Groups and Teams Essay Example for Free

Groups and Teams Essay Recall a small team or group you have been a part of. Write a 700- to 1,050-word paper about your experience. †¢Provide a brief description of the team or group. How many members did it include? What was its purpose? †¢Describe the behaviors the team or group exhibited as it went through each stage of development. †¢Describe a problem the team or group encountered. What steps were taken to address and solve the problem? Was the team or group able to generate a successful solution? Why or why not? †¢Discuss the influence that leadership—or the lack of leadership—had on the team’s or group’s ability to solve the problem. What style of leadership did the leader exhibit? What problem-solving steps were taken to resolve the situation? What steps would have produced better results? †¢Explain whether the team or group was effective. Support your position by discussing goals, roles, ground rules, norms, and characteristics your team or group displayed. How did these characteristics affect the team’s or group’s ability to accomplish its purpose and solve the problem it encountered? †¢Analyze how communication contributed to cohesiveness. Identify and address how diversity or technology affected the team or group members’ ability to communicate with one another to reach a resolution. †¢Explain your thoughts on how goals, roles, ground rules, and norms help determine effectiveness. How did these characteristics affect the team’s or group’s ability to accomplish its purpose and solve the problem? Format your paper consistent with APA guidelines.

Simplifying Expressions Essay Example for Free

Simplifying Expressions Essay Include in this paper I have demonstrated the following solutions for the three problems listed below. Using th given vocabulary words I have broken down each problem using the proper steps in solving the algebraic expressions. Also shown will be what is important about real numbers and in what way they are useful in using real numbers in solving algebraic expressions. By breaking down the equation you can simplify the equation down to lowest terms. Gathering the like terms in the equation is a step in breaking down the expression correctly. Take the coefficient and multiply it by the variable. The distributive property in the expression is the letters in the expression. When solving a algebraic expression you always remove the parenthesis first. A. )2a(-5 + a) + 4(a + -5) Simplify the terms (-5 * 2a + a * 2a) + 4(a + -5) (-10a + 2a2) + 4(a + -5) -10a + 2a2 + 4(-5 + a)Reorder the terms -10a + 2a2 + (-5 * 4 + a * 4) -10a + 2a2 + (-20 + 4a) -10a + 4a = -6a -20 + -6a + 2a2 Combine the like terms : -20 + -6a + 2a2 a = 5This is the simplified answer  a = {-2, 5} B. ) 2w – 3 + 3(w – 4) – 5(w – 6)The given expression -3 + -12 + 30 + 2w + 3w + -5w The distributive property removes the parentheses. -15 + 30 + 2w + 3w + -5w Combine the like terms 15 + 2w + 3w + -5w = 0Combine the like terms 2w + 3w = 5wCombine like terms again 15 + 5w + -5w 5w + -5w 15 + 0 15 = 0The final answer C. ) 0. 05(0. 3m + 35n) + -0. 8(-0. 09n + -22m) (0. 3m * 0. 05 + 35n * 0. 05) + -0. 8(-0. 09n + -22m) (0. 015m + 1. 75n) + -0. 8(-0. 09n + -22m) 0. 015m + 1. 75n + -0. 8(-22m + -0.09n) Reorder the terms 0. 015m + 1. 75n + (-22m * -0. 8 + -0. 09n * -0. 8) 0. 015m + 1. 75n + (17. 6m + 0. 072n) 0. 015m + 17. 60. 1034345728n m + 1. 75n + 0. 072n The distributive property removes the parentheses 0. 015m + 17. 6m = 17. 615mCombine the like terms 17. 615m + 1. 75n + 0. 072n 1. 75n + 0. 072n = 1. 822nCombine the like terms 17. 615m + 1. 822n 17. 615m + 1. 822n Solving Move all terms containing m to the left, all other terms to the right. Add -1. 822n to each side of the equation. 17.615m + 1. 822n + -1. 822n = 0 + -1. 822n Combine like terms: 1. 822n + -1. 822n = 0. 000 17. 615m + 0. 000 = 0 + -1. 822n 17. 615m = 0 + -1. 822n Remove the zero: 17. 615m = -1. 822n Divide each side by 17. 615. m = -0. 1034345728n Simplifying m = -0. 1034345728n How are the real numbers useful in solving algebraic expressions? The real number line is a graph that is used to represent the set of real numbers. Using real numbers is useful by charting them on the graph helps to solve the algebraic expression.

Achieving Universal Electricity Access

Achieving Universal Electricity Access PART I: INTRODUCTION Background of Study The importance of modern energy services in promoting socio-economic development has been extensively documented in the literature (Kaygusuz 2011), (Kanagawa and Nakata 2007) (Kanagawa and Nakata 2008). Access to modern energy services is closely related to other indicators of a descent standard of living in the 21st century, namely, availability of portable drinking water, literacy, health services, child mortality, etc (Meisen and Akin 2008). For example, in rural areas, the higher luminance of modern lighting brightens homes and encourages pupils to study in the nights; clean cookstoves and cookers using liquefied petroleum gas (LPG) can reduce incidences of indoor-air pollution caused by reliance on traditional biomass for cooking (Isihak, Akpan and Adeleye 2012), etc. As the most versatile carrier of energy, electricity is important in the provisions of basic social services in health, water, etc. Electricity is also useful promoting the income formation in rural areas through t he development of rural microenterprises (Akpan, Essien and Isihak 2013a). Electricity also powers large machinery in factories to increase productivity. Modern energy services, especially electricity, are crucial to several sectors of the economy of any country: higher education, agriculture, financial services, communication, rural development, etc. Despite the huge advantages of having access to electricity, several millions of persons around the world lack access to electricity. The International Energy Agency (IEA) estimated that in 2011 about xxx billion persons lacked access to electricity of which xxx million were in sub-Saharan Africa (IEA 2011). Consequently, one of the major energy challenges confronting countries in sub-Sahara Africa is that of providing access to modern energy services to its citizens. The electricity access situation in Nigeria is similar to that of many developing countries: the electricity access rate in Nigeria – the percentage of population without access to electricity – is 56% (NPC 2014) which is equivalent to about xxx million persons. However, the electricity access rates in the various states vary significantly from 10.9% in Taraba State to 99.1% in Lagos State as shown in Fig. 1. Figure 1: Electricity access rate in Nigeria by states Source of data: (NPC 2014) Three main factors which are inter-related are responsible for this disparity in the electricity access rates across the states: The population density across the states varies significantly as shown in Fig. 2. Places with higher population density have higher commercial activities and in-turn higher demand for electricity. Therefore, transmission and distribution lines are often constructed to deliver electricity to such locations because the electricity so delivered will not be under-utilized[1]; The major sources of electricity generation are natural gas and hydro. The gas-powered plants are located in the Niger Delta area where there is abundance of natural gas while the hydropower plants are in Niger State. Because transmission lines are constructed to evaluate power from the generation source to demand areas, these states and other states along the path of the transmission lines tend to have higher electricity access rates; Due to the first two reasons itemized above, the national grid does not cover all parts of the country. The electricity grid covers the states with high population density but not those with low population density as shown in Fig. 3. Figure 2: Population density across the different states in Nigeria Source of data: (National Population Commission, Nigeria 2006) Figure 3: Map of Nigeria showing existing, ongoing, and proposed generation and transmission (HV) projects Source: Transmission Company of Nigeria Given the importance of electricity access to sustainable socio-economic development of a country, the government of Nigeria carried out comprehensive reforms in the electricity sector to promote efficiency in the sector. One of the objectives of the electricity sector reforms is to increase access to electricity in areas with low electricity access rate. Consequently, the Electric Power Sector Reform Act 2005 created the Rural Electrification Agency to set up and administer the Rural Electrification Fund. As noted in the Act, the purpose of the Fund is to promote rural electrification programs through public and private sector participation in order to achieve more equitable access to electricity across the various states and to ensure universal access to electricity in Nigeria within the shortest possible time. Most rural electrification projects are done by extending the existing grid to the unelectrified communities. However, studies have shown that in situations where there is a larger problem of availability of sufficient generation capacity such as in Nigeria, extending the existing grid only connects households to the grid but does not necessarily imply that electricity will be available for household or productive uses (Akpan, Essien and Isihak 2013a). Moreover, grid-extension is capital intensive which implies that it will only be cost-effective when there is adequate demand for electricity in the unelectrified communities, otherwise, it will lead to underutilization. Incidentally, as we highlighted earlier, the population densities of the states with low electricity access rate are also relatively low. In addition, substantial percentage of the population in these places lives in rural areas where energy is needed mainly to meet the basic needs of lighting and cooking. The high cos t of extending the existing grid, coupled with the low population density and the low energy demand implies that other options for increasing electricity access in these areas, i.e. decentralized option, may be considered. Indeed, studies have shown that the use of decentralized option to increase electricity access in rural areas with sparse population settlement pattern and low electricity demand profiles is usually cost-effective (Bhattacharyya 2012a). The decentralized option will often use locally-available energy sources, usually solar, wind, or hydro, to generating electricity to meet the demand in the unelectrified community. These locally available energy sources may be complemented by a stand-alone diesel/gasoline generating set. The role of the rural electrification planner in this situation is to examine the cost-effective technology option, between grid-extension and decentralized electrification, for providing access to electricity in unelectrified communities. Spatial Electricity Planning Given the huge capital outlay required to construct transmission and distribution grids, and the fact the in many developing countries a large percentage of the population resides in rural where the electricity demand profiles may be low thereby leading to gross under-utilization of electricity, several studies have used electricity planning models to obtain the cost-effective option between grid-extension and off-grid electrification for increasing electricity access in rural areas (Sinha and Kandpal 1991), (Nouni, Mullick and Kandpal 2008), (Parshall, et al. 2009) (Deichmann, et al. 2011). These studies examine the cost of delivering a given amount of electricity from the point where the existing grid terminates to an unelectrified community by extending the existing grid and compares that the cost of using an off-grid option to deliver the same amount of electricity. The cost of grid-extension usually covers the capital cost of extending the medium and/or low-voltage transmission or distribution lines to the unelectrified communities having different levels of load, the cost of increasing the generation capacity to meet the additional load levels, the cost of constructing 33/11kV substations if required, the maintenance cost, and the potential transmission/distribution losses. The cost of the off-grid option usually include the cost of constructing the distribution lines and the cost of generating electricity using different locally available sources of energy, and the maintenance cost. In more recent times, some studies (Parshall, et al. 2009), (Sanoh, et al. 2012) have incorporated geographic information system (GIS) models to this traditional electricity planning method. GIS enables the planner to visualize the spatial location of the unelectrified communities in reference to the location of the electricity grid and to calculate the spatial distance of the communities from the grid. This procedure eases the process of estimating the capital cost of extending the existing grid because the capital cost is directly proportional to the distance of unelectrified communities from the grid. Another study (Kemausuor, et al. 2014) applied the Network Planner Tool which is a free web-based program that integrates geospatial information with energy demand information at a disaggregated level to assist electricity sector planners in determining the least-cost technology option for increasing electricity access. The model was developed by the Sustainable Engineering Lab of th e Earth Institute, Columbia University, United States. Objective of the Study This study seeks to examine the cost and the least-cost technology options for achieving universal electricity access in Nigeria, i.e. electricity access for all, within a specified investment timeline. This is done by applying the Network Planner Model at the state level and then aggregating the results to provide a whole picture for the entire country. It is important to note that the model may be applied at the national level but we preferred the state level so as to provide a picture of the situation at a disaggregated level. Organization of the Study This study is organized into five parts: Part I is the Introduction which sets the background for the study; Part II is an overview of the electricity sector in Nigeria; and Part III is a presentation of the Network Planner Tool which is used in the Study. In Part IV, we present the comprehensive results; while in Part V we provide our concluding remarks. PART II: Electricity Sector in Nigeria Legal Framework The year 2005 is a pivot year in the organization of the electricity sector in Nigeria because of the Electric Power Sector Reform (EPSR) Act, 2005 which is the prevailing legal framework governing Nigeria’s electricity sector. Prior to 2005, the sector was managed by a centralized, vertically integrated, state-owned monopoly called National Electric Power Authority (NEPA) which was created in 1972. By the late 1990s and early 2000s, NEPA was characterized with large wage bills due to over-staffing, accumulated debt, low rate of recovery of bills, and corruption. The poor performance of the sector in terms of low generating capacity relative to high demand, and erratic nature of supply necessitated reforms. The reforms were envisaged as a vehicle to attract private sector investment in the generation segment, improve reliability of electricity services, and improve operational and managerial efficiency in the sector. Prior to the enactment of the EPSR Act 2005, there was the N ational Electric Power Policy in 2001 which expressed the readiness of government to engage in far reaching reforms to increase the operational efficiency of the sector and set the stage for the Act. The EPSR Act 2005 mandated the vertical unbundling the various segments of the electricity value chain; the horizontal unbundling of the facilities in the generation segment; the decentralization of the distribution activities; the privatization of the successor companies from the vertical and horizontal unbundling; the creation of an independent regulator (Nigerian Electricity Regulatory Commission) which is also mandated to promote private sector participation in the generating segment through independent power plants (IPPs); and the establishment of the Rural Electrification Agency. The present structure of the Nigerian electricity sector is shown in Fig. 1. Figure 1: Organizational structure of the Nigerian electricity market Source: Author’s compilation Energy resources and utilization Nigeria is highly endowed with energy resources. Its resources based comprises of solid, liquid, and gaseous fossil fuels as well as renewable energy although they are not equally distributed across the country. Fossil Fuels Nigeria’s crude oil is classified as â€Å"light† and â€Å"sweet† and is concentrated in the Niger Delta part of the country as well as the Bight of Bonny. At the end of 2011, Nigeria’s proved recoverable crude oil reserve was estimated to be 37.2 billion barrels making Nigeria to have the ninth largest  [2] crude oil reserves in the world and the second in Africa (World Energy Council, 2013). Nigeria produced about 1.75 million barrels of oil per day in 2013 (based on figures from the organization of petroleum exporting countries, OPEC) and exports a greater part of the unrefined crude oil. Xx% of domestic demand for refined products is met through imports. In terms of end-use, Xx% of gasoline (premium motor spirit) and diesel is consumed in the transportation sector, xx% for self-generated electricity, and the remaining used as industrial inputs (ref). As with crude oil, Nigeria’s natural gas is concentrated in the Niger Delta part of Nigeria and the Bight of Bonny. At the end of 2011, Nigeria’s proved recoverable gas reserves was estimated to be 5110 billion cubic meters (180.5 trillion cubic feet) making Nigeria to have the eight largest natural gas reserve in the world and largest in Africa (World Energy Council, 2013). Although Nigeria produces and exports much of its gas, a large proportion is being flared. In 2011, (World Bank, Flaring Estimates Produced by Satellite Observations, 2011) estimate that 14.6 billion cubic meters of natural gas was being flared in Nigeria. Domestic utilization of gas is mainly for power production and a small percentage is used for domestic cooking. Of the xxxMW of installed generation capacity in Nigeria, 6558MW is from gas-powered generating plants (UNECA, 2011). Nigeria also has considerable amount of coal and tar sand which are barely utilized. The Renewable Energy Master Plan (REMP) 2012 estimated these to be 2.7 billion tons and 31 billion barrels of oil equivalent respectively (Energy Commission of Nigeria, 2012). Renewable Energy Nigeria is blessed with enormous renewable energy resources, mainly hydro, solar, wind, and biomass. The hydrography of Nigeria is made up of several rivers as shown in Fig xx and these rivers are themselves parent rivers to many other adjoining streams. This network of water bodies provides huge potential hydro-electric power. The REMP estimated that up to 11250MW and 3500MW of large and small hydro electricity power respectively can be obtained from Nigeria’s hydro resources. However, this potential has been grossly under-utilized because only 1900MW and 64.2 MW of large and small hydro power plants have been installed till date. The southern fringes with the Atlantic Ocean experience up to 3500mm/year of rainfall occurring in over eight months while rainfall in the northern Sahelian region has rainfall sometimes last for only three months yielding 500mm/year. This implies that even though there is high potential for mini hydro electric schemes in the entire country, the most attractive regions for mini hydro power will be Southern region. Figure 2: Major Rivers in Nigeria Source: Author’s adaptation from blank map by RadosÅ‚aw Botev Due to the diverse climatic zones ranging from the mangrove swamps in the South to the Sahel savanna in the North, together with very diverse physical geography, Nigeria’s solar and wind resources vary significantly across different parts of the country. According to the REMP, average solar irradiation is between 4 and 6.5 kWh/m2/day while average wind speed is 2-4m/s at 10m for mainland areas. Till date, only about 15MW of solar installations exist often as solar home services, public lighting, or traffic lights (refs). Geothermal energy resources exist in some part of the country (Kurowska Schoeneich, 2010) identified warm springs in Ikogosi (Ondo State), Wikki (Bauchi State), Ruwan zafi (Gyakan hot spring, Adamawa State), and Akira (Awe local government area, Nassarawa State). However, a techno-economic feasibility and viability study on the potential for geothermal based electricity is yet to be conducted till date. Biomass is perhaps the most used energy form in Nigeria. According to xxx, biomass use consist of xx% of final energy consumption in Nigeria. Xx% of rural areas rely on biomass to meet their cooking needs (expand and consolidate). Biomass accounts for 37% of aggregate energy demand and 95% of rural energy use (REMP, 2005). Biomass is being depleted in some of the northern states due to desert encroachment. Studies have shown that even people with electricity access still really on biomass for cooking (Bhattacharyya, 2012; IEA, 2010). The reliance on biomass for cooking seem to be more cultural than economical Electricity Supply and Demand Publicly distributed electricity generation in Nigeria is dominated by hydro and gas-fired plants with an installed capacity of 1900MW and 6558MW respectively (UNECA, 2011). However, as at the end of 2012, the combine operational capacity of all the generating facilities was below 4600MW (FGN, 2013). There are also cogeneration plants; completed generation projects under the National Integrated Power Projects (NIPPs)[3]; and stranded power from completed IPPs which are yet to be connected to the grid (Eberhard Gratwick, 2012). As a fast-growing economy with a population of over 165 million (World Bank, 2013) and a rising number of middle-class, the demand for electricity in Nigeria far outpaces the effective capacity to supply. Daily data on peak generation and peak demand forecast from May through September, 2014 from the website of the Presidential Task Force on Power Reforms[4] showed that peak generation fluctuate between 3000MW and 4000MW while peak demand is over 12000MW yield ing a supply gap of between 8000MW and 9000MW with resulting frequent sporadic outages in areas that are connected to the grid. Moreover, Nigeria’s generation capacity per capita is relatively low when compared to other developing countries as shown in table xxx while the demand for electricity is constantly increasing. (what is the estimated electricity demand in Nigeria and the projected level of increase? ) The program requires data at different levels – household, community, and national. At the household level, data on household electricity demand profile are required. Since households belong to communities, the summation of the electricity demand of all households in a community forms the electricity demand – and also requires different types of data which may be grouped into five categories. We present below the data requirement and the modeling procedure of the Network Planner Tool. Geospatial data The model requires data on the spatial location (longitude and latitude) of the demand centers. The model also requires data on the coverage of the existing medium voltage in the area where demand centers are located. [1] It is important to mention that in states that have very low population density, there is also much variation in the population densities across the local government areas (LGAs). For example, even though the population density of Taraba State is 54persons/km2, within Taraba, the population density varies from 10 persons/km2 in Gashaka LGA to 713 persons/km2 in Jalingo LGA (2006 Census Report figures) [2] Tenth, if oil sands are included in Canada’s oil reserves. [3] Details of the structure and projects under the NIPP can be found at http://www.nipptransactions.com/ [4] http://www.nigeriapowerreform.org/

Symbolism in ?Young Goodman Brown? Essay -- essays research papers

â€Å"Young Goodman Brown,† by Nathanial Hawthorne, is the story of one man’s journey to find himself. In it, Hawthorne uses many elements as symbols to add significance throughout the chronicle. The author does a good job of portraying some of the people and objects with symbols and allows the story to become more developed. Nathaniel Hawthorne uses many people as symbols throughout "Young Goodman Brown," but the roles that are most symbolic are those of Goodman Brown and his wife Faith. Both of the characters' names are symbolic of their personalities. Goodman is truly a â€Å"good man.† Goodman Brown states, â€Å"With Heaven above and Faith below, I will stand firm against the devil† (322). This shows that he is a good religious man with a lot of faith in God....

Suicide Will Condemn One to Hell Essay -- essays research papers

Suicide Will Condemn One to Hell   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Suicide is the only simple act that gives man absolute control of his life. Everyone from an early age contemplates and fantasizes with the idea of being able to end their life. Throughout time, this act has become more accepted, and easier to accomplish. Many people today believe there are reasons to justifiably end one’s own life. Though, through Christianity, it is found that not only is suicide wrong, but is the only simple act that will condemn one to hell.   Ã‚  Ã‚  Ã‚  Ã‚  Suicide is not really suicide when it deals with children. From childhood, people are tempted with the idea of suicide. Children, from the media, their friends and family are introduced with this idea from an early age. Though, there are not many cases where children commit suicide, there are a few instants that leave survivors puzzled. The difficult part about child suicide is, how old do you have to be to realize what you are doing. If a child does not know what they are doing is wrong, by committing suicide, it is not suicide. When the child does not know what they are doing, then the suicide changes from murder to an accident.   Ã‚  Ã‚  Ã‚  Ã‚  Another instance, in which suicide could be justified as not wrong, is when it deals with the mentally unstable. This is also like child suicide, because the insane are not capable of judging right from wrong. No one knows the degree of sanity one needs to be able to decipher their own actions, so this is also completely left up t...

Edgar Allan Poe Essay -- English Literature

Edgar Allan Poe Essay How does E.A. Poe explore the themes of horror and obsession in his short stories? In Edgar Allan Poe’s short stories the black cat and The Tell Tale Heart, both terrify the reader by making them believe they are the person going through these terrifying tales, as they believe they can hear the heart pound under the floor boards as in The Tell Tale Heart. Or they feel very cocky as showing the police round the basement 2 – 3 times until it all goes wrong, they feel it was them who committed these awful crimes. In the Black cat short story, it is the madness of the characters that creates the perfect scary story, the man trying to kill the cat and eventually killing his wife. Poe creates an atmosphere of horror by making the reader feel they are the main character, that they have just driven an axe in to there wives head. He wants the reader to feel scared and unsure, to be scared next time they hear a soft beating sound that is unexplainable, to remember the story and haunt you for as long as you live. The techniques he uses to do this are simple, but very, very affective, he repeats words and describes the most minute thing, for example, â€Å"It was open – wide, wide open – and I grew furious as I gazed upon it. I saw it with perfect distinctness – all a dull blue, with a hideous veil over it that chilled the very marrow in my bones: for I had directed the ray as if by instinct, precisely upon the damned spot.† That shows how he describes almost everything giving you a great idea of what was happening and how he repeated words to give a incredible sense of fear. Another method used by Edgar Allan Poe to illustrate the obsessions of his characters is that they all were slightly ... ...es the perfect horror story of his time. As the when the story’s are read in the present they do not scare us as we have seen horror films with people having objects rammed through there heads and horrible things that would scare the hair of a little child’s back. But even how descriptive the story is it wouldn’t scare you because of our modern day society. The techniques used by Edgar Allan Poe created tension and fear, wanting to know what happened next. And that is what happened. Edgar Allan Poe is successful through being able to reflect his life into his work, create new techniques for generations onwards to use, he gave some of the best examples of narrative stories and created some of the most describing pieces of work ever. In most peoples eyes he succeeded in being one of the top horror writers of all time, if not the most remembered and the best.

Discussion on public magnet and charter schools

Nowadays an instruction is non a privilege for affluent people merely as it was some decennaries ago and in in-between ages. Every kid and every individual has an chance to have a certain degree of instruction for free. Many types of school are available today. Let us discourse three of them – public school, magnet school and charter school. What are differences between them? Public Schools To specify differences between the types of schools is impossible without the clear apprehension of the chief thought of every school. First of all, allow us analyze what is public school. It could be assorted types of educational establishments depending on the state. Largely, public schools is an educational establishment that is funded and run by the authorities ( normally it is funded through the revenue enhancements ) . Nevertheless, some public schools are run by different organisations and they are independent from the authorities ; we can see them private establishments. We can see that public schools are a consequence of the thought that authorities of a state has a duty for the degree of instruction of its citizens. Most of public schools charge a little stuff fee and they are free to go to. There are many assorted schooling theoretical accounts changing from state to state. Nevertheless, the most popular theoretical account of public instruction attentions about kids throu ghout childhood and in to the late teens. Some states besides provide an chance to acquire higher instruction for free. This chance is for those pupils who are citizens of a state. Besides some states provide a sort of partially authorities subsidise university plans. Talking about the United States, we can see that the authorities of the state operates figure of province colleges, although pupils are expected to pay different fee ( for illustration, tuition one ) . On the other manus, there are some fiscal assistance plans and authorities loan available for the citizens of the United States. In other states, like the United Kingdom, public schools are largely in private funded and bear down a high tuition fees ; these schools set a high admittance criterions. In such types of public schools tuition includes board and room. Most of the pupils live at the school during a term. These types of public schools have an impressive academic history and besides a long permanent tradition of household attending through over a coevals. In those states where public instruction is required and common, schooling is compulsory to a certain grade degree or age. If a individual wants to go a public school instructor, the certain grade from an commissioned university is required and good public standing every bit good. Government is maintaining checks on the public instruction system with the aid of system broad standardised trials. These trials are a sort of indicant of the degree of some basic accomplishments like simple mathematics and literacy. To sum up the thought of public school, allow us underscore the chief characteristics of it. This type of instruction includes kindergarten to 12-th class ( K – 12 ) ; besides public school refer to primary and secondary instruction ( besides it refers to the station secondary every bit good and advanced instruction, like for illustration proficient schools, university and colleges that are overseen and funded by authorities alternatively of private entities ) . State public instruction is inclusive in the intervention of pupils. Often it is operated and organized to became a calculated theoretical account of that civil community in which it s traveling to map. It could be provided to a group of pupils in a schoolroom in a cardinal school and it may be provided in – place as good ( it employs oversing instructor or sing instructors ) . State public instruction could be besides provided as shopping mall infinite ( non – school and non – place scenes ) . The chief characteristic of the province public instruction is that it is available to all people. Largely, it is mandatory for kids up to a certain age to go to a province public school ; nevertheless, the option of go toing a private school is unfastened for many people every bit good. In instance that a child attends private public school, such type of schools by and large defray its costs ( by bear downing parents tuition fee ) and operates independently of the province ( Suitts, 2008 ) . As we mentioned above, province public schools are funded by revenue enhancements largely. It means that en those people who are non go toing schools ( or their kids and their dependants are non go toing province public school ) aid to guarantee that citizens of a province are educated plenty. It is of import to advert that the term â€Å" public instruction † is non a equivalent word for the term â€Å" publically funded instruction † when it is applied to province schools. What does it means? For illustration, authorities could do a public policy determination to hold certain fiscal resources that are distributed in support ( or/and it could make up one's mind to hold some control over ) the proviso of private instruction. Voucher system and grants – in – assistance of the private schools give an illustration of publically funded private instruction. On the other manus, a province school ( including that schools that are run by a school territory ) could to a great extent trust on private support ( like private contributions or high fees ) ; this school would still be considered a province public school by virtuousness of governmental control and ownership. Normally, the province public instruction includes at that place following points: Standards and proving that are provided by authorities ; Compulsory pupils ‘ attending until a certain criterion of accomplishment or until the certain age ; Certification of course of study and instructors ; the enfranchisement could be provided by either instructors ‘ organisation or by authorities. In some states churches or private associations could run a school harmonizing to their principals ; they are free to make it until they comply with a certain demands of a province. In instance if the particular demands are non in understanding, a school receives a province support ( the particular demands could run into for illustration in the country of the school course of study ) . Then a school could be treated for accreditation intent and financially as a portion of the province public educational system, nevertheless they make a determination about school policy and hiring ( for illustration, non engaging atheists ) which authorities could non take itself. Many specializers assert the province public instruction to be necessary because it is demand of those people who are capable of making basic mathematics, composing and reading in the modern society. Some other people like libertarians, Teach that instruction is better to go forth for private sector. There is another group of people that are remaining for the alternate signifiers of instruction, like non – schooling. They argue that the same cognition and accomplishment is possible to accomplish without subjective pupils to province – tally compulsory schooling. How the province public schools are organized? As we mentioned earlier, they are provided by local authorities ; instruction, support and course of study and other policies as good are set through school boards that are locally elected by legal power over school territories. What are school territories? They are particular – purpose territories that are authorized by a proviso of province jurisprudence. In other words, province authorities has a right ( and utilize the right ) to supply a minimal criterions relation to all chief activities of secondary and primary schools and authorise and fund to ordain local school revenue enhancements every bit good to back up the province public schools ( this support is provided chiefly through existent belongings revenue enhancements ) . The federal authorities could financess material AIDSs to school and provinces that meet minimal federal criterions. Decisions about the school accreditation are made by voluntary regional associations. Ordinary, a province public school is divided in to a three phases: Elementary school ( kindergarten to fifth or sixth class ) ; In-between school ( junior high or â€Å" intermediate † school ) ; High school ( 9th or twelfths classs ) . In the in-between school is largely common the undermentioned format: the simple school contains the kindergarten through the 6th class, the in-between school contains seventh through 8th classs. Furthermore, some simple schools could be divided in to two more degrees: Primary school ( frequently it is K -2 ) ; Intermediate. Frequently these two schools are based in the separate edifices. One more emerging popular construct is the K – 8th format. In this format pupils could go to two schools merely for all their K – 12 instruction. In the K – 8 format all primary classs are houses that are situated in one subdivision of a school ( this state of affairs is more common for charter schools ) ; however, traditionally junior high school aged students are based in another subdivision of a school. Presently, some really little schools territories ( normally in rural countries ) sill maintain a K – 12 system harmonizing to which all students are housed in a individual school. In the United States, different establishments f the higher instruction that are subsidized and operated by the American province authorities is besides considered to be â€Å" public † . Nevertheless, public universities charge tuition ( unlike the public secondary school ) ; nevertheless these fees are normally much cheaper that the same fees that are charged by the private universities, for â€Å" in – province † pupils peculiarly. State universities, community colleges, and province colleges are the illustrations of public establishment of the higher instruction. The figure of the province universities is considered to be the best establishments of the higher instruction in the United States. However, they are frequently surpassed by some private colleges and universities in ranking. Among these private constitutions are those that are highly selective in the pupils they are accepting and they are expensive as good. The advantage of the public schools is obvious ( in principal, if non in pattern ever ) . In a state where the population is educated the degree of different accomplishments in the work force is meant to be increased and better public argument. Educated citizens are expected to be more likely to do thought out determinations and see the hereafter of their state. Charter Schools Now allow us research the charter schools and in which manner they are different from the province public schools. In the United States charter schools are secondary or chiefly schools that receive public money, furthermore, the can have private contributions like other schools ) . They are non a topic of some regulations, legislative acts and ordinances and this is the chief differences from the province public schools. Alternatively of it the charter schools have some types of answerability for the bring forthing of the certain consequences. The consequences are set Forth in every school ‘s charter. This type of schools is unfastened and could be attended by pick. Normally, charter schools are alternate to other public schools, however, they are besides portion of the public educational system ; charter schools are non allowed to bear down tuition. In that charter schools where the registration is over subscribed, the admittance is often allocated by the admittance that is lo ttery based. Some charter schools suggest a sort of the course of study that is specialized in a one certain field ( for illustration, the course of study could be specialized in mathematics, humanistic disciplines or linguistic communications, etc. ) it is one of the efforts to supply more efficient and better general instruction than nearby public schools. It is one more difference between public schools and charter schools. The following distinctive feature of charter schools is following: some of them are founded by parents, instructors or other militants who are restricted by the traditional public educational system. There are besides province – authorised charters that are frequently established by universities, non – net income groups and some authorities entities ( schools are non charged by local school territories ) . Furthermore, sometimes school territories permit corporations to pull off ironss of charter schools. Charter schools themselves are non – net income yet ; in this manner public schools could be managed by a for – net income corporation. It is non altering the position of a school. Talking about the construction and character of charter schools, we can advert that there are two chief principals that are steering the type of schools: Charter schools operate as independent public schools declining from figure of the procedural demands of the territory populace schools. It does non intend nevertheless that a school could be exempt from the same educational criterions that are set by the territory or authorities. The liberty could be necessary for making a certain school civilization ; the civilization should maximise pupils ‘ motives by stressing subject, academic asperity, relationships with caring grownups and high outlooks. Confirming pupils require the liberty to make a good balanced school civilization to fulfill the demands of the pupils. Particularly it is of import for those minority pupils in urban school territories, where the public presentation is affected by some societal phenomena stereotype menace, non – dominant cultural capital, â€Å" moving white † , and â€Å" a codification of a street † . The charter schools are accountable for the accomplishments of their pupils. The construction and regulations of the charter schools is differ from province to province and depend on the province authorizing. Any charter school once it received a charter, a public presentation contract that is defined statutory and inside informations the school ‘s mission, ends, plans, ways of step success, pupils served and methods of appraisal, is authorized to map. Most of the charter schools are granted for three to five old ages, however, the length of clip for every of charters are granted varies. This type of schools is accountably held to their patron ( province educational bureau, a local school board, university or other entity ) . It helps to adhere to the charter contract and to bring forth the positive academic consequences. It is obvious that the answerability is one of the gratings statements for the charter schools ; on the other manus, here is some grounds that is gathered by the United States Department of Education. This grounds claims that charter schools are practically non held to the high criterions of answerability in comparison with the traditional public schools. This statement could be refuted with the aid of analyzing the figure of those traditional public schools which were closed because of the hapless public presentation of their pupils on the trials at the terminal of a class or stop – of – class trials. Normally this sort of schools is allowed to remain unfastened on the status of the restructuring and new leading ( or frequently with no alterations at all ) . The advocates of the charter schools are asseverating that the schools do non hold an chance to frequently restructure ; they are merely closed down if their pupils show a hapless public presentation on the apprais als. The United States Department of Education ‘s findings agrees with the statements of NEA ( National Educational Association ) , although their inability to keep some other of import factors, the restrictions of different surveies does non give us an chance to be certain if the traditional public schools are better than charter schools or non. We can merely specify all those differences that we already mentioned above. Magnet Schools The last type of schools that we are traveling to analyze is magnet school. It is a public school that has a specialised course of study or class. The term â€Å" magnet † refers to the manner of how the schools draw pupils from across the common boundaries that are defined by governments ( school boards ) as the school zones that feed into some certain schools. We can run into magnet schools at the in-between school degree, simple school degree and at the high school degree every bit good. In the conditions of the decentralized instruction, some magnet schools are established by the school territory ; they are draw from the territory merely. Other magnet schools are set up by province authorities ; they could be draw from the multiply territories. There are besides some magnet plans within comprehensive schools ( several schools within one school ) . The bulk of the magnet schools are academically selective. There are two types of the magnet schools that are built on a base of the elect sporting plans and on the agricultural concern ( like animate being genteelness and agriculture ) . Some magnet schools provide the competitory entryway procedure ; they require interview, hearing or the entryway scrutiny. Other magnet schools use the lottery system or accept all pupils who apply ; besides they could unite some elements of lottery and competitory entryway. Most of the schools are concentrating on a peculiar country of the survey or on the certain subject ; other could hold a more general focal point. The focal point could be made on faculty members ( technology, mathematics, natural scientific discipline, societal scientific disciplines, and humanistic disciplines, executing of all right humanistic disciplines ) or they may concentrate on the vocational, agricultural, proficient instruction. Decision Here are some chief types of schools that are common in the state. Sum uping the differences between the public school, the magnet school and the charter school we can reason that they are about the support and authorising largely. Public schools are normally focused on a pretty broad country of surveies while magnetic and charter schools are seeking to hold a narrow focal point. However, we appreciate the broad pick of educational constitutions that are assisting our citizens to be good educated and to acquire more accomplishments and cognition.