द्रव्य की कणिका प्रकृति-डाल्टन सिद्धान्त (PARTICULATE NATURE OF MATTER : DALTON'S THEORY)
Answers
Answer:
Why 3 crore South Asian kids are not in schools
By Anant Agarwal
South Asia is failing our children and we are part of a global learning crisis. Throughout the region, 3 crore children are not in school. Less than 30% of our children have access to quality early childhood education, and when they leave school, threequarters of South Asian youth lack the skills they need to be productive members of society.
I have seen this crisis first-hand in my home country India. When I was in high school, a Math teacher sparked my passion for learning and set the stage for the work I am pursuing as an innovator and entrepreneur. I realised later that many youth in India are not fortunate enough to have a teacher who challenges them. If we continue down the current path, the education crisis in India and throughout South Asia will deepen. We will fall short of education goals set forth in the Sustainable Development Goals that we hope to achieve by 2030.
PLANNING STAGE
To discuss the issue and create solutions, leaders from South Asian countries recently met in Kathmandu to take the first step toward getting all of our children in school and learning.
Many countries find it difficult to transform their pledges into reality. Part of the problem is lack of concrete plan to make this happen. That is where convenings like the recent Nepal workshop can make a real difference.
The workshop co-hosted by the United Nations and the Education Commission, a group of high-level leaders from government, the private sector, and civil society advocating for education around the globe mapped out a process to achieve goals of these countries. In total, eight South Asian countries – including India – sent representatives to draft what the Commission calls the ‘delivery approach’. The idea behind this approach is that countries determine innovations, tools, and structures that can overcome barriers to education reform. The delivery approach focuses on achieving results that will improve access to education, especially for the marginalised children.
FUNDING EDUCATION
But to change the way education is delivered, we change the way it is funded. Development assistance for education is 10% of all aid flows from donor countries which is enough to get all children in school and learning.
The Education Commission has launched a new mechanism, called the International Finance Facility for Education, to close this persistent gap. The facility works on two levels. First, it pools donor funds so that multilateral banks like the World Bank and the Asian Development Bank can create a new stream of education financing. Second, it enables lower-middle-income countries – countries including India, Pakistan, and Bangladesh – to take out loans for education at favourable rates, escaping the ‘debt trap’ created by high-interest loans.
This mechanism has the potential to unlock $10 billion in additional funding for education. So far, the facility has garnered the support of the World Bank, various regional banks, the United Nations, and numerous aid donor and recipient countries. We expect it to be up and running in the next year.
These twin innovations – the delivery approach and the facility – can transform how education is delivered to children and how it is funded. It has the potential to unlock educational opportunity for 3 crore children in South Asia. This is the opportunity our children need and deserve.
(The author is CEO of Edx, a professor at MIT, co-founder of several technology companies, and a member of the Education Commission)
Only 30% of children have access to quality early childhood education 75% South Asian youth lack skills New funding mechanism can unlock $10 billion in additional funding for education
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Answer:
It is important to note that from the time that the first ideas of atoms arose, and for thousands of years thereafter, there was not one iota of evidence for the particulate nature of matter or the physical existence of atoms.
Explanation:
The idea of atoms was purely a product of imagination, and while there was vigorous debate about the nature of matter, this debate could not be settled scientifically until there was objective evidence one way or another.
1.1 Atoms
1.2 Realities
1.3 History
1.4 Elements
1.5 Evidence
1.6 Parts
1.7 Iinteractions
1.8 He and H2
So the question arises, how did scientists in the nineteenth century eventually produce clear evidence for the existence of atoms? We have already said atoms are much too small to be seen by any direct method. So what would lead scientists to the unavoidable conclusion that matter is composed of discrete atoms? In fact, often a huge intuitive leap must be made to explain the results of scientific observations.
For example, the story about Isaac Newton (1643-1727) and the falling apple captures this truism, namely the remarkable assumption that the movement of the earth around the sun, the movement of the moon around the earth, and the falling of an apple to earth are all due to a common factor, the force of gravity, which acts at a distance and obeys an inverse square relationship (1/r2, where ”r” is the distance between two objects). This seems like a pretty weird and rather over-blown assumption; how does this “action at a distance” work? Yet, followed scientifically it appears to be quite powerful and remarkably accurate. The point is that Newton was able to make sense of the data - something that is in no way trivial. It requires a capacity for deep, original and complex thought. That said, it was not until Albert Einstein proposed his general theory of relativity (1915) that there was a coherent mechanistic explanation for gravitational forces.