Veracity Problem: A Review of Various PageRanking Algorithms

Veracity Problem: A Review of Various PageRanking Algorithms Abstract Enormous availability of web pages containing information leaves user in confusion of which webpage to trust and which link provides the right information. This paper provides a survey of the most relevant studies carried out in regard of ranking web pages. First, it introduces the problem of â€Å"Veracity† , conformity to truth. It then goes on to list the most common algorithms that have been used to resolve the problem of conformity to truth. Finally, this analysis provides a way to guide future research in this field. Keywords: Trustworthiness, ranking Introduction The world wide web has become the most important information source. Everyone uses WWW for searching any information about any particular thing or keyword. It is very common that the results we obtain provide a lot of useless pages. Different websites generally provide conflicting information about same object. It becomes quite difficult to decide about the correctness of information we get from search engines. In most cases, users believe that the topmost links provided by any search engine provide trustworthy results without regard to exceptions. But there is no surity for the accuracy of information present on the internet. Moreover, various websites generally provide inconsistent and conflicting information for same object, like different specifications for same product. For instance a user is interested in knowing the height of Mount Everest and queries the search engine with â€Å"The height of Mount Everest is?† Among the top results, user will find the following facts: some websites say 29,055 feet, other websites say 29,028 feet, another one says 29,002 feet, and rest say 29,027 feet. It becomes difficult to decide which answer is correct and which fact should user trust?[1] . The question is how to decide the right information and how to decide the trustworthiness of any website. The problem is known as ‘Veracity’. It becomes quite difficult for the user to decide which website to trust for the correctness of information. The resultant pages of any search engine must be ranked according to decreasing level of trustworthiness. To resolve this problem, different algorithms have been developed. The existing algorithm Page Rank which is used by Google, uses link structure of the web page[2]. Another algorithm exists known as Weighted PageRank(WPR) Algorithm. It assigns larger rank values to more popular webpages rather than dividing the rank value of a webpage evenly among its outlink pages[3]. Each outlink page gets a value corresponding to its popularity (count of inlinks and outlinks). Voting is another approach to rank web pages which uses the count of votes from one webpage to another and ranks webpages with respect to the count results. Authority-Hub analysis is also used for ranking webpages. It works on the idea of high authorities and popularity of websites. These approaches identify important web pages as per user’s interest but popularity of webpages does not guarantee accuracy of information. A less popular website may provide more useful and accurate information as compared to more popular websites. All of them use iterative approaches, in which same trustworthiness value is given to all data sources, and iteratively evaluate the confidence of every fact and then propagate back to the data sources. Tagrank, Distancerank, Timerank, Relation based algorithm, Weighted link rank. This paper surveys the most relevant algorithms proposed in this field as solution to the problem of ranking the web pages. The rest of this paper is organized as follows. Section 1 discusses different techniques for ranking web pages. Section 2 presents the analysis and section 3 contains a brief conclusion. Techniques for Ranking Web Pages: 2.1 PageRank: PageRank is a method of measuring a pages â€Å"significance†[2]. PageRank is based on the idea that good pages always reference good pages. PageRank’s theory says that if Page A links to Page B, then that link is counted as one vote for page B. If any link pointing to a page is important then it is counted as a strong vote. If links pointing to a page are important then the outlinks of that page also become important. Fig1 : A and B are backlinks of C In this figure, A and B are backlinks of C and C is the backlink of D and E. Assume A, B, C and D are four webpages. Self links or multiple links from one page to another page, are ignored. Initially same PageRank value is assigned to all pages. Originally in PageRank, the total number of webpages was the sum of PageRank over all pages. However, advanced versions of PageRank use a  probability distribution between 0 and 1. Hence the initial value for each page mentioned above is 0.25. In the next iteration the PageRank is transferred from a given page to its outbound links is equally divided among them. If in the system links were from pagesB,C, andDtoA then each link would transfer probability distribution of 0.25 PageRank toAon next iteration, for a total of 0.75. PR(A) = PR(B)+PR(C)+PR(D) = + + In general case, for any page u the PageRank value can be stated as: L(v) number of outlinks of pagev. Bu set containing all pages that links to pageu. The PageRank value for a pageuis dependent on the PageRank values for each pagevcontained in the setBu, divided by the numberL(v) of outlinks of pagev. 2.2 Weighted Pagerank: WPR algorithm is an extension to the ordinary PageRank algorithm. Limitation of existing algorithms HITS and PageRank is that both algorithms deal all links uniformly when distributing rank scores[3]. WPR considers the significance of both inlinks and outlinks of the webpages and on the basis of popularity of pages, the rank scores are distributed. PageRank algorithm divides the rank values of any page evenly amongst its outlink pages, while WPR assigns higher rank values to more popular webpages. Considering the significance of webpages, the original PageRank equation is modified as [3]: [4] 2.3 Distancerank: Distancerank is an intelligent ranking algorithm proposed by Ali Mohammad Zareh Bidoki and Nasser Yazdani[11]. This algorithm is based on reinforcement learning such that the distance between pages is considered as a punishment factor. The distance is defined as the number of ‘‘average clicks’’ between two pages. The distance dj of page j is computed as : +ÃŽ ±*mini(log(O(i))+di)[11] where i is a member of pages that point to j and O(i) shows out degree of i and a is the learning rate of the user[1]. 2.4 Hyperlink Induced Topic Search (HITS): The HITS algorithm is also known as â€Å"hubs and authorities† is a link analysis algorithm. HITS divides the sites of a query between â€Å"hubs† and â€Å"authorities† for ranking webpages. Links to authorities are contained in hubs, while hubs point to authorities [6]. Hubs Authorities HITS assigns two values to a webpage: a hub weight and an authority weight. These weights are defined recursively. A high authority weight occurs if webpages with high hub weights are pointing it. Similarly, a higher hub weight occurs if the webpage points to large webpages with high authority weights. Thus, itidentifies good authorities and hubs for any query. HITS works on the concept that if the creator of webpage p has a link to webpage q then p has some authority on q[6]. 2.5 TimeRank: Time Rank algorithm proposed by H Jiang et al improves the rank score of web pages by using the visit time of web pages. This algorithm is supposed to be a combination of link structure and content[9]. Pr (T(i)|q) = Pr (T(i)) + Pr (q|T(i)) Ti à ¯Ã¢â‚¬Å¡Ã‚ ® means topic i of each page. Pr (T (i)) means the section of pages belonging to topic i in the whole page set. Pr (Ti | q) means the probability of query q related to topic i. 2.6 Web Page Ranking using link attributes: Weighted Links Rank (WLRank) assigns the value R(i), known as Ranking value, to page i with the following equations[12]: Where, given a link from page j to page i we have: L(j; i) 1 if the link exists, 0 otherwise, c a constant that gives a base weight to every link, T(j; i) a value which depends on the tag where the link is put in, AL(j; i) the anchor text length of the link divided by a constant d, and RP(j; i) the relative position of the link in the page weighted by a constant b. Analysis: Different algorithms for ranking webpages have been studied and the analysis is presented in the following table: References: [1] X. Yin, J. Han, and P. S. Yu, â€Å"Truth Discovery with Multiple Conflicting Information Providers on the Web†, IEEE Transactions On Knowledge And Data Engineering, Vol. 20, No. 6, June 2008. [2] C. Ridings and M. Shishigin, â€Å"Pagerank Uncovered†, Technical Report, 2002. [3]Wenpu Xing and Ali Ghorbani, â€Å"Weighted PageRank Algorithm†, In proceedings of the 2rd Annual Conference on Communication Networks Services Research, PP. 305-314, 2004. [4]Wenpu Xing and Ali Ghorbani, â€Å"Weighted PageRank Algorithm†, In proceedings of the 2rd Annual Conference on Communication Networks Services Research, PP. 305-314, 2004. [5] Geeta R. Bharamagoudar , Shashikumar G.Totad and Prasad Reddy PVGD, â€Å" Literature Survey on Web Mining† IOSR Journal of Computer Engineering ,Issue 4 (Sep-Oct. 2012). [6] Jon Kleinberg, â€Å"Authoritative Sources in a Hyperlinked Environment†, In proceedings of the ACM-SIAM Symposium on Discrete Algorithms, 1998. [7] Lin-Tao Lv, Li-Ping Chen, Hong-Fang Zhou, An improved topic relevance algorithm for vertical search engines, ICWAPR 08, Hong Kong, pp. 753-757, Aug 2008. [8] H Jiang et al., TIMERANK: A Method of Improving Ranking Scores by Visited Time, In proceedings of the Seventh International  Conference on Machine Learning and Cybernetics, Kunming, 12-15 July 2008. [9] S. Chakrabarti, B. Dom, D. Gibson, J. Kleinberg, R. Kumar, P.Raghavan, S. Rajagopalan, A. Tomkins, â€Å"Mining the Link Structure of the World Wide Web†, IEEE Computer Society Press, Vol 32, Issue 8 pp. 60 – 67, 1999. [10] Fabrizio Lamberti, Andrea Sanna and Claudio Demartini , â€Å"A Relation-Based Page Rank Algorithm for. Semantic Web Search Engines†, In IEEE Transaction of KDE, Vol. 21, No. 1, Jan 2009. [11] Ali Mohammad Zareh Bidoki and Nasser Yazdani, â€Å"DistanceRank: An Iintelligent Ranking Algorithm for Web Pages†, Information Processing and Management, 2007. [12] Ricardo Baeza-Yates and Emilio Davis ,Web page ranking using link attributes , In proceedings of the 13th international World Wide Web conference on Alternate track papers posters, PP.328-329, 2004. [13] Milan Vojnovic et al., â€Å"Ranking and Suggesting Popular Items†, In IEEE Transaction of KDE, Vol. 21, No. 8, Aug 2009. [14] Fang Liu, Clement Yu, Weiyi Meng, â€Å"Personalized Web Search for Improving Retrieval Effectiveness†, IEEE transactions on knowledge and data engineering, 16 (1) January 2004. [15] Gr ´egoire Burel, Amparo E. Cano, Matthew Rowe, and Alfonso Sosa â€Å"Representing, Proving and Sharing Trustworthiness of Web Resources Using Veracity† Springer-Verlag Berlin Heidelberg 2010.

Origins Of Alternative Education In India Education Essay

Harmonizing to one of the position, instruction has been derived from the Latin word educare which means to convey up or to raise. Harmonizing to this position, instruction is procedure of leaving to an single certain information and cognition which was considered by the society. Education implies the alteration of the behavior of the person by enforcing criterions of society upon him. Therefore, this derivation gives the construct of teacher-centred instead than child-centred instruction. There is another group of minds who believes that the term ‘education ‘ has been derived from the Latin word ‘educere ‘ which means to ‘lead out ‘ or ‘to pull out ‘ . Education hence, means to take out or pull out the best in adult male. It is the procedure of ‘drawing out from within ‘ instead than ‘imposing from without ‘ . In the Indian Context the Education agencies The Indian Synonyms of Education are the words ‘Shiksha ‘ and ‘vidya ‘ . Shiksha is derived from the Sanskrit verbal root ‘Shas ‘ which means to ‘discipline ‘ ‘to control ‘ ‘to instruct ‘ or ‘to Teach ‘ . Similarly Vidya is besides derived from Sanskrit verbal root ‘vid ‘ which means ‘to know ‘ . Hence the training the head and acquisition of cognition have ever been the dominant subject in Indian attacks to understanding the instruction.Experimental acquisitionThe experimental instruction is an organic and invariably germinating attack to larning.According to them they believe that ‘anyone can make it ‘ . The thoughts advocated can be replicated about anyplace, and can be used, as some are making, in mainstream ( authorities and private ) schools. This type of teaching method aids in Enhancement in Education. It explores the ways in which kids can detect their ain endowments and involvement, at their ain endowments and involvement, at their ain topographic points, in their ain ways, assisted by instructors, parents, and friends and others-learning in and from their neighbors, their small town, their community and the environment in which they live. It tells that how instruction can be successful in footings of kid ‘s ain demand for cognition. This sort of instruction therefore relies to a great extent on experiential acquisition which compiles of advanced attacks, method, and thought of acquisition, purpose to be child centred ) . The relevant and liberating instruction should include: – Bing child-focussed- the kid is the Centre. The kid dictates the gait and involvements. Leting larning in multiple ways. Enhancing the senses through acquisition. Not being sole, there is a ( government-prescribed ) scrutiny for school completion, nor it should sole in the footings of category, gender, caste or faith. Meeting a kid ‘s life -enriching demands in conformity with kid rights, leaving religious values, cognition of moral, societal norms and responsibilities and eventually, it should seek out to run into life-development demands of functional preparation of unconditioned endowments, and vocational instruction. The importance of instruction being child-centred, get downing from what the kid knows and is interested in, and at the gait preferred by the kid. Now Approach to primary instruction has been officially accepted non merely by the one state but besides by the whole universe including the developed and under developing states as a human right for about half a century. Yet, today even we enter into the epoch of twenty-first Century ; there is merely about three-fourthss of kids of school-going kids are able to go to a primary school. In a development states big figure drop-out of kids took topographic point before making Class V and there are many others who are ne'er able to make schools. Although the state like India in which the authorities had placed a high precedence on instruction in policy statements, every clip fails because of proper execution is missing in the policy. Thus an India base with 30 per cent of the universe ‘s nonreaders has female literacy rates much lower than in sub-Saharan Africa [ PROBE 1999 ] . The universe ‘s largest figure of kids who are out-of-school is reached the grade which is close t o 59 million are in India, out of which 60 per centum are misss ( Human Development Report 2000, UN ) .37 per centum of the kids from India are unable to make Class V [ Haq and Haq 1998 ] . And this despite the Directive Principles in Article 45 of the Indian Constitution which prescribes that the province shall seek to supply, within a term of office of 10 old ages from the beginning of the Constitution, for free and mandatory instruction for all kids until they reach the age of 14. Although after this determination the figure of primary schools has increased 2.82 times since 1951 and registrations have improved, the duty of the authorities for making a satisfactory substructure has in pattern non been matched by matching out-lays which continue to stay deplorably unequal at around 3 per cent of the GDP. The huge figure of labyrinth of literature on primary instruction in India has identified assorted grounds for its abysmal province ; why kids bead out and why they remain un enrol led or non traveling in the school. In this infinite several surveies have been done which indicated that the hapless quality of schooling is responsible for low keeping [ Colclough 1993 ; Bhatty Kiran 1998 ; PROBE 1999 ; Banerji 2000 ; Dreze and Gazdar 1996 ] . However, most of these surveies look at the job of instruction within the confines of the schoolroom. They tend to disregard or underact the fact that besides hapless quality, demotivated or un interested instructors and unequal substructure, there are larger other structural restraints which impede entree of kids to schools. There are several literature written on primary instruction in India besides reveals that entree and keeping remain job countries in this domain.Beginnings of Alternate Education in IndiaHistory OverviewThe present mainstream educational system was inaugurated in India in the mid-nineteenth century. Over the following century ; it about wholly supplanted earlier educational establishments. There had, ea rlier, been a broad web of little small town schools- pathsahlas, gurukuls and madarasas. There was a construct of ‘One Village-One School ‘ and was become the norm in assorted parts of the state, up to the earlier 19th century. A big figure of such learning schools-reportedly100, 000 was merely in Bihar and Bengal. They played of import societal function and ‘were, in fact irrigating holes of civilization of traditional communities ‘ . ( Dharampal, 2000 ) .Students from assorted castes studied in these schools, although there was no such favoritism on the footing of castes, credo and coloring material. It was unfastened for all but there must hold been disproportionately representation in the school, the male childs outnumbered misss. Most of the misss learnt a scope of accomplishments within their places ; from parents, relations, and private tutors- including Humanistic disciplines, trades, practical accomplishments, agribusiness, wellness and linguistic c ommunications. Harking back to the tradition of monasteries and ashrams, schools interspersed preparation in practical life accomplishments with academic instruction. As the clip goes on within the overall context of diminution of local economic systems, these went into diminution and decay under colonial regulation. Intentionally the policy was employed by the authorities to pass over out this community based schooling, and replace it with an foreign theoretical account. In 1931, Gandhi alleged that ‘ today India is more illiterate than it was 50 or a 100 old ages ago ‘ ( M.K.Gandhi 1931, Dharampal 2000 ) . He besides added that British decision makers had ‘aˆÂ ¦.scratched the dirt and begun to look at the root, and left the root like that and beautiful tree perished. ‘ Autochthonal instruction was replaced by an foreigner and rootless, intentionally set up, as it was explained by Lord Macaulay ( 1835 ) , to ‘form a category who interprets between us and the 1000000s we govern. Despite the transportation of power in 1947, Indian schools continued in the same mold. Some alterations were introduced: the authorities expanded its range and web of schools in both rural and urban countries and local slang linguistic communications were accepted as medium of direction in these schools. Today we have huge web and figure of authorities in our state and turning figure of private tally establishments. Yet, the basic format remained the unchanged, a big figure of school today based on derivative and mechanistic theoretical account. They are designed to bring forth persons who fit into modern society and its ( Consumerist and competitory ) Valuess, and are easy to regulate since they learn to be extremely disciplined within hierarchal, centrally administered establishments. Schooling therefore, tends to reenforce societal inequalities-Class, caste and gender. Affluent Children go to in private run schools, while hapless attend schools run by the province because for hap less entree to private school has become the dream. Despite of Vital differences in installations and support, all these schools portion a similar ethos. The acclivity is on absorbing information instead on original thought and imaginativeness. The set up is centralised and bureaucratic, instructors distanced from pupils largely simply making a occupation, while school act as a bringing points for a set course of study and content. Schools generate ‘failures ‘ in big scale-contributing to crises of assurance at national degree.Early PioneersAlternative or the experimental acquisition to the educational system began to emerge every bit early as the late nineteenth and the early 20th century ‘s. Some of these attempts truly tag a important alteration and their attempts are still seeable. Social reformists began researching alternate instruction by the late of 19th century. Swami Vivekananda, Dayanand Saraswati, Syed Ahmed Khan, Jyotiba Phule, Savitribai Phule and others promoted the thought of instruction as a force fo r societal regeneration, and set up schools/institutions toward this terminal. Vivekananda and Dayanand Saraswati combined spiritual revival with societal service/ political work, through the Rama krishna Mission and Arya Samaj Schools severally. Syed Ahmed Khan set up the Aligarh Muslim University ( originally, Mohammadan Anglo Oriental College ) , with the ends of leaving modern instruction without compromising on Islamic Values. Jyotiba and Savitribai Phule were actively concerned with get the better ofing the societal inequalities. They chiefly work with the dalit kids and miss schooling in Maharashtra. There were some Significant educationalists emerges in half of the 20th century included Rabindra Nath Tagore, Mahatma Gandhi, Jiddu Krishnamurthy, Gijubhai Badheka And Sri Aurobindo. By the mid of the 1920s and 1930s, these loyalists had created the figure of feasible theoretical accounts of alternate acquisition, as a considered response to the ailments of mainstream instruction. Some of the thoughts were in confederation with the battles for national Independence and the revival of Indian society. The ‘alternatives ‘ emphatic committednesss, and mutual links between school and the society. Rabindranath Tagore pointed out several restrictions of school set up by colonial governments, in his Hagiographas Shikhar Her Fer ( 1893 ) and Shikhar Bahan ( 1915 ) . As a kid, Tagore had refused to go to School ; he subsequently wrote, ‘What tortured me in my school yearss was the fact that the school has non the completeness of the universe. It was a particular agreement fo r giving lessonsaˆÂ ¦But kids are in love with life, and it is their first love. All its coloring material and motion attract their eager attending. And are quite certain of our wisdom in smothering this love? We rob the kid of his Earth to learn him geographics, of linguistic communication to learn him grammaraˆÂ ¦Child-Nature protest against such catastrophe with all its power of agony, subdued at last into silence by penalty. ‘ ( Tagore, in Chakravarty1961, pg 218 ; in Prasad2005, pg81 ) . Tagore set up his ain option to the predominating educational system: Vishwa Bharati in Shantiniketan, Bengal. Classes here, were- and still are held in the lap of nature. Vishwa Bharati becomes a Centre for excellence in art and aesthetics, originative activities and consciousness of local every bit good as universe civilizations. Gandhi ‘s position resembles Tagore ‘s in the accent on contextually relevant instruction, mother lingua as the medium of direction, and resistance to examination-oriented studious stretch. He translated his vision into pattern through a series of school, get downing in Phoenix Farm and Tolstoy Farm in South Africa and go oning into schools set up in Champaran, Sabarmati, Wardha and many other parts of India. Gandhi developed Nai Taleem or Basic Education in which pupils giving few hours daily to academic chases, and the remainder of the twenty-four hours to the public presentation of ‘Bread Labour ‘ that includes trade work, agribusiness, cookery, cleansing and related undertakings. His attack to instruction aimed at beef uping village life and communities. Equally early as 1917, When Gandhi began five little schools for provincials ‘children in Champaran, so he said, â€Å" The thought is to acquire clasp of as many kids as possible and give them an a ll unit of ammunition instruction, a good cognition of Hindi or Urdu and through that medium, cognition of arithmetic, basicss of history and geographics, simple scientific rules and some industrial preparation. No cut and dried course of study has yet been prepared because harmonizing to him I am traveling on a unconquered path. I look upon you present system with horror and misgiving. Alternatively of developing the moral and mental modules of the small kids it dwarfs them. Phase trades, humanistic disciplines, athleticss and jubilation of festivals from all faith were of import parts of Nai taleem. In Nai Taleem there were no text editions as such, but pupils were invariably encouraged to utilize library and can acquire the cognition of diverse field. In the library instruction is non merely the motivation but exposure to different field or topics are besides required. Educationist Gijubhai Badheka emphasised on kids ‘s demand for an atmosphere nurturing independency and autonomy. He gave this thought an institutional footing by set uping Bal Mandir in Gujarat in 1920, and in his Hagiographas, he identified the different aspects of thought. Gijubhai ‘s Divaswapna ( 1990 ) is the fabricated narrative of a instructor who rejects the Orthodox civilization of instruction. This authoritative piece of composing by him outputs rich penetrations into effectual instruction, as it describes experiments in instruction undertaken by an inspires instructor in a ordinary small town school. Gijubhai explains and clearly showed that how to learn history, geographics, linguistic communication and other topics through narratives and rimes, in a manner that appealed to kids. He believed in eliciting the kid ‘s wonder in a 1000 and one things runing from insects to stars, instead than routine text edition learning. Gijubhau wrote a figure of books an d brochures for parents, instructors, general readers and capturing narratives and poetries for kids. J. Krishnamurti excessively thought of instruction in connexion with the whole of life. It is non something stray, prima to disaffection. He looks closely at the procedure of larning in relation to human life. In the life of Krishnamurti, pupul jayakar quotes him speech production of that period in his life some 75 old ages subsequently. â€Å" The male child had ever said, ‘ I will make whatever you want ‘ . There was an component of subservience, obeisance. The male child was obscure, unsure, and ill-defined ; he did n't look to care what was go oning. He was like a vas, with a big hole in it, whatever was put in, went through, nil remained. â€Å" ( J. Krishnamurti: a life. Arkana,1996 ) . He noted that the instructors have a duty to guarantee that'aˆÂ ¦when kid leaves the school, he is good established in goodness both externally and inside ‘ . Krishnamurti set up two schools in the 1930s, Rajghat Besant School in Varanasi, UP and the Rishi Valley School in Andhra Pradesh, over the decennaries, the KFI ( Krishnamurti Foundation of India ) has kept alive its committedness to meaningful instruction, spread outing its web of schools to Chennai, Uttarkashi, Bangalore and Pune. Like Gijubhai ‘s and Gandhi ‘s schools, KFI has shown that alternate instruction can be made accessible to those from underprivileged backgrounds every bit good. Learning ends are individualised for each kid, and learning AIDSs are carefully designed utilizing cards, books, marionettes, narratives and local stuff. A visit to any of this school of Krishnamurti bring to his idea: ‘Education is non merely to go through scrutiny, take a grade and a occupation, acquire married and settle down, but besides to be able to listen to the birds, to see the sky, to see the extraordinary beauty of a tree, and the form of hills, and to experience with them, to be truly, straight in touch with them. ‘Mainstreaming OptionsInvention of Alternatives Schools can distribute to mainstream Education?Though it might look disconnected and confusing, the landscape of alternate schooling is surely fertile! From the scope of schools discussed before, it is clear that there are people scattered across the different parts of the state, woolgathering of a different sort of instruction, and many who are really populating out their dreams. Most of the experiments are little but basically replicable. They reached out their mark population in a meaningful ways to diverse kids, from the different economic backgrounds and from diverse societal scenes. Several Experiments are clustered in Karnataka, Madhya Pradesh and Maharashtra with the scattering in other topographic points including Uttar Pradesh, Uttarakhand, Bengal, Gujarat, Delhi, Pondicherry, Tamil Nadu, Andhra Pradesh, Kerala and others. It is informative to retrieve that sometimes, there is no difficult and fast line spliting the mainstream from the option. Even hardcore ‘mainstream ‘ schools bit by bit follow some elements of ‘alternative ‘ acquisition in their teaching method to learn the kids. Tonss of primary and nursery schools across the state have for case have adopted the some elements of Montessori and play manner methods, through which kids enjoy the acquisition and catch the technique more rapidly and expeditiously. Widespread inquiring has propelled even the authorities to show in some betterments. Therefore, non formal instruction runs links instruction to societal consciousness. The Bihar Education Project ( in partnership with UNICEF ) has opened Charwaha Vidyalayas ( for kids croping animate beings ) and Angana paathshalas ( courtyard schools for misss in distant countries ) . The Cardinal authorities ‘s ‘ Education Guarantee Scheme, and Alternative and Innovative Education Scheme ‘ employ flexible schemes for out of school kids, including span classs, back to school cantonments and residential cantonments for accelerated acquisition. In some of these, larning results have proved to be of rather a high criterion ( Education for All 2005 ) . Premier teacher developing establishments such as the District Institutes for instruction and preparation ( DIET ) have incorporated a few originative, kid centred teaching methods. The NCERT has devised a new, province of art curricular model for school instruction. Yes all this is still a far call from the realization from the full blown options. It is truly sad to cognize that mainstream instruction still dominates the lives of the huge bulk of Indian kids. It chiefly depends upon its philosophical foundation which rest on big graduated table, centralised, scrutiny oriented instruction, with flexible day-to-day agendas and stiff course of study. In India they are many such illustrations which can be illustrated to a figure of groups who were engaged in seting in their best attempts to convey about important alteration in the field of instruction. They believe in their ain work it does non count to them that their attempt was non in the big graduated table or that it was non seeable to all people in the state. They think that if they or their work even act upon the few immature heads, they set us believing about the tremendous possibilities that would open up if the if local or national authorities support this alterations. The authorities poli cy to put up a National Institute of Open Schooling ( NIOS ) was found to be the most popular and important measure toward betterment in the field of instruction. Such a measure opens the door to informal and individualized gait of acquisition, which was welcomed by most of the alternate schools. Indeed it was the first clip when alternate acquisition was coming on their way of chief watercourse professional instruction. With this authorities enterprise to open NIOS has made possible the followers: The gap of school for slow scholars Inclusive instruction for the otherwise able along with ‘normal ‘ kids. Delinking of the methodological analysis of a larning programme from the stringent demands of the Board Examination. Addressing the different gait of acquisition. Giving a point of entry to the mainstream from an alternate paradigm. In Pedagogy of Hope, Freire writes, ‘ I do non understand human being, and the battle needed to better it, apart from hope and dream ‘ ( Freire 1996 ) . Keeping the hope alive is non easy. To even place and research bing ‘alternatives'-however they may be possibility of being imperfect and uncomplete but still it is an exercising in hope. So today it is really necessary demand to make and remain near to mainsprings of alternate educational thinking-which cuddles within the visions of wider transformative socio-political alterations. These options will go on to develop, spread out and widen. We are required to cast the impression that ‘There is No Alternative ‘ and alternatively, work toward conveying and actively progressively cohesive, meaningful options to the society.Why such Education is needed?Harmonizing to Martha C. Nussbaum, she explains in one of her article that Public instruction is important ingredients for the wellness of democracy. Recently there are many enterprises has been taken around the universe in the field of instruction, nevertheless they are chiefly narrow down their focal point on scientific discipline and engineering, pretermiting the of import topic such as humanistic disciplines and humanistic disciplines. They besides focus on the internalisation of information, instead than on the formation of the pupil ‘s critical and inventive capacities. The writer demonstrated the unrecorded illustration which she has experienced in Bihar with the one of the Patna centred Non authorities administration named Adithi. When they reached a topographic point near to Nepalese boundary line, they found really meager installations. Teaching is done largely outside the schoolroom on the land, or under the shadiness of barn. Students were enduring from basic installations such as paper and merely few slates were available that has to be passed manus to manus. However it was originative instruction. Following she visited the girl literacy plan, house in a caducous following door. The day-to-day agenda of misss were small busy as in the forenoon they went for herding of the caprine animal, So there categories began around 4p.m. about 15 misss in entire comes to this individual schoolrooms age 6-15 old ages for three hours of after work acquisition. There are no desks, no chairs, no chalkboard are available, and there is merely few slates and spot of chalks but these job does non halt misss from coming to the category and the passion of the instructor is besides one of the major factor of this binding. The instructor is themselves among the hapless rural adult females assisted by the Adithi plan. . Proudly the misss brought in the caprine animals that they had been able to purchase from the nest eggs account they have jointly established in their group. Mathematicss is taught in portion by concentrating on such practical issues. Author thinks that there are many things to larn fro m given illustrations but few of them can be: foremost, the close linkage between instruction and critical thought about one ‘s societal environment ; 2nd, the accent on the humanistic disciplines as cardinal facets of the educational experience ; third, the intense passion and investing of the instructors, their delectation in the advancement and besides the individualism of their pupils. Now the writer elaborates theoretical account of instruction for democratic citizenship. Harmonizing to her there are three types of capacities are indispensable to the cultivation of democratic citizenship in the today ‘s universe ( Nussbaum, 1997 ) . The First is a Capacity stressed by both Tagore and Jawaharlal Nehru. They emphasise on the capacity for critical scrutiny of oneself and one ‘s traditions, for populating what we may follow Socrates ; we may name ‘the examined life ‘ . This capacity can merely be obtain if we train one ‘ ego, Training this capacity requires developing the capacity to ground logically, to prove what one what he or she reads or says for consistence of logical thinking, rightness of fact, and truth of judgement. Testing of this kind often creates new challenges to tradition, as Socrates knew good when he defended himself against the charge of ‘corrupting the immature ‘ But he defended his activity on the evidence s that democracy needs citizens. Critical thought is peculiarly important for good citizenship in a society that needs and required to come to clasps with the presence of people who differ by ethnicity, caste, and faith. Then after she describes the 2nd portion of the her proposal Citizens who cultivate their capacity for effectual democratic citizenship demand, farther, an ability to see themselves as non merely citizens of some local part or group, but besides, and above wholly, as human existences bound to all other human existences by ties of acknowledgment and concern. It is really indispensable that they have to understand both the differences that make understanding hard between groups and states and the shared human demands and involvements that make understanding indispensable, if common jobs are to be solved. This means larning rather a batch both about states other than one ‘s ain and about the different groups that are portion of one ‘s ain nation.This undert aking includes demoing pupils how and why different groups interpret grounds otherwise and build different narrations. Even the best text edition will non win at this complex undertaking unless it is presented together with a teaching method that fosters critical thought, the critical examination of conflicting beginning stuffs, and active acquisition ( larning by making ) about the troubles of building a historical narration. This brings me to the 3rd portion of my proposal. As the narrative of the dowery drama in Bihar indicates, citizens can non believe good on the footing of factual cognition entirely. The 3rd ability of the citizen, closely related to the first two, can be called the narrative imaginativeness. This means the ability to believe what it might be like to be in the places of a individual different from oneself, to be an intelligent reader of that individual ‘s narrative, and to understand the emotions and wants and desires that person so located might hold. A s Tagore wrote, †we may go powerful by cognition, but we attain fullness by sympathy aˆÂ ¦ But we find that this instruction of understanding is non merely consistently ignored in schools, but it is badly repressed † ( Tagore, 1961, p. 219 ) . Finally, the humanistic disciplines are great beginnings of joy – and this joy carries over into the remainder of a kid ‘s instruction. Amita Sen ‘s book approximately Tagore as choreographer, competently entitled Joy in All Work, shows how all the ‘regular ‘ instruction in Santiniketan, which enabled these pupils to execute really good in standard scrutinies, was infused with delectation because of the manner in which it was combined with dance and vocal. Children do non like to sit still all twenty-four hours ; but they besides do non cognize automatically how to show emotion with their organic structures in dance. Tagore ‘s expressive, but besides disciplined, dance government was an indispensable beginning of creativeness, thought, and freedom for all students, but peculiarly for adult females, whose organic structures had been taught to be shame-ridden and inexpressive ( Amita Sen, 1999 ) .Narrative of a BirdA really beautiful narrative has b een demonstrated by the writer about the instruction that if there is no proper counsel is given to teacher towards the kids, so it led to the terrible harm to child ‘s head. Harmonizing to her there is no more fantastic word picture of what is incorrect with an instruction based on mere proficient command and rote acquisition than Tagore ‘s sad narrative ‘The Parrot ‘s Training ‘ . A certain Raja had a bird that he loved. He wanted to educate it, because he thought ignorance was a bad thing. His initiates convinced him that the bird must travel to school. The first thing that had to be done was to give the bird a suited building for his schooling: so they build a brilliant aureate coop. The following thing was to acquire good text editions. The initiates said, †Textbooks can ne'er be excessively many for our intent. † Scribes worked twenty-four hours and dark to bring forth the needed manuscripts. Then, instructors were employed. Somehow or other they got rather a batch of money for themselves and built themselves good houses. When the Raja visited the school, the instructors showed him the methods used to teach the parrot. †The method was so colossal that the bird looked laughably unimportant in comparing. The Raja was satisfied that there was no defect in the agreements. As for any ailment from the bird itself, that merely could non be expec ted. Its pharynx was so wholly choked with the foliages from the books that it could neither whistle nor whisper. † The lessons continued. One twenty-four hours, the bird died. Cipher had the least thought how long ago this had happened. The Raja ‘s nephews, who had been in charge of the instruction ministry, reported to the Raja: †Sire, the bird ‘s instruction has been completed. † †Does it skip? † he Raja enquired. †Never! † said the nephews. †Does it wing? † †No. † †Bring me the bird, † said the Raja. The bird was brought to him, guarded by the kotwal and the sepoys and the sowars. The Raja poked its organic structure with his finger. Merely its interior dressing of book-leaves rustled. Outside the window, the mutter of the spring zephyr amongst the freshly budded Asoka leaves made the April forenoon wistful. ( Tagore, 1994 ) This fantastic narrative barely needs commentary. Its important po int is that educationalists tend to bask speaking about themselves and their ain activity, and to concentrate excessively small on the little stamp kids whose avidity and wonder should be the nucleus of the educational enterprise. Tagore idea that kids were normally more alive than grownups, because they were less weighted down by wont. The undertaking of instruction was to avoid killing off that wonder, and so to construct outward from it, in a spirit of regard for the kid ‘s freedom and individualism instead than one of hierarchal infliction of information. I do non hold with perfectly everything in Tagore ‘s educational ideal. For illustration, I am less anti-memorization than Tagore was. Memorization of fact can play a valuable and even a necessary function in giving students bid over their ain relationship to history and political statement. That is one ground why good text editions are of import, something that Tagore would hold disputed. But about the big point I am absolutely in understanding: instruction must get down with the head of the kid, and it must hold the end of increasing that head ‘s freedom in its societal environment, instead than killing it off.

About Vipers, Family Viperidae

Vipers (Viperidae) are a group of snakes known for their long fangs and venomous bite. Vipers include true vipers, bush vipers, rattlesnakes, pit vipers, adders and night adders. Venomous Fangs The fangs of vipers are long and hollow and enable the snake to inject venom into animals that it bites. Venom is produced by and stored in glands located at the back of the snakes upper jaw. When the snakes mouth is closed, the fangs recede into a thin membrane and fold against the roof of the snakes mouth. When a viper bites its victim, the bones of the jaw rotate and flex so that the mouth opens at a wide gape angle and the fangs unfold at the last moment. When the snake bites down, muscles that encase the venom glands contract, squeezing venom out through ducts in the fangs and into their prey. Types of Venom Several different types of venom are produced by the various species of vipers. Proteases consist of enzymes that break down proteins. These enzymes cause a variety of effects in bite victims including pain, swelling, bleeding, necrosis, and disruption of the clotting system. Elapid venoms contain neurotoxins. These substances disable prey by disabling muscle control and causing paralysis. Proteolytic venoms contain neurotoxins to immobilize prey as well as enzymes that break down molecules in the victims body. Head Shape Vipers have a triangular-shaped head. This shape accommodates the venom glands at the back of the jaw. Most vipers are slender to stout-bodied snakes with a short tail. Most species have eyes with elliptical pupils that can open wide or close down very narrowly. This enables the snakes to see in a wide range of light conditions. Some vipers have keeled scales—scales with a ridge in their center—while others have smooth scales. 26 Types There are currently about 26 species of vipers that are considered vulnerable, endangered or critically endangered. Some of the rarest vipers include the golden lancehead and the Mt. Bulgar viper. Like most snakes, vipers appear not to care for young after hatching. Most species of vipers give birth to live young but there are a few species that lay eggs. Vipers occur in terrestrial habitats throughout North, Central and South America as well as in Africa, Europe, and Asia. There are no vipers native to Madagascar or Australia. They prefer terrestrial and arboreal habitats. The range of vipers extends further north and further south than any other group of snakes. Vipers feed on a variety of small animal prey including small mammals and birds. Classification Vipers belong to the snake family. Snakes are among the most recently evolved of the main reptile lineages alive today. Their evolutionary history remains somewhat murky, though—their delicate skeletons do not preserve well and as a result, few fossil remains of ancient snakes have been recovered. The earliest known snake is Lapparentophis defense which is estimated to have lived about 130 million years ago, during the early Cretaceous. The viper family includes about 265 species. Vipers are classified into one of four groups: Azemiopinae: Feas viperCausinae: night addersCrotalinae: pit vipersViperinae: true vipers The Viperinae, also known as the Old World vipers, are short and stocky snakes. They have a wide, triangular head and rough, keeled scales. Their coloration is dull or cryptic providing them with good camouflage. Most members of this group give birth to live young. Pit vipers are distinct from other vipers due to a pair of heat-sensitive pits located on either side their face between the eyes and nostrils. Pit vipers include the worlds largest viper, the bushmaster, a snake native to Central and South American rainforests. The bushmaster can grow as long as 10 feet. Copperhead snakes are also pit vipers. Of all vipers, the rattlesnakes are among the most easily recognized. Rattlesnakes have a rattle-like structure at the end of their tail formed out of old layers of the terminal scale that do not fall off when the snake molts. When shaken, the rattle serves as a warning signal to other animals.

Female Political Participation - Free Essay Example

Sample details Pages: 11 Words: 3205 Downloads: 6 Date added: 2017/06/26 Category Politics Essay Type Research paper Tags: Political Essay Women Essay Did you like this example? The right to participate in the political life and the right to vote and stand for election are essential citizenship rights.[1] However, the lack of equal representation of historically excluded groups was not until recently considered a shortcoming of democracy itself.[2] The male domination in politics was not either considered a violation of womens citizenship rights as long as women had the right to vote.[3] Today however, a male-dominated political structure has lost its democratic legitimacy and gender balance is required not just more women in politics.[4] A large number of countries are still far behind; 72 countries currently have less than 15 per cent women in their parliaments.[5] Countries that have the highest numbers of womens representation in parliaments, with Rwanda at the top of the list with 64 per cent women in its parliament, are spread all over the world and have various levels of economic development or democratic liberties.[6] As of Oct ober 2013, the Nordic countries had the highest regional average of womens representation in parliaments with 42 per cent women in their parliaments.[7] The Americas, Europe (excluding the Nordic countries) and Sub-Saharan Africa were next with 24.8, 22.8 and 21.1 per cent respectively.[8] Asia (19.1 per cent), the Arab states (17.8 per cent) and the Pacific (13.1 per cent) were at the bottom.[9] These figures seem to be the result of a number of factors which continue to hamper womens involvement in politics.[10] Patriarchy as a system based on male domination shapes womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s relationship with politics.[11] It divides gender into men and women and establishes a hierarchy of gender relations making men privileged.[12] The gender role culture of patriarchal societies is used as a tool to place women within the private sphere as mothers and wives, and place men in the public sphere.[13] Although the gender role culture is not static rather remains in a continuous ch ange while intersecting with economic, social and political systems of a particular society, women continue to be assigned to the private sphere across countries, and consequently, they have been excluded from politics.[14] The responsibility of women as mothers and wives as well as their domestic duties complicate and obstruct their involvement and participation in the public sphere.[15] In addition, the political arena is organized according to male norms, values and lifestyles.[16] It is based on the idea of competition and confrontation, and often ignores systematic collaboration and consensus.[17] Women often reject this type of male-style politics, and may even reject politics altogether for this reason.[18] The first is that women mobilize for quotas in order to increase their political representation.[19] The women involved in quota campaigns vary remarkably and may include womens organizations inside political parties, womens movements in civil society, womens movements in other countries and sometimes even individual women who are close to influential men.[20] The second explanation is that political elites adopt quotas for strategic reasons often related to competition with other parties.[21] Various case studies suggest that party elites adopt quotas when one of their rivals adopts them.[22] In other contexts, elites may view quotas as a means to demonstrate their commitment to womens rights without a real intention to change existing patterns of inequality, or as a means to achieve other political purposes.[23] The third explanation is that quotas are adopted when they tangles with existing or emerging notions of equality and representation.[24] Some scholars view the adoption of gender quota policies as consistent with ideas of equality and fair access.[25] They indicate that left-wing parties are more open to gender quotas because they match with their goals of social equality.[26] It is also noticed that quotas often emerge during periods of democratic modernization, as they may be seen by countries as a way to establish legitimacy of new political systems during democratic transition or the establishment of new democratic structures.[27] The fourth explanation is that quotas are supported by international norms and spread through transnational sharing.[28] Since 1995, several international organizations have issued declarations recommending all member-states to make efforts to increase womens representation in political bodies.[29] Gender quotas have proved to be the most effective tool for increasing womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s representation in elected bodies of government.[30] Other scholars distinguish between different types of electoral gender quotas on the basis on two dimensions. First, there are differences in quotas depending on where they are mandated.[31] Legal quotas are mandated in the constitution and/or electoral law and are, therefore, binding for all political parties, while voluntary party quotas are mandated in the party statutes or programs and are adopted by individual parties for their own electoral lists.[32] Second, differences in quotas depend on the stage of the electoral process they target, whether the pool of aspirants who intend to stand for election, or the candidates who are nominated to represent the party.[33] Whereas the classic liberal notion of equality stressed equal opportunity or competitive equality, quotas represent a shift towards equality of results.[34] Under the concept of equal opportunity, removing formal barriers for womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s political participation, such as providing women with voting rights, was considered sufficient, and it was for individual women to act.[35] However, it is argued that equal opportunity removes formal barriers, whereas direct discrimination and a complex pattern of hidden barriers continue to prevent women from having a fair share of political power.[36] Quotas and other measures aiming at increasing wom enà ¢Ã¢â€š ¬Ã¢â€ž ¢s political participation are thus regarded as means towards equality of result.[37] Equality as a goal cannot be achieved by formal equal treatment only.[38] If barriers exist, compensatory measures are required as a means to reach equality of result.[39] From this perspective, quotas are regarded as a compensation for various barriers that women confront in the electoral process.[40] The incremental track and the fast track do not only represent two different accounts of the actual pace of historical development in womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s political representation, but they can also be seen as two different types of equality policies.[41] Whereas the incremental track promotes formal equality based on the principle of gender equality as equal opportunity, the fast track promotes substantive equality based on the principle of gender equality as equality of results.[42] The two tracks involve two models, which are based on different identifications of the prob lems that diagnose womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s underrepresentation, different goals in terms of womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s political representation and, consequently, different political strategies to make changes.[43] The two models are also based on two different perceptions of historical development.[44] In conclusion, both the incremental track and the fast track have their advantages and their problems.[45] The fast track, in which womens political representation is increased form above, often turns women into tokens unless this process is followed by massive capacity-building, critique and support for the many elected women by womens organizations.[46] The incremental track to increase womens representation usually ensure that elected women have some power base outside parliament, but women worldwide can no longer wait for such a long time.[47] Immediate gender-balanced political representation is demanded by womens movements all over the world and therefore, it is argued tha t the incremental track cannot any longer be considered the best model for womens political empowerment around the world.[48] . Don’t waste time! Our writers will create an original "Female Political Participation" essay for you Create order 4.3. Top-down Empowerment versus Bottom-up Empowerment Although there are many different routes to quotas, two distinct types of quota introduction can be identified, which might have different consequences for womens empowerment.[49] In some countries, like the Scandinavian ones, quotas were introduced after a history of gradual integration of women into public life.[50]This gradualism might be labeled as action à ¢Ã¢â€š ¬Ã‹Å"from belowà ¢Ã¢â€š ¬Ã¢â€ž ¢.[51] In other countries, like South Asian countries, quotas were introduced from above.[52] As a case, the Latin American cluster should be placed between these two extremes.[53] The growing research on the South Asian countries points to the importance of extensive capacity building and support of the new elected women, who by the nature of empowerment from above have very few resources of their own. Other actors may also play direct or indirect roles in enforcing gender quotas. These include womens organizations inside and outside parties, which pressurize elites to comply with quota provisions, provide the elites and voters with information on quota regulations and train female candidates to negotiate better positions on the candidate lists.[54] Scholars argue that efforts to nominate more women never occur without the prior mobilization of women, even when male elites have the ultimate responsibility for the decision to adopt quotas.[55] Other actors include also national courts which provide an arena to challenge non-compliance with the law with regards to parties candidate lists.[56] At the same time, some womens groups do not support quotas and actively seek to undermine their implementation, although in some cases this is attributed to their aspiration to gain more radical measures, such as alternative policies providing for higher levels of womens representation.[57] Additionally, some judges may dismiss allegations of non-compliance and issue negative decisions concerning the applicability of quota laws.[58] Rejection of lists has proved to b e a very effective measure provided that the electoral management body in the country has the legal competence to reject the lists that break with the quota regulations with regard to the number or share of women, and effectively uses this power.[59] When the electoral authorities clearly warn political parties that their lists will be rejected and therefore will not be able to participate in the election if the required number or share of women in the required rank-order on the list is not obtained, the effect has proved to be strong.[60] Grassroots mobilization should not be seen as an alternative to formal political institutions as was the case some decades ago.[61] Rather, the present point of view around the world is that even if there is a risk that womens political representation remains symbolic, the increased womens political participation through gender quotas constitutes an opportunity for women.[62] However, strong womens movements in the civil society remain very imp ortant if the increased political representation of women is to result in policy changes in favor of women.[63] The literature on women and politics suggests two major perspectives on political participation, namely the descriptive and substantive perspectives.[64] 6.1. Descriptive Representation Descriptive representation, sometimes called mirror representation, refers to the shares of women and minorities in elected political bodies.[65] Financial Penalties and Incentives A number of countries penalize non-compliance financially. In Portugal for instance, a candidate list that does not comply with the quota regulations will be made public and will be punished with a fine, which is calculated according to the level of non-compliance.[66] In Ireland, an amendment to the electoral law stipulates that political parties in the coming national elections after the amendment enters into force will lose 50 per cent of their state funding if their candidate lists do not include at 30 per cent of each gender.[67] After a period of 7 years, the political parties should have a forty per cent gender quota in their candidate lists in order to receive full state funding.[68] Sanctions for non-compliance by parties with the required numbers or shares of women in their candidate lists have proved to be important.[69] The crucial question is which sanctions are applied and who has the responsibility for controlling parties compliance with the quota regulations.[70] However, some parties comply with quota laws and put women on the ballot in electable positions, even when sanctions are weak or even non-existent.[71] Such compliance may result from parties adopting voluntary quotas that are stricter than the national quota law, extensive lobbying by womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s groups in the country, a desire to increase political legitimacy, or a strategic calculation on the part of parties to gain womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s votes.[72] Indeed, some case study evidence supports this hypothesis of voluntary compliance.[73] There are three major types of sanctions for non-compliance: Rejection of lists has proved to be a very effective measure provided that the electoral management body in the country has the legal competence to reject the lists that break with the quota regulations with regard to the number or share of women, and effectively uses this power.[74] When the electoral authorities clearly warn political parties that their lists will b e rejected and therefore will not be able to participate in the election if the required number or share of women in the required rank-order on the list is not obtained, the effect has proved to be strong.[75] The numerical presence of women presumes that elected women will produce political perspectives and issues that are poorly represented.[76] Thus, the presumption that elected women would act on behalf of other women or represent their interests constitutes an essential element of arguments in favor of the equal representation of women and men in political bodies.[77] The majority of existing studies on women and politics primarily address the descriptive or numerical representation of women in politics.[78] 6.2. Substantive Representation In recent years, a number of studies on women and politics have begun to address substantive representation of women in politics.[79] It is defined as that dimension of representation where the representative is activing for those represented, and more specifically in a manner responsive to them.[80] A number of countries penalize non-compliance financially. In Portugal for instance, a candidate list that does not comply with the quota regulations will be made public and will be punished with a fine, which is calculated according to the level of non-compliance.[81] In Ireland, an amendment to the electoral law stipulates that political parties in the coming national elections after the amendment enters into force will lose 50 per cent of their state funding if their candidate lists do not include at 30 per cent of each gender.[82] After a period of 7 years, the political parties should have a forty per cent gender quota in their candidate lists in order to receive full state fun ding.[83] However, financial sanctions have proven less effective in some cases, especially in the case of rich political parties, as the case was in the national election in France for example.[84] Some countries have recently adopted a new system of financial incentives.[85] In Georgia for instance, where a quota bill has repeatedly been turned down, a 2011 provision in the law of political parties stipulates that nominating parties which include at least 20 per cent candidates of a different gender in the group of every 10 candidates will receive a 10 per cent supplementary funding from the state budget.[86] However, in order for incentives for including women to be have impact on the behaviors of parties, they should not be based on the number of women on the candidate list but on the percentage of women within a party who actually win seats.[87] Legal sanctions for non-compliance are only enforced in countries where quotas are introduced by law.[88] In the case of legisla ted quota regulations, legal sanctions can be much stronger if adopted in the electoral law and thus be binding for all political parties which participate in the election.[89] Without efforts to remove socio-cultural, political and economic structural barriers at the national and international levels, achieving gender equality or womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s equal political participation will remain impossible to attain.[90] An important element in the enabling environment is related to the nature of democracy and the level of democratization in society.[91] The participative and decentralized form of governance creates a greater space for citizens, including women, to participate in governance processes and structures.[92] It further creates a space for greater interaction between the state and the society.[93] Access to education, health and employment is directly linked with womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s ability to create space for themselves in politics and development.[94] Additi onally, womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s consciousness of their political rights is an important element for womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s individual and collective agency.[95] A strong womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s movement and civil society is another condition for a enabling environment that can influence the direction of politics and development in favor of women.[96] Moreover, the triple roles of women in productive, reproductive and community management spheres should guide the efforts for creating a supportive environment for womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s political participation.[97] Provision of childcare and care work is vital to enabling women to participate in politics.[98] [1] Kazuki Iwanaga, Womens Political Participation and Representation in Asia (NIAS Press 2008) 306. [2] Ibid. [3] Ibid. [4] Ibid. [5] Drude Dahlerup and others, Atlas of Electoral Gender Quotas (International Institute for Democracy and Electoral Assistance 2013) 15. [6] Ibid. [7] Ibid. [8] Ibid. [9] Ibid. [10] Maria De Paola, Vincenzo Scoppa and Rosetta Lombardo, Can Gender Quotas Break down Negative Stereotypes? Evidence from Changes in Electoral Rules (2010) 94 Journal of Public Economics, 344. [11] Farzana Bari, Womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s Political Participation: Issues and Challenges, Expert Group Meeting, Enhancing Participation of Women in Development through an Enabling Environment for Achieving Gender Equality and the Advancement of Women (United Nations Division for the Advancement of Women 2005) 4. [12] Ibid. [13] Ibid. [14] Ibid 5. [15] Ibid. [16] Human Rights Education and Monitoring Center, Women Political Representation: Handbook on Increasing Womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s Political Participation in Georgia (2014) 10. [17] Ibid. [18] Ibid. [19] Joyce Gelb and Marian Lief Palley, Women and Politics around the World (ABC-CLIO 2009)90. [20] Ibid. [21] Ibid. [22] Ibid. [23] Ibid. [24] Ibid. [25] Ibid 100. [26] Ibid. [27] Ibid. [28] Ibid. [29] Ibid. [30] Drude Dahlerup and others, Atlas of Electoral Gender Quotas (International Institute for Democracy and Electoral Assistance 2013) 16. [31] Drude Dahlerup and Lenita Freidenvall, Judging Gender Quotas: Predictions and Results (2010) 38 Policy Politics, 408. [32] Ibid. [33] Ibid. [34] Drude Dahlerup and Lenita Freidenvall, Quotas as a à ¢Ã¢â€š ¬Ã‹Å"Fast Trackà ¢Ã¢â€š ¬Ã¢â€ž ¢ To Equal Representation for Women (2005) 7 International Feminist Journal of Politics, 29. [35] Ibid. [36] Ibid. [37] Ibid. [38] Ibid 29-30. [39] Ibid 30. [40] Ibid. [41] Drude Dahlerup and Lenita Freidenvall, E lectoral Gender Quota Systems and Their Implementation in Europe (European Parliament, Directorate-General for Internal Policies 2008) 21. [42] Ibid. [43] Ibid. [44] Ibid. [45] Drude Dahlerup and Lenita Freidenvall, Quotas as a à ¢Ã¢â€š ¬Ã‹Å"Fast Trackà ¢Ã¢â€š ¬Ã¢â€ž ¢ to Equal Representation for Women (2005) 7 International Feminist Journal of Politics, 46. [46] Ibid. [47] Ibid. [48] Ibid. [49] Ibid 45. [50] Ibid. [51] Ibid. [52] Ibid. [53] Ibid. [54] Mona Lena Krook, Quotas for Women in Politics (Oxford University Press 2009) 41-42. [55] Ibid 21. [56] Ibid 42. [57] Ibid. [58] Ibid. [59] Drude Dahlerup, Electoral Gender Quota Systems and Their Implementation in Europe: Update 2013 (European Parliament, Directorate General for Internal Policy 2013) 17. [60] Ibid. [61] Kazuki Iwanaga, Womens Political Participation and Representation in Asia (NIAS Press 2008) 306. [62] Ibid. [63] Ibid. [64] Ibid 3. [65] Susan F ranceschet, Mona Lena Krook and Jennifer M Piscopo, The Impact of Gender Quotas (Oxford University Press 2012) 25. [66] Ibid. [67] Ibid. [68] Ibid. [69] Ibid 40. [70] Drude Dahlerup, Electoral Gender Quota Systems and Their Implementation in Europe: Update 2013 (European Parliament, Directorate General for Internal Policy 2013)17. [71] Leslie A. Schwindt-Bayer, Making Quotas Work: The Effect of Gender Quota Laws on the Election of Women (2009) 34 Legislative Studies Quarterly, 21. [72] Ibid. [73] Ibid. [74] Drude Dahlerup, Electoral Gender Quota Systems and Their Implementation in Europe: Update 2013 (European Parliament, Directorate General for Internal Policy 2013) 17. [75] Ibid. [76] Ibid 5. [77] Ibid. [78] Ibid 3. [79] Ibid 4. [80] Emanuela Lombardo and Petra Meier, The Symbolic Representation of Gender (Ashgate Publishing Limited 2014) 139. [81] Ibid. [82] Ibid. [83] Ibid. [84] Drude Dahlerup and Lenita Freidenvall, Judgi ng Gender Quotas: Predictions and Results (2010) 38 Policy Politics, 412-413. [85] Drude Dahlerup, Electoral Gender Quota Systems and Their Implementation in Europe: Update 2013 (European Parliament, Directorate General for Internal Policy 2013) 18. [86] Ibid. [87] Human Rights Education and Monitoring Center, Women Political Representation: Handbook on Increasing Womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s Political Participation in Georgia (2014) 19. [88] Drude Dahlerup and Lenita Freidenvall, Judging Gender Quotas: Predictions and Results (2010) 38 Policy Politics, 413. [89] Drude Dahlerup, Electoral Gender Quota Systems and Their Implementation in Europe: Update 2013 (European Parliament, Directorate General for Internal Policy 2013) 17. [90] Farzana Bari, Womenà ¢Ã¢â€š ¬Ã¢â€ž ¢s Political Participation: Issues and Challenges, Expert Group Meeting, Enhancing Participation of Women in Development through an Enabling Environment for Achieving Gender Equality and the Advancement of Women (United Nations Division for the Advancement of Women 2005) 10. [91] Ibid. [92] Ibid. [93] Ibid. [94] Ibid. [95] Ibid. [96] Ibid. [97] Ibid. [98] Ibid 10-11.