Transcript Highlights:

• I just need things to slow down in my district because I need young people to learn how to walk away
• <00:03:04.000> how because I need young people to learn how because I need young people to
• learning in a family environment to handle guns safely, to understand how to use them, to go hunting
• learning in a family environment to handle guns safely, to understand how to use them, to go hunting
• learning in a family environment to handle guns safely, to understand how to use them, to go hunting

Keywords: HB 312 continued 00:00 Motions, Petitions, and Communications 25:16 Introduction of New Bills and Resolutions 27:27 Recess for ConC and Rules Meeting 28:33 ConC/Rules Report 33:45 Adjournment 35:21, 958, all

Summary: The House took up House Bill 312, which would expand concealed carry rights to 18- to 20-year-olds. Debate focused heavily on gun violence, public safety, constitutional rights, and whether the bill would make schools, parks, and other public places less safe. Opponents argued that young people are not ready for the responsibility, cited recent shootings and gun deaths in their districts, and said families had not asked for this bill. Supporters said 18- to 20-year-olds already may possess firearms, that concealed carry is safer than open carry for law-abiding adults, and that the bill includes training and background-check provisions. Several members also discussed differences between rural and urban gun culture and whether crime trends were related to constitutional carry laws. During floor discussion, members exchanged questions about crime rates since constitutional carry was enacted, with a sponsor responding that crime had decreased in the Commonwealth. Other members raised concerns about suicide, mental health, and the impact on students and women, while supporters emphasized self-defense and constitutional rights. After debate, the House voted on HB 312 and passed it 73-17. The bill was then clinched. After HB 312, the House handled routine business. Members moved House Resolutions 30, 33, and 7 from committee to the floor, and several committee schedule announcements were made, including possible changes due to weather. The Committee on Committees reported referrals for a number of bills to standing committees, and the Rules Committee posted House Bills 134 and 306 for the regular orders on Monday, January 26, 2026. The House then adjourned until 4:00 p.m. Monday, January 26, 2026.

Transcript Highlights:

• We’ve been preferring it to call it, you know, like learned experience or something like that, I think
• > experience<00:03:15.200> or<00:03:15.440> something<00:03:15.680> like learned
• experience or something like learned experience or something like that,<00:03:16.080> I<00:03
• We have spent the past 14 months listening to workers, businesses, um, learning from our enforcement
• We have spent the past 14 months listening to workers, businesses, um, learning from our enforcement

Keywords: 1187, senate, all

Transcript Highlights:

• I mean, just like the Starship, you know, Elon learns more from the Starship breaking up than he does
• The value, the rate of learning, the first derivative of learning is our competitive weapon.
• By the way, I thought the examples one of you used a little bit ago about Elon Musk learning more from
• But we learned so much.
• It takes a long time for these programs to get to the point where you're up the learning curve.

Transcript Highlights:

• someone to learn a skill to get a job. someone to learn a skill to get a job.
• They learn how to drive. All of them learn how to work forklifts.
• learn how to drive.
• All of them learn learn how to drive.
• It's a true distance learning.

Keywords: 924, joint, all

Transcript Highlights:

• Milk will uh help us uh learn more about Milk will uh help us uh learn more about them.<00:01:43.600>
• And and that's one thing we I've learned And and that's one thing we I've learned from<00:09:54.000
• summer to learn more and more<00:25:29.440> about.
• :30.560> really have actually learned some really have actually learned some really exciting<01
• Um, so we're learning of micronutrients.

Keywords: 1187, senate, all

Transcript Highlights:

• FROM HER WE LEARNED THAT POLICY MUST NOT ONLY MOVE PEOPLE FORWARD BUT HELP THEM HEAL REMEMBER MARY OF
• FROM HER WE LEARNED THAT LEADERSHIP MEANS TELLING THE TRUTH EVEN WHEN IT DISRUPTS EXPECTATION OR CHALLENGES
• A KEY PART OF THE LEGACY OF THE YMCA YOUTH GOVERNMENT PROGRAM EMPOWERS YOUNG PEOPLE TO LEARN HOW DEMOCRACY
• IT STRENGTHENS EARLY LEARNING GOVERNANCE BY SHIFTING OVERSIGHT OF DISTRICTS RUN VPK PROGRAMS IN EARLY
• LEARNING COALITION'S TO SCHOOL DISTRICTS AND LINES PUBLIC SCHOOL VPK PROGRAMS TO VERIFY ATTENDANCE USING

Keywords: 998, house, all

Transcript Highlights:

• And that is how we learn and build community with those different from us.
• Jewish students deserve what every student deserves: to learn, to grow, and to lead without fear.
• Let's talk now about what I learned and how it can... The case against me was fully dismissed.
• Let's talk now about what I learned and how it can The case against me was fully dismissed.
• What I've learned...

Keywords: 995, all

Summary: The Special Commission on Anti-Semitism met for its 11th meeting and approved the minutes from its August 7 meeting. Co-chairs said the commission had recently completed preliminary K-12 recommendations and would continue work on higher education, with additional topics such as workplace issues, the medical sector, and the arts to be addressed before the November 30 reporting deadline. They also said another public comment meeting would be held this fall. The first testimony came from Dr. Mark Posnansky of Harvard Medical School, who described anti-Semitism affecting STEM, research, and higher education. He said Jewish and Israeli students and faculty reported ostracism, gaslighting, intimidation, discrimination, and hiding Jewish identity, and he urged clear leadership statements, mandatory anti-Semitism education, and stronger reporting and discipline procedures. Commissioners asked about Harvard training, spillover into teaching hospitals, and whether anti-Semitic climates were causing students to leave; he said some students had turned down opportunities because of the environment and that concerns also affected healthcare settings. Lindsey Gabbo, a Harvard Law student and mother, testified that campus discourse after October 7 had made Jewish and Zionist students feel isolated and unwelcome, with protests, defaced hostage posters, and a student council BDS vote contributing to the climate. She said Harvard had sent some emails acknowledging anti-Semitism but that she had not seen meaningful steps to restore dialogue, and she argued the school needed more structured venues for conversation. Commissioners also asked about campus security, the effect on students’ mental health, and the impact of chants and protests that she said many Jewish students understood as calls to violence. A panel of concerned Jewish faculty and staff then offered contrasting views. Professor Jeremy Menchick argued the commission should use data carefully, include non-Zionist Jews in its analysis, and avoid reinforcing divisions within the Jewish community. Professor Hilary Lustick described restorative-practice approaches and said structured dialogue could address conflict without immediate punishment. Professor Jonathan Feingold warned that anti-Semitism was being weaponized by the Trump administration and right-wing groups to attack universities and DEI, and he urged the commission not to adopt approaches that could be used to undermine civil rights institutions. Commissioners pushed back on claims that the problem was being exaggerated or reduced to a “problem” rather than a “crisis,” and the discussion ended with continued debate over data, context, and how to balance anti-Semitism concerns with broader civil-rights protections.

Transcript Highlights:

• Well, I mean, um, you guys may not know I've learned a lot about my co-chair during the course of having
• One of the most important things I think I learned was that he's the most requested singer at funerals
• So, we're I'm going to try to... um you guys may not know I've learned a um you guys may not know I've
• learned a lot<00:05:09.759> about<00:05:10.240> uh<00:05:10.320> my<00:05:10.479
• <00:05:16.639> was important things I think I learned was important things I think I learned

Bills: HF2437

Keywords: tax credits, tax increments, housing development, local government, economic aid, 1183, house

Transcript Highlights:

• They're learning public speaking by giving demonstrations.
• Members learn how to lead meetings, collaborate with peers, and serve their communities.
• They learn accountability. They learn how to problem solve.
• They learn how to respectfully engage with differing perspectives.
• I learned so much from them.

Bills: HR1052, SB2184, SB171

Keywords: 4-H, youth development, community service, education, volunteering, Oklahoma, statutory revision, consolidation, law amendment, emergency legislation, legal clarity, SB171, state government, Capitol security, peace officer commission, legislative security, Department of Public Safety, Commissioner of Public Safety, President Pro Tempore, Speaker of the House

Transcript Highlights:

• And our centers do an amazing job of giving our students opportunity for work-based learning.
• program are extremely valuable to us, and they allow us to offer students additional work-based learning
• So what we're trying to do with these work-based learning experiences is, again, accommodate students
• how to weld or if you learn how to be an electrician, that is transferable across different companies
• He was like, 'Well, I got out of that one so I could do work-based learning where you work.'

Keywords: 924, joint, all

Transcript Highlights:

• We're going to start with HB 765, Childcare and Early Learning Services, by Representative McFarland.
• This bill does several things involving childcare and early learning. So I'll walk you through.
• And most excitingly, it creates an early learning endowment fund that will allow for private or public
• teachers, helping to professionalize the learning growth of the craft.
• I remember learning about this issue maybe about 4-5 years ago when it was really just kind of in the

Transcript Highlights:

• Make sure you learn from Mike Uemasa's retirement from the system, which comes after 56 years of service
• 00:03:15.680> you from Senate it exactly make sure you from Senate it exactly make sure you learn
• > UNAM<00:03:18.840> masami's<00:03:19.280> retirement<00:03:19.760> from learn
• Mike UNAM masami's retirement from learn Mike UNAM masami's retirement from the<00:03:20.000> uh<
• modern learning environment environments he<00:03:42.319> also<00:03:42.519> helped<00

Keywords: 912, senate, all

Transcript Highlights:

• New York have already implemented similar systems, and this proposal allows us to build on lessons learned
• from those states while learned from those states while tailoring<00:03:17.360> the<00:03:17.519
• And, you know, how can we make sure, if and when we do this, that we learn from that?
• I mean, you know, I've had mentors in my life that always tell me learn from the mistakes that I've done
• from the mistakes that I've me learn from the mistakes that I've done<00:16:50.240> so<00:16:

Keywords: 1183, house

Transcript Highlights:

• from the past, like we want to learn from COVID response, where we want to learn from opioid overprescription
• from the past like we want to to learn from the past like we want to learn<00:35:57.840> from
• from COVID response where we want learn from COVID response where we want to<00:36:00.440> learn<
• /c><00:36:00.760> from to learn from to learn from uh,<00:36:02.000> opioid<00:36:02.800
• response<00:38:13.120> and learned from COVID response and learned from COVID response and

Keywords: 1189, house, all

Summary: The Special Committee on COVID Response Efficacy for New Hampshire held its first organizational meeting. The chair read the committee’s updated mission statement, which says the bipartisan committee will fact-find on the state’s COVID-19 response and its impact on the healthcare system, with focus areas including federal guidance, federal funds, emergency use authorization vaccination efforts, long COVID, the Patient Bill of Rights, and vaccination policies. The chair also announced committee staffing changes: Linda McGrath stepped down as vice chair and Representative Gerard was named vice chair; Representative DeRoy was named clerk. The chair emphasized the committee’s work is intended to be science-based and fact-finding, not anti-vaccine, and noted that the committee may issue follow-up reports and recommendations. Members discussed a broad list of topics for future hearings, including long COVID treatment, ongoing vaccination policies, reporting of COVID deaths, standards of care and provider discretion, COVID-related funding such as ESSER/CARES Act money, and communication of treatment developments during the pandemic. Representative Pollina argued the committee should examine specific treatments and outcomes, including remdesivir, oxygen/intubation practices, and ivermectin, and raised concerns about whether some treatments were harmful or suppressed. He also focused on pediatric vaccination policy, saying the committee should review New Hampshire’s recommendations for children and medical students, and questioned the state’s reliance on federal guidance versus independent review. The chair responded that shifting federal positions may justify an independent New Hampshire evaluation and asked him to gather more information and potential witnesses. In open discussion, members suggested additional witnesses and topics, including local funeral directors, nursing homes, and emergency medical services, as well as how nursing homes were affected by positive tests and admission restrictions. Another member suggested the committee consider what products it should produce, such as a final report, possible bill recommendations, and better documentation or footnotes tying findings to testimony and scientific sources. The chair said the committee’s deliverables could include reports, letters to department heads or legislative leaders, and other actions, and noted that the committee’s 2024 report and supporting documents are available on the House committee page. No votes or formal actions beyond the organizational appointments were taken.

Transcript Highlights:

• <00:02:40.319> Together,<00:02:40.959> the experimental learning.
• Together, the experimental learning.
• > and classroom, experimental learning, and classroom, experimental learning, and FFA<00:02:44.239
• It's a big learning process for a lot of smaller processors as well.
• It's a big learning process big deal.

Bills: HF3580, HF3566

Keywords: agriculture, livestock, depredation, crop damage, wolf compensation, elk damage, state funding, agricultural protection, trespass, criminal penalties, farm equipment, agricultural land, 1183, house

Summary: The committee first approved the minutes from the previous meeting and then heard from Minnesota FFA officers, who described FFA as a student-led agricultural education organization focused on leadership, personal growth, and career success. The students explained the three-part model of agricultural education, the size and reach of FFA in Minnesota, and upcoming events at the Capitol, including an agricultural policy experience conference and FFA Day at the Capitol. Members asked about FFA’s role in encouraging the next generation of farmers, the organization’s broader focus beyond farming to include wildlife and other natural resources careers, and the mix of rural, metro, and urban chapters. The students emphasized that FFA and agricultural educators help students discover career paths and that urban chapters are active and thriving alongside rural ones. The committee then received a presentation from the Minnesota Department of Agriculture on the Agri program. The department described Agri as a legislature-created program that uses producer-payment funds to support roughly 15 grant and cost-share programs, including newer efforts such as Protect and Prepare. Testimony stressed transparency and fraud prevention: Agri is reimbursement-based, requires detailed documentation, conducts site visits on grants over $25,000, and has identified and stopped more than a dozen fraudulent applications in the past year. The department also noted a prior legislative auditor review of two larger Agri programs and said only about one-tenth of 1% of reviewed expenditures were recommended for recovery. The department highlighted the Make It Minnesota cost-share program, which helps Minnesota food and agriculture companies attend national trade shows such as Natural Products Expo West. Testifiers then described how Agri has supported their businesses: Mark Schiller of Lon Liquor in Northfield said the program helped his microdistillery expand into milling organic flour and adding food service, while Pete Gangler of Snowpack Foods in Caledonia said Agri grants supported food safety improvements, processing capacity, and a new freezer warehouse project. The department said additional grantees would testify as well, and members asked whether the department’s fraud-prevention practices could be shared with other state agencies; staff said they already are being shared through interagency best-practice efforts.

Transcript Highlights:

• how do people learn to feel safe in their home?
• I learned a lot.
• So I learned quite a bit this morning.
• But it's, I would say, it's more the vision needed for learning.
• It's, I would say, it's more the vision needed for learning, related to learning, that maybe is falling

Keywords: 908, all

Summary: The Human Services Committee met in interim session and first approved the previous meeting minutes before receiving a series of presentations on homelessness and housing stability. Jennifer Henderson of the North Dakota Housing Finance Agency updated members on the new Interagency Council on Homelessness, describing its executive-order mandate to review resources, gather input from stakeholders, identify gaps, and develop recommendations. She said the council’s first work is building a statewide program matrix of existing homeless services and funding sources, with attention to youth, tribal communities, and other vulnerable populations. Members raised concerns about youth homelessness, homeless veterans, and how the council will stay focused on a practical framework rather than getting lost in details. The committee also discussed possible connections to the rural health transformation grant and agreed to continue the topic later in the spring. Beth Olson of Presentation Partners in Housing described the organization’s housing-first model in Cass County and Clay County, including homeless prevention/diversion, housing navigation, and Cooper House, a 42-unit permanent supportive housing building in Fargo. She said the organization focuses on people with long-term and chronic homelessness, many with mental health, addiction, health, domestic violence, and Indigenous identity-related barriers, and reported strong outcomes: 85 of 86 people housed in 2025, 91% still housed after one year, and major reductions in emergency room use, ambulance rides, jail stays, detox days, and shelter use. She also explained that state funding has grown from a small share of the budget to about $1.1 million in state-connected funding for fiscal 2026, largely through contracts tied to supportive services. Members asked about vouchers, rent contributions at Cooper House, length of stay, and whether similar projects could be expanded elsewhere. Andrea Olson of the Community Action Partnership of North Dakota outlined statewide homeless and housing-related services delivered through six community action agencies in all 53 counties. She explained the Community Services Block Grant structure, said housing was identified as the top need in the most recent statewide needs assessment, and described programs including Supportive Services for Veteran Families, North Dakota Homeless Grant services, and Home ARP supportive services. She emphasized that the end of North Dakota Rent Help has increased pressure on the system, that the current $2 million annual homeless grant is far smaller than prior rent-help assistance, and that community action is using case management and financial assistance to move households toward self-sufficiency. Members asked about funding formulas, rural service delivery, and coordination with Presentation Partners to avoid duplication. YouthWorks then began a presentation on youth homelessness, describing services for ages 12 to 24, the special needs of youth and former foster youth, and the organization’s use of federal and state funds to support transitional housing, emergency shelter, maternity housing, and diversion services.

Transcript Highlights:

• speed that I can learn at.
• that I can learn at.
• Passing the Seizure Safe Schools bill means fewer students will have to learn survival before learning
• You did a great job. survival before learning algebra. survival before learning algebra.
• learn learn have<01:06:08.200> better<01:06:08.960> academic<01:06:09.520> outcomes

Keywords: 1191, senate, all

Transcript Highlights:

• She came down, couple people took pictures, and that's where we learned.
• And that's where we<00:07:38.960> learned we learned we learned as<00:07:40.240> like<00
• concerning learning about agriculture. concerning learning about agriculture. Representative.
• They come out and they learn about where their food comes from.
• learn about where their food comes from. learn about where their food comes from.

Keywords: Meeting Start: 00:00:00 Attendance Roll Call: 00:00:24 Approval of September 18, 2025 Minutes: 00:02:03 Discussion on the Condemnation of Agricultural Land: 00:03:12 Discussion on the Kentucky Urban Youth Agriculture Initiative: 00:50:00 Adjournment: 01:19:10, 958, all

Summary: The Joint Agriculture Committee met in October with a quorum present and approved the September minutes. The main presentation focused on condemnation of agricultural land and eminent domain, featuring testimony from Stephanie Barnett of a family-run livestock and farming business in Todd County, with support from Kentucky Farm Bureau. Barnett described a state road project that would take about 29 feet of frontage and affect entrances, fencing, a sign, drainage, a water well, and parking, saying the process involved poor communication, correspondence sent to the wrong address, and limited opportunity to negotiate changes such as a turning lane or relocated entrances. She said the business was not opposed to progress, but wanted the property restored and fairly compensated for the full impact on the operation, not just the land value. Committee members broadly agreed that eminent domain is sometimes necessary but should be handled with more transparency, communication, and fairness. Several members said the issue affects both rural and urban property owners and raised concerns about fair market value, compensation for agricultural infrastructure improvements, long-term impacts on farm operations, and the cost and delay of litigation. One member asked about the firm involved and suggested hearing from the people responsible for the correspondence problems; Barnett said she would share names after negotiations conclude. Another member noted that the maps had already been drawn before the landowner was brought in and said local meetings and clearer public input could reduce conflict. Chairman Dossett said he was interested in pursuing legislation for the upcoming session focused on property owner protection, fair treatment, and fair compensation, not just for agricultural land but for all Kentucky property owners. Members discussed possible ideas such as requiring better notice, more public transparency, and accounting for related costs like wells, fencing, drainage, and access changes. No votes or formal actions were taken beyond the approval of minutes and the discussion of potential future legislation.

Transcript Highlights:

• Students benefit from learning how AI systems rely on data, how outputs are generated, and whether inaccuracies
• So I learned when I returned to the college here that it's a great program.
• So I learned when I return to the college here that it's a great program.
• these students thrive and provide an environment where they can be safe when they go to school and learn
• I look forward to serving during the college's second decade of outstanding teaching and learning.

Summary: The Appropriations Committee on Higher Education convened with a quorum and first took up CS for SB 1694 on technology education. The bill would require technology-integrated postsecondary general education core courses to include digital literacy and competency instruction, including use of artificial intelligence tools, and would encourage high school computer science courses that include AI to teach how AI systems use data, their benefits and limitations, and responsible use in academic and personal settings. The bill sponsor and several supporters emphasized preparing students for an AI-driven workforce while teaching critical evaluation and ethical use; one speaker raised concerns about overreliance on AI and the need to preserve real-world skills. Senator Davis supported the measure and suggested introducing similar instruction earlier, possibly in middle school. The committee voted the bill favorably, with Senator Leak later recorded in the affirmative. The committee then heard a large block of confirmations for higher education boards, including appointees to Tallahassee State College, the University of South Florida, the University of North Florida, Palm Beach State College, the College of the Florida Keys, Hillsborough College, Miami-Dade College, Florida A&M University, Florida Gulf Coast University, Florida International University, New College of Florida, Florida Polytechnic University, and the University of Florida. The appointees generally highlighted backgrounds in education, health care, law, business, technology, and public service, and described priorities such as student success, workforce alignment, affordability, fiscal responsibility, and institutional growth. One nominee to Tallahassee State College was asked about low NCLEX pass rates and said the college had a plan approved by the Florida Board of Nursing. Another nominee discussed Florida Poly’s STEM mission, and several members praised the nominees’ community ties and professional experience. After hearing the appointees, the committee voted to report the block of confirmations favorably to the Ethics and Elections Committee. The committee then received a high-level overview of the higher education budget, totaling $11.9 billion, with major emphasis on workforce training and development. Highlights included increases for school district workforce education, the Florida College System, workforce development capitalization, a rural educator recruitment program, funding for the USF Center for Nursing, preeminent research universities, UCF’s community school grant program, UF’s literacy and math initiatives, UF’s autism and neurodevelopment center, and a postsecondary guardian program for campus security. Members asked a brief question about a workforce fund transfer, and the chair explained it was a transfer of an existing program with new funds added. No public comment was offered, and the meeting adjourned.

Transcript Highlights:

• I could see the longer term allowing for a better learning curve, and you're able to, you know, make
• What we've learned since then is that our state needs a broader range of mental health professionals.
• You can learn these skills through your science courses of your discipline, but you can learn them extensively
• A student in my Middle Eastern music class learned about his own Coptic Christian identity.
• The freedom to learn this complex history should be a fundamental right for all Texas students.

Bills: HB2476, HB2893, HB4848, HB5062, SB37, SB60, HB2860, HB4930, SB646, SB 37

Keywords: living expenses, higher education, student support, homeless students, financial aid, grant program, baccalaureate degrees, junior colleges, workforce development, Texas Higher Education Coordinating Board, competency-based education, baccalaureate degree, cost of attendance, dual credit, computer science, course credit, foreign language requirement, curriculum review, governing board, faculty council