Breaking the commute barrier: How women in Jabodetabek overcome daily challenges on commuting for work

Ensuring safe and convenient transportation is vital for promoting gender equality. Unfortunately, women in Jabodetabek, Indonesia, frequently express insecurity in public transport due to harassment and violence, particularly in crowded buses and trains. This is a critical issue since secure and reliable transportation enables women to engage fully in education, employment, and daily activities.  To better understand women's experiences with public transportation in Jabodetabek, a study was conducted using a case study method. Six women commuters who used public transportation to travel within and between Jabodetabek were recruited based on their willingness to share their experiences and the diversity of their routes. The study used qualitative research methods to collect data, including in-depth interviews and observations of informants' commutes. The study discovered that women in Jabodetabek consider safety concerns and social norms crucial when deciding their transportation mode and route. Women's route choices are influenced by the presence of other women, well-lit areas, and visible security personnel, which contribute to their perceived safety and comfort. Gender plays a significant role in shaping these decisions. The implications of these findings are significant for transportation policy and planning in Jabodetabek. The research underscores the need to develop gender-responsive transportation policies and programs that address women commuters' unique challenges and needs. For example, transportation planners can take steps to increase security personnel presence and improve lighting in areas frequented by women. Moreover, providing women-only transportation options can enhance the safety and comfort of women during their travel. The present research is distinguished by its investigation of women's route choices and the multifaceted factors that shape their decision-making process. In addition, this research represents a gap in the existing literature that has yet to be extensively examined, thereby rendering this study a distinctive and valuable contribution to the field

Inference and Regeneration of Programs that Store and Retrieve Data

As modern computation platforms become increasingly complex, their programming interfaces are increasingly difficult to use. This complexity is especially inappropriate given the relatively simple core functionality that many of the computations implement. We present a new approach for obtaining so ware that executes on modern computing platforms with complex programming interfaces. Our approach starts with a simple seed program, written in the language of the developer's choice, that implements the desired core functionality. It then systematically generates inputs and observes the resulting outputs to learn the core functionality. It finally automatically regenerates new code that implements the learned core functionality on the target computing platform. This regenerated code contains both (a) boilerplate code for the complex programming interfaces that the target computing platform presents and (b) systematic error and vulnerability checking code that makes the new implementations robust and secure. By providing a productive new mechanism for capturing and encapsulating knowledge about how to use modern complex interfaces, this new approach promises to greatly reduce the developer effort required to obtain secure, robust so ware that executes on modern computing platforms

Law, religion and the school

As the very presence of religion in the public sphere is being questioned, the issue of religion at school often revolves around the extent to which the State may be allowed to endorse a particular expression of faith in a public school setting. This chapter focuses on the guidance provided by the European Court of Human Rights (ECtHR) on this question. On the basis of recent ECtHR cases on religious education, several underlying assumptions will be unraveled: a welcome indication that there is no right not to be exposed to beliefs other than one’s own but also a more debatable suggestion that secular views are inherently more neutral than religious views. It will be argued that the requirements of neutrality are hereby crudely and narrowly construed. By contrast, the case-law on religious symbols in state schools may be praised as a signal that religion may have a place at school. However the strong emphasis on the margin of appreciation granted to member States in those areas is not convincing. Looking ahead, the article will advocate a more robust proportionality test which weights the aims sought by Member States against the interferences caused as a result with individual rights

A Proposal to Incorporate Experiential Education in Non-Confessional, Intercultural Religious Education: Reflections from and on the Norwegian Context

© 2022 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).In Norway, religious education (RE) is a non-confessional and common core subject that should be taught in an objective, critical, and pluralistic manner. As a primary school subject, students learn about a variety of religions and worldviews together in the same classroom. The inclusive framing intends to provide an intercultural space in which the students can enhance their understandings of the beliefs of people whose worldviews differ from their own. Consequently, the subject has privileged an outsider approach, wherein students should learn about religion in a non-partial way, that is, not from religion. However, the claim for objective, critical, and pluralistic teaching still calls into question the role of learning from religions. First, an outsider approach has been criticized for promoting a dated view on learning, ignoring pedagogical knowledge on how students learn. Second, the latest national curriculum states that RE should not only provide students with in-depth knowledge about world religions, but also foster personalized learning experiences. Against this background, the paper asks how the concept of experiential learning in the tradition of Freire, Dewey, and Vygotsky invites a reflection on the ways by which the Norwegian RE subject is passed on most meaningfully in a diverse learning context.publishedVersio

A Survey on Knowledge Graphs: Representation, Acquisition and Applications

Human knowledge provides a formal understanding of the world. Knowledge graphs that represent structural relations between entities have become an increasingly popular research direction towards cognition and human-level intelligence. In this survey, we provide a comprehensive review of knowledge graph covering overall research topics about 1) knowledge graph representation learning, 2) knowledge acquisition and completion, 3) temporal knowledge graph, and 4) knowledge-aware applications, and summarize recent breakthroughs and perspective directions to facilitate future research. We propose a full-view categorization and new taxonomies on these topics. Knowledge graph embedding is organized from four aspects of representation space, scoring function, encoding models, and auxiliary information. For knowledge acquisition, especially knowledge graph completion, embedding methods, path inference, and logical rule reasoning, are reviewed. We further explore several emerging topics, including meta relational learning, commonsense reasoning, and temporal knowledge graphs. To facilitate future research on knowledge graphs, we also provide a curated collection of datasets and open-source libraries on different tasks. In the end, we have a thorough outlook on several promising research directions