METALS and NON-METALS

Metals are the hardest and toughest materials with some degree of malleability i.e., flexible, limberness and ductility and they the are good conductors of heat and electricity.
For ex :Iron, Aluminium and copper.

Non-metals do not have metallic properties because they are fragile in nature and they are bad conductor of electricity.
For ex : Oxygen, Sulphur, and Carbon Dioxide.

Physical Properties:

Metals:

Luster: Always shiny

Malleability: Can be hammered into sheets

Ductility: Can be stretched into wires

Conductivity: Can conduct heat and electricity very well

Density: They melt on very high temperature and are generally dense.

Non-Metals:

Luster: These are dull.

Brittleness: Does not take hammering and breaks off.

Poor Conductors: Heat and electricity do not easily pass through them.

Density: These are definitely lower than metals and have low melting points.

Chemical Properties:

Metals:

Reactivity: Metals will react with acids and produce hydrogen gas.

Oxidation: These materials will always lose electrons in most of their interactions to become positively charged.

Corrosion: These do include rusting especially which occurs in Iron.

Non-Metals:

Oxidation: Non-Metals gains electrons and become negatively charged.

Combustibility: A majority of these materials do emit oxygen and are therefore highly combustible.

Conclusion: Based on characteristics metals and non metals are classified as to how there are distinctly different.

Transfer of Powers under the act of 73rd and 74th Constitutional Amendment Act.

The August 9 witnessed the passing of two very important constitutional amendments by the Parliament of India. In core, the 73rd and 74th Amendment Acts, together known as the constitutional panchayaati raj system, provide for the strengthening of India’s democracy through the establishment of self-governing councils in rural and the urban India. Required to enact the 73rd Amendment first, this act (also known as the Parishad Act) was clearly designed to bring local self-governance to India.

It is important to note that the Panchayati raj established by this amendment was a purely Indian Institution.

Featuring the formation of a three-tiered body – zila council, block council, and gram panchayat – this system helped in granting autonomy and resources to facilitate governance at the level closest to the people. Thus, the three levels of the Panchayati raj were democratic institutions.

Reserving a particular number of seats for Indian women was also a revolutionary step. The Act stipulated that these councils shall remain subordinate to or will receive direction from the state and undertake a vast range of tasks such as coordinating the implementation of programs targeted at women, children and the poor. Importantly, Hassan explains that due to how the concept of panchayati raj operates in India today, it has been affected by the over-centralisation of government due to the centrally directed economic policy the country undertook after 1947. As such, the 74th amendment can be described as the extension of the three-tier panchayati raj to urban units. In general, the goals established by the members of the country’s legislative bodies throughout the course of the twentieth century have largely been met including the expansion of self government to previously ignored villages.

It is my opinion that the process of devolution of powers under the 73rd and 74th Constitutional Amendment Acts has allowed some level of organization to funnel power towards local self governance institutions in a stepwise manner to establish them across India, which has encouraged the resting of power closer to the people first, eliminating the need to drench bureaucracy.

Here is the ans of your above asked question

Education is of utmost importance because it is a right and not a privilege. This is especially relevant for all children that fall into the age bracket of six to fourteen, as they are the future. Quite a number of people, however, still consider illiteracy their shadow. Certain measures need to be taken by the government and organizations, such as ensuring that there’s enough financial support and an ideal environment for learning, especially for the disadvantaged ones.

Is it really the shortage of funds in the education system that is a stumbling block? Or it is the lack of educational aids? With the advent of technology, there is a lot of quality content available online, which makes it easy to understand concepts. Rather, children must comprehend how to use technology in a proper manner and be given a chance to do it. There should be more provisions made for providing technology to children living in poverty so that they can receive a remote education through technology provided by NGOs and other organizations.

The question that follows now is: Is it the government which carries the responsibility Single-handedly? It is a daunting task for any of the organisations to understand or solve the problem at the grass root level. Such programs like ‘Beti Bachao, Beti Padhao’ are very essential to be carried out by the government. However, because of the quality of education, not all girls are able to get their due education, even with the best efforts.

Here is the ans of the above asked question

There are many ways in which the advantages of transparency are expounded. It builds trust among people, organizations, and state apparatuses thanks to more openness and to more honesty. It builds trust for actions because every action and every decision is open to public scrutiny from every ml thus, the chances of corrupt practices or abuse of power are very slim. It also encourages teamwork or cooperation given that, all the stakeholders have all the relevant data required in the making of decisions. When people are adequately informed, they are able to take part actively and this leads to good governance, improved service delivery by the organisation, and increased confidence from the public. Finally, transparency is claimed to create an open culture which in turn fosters efficiencies, ethical behaviour and faith in different systems within the society.

In spite of measures taken by the governments to address such issues, like the Right to Education Act and NEP 2020, factors like learning poverty and educational inequity still remain in countries like India. For example, the World Bank warns that basic reading skills fail only about 55% of the children by the age of 10 in Indian society. This is the case of students coming from the rural parts of Bihar where there are no qualified teachers or proper schools to send provisions for. Due to this many children’s aspirations are cut short at the most lowering of the foundational skills.

Inequality is also pervasive not only in caste systems but also in gender and economic status. For instance, in some states such as Rajasthan, policymakers have noted that many girls do not return to school due to cultural issues and unavailability of facilitating infrastructure such as girls’ toilets in schools. But glamor students in urban cities like Delhi sit in Air-conditioned class rooms with the latest technology thus creating the gap.

To avoid this, building up of teacher training programs, strengthening of rural digital outreach using examples such as Kerala’s digital classroom initiative could improve the situation significantly. Sourcing ideas from NGOs and private companies as is the case with Pratham’s ‘Read India’ initiative could help as it is a cancer in itself and needs a broader base.