$1500. Items such as EPIRBs and immersion suits cost hundreds of 
dollars, while life rafts can reach into the thousands. The tax credit 
will make life-saving equipment more affordable for more fishermen, who 
currently face limited options under the federal tax code.
  Safety equipment saves lives in an occupation that has suffered far 
too many tragedies. By extending a tax credit for the purchase of 
federally required safety equipment, Congress can help ensure that 
fishermen have a better chance of returning home each and every time 
they head out to sea.

                          ____________________