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15 June 2018

Project Proposal Writing





العربية

Author/Compiled by
Leonellha Barreto Dillon (seecon international gmbh)

Proposal development in SSWM, Source seecon international gmbh

Executive Summary

A proposal is a request for financial assistance to implement a project. The proposal outlines the plan of the implementing organisation about the project, giving extensive information about the intention, for implementing it, the ways to manage it and the results to be delivered from it (FUNDS FOR NGOS 2010).The following guidelines are designed to help you prepare your full proposal. How well you plan the action is critical to the success of the project.

Advantages
A proposal is an essential marketing document that helps cultivate an initial professional relationship between an organisation and a donor over a project to be implemented
A proposal facilitates appropriate words for the conception of an idea
The proposal has a framework that establishes ideas formally for a clear understanding of the project for the donor
Successful proposals mean financial aid for the organisation to grow for the replication of project and ideas

Disadvantages
Planning problems: Although a good idea exists, yet when we try to plan it out extensively, we face many unexpected challenges
There are often tight deadlines, and proposals may be rejected

Factsheet Block Title
Introduction

Factsheet Block Body

A project proposal is a detailed description of a series of activities aimed at solving a certain problem (NEBIU 2002).  In order to be successful, the document should (REPOA 2007):

  • provide a logical presentation of a research idea
  • illustrate the significance of the idea
  • show the idea’s relationship to past actions
  • articulate the activities for the proposed project

Designing a project is a process consisting of two elements, which are equally important and thus essential to forming a solid project proposal:

  • project planning (formulation of project elements)
  • proposal writing (converting the plan into a project document)

The project proposal should be a detailed and directed manifestation of the project design. It is a means of presenting the project to the outside world in a format that is immediately recognised and accepted.

Factsheet Block Title
Getting Ready to Start a Project Proposal

Factsheet Block Body
  • From vision to proposal: The first step is to decide what the problem is and develop a rough idea (vision) of how this could be solved. This vision is then to be transformed into an idea for a specific project proposal. A logical framework may help you to structure this idea in a systematic way, and clearly define the aim, purpose, outputs, activities, means, costs and the methodologies for monitoring and evaluation , and will thus from the basis for the preparation of the narrative of the proposal. Remember that your idea may have to fit certain requirements if you are answering to a call for proposals, and that it must also fit local policies and frameworks .
  • Identify potential funding options : It is necessary to find out in advance what sources of funding are available, through governments, international cooperation agencies, some international NGOs or private foundations.
  • Build a project proposal team (adapted from PHILIP et al. 2008): a leader will be needed to manage the proposal development in an efficient way, and therefore it is advisable to assign the lead role to one specific person. This person is then responsible for the coordination of the overall proposal development, for communication with potential funders and for making sure that all different pieces of input are brought together in a consistent and coherent text. Experts with more detailed technical knowledge might be part of the team, or simply contribute to an initial brainstorming session. Furthermore, the budget should be compiled in close cooperation with staff from the financial department. Input from stakeholders or other specialists with different backgrounds helps bring in the necessary expertise to the project.
  • Hold a kick-off meeting: It is helpful to discuss and develop the proposal in a small team and share drafts with experts of all relevant disciplines not just from within the administration, but also from outside it. Input from stakeholders or other specialists with different backgrounds helps bring in the necessary expertise, but also a larger variety of ideas on how to solve a particular issue and achieve the previously agreed objectives.
Factsheet Block Title
Proposal Writing

Factsheet Block Body

The proposal format might sometimes be of importance for the donor. Source: RICO (2005)

The proposal format might sometimes be of importance for the donor. Source: unknown

“The requirements of content and format of proposals differ noticeably from one sponsoring agency to another. While some may provide their own application forms to be filled, and others may request on-line submission of proposals, others will accept a proposal in any format as long as it features the necessary information, and does not contradict their conditions” (AUB 2010).

Factsheet Block Title
Proposed Format for a Full Project Proposal

Factsheet Block Body

(Adapted from NEBIU 2002)

A full proposal should have the following parts:

  • Title page: A title page should appear on proposals longer than three to four pages. The title page should indicate the project title, the name of the lead organisation (and potential partners, if any), the place and date of project preparation and the name of the donor agency to whom the proposal is addressed.
  • Project title: The project title should be short, concise, and preferably refer to a certain key project result or the leading project activity. Project titles that are too long or too general fail to give the reader an effective snapshot of what is inside.
  • Abstract/Executive Summary: Many readers lack the time needed to read the whole project proposal. It is therefore useful to insert a short project summary, an abstract or executive summary. The abstract should include: the problem statement, the project’s objectives, implementing organisations; key project activities; and potentially the total project budget. Theoretically, the abstract should be compiled after the relevant items already exist in their long form. For a small project the abstract may not be longer than 10 lines. Bigger projects often provide abstracts as long as two pages.
  • Context: This part of the project describes the social, economic, political and cultural background from which the project is initiated. It should contain relevant data from research carried out in the project planning phase or collected from other sources.
  • Project justification: A rationale should be provided for the project. Due to its importance, this section is sometimes divided into four or more sub-sections:
    • Problem statement: The problem statement provides a description of the specific problem(s) the project is trying to solve, in order to “make a case” for the project. Furthermore, the project proposal should point out why a certain issue is a problem for the community or society as a whole, i.e. what negative implications affect the target group. There should also be an explanation of the needs of the target group that appear as a direct consequence of the described problem.
    • Priority needs: The needs of the target group that have arisen as a direct negative impact of the problem should be prioritised. An explanation as to how this decision was reached must also be included.
    • The proposed approach (type of intervention): The project proposal should describe the strategy chosen for solving the problem and precisely how it will lead to improvement.
    • The implementing organisation: This section should describe the capabilities of your organisation by referring to its capacity and previous project record. Describe why exactly your organisation is the most appropriate to run the project, its connexion to the local community, the constituency behind the organisation and what kind of expertise the organisation can provide. If other partners are involved in implementation provide some information on their capacity as well.
    • Project aims: This information should be obtained from the Logframe Matrix, including the project goal (a general aim that should explain what the core problem is and why the project is important, i.e. what the long-term benefits to the target group are), project purpose (that should address the core problem in terms of the benefits to be received by the project beneficiaries or target group as a direct result of the project) and the outputs (i.e. results describe the services or products to be delivered to the intended beneficiaries).
  • Target group: define the target group and show how it will benefit from the project. The project should provide a detailed description of the size and characteristics of the target groups, and especially of direct project beneficiaries.
  • Project implementation : The implementation plan should describe activities and resource allocation in as much detail as possible. It is exceptionally important to provide a good overview of who is going to implement the project’s activities, as well as when and where. The implementation plan may be divided into two key elements: the activity plan and the resource plan. The activity plan should include specific information and explanations of each of the planned project activities. The duration of the project should be clearly stated, with considerable detail on the beginning and the end of the project. In general, two main formats are used to express the activity plan: a simple table (a simple table with columns for activities, sub-activities, tasks, timing and responsibility in  a clear and readily understandable format) and the Gantt chart (a universal format for presenting activities in certain times frames, shows the dependence and sequence for each activity, see project management for more info. The resource plan should provide information on the means necessary to undertake the project. Cost categories are established at this stage in order to aggregate and summarise the cost information for budgeting.
  • Budget : An itemised summary of an organisation’s expected income and expenses over a specified period of time.
  • Monitoring and evaluation : The basis for monitoring is set when the indicators for results are set. The project proposal should indicate: how and when the project management team will conduct activities to monitor the project’s progress; which methods will be used to monitor and evaluate; and who will do the evaluation.
  • Reporting : The schedule of project progress and financial report could be set in the project proposal. Often these obligations are determined by the standard requirements of the donor agency. The project report may be compiled in different versions, with regard to the audience they are targeting.
  • Management and personnel: A brief description should be given of the project personnel, the individual roles each one has assumed, and the communication mechanisms that exist between them. All the additional information (such as CVs) should be attached to the annexes.
Factsheet Block Title
More Tips to Write a Successful Proposal

Factsheet Block Body

(Adapted from AMERICAN RED CROSS 2006)

  • Plan ahead. Allow plenty of time for those involved to meet, discuss , and review progress in the grant writing process. Also, allow enough time to get the required signatures and to get the proposal to the funder.
  • Make it a team effort. Assign specific roles and responsibilities to people in terms of developing the proposal.
  • Be realistic in what you are proposing. What can reasonably be accomplished in the scope time and resources of this grant?
  • Be a learning organisation. Learn from your own and others experiences with the same donor! Read the reviews of other proposals that have been submitted to the same donor if is possible.
  • Be factual and specific. Don’t talk in generalities or in emotional terms. Be sure to substantiate all statements in your proposal, otherwise don’t make them.
  • Limit technical and organisational jargon. Use language anyone will understand — no abbreviations, initials, or jargon. Don’t assume the reader will understand your acronyms or abbreviations, and also make sure to include an acronyms page.
  • Call the donor if you have questions. Realise that many others will be calling as well and don’t wait until the last minute.
  • Consider collaborating with other organisations. At a minimum, find out what other proposals are being submitted to the same donor at the same time.
  • Clarify partner’s roles and responsibilities. When collaborating with partners, be sure you have determined who will be responsible for what. After the project is funded, it is not the time to discover there were differing opinions.
  • Choose a format that is clear and easy to read. Readers are overloaded with proposals and appreciate legible, attractive proposals. Make sure tables are legible and easy to figure out.
  • Keep within page limits. Stick to the specified number of pages. Extra pages or attachments may either be removed before the proposal is read, or may disqualify your entire proposal from the reading process.
  • Be aware of donor priorities. Carefully match your project with an appropriate funding source. The primary difference between successful grant writing and inefficient proposal submission is the amount of time invested in the strategic identification of appropriate funders.
  • Use action words when writing your proposal, such as achieve, engage, begin, compare, evaluate, exhibit, offer, lead, involve, organise, prepare, research, restore, reveal, support, demonstrate, define, implement, instruct, produce, validate, verify, test, recognise, use, etc.
Applicability

Proposals are prepared to apply for external funds for the implementation of a project. Most grant applications ask for the same information, but they often have different formats. Some will have a list of questions. Others will ask for a “narrative” — the story of your project.

Library References

Integrated Planning Process, Project Design & Proposal Writing Guide

Integrated Planning Process, Project Design & Proposal Writing Guide

The document provides detailed instruction and tools in producing sound project design and as well as guidance on ways to excel in proposal writing. It also clarifies the logical framework used by ARC and others and compares it to the results framework of USAID.

AMERICAN RED CROSS
; INTERNATIONAL SERVICES
(2006):

Integrated Planning Process, Project Design & Proposal Writing Guide.

Washington:

Red Cross

URL
[Accessed: 22.04.2012]

Proposal and Budget Preparation

Proposal and Budget Preparation

AUB – AMERICAN UNIVERSITY OF BEIRUT
; OFFICE FOR GRANT
; CONTRACTS
(2010):

Proposal and Budget Preparation.

URL
[Accessed: 28.04.2010]

How to write a proposal

How to write a proposal

FUNDS FOR NGOS
(2010):

How to write a proposal.

URL
[Accessed: 07.08.2010]

Developing Skills of NGOs, Project Proposal Writing

Developing Skills of NGOs, Project Proposal Writing

This guide will lead trainers through project proposal writing sessions and exercises. It enables the user to: improve participants’ skills in developing quality project proposals, show them how to manage projects within an organisation; and help them to understand a project’s value as a tool to achieve and further the organisation’s mission.

NEBIU, B.

(2002):

Developing Skills of NGOs, Project Proposal Writing.

Szentendre:

The Regional Environmental Centre for Central and Eastern Europe

URL
[Accessed: 07.08.2010]

Local Government and Integrated Water Resources Management (IWRM) Part III: Engaging in IWRM – Practical Steps and Tools for Local Governments

Local Government and Integrated Water Resources Management (IWRM) Part III: Engaging in IWRM – Practical Steps and Tools for Local Governments

The set of materials entitled “Local Government and Integrated Water Resources Management (IWRM)” aims to assist Local Governments with active participation in IWRM. The materials are primarily targeted at local government officials, but are considered equally useful for individuals and organisations that work with local governments in the management of water resources.

PHILIP, R. ANTON, B. BONJEAN, M. BROMLEY, J. COX, D. SMITS, S. SULLIVAN, C. A. NIEKERK, K. van CHONGUICA, E. MONGGAE, F. NYAGWAMBO, L. PULE, R. BERRAONDO LOEPEZ, M.

(2008):

Local Government and Integrated Water Resources Management (IWRM) Part III: Engaging in IWRM – Practical Steps and Tools for Local Governments.

Freiburg:

ICLEI European Secretariat GmbH

URL
[Accessed: 17.04.2012]

Guidelines for Preparing Concept Notes and Proposals for Research on Pro-Poor Growth and Poverty in Tanzania

Guidelines for Preparing Concept Notes and Proposals for Research on Pro-Poor Growth and Poverty in Tanzania

This is the third in a series of guidelines prepared by REPOA in order to help researchers prepare improved proposals for research.

REPOA
(2007):

Guidelines for Preparing Concept Notes and Proposals for Research on Pro-Poor Growth and Poverty in Tanzania.

Special Paper 07.23.

Dar Es Salaam:

REPOA – RESEARCH ON POVERTY ALLEVIATION

Further Readings

Integrated Planning Process, Project Design & Proposal Writing Guide

Integrated Planning Process, Project Design & Proposal Writing Guide

The document provides detailed instruction and tools in producing sound project design and as well as guidance on ways to excel in proposal writing. It also clarifies the logical framework used by ARC and others and compares it to the results framework of USAID.

AMERICAN RED CROSS
; INTERNATIONAL SERVICES
(2006):

Integrated Planning Process, Project Design & Proposal Writing Guide.

Washington:

Red Cross

URL
[Accessed: 22.04.2012]

Developing Skills of NGOs, Project Proposal Writing

Developing Skills of NGOs, Project Proposal Writing

This guide will lead trainers through project proposal writing sessions and exercises. It enables the user to: improve participants’ skills in developing quality project proposals, show them how to manage projects within an organisation; and help them to understand a project’s value as a tool to achieve and further the organisation’s mission.

NEBIU, B.

(2002):

Developing Skills of NGOs, Project Proposal Writing.

Szentendre:

The Regional Environmental Centre for Central and Eastern Europe

URL
[Accessed: 07.08.2010]

Local Government and Integrated Water Resources Management (IWRM) Part III: Engaging in IWRM – Practical Steps and Tools for Local Governments

Local Government and Integrated Water Resources Management (IWRM) Part III: Engaging in IWRM – Practical Steps and Tools for Local Governments

The set of materials entitled “Local Government and Integrated Water Resources Management (IWRM)” aims to assist Local Governments with active participation in IWRM. The materials are primarily targeted at local government officials, but are considered equally useful for individuals and organisations that work with local governments in the management of water resources.

PHILIP, R. ANTON, B. BONJEAN, M. BROMLEY, J. COX, D. SMITS, S. SULLIVAN, C. A. NIEKERK, K. van CHONGUICA, E. MONGGAE, F. NYAGWAMBO, L. PULE, R. BERRAONDO LOEPEZ, M.

(2008):

Local Government and Integrated Water Resources Management (IWRM) Part III: Engaging in IWRM – Practical Steps and Tools for Local Governments.

Freiburg:

ICLEI European Secretariat GmbH

URL
[Accessed: 17.04.2012]

Guidelines for Preparing Concept Notes and Proposals for Research on Pro-Poor Growth and Poverty in Tanzania

Guidelines for Preparing Concept Notes and Proposals for Research on Pro-Poor Growth and Poverty in Tanzania

This is the third in a series of guidelines prepared by REPOA in order to help researchers prepare improved proposals for research.

REPOA
(2007):

Guidelines for Preparing Concept Notes and Proposals for Research on Pro-Poor Growth and Poverty in Tanzania.

Special Paper 07.23.

Dar Es Salaam:

REPOA – RESEARCH ON POVERTY ALLEVIATION

Case Studies

Manual Project Cycle, Technical Guide

Manual Project Cycle, Technical Guide

The purpose of this manual is to create a new synergy by bringing together project management practices and socio-economic and gender issues within the conceptual framework of SEAGA. The manual is principally written for practitioners at the operational level in government, NGOs, Civil Society Organisations and the private sector. It presents a set of case studies for the planning of a project.

SEAGA
(2001):

Manual Project Cycle, Technical Guide.

Viale delle Terme di Caracalla:

FAO

URL
[Accessed: 08.08.2010]

Important Weblinks

http://foundationcenter.org/

http://foundationcenter.org/

http://foundationcenter.org/getstarted/tutorials/shortcourse/index.html

[Accessed: 16.02.2011]

The subject of this short course is proposal writing. It is available in French, Chinese, Portuguese, Russian and Spanish.

http://www.un.org/

http://www.un.org/

http://www.un.org/Depts/dhl/sflib/libmgnt/grantproposals.htm

[Accessed: 19.05.2010]

This site contains a list of links related to the strategic planning and writing of project proposals and concept notes.

http://www.fundsforngos.org

http://www.fundsforngos.org

http://www.fundsforngos.org

[Accessed: 19.05.2010]

Funds forNGOs.org is an online initiative, working for the sustainability of NGOs by increasing their access to donors, resources and skills.

http://www.scn.org/

http://www.scn.org/

http://www.scn.org/ip/cds/cmp/modules/res-prp.htm

[Accessed: 07.08.2010]

This website contains a collection of training material intended to assist practitioners in helping low-income communities to overcome poverty, emphasizing methods and principles, not theory. One of the modules deals with the community project resources, including project proposals.

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Perspective Structure

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    Once you’ve agreed to complete a review, how do you approach the paper?

    Unless it’s for a journal I know well, the first thing I do is check what format the journal prefers the review to be in. Some journals have structured review criteria; others just ask for general and specific comments. Knowing this in advance helps save time later.

    I almost never print out papers for review; I prefer to work with the electronic version. I always read the paper sequentially, from start to finish, making comments on the PDF as I go along. I look for specific indicators of research quality, asking myself questions such as: Are the background literature and study rationale clearly articulated? Do the hypotheses follow logically from previous work? Are the methods robust and well controlled? Are the reported analyses appropriate? (I usually pay close attention to the use—and misuse—of frequentist statistics.) Is the presentation of results clear and accessible? To what extent does the Discussion place the findings in a wider context and achieve a balance between interpretation and useful speculation versus tedious waffling?
    – Chambers

    I subconsciously follow a checklist. First, is it well written? That usually becomes apparent by the Methods section. (Then, throughout, if what I am reading is only partly comprehensible, I do not spend a lot of energy trying to make sense of it, but in my review I will relay the ambiguities to the author.) I should also have a good idea of the hypothesis and context within the first few pages, and it matters whether the hypothesis makes sense or is interesting. Then I read the Methods section very carefully. I do not focus so much on the statistics—a quality journal should have professional statistics review for any accepted manuscript—but I consider all the other logistics of study design where it’s easy to hide a fatal flaw. Mostly I am concerned with credibility: Could this methodology have answered their question? Then I look at how convincing the results are and how careful the description is. Sloppiness anywhere makes me worry. The parts of the Discussion I focus on most are context and whether the authors make claims that overreach the data. This is done all the time, to varying degrees. I want statements of fact, not opinion or speculation, backed up by data.
    Michael Callaham , emergency care physician and researcher at the University of California, San Francisco

    Most journals don’t have special instructions, so I just read the paper, usually starting with the Abstract, looking at the figures, and then reading the paper in a linear fashion. I read the digital version with an open word processing file, keeping a list of “major items” and “minor items” and making notes as I go. There are a few aspects that I make sure to address, though I cover a lot more ground as well. First, I consider how the question being addressed fits into the current status of our knowledge. Second, I ponder how well the work that was conducted actually addresses the central question posed in the paper. (In my field, authors are under pressure to broadly sell their work, and it’s my job as a reviewer to address the validity of such claims.) Third, I make sure that the design of the methods and analyses are appropriate.
    – McGlynn

    First, I read a printed version to get an overall impression. What is the paper about? How is it structured? I also pay attention to the schemes and figures; if they are well designed and organized, then in most cases the entire paper has also been carefully thought out.

    When diving in deeper, first I try to assess whether all the important papers are cited in the references, as that also often correlates with the quality of the manuscript itself. Then, right in the Introduction, you can often recognize whether the authors considered the full context of their topic. After that, I check whether all the experiments and data make sense, paying particular attention to whether the authors carefully designed and performed the experiments and whether they analyzed and interpreted the results in a comprehensible way. It is also very important that the authors guide you through the whole article and explain every table, every figure, and every scheme.

    As I go along, I use a highlighter and other pens, so the manuscript is usually colorful after I read it. Besides that, I make notes on an extra sheet.
    Melanie Kim Müller , doctoral candidate in organic chemistry at the Technical University of Kaiserslautern in Germany

    I first familiarize myself with the manuscript and read relevant snippets of the literature to make sure that the manuscript is coherent with the larger scientific domain. Then I scrutinize it section by section, noting if there are any missing links in the story and if certain points are under- or overrepresented. I also scout for inconsistencies in the portrayal of facts and observations, assess whether the exact technical specifications of the study materials and equipment are described, consider the adequacy of the sample size and the quality of the figures, and assess whether the findings in the main manuscript are aptly supplemented by the supplementary section and whether the authors have followed the journal’s submission guidelines.
    Chaitanya Giri , postdoctoral research fellow at the Earth-Life Science Institute in Tokyo

    I print out the paper, as I find it easier to make comments on the printed pages than on an electronic reader. I read the manuscript very carefully the first time, trying to follow the authors’ argument and predict what the next step could be. At this first stage, I try to be as open-minded as I can. I don’t have a formalized checklist, but there are a number of questions that I generally use. Does the theoretical argument make sense? Does it contribute to our knowledge, or is it old wine in new bottles? Is there an angle the authors have overlooked? This often requires doing some background reading, sometimes including some of the cited literature, about the theory presented in the manuscript.

    I then delve into the Methods and Results sections. Are the methods suitable to investigate the research question and test the hypotheses? Would there have been a better way to test these hypotheses or to analyze these results? Is the statistical analysis sound and justified? Could I replicate the results using the information in the Methods and the description of the analysis? I even selectively check individual numbers to see whether they are statistically plausible. I also carefully look at the explanation of the results and whether the conclusions the authors draw are justified and connected with the broader argument made in the paper. If there are any aspects of the manuscript that I am not familiar with, I try to read up on those topics or consult other colleagues.
    – Selenko

    I spend a fair amount of time looking at the figures. In addition to considering their overall quality, sometimes figures raise questions about the methods used to collect or analyze the data, or they fail to support a finding reported in the paper and warrant further clarification. I also want to know whether the authors’ conclusions are adequately supported by the results. Conclusions that are overstated or out of sync with the findings will adversely impact my review and recommendations.
    Dana Boatman-Reich , professor of neurology and otolaryngology at Johns Hopkins University School of Medicine in Baltimore, Maryland

    I generally read on the computer and start with the Abstract to get an initial impression. Then I read the paper as a whole, thoroughly and from beginning to end, taking notes as I read. For me, the first question is this: Is the research sound? And secondly, how can it be improved? Basically, I am looking to see if the research question is well motivated; if the data are sound; if the analyses are technically correct; and, most importantly, if the findings support the claims made in the paper.
    – Walsh

    The main aspects I consider are the novelty of the article and its impact on the field. I always ask myself what makes this paper relevant and what new advance or contribution the paper represents. Then I follow a routine that will help me evaluate this. First, I check the authors’ publication records in PubMed to get a feel for their expertise in the field. I also consider whether the article contains a good Introduction and description of the state of the art, as that indirectly shows whether the authors have a good knowledge of the field. Second, I pay attention to the results and whether they have been compared with other similar published studies. Third, I consider whether the results or the proposed methodology have some potential broader applicability or relevance, because in my opinion this is important. Finally, I evaluate whether the methodology used is appropriate. If the authors have presented a new tool or software, I will test it in detail.
    Fátima Al-Shahrour , head of the Translational Bioinformatics Unit in the clinical research program at the Spanish National Cancer Research Centre in Madrid

    How do you go about drafting the review? Do you sign it?

    Using a copy of the manuscript that I first marked up with any questions that I had, I write a brief summary of what the paper is about and what I feel about its solidity. Then I run through the specific points I raised in my summary in more detail, in the order they appeared in the paper, providing page and paragraph numbers for most. Finally comes a list of really minor stuff, which I try to keep to a minimum. I then typically go through my first draft looking at the marked-up manuscript again to make sure I didn’t leave out anything important. If I feel there is some good material in the paper but it needs a lot of work, I will write a pretty long and specific review pointing out what the authors need to do. If the paper has horrendous difficulties or a confused concept, I will specify that but will not do a lot of work to try to suggest fixes for every flaw.

    I never use value judgments or value-laden adjectives. Nothing is “lousy” or “stupid,” and nobody is “incompetent.” However, as an author your data might be incomplete, or you may have overlooked a huge contradiction in your results, or you may have made major errors in the study design. That’s what I communicate, with a way to fix it if a feasible one comes to mind. Hopefully, this will be used to make the manuscript better rather than to shame anyone. Overall, I want to achieve an evaluation of the study that is fair, objective, and complete enough to convince both the editor and the authors that I know something about what I’m talking about. I also try to cite a specific factual reason or some evidence for any major criticisms or suggestions that I make. After all, even though you were selected as an expert, for each review the editor has to decide how much they believe in your assessment.
    – Callaham

    I use annotations that I made in the PDF to start writing my review; that way I never forget to mention something that occurred to me while reading the paper. Unless the journal uses a structured review format, I usually begin my review with a general statement of my understanding of the paper and what it claims, followed by a paragraph offering an overall assessment. Then I make specific comments on each section, listing the major questions or concerns. Depending on how much time I have, I sometimes also end with a section of minor comments. I may, for example, highlight an obvious typo or grammatical error, though I don’t pay a lot of attention to these, as it is the authors’ and copyeditors’ responsibility to ensure clear writing.

    I try to be as constructive as possible. A review is primarily for the benefit of the editor, to help them reach a decision about whether to publish or not, but I try to make my reviews useful for the authors as well. I always write my reviews as though I am talking to the scientists in person. I try hard to avoid rude or disparaging remarks. The review process is brutal enough scientifically without reviewers making it worse.

    Since obtaining tenure, I always sign my reviews. I believe it improves the transparency of the review process, and it also helps me police the quality of my own assessments by making me personally accountable.
    – Chambers

    I want to help the authors improve their manuscript and to assist the editor in the decision process by providing a neutral and balanced review of the manuscript’s strengths and weaknesses and how to potentially improve it. After I have finished reading the manuscript, I let it sink in for a day or so and then I try to decide which aspects really matter. This helps me to distinguish between major and minor issues and also to group them thematically as I draft my review. My reviews usually start out with a short summary and a highlight of the strengths of the manuscript before briefly listing the weaknesses that I believe should be addressed. I try to link any criticism I have either to a page number or a quotation from the manuscript to ensure that my argument is understood. I also selectively refer to others’ work or statistical tests to substantiate why I think something should be done differently.

    I try to be constructive by suggesting ways to improve the problematic aspects, if that is possible, and also try to hit a calm and friendly but also neutral and objective tone. This is not always easy, especially if I discover what I think is a serious flaw in the manuscript. However, I know that being on the receiving end of a review is quite stressful, and a critique of something that is close to one’s heart can easily be perceived as unjust. I try to write my reviews in a tone and form that I could put my name to, even though reviews in my field are usually double-blind and not signed.
    – Selenko

    I’m aiming to provide a comprehensive interpretation of the quality of the paper that will be of use to both the editor and the authors. I think a lot of reviewers approach a paper with the philosophy that they are there to identify flaws. But I only mention flaws if they matter, and I will make sure the review is constructive. If I’m pointing out a problem or concern, I substantiate it enough so that the authors can’t say, “Well, that’s not correct” or “That’s not fair.” I work to be conversational and factual, and I clearly distinguish statements of fact from my own opinions.

    I used to sign most of my reviews, but I don’t do that anymore. If you make a practice of signing reviews, then over the years, many of your colleagues will have received reviews with your name on them. Even if you are focused on writing quality reviews and being fair and collegial, it’s inevitable that some colleagues will be less than appreciative about the content of the reviews. And if you identify a paper that you think has a substantial error that is not easily fixed, then the authors of this paper will find it hard to not hold a grudge. I’ve known too many junior scientists who have been burned from signing their reviews early on in their careers. So now, I only sign my reviews so as to be fully transparent on the rare occasions when I suggest that the authors cite papers of mine, which I only do when my work will remedy factual errors or correct the claim that something has never been addressed before.
    – McGlynn

    My review begins with a paragraph summarizing the paper. Then I have bullet points for major comments and for minor comments. Major comments may include suggesting a missing control that could make or break the authors’ conclusions or an important experiment that would help the story, though I try not to recommend extremely difficult experiments that would be beyond the scope of the paper or take forever. Minor comments may include flagging the mislabeling of a figure in the text or a misspelling that changes the meaning of a common term. Overall, I try to make comments that would make the paper stronger. My tone is very formal, scientific, and in third person. I’m critiquing the work, not the authors. If there is a major flaw or concern, I try to be honest and back it up with evidence.
    Sara Wong , doctoral candidate in cellular and molecular biology at the University of Michigan, Ann Arbor

    I start by making a bullet point list of the main strengths and weaknesses of the paper and then flesh out the review with details. I often refer back to my annotated version of the online paper. I usually differentiate between major and minor criticisms and word them as directly and concisely as possible. When I recommend revisions, I try to give clear, detailed feedback to guide the authors. Even if a manuscript is rejected for publication, most authors can benefit from suggestions. I try to stick to the facts, so my writing tone tends toward neutral. Before submitting a review, I ask myself whether I would be comfortable if my identity as a reviewer was known to the authors. Passing this “identity test” helps ensure that my review is sufficiently balanced and fair.
    – Boatman-Reich

    My reviews tend to take the form of a summary of the arguments in the paper, followed by a summary of my reactions and then a series of the specific points that I wanted to raise. Mostly, I am trying to identify the authors’ claims in the paper that I did not find convincing and guide them to ways that these points can be strengthened (or, perhaps, dropped as beyond the scope of what this study can support). If I find the paper especially interesting (and even if I am going to recommend rejection), I tend to give a more detailed review because I want to encourage the authors to develop the paper (or, maybe, to do a new paper along the lines suggested in the review). My tone is one of trying to be constructive and helpful even though, of course, the authors might not agree with that characterization.
    – Walsh

    I try to act as a neutral, curious reader who wants to understand every detail. If there are things I struggle with, I will suggest that the authors revise parts of their paper to make it more solid or broadly accessible. I want to give them honest feedback of the same type that I hope to receive when I submit a paper.
    – Müller

    I start with a brief summary of the results and conclusions as a way to show that I have understood the paper and have a general opinion. I always comment on the form of the paper, highlighting whether it is well written, has correct grammar, and follows a correct structure. Then, I divide the review in two sections with bullet points, first listing the most critical aspects that the authors must address to better demonstrate the quality and novelty of the paper and then more minor points such as misspelling and figure format. When you deliver criticism, your comments should be honest but always respectful and accompanied with suggestions to improve the manuscript.
    – Al-Shahrour

    When, and how, do you decide on your recommendation?

    I make a decision after drafting my review. I usually sit on the review for a day and then reread it to be sure it is balanced and fair before deciding anything.
    – Boatman-Reich

    I usually don’t decide on a recommendation until I’ve read the entire paper, although for poor quality papers, it isn’t always necessary to read everything.
    – Chambers

    I only make a recommendation to accept, revise, or reject if the journal specifically requests one. The decision is made by the editor, and my job as a reviewer is to provide a nuanced and detailed report on the paper to support the editor.
    – McGlynn

    The decision comes along during reading and making notes. If there are serious mistakes or missing parts, then I do not recommend publication. I usually write down all the things that I noticed, good and bad, so my decision does not influence the content and length of my review.
    – Müller

    In my experience, most papers go through several rounds of revisions before I would recommend them for publication. Generally, if I can see originality and novelty in a manuscript and the study was carried out in a solid way, then I give a recommendation for “revise and resubmit,” highlighting the need for the analysis strategy, for example, to be further developed. However, if the mechanism being tested does not really provide new knowledge, or if the method and study design are of insufficient quality, then my hopes for a manuscript are rather low. The length and content of my reviews generally do not relate to the outcome of my decisions. I usually write rather lengthy reviews at the first round of the revision process, and these tend to get shorter as the manuscript then improves in quality.
    – Selenko

    Publication is not a binary recommendation. The fact that only 5% of a journal’s readers might ever look at a paper, for example, can’t be used as criteria for rejection, if in fact it is a seminal paper that will impact that field. And we never know what findings will amount to in a few years; many breakthrough studies were not recognized as such for many years. So I can only rate what priority I believe the paper should receive for publication today.
    – Callaham

    If the research presented in the paper has serious flaws, I am inclined to recommend rejection, unless the shortcoming can be remedied with a reasonable amount of revising. Also, I take the point of view that if the author cannot convincingly explain her study and findings to an informed reader, then the paper has not met the burden for acceptance in the journal.
    – Walsh

    My recommendations are inversely proportional to the length of my reviews. Short reviews translate into strong recommendations and vice versa.
    – Giri

    How long does it take you to review a paper?

    This varies widely, from a few minutes if there is clearly a major problem with the paper to half a day if the paper is really interesting but there are aspects that I don’t understand. Occasionally, there are difficulties with a potentially publishable article that I think I can’t properly assess in half a day, in which case I will return the paper to the journal with an explanation and a suggestion for an expert who might be closer to that aspect of the research.
    Nicola Spaldin , professor of materials theory at the Swiss Federal Institute of Technology in Zurich

    It usually takes me a few hours.  Most of the time is spent closely reading the paper and taking notes. Once I have the notes, writing the review itself generally takes less than an hour.
    – Walsh

    It can take me quite a long time to write a good review, sometimes a full day of work and sometimes even longer. The detailed reading and the sense-making process, in particular, takes a long time. Also, sometimes I notice that something is not quite right but can’t quite put my finger on it until I have properly digested the manuscript.
    – Selenko

    A few hours. I like to use two sittings, even when I am pretty sure of my conclusions. Waiting another day always seems to improve the review.
    – Callaham

    Normally, a peer review takes me 1 or 2 days, including reading the supporting information.
    – Müller

    I almost always do it in one sitting, anything from 1 to 5 hours depending on the length of the paper.
    – Chambers

    In my experience, the submission deadline for reviews usually ranges between 3 working days to up to 3 weeks. As a rule of thumb, I roughly devote 20% of my reviewing time to a first, overall-impression browsing of the paper; 40% to a second reading that includes writing up suggestions and comments; 30% to a third reading that includes checking the compliance of the authors to the journal guidelines and the proper use of subject-typical jargon; and 10% to the last goof-proof browsing of my review. Altogether, it usually takes me more than a day.
    – Giri

    What further advice do you have for researchers who are new to the peer-review process?

    Many reviewers are not polite enough. It’s OK for a paper to say something that you don’t agree with. Sometimes I will say in a review something like, “I disagree with the authors about this interpretation, but it is scientifically valid and an appropriate use of journal space for them to make this argument.” If you have any questions during the review process, don’t hesitate to contact the editor who asked you to review the paper. Also, if you don’t accept a review invitation, give her a few names for suggested reviewers, especially senior Ph.D. students and postdocs. In my experience, they are unlikely to write a poor quality review; they might be more likely to accept the invitation, as senior scientists are typically overwhelmed with review requests; and the opportunity to review a manuscript can help support their professional development.
    – McGlynn

    The paper reviewing process can help you form your own scientific opinion and develop critical thinking skills. It will also provide you with an overview of the new advances in the field and help you when writing and submitting your own articles. So although peer reviewing definitely takes some effort, in the end it will be worth it. Also, the journal has invited you to review an article based on your expertise, but there will be many things you don’t know. So if you have not fully understood something in the paper, do not hesitate to ask for clarification. It will help you make the right decision.

    – Al-Shahrour

    Remember that a review is not about whether one likes a certain piece of work, but whether the research is valid and tells us something new. Another common mistake is writing an unfocused review that is lost in the details. You can better highlight the major issues that need to be dealt with by restructuring the review, summarizing the important issues upfront, or adding asterisks. I would really encourage other scientists to take up peer-review opportunities whenever possible. Reviewing is a great learning experience and an exciting thing to do. One gets to know super fresh research firsthand and gain insight into other authors’ argument structure. I also think it is our duty as researchers to write good reviews. After all, we are all in it together. The soundness of the entire peer-review process depends on the quality of the reviews that we write.
    – Selenko

    As a junior researcher, it may feel a little weird or daunting to critique someone’s completed work. Just pretend that it’s your own research and figure out what experiments you would do and how you would interpret the data.
    – Wong

    Bear in mind that one of the most dangerous traps a reviewer can fall into is failing to recognize and acknowledge their own bias. To me, it is biased to reach a verdict on a paper based on how groundbreaking or novel the results are, for example. Such judgments have no place in the assessment of scientific quality, and they encourage publication bias from journals as well as bad practices from authors to produce attractive results by cherry picking. Also, I wouldn’t advise early-career researchers to sign their reviews, at least not until they either have a permanent position or otherwise feel stable in their careers. Although I believe that all established professors should be required to sign, the fact is that some authors can hold grudges against reviewers. We like to think of scientists as objective truth-seekers, but we are all too human and academia is intensely political, and a powerful author who receives a critical review from a more junior scientist could be in a position to do great harm to the reviewer’s career prospects.
    – Chambers

    It is necessary to maintain decorum: One should review the paper justly and entirely on its merit, even if it comes from a competing research group. Finally, there are occasions where you get extremely exciting papers that you might be tempted to share with your colleagues, but you have to resist the urge and maintain strict confidentiality.
    – Giri

    At least early on, it is a good idea to be open to review invitations so that you can see what unfinished papers look like and get familiar with the review process. Many journals send the decision letters to the reviewers. Reading these can give you insights into how the other reviewers viewed the paper, and into how editors evaluate reviews and make decisions about rejection versus acceptance or revise and resubmit.
    – Walsh

    At the start of my career, I wasted quite a lot of energy feeling guilty about being behind in my reviewing. New requests and reminders from editors kept piling up at a faster rate than I could complete the reviews and the problem seemed intractable. I solved it by making the decision to review one journal article per week, putting a slot in my calendar for it, and promptly declining subsequent requests after the weekly slot is filled—or offering the next available opening to the editor. And now I am in the happy situation of only experiencing late-review guilt on Friday afternoons, when I still have some time ahead of me to complete the week’s review.
    – Spaldin

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      • 2

        BlueSky Open Air Traffic Simulator Icon

        BlueSky Open Air Traffic Simulator

        BlueSky Open Air Traffic sim, (Windows/Linux/Mac, Python 2.x based)

        BlueSky is an Open Air Traffic Simulation for research purposes. It includes only open, license free data for navigation and aircraft performance but is also compatible with BADA 3.
        Can be used for ATC research or any other aviation or air transport related simulation studies. Is also able to visualize ADS-B traffic.
        BlueSky commands, and thus the scenario files, are compatible with the TMX simulator in use by NLR and NASA.
        BlueSky is originally developed, and still moderated, by prof. Jacco M…


        Downloads:
        7 This Week


        Last Update:

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      • 3

        Airean

        GSM air interface

        Airean is a proof-of-concept application showing that eavesdropping of GSM traffic (voice calls, mobile locations, SMS messages) is possible using a standard desktop PC with a small investment in hardware.

        The application requires a hardware interface to capture signals. Currently the following devices are supported:
        * Ettus Research USRP
        * Great Scott Gadgets HackRF (will be implemented when the device is released)

        Airean has the following capabilities:
        * Scan the GSM spectrum
        * Show nearby…

        1 Review


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        0 This Week


        Last Update:

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        openPOWERLINK with Analog Devices ADSP-CM408F Mixed Signal Controller

        ADopenPOWERLINK is an open source Ethernet Powerlink Controlled Node (Slave) solution using the Analog Devices ADSP-CM408F mixed signal processor (http://www.analog.com), along with Altera FPGA as network communication processor. The solution is based on openPOWERLINK provided by SYSTEC electronic (http://www.systec-electronic.com), B&R (http://www.br-automation.com) and Kalycito (http://www.kalycito.com).

        This release contains the necessary and required packages and documentation to setup…


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        1 This Week


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        This project aims to produce a cross-platform virtual remote controller for air conditioners attached to a Mitsubishi G-50A device.


        Downloads:
        0 This Week


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        Multiplayer framework for flight simulators. Based on M&S HLA 1.3 standards. Provides a 3D air traffic visualization tool and HLA plug-ins for FlightGear, Microsoft Flight Simulator X and X-Plane.


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        Air Traffic Controller

        Port of ATC game (http://www.monroeccc.edu/ckelly/game_programming.htm#ATC) for Android platform.

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        Last Update:

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        Towerx ATC Game

        Towerx is an air traffic control simulation game written in pygame. It displays a radar screen and can run python script-based levels. You play a tower controller who travels around the world.


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        Air Traffic Controller Recorder Parser

        Air traffic controller (ATC) logs have a specific format involving many pilots and ATCs. This program calculates the transmission duration for ATCs and pilots given a generic ATC log, outputting the results in an Excel spreadsheet.


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        4 This Week


        Last Update:

        See Project

      • 10

        Snack

        Snack combines a high-level object oriented language (think JavaScript) with a bytecode execution engine. An example air traffic control game (a port of the classic ATC) and a text adventure framework are included.


        Downloads:
        0 This Week


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      • Make Informed Decisions about Mobile and Wireless Technologies with PhoneDog.com Icon

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        ATC Xsolus

        A highly advanced Air Traffic Control Simulation written in Java, running standalone or in distributed multi-player mode using JORAM JMS, Sonic MQ, or Tibco.


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      • 12

        ATCJ: Air Traffic Controller Game

        ATCJ:
        Air Traffic Controller Game, let you direct flights into and out of the flight arena and airports, written in Java, small and portable, based on the classical UNIX terminal based Air Traffic Controller Game (atc) created by Ed James.

        1 Review


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        3 This Week


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      • 13

        Air Traffic Controller

        This game intends to put you into the hot-seat of an air traffic controller. Guide those planes to their correct destinations. This is a game of logistics and thinking ahead, sometimes you will need the right reflexes thou.


        Downloads:
        28 This Week


        Last Update:

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      • 14

        (a fun atc game)

        This game is similar to a Jap's game called "I'm Air Traffic Controller", and also a bit like a radar screen simulator, it'll be fun, and it'll be very professional! I don't want to say too much at this point, please look forward to it


        Downloads:
        0 This Week


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        See Project

      • 15

        FSRC

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        Downloads:
        0 This Week


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      • 16

        VSRC

        VSRC is based on the original uncompleted FreeSimRC code started by Stefan Bissell. VSRC is a java based virtual air traffic control client for use on virtual fight simulation networks.


        Downloads:
        0 This Week


        Last Update:

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      In thorny Douglas County school board races…

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      In thorny Douglas County school board races that drew national scrutiny, anti-voucher candidates prevail

      Races were a battleground for the national debate over school vouchers

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      A slate of anti-school voucher candidates won a contentious race Tuesday night for the Douglas County School Board, effectively killing the district’s controversial voucher program and entirely remaking the seven-member board.

      The race, because it revolved around school vouchers, drew plenty of media attention, big money and bitterness from both sides.

      2017 Results

      Douglas County school board members discuss issues on July 20, 2016.
      Claire Cleveland, The Denver Post

      School vouchers were pivotal issue in Tuesday’s school board election in Douglas County.

      Douglas County Schools

      But members of the winning CommUnity Matters slate said they wanted to concentrate on bringing unity to the district and calming down a school board often roiled by controversy.

      “It is time to return our attention locally — to the students, teachers and community of all Douglas County public schools  — while restoring our attention locally,” said Anthony Graziano. “I look forward to working with my fellow board members in a collaborative and transparent manner…”

      Graziano was a member of the CommUnity Matters slate that included Chris Schor, Kevin Leung and Krista Holtzmann. They see vouchers as an attack on public schools and claim that siphoning off tax dollars from schools hurts more children while benefiting only a few.

      Graziano said the voucher program has been a “distraction to the district.”

      The four-member Elevate group, had it won, would have likely continued its legal fight to introduce school vouchers, an effort that began six years ago but has since been caught in legal wrangling. The Elevate candidates were Ryan Abresch, Randy Mills, Grant Nelson and Deborah Scheffel.

      The CommUnity Matters candidates won with nearly 60 percent of the vote in head-to-head match-ups with Elevate candidates.

      Under the school district’s voucher plan, Douglas County families can use tax dollars to send children to participating private schools approved by the district.

      Proponents see vouchers as an avenue for parents to make better educational decisions for their kids, giving them a chance to succeed in a more high-performing school.

      The district began its school voucher program in 2011 but has since been stalled in the courts.   The U.S. Supreme Court this year asked the state Supreme Court — which ruled the Douglas County system unconstitutional  — to reconsider its decision.

      There are other issues, including frayed relations between the board and the district’s teachers that started in 2009 with the election of a group of four reform-minded candidates with backing of the Republican Party.

      The board ended the collective bargaining agreement with the district’s teachers union and replaced the traditional salary schedule based on time served and education with a “market-based” system.

      The current board is a 4-3 split, with the reformers holding a slim majority. But the remaining reformers declined to seek re-election.

      The race has attracted almost unprecedented funding for a school board race. The American Federation of Teachers, the nation’s second-largest teachers union, has poured $300,000 into the race to support the CommUnity slate. Meanwhile, a committee backed by the state’s Republican donor class has spent more than $200,000 on mailers and consultants to help the Elevate slate.

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      Douglas County School District elections (2015)

      From Ballotpedia
      Jump to: navigation , search
      2017
      2013
      School Board badge.png

      2015 Douglas County School District Elections


      General Election date:
      November 3, 2015
      Table of Contents
      About the district
      Method of election
      Elections
      Key deadlines
      Additional elections
      External links
      See also
      Colorado
      Douglas County School District
      Douglas County, Colorado ballot measures
      Local ballot measures, Colorado
      Flag of Colorado.png

      Three seats on the Douglas County School District Board of Directors were up for general election on November 3, 2015.

      The seats of District A incumbent Craig V. Richardson , District C incumbent Kevin Larsen and District F incumbent Richard Robbins were up for election. All three incumbents filed for re-election and faced Wendy Vogel , Anne Marie Lemieux and David Ray , respectively. [1] [2] [3] Vogel won the District A seat, Lemieux secured District C and Ray was elected to District F.

      Contents

      • 1 About the district
        • 1.1 Demographics
      • 2 Voter and candidate information
      • 3 Elections
        • 3.1 2015
          • 3.1.1 Candidates
      • 4 District A
      • 5 District C
      • 6 District F
        • 6.1 Election results
          • 6.1.1 District A
          • 6.1.2 District C
          • 6.1.3 District F
        • 6.2 Past elections
          • 6.2.1 2013
          • 6.2.2 2011
        • 6.3 Additional elections on the ballot
        • 6.4 Key deadlines
        • 6.5 Recent news
        • 6.6 See also
        • 6.7 External links
        • 6.8 Footnotes

      About the district

      See also: Douglas County School District, Colorado

      Douglas County School District is located in Douglas County, Colo.

      Douglas County School District is located in Douglas County in central Colorado . The county seat of Douglas County is Castle Rock . Douglas County was home to an estimated 305,963 residents in 2013, according to the United States Census Bureau. [4] Douglas County School District was the third-largest school district in Colorado , serving 63,114 students during the 2011-2012 school year. [5]

      Demographics

      Douglas County outperformed the rest of Colorado in terms of higher education achievement in 2013. The United States Census Bureau found that 55.8 percent of Douglas County residents aged 25 years and older had attained a bachelor’s degree, compared to 37.0 percent for the state as a whole. The median household income in Douglas County was $101,591, compared to $58,433 statewide. The poverty rate in Douglas County was 3.9 percent, compared to 13.2 percent for the entire state. [4]

      Racial Demographics, 2013 [4]
      Race Douglas County (%) Colorado (%)
      White 91.6 88.0
      Black or African American 1.4 4.4
      American Indian and Alaska Native 0.5 1.6
      Asian 4.1 3.0
      Native Hawaiian and Other Pacific Islander 0.1 0.2
      Two or More Races 2.4 2.8
      Hispanic or Latino 8.1 21.0
      Presidential Voting Pattern,
      Douglas County [6]
      Year Democratic vote Republican vote Other vote
      2012 61,094 104,397 2,593
      2008 61,960 88,108 2,266
      2004 39,661 80,651 1,227

      Note: Percentages for race and ethnicity may add up to more than 100 percent because respondents may report more than one race and the Hispanic/Latino ethnicity may be selected in conjunction with any race. Read more about race and ethnicity in the census here .

      Voter and candidate information

      The Douglas County School Board of Directors consists of seven members elected by specific geographic district to four-year terms. There was no primary election, and the general election was held on November 3, 2015. Three seats were on the ballot in November 2015. [2]

      Individuals interested in running for the board began circulating nominating petitions on August 5, 2015. The filing deadline for school board candidates to get on the ballot in the 2015 general election was August 28, 2015, and the filing deadline to serve as a write-in candidate was August 31, 2015. [3]

      Elections

      2015

      Candidates

      District A

      Craig V. Richardson Wendy Vogel Green check mark transparent.png

      Craig Richardson.jpg

      • Incumbent
      • Attorney in an international law firm
      • U.S. Navy, retired

      Wendy Vogel.jpg

      • Active volunteer in the Douglas School District
      • Owns her own business as a professional quilter

      District C

      Kevin Larsen Anne Marie Lemieux Green check mark transparent.png

      Kevin Larsen.jpg

      • Incumbent
      • Active volunteer in the Douglas School District
      • Works as an actuary

      Anne Marie Lemieux.jpg

      • Education background
      • Active volunteer in the Douglas School District

      District F

      Richard Robbins David Ray Green check mark transparent.png

      Richard Robbins.jpg

      • Incumbent
      • Operations supervisor with UPS Freight

      David RayCO.jpg

      • Opened three schools
      • Launched an outdoor education center in Larkspur

      Election results

      District A
      Douglas County School District, District A, General Election, 2015
      CandidateVote %Votes
      Green check mark transparent.png Wendy Vogel 58.8%50,953
      Craig V. Richardson Incumbent41.2%35,632
      Total Votes86,585
      Source: Douglas County, “Official County Results,” accessed December 21, 2015
      District C
      Douglas County School District, District C, General Election, 2015
      CandidateVote %Votes
      Green check mark transparent.png Anne Marie Lemieux 58.4%50,480
      Kevin Larsen Incumbent41.6%36,011
      Total Votes86,491
      Source: Douglas County, “Official County Results,” accessed December 21, 2015
      District F
      Douglas County School District, District F, General Election, 2015
      CandidateVote %Votes
      Green check mark transparent.png David Ray 59.2%51,048
      Richard Robbins Incumbent40.8%35,189
      Total Votes86,237
      Source: Douglas County, “Official County Results,” accessed December 21, 2015

      Past elections

      Information about earlier elections can be found by clicking [show] at the right.
       

      2013

      Douglas County School District, District B General Election, 4-year term, 2013
      PartyCandidateVote %Votes
          Nonpartisan Green check mark transparent.png James Geddes 52.5%52,962
          Nonpartisan Barbra Chase Burke 47.5%47,937
      Total Votes100,899
      Source: Douglas County Elections, “2013 Coordinated Election,” November 21, 2013

      Douglas County School District, District D General Election, 4-year term, 2013
      PartyCandidateVote %Votes
          Nonpartisan Green check mark transparent.png Judi Reynolds 51.9%52,230
          Nonpartisan Julie Keim 48.1%48,399
      Total Votes100,629
      Source: Douglas County Elections, “2013 Coordinated Election,” November 21, 2013

      Douglas County School District, District E General Election, 4-year term, 2013
      PartyCandidateVote %Votes
          Nonpartisan Green check mark transparent.png Doug Benevento Incumbent51.8%52,165
          Nonpartisan Bill Hodges 48.2%48,518
      Total Votes100,683
      Source: Douglas County Elections, “2013 Coordinated Election,” November 21, 2013

      Douglas County School District, District G General Election, 4-year term, 2013
      PartyCandidateVote %Votes
          Nonpartisan Green check mark transparent.png Meghann Silverthorn Incumbent53.4%53,648
          Nonpartisan Ronda Scholting 46.6%46,907
      Total Votes100,555
      Source: Douglas County Elections, “2013 Coordinated Election,” November 21, 2013

      2011

      Douglas County School District, District A General Election, 4-year term, 2011
      PartyCandidateVote %Votes
          Nonpartisan Green check mark transparent.png Craig V. Richardson Incumbent45.6%24,576
          Nonpartisan Susan D. Meek 38.2%20,578
          Nonpartisan Kevin Reilly 16.2%8,716
      Total Votes53,870
      Source: Douglas County Elections Department, “Douglas County, Colorado — 2011 Coordinated Election — November 01, 2011,” accessed October 24, 2013

      Douglas County School District, District C General Election, 4-year term, 2011
      PartyCandidateVote %Votes
          Nonpartisan Green check mark transparent.png Kevin Larsen 56.6%30,016
          Nonpartisan Gail Frances 43.4%23,027
      Total Votes53,043
      Source: Douglas County Elections Department, “Douglas County, Colorado — 2011 Coordinated Election — November 01, 2011,” accessed October 24, 2013

      Douglas County School District, District F General Election, 4-year term, 2011
      PartyCandidateVote %Votes
          Nonpartisan Green check mark transparent.png Justin G. Williams Incumbent51.1%27,266
          Nonpartisan Susan McMahon 48.9%26,044
      Total Votes53,310
      Source: Douglas County Elections Department, “Douglas County, Colorado — 2011 Coordinated Election — November 01, 2011,” accessed October 24, 2013

      Additional elections on the ballot

      See also: Colorado elections, 2015

      In addition to the school board elections, Colorado residents voted on the Colorado Marijuana TABOR Refund Measure .

      Key deadlines

      The following dates were key deadlines for the Douglas County School District election in 2015: [3]

      Deadline Event
      August 5, 2015 First day to file for placement on the general election ballot
      August 28, 2015 Last day to file for placement on the general election ballot
      August 31, 2015 Last day for write-in candidates to file an affidavit
      October 26, 2015 Voter registration deadline
      November 3, 2015 General Election Day

      Recent news

      The link below is to the most recent stories in a Google news search for the terms Douglas County School District elections OR Douglas County School District Colorado. These results are automatically generated from Google. Ballotpedia does not curate or endorse these articles.

      Douglas County School District elections (2015) – Google News

      See also

      Douglas County School District Colorado School Boards
      School Board badge.png
      Seal of Colorado.png
      School Board badge.png
      • Douglas County School District elections (2013)
      • List of school districts in Colorado
      • Colorado school board elections, 2015
      • Public education in Colorado
      • Local ballot measures, Colorado
      • School board elections, 2015

      External links

      BP-Initials-UPDATED.png

      Suggest a link
      • Douglas County School District
      • Douglas County Elections Department
      • Colorado Secretary of State

      Footnotes

      1. Nick Katers email exchange with board secretary Nona Eichelberger on August 31, 2015
      2. 2.0 2.1 Douglas County School District, “Board of Education,” accessed January 27, 2015
      3. 3.0 3.1 3.2 Colorado Secretary of State, “Colorado elections & campaign finance calendar,” accessed January 27, 2015
      4. 4.0 4.1 4.2 United States Census Bureau, “Douglas County, Colorado,” accessed February 11, 2015
      5. National Center for Education Statistics, “ELSI Table Generator,” accessed May 5, 2014
      6. Colorado Secretary of State, “Election Results Archives,” accessed February 11, 2015
      2015 Douglas County School District Elections
      Douglas County, Colorado
      Election date: November 3, 2015
      Candidates: District A : Incumbent, Craig V. Richardson • Wendy Vogel

      District C : Incumbent, Kevin Larsen • Anne Marie Lemieux

      District F : Incumbent, Richard Robbins • David Ray

      Important information: Key deadlines • Additional elections on the ballot
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      Home / Middle School Football / 2017 Clay County Jr. High Football Schedule

      2017 Clay County Jr. High Football Schedule

      • By Corey Davis
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      • Updated: July 27, 2017

      ORANGE PARK-The 2017 Clay County Junior High football season is quickly approaching with less than a month away from kicking off the season.

      A rematch of the 2016 title game kicks off the season Aug 29 with runner-up Lake Asbury traveling to defending champion Oakleaf .

      County schools Orange Park, Lakeside, Oakleaf, Lake Asbury, Wilkinson, Green Cove and Keystone Heights along with Bradford compete in the North East Florida Athletic Conference.

      The league is divided into two divisions with Lakeside, Orange Park, Oakleaf and Green Cove in the North Division and Keystone, Bradford, Lake Asbury and Wilkinson in the South Division.

      The two division winners meet Oct 17 at the top seed of the North Division for the conference title, while the rest of the league teams meet  to decide the rest of the final standings.

       

      Aug 29

      Wilkinson at Green Cove, 6

      Oakleaf at Lake Asbury, 5

      Lakeside at Keystone, 6

      Orange Park at Bradford, 6

       

      Sept 5

      Green Cove at Lakeside (Ridgeview), 6

      Oakleaf at Orange Park (OPHS), 6

      Wilkinson at Lake Asbury, 5

      Bradford at Keystone, 6

       

      Sept 12

      Lake Asbury at Green Cove, 6

      Oakleaf at Bradford, 6

      Wilkinson at Lakeside (Ridgeview), 6

      Orange Park at Keystone, 6

       

      Sept 19

      Bradford at Green Cove, 6

      Oakleaf at Wilkinson, 5

      Orange Park at Lake Asbury, 5

      PK Yonge at Lakeside (Ridgeview), 6

      Open: Keystone

       

      Sept 26

      Orange Park at Green Cove, 6

      Lakeside at Oakleaf, 6

      Keystone at Wilkinson, 5

      Lake Asbury at Bradford, 6

       

      Oct 3

      Green Cove at Oakleaf, 6

      Bradford at Wilkinson, 5

      Keystone at Lake Asbury, 5

      Lakeside at Orange Park (OPHS), 6

       

      Oct 10

      Baker County at Oakleaf, 6

      Wilkinson at Orange Park (OPHS), 6

      Keystone at Bradford, 6

      Lake Asbury at Lakeside (Ridgeview), 6

      Open: Green Cove

       

      Oct 17 (Playoffs)

      TBA at Green Cove, 6

      TBA at Oakleaf, 6

      TBA at Orange Park (OPHS), 6

      TBA at Lakeside (Ridgeview), 6

       

      North East Florida Athletic Conference (NEFAC)

      North: Lakeside, Orange Park, Oakleaf, Green Cove

      South: Keystone, Bradford, Lake Asbury, Wilkinson

       

      Top Stories

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      About Corey Davis

      The #1 Youth & Prep Sports Website in Jacksonville and Northeast Florida. Providing in-depth coverage of Youth, Middle School, and High School Sports in Duval and surrounding counties. Stories, Highlights, Photos, Scores, & More!
      ———————————————————————————-
      Follow us on Twitter and Instagram. Like us on Facebook, and join our Facebook group (Duval Sports Game Time) to post your sports scores, pics and updates directly to our website!
      ———————————————————————————–
      Story Author: Corey Davis
      is a lead writer and contributor with DuvalSports.com. A 20 year sportswriter who has worked in print, radio and television, Corey combines hard facts with insightful stats to make for compelling stories for the sports community.

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      • High School Story of Year: No. 8 Back-to-back Kissimmee Klassic titles for Knights
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      • High School Story of Year: No. 13 West Nassau makes history winning first playoff game since 1978 in dominating fashion
      • High School Story of Year: No. 14 BK stuns Ribault to end Trojans bid for 3 peat
      • High School Story of Year: No. 15 Bolles
      • High School Story of Year: No. 17 Old Plank
      • High School Story of Year: No. 18 Bolles, Trinity Round II epic three overtime thriller
      • High School Story of Year: No. 19 Fernandina first ever run to Final Four
      • Middle School Story of Year: No. 3 Chaos

      Home / Middle School Football / 2017 Clay County Jr. High Football Schedule

      2017 Clay County Jr. High Football Schedule

      • By Corey Davis
        • Tweet
        • Pin It

      • Updated: July 27, 2017

      ORANGE PARK-The 2017 Clay County Junior High football season is quickly approaching with less than a month away from kicking off the season.

      A rematch of the 2016 title game kicks off the season Aug 29 with runner-up Lake Asbury traveling to defending champion Oakleaf .

      County schools Orange Park, Lakeside, Oakleaf, Lake Asbury, Wilkinson, Green Cove and Keystone Heights along with Bradford compete in the North East Florida Athletic Conference.

      The league is divided into two divisions with Lakeside, Orange Park, Oakleaf and Green Cove in the North Division and Keystone, Bradford, Lake Asbury and Wilkinson in the South Division.

      The two division winners meet Oct 17 at the top seed of the North Division for the conference title, while the rest of the league teams meet  to decide the rest of the final standings.

       

      Aug 29

      Wilkinson at Green Cove, 6

      Oakleaf at Lake Asbury, 5

      Lakeside at Keystone, 6

      Orange Park at Bradford, 6

       

      Sept 5

      Green Cove at Lakeside (Ridgeview), 6

      Oakleaf at Orange Park (OPHS), 6

      Wilkinson at Lake Asbury, 5

      Bradford at Keystone, 6

       

      Sept 12

      Lake Asbury at Green Cove, 6

      Oakleaf at Bradford, 6

      Wilkinson at Lakeside (Ridgeview), 6

      Orange Park at Keystone, 6

       

      Sept 19

      Bradford at Green Cove, 6

      Oakleaf at Wilkinson, 5

      Orange Park at Lake Asbury, 5

      PK Yonge at Lakeside (Ridgeview), 6

      Open: Keystone

       

      Sept 26

      Orange Park at Green Cove, 6

      Lakeside at Oakleaf, 6

      Keystone at Wilkinson, 5

      Lake Asbury at Bradford, 6

       

      Oct 3

      Green Cove at Oakleaf, 6

      Bradford at Wilkinson, 5

      Keystone at Lake Asbury, 5

      Lakeside at Orange Park (OPHS), 6

       

      Oct 10

      Baker County at Oakleaf, 6

      Wilkinson at Orange Park (OPHS), 6

      Keystone at Bradford, 6

      Lake Asbury at Lakeside (Ridgeview), 6

      Open: Green Cove

       

      Oct 17 (Playoffs)

      TBA at Green Cove, 6

      TBA at Oakleaf, 6

      TBA at Orange Park (OPHS), 6

      TBA at Lakeside (Ridgeview), 6

       

      North East Florida Athletic Conference (NEFAC)

      North: Lakeside, Orange Park, Oakleaf, Green Cove

      South: Keystone, Bradford, Lake Asbury, Wilkinson

       

      Top Stories

      Related Posts

      • First Coast volleyball looks for improvement
      • Football is back as Kickoff Classics take center stage next 3 days
      • District 4-6A: Title goes through St. Augustine until proven wrong

      About Corey Davis

      The #1 Youth & Prep Sports Website in Jacksonville and Northeast Florida. Providing in-depth coverage of Youth, Middle School, and High School Sports in Duval and surrounding counties. Stories, Highlights, Photos, Scores, & More!
      ———————————————————————————-
      Follow us on Twitter and Instagram. Like us on Facebook, and join our Facebook group (Duval Sports Game Time) to post your sports scores, pics and updates directly to our website!
      ———————————————————————————–
      Story Author: Corey Davis
      is a lead writer and contributor with DuvalSports.com. A 20 year sportswriter who has worked in print, radio and television, Corey combines hard facts with insightful stats to make for compelling stories for the sports community.

      Advertisement

      Subscribe to Duval Sports

      Zaxby’s Bartram Park 13973 Village Lake Cir

      Expand Your Business!

      High School Scores

      Check this out!

      Top Stories

      • Best of the Best Round 1: Brandon James vs Frankie Franklin

        Round one in competitive sports usually…

      • DuvalSports.com Best of the Best Round 1: Maurice Wells vs Brian Dawkins

        Round one in competitive sports usually…

      • DuvalSports.com Best of the Best Round 1: Terry LeCount vs De’Andre Johnson

        Round one in competitive sports usually…

      • Hot Topics at the 2018 Baker’s Sports High School Media Day

        TIAA Bank Field- It seemed like…

      • The Decision: Duval Sports Middle School Top 50 Athletes Choose Their High Schools

        Jacksonville FL- Deciding what High School…

      Looking Live On Twitter!

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      We want to thank @kaleyrwhitehead for her exceptional work in our summer internship program, as she returns to The University of Florida this fall! pic.twitter.com/JqK07R4R00

      reply
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      8:48 pm · August 19, 2018

      Advertisement

      Categories

      • College Football
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      • Game Time Sports Blog
      • High School Baseball & Softball
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      • High School Sports
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      strain gauge application in industry


      1. Sensors
      2. Strain Gauges
      3. Special Strain Gauges

        Strain gauges overview

        Strain Gauges & Accessories

        Our range of strain gauges comprises of an extensive assortment for the most widely differing strain measurement applications – from experimental stress analysis, durability testing through transducer manufacturing.

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        Strain Gauges for Special Applications

        RF9

        Due to its tiny size, the strain gauge rosette RF9 is especially suitable for measurements on electric circuit boards.

        Residual Stress Strain Gauges

        Find the right strain gauge for residual stress analysis: Supporting the hole-drilling measurement method.

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        RDS from HBM are crack propagation gauges to determine crack propagation in components. HBM offers four different types.

        TT-3/100

        The temperature sensor that is installed as easily as a strain gauge.

        LS31

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        LI66

        LI66 from HBM is a strain gauge designed to be embedded directly in the structure during the fiber composite production process.

        LE11

        The encapsulated strain gauge LE11 from HBM is moisture proof and resistant against chemicals.

        LD20

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        PMS40

        The PMS40 from HBM is the right strain gauge for transient pressure measurements, measuring highly dynamic pressure peaks.

        LB11

        The LB11 is a cylindrical strain gauge to measure strain, force and vibration in screws, bolts, or other construction elements.