Daniel Akaka

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise today to introduce the Civilian Service Recognition Act of 2011. This bill ensures that the next of kin of Federal civilian employees killed in the line of duty are presented a United States flag honoring the service and sacrifice of their loved one. This legislation is co-sponsored by Senator Lieberman and is a companion to a bi-partisan bill introduced by Representative Hanna. Representative Hanna's bill was recently reported favorably by the Committee on Oversight and Government Reform by unanimous voice vote. Every day, Federal civilian employees serve our nation at home and abroad, fulfilling critical roles that protect our citizens, our economy, and our freedom. Some put their lives at risk when doing so. Approximately 100,000 Federal civilian employees have served alongside the U.S. military in Iraq and Afghanistan over the last decade. Since 1992, nearly 3,000 Federal civilian employees have died in service of their country, including 24 killed in Iraq and Afghanistan. Employees who make this ultimate sacrifice deserve the utmost gratitude and respect from their nation. U.S. law currently requires that a United States flag be presented to the next of kin of deceased U.S. military veterans, but no law or government-wide policy requires that Federal civilian employees killed in the line of duty be similarly recognized. Some Federal agencies have already established internal practices to honor employees killed in service with a U.S. flag, but others have not. Every Federal civilian employee who dies as a result of their honorable service to this country should at least be recognized with the symbolic but nonetheless significant appreciation embodied in the presentation of an American flag. The bill I am introducing today would remedy the current inconsistency. It requires that Federal agencies present a flag to the next of kin of Federal civilian employees killed in the line of duty. In the unusual circumstance where the national security, such as in the case of a covert employee, or employee misconduct dictate otherwise, the requirement would not apply. It is a modest but meaningful step in expressing our condolences and gratitude to the families of those killed while serving this country; reminding Federal employees that their service and sacrifices are appreciated; and highlighting the important role Federal employees play, sometimes at great personal risk, in promoting the general welfare of this great Nation. I urge my colleagues to join me in supporting this legislation. Mr. President, I ask unanimous consent that the text of the bill be printed in the Record.

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise today to introduce the Civilian Service Recognition Act of 2011. This bill ensures that the next of kin of Federal civilian employees killed in the line of duty are presented a United States flag honoring the service and sacrifice of their loved one. This legislation is co-sponsored by Senator Lieberman and is a companion to a bi-partisan bill introduced by Representative Hanna. Representative Hanna's bill was recently reported favorably by the Committee on Oversight and Government Reform by unanimous voice vote. Every day, Federal civilian employees serve our nation at home and abroad, fulfilling critical roles that protect our citizens, our economy, and our freedom. Some put their lives at risk when doing so. Approximately 100,000 Federal civilian employees have served alongside the U.S. military in Iraq and Afghanistan over the last decade. Since 1992, nearly 3,000 Federal civilian employees have died in service of their country, including 24 killed in Iraq and Afghanistan. Employees who make this ultimate sacrifice deserve the utmost gratitude and respect from their nation. U.S. law currently requires that a United States flag be presented to the next of kin of deceased U.S. military veterans, but no law or government-wide policy requires that Federal civilian employees killed in the line of duty be similarly recognized. Some Federal agencies have already established internal practices to honor employees killed in service with a U.S. flag, but others have not. Every Federal civilian employee who dies as a result of their honorable service to this country should at least be recognized with the symbolic but nonetheless significant appreciation embodied in the presentation of an American flag. The bill I am introducing today would remedy the current inconsistency. It requires that Federal agencies present a flag to the next of kin of Federal civilian employees killed in the line of duty. In the unusual circumstance where the national security, such as in the case of a covert employee, or employee misconduct dictate otherwise, the requirement would not apply. It is a modest but meaningful step in expressing our condolences and gratitude to the families of those killed while serving this country; reminding Federal employees that their service and sacrifices are appreciated; and highlighting the important role Federal employees play, sometimes at great personal risk, in promoting the general welfare of this great Nation. I urge my colleagues to join me in supporting this legislation. Mr. President, I ask unanimous consent that the text of the bill be printed in the Record.

Mr. AKAKA

Mr. AKAKA. Mr. President, I would like to announce that the Committee on Indian Affairs will meet on Thursday, July 28, 2011, at 2:15 p.m. in Room 628 of the Dirksen Senate Office Building to conduct a hearing entitled ``Enforcing the Indian Gaming Regulatory Act--The Role of the National Indian Gaming commission and Tribes as Regulators.'' Those wishing additional information may contact the Indian Affairs Committee at (202) 224-2251.

Mr. AKAKA. Mr. President, I would like to announce that the Committee on Indian Affairs will meet on Thursday, July 28, 2011, at 2:15 p.m. in room 628 of the Dirksen Senate Office Building to conduct a business meeting to consider: S. 546, a bill to extend Federal recognition to the Little Shell Tribe of Chippewa Indians of Montana, and for other purposes; S. 379, a bill to extend Federal Recognition to the Chickahominy Indian Tribe, the Chickahominy Indian Tribe-Eastern Division, the Upper Mattaponi Tribe, the Rappahannock Tribe, Inc., the Monacan Indian Nation, and the Nansemond Indian Tribe; S. 1218, a bill to provide for the recognition of the Lumbee Tribe of North Carolina, and for other purposes; S. 703, a bill to amend the Long-Term Leasing Act, and for other purposes; and S. 636, a bill to provide the Quileute Indian Tribe Tsunami and Flood Protection, and for other purposes, to be followed by an oversight hearing entitled ``Enforcing the Indian Gaming Regulatory Act--The Role of the National Indian Gaming Commission and Tribes as Regulators.'' Those wishing additional information may contact the Indian Affairs Committee at (202) 224-2251. committee on health, education, labor, and pensions

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise tonight to discuss the so-called cap, cut, and balance legislation that has come to us from the House of Representatives. Congress is a coequal branch of the Federal Government. I have always believed it is a forum for informed, bipartisan debate of public policies that we all agree should help us achieve greater equality, opportunity, and treatment under the law, while nurturing and caring for our young and vulnerable, producing well-paying jobs, and investing in the future. That is why I have established good working relationships with my colleagues in both the Senate and the House and on both sides of the aisle. Unfortunately, this legislation abandons each of these principles. The challenge facing Congress today is urgent. The stakes are extremely high. Congress must raise the debt ceiling to fulfill our commitments and take meaningful steps to reduce our deficits and debt. However, the policies needed to achieve these goals cannot be negotiated at the expense of the safety net that our seniors, children, working-class, long-term unemployed, and minority communities depend upon, nor should they come at the cost of good government. The House legislation falls far short of what is needed. It makes no pretense to partisanship. On the contrary, it is a model of extreme bipartisanship. Moreover, it threatens to turn a recession into a depression. It will cut, cap, and kill Medicare, and it will leave millions of the Nation's sick, disabled, poor, long-term unemployed, and elderly to bear an unreasonable share of burden of deficit and debt reduction. These are our citizens who are already struggling. Meanwhile, the ``cut, cap, and kill'' bill would protect and defend the tax havens and shelters of the wealthiest. The balanced budget amendment portion of this legislation would do even more long-term harm. It would make future periods of economic weakness worse and restrict our ability to respond. Even though we all know it is not a part of the regular Federal budget, it would use Social Security revenues and spending as part of the formula to determine whether the Federal budget is in balance and, if not, Social Security would be subjected to the same cuts as other Federal spending. We cannot forget that an important reason Americans expect us to fix our debt and deficit is to preserve and protect their Social Security and Medicare benefits. I will continue to work to preserve our Nation's social safety net and seek a balance between raising revenues and cutting spending in which all Americans contribute to the solution. That said, I will oppose the House bill because it will not do any of that. This legislation was quickly and poorly considered. It leaves the vulnerable exposed to harm and seeks to weaken Congress's power to govern. I cannot support it. Thank you, Mr. President. I yield the floor and note the absence of a quorum.

Mr. AKAKA

Mr. AKAKA. Mr. President, I wish to honor the work of Dr. Genshitsu Sen, renowned Japanese tea master and humanitarian, who has promoted peace and appreciation of the Japanese culture through chado, the Japanese Way of Tea. Dr. Sen is the 15th grand tea master of the Urasenke School of Tea, which for nearly 500 years has served to perpetuate the ancient rite. On March 3, 1951, just 6 years after the end of World War II, during which he served in the Japanese Imperial Navy, Dr. Sen performed a tea ceremony in Honolulu, HI, the first such performance outside of Japan. This auspicious occasion launched Dr. Sen's dream of promoting ``peacefulness through a bowl of tea.'' In the years that followed, Urasenke chado centers were established in cities worldwide, including Washington, DC, New York, London, Paris, Rome, Sao Paulo, Dusseldorf, Mexico City, Beijing, and Honolulu. Today, in my home State of Hawaii, we celebrate the 60th anniversary of Dr. Sen's vision and work to promote peace and understanding, with a special tea ceremony performed on a sacred American site, the Arizona Memorial. The Memorial is positioned above the sunken battleship USS Arizona, the final resting place of hundreds of servicemembers killed in the attack on Pearl Harbor. The ceremony is a strong statement supporting the potential for peace despite a tragic history. Japan is one of America's strongest and most trusted allies and I thank Dr. Sen for his work to promote good relations between our two countries. I also recognize Soshitsu Sen, the 16th and current grand tea master of the Urasenke School. Finally, my thanks to Mrs. Jean Ariyoshi, former First Lady of Hawaii, who was instrumental in arranging today's historic event at the Arizona Memorial.

Mr. AKAKA

Mr. AKAKA. Mr. President, I ask unanimous consent that the order for the quorum call be rescinded.

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise to speak about the budget and the debt ceiling, following the Senate's failure to invoke cloture on a measure expressing that shared sacrifices from all Americans--including the wealthiest--are necessary to reduce the budget deficit. As the Senate Budget Committee chair has proposed, we must reach an agreement that strikes a balance between raising revenues and cutting spending, in which all Americans contribute to the solution. Congress faces an important task. Americans are following this debate because they have a stake in its outcome. If we do not raise the debt ceiling, it will force the government to choose which of its many obligations it will meet. As President Obama pointed out last week, we cannot guarantee that veterans and Social Security recipients will receive the checks we owe them on August 3 if we fail to reach a compromise. If we fail, we will damage our credit rating and worldwide confidence in our financial system. To avoid such a situation, I call on all of my colleagues to negotiate in good faith so that the creditworthiness of the United States is not compromised. I hope we can reach an agreement that will bring down the debt without placing most of the burden on the vulnerable among us--the sick, the poor, the long-term unemployed, and the elderly. While we must reduce spending, we cannot forget to continue investing in our Nation's future. I came of age during the Great Depression and served in World War II, along with my colleagues Senator Inouye and Senator Lautenberg. We were the beneficiaries of one of the Federal Government's greatest investments: the Servicemen's Readjustment Act of 1944, more commonly known as the G.I. Bill of Rights. This visionary Federal legislation enabled returning World War II veterans--many who, like myself, came from families of modest means and may never have otherwise attended college. The G.I. Bill not only changed the lives of its beneficiaries, it changed the United States by laying the groundwork for the emergence of our middle class, which remains the backbone of our country. Many other valuable investments made in the years that followed, such as the Interstate Highway System and Federal funding for research programs at the Nation's leading universities, propelled America into one of history's greatest periods of economic expansion, social advancement, and technological innovation. None of these investments simply happened. They were made by past Congresses and Presidents from both parties. These legacies have proven repeatedly that dedicated social and economic investments are effective drivers of recovery, growth, and future success. As we move forward and make difficult but necessary choices to cut spending, we must strengthen those programs that are restoring our economic health. Reaching an agreement on the debt ceiling and deficit reduction will undoubtedly require all of us to make difficult compromises on spending and revenues. As debate on these issues continues, I urge each of my colleagues to remember the obligation that we have to preserve the Nation's creditworthiness--and to defend our veterans and those depending on Social Security and other safety net programs from harm-- as we continue to make needed investments for recovery. I yield the floor and suggest the absence of a quorum.

Mr. AKAKA

Mr. AKAKA. Mr. President, I would like to announce that the Committee on Indian Affairs will meet on Thursday, July 14, 2011, at 2:15 p.m. in room 628 of the Dirksen Senate Office Building to conduct a business meeting to consider the nominations of Cynthia Chavez Lamar, Barbara Jean Ells and Debra Downing Goodman to serve as Members, Board of Trustees, Institute of American Indian and Alaska Native Culture and Arts Development; to be followed immediately by an oversight hearing entitled ``Native Women: Protecting, Shielding, and Safeguarding Our Sisters, Mothers, and Daughters.'' Those wishing additional information may contact the Indian Affairs Committee at (202) 224-2251.

Mr. AKAKA

Mr. AKAKA. Mr. President, I would like to announce that the Committee on Indian Affairs will meet on Thursday, July 14, 2011, at 2:15 p.m. in room 628 of the Dirksen Senate Office Building to conduct an oversight hearing entitled ``Native Women: Protecting, Shielding, and Safeguarding Our Sisters, Mothers, and Daughters.'' Those wishing additional information may contact the Indian Affairs Committee.

Mr. AKAKA

Mr. AKAKA. Mr. President, I would like to announce that the Committee on Indian Affairs will meet on Thursday, June 30, 2011, at 2:15 p.m. in room 628 of the Dirksen Senate Office Building to conduct a hearing on S. 1262, the Native Culture, Language, and Access for Success in Schools Act--Native CLASS. Those wishing additional information may contact the Indian Affairs Committee. committee on energy and natural resources

Mr. AKAKA

Mr. AKAKA. Mr. President, I wish to congratulate the Honolulu Board of Water Supply, HBWS, women's team that won the American Water Works Association, AWWA, Pipe Tapping Contest in Washington, DC, on June 15, 2011. Known as the Wahine, the HBWS women captured the first place title for a second year in a row at the 130th AWWA Annual Conference with a time of 2:35.81 minutes. This was the third AWWA Championship for the team, having won in 2010 and 2005. The Wahine faced off against four rivals in a contest where top utility teams race to tap a cement-lined, ductile iron pipe. The women of HBWS demonstrated amazing skill and showcased the expertise of AWWA members. The HBWS Wahine includes Cat Sawai, setter, Susan Oda, copper, and Danielle Ornellas, cranker. The team was led by coach Gary Fernandez. I congratulate the Honolulu Board of Water Supply Wahine on their accomplishment, and I wish all of them the best in their future endeavors. I extend the same congratulations to all members of the Honolulu Board of Water Supply who participated in this year's AWWA Conference on a job well done.

Mr. AKAKA

Mr. AKAKA. Mr. President, I would like to congratulate a group of exceptional students and teachers from the State of Hawaii for their participation in the 2011 Kenneth E. Behring National History Day Contest. This year's theme, ``Debate and Diplomacy in History: Successes, Failure, Consequences,'' was the starting point for student projects nationwide. The National History Day, NHD, is a highly regarded academic program for elementary and secondary school students. Each year, over a half a million students participate in the NHD contest where students choose historical topics related to a theme and conduct extensive primary and secondary research through libraries, archives, museums, oral history interviews and historic sites. Once students draw their conclusions about their topics' significance in history, they present their work in original papers, Web sites, exhibits, performances and documentaries. The projects are entered into competitions in the spring at local and state levels where they are evaluated by professional historians and educators. National History Day culminates with the Kenneth E. Behring National Contest at the University of Maryland at College Park each June. This year, two student teams from Hawaii received national honors. Kamaile Aluli, Kaylee Alana Miller and Truman Spring from Laie Elementary School placed first in the junior Web site competition with their entry titled, ``Between a Rock and a Hard Place: the Battle over Hetch Hetchy.'' Their teachers are Serena Tuliloa and Colleen Spring. Moanalua High School students Janal Kim, Keri Ann Nagaishi and Kelly Zakimi took second place for their senior group exhibit, ``Creation of Pakistan.'' Their teacher is Angela Brooks. As a former educator, I am pleased to see our keiki succeeding on a national level. Throughout my career in Congress, I have worked closely with my colleagues to ensure that students in Hawaii and the nation have quality teachers, schools and academic programs. The Kenneth E. Behring National History Day Contest is one such program that offers children who have a passion for history, a way of rewarding them for their hard work. Once again I offer my sincere congratulations and aloha to all the students and teachers who participated in the 2011 Kenneth E. Behring National History Day Contest and wish them all success in their academic futures.

Mr. AKAKA

Mr. AKAKA. I thank the Chair. (The remarks of Mr. Akaka pertaining to the introduction of S. 1262 are located in today's Record under ``Statements on Introduced Bills and Joint Resolutions.'')

Mr. AKAKA

Mr. AKAKA. Mr. President, yesterday I introduced the College Literacy in Finance and Economics Act--the College LIFE Act. This bill is a response to the dire need in our country for greater financial literacy among young adults. To be financially literate is to possess one of the most empowering life skills that an individual can have. Those who have a sound understanding of personal finance and economics are better prepared for the many pivotal moments that they encounter in life where decisions about money must be made. Sound decisionmaking in those instances separate the financially literate from the financially illiterate. Those who effectively evaluate their financial choices, wisely manage their personal finances, and budget and save live more financially stable and secure lives. Those who make poor decisions about money live without financial certainty and become vulnerable to anticonsumer business practices and unscrupulous lenders. Financial independence begins during or immediately after college for many of us and brings with it new opportunities and challenges. Before we buy a home, put a child through school, or retire, we make choices about purchasing a car, buying with credit in lieu of cash, and balancing our ``wants'' and ``needs'' while struggling to extract rent out of our first few paychecks. From that point on, financial choices increase in cost and magnitude. Financial decisions made and habits developed as young adults dictate whether we go through life on sound financial footing and are prepared for unforeseen financial obstacles. Given the tremendous importance of early adulthood financial choices and actions, it is extremely troubling how unprepared young adults are for these challenges. Too few students have opportunities to learn about personal finance or economics before they enter college. The Council for Economic Education's most recent Survey of the States found that only 21 States require students to take a class in economics as a requirement for graduation and only 13 require a course in personal finance. Parents, moreover, are often unreliable sources of financial education because many are financially illiterate themselves. For example, the National Foundation for Credit Counseling's fifth annual Financial Literacy Survey found that 76 percent of adults recognized that they could benefit from the advice of a financial professional regarding everyday financial questions. Even as we acknowledge widespread financial illiteracy among young adults, we allow students in higher education to take on alarming levels of debt during college. Borrowing to pay for school has become the norm. Two out of every three undergraduates receive some type of financial aid. At for-profit colleges, 96 percent of students borrow to pay for school. These trends have led to over $100 billion in Federal educational loans being originated each year. When these borrowers graduate, they do so with significant student loan debt, with the median over $23,000. The Department of Education estimates that over 36 million Americans have outstanding Federal student loan debt that, when combined, totals over $740 billion. And yet, because of the steep upward trend in college tuition, which in the last decade has risen each year by 5.6 percent beyond inflation, students commonly rely on credit cards on top of their student loans to pay their way through college. Even as far back as 7 years ago, 56 percent of dependent students had a credit card in their own name. The consequences of this culture of borrowing in higher education are clear and concerning. The most recent cohort default rate, CDR, on Federal student loans was 7 percent, indicating that large numbers of young adults are failing to effectively manage their debt. The average CDR for proprietary colleges alone is 22.3 percent. Meanwhile, the average student credit card balance rose from around $1,400 in 2002 to $2,000 today. Given what we know about student financial literacy and capability, this is not surprising. For example, a Charles Schwab study in 2007 found that only 45 percent of teens know how to use a credit card and even fewer--just 26 percent--understand credit card fees and the concept of interest. The increase in Federal educational lending and student debt can be interpreted positively. I am happy to see young people continuing on to college in numbers that I would never have imagined when I graduated from the University of Hawaii in 1952. For our best and brightest, college continues to be a stepping stone on their paths to becoming future leaders. For millions of others today, however, college simply and rightfully represents an opportunity for better lives for themselves and their families. But, the ever-rising cost of education is a reality that we must address. We are allowing--and even encouraging--students to become borrowers and consumers. It is our responsibility, therefore, to ensure that these young adults have the knowledge, skills, and capability to manage the consequences that come with their financial decisions. Unfortunately, we are not doing enough. The College LIFE Act begins to address this clear and urgent void in early adulthood financial literacy and economic education. It would provide financial literacy counseling to all university-level students who take out federal educational loans when they begin and leave school. First receipt of a student loan and departure from school are two prime teachable moments in the lives of young adults. In addition, they are two opportunities for individuals to learn the importance of responsible financial behavior without those lessons coming at their own expense. Financial literacy counseling under the College LIFE Act would teach the financial education core competencies--earning, spending, saving, borrowing, and protection--developed by the Financial Literacy and Education Commission. Existing loan counseling already provides student borrowers with valuable information about the terms, features, and common pitfalls of educational loans. This financial literacy counseling would complement existing activities, and the College LIFE Act specifies that financial literacy loan counseling may be provided in conjunction with current counseling requirements. I thank my colleague in the House of Representatives, Congresswoman Sheila Jackson Lee of Texas, for joining me as the House sponsor of this bill. I also thank my colleague from Iowa, Senator Harkin, who chairs the Committee on Health, Education, Labor, and Pensions, for lending his expertise to this bill in the areas of financial literacy and student debt in higher education, including at for-profit colleges. I will continue to work with my colleagues to enact the College LIFE Act. I call on them to join me in support of this legislation and other efforts to improve financial literacy in America. Thank you, Mr. President.

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise today to introduce the Native culture, language, and access for success in schools bill, Native CLASS. As a former educator, I understand the critical role of education, not just to the life of a young person, but also to the future of a culture and a community. For too long, the Native people of this country have lived with a substandard education system that lacks cultural relevance and is burdened with administrative challenges and severe underfunding. Three major reports by the Federal Government on Native education since 1928 have demonstrated little, if any, improvement in the education of Native people in the past 80 years. This ailing system has resulted in some of the worst education outcomes in the country. On average, in the States with the highest Native populations, the graduation rates for Native students are lower than the graduation rates for all other racial/ethnic groups, hovering well below 50 percent. We can no longer tolerate this, especially because our Federal Government has a unique trust obligation to provide a quality education to its Native people. Native languages and cultures are the roots of all Native peoples, and to oki, to cut those roots is to inherently harm the Native peoples. The comprehensive legislation I am introducing today puts forward a new vision of Native education, one that is grounded in culture, language, and local community control. The bill provides for many new access opportunities for tribes to be partners in their own education systems and paves the way for innovative language and culture-based instruction programs. Additionally, it provides much stronger accountability by agencies to native communities for the administration of their children's education. The provisions of this bill are the result of consultation and input with a wide range of American Indian, Alaska Native and Native Hawaiian stakeholders. The introduction of this bill is only the beginning of a dialogue about this new vision of Native education. We will continue to work with our Native stakeholders to improve this bill and ensure that it builds strong roots and meets the unique needs of all our native students. I thank Mr. Johnson and Mr. Inouye for sponsoring this bill. I urge my other colleagues to join me in supporting the passage of this legislation. Mr. President, I ask unanimous consent that the text of the bill be printed in the Record.

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise today to introduce the Native culture, language, and access for success in schools bill, Native CLASS. As a former educator, I understand the critical role of education, not just to the life of a young person, but also to the future of a culture and a community. For too long, the Native people of this country have lived with a substandard education system that lacks cultural relevance and is burdened with administrative challenges and severe underfunding. Three major reports by the Federal Government on Native education since 1928 have demonstrated little, if any, improvement in the education of Native people in the past 80 years. This ailing system has resulted in some of the worst education outcomes in the country. On average, in the States with the highest Native populations, the graduation rates for Native students are lower than the graduation rates for all other racial/ethnic groups, hovering well below 50 percent. We can no longer tolerate this, especially because our Federal Government has a unique trust obligation to provide a quality education to its Native people. Native languages and cultures are the roots of all Native peoples, and to oki, to cut those roots is to inherently harm the Native peoples. The comprehensive legislation I am introducing today puts forward a new vision of Native education, one that is grounded in culture, language, and local community control. The bill provides for many new access opportunities for tribes to be partners in their own education systems and paves the way for innovative language and culture-based instruction programs. Additionally, it provides much stronger accountability by agencies to native communities for the administration of their children's education. The provisions of this bill are the result of consultation and input with a wide range of American Indian, Alaska Native and Native Hawaiian stakeholders. The introduction of this bill is only the beginning of a dialogue about this new vision of Native education. We will continue to work with our Native stakeholders to improve this bill and ensure that it builds strong roots and meets the unique needs of all our native students. I thank Mr. Johnson and Mr. Inouye for sponsoring this bill. I urge my other colleagues to join me in supporting the passage of this legislation. Mr. President, I ask unanimous consent that the text of the bill be printed in the Record.

Mr. AKAKA

Mr. AKAKA. Mr. President, I ask unanimous consent that the text of the bill be printed in the Record.

Mr. AKAKA

Mr. AKAKA. Mr. President, I ask unanimous consent that the text of the bill be printed in the Record.

Mr. AKAKA

Mr. AKAKA. Mr. President, I would like to announce that the Committee on Indian Affairs will meet on Thursday, June 23, 2011, at 2:15 p.m. in room 628 of the Dirksen Senate Office Building to conduct a hearing entitled ``The Indian Reorganization Act--75 Years Later: Renewing our Commitment to Restore Tribal Homelands and Promote Self- Determination.'' Those wishing additional information may contact the Indian Affairs Committee at (202) 224-2251.

Mr. AKAKA

Mr. AKAKA. Mr. President, I would like to announce that the Committee on Indian Affairs will meet on Thursday, June 16, 2011, at 2:15 p.m. in room 628 of the Dirksen Senate Office Building to conduct an oversight hearing entitled ``Finding Our Way Home: Achieving the Policy Goals of NAGPRA.'' Those wishing additional information may contact the Indian Affairs Committee at (202) 224-2251.

Mr. AKAKA

Mr. AKAKA. Mr. President, I would like to announce that the Committee on Indian Affairs will meet on Thursday, June 9, 2011, at 2:15 p.m. in room 628 of the Dirksen Senate Office Building to conduct an oversight hearing entitled ``Setting the Standard: Domestic Policy Implications of the UN Declaration on the Rights of Indigenous Peoples.'' Those wishing additional information may contact the Indian Affairs Committee.

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise today to speak about legislation that would remove the obstacles preventing Filipino veterans of World War II from being united with their children, a situation whose roots reach back almost eight decades. The Philippine Independence Act of 1934 established the Philippines, a U.S. possession since 1898, as a commonwealth with certain powers over its internal affairs but with sovereign power retained by the United States. The Act also established a ten-year timetable for the commonwealth to achieve independence from the United States. In early 1941, in the face of Japan's military aggression in Asia, President Franklin D. Roosevelt invoked his authority, based on the retention of U.S. sovereign power over the Philippines to ``call and order into the service of the Armed Forces of the United States all of the organized military forces of the Government of the Commonwealth of the Philippines.'' In January of 1942, a month after it attacked Pearl Harbor, Japan invaded the Philippines and occupied the commonwealth until August 1945. Two months later, in March of 1942, Congress and President Roosevelt enacted the Second War Powers Act, which included the Nationality Act of 1940 that authorized the naturalization of all aliens serving in the U.S. armed forces. The 200,000 Filipinos that served in the U.S. armed forces were critical to the Philippine resistance and to the island's liberation in August 1945. Approximately 7,000 Filipinos who served outside the Philippines were naturalized pursuant to the Nationality Act of 1940 while another 4,000 who served inside the Philippines were naturalized between the liberation of the Philippines in August 1945 and the expiration of the Act on December 31, 1946. In 1990, my distinguished colleague Senator Daniel K. Inouye was instrumental in enacting the Immigration Act of 1990. This law offered Filipino veterans who had not been naturalized pursuant to the Nationality Act of 1940, the opportunity to obtain U.S. citizenship. Of the Filipino veterans who were naturalized for their service in the U.S. armed forces, many chose to become U.S. residents. Because the offer of naturalization did not extend to their children, these men filed permanent resident status petitions for their children who remained in the Philippines. Sadly, those children, now adults, have languished on the visa waiting list for decades because of backlogs and visa limits. My bill, the Filipino Veterans Family Reunification Act of 2011, would exempt the children in question from the numerical limitation on visas. Family unification has been the centerpiece of U.S. Immigration policy for more than a half century, and my bill would reunite the Filipino veterans, now in their 80s and 90s, with their children at long last. The Filipino veterans and their children have been kept apart for far too long, and I urge my colleagues to join me in making their long- awaited reunion possible.

Mr. AKAKA

Mr. AKAKA. Mr. President, I rise today to speak about legislation that would remove the obstacles preventing Filipino veterans of World War II from being united with their children, a situation whose roots reach back almost eight decades. The Philippine Independence Act of 1934 established the Philippines, a U.S. possession since 1898, as a commonwealth with certain powers over its internal affairs but with sovereign power retained by the United States. The Act also established a ten-year timetable for the commonwealth to achieve independence from the United States. In early 1941, in the face of Japan's military aggression in Asia, President Franklin D. Roosevelt invoked his authority, based on the retention of U.S. sovereign power over the Philippines to ``call and order into the service of the Armed Forces of the United States all of the organized military forces of the Government of the Commonwealth of the Philippines.'' In January of 1942, a month after it attacked Pearl Harbor, Japan invaded the Philippines and occupied the commonwealth until August 1945. Two months later, in March of 1942, Congress and President Roosevelt enacted the Second War Powers Act, which included the Nationality Act of 1940 that authorized the naturalization of all aliens serving in the U.S. armed forces. The 200,000 Filipinos that served in the U.S. armed forces were critical to the Philippine resistance and to the island's liberation in August 1945. Approximately 7,000 Filipinos who served outside the Philippines were naturalized pursuant to the Nationality Act of 1940 while another 4,000 who served inside the Philippines were naturalized between the liberation of the Philippines in August 1945 and the expiration of the Act on December 31, 1946. In 1990, my distinguished colleague Senator Daniel K. Inouye was instrumental in enacting the Immigration Act of 1990. This law offered Filipino veterans who had not been naturalized pursuant to the Nationality Act of 1940, the opportunity to obtain U.S. citizenship. Of the Filipino veterans who were naturalized for their service in the U.S. armed forces, many chose to become U.S. residents. Because the offer of naturalization did not extend to their children, these men filed permanent resident status petitions for their children who remained in the Philippines. Sadly, those children, now adults, have languished on the visa waiting list for decades because of backlogs and visa limits. My bill, the Filipino Veterans Family Reunification Act of 2011, would exempt the children in question from the numerical limitation on visas. Family unification has been the centerpiece of U.S. Immigration policy for more than a half century, and my bill would reunite the Filipino veterans, now in their 80s and 90s, with their children at long last. The Filipino veterans and their children have been kept apart for far too long, and I urge my colleagues to join me in making their long- awaited reunion possible.

Mr. AKAKA

Mr. AKAKA. Mr. President, I would like to announce that the Committee on Indian Affairs will meet on Thursday, May 26, 2011, at 2:15 p.m. in Room 628 of the Dirksen Senate Office Building to conduct an oversight hearing entitled ``In Our Way: Expanding the Success of Native Language & Culture-Based Education.'' Those wishing additional information may contact the Indian Affairs Committee at (202) 224-2251.