'Cradle-to-Grave' Human Resources Management System

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1965 Elementary and Secondary Education Act of 1965

LBJ's Great Society program for education.  First step in nationalizing public schools.  Brought federal dollars with strings attached to local schools.  Secretary of HEW was John Gardner, Chief Architect of the Great Society (and it appears he was the person most responsible for implementing the communist UNESCO programs in America).  Prior to HEW, he headed up the Carnegie Foundation.    Gardner's BIO   More

1966 Education Commission of the States is formed - funded by Carnegie Foundation
1973 UNESCO report written by George W. Parkyn titled, "Towards A Conceptual Model of Life-long Education".

This document was and is the strategic plan for 'transformation' of education in the U.S. and presumably the rest of the world.  You will find that the system described by Marc Tucker in his letter to Hillary corresponds to the concepts in this document and you will find the legislation following is the implementation of it.

1981 Education Secretary T.A. Bell forms the National Commission on Excellence in Education with the mission of producing a report to justify building a national statistical database of information on students, our schools and colleges.[1]
1983 The Commission on Excellence produces a report titled: A Nation At Risk: The Imperative for Educational Reform.  This report is exactly what T.A. Bell requested.  It is a report that was written to shock the nation into thinking that a redesign of our entire education system was necessary.[2]

The National Cooperative Education Statistics System was established under the authorizing legislation, Hawkins-Stafford Education Improvement Amendments (Public Law 100-297). 

The National Forum on Education Statistics was formed.  This is the part of the project where all concerned entities are identified, strategic goals are defined, and plans are made for the next phase of the project.[3]

It is always in hindsight - when their output is published, that we can learn their mandate, methods and plans.

“….the collaborative effort of representatives of education agencies and associations at the state, local and national levels who participate in the National Forum on Education Statistics.”.

Major strategic goal:

“to develop a comprehensive core system of comparable local, state, and federal data useful to policymakers and educators at all levels of government.  The Forum will identify and define the core data needed to operate schools and districts, to support state and federal program reports, and to guide education policy at all levels.”

It is important to note that when this project was initiated, the collection of statistics was voluntary as indicated by this statement:

“The Forum’s mission is to develop and recommend strategies for strengthening a voluntary national education data system--one that fosters cooperation among existing local, state, and federal systems-- to support the improvement of public and private education throughout the United States”.
1990 “Secretary’s Commission on Achieving Necessary Skills (SCANS)

Computer systems work with sets of information.  Each entity within the set must represent the same thing.  (Refer back to Tucker’s letter on standardization of curriculum, pedagogy, licensing, etc.)

This project was to define the standard set of job specifications and qualifications that an applicant would need to fill the job so that a ‘certificate’ of skills attainment for that job would mean the same thing across the country. 

The project to design the system of specifications and certifications was initiated in 1990 at the behest of then Secretary of Labor, Elizabeth Dole.  The project was named the ‘Secretary’s Commission on Achieving Necessary Skills (SCANS). 

“A variety of organizations use the Secretary’s Commission on Achieving Necessary Skills Commission (SCANS) competencies and foundation skills as a curriculum foundation for secondary and postsecondary CTE and work force development. This Highlight Zone describes useful practices in assessing existing instruction, planning inclusion of SCANS, applying SCANS both in individual programs and across the curriculum, and preparing instructors to integrate competency-based instruction in SCANS.[4]

Much of the drive to teach and assess employability skills comes from concerns about this country’s ability to remain competitive in the world economy. Recent research (The Aspen Institute 2002) shows that, in addition to a changing economy, we are also facing many other challenges such as decreased growth in the native-born work force and an increase in foreign-born workers, a decrease in growth in both high school and college graduation rates (Barton 2002), and an ever-growing gap in the skill level and wages earned between the highest and lowest skilled workers (Krugman 2002).

The Aspen Institute report warns: “Without a dramatic change in the way we train and support workers, we will fall short of finding the highly skilled, adaptable, and technologically sophisticated labor force we need to compete in the future global economy” (p. 12). This research highlights the critical need for improved methods for teaching and assessing employability skills in the emerging work force.[5]

1990 Mainstreaming Act

Mainstreaming began in 1975 with the intent to include children with limited disabilities into the classroom.  It was amended in 1986 so that “all severely handicapped babies, toddlers, and children, from ages three to five, could have the opportunity to attend public school”.  1990 it was amended to require that all disabled children be allowed to attend public school regardless of their disability.[6]

Mainstreaming in Public Schools

Mainstreaming is one of those concepts that was sold as an altruistic notion, but what it actually did was to put all the children in the same pot so that the ‘Human Resources Management’ system is universal.  It also created the need for keeping medical records, psychological, home and family, social work and police records into the classroom and into the school records.   It ‘transformed’ teachers into social workers. 


`Carl D. Perkins Vocational and Applied Technology Education Act Amendments of 1990'.

H.R. 7    101st Congress  1990
9/25/1990 Became Public Law No: 101-392   


`It is the purpose of this Act to make the United States more competitive in the world economy by developing more fully the academic and occupational skills of all segments of the population. This purpose will principally be achieved through concentrating resources on improving educational programs leading to academic and occupational skill competencies needed to work in a technologically advanced society.'.


1992 Job Training 2000 Initiative - George H.W. Bush

Bush's Announcement - January 17, 1992   Remarks: 

Job Training 2000 rests on four cornerstones: 

First, the creation of a 21st-century training system. Job Training 2000 creates a one-stop shopping center for job training, coordinated by private industry councils all across the country.

Second, this program will help ease the transition from welfare to work, from dependence to independence. Under Job Training 2000, we'll dedicate more than million to demonstration projects to place welfare recipients in permanent jobs. And then we'll enlist market forces to break the welfare dependency. A substantial portion of the money government saves as each new worker leaves welfare behind will be shared with the company that helped that person get a job.

And thirdly, this program will ease the transition from school to work. Job Training 2000 will encourage voluntary apprentice programs for high school students, combining quality education, on-the-job training, and mentoring. This approach will help these apprentices keep their options open to pursue their education or, alternatively, to enter the work force as they wish.

Fourth and finally, Job Training 2000 promotes lifelong learning. Job Training 2000 establishes lifetime training and education accounts, enabling the Federal Government to provide the average American tens of thousands of dollars' worth of education and training over the course of his lifetime. Job Training 2000 will create a kind of passport to continuing education, making it easier for people of all ages to receive grants and loans that they need to keep pace with the challenges of the 21st-century workplace.



The Forum’s National Education Statistics Agenda Committee established a task force identify the core data elements for the national ‘human resources management” system.  At this point in the project however, they were still billing the plan under the heading ‘education’.[7]


School-to-Work Opportunities Act of 1994

·         A program of study designed to meet the same academic content standards the State has established for all students, including, where applicable, standards established under the Goals 2000: Educate America Act, and to meet the requirements necessary to prepare a student for postsecondary education and the requirements necessary for a student to earn a skill certificate.

·         A program of instruction and curriculum that integrates academic and vocational learning (including applied methodologies and team-teaching strategies), and incorporates instruction, to the extent practicable, in all aspects of an industry, appropriately tied to the career major of a participant.


“ISSUE: Schools are being asked to provide more rigorous and expansive work-based learning opportunities to a broader range of students. Work-based learning is one option that schools can consider for providing meaningful and engaged learning for students. To provide work-based learning experiences for all students, educators must develop an understanding of work-based learning options and facilitate the development of new partnerships between employers and schools.[8]

OVERVIEW: According to the report America's Choice: High Skills or Low Wages! (National Center on Education and the Economy, Commission on the Skills of the American Workforce, 1990), many American students are not obtaining the educational skills necessary to compete globally or to become a high-skills workforce. The U.S. government and business community have called on public education to improve the academic and occupational skill levels of these students. Pressure from these groups has energized the national momentum for adoption of work-based learning experiences and youth apprenticeship options. It also has generated current interest in improving school-to-work transition for all students.”

[ Marc Tucker is President of the National Center on Education and the Economy.  See Tucker’s letter to Hillary Clinton, 1998 ]


The Roll of Career and Technical Education in High school - according to this article, a report was produced in 1990 by the Commission on Skills of the American Workforce (CSAW) which stated that only 20% of America’s future workforce would require a college education.[9] 

From an article by Lynn M. Stuter on the same report -

From "America's Choice: high skills or low wages!," the report of the Commission on the Skills of the American Workforce (CSAW), a commission of the National Center on Education and the Economy (NCEE) [1], comes this statement,

"But in a broad survey of employment needs across America, we found little evidence of a far-reaching desire for a more educated workforce." (p 26)

It stands to reason, if higher-paying jobs require a more educated workforce, then the move to a less educated workforce also means lower-paying jobs.

Testifying before Congress on October 23, 1989, Thomas Sticht, president and senior scientist, Applied Behavioral and Cognitive Science, Inc; member of the Secretaries Commission on Achieving Necessary Skills (SCANS), had this to say:

"Many companies have moved operations to places with cheap, relatively poorly educated labor. What may be crucial, they say, is the dependability of a labor force and how well it can be managed and trained--not its general educational level, although a small cadre of highly educated creative people is essential to innovation and growth. Ending discrimination and changing values are probably more important than reading and moving low-income families into the middle class."




National Skill Standards Act of 1994 

“The legislation created the National Skill Standards Board (NSSB) representing business, labor, employee, education, and community and civil rights organizations. The NSSB is charged with building a voluntary national system of skill standards, assessment and certification systems in each of the 15 industry sectors identified by the Board. Industry partnerships are developing the skill standards, assessment, and certification for their respective sector. So far, manufacturing and sales and service industry sectors have skill standards in place. Skill standards development is underway in the education and training and hospitality and tourism industry sectors. Coalition-building efforts continue in other sectors.”[10]

[ Note: there is a domain name for this organization, but there is not a website per se.  This is not surprising because it would become obvious that they are not just including manual skills, they are including social ‘skills’.  Social skills are subjective meaning that they can use this system to enforce certain attitude and values on people.  This is how the collectivist mindset is imposed on people. 


Goals 2000: Educate America Act

“To improve learning and teaching by providing a national framework for education reform; to promote the research, consensus building, and systemic changes needed to ensure equitable educational opportunities and high levels of educational achievement for all students; to provide a framework for reauthorization of all Federal education programs; to promote the development and adoption of a voluntary national system of skill standards and certifications; and for other purposes.”[11]

1997 Basic Data Elements for Elementary and Secondary Education Information Systems is published by the National Forum on Education Statistics. ISBN 0-16-049139-8.

This document above all the others reveals the extent to which the government will be able to exert control over future American citizens.  It not only contains objective measurements of ability and accomplishment, it contains subjective ‘assessments’ of attitude, personality and thought processes.  “Does not play well with others” takes on a whole new meaning in the context of a system such as this one.  If a child does not acculturate into the collectivist thinking that the schools are imposing, their punishment will be a red flag in the school and work records of the ‘human resources management’ system and it will be a factor in the ability to obtain future employment using the government controlled system - which as Marc Tucker indicated would be mandatory for all employers. 


Workforce Investment Act  of 1998   H.R. 1385

The Workforce Investment Act of 1998 provides the framework for a unique national workforce preparation and employment system designed to meet both the needs of the nation’s businesses and the needs of job seekers and those who want to further their careers…[12]

The most important aspect of the Act is its focus on meeting the needs of businesses for skilled workers and the training, education, and employment needs of individuals. Key components of the Act will enable customers to easily access the information and services they need through the "One-Stop" system; empower adults to obtain the training they find most appropriate through Individual Training Accounts, and ensure that all State and local programs meet customer expectations.[13]

Designing and Managing the New System[14]

Several new features are included in the law to ensure the full involvement of business, labor, and community organizations in designing and ensuring the quality of the new workforce investment system. These include State and local workforce investment boards, local youth councils, and long-term State strategic planning.

State and Local Workforce Investment Boards

Each State will establish both State and local workforce investment boards. The State board will help the Governor develop a five-year strategic plan describing statewide workforce development activities, explaining how the requirements of the Act will be implemented, and outlining how special population groups will be served. The plan which must also include details about how local Employment Service/Job Service activities fit into the new service delivery structure must be submitted to the Secretary of Labor. The state board will advise the Governor on ways to develop the statewide workforce investment system and a statewide labor market information system. The state board will also help the Governor monitor statewide activities and report to the Secretary of Labor.

Local workforce investment boards, in partnership with local elected officials, will plan and oversee the local system. Local plans will be submitted for the Governor’s approval. Local boards designate "One-Stop" operators and identify providers of training services, monitor system performance against established performance measures, negotiate local performance measures with the state board and the Governor, and help develop the labor market

[Recall that Marc Tucker said that employer listing of jobs in the national system would have to be mandatory for this to all work - and he is right from a computer systems point of view.]   

'Workforce Investment Act Puts America on the Road to Socialism'

"Few bills which we consider will have a greater impact on more Americans
than the Workforce Investment Act [H.R. 1385] we pass today."
 Senator Edward Kennedy, Congressional Record, July 30, 1998, pg. S9490.

”Truer words were never spoken in relation to gaining total control of the citizens of the United States and turning our nation into a fascist state.”

Marc Tucker’s letter to Hillary is published in the Congressional Record by Congressman Bob Schaeffer (CO).[15] 

[Suggestion from the author - don’t just read this document, study it as if you were going to build this system yourself - really focus and internalize what is being said - and keep in mind, this is the United States of America - home of the brave, land of the free]. 

Regarding “Cradle to Grave” Human Resources system  

“The subject we were discussing was what you and Bill should do now about education, training and labor market policy. “

“We think the great opportunity you have is to remold the entire American System for human resources development…..a vision of the kind of national--not federal--human resources development system the nation could have.  This is interwoven with a new approach to governing that should inform that vision.  What is essential is that we create a seamless web of opportunities, to develop one’s skills that literally extends from cradle to grave and is the same system for everyone--young and old, poor and rich, worker and full-time student…. regulated on the basis of outcomes that providers produce for their clients, not inputs into the system.

See also:  “The Appeal of Setting National Standards As A Device To Reform and Upgrade American Learning Systems.   Prepared for the Dept. Of Labor.


American Competitiveness Act of 2000[16] - Hegelian Dialectic

Creating the need for National Management of the U.S. Labor Market

Increasing the number of foreign technical workers into the U.S. labor market to compete with domestic high tech workers.  [Sidebar: the ‘tech bubble’ which was the impetus for this legislation burst on one day in spring of 2001 - suddenly and for no discernable reason.  What a ‘coincidence’ huh?] 

New Economy

Tech Bubble

Bursting of the Bubble

2001 No Child Left Behind (NCLB)

"Facilitates Crime Prevention and Prosecution. The Federal Education Rights and Privacy Act (FERPA) will be amended to make it easier for public school districts and local law enforcement authorities to share information regarding disciplinary actions and misconduct by students.*

Increases Funds for Character Education. Funding for character education grants to states and districts to train teachers in methods of incorporating character-building lessons and activities in the classroom would be increased.

Allows Community-Based Organizations to Receive Grants for After-School Programs. Before and after-school learning opportunities will be expanded by granting states and school districts freedom to award grants to faith-based and community-based organizations."

NCLB State Requirements for Student Information Systems 

State Student Information Systems

"The No Child Left Behind Act (NCLB) has had sweeping implications for how states collect, analyze and use data about school and system performance. While NCLB does not explicitly require states to have specific database structures, it endorses databases that link students’ test scores, the length of time they’ve been enrolled in given schools and graduation records over time. Great strides in technology have allowed data to be transferred and used more efficiently, and states have been working to update state data infrastructures to reflect these advances." Kathy Christie


Bush signs trade agreement with India - Guns for American Technology Jobs

Implementation of GATS - General Agreement on Trade In Services (Trading People and Jobs As Commodities)

“They noted that India's interest in purchasing arms from the United States would be discussed at the Defense Policy Group meetings in December 2001.  The two leaders agreed to pursue policies to enhance the mutually beneficial -- and growing -- economic and commercial ties between their nations.  They also agreed to expand the Bilateral Economic Dialogue and to broaden dialogue and cooperation in the areas of energy, the environment, health, space, export controls, science and technology, including biotechnology and information technology.  They agreed that the two sides should discuss ways to stimulate bilateral high technology commerce.” [17]

Stimulating High-Tech Cooperation with India

In addition to these agenda items, the HTCG will undertake activities to promote U.S. exports to India and educate U.S. industry about potential market opportunities in India.  These efforts are being led by the Commerce Department’s International Trade Administration, including an “Export IT” report on information technology market opportunities in India, conducting, “Doing Business in India” seminars in conjunction with U.S. trade associations to educate companies about high-technology opportunities in India and--possibly organizing a high technology trade mission to India later this year….As the Statement of Principles makes clear, the private sectors in each of our countries must work in partnership with us and play a significant rol in addressing bilateral high-technology trade issues.” [18]


Statement of Principles - U.S. India High Technology Commerce [19]

1. The two Governments note that there is immense untapped potential for India-U.S. high technology commerce and recognize the importance of taking steps to remove systemic “tariff and non-tariff barriers”, identify and generate awareness of market opportunities, and build additional confidence in the two countries for such trade in a way that reflects their new relationship and common strategic interests.

2. The two Governments recognize that the private sectors in India and the United States are important partners in this endeavor.  

[Note: A non-tariff barrier is the requirement for foreign workers to have visas.  In the past, Congress has set a limit on the annual number of visas to be issued to foreigner workers.  Tom Tancredo's bill, H.R. 3333 removes the limit and gives the Secretary of Labor the power to allow import of foreigners based on statistics provided by the "America's Job Bank System" - which is actually an extension of the Cradle-To-Grave Human Resources Management System".  In effect, this gives the Secretary of Labor the power of supply and demand for labor in the U.S. and it allows her to set labor rates by controlling supply.]  

Silicon Valley Falls To Bangalore [20] 


2004 Contract  between Bill Gates of Microsoft and UNESCO for the distribution the UN Communist agenda using environmental issues embedded within software and systems produced and sold by Microsoft and for program grants given by the Gates Foundation.   

Safe Schools, Healthy Children

“The Safe Schools/Healthy Students initiative is a partnership between the U.S. Departments of Education, Justice and Health and Human Services…..Local school districts or groups of school districts can partner with their community's mental health, law enforcement and juvenile justice system on activities, curriculums, programs and services.[21]

2004 Education Begins At Home Act[22]

(a) AUTHORIZATION- The Secretary, in collaboration with the Secretary of Education, shall make grants to States to enable such States to establish or expand Parents as Teachers programs, or other programs of early childhood home visitation, as specified under subsection (f). Each grant shall consist of the allotment determined for a State under subsection (b).

 (1) To enable States to deliver services under Parents as Teachers programs, or other programs of early childhood home visitation, to pregnant women and parents of children from birth until entry into kindergarten in order to promote parents' ability to support their children's optimal cognitive, language, social-emotional, and physical development.

(2) To improve Early Head Start programs carried out under section 645A of the Head Start Act (42 U.S.C. 9840a).

(3) To expand Parents as Teachers programs, or other programs of early childhood home visitation, so as to more effectively reach and serve families with English language learners.


(2) offer annual health, vision, hearing, and developmental screening for children from birth until entry into kindergarten;


`(7) develop and implement a systematic procedure for transitioning children and parents from an Early Head Start program into a Head Start program or another local early childhood education program;

`(8) establish channels of communication between staff of Early Head Start programs and staff of Head Start programs or other local early childhood education programs, to facilitate the coordination of programs;';


Texas “Parents as Teachers”

“A Home-School-Community Partnership that Works”

National - Parents as Teachers


President Bush Proposes New Temporary Worker Program

Illegal entry across our borders makes more difficult the urgent task of securing the homeland. The system is not working. Our nation needs an immigration system that serves the American economy, and reflects the American Dream.

Yet these jobs represent a tremendous opportunity for workers from abroad who want to work and fulfill their duties as a husband or a wife, a son or a daughter.

I propose a new temporary worker program that will match willing foreign workers with willing American employers, when no Americans can be found to fill the jobs.

This program will offer legal status, as temporary workers, to the millions of undocumented men and women now employed in the United States, and to those in foreign countries who seek to participate in the program and have been offered employment here.

Under my proposal, employers have key responsibilities. Employers who extend job offers must first make every reasonable effort to find an American worker for the job at hand. Our government will develop a quick and simple system for employers to search for American workers. 



Congressman Tom Tancredo introduces H.R. 3333 [23]

To enhance border enforcement, improve homeland security, remove incentives for illegal immigration, and establish a guest worker program.

(a) Short Title- This Act may be cited as the `Rewarding Employers that Abide by the Law and Guaranteeing Uniform Enforcement to Stop Terrorism Act of 2005' or the `REAL GUEST Act of 2005'.


(a) In General- The Secretary of Labor shall take any steps necessary to ensure that all State employment agencies and all employers in the United States are able to acquire secure, password-protected access to the Internet-based job database provided jointly by the Department of Labor and State employment security agencies and known as `America's Job Bank' in order to permit the posting of job openings throughout the United States

(2) CESSATION- If compensation, including real wages, benefits, and working conditions, in a particular occupational category in a geographic region has been stagnant or in decline for the 6-month period immediately preceding the filing of a petition for an H nonimmigrant worker, the Secretary shall not approve the petition until--

(A) compensation in that occupational category and geographic region has increased each month for at least 6 months by an amount to be determined by the Secretary; and

(B) the Secretary has reassessed the prevailing wage for that occupational category and geographic region to ensure that it reflects the rising real wage levels.



(c) Announcement Contents- Each job announcement posted pursuant to this section shall list, at a minimum, the following:

(1) The name, contact information, and description of the employer

(2) A description of the job and the minimum skills necessary to perform it.

(3) A description of any additional knowledge, skills, or abilities that are preferred by the employer

De facto, ALL employers will have to list their jobs on the job bank so that the Secretary of Labor can determine what jobs are available, what they are paying and how many Americans are looking for work in that category if even a single employer has a request for a foreigner to fill a job in that category.  

This is the means by which they will seize control of our economy and our citizens for forced participation in the ‘Human Resources Management’  - America’s job bank system and future generations of Americans will no longer be free people. 


[1] Source, Letter of Transmittal from David Pierpont Gardner, Chair of National Commission on Education Excellence to Ed. Secretary T.A. Bell,   http://www.goalline.org/Goal%20Line/NatAtRisk.html#anchor788575   link no longer works but the information was captured in a pdf and can be viewed by clicking  HERE

[2] Report - “A Nation At Risk, 1983,  see the pdf in footnote 1

[3] Basic Data Elements for Elementary and Secondary Information Systems, National Forum for Education Statistics, 1997.  ISBN 0-16-049139-8  Pg iii.

[4] National Centers for Career and Technical Education (NCCTE), Implementing SCANS, http://www.nccte.org/publications/infosynthesis/highlightzone/highlight10/index.asp

[5] National Centers for Career and Technical Education (NCCTE), Implementing SCANS, http://www.nccte.org/publications/infosynthesis/highlightzone/highlight10/index.asp

[6] Essay by unknown person on the internet http://home.att.net/~ysinger/main.htm#act

[7] Basic Data Elements for Elementary and Secondary Information Systems, National Forum for Education Statistics, 1997.  ISBN 0-16-049139-8  Pg iii.

[8] North Central Regional Educational Laboratory (NCREL), Developing Work-Based Learning Opportunities, http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw300.htm

[9] Virginia R. Miller, Feb. 2002, U.S. Dept of Education, “The Role of Career and Technical Education in High School”, Pg 4.

[10] National Conference of State Legislators, Education, May 2002, “Occupational Standards and Credentials”,  http://www.ncsl.org/programs/employ/ocstandards.htm

[11] 1994, H.R. 1804 Goals 2000: Educate America Act, 103 Congress; http://www.ed.gov/legislation/GOALS2000/TheAct/index.html

[12] Empowering the Nation’s Jobseekers, http://www.doleta.gov/usworkforce/wia/Runningtext2.htm

[13] Empowering the Nation’s Jobseekers, “A Customer Focused System - One Stop Approach, http://www.doleta.gov/usworkforce/wia/Runningtext2.htm

[14] Empowering the Nation’s Jobseekers, “Designing and Managing the New System”, http://www.doleta.gov/usworkforce/wia/Runningtext2.htm

[15] “Dollars to the Classroom Act”, Speech of Hon. Bob Schaeffer of Colorado in the House of Representatives; Thursday, September 17, 1998; Congressional Record--Extensions of Remarks E1819 through E1825. 

[16] Competitive Enterprise Institute, High Tech Immigration, http://www.cei.org/PDFs/High-Tech_Immigration.PDF

[17] White House News Release, Nov. 9, 2001, http://www.whitehouse.gov/news/releases/2001/11/20011109-10.html

[18] Keynote Address by Kenneth Juster, Under Sec. of Commerce, “Stimulating High Technology Cooperation with India” http://www.bis.doc.gov/news/2003/justerusindiacouncil.htm

[19] U.S. Department of Commerce, Statement of Principles for U.S.-India High Technology Commerce, http://www.bis.doc.gov/InternationalPrograms/StatementPrinciplesIndia.htm

[20] The Times of India, India Business, January 5, 2004, Satya Prakash Singh, “Silicon Valley falls to Bangalore”, http://timesofindia.indiatimes.com/articleshow/406560.cms

[21] U.S. Dept. Of Education, Press Release for Oct. 6, 2004, http://www.ed.gov/news/pressreleases/2004/10/10062004.html

[22] S. 2412, 108th Congress,  Short Title, “Education Begins At Home Act” http://www.theorator.com/bills108/s2412.html

[23] Congressional Record - Thomas, http://thomas.loc.gov/