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KDevelop 4.6 Improves Its UI, GDB Support, PHP
Published on 10 December 2013 12:13 AM EST
Written by
Michael Larabel
3 Comments
KDevelop 4.6.0 was released on Monday as the latest version of the KDE-focused integrated development environment.
First of all, KDevelop 4.6.0 improves debugging support with GDB. The GDB integration improvements include some operations now going into effect immediately rather than needing to re-run the program, debugging from external terminals is now better, and there's a CPU registers toolview. KDevelopers' CPU registers toolview also allows for showing and editing all user-mode registers and general purpose flags for x86/x86_64/ARMv7 platforms.
Other KDevelop 4.6.0 changes include greater language support within the PHP plug-in, Python language support improvements, more C++11 language support, improved project management, and a clean-up to the IDE's user-interface.
More details on the fresh release of KDevelop 4.6.0 can be found from the
3 Comments
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VIDEO: Wendy Williams on Taylor Swift's 14th Break Up in 3 Years
|Related Links
|VIDEO: Kelly Ripa on Raising Her Kids: 'I'm Not Your Friend, I'm Your Mom!'
November 07, 2014
|Scoop: THE CHEW - Week of 11/10 on ABC
November 07, 2014
|Craig Ferguson's CELEBRITY NAME GAME Leads Syndicated Series in Key Demo
November 03, 2014
|Lionsgate's Online Fitness Channel BEFIT Announces Nutritional Supplement Line
October 30, 2014
|Related: THE WENDY WILLIAMS SHOW, Syndicated
After 2 months of dating, Taylor Swift and Harry Styles reportedly split after fighting on vacation in Virgin Gorda. Which makes Harry the 14th guy Taylor has dated in 3 years. But who's counting? Find out what Wendy has to say about Taylor being back on the market again below!
About Author
- ABC Takes Adults 18-49 in November Sweeps, Excluding Sports
- Patina Miller, Norm Lewis, KeKe Palmer & More to Appear on CBS' THANKSGIVING DAY PARADE
- NBCSN's NFL TURNING POINT Returns Tomorrow
- NBC to Air 49ers-Seahawks Game on Thanksgiving
- Regina King Joins Cast of FX's Pilot PARIAH
- Justin Chatwin, James Frain Join Cast of BBC's ORPHAN BLACK
- Reese Witherspoon & Nicole Kidman to Lead New David E. Kelley Limited Series BIG LITTLE LIES
- mun2 to Bring Football to Spansh-Language Homes in America
- Live From Lincoln Center to Feature NY Phil & Norm Lewis on New Year's Eve
- MTV to Air New Specials TRUE LIFE PRESENTS: CRAZY YOUNG LOVE and GROWING UP GREEK, 12/3

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Dec. 12 (Bloomberg) -- Bloomberg's Su Keenan reports on J.P. Morgan's potential agreement to end Bernie Madoff probes with $2 billion payment. She speaks with Deirdre Bolton on Bloomberg Television's "Money Moves." (Source: Bloomberg)
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Hi Philippa, yes St Johns Wort was H. perfoliatum
and Rose of Sharon was H calcyninum, the creepy invasive one.
Now both names seem to be used for anything in the genus. Or maybe it's just the sites I visit that don't know what's what.
I blame the likes of Wikipaedia
It feels very autumnal out there, especially first thing in the morning
Hack it right back before next spring, It improves the look 100%
That's Hypericum androsaemum, Known as St Johns Wort or Rose of Sharon now with every other hypericum.
How anyone knows which plant they're discussing is a mystery to me
It looks like one of those sugar loaf chicories. But I don't think the wild chicory has leaves like that. Maybe in the first year though, someone will know
Trousers that look like a skirt unless you take long strides Philippa
Sorry Julie. I'm sure the non-cynical members will turn up soon
Sounds wonderful BL, your garden is so lovely
It would have to be the gardening clothes Philippa
I had a 'mother of the groom' situation earlier in the year and dressing up was torture, even the limited version I chose
We're quick here.
A few more photos, the leave particularly, and lets us know how tall it is. Then we can probably say which malva.
When it's all gone to seed, if you pull it and it comes out of the ground it's an annual. If it's firmly fixed it's perennial. Malva moschata will be very firmly fixed
Don't take any notice of me VS, all that stuff makes me cringe.
And the word 'celebrity' brings out the worst in me
Just ignore me
Link to the Barnsdale trip with the group photo on page 13
I might be scary, you'll have to ask the rest of the gang, but no-one else was


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Doug McDermott, Giannis Antetokounmpo among Summer League superla...Kevin Pelton
Kevin Pelton offers his Summer League superlatives -- the best and worst, the most tantalizing and disappointing players.Story | Conversation | July 17, 2014
Nerlens Noel is a lukewarm No. 1Chad Ford
To no one's surprise, Kentucky freshman Nerlens Noel declared for the 2013 NBA draft on Monday. The bigger question is whether he'll be the No. 1 pick in the draft. When we put together our first lottery mock draft in late February, we had six p...Blog | April 17, 2013
2013 NBA Draft - For now, Nerlens Noel is the favorite to be No. ...Chad Ford
Chad Ford writes that Marcus Smart's decision to return to college increases the likelihood that Nerlens Noel is drafted No. 1 overall. But not all scouts and GMs are sold on Noel as the top pick just yet.Blog | Conversation | April 17, 2013
NBA - Derrick Williams, Jordan Hill among Top 10 trade chipsJoe Kaiser
Joe Kaiser offer 10 part-time players who could have surprising value as potential 'trade chips.'Story | Conversation | January 09, 2013
NBA draft 2012 -- New Orleans Hornets select Anthony Davis with N...
The Kentucky Wildcats became the first school to have the top two picks and tied a record with six players taken overall in the 2012 NBA draft Thursday night.Story | Conversation | June 28, 2012
NBA Finals -- WNBA players predict a close seriesespnW
With the NBA Finals about to begin, it seems a natural question for the women of the WNBA -- who's going to win? While most pick the Heat to prevail, all think it will be a close series.Story | Conversation | May 31, 2011
2011 NBA Playoffs: Los Angeles Lakers sarcastic Kobe Bryant after...Dave McMenamin
Kobe Bryant says that he isn't clutch, after missing a potential game-winner during Monday's game.Story | Conversation | May 03, 2011
Beaubois going through growing painsTim MacMahon
First-round pick Rodrigue Beaubois showed flashes of potential.Story | Conversation | October 15, 2009
No.1 pick Rose drops 10 in 27 minutes as Bulls lose preseason ope...
Gerald Green scored 18 points to lead six Dallas players in double figures, helping the Mavericks beat the Chicago Bulls 110-102 in a preseason game on Thursday night.Recap | Box Score | Conversation | October 09, 2008
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ESPN.com previews the Hawks' season, with predictions, lineups, fantasy forecast and the NBA Dish podcast.SpecialFeature | Conversation | October 19, 2007
The best of each divisionGreg Anthony
Chris Bosh, Chauncey Billups and Dywane Wade. Those three are MVPs of their respective divisions. Greg Anthony picks all six of his choices.SpecialFeature | Conversation | March 04, 2007
Mavs cut loose former first-round big man Podkolzin
The Dallas Mavericks on Friday released 7-foot-5 Russian center Pavel Podkolzin, a former first-round pick who played just six games in two seasons.Story | Conversation | August 04, 2006
Daniels gets six-year deal; Harris signs
Marquis Daniels agreed to a six-year contract worth roughly $38 million to stay with the Dallas Mavericks, helping the team secure the other half of their starting backcourt soon after losing point guard Steve Nash.Story | Conversation | July 02, 2004


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Home Safety and Maintenance During the Holidays - November 14 / 6 - 8 pm
University of Florida in Osceola County
Kissimmee, United States
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Rick Vespucio
Florence, Italy
Florence, Italy
Event Details
The holidays can be a time of joy but it can also be very stressful and introduce safety hazards around the home. The class will address ways to keep your family safe during this holiday season.
It's FREE!
Please Note: Due to past complaints, we ask that you arrange for childcare as no children are permitted to attend this program. If you are unable to arrange childcare and this is a required course, please inform the agency referring you to this course so they can determine how you can meet the class requirement. Thank you for your cooperation and understanding.
Have questions about Home Safety and Maintenance During the Holidays - November 14 / 6 - 8 pm? Contact University of Florida in Osceola County
1921 Kissimmee Valley Lane
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Safe and Sound
This class will inform participants about the best practices in safe sleep and nursery safety, as well as provide general baby-proofing tips. You won't want to miss out on this valuable information.
Free and open to anyone who will be caring for a little one. To register call 701-234-5570
Upcoming Dates
Sanford Auditorium
801 Broadway North
Fargo, ND
801 Broadway North
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This Class ( Mon, 12/08/2014 06:30 PM - 08:00 PM)
is OPEN
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Farm Holidays South Devon
While many people entertain fantasies of living in the country, for most of us it's simply not an option. However, farm holidays allow you to live the dream for a week or two and spend some quality time with family or friends. South Devon, with its beautiful countryside and inspiring coastline, is the perfect setting to enjoy the ultimate farm holiday and get back to nature.
Farm holidays are increasingly popular as a holiday option. You get all the benefits of fresh air and sunshine but with a comfortable home from home as your base. Children can learn where their food comes from and experience first hand what it's like to milk a cow or collect fresh eggs for breakfast. For the grown ups, getting involved in a bit of gentle farm work can be a great stress reliever and you can reap the benefits of your (moderate) toil with some of the freshest produce you've ever enjoyed.
Click here to view all Farm accommodation in South Devon. Alternatively, use the search box on the right hand side to narrow down your search.
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Search Results 16 products
Showing records 1 to 10.
Ash Tree Cottage
Ash Tree Cottage is a comfortable, self-catering cottage for 2-6 people, just 10 minutes from the A38. Enjoy walking, wildflowers, wildlife and a warm welcome with lots of extras! We're a working farm in a beautiful valley near Dartmoor.
Pricefrom £200.00 Per unit per week
The Old Stables
Newton Abbot
he Old Stables is a converted cottage which forms part of Great Doccombe Farm, a grade II listed Devon longhouse. Originally constructed in 1560, the farm has changed over the years but still retains much of its character. Marldon Down overlooks Doccombe Farm which can be reached by a five minute...
Pricefrom £402.00 Per unit per week
Twelve Oaks Farm Caravan Park
Newton Abbot
A working farm specialising in Charolais beef cattle. Friendly personal service. Luxury showers/toilets and disabled facilities. Heated swimming pool.
Coarse fishing.
Pricefrom £8.50 per pitch (2 people)
Twelve Oaks Holiday Cottages
Newton Abbot
Working farm bordered by the River Teign, on the edge of the village of Teigngrace. Carefully converted cottages, each with its own patio. Outdoor heated swimming pool.
Pricefrom £260.00 Per unit per week
Coombeshead Farm
Coombeshead Farm is a non-working farm set in 25 acres of rolling Devon hills. It is 1 mile outside Chudleigh, with easy access to Exeter and Plymouth.
Bolberry Farm Cottages
Three cosy, traditional barn conversion cottages set in a peaceful valley near Hope Cove. Each has full central heating, gas, coal effect fire and own private enclosed garden.
Pricefrom £350.00 Per unit per week
Beeson Farm Holiday Cottages
Near stunning beaches and coastpath. In quiet valley between Dartmouth & Salcombe. Guardian, Observer, Express and Woman magazine recommended.
Fowlescombe Organic Farm
Two high-spec holiday cottages, forming part of an architect designed barn conversion on the historic Fowlescombe estate, a 470 acre working organic farm within a beautiful hidden valley in the South Hams of Devon.
Parkers Farm Holiday Park
Friendly,family run park set in 25 acres of picturesque farmland on the edge of Dartmoor with Spectular views
Bar restaurant farm walks to feed the animals & tractor rides.
Stickwick Manor & Cottages
Hennock, Bovey Tracey
Stunning Georgian Manor & charming 'country living' cottages. Wi-Fi, wood fires, ensuites, gardens, play area/ barn, farm animals, donkeys, explore woodland , pets welcome, farm/homemade food, village pub, 2 miles A38/Bovey Tracey, 7 miles Coast.


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ok i added f2p as a category - by ssf
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The Waiting Room ending in 18 hours 46 min
Akien owns Brogue.
skipi owns Medal of Honor: Allied Assault.
skipi owns Arx Fatalis.


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Depp landed 40 per cent of the vote in the survey of 500 people by U.K. camping company Tangerine Fields. Hollywood hunk Hugh Jackman also made it to the list.
Meanwhile, socialite Paris Hilton was voted the worst celebrity to share a tent with, scooping 48 per cent of the vote.
Story first published: Thursday, June 18, 2009, 17:25 [IST]


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Market, Medium, and Motives.
I'm weary of discussions on Christian writing and writers. Wary too. I approach them like the Enterprise meeting an Klingon Peace Delegation: shields at full power. Seeing as I fall outside the norm of evangelical opinion on this matter, I'm braced for the inevitable salvos against my work, motives, and faith, along with the general blunt force trauma of religious weird-think. It's all rather tedious and discouraging.
However, the movie Fury rekindled my interest in the debate. Rather it reinforced my opinion. Paid to see it on the big screen. In my view, the excellent script, pace, special effects and solid performances make it a worthy addition to the old-school war movies of my youth. I'll own it on DVD – no question. (Three words: real Tiger tank)
That said, I think the film is also a prime example of credibly integrating faith (Christianity) into a plot. In my opinion, Shia Lebeouf's character "Bible" comes off not merely the brave soldier and comrade, but a genuinely devout and human one as well. Bible's faith is organic without being ham-fisted and contrived. By the time we reach the final scene in the turret, the 1 John 2 exchange is as relevant and natural as it is moving.
Let's be frank though: Fury is not a "Christian" movie. On screen kilo-deaths, hints of off-screen sex, blood, mud and dialogue that red-lines the profanity-meter like soldiers do… we're off the Christian Broadcasting programming list. It is however a good war movie that also has a devout Christian character and explicit Christian content. All the ingredients combine to make a fine genre film, but not a sermon. Which is my point here.
Loop back to the Christian writing/writers debate – I suspect much of the friction stems from poor judgment of Market, Medium, and Motives. Gratuitous violence, sex, profanity is just that – gratuitous – and inappropriate for the Christian market. I think it also makes a poor substitute for good wordsmithing. Explicit content – Christian or otherwise – may be necessary in the writer's chosen genre or plot. A writer's job is to show not tell and create a credible, consistent, engaging world in which the story unfolds. Those are the demands of the medium. To hobble any literary element in the name of religion is not only dishonest but dishonoring the vocation in the sight of God. "Work must be good work before it can call itself God's work," Dorothy Sayers noted. A pious hack is still a hack.
The judgment against a writer's motives is the most tangled issue. As a stained glass artisan, is my work any less inspired, any less valid if I don't incorporate the shape of a cross into every piece? Is my faith, my salvation, or even my testimony somehow diminished if I don't? Same for my writing. If I don't write what amounts to a dramatized sermon, complete with salvation doctrine, (choose your denominational flavor) alter call moments and a repentance prayer, is my work less "Christian"? If my non-Christian antagonists act and speak in non-Christian ways, am I guilty by association? In the minds of some, apparently yes.
In a religion-saturated, Christ-haunted culture, do artists and writers really need to be propping up the same old insular evangelical status quo? Seems a shameful play to cheap seats if you ask me. I rather believe we are tasked with being genuine artisans striving for mastery in our respective fields of labor, implicitly and explicitly expressing the reality of Jesus' transcendence and redemption in our work, thus engaging our calling and audience in a spirit of honesty and excellence.
Dear God I hope so.
2nd Amendment stuff
What I find most disturbing in the debate is not the usual redefining of terms, the sloppy logic, or obfuscation of FBI and Police data, but the (not-so-subtle) implication gun owners are inherently more violent and a hair-trigger (yes, I did that) away from climbing to the top of the nearest water tower and engaging in pedestrian target practice. In my recent email exchange with Panera Bread over their anti-gun request/policy, I was told the presence of firearms upset the desired ideal of 'Panera Warmth" in the cafe. Well sure, If I'm waving my Beretta Cx4 Storm around or firing in the air in a Jihadist-style celebratory manner. But as a licensed Class A concealed carry guy, it's concealed. All the years I've been going there, never has anyone accused me of harshing their carbohydrate mellow.
(kudos to this Scott fella for tricking his out similar to mine)
Post-Modern Juke Box
They're so damn good.
Just my .02
Preachers often rail against the lure and message of Hollywood and there's something to be said there in certain instances. But Life and the world being what they are, is it any wonder people seek escapism?
In my experience, ministers called to declare 'the greatest story ever told' often fail to make it captivating, fail to engage the audience. Can you really fault them when the wonder of an Almighty God, His everlasting kingdom, the mystery and promise of redemption, get replaced by insipid platitudes or petty indignations? If those are the proposed alternatives, is it any wonder people prefer to spend time with Tolkien's Bilbo rather than their Jesus?
Don't blame Hollywood – they are who they are, doing their job. Nature abhors a vacuum – sometimes the empty seats are on you, reverend.
Give Angels some love?
New Clar1ty Wars.
Chapters 4 and 5 now up. Click on the Clar1ty Wars: Under Strange Stars: Instruments of His Will or Under Strange Stars.
War is coming to Drop City.
Jealous of their power over the planet and their monopoly on the cerebral-enhancer Clar1ty, the Orbital Corporations are moving to stamp out any hint of rebellion. Seeb and her boyfriend Vasyl, along with Detectives Natesh and Cooper, are heading deeper into the dark heart of their conspiracy. Here are more snapshots from the crossfire.
Goodreads Giveaway Announcement
Five Print copies of The Barrow Lover. Starts midnight Friday Oct. 17th. Ends midnight Tuesday, Oct. 21st. Tell a friend who might enjoy it. Thanks Goodreads Book Giveaway
The Barrow Lover
by Patrick Todoroff
Giveaway ends October 21, 2014.
See the giveaway details at Goodreads.
Pain in the glass
Two piece landscape installed this afternoon. Sun was coming from my left onto the surface of the panels – totally the wrong way to photograph art glass. You can't see the high-strike mottled leaves, the subtle differences in the landscape from sandblasting, the ripples in the water… Day-um. At least they went in with no cracks, scratches or trouble.
Three more pieces remaining for this client.


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Special rates require proof of eligibility at check-in.
You're one step closer to paradise...
Article Source: Copyright © 2012 by Fodor's Travel, a division of Random House Inc. All rights reserved.
You can tour Maui's only winery and its historic grounds, the former Rose Ranch, and sample such wines as Ulupalakua Red and Upcountry Gold. The top seller, naturally, is the pineapple wine, Maui Blanc. The tasting room is a cottage built in the late 1800s for the frequent visits of King Kalakaua. The cottage also contains the Ulupalakua Ranch History Room, which tells colorful stories of the ranch's owners, the paniolo (Hawaiian cowboy) tradition that developed here, and Maui's polo teams. The old Ranch Store across the road may look like a museum, but in fact it's an excellent pit stop. The elk burgers are fantastic. www.mauiwine.com. COST: Free. OPEN: Daily 10--5; tours at 10:30 and 1:30.
Hawaii's favorite casual, eat-in, or takeout restaurant, Zippy's was founded more than 45 years ago. Today Oahu has more than two dozen locations from which to choose, and Maui waited a long time to get one. It's a 24-hour-a-day (takeout only after midnight Sun.-Thurs.), diner-type place with a big menu. Spaghetti with chili, oxtail soup, Korean chicken, chicken katsu, noodles, burgers, and burritos are just a few of the tasty menu options. Napoleon's Bakery counter up front serves its only-in-Hawaii-style turnovers, pies, cakes, and pastries, as well as made-to-order malasadas and andagi. www.zippys.com. Credit cards accepted.
As far as hotel dining goes, this beautifully appointed, oceanfront restaurant serving fare infused with European, Pacific, and Hawaiian influences is as cool, calm, comfortable, and delicious as it gets. Start with an exceptionally creative cocktail—the martinis are superb—or a glass of wine from a long, excellent list. Then, indulge in the chili-grilled tako (octopus), Hamakua mushroom stone-baked flatbread, and one of the delectable fresh fish preparations. As a sweet way to end your meal, try the "Study in Chocolate." This is a perfect spot for that special Maui dinner. www.westinmaui.com. Credit cards accepted. Closed Mon. and Tues. No lunch.
It's more "Island-style" than Hawaii, and yes, it's a chain, but the food is consistently great, the service is filled with aloha, and the ambience is just so Island refined. Try the ahi poke napoleon (with capers, sesame, guacamole, and flatbread), the Kalua pork or blackened fish sandwich, any of the generous salads, or the local fish preparations. The crab bisque is worthy of a cross-island drive, as are the desserts. The cocktails are among the best and most creative on the Island. www.tommybahama.com. Credit cards accepted.
Getting there is half—well, maybe a quarter—of the fun. Tucked in the back corner of a covered parking garage, Tokyo Tei is worth seeking out for wonderful Japanese food. At lunch you'll rub elbows with bankers and construction workers; at dinner, three generations might be celebrating Tutu's (grandma's) birthday at the next table. This is a bona fide local institution where for more than six decades people have come for the food and the comfort of familiarity. You'll find the freshest sashimi, feather-light yet crispy shrimp and vegetable tempura, and local-style bentos and plate lunches. www.tokyotei.com. Credit cards accepted. No lunch Sun.
Find inspiration for your journeys to Outrigger's exotic locations.
Read our travel blog.
Oahu: Ocean House Restaurant
Maui: Merriman's
Kauai: Plantation Gardens
Hawaii: Roy's


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This page contains Cheats for Time Gal organized by sections for Sega CD. Time Gal is a Adventure Interactive Movie game, made by Wolf Team and published by Renovation. If you can't find a hint or secret in our list, then please check this page periodically for the latest updates.
- Developer:
Time Gal Sega CD CheatsWolf Team
- Publisher: Renovation
- Genre: Adventure Interactive Movie
- Release Date: Not Set
- ESRB: Not Set
Press Left, Right(2), Up at the game selection screen....From: ryanster101
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Do the following to escape the levels with ease. After a time stop, pick the option that is in the parentheses....From: AzzazinzBlade
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Hotel is at good location. Stayed at this hotel in last week of Sept 14. Ambience is not good in the rooms. The walls are painted with dark colours and creates dull environment in room. Breakfast is repetitive where the medu vada is sometimes re fried and served. Stayed at this hotel last year too between the same period but... More
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Moving Sustainability Forward in the Mountain State
Note: U.S. Department of Education Green Ribbon Schools (ED-GRS) recognizes schools, districts and postsecondary institutions that are 1) reducing environmental impact and costs; 2) improving health and wellness; and 3) teaching environmental education. To share innovative practices and widely-available resources in these three 'Pillars,' the Department conducts an annual Green Strides Best Practices Tour of honorees. Two non-profit organization school sustainability leaders write about the schools and district honorees visited on the tour in West Virginia.
Here in West Virginia, we were excited to highlight our U.S. Department of Education Green Ribbon School (ED-GRS) honorees during the second annual Green Strides Best Practices Tour. West Virginia was a fitting place to kick off the 2014 tour because, when the ED-GRS program was announced a few years ago, non-profit organizations like ours were quick to offer support to our state education agency.
Before 2011, many organizations were holding green schools workshops and events that helped participants develop plans to become more sustainable. But ED-GRS has provided a common goal for those engaged in the sustainable schools movement, and a new direction for our conversation on healthy schools and high-achieving students.
What has emerged is West Virginia Sustainable Schools (WVSS) initiative, which we use to recruit applicants for the national award. Led by the West Virginia Department of Education, WVSS has become a conduit through which agencies and organizations channel sustainability programming in curriculum, health and wellness, and facilities to schools.
ED-GRS has helped what was once a small but deeply-rooted sustainability community to grow less isolated, and more effective. Now we are using a few exemplary schools to inspire other schools to expand their efforts.
For this reason, it was a particular pleasure to have federal, state and local visitors tour our ED-GRS honorees to learn about innovative, hands-on curricula, community partnerships, and sustainability practices that advance learning, health and cost savings.
From pulling invasive garlic mustard weed to monitoring water quality in a local stream, Petersburg Elementary School, our first stop, partners with field experts to effectively teach science and stewardship while conserving Appalachia's precious land.
Later, at Wyoming County Career and Technical Center, in the heart of coal country, students, school leaders, and community partners led guests through an energy efficient modular home, a 8.4 kW solar array, a biodiesel processor, and a recycling trailer, all student-built in sustainable career pathways.
In Marshall County Schools, we toured Hilltop Elementary and Cameron Middle-High School. Marshall County has made sustainable building practices and learning a priority from early learning to agricultural technology programs, saving the district over $5 million in 10 years. From low-impact buses to green cleaning, recycling to school gardens, these schools are teaching environmental concepts, along with entrepreneurial and civic skills, and wellness practices, in healthy, safe, lower utility-cost facilities.
Finally, visitors toured Eastwood Elementary in Morgantown, where every attention was given to reducing environmental impact and improving health in the construction of the new facility, from its geothermal heating and cooling system to expansive daylighting to safe and healthy building materials.
Where we once felt we were facing an insurmountable task – striving for increased health and a sustainable future for the children of our state – we now feel a new sense of purpose and momentum. A sustainably literate, college- and career-ready, and civically-engaged generation of West Virginians is on the rise. Striving toward the U.S. Department of Education Green Ribbon Schools' three Pillars is now our unifying Mountain State goal.
Vicki Fenwick-Judy is Director of the Appalachian Program at The Mountain Institute. Mark Swiger is a USGBC Center for Green Schools' Chapter Committees National Chair.
Announcing Commit to Lead
Today, we are announcing a new opportunity to advance teacher leadership. But, for it to succeed, we need your voice to be a part of it.
Since day one on the job, many teachers have shared with me an overwhelming desire to excel in the profession, lead others, and to have a stronger voice. Too often, great teachers leave the classroom because they lack avenues to exercise their leadership – and that's a loss for our students, our schools and for the profession. As I've heard this common refrain from teachers, I thought it was critical to respond. In the midst of dramatic change in education, we need to give our teachers genuine opportunities to be leaders without leaving their classrooms.
To promote and accelerate opportunities for teachers to lead without leaving the classroom, we announced one of our most exciting initiatives earlier this year – Teach to Lead. This initiative builds on years of work to elevate the teaching profession, particularly through our RESPECT effort, and on the leadership of our Teacher and Principal Ambassador Fellows, who advise our team on key decisions and represent the Department externally. Together with the National Board for Professional Teaching Standards, we launched Teach to Lead to advance student outcomes through expanding opportunities for teacher leadership. And, to achieve this vision, my team and our partners committed to identify, spotlight, and support promising models for teacher leadership across the country.
Teach to Lead is a collaborative effort to advance student achievement by opening doors for all teachers to engage in meaningful leadership opportunities, while remaining in the classroom and in the profession they love. Most importantly, this initiative should be shaped by your thoughts, experiences, and ideas. The shape of teacher leadership shouldn't be dictated from outside the profession, it should be decided and shaped by teachers themselves, in partnership with principals and other educators.
That's why today we're unveiling a key platform to spur more ideas, more conversation, and more collaboration around teacher leadership – Commit to Lead.
Commit to Lead is a public, online community that directly engages teachers and other educators to define what teacher leadership can and should be in their communities, so that collectively we can help make it part of the fabric and culture of every school. It builds on the great work that already exists in the field, and invites the creation of new ideas.
Through this platform, educators will have the opportunity to share ideas and get feedback from peers and collaborators nationwide. It offers a place to spark discussion and build momentum around the best teacher leadership ideas and strongest commitments you can come up with – whether you're a veteran teacher-leader with best practices to share, or you're a novice who's just beginning to get engaged in the conversation. The launch of this site represents one step in our ongoing commitment to listen to educators and support their vital leadership of their profession.
Using Commit to Lead, participants can vote on each other's ideas, allowing the most promising ideas to rise to the top. We'll stay a part of the conversation, so that we're learning from your invaluable experience and knowledge, but also so you can benefit from resources and contacts at our more than 100 partner organizations. The ideas that this online community shares – the ideas fostered, developed, and supported by teachers everywhere – will help to drive a number of regional leadership labs for teachers. At these convenings, featuring teams of teacher leaders and experts from across our partner organizations, your ideas will become plans and, soon, those plans will become actions.
Teach to Lead is all about giving educators the power and a seat at the table – and through this virtual community, the chance to share and develop your ideas on a massive scale is in your hands. Already, we've heard of great ideas like the classroom structure reorganization led by 5th grade teacher Vicky Edwards and the school-wide writing program developed by Rhea Espedido, a reading interventionist who wanted to boost student success in writing throughout her entire school.
We want to hear the next great idea – will you be the one to share it?
Arne Duncan is U.S. Secretary of Education.
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Building Momentum: Education Leaders Convene at the White House to Help Address the Developmental Education Challenge
Higher education leaders met at the White House to build on the momentum generated at January's College Opportunity Summit and focus on addressing a key barrier to postsecondary completion.
Some students begin their college careers ill-prepared for college-level math or English. After the excitement of enrolling in college, these students are often surprised and disappointed to learn that their high school experience did not equip them with the skills necessary for success. That means they often must complete remedial or "developmental education" coursework in order to catch up to their peers, which can add time and expense to their pursuit of a degree. Unfortunately, many students do not finish this sequence of developmental courses, and only a small percentage end up graduating. It's frustrating for the students and the college faculty who want to help them reach their goals.
Assisting these students and helping them graduate was the topic of a recent gathering at the White House.
On August 12, leaders from across the higher education, philanthropic and non-profit communities gathered to discuss the research, evidence, and challenges associated with reinventing developmental education. Secretary Duncan framed the developmental education challenge as both a completion and equity issue, saying, "As you know, we can no longer use the traditional approach to developmental education, which has been a long sequence of remedial classes that do not count toward a degree and few students are able to complete."
He told the participants, "I want to congratulate you on the innovative work you are doing on your campuses to redesign and accelerate developmental education and reduce time to degree. Not only will this help more students graduate but it will also help close the persistent college completion gaps because we know that large numbers of minority students begin their college careers in developmental education courses."
Throughout the day, participants engaged in insightful, real-world discussions on the obstacles and opportunities of implementing developmental education reform:
- Carol Lincoln of Achieving the Dream noted the importance of scaling effective reforms
- Gregory Peterson of Long Beach City College highlighted how data can influence the developmental education reform process
- Mike Leach of the Arkansas Association of Two-Year Colleges explained how this particular state system was able to scale developmental education innovation statewide with a federal TAACCCT grant
- Uri Treisman of the Dana Center at the University of Texas at Austin discussed the importance of making developmental math relevant to a student's career aspirations
The event was also an opportunity to introduce the new Center for the Analysis of Postsecondary Readiness, which is funded by a grant awarded by the Department of Education's Institute for Educational Sciences. Thomas Bailey, the new center's Principal Investigator, was on hand to engage the audience on the topic of research and how best to utilize the work of the center to address this challenge.
The participants also discussed the importance of faculty and staff engagement in strategic efforts to improve developmental education outcomes.
This Developmental Education meeting is part of the White House College Opportunity Initiative, a call to action by the President and First Lady to accelerate college completion through a set of targeted commitments by colleges and universities, non-profit groups, states and cities, philanthropy and other allies.
The participants in the August 12 event added new commitments to the list generated at January's summit and will contribute significantly to the momentum building for the next White House Summit in December, 2014. Yet, even as the higher education community focuses on improving the delivery of developmental education and its outcomes for students, the ultimate goal is to ensure that every student in America receives a world-class education, graduates from high school truly prepared for college and career success, and arrives on campus with no need for remedial education.
Those are powerful reasons to build momentum — and strive for results.
Mark Mitsui is Deputy Assistant Secretary for Community Colleges in the Office of Career, Technical and Adult Education at the U.S. Department of Education.
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Tips for Developing a Strong Relationship with Your Child's Teacher
The start of the school year is the perfect time to build a positive relationship with your child's teacher.
It's a good idea to letyour child's educator know you want to partner with him or her, and share the responsibility for your child's academic growth.
Here are some tips to bear in mind:
- Keep in touch! Make sure your child's teacher has multiple ways and times of day to contact you. Provide as many ways as possible – which might includework, cell, home phone number and email addressif possible.
- Mark your calendar! Ask your child's teacher about the best ways and times to contact him or her. Keep in mind that most teachers are in the classroom all day, so after school may be the best time to call or to make an appointment to meet with him or her.
- Reach out! Let the teacher know that you as a parent are there to help.Volunteer to assist with school trips or functions at school that might require additional adult supervision.
- Stay informed! Within the first few weeks after school starts, find out from the teacher if you child needs any assistance in one or more subject areas.Find out what resources are available at the school and what resources the teacher would recommend to help your child keep improving.
- Team up! Remember, you and the teacher have the exact same goals. You're both working to ensure the academic development and progress of your child. So, sit down together and figure out what you can do at home to reinforce what your child's teacher is doing in the classroom.That way, your child can keep learning long after the school day ends!
For more ways to start off the new school year, read the Parent Power booklet.
Carrie Jasper is director of outreach to parents and families at the U.S. Department of Education.
Local Professional Development Sessions Promote Collaboration to "Bridge the Gap" for Young Children
As an early childhood educator, I often wondered about the best ways for stakeholders to work together in meeting the academic needs of young children. Recently, I had the chance to see collaborative planning and intergovernmental work in action at the municipal level, when I attended an event held by the city of Hattiesburg, Mississippi.
The theme was Bridging the Gap – School Readiness by 5, and the event was jointly organized by the office of Mayor Johnny DuPree, the Center for Faith-based and Neighborhood Partnerships at the U.S. Department of Education, and the National League of Cities Institute (NLCI), to help boost the success of the city's young children. In an effort to support teachers and child care center directors, the mayor's office led a professional development session for educators of young children. The day also included a roundtable discussion by representatives of civic organizations, municipal leaders, and educators who committed to improving the outcomes of young children.
The professional development session was extremely beneficial for me. As an educator, I always welcome meaningful opportunities to gain new skills and learn about resources that I can implement in the classroom immediately.
One of the most memorable presentations was by Dr. Joe Olmi, the director of school psychology at the University of Southern Mississippi. He spoke on the value of social-emotional learning and the importance of teaching self-regulation in and outside of the classroom. He gave great insights on strategies such as "Time-in and Time-out," in which consequences and privileges are built into the relationship between students and teachers.
Rev. Brenda Girton-Mitchell, the Department's director of Faith-Based and Neighborhood Partnerships, offered her thoughts on the value of family and community engagement. She shared some powerful reflections about her grandmother, who helped her develop a love for reading. She also urged educators to enlist the help of their students' families to foster community-building in their classrooms.
Another thoughtful presenter was Dr. Tonja Rucker, the program manager for Early Childhood Development in the Institute for Youth Education and Families at NLCI. She provided suggestions to help children and families transition from preschool to kindergarten. I also had the privilege of sharing my perspective, as an African-American male preschool teacher, on transitions within an early childhood program, and ways to increase rigor in literacy for students.
By fostering collaboration among various agencies and organizations, school leaders in this community have been able to make a positive impact in the lives of young children.
This collaboration means a lot for educators like me, who often struggle to find the resources, information and support we need to teach our youngest pupils.
To provide the best start for all our nation's young children, we need more state and local communities to show the cooperative spirit that NLCI, the Department and the city and school leaders of Hattiesburg demonstrated in hosting this valuable "Bridging the Gap" planning session.
James Casey was a summer Leadership in Educational Equity fellow in the Center for Faith-based and Neighborhood Partnerships at the U.S. Department of Education.
Academic Mobility: Have Degree, Will Travel
Last month in Rome, I attended an international meeting focused on increasing academic mobility by making it easier for individuals to use their college degrees in other countries. The annual meeting of the European Network of Information Centers (ENIC) draws participants from 55 countries, as well as representatives from UNESCO and the Council of Europe.
You may not have heard about "academic mobility" before, but it's actually nothing new. From the time of the first universities in medieval Europe, students and scholars have traveled great distances and crossed borders to engage in academic pursuits. But what makes academic mobility such a prominent issue today is its scale and rate of growth.
The demand for higher education in many countries has increased significantly, while the number of international students worldwide also continues to grow, rising from 2.5 million in 2004 to 3.6 million in 2010. And for all students earning academic credit or degrees abroad, ensuring that those credentials will be recognized when they return home is critical to their future prospects for employment or further study.
Years ago, just after graduating from college, I spent an additional year studying in Buenos Aires, Argentina. As is the case with most students who go abroad, immersion in another language and culture was a life-changing experience. I didn't realize it at the time, but not only was I starting down a path toward a career in international education, I was also engaging in something called academic mobility.
Today, as the U.S. representative to the ENIC network, I provide information to counterparts in other countries to help in their evaluation of U.S. credentials, including those that are less well known outside of the United States—like associate degrees and industry-based certifications. I also respond to inquiries from U.S. graduates wishing to work or pursue graduate studies abroad and to questions from foreign-educated graduates planning to work or go to graduate school in the United States.
But the recognition of degrees is just one aspect of academic mobility. Academic mobility comprises all cross-border education activities that involve the movement of people, programs or institutions. And as globalization continues and higher education evolves along with it, academic mobility is becoming a topic of increasing relevance.
Today, I understand the benefits of academic mobility from professional as well as personal experience. And now more than ever, events and challenges around the world affect all of us on a day-to-day basis. That's why I'm passionate about working with my international colleagues to help students expand their horizons through study abroad and to facilitate the recognition of degrees and other credentials. Academic mobility helps create more globally competent citizens with the 21st century skills that every nation – and the world as a whole – needs.
Rafael Nevárez is an International Education Specialist in the International Affairs Office. He serves as U.S. representative to the European Network of Information Centers (ENIC) and as a vice president on its steering committee, the ENIC Bureau.
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U. of Illinois Feels Backlash From Scholars Angered by Salaita Case
To protest the withdrawal of a job offer to the controversial professor, at least two speakers have canceled engagements. One group called off a conference.
Scholars Sound Alarms About Being Judged on Their Civility
Academics questioned an assertion that the university had to reinforce an expectation of a community "that values civility as much as scholarship."
A Back-to-School Conversation with Teachers and School Leaders
As teachers gear up for a new school year, I want to offer two thoughts. One is a message of celebration and thanks. The other is a response to a concern that has come up often in many conversations with teachers and families, and which deserves an answer.
First, the thanks. America's students have posted some unprecedented achievements in the last year – the highest high school graduation rate in the nation's history, and sharp cuts in dropout rates and increases in college enrollment, especially for groups that in the past have lagged significantly. For these achievements, we should celebrate America's teachers, principals, and students and their families. These achievements are also indications of deeper, more successful relationships with our students. All of us who've worked with young people know how much they yearn for adults to care about them and know them as individuals.
These achievements come at a time of nearly unprecedented change in American education – which entails enormously hard work by educators. Nearly every state has adopted new standards, new assessments, new approaches to incorporating data on student learning, and new efforts to support teachers.
This transition represents the biggest, fastest change in schools nationwide in our lifetime. And these efforts are essential to prepare kids to succeed in an age when the ability to think critically and creatively, communicate skillfully, and manipulate ideas fluently is vital. I have heard from many teachers that they have not received all the support they'd want during this transition. Yet America's teachers are making this change work – and I want to recognize and thank them for that and encourage their leadership in this time of change.
That's the easy part of this message. The harder part has to do with concerns that many teachers have brought to my door.
My team and I hold regular conversations with teachers, principals and other educators, often led by Teacher and Principal Ambassador Fellows, who take a year away from their schools to advise my agency. Increasingly, in those conversations, I hear concerns about standardized testing.
Assessment of student progress has a fundamental place in teaching and learning – few question that teachers, schools and parents need to know what progress students are making. And few question the particular importance of knowing how our most vulnerable students are progressing. Indeed, there's wide recognition that annual assessments – those required by federal law – have done much to shine a light on the places and groups of students most in need of help. Yet in too many places, it's clear that the yardstick has become the focus.
There are three main issues I've heard about repeatedly from educators:
- It doesn't make sense to hold them accountable during this transition year for results on the new assessments – a test many of them have not seen before – and as many are coming up to speed with new standards.
- The standardized tests they have today focus too much on basic skills, not enough on critical thinking and deeper learning.
- Testing – and test preparation – takes up too much time.
I share these concerns. And I want our department to be part of the solution.
To those who are reading the last sentence with surprise, let me be clear: assessment is a vital part of teaching and learning, but it should be one part (and only one part) of how adults hold themselves responsible for students' progress. Schools, teachers and families need and deserve clear, useful information about how their students are progressing. As a parent of two children in public school, I know I want that. And in fact, most teachers and principals I talk with want to be held responsible for students' progress – through a sensible, smart combination of factors that reflect their work with students – not the level students came in at, or factors outside of their control.
But assessment needs to be done wisely. No school or teacher should look bad because they took on kids with greater challenges. Growth is what matters. No teacher or school should be judged on any one test, or tests alone – always on a mix of measures – which could range from classroom observations to family engagement indicators. In Nevada, educators include a teacher's contribution to the school community in their measures; in Hawaii, schools consider student feedback surveys and professional growth, such as leading workshops or taking university coursework). Educators in Delaware look at measures of planning and preparation such as lesson plans and descriptions of instructional strategies to be used for students with diverse needs. Federal policy rightly stays out of picking those individual measures, but ensures that in evaluating teachers, states and districts include student growth, and consider multiple measures.
But the larger issue is, testing should never be the main focus of our schools. Educators work all day to inspire, to intrigue, to know their students – not just in a few subjects, and not just in "academic" areas. There's a whole world of skills that tests can never touch that are vital to students' success. No test will ever measure what a student is, or can be. It's simply one measure of one kind of progress. Yet in too many places, testing itself has become a distraction from the work it is meant to support.
I believe testing issues today are sucking the oxygen out of the room in a lot of schools – oxygen that is needed for a healthy transition to higher standards, improved systems for data, better aligned assessments, teacher professional development, evaluation and support, and more. This is one of the biggest changes education in this country has ever seen, and teachers who've worked through it have told me it's allowed them to become the best teachers they've ever been. That change needs educators' full attention.
That's why we will be taking action in the coming weeks that give states more flexibility in key areas that teachers have said are causing worry.
States will have the opportunity to request a delay in when test results matter for teacher evaluation during this transition. As we always have, we'll work with them in a spirit of flexibility to develop a plan that works, but typically I'd expect this to mean that states that request this delay will push back by one year (to 2015-16) the time when student growth measures based on new state assessments become part of their evaluation systems – and we will work with states seeking other areas of flexibility as well. We want to make sure that they are still sharing growth data with their teachers, and still moving forward on the other critical pieces of evaluation systems that provide useful feedback to educators. We will be working in concert with other educators and leaders to get this right. These changes are incredibly important, and educators should not have to make them in an atmosphere of worry. Some states will choose to take advantage of that flexibility; others, especially those that are well along in this transition, will not need a delay. The bottom line is that educators deserve strong support as our schools make vital, and urgently needed, changes. As many educators have pointed out, getting this right rests also on high-quality assessments. Many educators, and parents, have made clear that they're supportive of assessment that measures what matters – but that a lot of tests today don't do that – they focus too much on basic skills rather than problem solving and critical thinking. That's why we've committed a third of a billion dollars to two consortia of states working to create new assessments that get beyond the bubble test, and do a better job of measuring critical thinking and writing.
I'm concerned, too, when I see places where adults are gaming tests, rather than using them to help students.
And we also need to recognize that in many places, the sheer quantity of testing – and test prep – has become an issue. In some schools and districts, over time tests have simply been layered on top of one another, without a clear sense of strategy or direction. Where tests are redundant, or not sufficiently helpful for instruction, they cost precious time that teachers and kids can't afford. Too much testing can rob school buildings of joy, and cause unnecessary stress. This issue is a priority for us, and we'll continue to work throughout the fall on efforts to cut back on over-testing.
There's plenty of responsibility to share on these challenges, and a fair chunk of that sits with me and my department. We encouraged states to move a whole lot of changes simultaneously, because of the enormous urgency to raise standards and improve systems of teacher support – not for another generation of students, but for today's students.
But in how this change happens, we need to listen carefully to the teachers, principals and other educators who are living it on a daily basis – and we need to be true to our promise to be tight on outcomes, but loose on how we get there.
From my first day on this job, the objective has been to work in a spirit of flexibility to help states and communities improve outcomes for kids. We need to make changes, but we are also making progress. I'm determined that, working in partnership, we'll continue to do both – be flexible and make progress for our kids.
Change is hard, and changes of significance rarely work exactly as planned. But in partnership, making course alterations as necessary, we will get there.
Arne Duncan is U.S. Secretary of Education.
This post originally appeared on SmartBlog on Education.
A Promising Pilot to Help Student Borrowers
Cross-posted from the White House OSTP Blog.
Investing in postsecondary education is among the smartest choices Americans can make. College completion opens doors and expands economic opportunity, leading to lower rates of unemployment and higher earnings over the course of a career. But tuition rates have risen significantly in recent decades, and obtaining a college degree increasingly depends on students' ability to take out loans and manage repayment after leaving school. While most borrowers are able to repay their student loans, many struggle, and some fall behind.
That's why last month the President and his Administration announced a series of executive actions to help reduce the burden faced by student loan borrowers and make postsecondary education more affordable and accessible to American families. A centerpiece of this action plan is to improve the effectiveness of communications to borrowers about flexible repayment options the U.S. Department of Education offers to help ensure they stay on track with their payments. This includes income-driven repayment plans – Income-Based Repayment, Pay As You Earn, and Income-Contingent Repayment – that link monthly payments to borrower incomes.
We know borrowers are busy and that decisions about student loan plans can be complex and challenging. That's why the Office of Federal Student Aid at the Department of Education has teamed up with the White House Social and Behavioral Sciences Team, a group of experts who focus on effective, innovative strategies for helping government programs and communications better serve citizens.
In November 2013, Federal Student Aid, in collaboration with the White House Social and Behavioral Sciences Team, launched an e-mail campaign to increase awareness of Income-Driven Repayment and help borrowers make more informed decisions about loan repayment options given their circumstances. The campaign sent emails to borrowers who had fallen behind on their payments, had higher-than-average debts, had grace periods coming to an end, had deferred or entered forbearance because of financial hardship or unemployment, or some combination of the above. In total, the campaign sent emails to over three million borrowers last year and 221,000 submitted applications.
The team embedded a rigorous, randomized-control pilot into the broader campaign, which measured the impact of e-mails designed based on insights from the behavioral sciences on action among borrowers in delinquency for 90-180 days. These e-mails indicated income-driven repayment eligibility criteria, the benefits associated with taking action and the costs associated with inaction, and the relevant web-links and servicer contact information. Behavioral science research demonstrates that timely, clear and low-cost informational messages of this kind can help citizens better understand their options, make more informed decisions, and follow through on their intentions.
Results of the pilot are promising. Sending e-mails to borrowers in delinquency for 90-180 days resulted in a statistically significant, four-fold increase in completed income-driven repayment applications. This effect translates into roughly 6,000 additional completed applications in just the first month after sending among the 841,442 borrowers in the pilot.
We are working together to use insights from this trial to inform future communications and develop even more effective ways of reaching borrowers to help them stay on track.
Maya Shankar is Senior Advisor for the Social and Behavioral Sciences at the White House Office of Science and Technology Policy.
Ajita Talwalker Menon is the Senior Policy Advisor for Higher Education at the White House Domestic Policy Council.
Anatomy of a Serial-Plagiarism Charge
The professor's large body of work contains some striking—and odd—examples of misattribution. Here's a short guide to a few of them.


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Military Bases:
Status of Prior Base Realignment and Closure Rounds
NSIAD-99-36: Published: Dec 11, 1998. Publicly Released: Dec 11, 1998.
Additional Materials:
- Full Report:
(202) 512-8412
Office of Public Affairs
(202) 512-4800
Pursuant to a congressional request, GAO reviewed: (1) the Department of Defense's (DOD) progress in completing action on military base realignments and closures (BRAC) recommendations and transferring unneeded base property to other users; (2) the precision of DOD's estimates of BRAC costs and savings; (3) environmental cleanup progress and estimated associated costs; and (4) reported trends in economic recovery in communities affected by base closures.
GAO noted that: (1) by September 30, 1998, DOD had completed actions on about 85 percent of the four BRAC commissions' 451 recommendations; (2) in taking actions on the recommendations, DOD declared about 464,000 acres of base property as excess; (3) as of September 30, 1997, 46 percent of the unneeded BRAC property was to be retained by the federal government, 33 percent was slated for nonfederal users, and the disposition of 21 percent had not yet been decided; (4) 8 percent of the property slated for federal use has been transferred, while 31 percent of the property slated for nonfederal use has been transferred; (5) DOD officials noted a number of obstacles that must be overcome before transfer can occur; (6) by 2001, DOD estimates it will have spent $23 billion on BRAC and saved $37 billion in costs it would have incurred if BRAC actions had not occurred, for a net savings of $14 billion; (7) beyond 2001, when the last of the four rounds is complete, DOD expects to save $5.7 billion annually as a result of BRAC actions; (8) however, the cost estimates exclude certain types of federally incurred costs, some of which are funded outside of DOD BRAC budget accounts, while the savings estimates have not been routinely updated and thus are not precise; (9) a major cost factor in BRAC actions, as well as a major obstacle to the disposal of unneeded property, is the need for environmental cleanup at BRAC bases; (10) both the eventual cost and the completion date for the BRAC-related environmental program are uncertain; (11) however, available DOD data indicate that the total environmental cost will likely exceed $9 billion and that cleanup activities will extend well beyond 2001; (12) the potential for higher costs exists, given uncertainties associated with the extent of cleanup of unexploded ordnance and monitoring of cleanup remedies needed at selected sites; (13) DOD has made progress since the earlier BRAC years when it was investigating sites for contamination; and (14) the majority of communities surrounding closed bases are faring well economically in relation to the national average, according to the latest data available at the time of GAO's analysis, and show some improvement since the time closures were beginning in 1988.
Nov 20, 2014
Building Partner Capacity:State and DOD Need to Define Time Frames to Guide and Track Global Security Contingency Fund ProjectsGAO-15-75: Published: Nov 20, 2014. Publicly Released: Nov 20, 2014.
Ford-Class Aircraft Carrier:Congress Should Consider Revising Cost Cap Legislation to Include All Construction CostsGAO-15-22: Published: Nov 20, 2014. Publicly Released: Nov 20, 2014.
Nov 19, 2014
Defense Contractors:Additional Actions Needed to Facilitate the Use of DOD's Inventory of Contracted ServicesGAO-15-88: Published: Nov 19, 2014. Publicly Released: Nov 19, 2014.
Nov 18, 2014
Overseas Military Construction:Observations on U.S. Contractor PreferenceGAO-15-45: Published: Nov 18, 2014. Publicly Released: Nov 18, 2014.
Oct 30, 2014
DOD Space Systems:Additional Knowledge Would Better Support Decisions about Disaggregating Large SatellitesGAO-15-7: Published: Oct 30, 2014. Publicly Released: Oct 30, 2014.
DOD Business Systems Modernization:Additional Enhancements Are Needed for Army Business System Schedule and Cost Estimates to Fully Meet Best PracticesGAO-14-470: Published: Sep 30, 2014. Publicly Released: Oct 30, 2014.
Oct 16, 2014
Specialty Metals:DOD Dissemination of National Security Waiver Information Could Enhance Awareness and Compliance with RestrictionsGAO-15-133: Published: Oct 16, 2014. Publicly Released: Oct 16, 2014.
Oct 10, 2014
Nuclear Weapons:Some Actions Have Been Taken to Address Challenges with the Uranium Processing Facility DesignGAO-15-126: Published: Oct 10, 2014. Publicly Released: Oct 10, 2014.
Oct 8, 2014
National Defense:Department of Defense's Waiver of Competitive Prototyping Requirement for the Navy's Fleet Replenishment Oiler ProgramGAO-15-57R: Published: Oct 8, 2014. Publicly Released: Oct 8, 2014.
Sep 30, 2014
Afghanistan Equipment Drawdown:Progress Made, but Improved Controls in Decision Making Could Reduce Risk of Unnecessary ExpendituresGAO-14-768: Published: Sep 30, 2014. Publicly Released: Sep 30, 2014.
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