7.9 - Exercises

This question prompts students to consider the prevalence of public water supply systems as opposed to private ones. In many countries, water supply is generally seen as a public good, meaning it is provided for free or at a low cost by the government. There are several reasons why private water supply is less common: regulatory issues, high costs of infrastructure, and the importance of water as a basic human right. Often, governments aim to ensure that all citizens have access to water, making it less feasible for private companies to take over.

This question encourages students to analyze the water distribution situation in Chennai. While some areas in Chennai receive regular water supply, others, particularly slums, face severe shortages. Affordability also varies; wealthy residents can afford private tankers while the poor may struggle to pay for adequate drinking water. This reflects broader issues of inequality in access to basic needs.

This question asks students to consider the implications of water sales by farmers to dealers, which can negatively impact local water supplies. When farmers sell water, it reduces the availability of water for local communities, leading to shortages and potentially high prices. Local people may face challenges in voicing their concerns due to economic pressures. The government could intervene by regulating water sales and ensuring that communities have adequate access to water.

This question explores why private institutions tend to cluster in urban areas. Major cities often have higher populations and more affluent residents capable of paying for private education and healthcare. Additionally, the cost of opening private institutions in rural areas may not be justified due to lower population density, which can result in financial non-viability for these businesses.

This question prompts students to reflect on the fairness and adequacy of public facilities. In many regions, access to facilities such as water, healthcare, and education varies significantly. For example, people in urban centers often have more access to facilities compared to rural areas. Students are encouraged to provide their examples and personally relate to issues they see in their communities.

This exercise encourages students to observe public facilities in their area, recognize their state, and suggest improvements. By collecting feedback and conducting analysis, students can discuss what services are lacking and suggest feasible solutions, promoting civic awareness and engagement.

This question challenges students to think critically about the distribution of public facilities. Many communities experience inequality where some groups have more resources and access while others lack basic amenities. Students can dive into discussions about social justice and fair access, examining disparities in their own neighborhoods.

This question introduces students to the concept of a Census and its importance in data collection. The Census is a systematic process conducted at regular intervals to gather demographic information, which helps the government assess and plan for public facilities. Understanding the Census process also informs students about civic responsibility and the significance of participation.

This question examines the growing trend of private institutions overtaking government ones in education. While private institutions can enhance competition and innovation, they may also exacerbate inequality if families cannot afford tuition. Students can discuss the implications for accessibility and the long-term effects on public education systems.