{
  "legislationId": "119_S_4377",
  "lastUpdate": "2026-04-29T11:31:36.320Z",
  "history": [
    {
      "timestamp": "2026-04-29T11:31:36.320Z",
      "source_url": "https://www.congress.gov/119/bills/s4377/BILLS-119s4377is.htm",
      "model": "gemini-flash-lite-latest",
      "prompt_sent": "\nROLE: Fact Checker.\nZADANIE: Porównaj SOURCE (oryginał) i SUMMARY (streszczenie przygotowane przez inne AI).\n\nTwoim celem jest wykrycie \"ZMYŚLONYCH KONKRETÓW\" (Fabricated Entities) w SUMMARY.\n\nSOURCE:\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [S. 4377 Introduced in Senate (IS)] <DOC> 119th CONGRESS 2d Session S. 4377 To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes. _______________________________________________________________________ IN THE SENATE OF THE UNITED STATES April 22, 2026 Mr. Markey (for himself, Mr. Blumenthal, Mr. Booker, Ms. Hirono, Mr. Merkley, Mr. Sanders, Mr. Schiff, Mr. Van Hollen, and Ms. Warren) introduced the following bill; which was read twice and referred to the Committee on Commerce, Science, and Transportation _______________________________________________________________________ A BILL To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This Act may be cited as the ``Climate Change Education Act''. SEC. 2. FINDINGS. Congress makes the following findings: (1) The evidence for human-induced climate change is overwhelming and undeniable. (2) According to the Fifth National Climate Assessment, atmospheric carbon can be significantly reduced through conservation, by shifting to renewable energy sources such as solar, wind, tidal, and geothermal, and by increasing the efficiency of buildings, including domiciles, and transportation. (3) Providing clear information about climate change, in a variety of forms, can remove the fear and the sense of helplessness and encourage individuals and communities to take action. (4) Implementation of measures that promote energy efficiency, conservation, and renewable energy will greatly reduce human impacts on the environment. (5) Informing people of new technologies and programs as they become available will ensure maximum understanding and maximum effect of those measures. (6) More than 3,500,000 students graduate from high schools and colleges in the United States each year, armed with attitudes, skills, and knowledge about the climate that inform their actions. (7) The effect on the climate, positive or negative, of each of those 3,500,000 students lasts beyond a lifetime. (8) Those students need to be prepared to implement changes in professional and personal practices, to support and help develop new technology and policy, and to address the coming social and economic challenges and opportunities arising from a changing climate. (9) It has been demonstrated that the people of the United States overwhelmingly support teaching students about the causes, consequences, and potential solutions to climate change in all 50 States and more than 3,000 counties across the United States. (10) Only 30 percent of middle school science teachers and 45 percent of high school science teachers understand the extent of the scientific consensus on climate change. (11) Section 4002(a) of the America COMPETES Act (33 U.S.C. 893a(a)) requires the National Oceanic and Atmospheric Administration to ``conduct, develop, support, promote, and coordinate formal and informal educational activities at all levels''. (12) The existing Environmental Literacy Program of the National Oceanic and Atmospheric Administration was established in 2005 by the Bush administration as a backbone to an agency effort to advance sound environmental education for children and adults. (13) Expanding the popular Environmental Literacy Program (less than 5 percent of applications in 2020 received funding) to include climate education for professional educators and students is within the established expertise of the National Oceanic and Atmospheric Administration and will effectively leverage critical resources for foundational learning and career preparation. SEC. 3. DEFINITIONS. In this Act: (1) Climate change education.--The term ``climate change education'' means nonformal and formal interdisciplinary learning at all age levels about-- (A) climate change, climate adaptation and mitigation, climate resilience, and climate justice; and (B) the effects of climate change, climate adaptation and mitigation, climate resilience, and climate justice on the environmental, energy, social, and economic systems of the United States. (2) Climate justice.--The term ``climate justice'' means the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of policies and projects to ensure that each person enjoys the same degree of protection from the adverse effects of climate change. (3) Climate literacy.--The term ``climate literacy'' means competence or knowledge of climate change, its causes and impacts, and the technical, scientific, economic, and social dynamics of promising solutions. (4) Environmental justice.--The term ``environmental justice'' means the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies to ensure that each person enjoys-- (A) the same degree of protection from environmental and health hazards; and (B) equal access to any Federal agency action on environmental justice issues in order to have a healthy environment in which to live, learn, work, and recreate. (5) Environmental justice community.--The term ``environmental justice community'' means a community with significant representation of communities of color, low-income communities, or Tribal and indigenous communities that experiences, or is at risk of experiencing, higher or more adverse human health or environmental effects as compared to other communities. (6) Green economy.--The term ``green economy'' means an economy that results in improved human and economic well-being and social equity by significantly reducing environmental risks and ecological scarcities. (7) Institution of higher education.--The term ``institution of higher education'' has the meaning given the term in section 101 of the Higher Education Act of 1965 (20 U.S.C. 1001). (8) Local educational agency; state educational agency.-- The terms ``local educational agency'' and ``State educational agency'' have the meanings given those terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). (9) Nonformal.--The term ``nonformal'' means, with respect to learning, out-of-school educational programming carried out by nonprofit organizations and public agencies. (10) Nonprofit organization.--The term ``nonprofit organization'' means an organization described in section 501(c)(3) of the Internal Revenue Code of 1986 and exempt from taxation under section 501(a) of that Code. SEC. 4. CLIMATE CHANGE EDUCATION PROGRAM. Not later than 1 year after the date of the enactment of this Act, the Administrator of the National Oceanic and Atmospheric Administration shall establish a Climate Change Education Program within the Office of Education of the Administration to-- (1) increase the climate literacy of the United States by broadening the understanding of climate change, including possible long-term and short-term consequences, disproportionate impacts of those consequences, and potential solutions; (2) apply the latest scientific and technological discoveries, including through the use of the scientific assets of the Administration, to provide formal and nonformal learning opportunities to individuals of all ages, including individuals of diverse cultural and linguistic backgrounds; and (3) emphasize actionable information to help people understand and promote implementation of new technologies, jobs, career training, programs, and incentives related to climate change, climate adaptation and mitigation, climate resilience, climate justice, and environmental justice. SEC. 5. GRANTS AND COOPERATIVE AGREEMENTS. (a) In General.--Not later than 1 year after the date of the enactment of this Act, as part of the Climate Change Education Program established under section 4, the Administrator of the National Oceanic and Atmospheric Administration shall establish a program to award grants to, or establish cooperative agreements with, the following: (1) State educational agencies, in partnership with local educational agencies and local nonprofit organizations, and, subject to subsection (c), local educational agencies-- (A) for the development and implementation of aspects of climate literacy plans for grades 4 through 12 formal and nonformal climate change education that-- (i) are aligned with State education standards; and (ii) ensure that students graduate from high school with climate literacy; and (B) for the implementation of projects that-- (i) in the case of State educational agencies, include-- (I) relevant training and professional development for educators, which may include tiered mentorship frameworks; (II) integration of key climate change concepts into State education standards for science, technology, engineering, and mathematics (STEM), civics and social studies, career and technical education, and other relevant subject areas during the next revision of such standards; (III) development of climate change education frameworks and model curricula and curation and dissemination of existing such frameworks and curricula; (IV) creation of applied learning project-based models, particularly those that allow for student leadership in project development and applied field work, such as models making optimum use of green features improvements, such as low-cost environmental monitoring sensors, to school facilities such as energy systems, lighting systems, food systems, water management systems, waste management systems, and school grounds; and (V) incorporation of climate change mitigation and green technologies into new and existing high-quality career and technical education career pathways and work-based learning experiences in high-demand climate-related jobs, including development of partnerships with labor organizations, trade organizations, and apprenticeship programs; and (ii) in the case of local educational agencies-- (I) develop, modify, or implement district-level plans to advance climate change education that consider facilities, curriculum, environmental health, professional development for educators, student experiences, and equity; and (II) support community partnerships among local educational agencies, nonformal education providers, community-based organizations, and other partners to advance climate change education priorities. (2) Institutions of higher education and networks or partnerships of such institutions to engage teams of faculty and students to develop applied climate research and deliver to local communities direct services related to local climate mitigation and adaptation issues, with priority given to projects that-- (A) foster long-term campus-community partnerships; (B) show potential to scale work beyond the term of the grant or cooperative agreement; (C) involve significant student input in the project development process; (D) are inclusive for all segments of the population; and (E) promote equitable and just outcomes. (3) Professional associations and academic disciplinary societies for projects that build capacity at the State and national levels for continuing education by practicing professionals and the general public in green economy fields. (4) Youth corps organizations to engage in community-based climate mitigation and adaptation work that includes a substantive educational component. (b) Communities of Practice.--The Climate Change Education Program shall establish communities of practice with respect to each of paragraphs (1) through (4) of subsection (a) in order to accelerate learning. (c) Local Educational Agencies.--The Administrator of the National Oceanic and Atmospheric Administration may not award a grant to, or establish a cooperative agreement with, a local educational agency in any fiscal year under paragraph (1) of subsection (a) unless amounts appropriated for grants and cooperative agreements under such subsection for that fiscal year exceed $5,000,000. (d) Allocation of Amounts.-- (1) In general.--Except as provided in paragraph (2), amounts appropriated for grants and cooperative agreements under subsection (a) shall be allocated as follows: (A) 50 percent for grants and cooperative agreements under paragraph (1) of such subsection. (B) 30 percent for grants and cooperative agreements under paragraph (2) of such subsection. (C) 10 percent for grants and cooperative agreements under paragraph (3) of such subsection. (D) 10 percent for grants and cooperative agreements under paragraph (4) of such subsection. (2) Exception.--If amounts appropriated for grants and cooperative agreements under subsection (a) do not exceed $5,000,000 in any fiscal year, the Administrator of the National Oceanic and Atmospheric Administration may use in that fiscal year-- (A) 60 percent of such amounts for grants and cooperative agreements under paragraph (1) of such subsection; and (B) 40 percent of such amounts for grants and cooperative agreements under paragraph (2) of such subsection. (3) Environmental justice communities.--40 percent of all amounts allocated for grants and cooperative agreements under paragraphs (2) and (4) of subsection (a) shall be directed into environmental justice communities. (e) Grant and Cooperative Agreement Minimum.--If amounts appropriated for grants and cooperative agreements under subsection (a) exceed $5,000,000 in any fiscal year, any grant awarded to, or cooperative agreement established with, an entity under paragraph (1) of such subsection shall provide the entity a minimum of $1,000,000 in that fiscal year. SEC. 6. ANNUAL REPORT. Not later than 2 years after the date of the enactment of this Act, and annually thereafter, the Administrator of the National Oceanic and Atmospheric Administration shall submit to Congress a report that evaluates the scientific merits, educational effectiveness, and broader effects of activities carried out under this Act. SEC. 7. AUTHORIZATION OF APPROPRIATIONS. There is authorized to be appropriated to the National Oceanic and Atmospheric Administration to carry out this Act $50,000,000 for each of fiscal years 2027 through 2032. <all>\n\nSUMMARY TO EVALUATE:\nTitle: Climate Change Education Act: New School Programs and Career Training\nSummary: This Act establishes a national climate education program to prepare students for environmental challenges. Citizens will gain better access to knowledge about new technologies and training for jobs in the green economy.\nKey Points: Introduction of climate lessons for grades 4-12 and updated teaching standards in schools., Grants for teacher training and the creation of modern educational materials., Support for students and universities to implement local environmental protection projects., Creation of career pathways in ecology and new technology sectors., Allocation of 40% of funds to support communities most vulnerable to climate change., An annual budget of $50 million for program implementation from 2027 to 2032.\n\nZASADY OCENY:\n1. Sprawdź wszystkie LICZBY, DATY i KWOTY w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n2. Sprawdź wszystkie NAZWISKA, ORGANIZACJE i MIEJSCA w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n3. Sprawdź wszystkie konkretne DZIAŁANIA PRAWNE . Jeśli tego mechanizmu nie ma w SOURCE -> is_valid: false.\n\nWAŻNE: Abstrakcyjne pojęcia (np. \"transparentność\", \"zaufanie\") są dozwolone jako wnioski.\n\nOUTPUT (JSON):\n{\n  \"is_valid\": true/false,\n  \"issue\": \"fabricated_entity\" / \"contradiction\" / \"none\"\n}\n\nWYMAGANIA FORMATOWANIA:\n1. Odpowiedz WYŁĄCZNIE surowym obiektem JSON.\n2. NIE używaj bloków kodu Markdown.\n3. NIE dodawaj żadnych wstępów ani wyjaśnień przed ani po JSONie.\n4. JSON musi być poprawny i gotowy do parsowania.\n\n",
      "ai_response_raw": "{\n  \"is_valid\": true,\n  \"issue\": \"none\"\n}"
    },
    {
      "timestamp": "2026-04-29T11:21:00.866Z",
      "source_url": "https://www.congress.gov/119/bills/s4377/BILLS-119s4377is.htm",
      "model": "gemini-flash-latest",
      "prompt_sent": "\nJesteś ekspertem od prawa Stanów Zjednoczonych, który ma za zadanie analizować dokumenty ustaw, uchwał oraz innych dokumentów legislacyjnych, a następnie przygotowywać z nich informacje w przystępny sposób dla obywateli. Twoim celem jest przedstawienie informacji tak, aby obywatele mogli sami ocenić wpływ legislacji na ich życie, nawet bez posiadania specjalistycznej wiedzy legislacyjnej. Skup się na faktach i obiektywnych skutkach wprowadzanych zmian, unikając wartościowania i osobistych opinii. Wszelki żargon prawny jest zabroniony. Prezentuj informacje w jasny, zwięzły i angażujący sposób, tak aby były zrozumiałe dla osoby bez wykształcenia prawniczego. Unikaj długich, złożonych zdań. Zamiast pisać \"projekt ma na celu nowelizację kodeksu podatkowego...\", napisz \"Zmiany w podatkach: nowe ulgi i obowiązki dla...\". Kontynuuj swoją pracę, dopóki nie rozwiążesz swojego zadania. Jeśli nie masz pewności co do generowanej treści, przeanalizuj dokument ponownie – nie zgaduj. Rozplanuj dobrze swoje zadanie przed przystąpieniem do niego. W podsumowaniu i kluczowych punktach, jeśli to możliwe i uzasadnione, podkreśl, jakie konkretne korzyści lub skutki (pozytywne lub negatywne) wprowadza ustawa dla życia codziennego obywateli, ich praw i obowiązków, finansów osobistych, bezpieczeństwa i innych ważnych kwestii (np. kategorycznych zakazów i nakazów czy najważniejszych konkretnych alokacji finansowych i terytorialnych).\n\nTwoja odpowiedź MUSI być w formacie JSON - i zawierać następujące klucze.\nZanim zwrócisz odpowiedź, dokładnie zweryfikuj, czy cała struktura JSON jest w 100% poprawna, włącznie ze wszystkimi przecinkami, nawiasami klamrowymi, kwadratowymi oraz cudzysłowami. Błędny JSON jest nieakceptowalny i uniemożliwi przetworzenie Twojej pracy.\n\nPrzeanalizuj dokładnie poniższy tekst dokumentu prawnego. To jest treść, na podstawie której masz wygenerować podsumowanie i kluczowe punkty:\n--- POCZĄTEK DOKUMENTU ---\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [S. 4377 Introduced in Senate (IS)] <DOC> 119th CONGRESS 2d Session S. 4377 To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes. _______________________________________________________________________ IN THE SENATE OF THE UNITED STATES April 22, 2026 Mr. Markey (for himself, Mr. Blumenthal, Mr. Booker, Ms. Hirono, Mr. Merkley, Mr. Sanders, Mr. Schiff, Mr. Van Hollen, and Ms. Warren) introduced the following bill; which was read twice and referred to the Committee on Commerce, Science, and Transportation _______________________________________________________________________ A BILL To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This Act may be cited as the ``Climate Change Education Act''. SEC. 2. FINDINGS. Congress makes the following findings: (1) The evidence for human-induced climate change is overwhelming and undeniable. (2) According to the Fifth National Climate Assessment, atmospheric carbon can be significantly reduced through conservation, by shifting to renewable energy sources such as solar, wind, tidal, and geothermal, and by increasing the efficiency of buildings, including domiciles, and transportation. (3) Providing clear information about climate change, in a variety of forms, can remove the fear and the sense of helplessness and encourage individuals and communities to take action. (4) Implementation of measures that promote energy efficiency, conservation, and renewable energy will greatly reduce human impacts on the environment. (5) Informing people of new technologies and programs as they become available will ensure maximum understanding and maximum effect of those measures. (6) More than 3,500,000 students graduate from high schools and colleges in the United States each year, armed with attitudes, skills, and knowledge about the climate that inform their actions. (7) The effect on the climate, positive or negative, of each of those 3,500,000 students lasts beyond a lifetime. (8) Those students need to be prepared to implement changes in professional and personal practices, to support and help develop new technology and policy, and to address the coming social and economic challenges and opportunities arising from a changing climate. (9) It has been demonstrated that the people of the United States overwhelmingly support teaching students about the causes, consequences, and potential solutions to climate change in all 50 States and more than 3,000 counties across the United States. (10) Only 30 percent of middle school science teachers and 45 percent of high school science teachers understand the extent of the scientific consensus on climate change. (11) Section 4002(a) of the America COMPETES Act (33 U.S.C. 893a(a)) requires the National Oceanic and Atmospheric Administration to ``conduct, develop, support, promote, and coordinate formal and informal educational activities at all levels''. (12) The existing Environmental Literacy Program of the National Oceanic and Atmospheric Administration was established in 2005 by the Bush administration as a backbone to an agency effort to advance sound environmental education for children and adults. (13) Expanding the popular Environmental Literacy Program (less than 5 percent of applications in 2020 received funding) to include climate education for professional educators and students is within the established expertise of the National Oceanic and Atmospheric Administration and will effectively leverage critical resources for foundational learning and career preparation. SEC. 3. DEFINITIONS. In this Act: (1) Climate change education.--The term ``climate change education'' means nonformal and formal interdisciplinary learning at all age levels about-- (A) climate change, climate adaptation and mitigation, climate resilience, and climate justice; and (B) the effects of climate change, climate adaptation and mitigation, climate resilience, and climate justice on the environmental, energy, social, and economic systems of the United States. (2) Climate justice.--The term ``climate justice'' means the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of policies and projects to ensure that each person enjoys the same degree of protection from the adverse effects of climate change. (3) Climate literacy.--The term ``climate literacy'' means competence or knowledge of climate change, its causes and impacts, and the technical, scientific, economic, and social dynamics of promising solutions. (4) Environmental justice.--The term ``environmental justice'' means the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies to ensure that each person enjoys-- (A) the same degree of protection from environmental and health hazards; and (B) equal access to any Federal agency action on environmental justice issues in order to have a healthy environment in which to live, learn, work, and recreate. (5) Environmental justice community.--The term ``environmental justice community'' means a community with significant representation of communities of color, low-income communities, or Tribal and indigenous communities that experiences, or is at risk of experiencing, higher or more adverse human health or environmental effects as compared to other communities. (6) Green economy.--The term ``green economy'' means an economy that results in improved human and economic well-being and social equity by significantly reducing environmental risks and ecological scarcities. (7) Institution of higher education.--The term ``institution of higher education'' has the meaning given the term in section 101 of the Higher Education Act of 1965 (20 U.S.C. 1001). (8) Local educational agency; state educational agency.-- The terms ``local educational agency'' and ``State educational agency'' have the meanings given those terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). (9) Nonformal.--The term ``nonformal'' means, with respect to learning, out-of-school educational programming carried out by nonprofit organizations and public agencies. (10) Nonprofit organization.--The term ``nonprofit organization'' means an organization described in section 501(c)(3) of the Internal Revenue Code of 1986 and exempt from taxation under section 501(a) of that Code. SEC. 4. CLIMATE CHANGE EDUCATION PROGRAM. Not later than 1 year after the date of the enactment of this Act, the Administrator of the National Oceanic and Atmospheric Administration shall establish a Climate Change Education Program within the Office of Education of the Administration to-- (1) increase the climate literacy of the United States by broadening the understanding of climate change, including possible long-term and short-term consequences, disproportionate impacts of those consequences, and potential solutions; (2) apply the latest scientific and technological discoveries, including through the use of the scientific assets of the Administration, to provide formal and nonformal learning opportunities to individuals of all ages, including individuals of diverse cultural and linguistic backgrounds; and (3) emphasize actionable information to help people understand and promote implementation of new technologies, jobs, career training, programs, and incentives related to climate change, climate adaptation and mitigation, climate resilience, climate justice, and environmental justice. SEC. 5. GRANTS AND COOPERATIVE AGREEMENTS. (a) In General.--Not later than 1 year after the date of the enactment of this Act, as part of the Climate Change Education Program established under section 4, the Administrator of the National Oceanic and Atmospheric Administration shall establish a program to award grants to, or establish cooperative agreements with, the following: (1) State educational agencies, in partnership with local educational agencies and local nonprofit organizations, and, subject to subsection (c), local educational agencies-- (A) for the development and implementation of aspects of climate literacy plans for grades 4 through 12 formal and nonformal climate change education that-- (i) are aligned with State education standards; and (ii) ensure that students graduate from high school with climate literacy; and (B) for the implementation of projects that-- (i) in the case of State educational agencies, include-- (I) relevant training and professional development for educators, which may include tiered mentorship frameworks; (II) integration of key climate change concepts into State education standards for science, technology, engineering, and mathematics (STEM), civics and social studies, career and technical education, and other relevant subject areas during the next revision of such standards; (III) development of climate change education frameworks and model curricula and curation and dissemination of existing such frameworks and curricula; (IV) creation of applied learning project-based models, particularly those that allow for student leadership in project development and applied field work, such as models making optimum use of green features improvements, such as low-cost environmental monitoring sensors, to school facilities such as energy systems, lighting systems, food systems, water management systems, waste management systems, and school grounds; and (V) incorporation of climate change mitigation and green technologies into new and existing high-quality career and technical education career pathways and work-based learning experiences in high-demand climate-related jobs, including development of partnerships with labor organizations, trade organizations, and apprenticeship programs; and (ii) in the case of local educational agencies-- (I) develop, modify, or implement district-level plans to advance climate change education that consider facilities, curriculum, environmental health, professional development for educators, student experiences, and equity; and (II) support community partnerships among local educational agencies, nonformal education providers, community-based organizations, and other partners to advance climate change education priorities. (2) Institutions of higher education and networks or partnerships of such institutions to engage teams of faculty and students to develop applied climate research and deliver to local communities direct services related to local climate mitigation and adaptation issues, with priority given to projects that-- (A) foster long-term campus-community partnerships; (B) show potential to scale work beyond the term of the grant or cooperative agreement; (C) involve significant student input in the project development process; (D) are inclusive for all segments of the population; and (E) promote equitable and just outcomes. (3) Professional associations and academic disciplinary societies for projects that build capacity at the State and national levels for continuing education by practicing professionals and the general public in green economy fields. (4) Youth corps organizations to engage in community-based climate mitigation and adaptation work that includes a substantive educational component. (b) Communities of Practice.--The Climate Change Education Program shall establish communities of practice with respect to each of paragraphs (1) through (4) of subsection (a) in order to accelerate learning. (c) Local Educational Agencies.--The Administrator of the National Oceanic and Atmospheric Administration may not award a grant to, or establish a cooperative agreement with, a local educational agency in any fiscal year under paragraph (1) of subsection (a) unless amounts appropriated for grants and cooperative agreements under such subsection for that fiscal year exceed $5,000,000. (d) Allocation of Amounts.-- (1) In general.--Except as provided in paragraph (2), amounts appropriated for grants and cooperative agreements under subsection (a) shall be allocated as follows: (A) 50 percent for grants and cooperative agreements under paragraph (1) of such subsection. (B) 30 percent for grants and cooperative agreements under paragraph (2) of such subsection. (C) 10 percent for grants and cooperative agreements under paragraph (3) of such subsection. (D) 10 percent for grants and cooperative agreements under paragraph (4) of such subsection. (2) Exception.--If amounts appropriated for grants and cooperative agreements under subsection (a) do not exceed $5,000,000 in any fiscal year, the Administrator of the National Oceanic and Atmospheric Administration may use in that fiscal year-- (A) 60 percent of such amounts for grants and cooperative agreements under paragraph (1) of such subsection; and (B) 40 percent of such amounts for grants and cooperative agreements under paragraph (2) of such subsection. (3) Environmental justice communities.--40 percent of all amounts allocated for grants and cooperative agreements under paragraphs (2) and (4) of subsection (a) shall be directed into environmental justice communities. (e) Grant and Cooperative Agreement Minimum.--If amounts appropriated for grants and cooperative agreements under subsection (a) exceed $5,000,000 in any fiscal year, any grant awarded to, or cooperative agreement established with, an entity under paragraph (1) of such subsection shall provide the entity a minimum of $1,000,000 in that fiscal year. SEC. 6. ANNUAL REPORT. Not later than 2 years after the date of the enactment of this Act, and annually thereafter, the Administrator of the National Oceanic and Atmospheric Administration shall submit to Congress a report that evaluates the scientific merits, educational effectiveness, and broader effects of activities carried out under this Act. SEC. 7. AUTHORIZATION OF APPROPRIATIONS. There is authorized to be appropriated to the National Oceanic and Atmospheric Administration to carry out this Act $50,000,000 for each of fiscal years 2027 through 2032. <all>\n--- KONIEC DOKUMENTU ---\n\nPAMIĘTAJ: Twoja odpowiedź MUSI być wyłącznie poprawnym obiektem JSON. Nie dodawaj żadnych dodatkowych znaków, komentarzy ani tekstu przed znacznikiem '{' ani po znaczniku '}'. Cała odpowiedź musi być parsowalna jako JSON.\nNa podstawie POWYŻSZEGO dokumentu, wypełnij poniższą strukturę JSON:\nOto struktura JSON, której oczekuję (wypełnij ją treścią):\n{\n  \"pl_ai_title\": \"Nowy, krótki tytuł dla aktu prawnego po polsku, oddający sedno wprowadzanych zmian (np. maksymalnie 10-12 słów).\",\n  \"pl_summary\": \"2-3 zdania zwięzłego podsumowania treści aktu prawnego po polsku, napisane z perspektywy wpływu na życie codzienne obywateli.\",\n  \"pl_key_points\": [\n    \"Pierwszy krótki punkt po polsku dotyczący najważniejszych wprowadzanych rozwiązań lub zmian.\",\n    \"Drugi krótki punkt po polsku...\"\n  ],\n  \"eng_ai_title\": \"A new, short title for the legal act in English, capturing the essence of the changes (e.g., max 10-12 words).\",\n  \"eng_summary\": \"2-3 sentences summarizing the legal act in English, from the perspective of its impact on citizens' daily lives.\",\n  \"eng_key_points\": [\n    \"First short bullet point in English regarding the most important solutions or changes being introduced.\",\n    \"Second short bullet point in English...\"\n  ],\n  \"de_ai_title\": \"Ein neuer, kurzer Titel für das Rechtsdokument auf Deutsch, der den Kern der Änderungen erfasst (z.B. max. 10-12 Wörter).\",\n  \"de_summary\": \"2-3 Sätze Zusammenfassung des Rechtsdokuments auf Deutsch, aus der Perspektive seiner Auswirkungen auf das tägliche Leben der Bürger.\",\n  \"de_key_points\": [\n    \"Erster kurzer Stichpunkt auf Deutsch zu den wichtigsten eingeführten Lösungen oder Änderungen.\",\n    \"Zweiter kurzer Stichpunkt auf Deutsch...\"\n  ],\n  \"fr_ai_title\": \"Un nouveau titre court pour l'acte juridique en français, saisissant l'essence des changements (par exemple, 10-12 mots maximum).\",\n  \"fr_summary\": \"Résumé de 2-3 phrases de l'acte juridique en français, du point de vue de son impact sur la vie quotidienne des citoyens.\",\n  \"fr_key_points\": [\n    \"Premier court point en français concernant les solutions ou changements les plus importants introduits.\",\n    \"Deuxième court point en français...\"\n  ],\n  \"es_ai_title\": \"Un nuevo título breve para el acto jurídico en español, que recoja la esencia de los cambios (por ejemplo, máximo 10-12 palabras).\",\n  \"es_summary\": \"Resumen de 2-3 frases del acto jurídico en español, desde la perspectiva de su impacto en la vida cotidiana de los ciudadanos.\",\n  \"es_key_points\": [\n    \"Primer punto breve en español sobre las soluciones o cambios más importantes que se introducen.\",\n    \"Segundo punto breve en español...\"\n  ],\n  \"it_ai_title\": \"Un nuovo titolo breve per l'atto giuridico in italiano, che colga l'essenza delle modifiche (ad es. massimo 10-12 parole).\",\n  \"it_summary\": \"Riepilogo di 2-3 frasi dell'atto giuridico in italiano, dal punto di vista del suo impatto sulla vita quotidiana dei cittadini.\",\n  \"it_key_points\": [\n    \"Primo breve punto in italiano riguardante le soluzioni o le modifiche più importanti introdotte.\",\n    \"Secondo breve punto in italiano...\"\n  ],\n  \"nl_ai_title\": \"Een nieuwe, korte titel voor de rechtshandeling in het Nederlands, die de essentie van de wijzigingen weergeeft (bijv. max. 10-12 woorden).\",\n  \"nl_summary\": \"Samenvatting van 2-3 zinnen van de rechtshandeling in het Nederlands, vanuit het perspectief van de impact op het dagelijks leven van burgers.\",\n  \"nl_key_points\": [\n    \"Eerste korte punt in het Nederlands betreffende de belangrijkste geïntroduceerde oplossingen of wijzigingen.\",\n    \"Tweede korte punt in het Nederlands...\"\n  ],\n  \"pt_ai_title\": \"Um novo título curto para o ato jurídico em português, capturando a essência das mudanças (por exemplo, máx. 10-12 palavras).\",\n  \"pt_summary\": \"Resumo de 2-3 frases do ato jurídico em português, na perspetiva do seu impacto na vida quotidiana dos cidadãos.\",\n  \"pt_key_points\": [\n    \"Primeiro ponto curto em português sobre as soluções ou alterações mais importantes introduzidas.\",\n    \"Segundo ponto curto em português...\"\n  ],\n  \"category\": [\"Categorize the document into one category by default, based on the field it primarily concerns. Choose up to 3 if the document also touches upon SIGNIFICANT issues from other categories. You MUST select categories ONLY from the following list: Health, Education, Family, Taxes, Labor, Security, Environment, Courts and Law, Transport, Benefits, Real Estate, Media and Culture, Local Government, Migration, Agriculture, Public Investments, Informatization, Economy. If the document does not definitively fit any of these, you MUST use \"Other\". If you use \"Other\", it should be the ONLY category selected. Do NOT invent new categories. The response must be an array of strings, e.g., [\"Taxes\", \"Family\"].\"]\n}\n\n",
      "ai_response_raw": "{\n  \"pl_ai_title\": \"Ustawa o edukacji klimatycznej: nowe programy w szkołach i szkolenia zawodowe\",\n  \"pl_summary\": \"Ustawa wprowadza ogólnokrajowy program edukacji o klimacie, który ma przygotować uczniów i studentów do wyzwań związanych ze zmianami środowiska. Obywatele zyskają lepszy dostęp do wiedzy o nowych technologiach oraz szkolenia przygotowujące do pracy w zielonej gospodarce.\",\n  \"pl_key_points\": [\n    \"Wprowadzenie lekcji o klimacie w klasach 4-12 oraz aktualizacja standardów nauczania w szkołach.\",\n    \"Dotacje na szkolenia dla nauczycieli i tworzenie nowoczesnych materiałów dydaktycznych.\",\n    \"Wsparcie dla studentów i uczelni w realizacji lokalnych projektów ochrony środowiska.\",\n    \"Tworzenie ścieżek kariery w zawodach związanych z ekologią i nowymi technologiami.\",\n    \"Przeznaczenie 40% funduszy na wsparcie społeczności najbardziej narażonych na skutki zmian klimatu.\",\n    \"Budżet w wysokości 50 milionów dolarów rocznie na realizację programu w latach 2027-2032.\"\n  ],\n  \"eng_ai_title\": \"Climate Change Education Act: New School Programs and Career Training\",\n  \"eng_summary\": \"This Act establishes a national climate education program to prepare students for environmental challenges. Citizens will gain better access to knowledge about new technologies and training for jobs in the green economy.\",\n  \"eng_key_points\": [\n    \"Introduction of climate lessons for grades 4-12 and updated teaching standards in schools.\",\n    \"Grants for teacher training and the creation of modern educational materials.\",\n    \"Support for students and universities to implement local environmental protection projects.\",\n    \"Creation of career pathways in ecology and new technology sectors.\",\n    \"Allocation of 40% of funds to support communities most vulnerable to climate change.\",\n    \"An annual budget of $50 million for program implementation from 2027 to 2032.\"\n  ],\n  \"de_ai_title\": \"Klimaschutz-Bildungsgesetz: Neue Schulprogramme und Berufsausbildung\",\n  \"de_summary\": \"Dieses Gesetz führt ein nationales Klimabildungsprogramm ein, um Schüler und Studenten auf Umweltveränderungen vorzubereiten. Die Bürger erhalten besseren Zugang zu Wissen über neue Technologien und Schulungen für Arbeitsplätze in der grünen Wirtschaft.\",\n  \"de_key_points\": [\n    \"Einführung von Klimaschutzunterricht für die Klassen 4 bis 12 und Aktualisierung der Lehrstandards.\",\n    \"Zuschüsse für die Lehrerfortbildung und die Erstellung moderner Unterrichtsmaterialien.\",\n    \"Unterstützung für Studenten und Universitäten bei der Umsetzung lokaler Umweltschutzprojekte.\",\n    \"Schaffung von Karrierewegen in Berufen im Bereich Ökologie und neue Technologien.\",\n    \"Zuweisung von 40 % der Mittel zur Unterstützung von Gemeinschaften, die am stärksten vom Klimawandel betroffen sind.\",\n    \"Ein jährliches Budget von 50 Millionen Dollar für die Programmdurchführung von 2027 bis 2032.\"\n  ],\n  \"fr_ai_title\": \"Loi sur l'éducation au changement climatique : nouveaux programmes scolaires et formation professionnelle\",\n  \"fr_summary\": \"Cette loi établit un programme national d'éducation au climat pour préparer les élèves et les étudiants aux défis environnementaux. Les citoyens bénéficieront d'un meilleur accès aux connaissances sur les nouvelles technologies et de formations pour les emplois de l'économie verte.\",\n  \"fr_key_points\": [\n    \"Introduction de cours sur le climat de la 4e à la 12e année et mise à jour des normes d'enseignement.\",\n    \"Subventions pour la formation des enseignants et la création de matériel pédagogique moderne.\",\n    \"Soutien aux étudiants et aux universités pour mettre en œuvre des projets locaux de protection de l'environnement.\",\n    \"Création de parcours de carrière dans les secteurs de l'écologie et des nouvelles technologies.\",\n    \"Allocation de 40 % des fonds pour soutenir les communautés les plus vulnérables au changement climatique.\",\n    \"Un budget annuel de 50 millions de dollars pour la mise en œuvre du programme de 2027 à 2032.\"\n  ],\n  \"es_ai_title\": \"Ley de Educación sobre el Cambio Climático: nuevos programas escolares y formación profesional\",\n  \"es_summary\": \"Esta ley establece un programa nacional de educación climática para preparar a los estudiantes para los desafíos ambientales. Los ciudadanos tendrán un mejor acceso al conocimiento sobre nuevas tecnologías y capacitación para empleos en la economía verde.\",\n  \"es_key_points\": [\n    \"Introducción de lecciones sobre el clima para los grados 4 a 12 y actualización de los estándares de enseñanza.\",\n    \"Subvenciones para la formación de docentes y la creación de materiales educativos modernos.\",\n    \"Apoyo a estudiantes y universidades para implementar proyectos locales de protección ambiental.\",\n    \"Creación de trayectorias profesionales en sectores de ecología y nuevas tecnologías.\",\n    \"Asignación del 40% de los fondos para apoyar a las comunidades más vulnerables al cambio climático.\",\n    \"Un presupuesto anual de 50 millones de dólares para la ejecución del programa de 2027 a 2032.\"\n  ],\n  \"it_ai_title\": \"Legge sull'educazione al cambiamento climatico: nuovi programmi scolastici e formazione professionale\",\n  \"it_summary\": \"Questa legge istituisce un programma nazionale di educazione climatica per preparare gli studenti alle sfide ambientali. I cittadini avranno un migliore accesso alle conoscenze sulle nuove tecnologie e alla formazione per i posti di lavoro nell'economia verde.\",\n  \"it_key_points\": [\n    \"Introduzione di lezioni sul clima per le classi dalla 4ª alla 12ª e aggiornamento degli standard didattici.\",\n    \"Sovvenzioni per la formazione degli insegnanti e la creazione di materiali didattici moderni.\",\n    \"Sostegno a studenti e università per attuare progetti locali di protezione ambientale.\",\n    \"Creazione di percorsi di carriera nei settori dell'ecologia e delle nuove tecnologie.\",\n    \"Ripartizione del 40% dei fondi a sostegno delle comunità più vulnerabili ai cambiamenti climatici.\",\n    \"Un budget annuale di 50 milioni di dollari per l'attuazione del programma dal 2027 al 2032.\"\n  ],\n  \"nl_ai_title\": \"Wet op Klimaatverandering Educatie: nieuwe schoolprogramma's en beroepsopleidingen\",\n  \"nl_summary\": \"Deze wet stelt een nationaal klimaatonderwijsprogramma vast om leerlingen en studenten voor te bereiden op milieu-uitdagingen. Burgers krijgen betere toegang tot kennis over nieuwe technologieën en training voor banen in de groene economie.\",\n  \"nl_key_points\": [\n    \"Invoering van klimaatlessen voor groep 6 tot en met klas 6 van het voortgezet onderwijs en bijgewerkte onderwijsnormen.\",\n    \"Subsidies voor lerarenopleidingen en de creatie van modern lesmateriaal.\",\n    \"Ondersteuning voor studenten en universiteiten om lokale milieubeschermingsprojecten uit te voeren.\",\n    \"Creatie van carrièrepaden in de ecologie en nieuwe technologiesectoren.\",\n    \"Toewijzing van 40% van de middelen ter ondersteuning van gemeenschappen die het meest kwetsbaar zijn voor klimaatverandering.\",\n    \"Een jaarlijks budget van 50 miljoen dollar voor programma-implementatie van 2027 tot 2032.\"\n  ],\n  \"pt_ai_title\": \"Lei da Educação sobre Alterações Climáticas: novos programas escolares e formação profissional\",\n  \"pt_summary\": \"Esta lei estabelece um programa nacional de educação climática para preparar os alunos para os desafios ambientais. Os cidadãos terão melhor acesso ao conhecimento sobre novas tecnologias e formação para empregos na economia verde.\",\n  \"pt_key_points\": [\n    \"Introdução de aulas sobre o clima do 4º ao 12º ano e atualização dos padrões de ensino.\",\n    \"Subsídios para formação de professores e criação de materiais educativos modernos.\",\n    \"Apoio a estudantes e universidades para implementar projetos locais de proteção ambiental.\",\n    \"Criação de percursos profissionais nos setores da ecologia e das novas tecnologias.\",\n    \"Alocação de 40% dos fundos para apoiar as comunidades mais vulneráveis às alterações climáticas.\",\n    \"Um orçamento anual de 50 milhões de dólares para a implementação do programa de 2027 a 2032.\"\n  ],\n  \"category\": [\"Education\", \"Environment\", \"Labor\"]\n}"
    }
  ]
}