Mazie Hirono

Ms. HIRONO

Ms. HIRONO. Madam Speaker, I rise today to pay tribute to surfing legend Andy Irons, who passed away suddenly on November 2 at the age of 32. A kama`aina from Hanalei on the island of Kauai, Andy Irons was one of the sport's most recognized athletes with three world championship titles, an accomplishment that no other male surfer from Hawaii has been able to achieve. In all, Andy won 32 professional surfing contests, including 20 elite Association of Surfing Professionals World Tour tides and four Triple Crown tides. Currently ranked 16th in the world, Andy remains the highest-ranked professional surfer from Hawaii. Known for his powerful, fluid style and ability to excel in all types of surf conditions, Andy Irons was not only highly respected by surfers in Hawaii but also served as an ambassador for Hawaii and the sport as he competed in events all over the world. Andy always made it a point to mentor local surfers and promote the sport in Hawaii, including hosting the Irons Brothers Pine Trees Classic with his brother Bruce for up-and-coming surfers on Kauai over the past nine years. Although he went on hiatus from competing professionally in 2008 and 2009, Andy made a comeback this year, winning the Billabong Pro Teahupoo in Tahiti in September. He was also expected to be a top contender in the Vans Triple Crown of Surfing this month on the North Shore of Oahu, a three-event series that he won from 2002 to 2006. Andy is survived by his wife, Lyndie, who is expecting their first child next month; father, Phil; mother, Danielle; and brother, Bruce. In addition to the thousands of people who paid tribute to Andy at a memorial ``paddle out'' service at Hanalei Bay on the North Shore of Kauai on November 14, thousands of fans, friends, and competitors around the world held similar memorials in solidarity. Andy served as an inspiration to the people of Hawaii and to the surfing community around the world. He will be greatly missed.

Ms. HIRONO

Ms. HIRONO. Mr. Speaker, one way we can create jobs, the number one concern for many of my constituents, is by developing clean-energy technologies and products made in America. Hawaii, the most oil-dependent State in the country for our energy needs, is a prime locale for energy initiatives. Thanks to our $117 million loan guarantee from the Department of Energy, a Hawaii company called First Wind is constructing a wind energy facility in Kahuku on Oahu's north shore. This will be the largest wind power facility on the island of Oahu. The clean energy generated by this 30-megawatt facility will help Hawaii become more energy independent by powering up to 7,700 homes each year. In addition to creating about 200 construction jobs, the project also relies on American innovation and know-how by using wind turbines and batteries made by American manufacturers in Iowa and Texas. I urge my colleagues to support legislation that will help innovative, homegrown companies develop clean, renewable energy technology and strengthen our competitiveness in domestic and overseas markets.

Ms. HIRONO

Ms. HIRONO. Mr. Speaker, I am pleased to yield 3 minutes to the gentleman from New Jersey (Mr. Holt).

Ms. HIRONO. I yield myself such time as I may consume. Mr. Speaker, I rise today in support of House Resolution 1654, which supports the designation of the week of April 11, 2011, as ``Undergraduate Research Week.'' The undergraduate students of our Nation's colleges and universities provide important research across many disciplines at over 600 colleges and universities each year. Undergraduate research occurs in a number of fields, including arts and humanities, biology, chemistry, health sciences, geosciences, mathematics, computer science, physics and astronomy, psychology, social sciences, and many more. Students work with dedicated faculty mentors to produce important studies, findings, and reports that advance research in these fields. Undergraduate research helps both individual students and the institutions they attend. Student researchers develop critical thinking, analytical skills, and an understanding of research methodology which helps to prepare them for graduate education and their future careers. For institutions of higher education, undergraduate research promotes an innovation-oriented culture, bolsters research capacities, and improves retention rates by engaging students in the campus community. In my State, the University of Hawaii's system invests heavily in undergraduate research opportunities across its campuses. Recently, I had the opportunity to meet two outstanding students from the University of Hawaii who presented their scientific research posters at a Washington, D.C., awards ceremony. Haunani Kane from UH Manoa and Nakoa Goo from UH Hilo are native Hawaiian students who were award winners in the Louis Stokes Alliances for Minority Participation program. We know that increasing interest and participation among young people in science, technology, engineering, and mathematics--the STEM disciplines--is crucial for the Nation's future economic competitiveness and for preparing our students for the jobs of tomorrow. Undergraduate research in STEM fields offers students an opportunity to both become interested in careers in these areas and to learn important technical and research skills which prepare them for successful careers. Mr. Speaker, I would like to thank Representative Holt for bringing this resolution forward. Once again, I express my support for Undergraduate Research Week, which recognizes all of the important contributions of our undergraduate students to research at our Nation's colleges and universities. I urge my colleagues to support House Resolution 1654. I reserve the balance of my time.

Ms. HIRONO. Mr. Speaker, I request 5 legislative days during which Members may revise and extend and insert extraneous material on House Resolution 1654 into the Record.

Ms. HIRONO. Mr. Speaker, I move to suspend the rules and agree to the resolution (H. Res. 1654) expressing support for designation of the week of October 24, 2010, as ``Undergraduate Research Week,'' as amended.

Ms. HIRONO

Ms. HIRONO. Mr. Speaker, I move to suspend the rules and agree to the resolution (H. Res. 1652) expressing support for designation of the month of October 2010 as National Principals Month, as amended.

Ms. HIRONO. Mr. Speaker, I request 5 legislative days during which Members may revise and extend and insert extraneous material on House Resolution 1652 into the Record.

Ms. HIRONO. I yield myself such time as I may consume. I rise today in support of House Resolution 1652, celebrating National Principals Month, which was observed this October. With this resolution, we recognize the important roles principals play as leaders in our schools and in ensuring the best educational environment for our Nation's children. Most of us can recall a principal who made a difference in our lives. He or she was the one who walked down the hall, knew everyone by name and asked about our day. They let us know when we were out of line and smiled with pride at our success. Over the years, school leadership roles have broadened substantially to include increased emphasis on curriculum development, data analysis, and instructional leadership. They are tasked with complex problems such as facilitating systemic education reform while managing day-to- day school activities. Today, over 100,000 principals are supporting our Nation's students, teachers, and parents every day. Since 1993, the National Association of Secondary School Principals and MetLife have partnered to applaud outstanding middle level and high school principals for demonstrated success in school leadership with their National Principal of the Year program. I would like to congratulate 2010 National High School Principal of the Year Wes Taylor and Middle Level Principal of the Year Cathy Carnahan. Mr. Taylor serves as principal of Lowndes High School in Valdosta, Georgia. He has overseen a 13 percent increase in graduation rates at Lowndes High School and across-the-board double-digit increases in pass rates on the Georgia standardized test. Mr. Taylor is well known for his emphasis on personalized classroom instruction which focuses on the strengths and needs of each student, despite a school attendance of nearly 3,000 students. I thank Mr. Taylor for his hard work and dedication to his school and for being the role model he is for high school principals nationwide. Ms. Cathy Carnahan serves as principal at Duniway Middle School in McMinnville, Oregon. She has served at Duniway since 1993, including as assistant principal, emphasizing an atmosphere of faculty teamwork which has led to increased test scores, decreased referrals, and an impressive student attendance rate of 95 percent or higher. I thank Ms. Carnahan for her dedicated work and exemplary performance, and I congratulate her on her recognition. Recently, I also had the privilege to meet Hawaii's State Principals of the Year for 2010. Darrel Galera serves as principal of Moanalua High School and won the 2010 Hawaii School Principal of the Year. Under Principal Galera's leadership, Moanalua High School now boasts a graduation rate of over 90 percent, well above the State and national average. Principal Galera is committed to helping his educators excel, and since 2002 he has hosted a statewide professional development conference at Moanalua. Justin Mew serves as principal of Niu Valley Middle School and won Hawaii's 2010 Middle School Principal of the Year. Under his leadership, Niu Valley became Hawaii's first middle school to offer the advanced International Baccalaureate Middle Years Programme. Niu Valley also has a strong language immersion program, allowing students to learn Mandarin or Japanese. On a personal note, I also attended Niu Valley Middle School. Great principals tremendously improve the outcomes of our Nation's youth and play a critical role in a school's success or failure. National Principals Month is an opportunity for us all to recognize this important role and to honor the work of all our Nation's principals. Mr. Speaker, once again, I express my support for National Principals Month, and I hope this resolution serves as a thank you to our Nation's principals. I want to thank Representative Susan Davis for bringing this resolution to the floor and urge my colleagues to join me in support of House Resolution 1652. I reserve the balance of my time.

Ms. HIRONO

Ms. HIRONO. Mr. Speaker, I move to suspend the rules and agree to the resolution (H. Res. 1641) celebrating September 30, 2010, as the 60th Anniversary of Impact Aid.

Ms. HIRONO. Mr. Speaker, I request 5 legislative days during which Members may revise and extend and insert extraneous material on House Resolution 1641 into the Record.

Ms. HIRONO

Ms. HIRONO. Mr. Speaker, I request 5 legislative days during which Members may revise and extend and insert extraneous material on House Resolution 1655 into the Record.

Ms. HIRONO. I yield myself such time as I may consume. I rise today in support of House Resolution 1655, celebrating National Farm to School Month, which was observed in October of this year. Farm to School programs bring nutritious products from local farms into the cafeterias of schools in our area. The result is healthier meals, improved student nutrition, and a link to firsthand education in agriculture, health, and nutrition. Exceptionally popular with children, Farm to School programs operate in over 9,700 schools in Hawaii and all 50 States. In schools with a Farm to School program, there is a 3 to 16 percent increase in school lunch participation. Farm to School programs provide better food options for our kids at school. Since 1980, obesity rates in 6-to 11-year-olds have quadrupled, and for 12- to 19-year-olds they have tripled, according to the Centers for Disease Control. Tragically, over one-third of our children are now obese or overweight. Increasing one's consumption of fresh fruits and vegetables is one of six major strategies to prevent and control obesity. Studies have demonstrated that children in schools with an active Farm to School program increased their average consumption of fresh fruits and vegetables by one or more servings per day. Farm to School programs also have an important educational component. They allow for taste tests, school gardens, composting, and farm tours, which helps children to clearly connect the food that they eat to their body, communities, and environments. From an economic standpoint, the program helps local family farms and stimulates the local economy even during these difficult times. Farm to School programs help farmers find a local economy for their produce. Local farmers receive 60 to 70 cents per dollar of the sale price under Farm to School, whereas the average intake a farmer receives from traditional distributors is often less than 20 cents per dollar. Farm to School products which reach the cafeteria are likely less costly to pack and ship and may have a reduced impact on the environment. In Hawaii, our high costs of land and remote geography require us to import over 85 percent of our food. Farm to School programs can have a major impact on providing Hawaii farmers with an institutional market for their produce and reducing transportation costs. I have had the privilege to visit several of Hawaii's growing number of Farm to School programs to see their impact firsthand. In August, I visited Ka 'Umeke Ka'eo Hawaiian Immersion Charter School on Hawaii Island. The proud fourth- and fifth-grade students showed me the school garden, which is integrated into class lessons. Most memorable was watching the worm composting process, which, by the way, the kids really liked. I again say mahalo for the tour to the students, Director Alapaki Nahale'a of the Hawaii Charter School Network, School Garden Instructor Pua Mendoca, and Nancy Redfeather of the Hawaii Island School Garden Network. I also visited the school garden at Waimea Middle Public Conversion Charter School in Kona. I would like to thank Dr. Guy Kaulukukui of the Kohala Center for assisting with the visit. Last year I went to a garden party at Aikahi Elementary in Kailua, sponsored by the Kokua Foundation. At the garden party, we weeded and mulched the gardens for the kindergarten, first, and fifth grade classrooms. In Hawaiian, 'aina means ``land'' or ``earth.'' The Kokua Foundation's 'AINA program stands for Actively Integrate Nutrition and Agriculture in Schools. The program works to foster healthy eating habits, improve children's health, and encourage environmental stewardship. Since its inception in 1996, Farm to School programs nationwide have been making healthy eating a priority in our schools and building strong community connections. For these reasons, we celebrated and honored Farm to School programs this past October. I congratulate the efforts of Farm to School programs in Hawaii and nationwide. I want to thank Representative Holt for introducing this resolution and, once again, express my support for House Resolution 1655. I reserve the balance of my time.

Ms. HIRONO. Once again, I would urge all my colleagues to support this resolution. As I mentioned, one of the fun things that I got to do in Hawaii was to visit these school farm programs, their agriculture programs. They really do work because the kids definitely do begin to eat their vegetables. With that, I yield back the balance of my time.

Ms. HIRONO. Mr. Speaker, I am pleased to yield 3 minutes to the gentleman from New Jersey (Mr. Holt).

Ms. HIRONO. Mr. Speaker, I move to suspend the rules and agree to the resolution (H. Res. 1655) expressing support for designation of October as ``National Farm to School Month,'' as amended.

Ms. HIRONO

Ms. HIRONO. Mr. Speaker, I move to suspend the rules and agree to the concurrent resolution (H. Con. Res. 329) recognizing the 35th anniversary of the enactment of the Education for All Handicapped Children Act of 1975.

Ms. HIRONO. Mr. Speaker, I request 5 legislative days during which Members may revise and extend and insert extraneous material on House Concurrent Resolution 329 into the Record.

Ms. HIRONO. Mr. Speaker, on that I demand the yeas and nays.

Ms. HIRONO. Once again, I urge all of my colleagues to support this resolution, and I yield back the balance of my time.

Ms. HIRONO. I yield myself as much time as I may consume. Mr. Speaker, I rise today in support of House Concurrent Resolution 329, which recognizes the 35th anniversary of the Education for All Handicapped Children Act of 1975, later renamed the Individuals with Disabilities Education Act. This historic statute guarantees that all children, regardless of the nature of their disability, have the right to a free, appropriate public education. Prior to IDEA, many children with disabilities were placed in segregated institutions with no expectation for success. As a result of IDEA, children with disabilities have been increasingly included in general education settings and have had the opportunity to receive the same education as their non-disabled peers. Over the years, the original bill has been amended several times to bolster educational opportunities for children with disabilities. An amendment in 1986 created preschool grant programs for children ages 3 to 5 and early intervention programs for those under the age of 3. In 1997 IDEA was again amended to ensure that students with disabilities have access to the general education curriculum and are fully included in State assessments. In 2004, all students with disabilities were guaranteed to receive an education that considers their transition to higher education, employment and independent living. Currently, IDEA serves about 350,000 infants and toddlers, 700,000 preschoolers, and 5.9 million children ages 6 through 21. In Hawaii nearly 18,000 students receive IDEA services in grades K-12. Since the enactment of IDEA, the number of students with disabilities graduating from high school with a regular diploma and enrolling in college has increased dramatically. However, we still face challenges in providing a free and appropriate education to children with disabilities, and student outcomes remain too low. As we celebrate the successes of IDEA, we must continue to improve access to free and appropriate education for students with disabilities. We must ensure that all students are held to high expectations and have the opportunity to succeed. Mr. Speaker, I would like to thank my fellow Members for cosponsoring this legislation and again express my support for House Concurrent Resolution 329, which recognizes the 35th anniversary of the enactment of the Education for all Handicapped Children Act of 1975, also known as the Individuals with Disabilities Education Act. I urge my colleagues to join me in supporting this resolution. Mr. Speaker, I reserve the balance of my time.

Ms. HIRONO

Ms. HIRONO. It is clear that Coach Paterno is not only an exemplary coach, but he is an exemplary human being and a model to us all. I urge my colleagues to support this resolution. Mr. Speaker, I yield back the balance of my time.

Ms. HIRONO. I yield myself as much time as I may consume. I rise today in support of House Resolution 1715 which congratulates Joe Paterno for his 400th win as head football coach of the Penn State Nittany Lions. Coach Paterno achieved this milestone win on November 6, 2010, when the Lions beat out the Northwestern Wildcats. This victory gave him more career wins than any other coach in NCAA Division I-A history. For 60 years, Coach Paterno has served Penn State, first as an assistant coach for 15 years and then head coach for the past 45 years. In his tenure as head coach, Joe Paterno has garnered two national championships, seven undefeated seasons, 23 finishes in the Top 10 rankings, and three Big Ten Conference championships. His 73.6 percent career winning percentage is second-best among all active Football Bowl Subdivision coaches. These tangible accomplishments mirror the accomplishments of Paterno's players off the field, which he has facilitated by bolstering Penn State's educational facilities. Coach Paterno emphasizes the importance of education for all of his players. In 2009, the Lions had a Federal graduation rate of 89 percent and graduation success rate of 85 percent, according to the Department of Education, the top rates for any college football team that year. His tutelage has helped Penn State cultivate 15 Hall of Fame scholar athletes, 44 academic All-Americans, and 18 NCAA Postgraduate Scholarship winners. Coach Paterno is also a winner off the football field. He contributes immensely to the Penn State community through charitable donations and volunteering. He and his wife Sue have personally contributed over $4 million to various departments and colleges within Penn State. Many of you may not know that his love for sports extends beyond football. Coach Paterno and his wife have been adamant supporters of the Special Olympics and, in fact, are in the Special Olympics Hall of Fame. He is also the national spokesperson for the Charcot-Marie-Tooth Association, a group that raises awareness of CMT, a neurological disorder which affects more than 2 million people worldwide. Paterno uses his star power to encourage donations to this worthy cause. At the ``Honor a Star, Be a Star'' Gala in 2009, Coach Paterno raised a record $350,000 for CMT research. Mr. Speaker, I ask my colleagues to support this resolution and once again congratulate Coach Paterno on his 400th win as Penn State Nittany Lions' head football coach. Coach Paterno has excelled as a well- rounded mentor to young players who continue to translate their skills on the football field to rewarding lives after college. I thank Representative Thompson for his leadership in bringing this resolution forward. Mr. Speaker, I reserve the balance of my time.

Ms. HIRONO. Mr. Speaker, I request 5 legislative days during which Members may revise and extend and insert extraneous material on House Resolution 1715 into the Record.

Ms. HIRONO. Mr. Speaker, I move to suspend the rules and agree to the resolution (H. Res. 1715) congratulating Joe Paterno on his 400th win as Penn State Nittany Lions football coach.