Dual Gated Graph Attention Networks with Dynamic Iterative Training for Cross-Lingual Entity Alignment

Cross-lingual entity alignment has attracted considerable attention in recent years. Past studies using conventional approaches to match entities share the common problem of missing important structural information beyond entities in the modeling process. This allows graph neural network models to step in. Most existing graph neural network approaches model individual knowledge graphs (KGs) separately with a small amount of pre-aligned entities served as anchors to connect different KG embedding spaces. However, this characteristic can cause several major problems, including performance restraint due to the insufficiency of available seed alignments and ignorance of pre-aligned links that are useful in contextual information in-between nodes. In this article, we propose DuGa-DIT, a dual gated graph attention network with dynamic iterative training, to address these problems in a unified model. The DuGa-DIT model captures neighborhood and cross-KG alignment features by using intra-KG attention and cross-KG attention layers. With the dynamic iterative process, we can dynamically update the cross-KG attention score matrices, which enables our model to capture more cross-KG information. We conduct extensive experiments on two benchmark datasets and a case study in cross-lingual personalized search. Our experimental results demonstrate that DuGa-DIT outperforms state-of-the-art methods.

Latent Profiles of Writing-related Skills, Knowledge, and Motivation for Elementary Students and Their Relations to Writing Performance across Multiple Genres

Our goal in this study is to expand the limited research on writer profiles using the advantageous model-based approach of latent profile analysis and independent tasks to evaluate aspects of individual knowledge, motivation, and cognitive processes that align with Hayes’ (1996) writing framework, which has received empirical support. We address three research questions. First, what latent profiles are observed for late elementary writers using measures aligned with an empirically validated model of writing? Second, do student sociodemographic characteristics—namely grade, gender, English learner status, and special education status—influence latent profile membership? Third, how does student performance on narrative, opinion, and informative writing tasks, determined by quality of writing, vary by latent profiles? A five-profile model had the best fit statistics and classified student writers as Globally Weak, At Risk, Average Motivated, Average Unmotivated, and Globally Proficient. Overall, fifth graders, female students, students without disabilities, and native English speakers had greater odds of being in the Globally Proficient group of writers. For all three genres, other latent profiles were significantly inversely related to the average quality of papers written by students who were classified as Globally Proficient; however, the Globally Weak and At Risk writers were not significantly different in their writing quality, and the Average Motivated and Average Unmotivated writers did not significantly differ from each other with respect to quality. These findings indicate upper elementary students exhibit distinct patterns of writing-related strengths and weaknesses that necessitate comprehensive yet differentiated instruction to address skills, knowledge, and motivation to yield desirable outcomes.

The impact of knowledge distance on turnover intention of millennial employees: from the perspective of Mianzi

Purpose The reasons for turnover intention of millennial employees show intergenerational differences and gradually have become a hot topic in the field of management. From the perspective of knowledge management, this paper aims to explore the mechanism of individual knowledge distance on the turnover intention of millennial employees. Based on the social comparison theory and the person-environment fit theory, this study discusses the moderation role of individual perception of organizational innovation climate in this model by integrating social and cultural factors into the cognitive behavior model, and empirically tests the impact of individual knowledge distance on the turnover intention of millennial employees. Design/methodology/approach In this paper, 585 valid questionnaires were collected from the millennial employees, and the moderated intermediary model was empirically tested by using hierarchical regression analysis and conditional process analysis. Findings The results show that the knowledge distance between individuals has a significant positive impact on the turnover intention of the millennial employees; the ability-based Mianzi stress has a significant positive impact on the turnover intention of the millennial employees; in organizations with a high innovation climate perception, the ability-based Mianzi stress partially mediates the positive impact of the knowledge distance between individuals on the turnover intention; the organizational innovation climate perception positively moderates the influence of individual knowledge distance on ability-based Mianzi stress, and the boundary condition of ability-based Mianzi stress is discussed, which shows that knowledge distance can induce ability-based Mianzi stress only when individual are able to perceive organizational innovation climate. Originality/value This study explores the influence mechanism between knowledge distance and employee turnover intention from the perspective of Mianzi, which is a supplement and enrichment to the study of millennial employees’ turnover intention. It enlightens managers to take effective measures to reduce the negative impact of knowledge difference among millennial employees in the process of actively creating innovation climate in the organization. Because Western countries also have face problems, the conclusion of this study is also of practical significance to managers in Western countries.

Fostering Performance in Hands-on Laboratory Work with the Use of Mobile Augmented Reality (AR) Glasses

The learning of laboratory skills is essential in science education, but students often get too little individual guidance in this area. Augmented reality (AR) technologies are a promising tool to tackle this challenge and promote students’ high-level learning and performance in science laboratories. Thus, the purpose of this study was (1) to design an AR-assisted learning environment to support individual knowledge construction, (2) to investigate students’ learning processes and learning outcomes and (3) to examine the usability of the system. Pharmacy students (n = 16) were assigned to experimental (n = 10) and control (n = 6) groups and performed the same laboratory work together with pre- and post-tests. The experimental group worked with AR glasses that provided additional support and timely guidance during the work with additional info-screens, questions related to choosing correct reagents and laboratory tools and think-aloud questions, whereas the control group worked in a traditional laboratory context. The results showed that AR was more effective in fostering performance in the science laboratory compared to traditional laboratory instruction and prevented most of the mistakes. The AR group considered the guidance and feedback provided by AR to be beneficial for their learning. However, no apparent differences were found in tasks measuring students’ understanding of the content knowledge. Thus, an AR environment embedded with supportive tools could partly replace the teacher in science teaching laboratories by providing individual and timely guidance for the students.

Dramaturgia współtworzenia znaczeń wypowiedzi scenicznej. Na marginesie lektury Tekstów dla (Starego) Teatru Pawła Demirskiego

The article deals with dramaturgy in the broad sense of the term – as a written creative work and the characteristic feature of human activities: artistic and social. The starting point for these discussions is the publication of an anthology of Paweł Demirski’s theatrical texts commissioned by the National Stary Theatre in Krakow. The book is an excellent testimony to stage creativity because it contains conversations with the author and actors about the stages of work in the performance. The article presents reflections on the dramaturgy of the process of creating a text and a theatrical performance, the characteristics of Paweł Demirski’s writing and the content arrangement in the anthology. Reading this book is a peculiar aesthetic experience and a challenge for the reader. The dramaturgy of the message leads to the dramaturgy of its reception: the reader updates and co-creates meanings of theatrical texts, according to individual knowledge and sensitivity. Aesthetic experience is shaped by combining different mental spaces: it is reading a text / seeing a performance.

New Collaboration through Artefact-Mediated Interaction with a Joint Knowledge Base

Collaboration is changing and increasingly emerging as what we call “New Collaboration”, a knowledge-based and community-oriented way of working together (especially digital, online collaboration). Unfortunately, organisations use only a small percentage of the potential of New Collaboration. One main reason for this is that they do not understand that New Collaboration is based on knowledge sharing and requires the individual knowledge of the collaborators to be integrated into a shared knowledge structure, a so-called Joint Knowledge Base (JKB). This concept of a Joint Knowledge Base as the tacit knowledge structure which is constructed, shared and maintained during collaboration, emerged during the course of our previous work and became more and more prominent as a key to collaboration. When a group interacts, the JKB functions as an interaction bridge, and this is why it is a key to collaboration. In this paper, we will revise and elaborate in more detail our concept of a JKB and explain its role in artefact-mediated interaction. First, we will explain the main characteristics of New Collaboration and summarise them based on a concise definition. Secondly, we will introduce the concept of a Joint Knowledge Base, explore the role of social negotiation in constructing it, define the JKB as a distributed knowledge structure, discuss the problem of obstacles which hinder its development and suggest how to solve it by means of gaining deeper insight into the complexity of the involved processes (communication, interaction). And next we will further develop this solution by introducing the concept of boundary artefacts and describing their implementation as tools for artefact-mediated interaction by means of a systematic approach. Finally, we will explain this systematic approach and show how boundary artefacts and artefact-mediated interaction work in practice during meetings performed on a commercially available collaboration platform where they contribute to the construction of a JKB.

Gnoseological problem as a subject of the metaphysical discourse

The study focuses on the analysis of epistemological metaphysical discourses in their genesis: from the times of ancient philosophical thought, which contains the origins of the issue, to the epistemological explorations of the twentieth century. The author reviews the features of metaphysics as epistemology that expands interpretations of the cognition process in the context of limits and opportunities withing the relationship between a human and the world. The article also outlines the specifics of metaphysical approaches to the problem of truth. The process of cognition can be interpreted as a specific kind of spiritual activity of an individual. Knowledge can be defined as an information about the world that exists in a form of a certain reality - the ideal construct of existence. Cognition and knowledge differ one from another as the former is a process and the latter is a result. We should think of epistemology as numerous attempts to answer the fundamental question: what is the world really like? Is it such as we perceive it, or is it so different that we are not capable to comprehend its essence?

Tax Avoidance, Tax Incentives and Tax Compliance During the Covid-19 Pandemic: Individual Knowledge Perspectives

The COVID-19 pandemic that occurred in early 2020 caused a decrease in the turnover or income of individual taxpayers. Tax avoidance and tax incentives are considered a strategy by taxpayers to reduce tax payments and manage their funds, especially during this pandemic. The condition of the Taxpayer certainly affects the fulfillment of his tax obligations. On the other hand, taxpayer compliance will have an impact on state revenues. Individual taxpayer perspectives on aspects of accounting and taxation knowledge are important to realize the level of taxpayer compliance. This study also relates the efforts of tax avoidance and government tax incentives as mediating variables. The sample data obtained were 131 individual entrepreneur taxpayers who took advantage of tax incentives in Surabaya and its surroundings. The regression test results showed that accounting and taxation knowledge affect tax avoidance efforts, tax incentives, and taxpayer compliance. The results of the Sobel test show that tax avoidance and tax incentives can mediate the impact of accounting and taxation knowledge on taxpayer compliance. The test results of control variables (gender, education, training, length of business, number of employees, business turnover) showed no effect on taxpayer compliance.

Every coin has two sides: the impact of time pressure on employees’ knowledge hiding

Purpose Time pressure is the most common kind of work pressure that employees face in the workplace; the existing research results on the effect of time pressure are highly controversial (positive, negative, inverted U-shaped). Especially in the era of knowledge economy, there remains a research gap in the impact of time pressure on individual knowledge hiding. The purpose of this paper is to explore the impact of different time pressure (challenge and hindrance) on knowledge hiding and to explain why there is controversy about the effect of time pressure in the academics. Design/methodology/approach The authors collected two waves of data and surveyed 341 R&D employees in China. Moreover, they used regression analysis, bootstrapping and Johnson–Neyman statistical technique to verify research hypotheses. Findings The results show that challenge time pressure (CTP) has a significant negative effect on knowledge hiding, whereas hindrance time pressure (HTP) has a significant positive effect on knowledge hiding; job security mediates the relationship between time pressure and knowledge hiding; temporal leadership strengthen the positive impact of CTP on job security; temporal leadership can mitigate the negative impact of HTP on job security. Originality/value The findings not only respond to the academic debate about the effect of time pressure and point out the reasons for the controversy but also enhance the scholars’ attention and understanding of the internal mechanism between time pressure and knowledge hiding.

A Mental Approach to Digital Transformation of Education

Purpose of the study. The rapid and widespread dissemination of digital technologies in society necessitates the fastest and most effective digital transformation of education. The processes of digitalization of education face difficulties associated with unreasonable updates of the means and methods of electronic and distance learning in traditional methodological systems, the unpreparedness of teaching staff for professional activities in the new realities, laboriousness and large material and intellectual costs. In this regard, innovative approaches are of interest to achieve greater efficiency in the digital transformation of the educational process. The work is devoted to the substantiation of a mental approach that develops and complements the principles of modern didactics in the digital transformation of education, and provides an update of the means and methods of teaching using mental technologies.Methodology and methods. The mental approach is built on the foundation of mental schemes that define reality and a person from the position of his mentality, formed as a result of his individual and collective life experience. In the digital era, the approach determines the mechanisms for achieving new goals of education, such as the formation and development in a person of computa- tional, structural, intuitive, algorithmic thinking. The basis of the mental approach is made up of mental learning technologies that use various subject mental structures, concept and mind maps, suggesting a qualitative and meaningful change and correction of individual knowledge mental schemes. Considering learning with the help of mental schemes and mental models, the principles of mental didactics are formulated.Results. The contours of the mental approach in education, which allows the organization of the educational process on the basis of the means and methods of teaching, based on the foundation of mental schemes of thinking, are outlined. It provides a real opportunity to implement the principles of person-centered learning, for example, through the “transparent” box model, mental learning primitives, inverted resources and transforming resources, as well as mental technologies. The method of algorithmic primitives for the development of structural thinking is described. New approaches to the presenta- tion of electronic educational resources in an inverted form and in a transformer format have been substantiated.Conclusions. The importance of the mental approach manifests itself in several directions: the application of the “transparent box” model in teaching and control of knowledge; the use of teaching primitives to design structural-mental schemes for learning problem solving; crea- tion of personalized educational resources in the format of transformers and inverted textbooks that best match the mentality of the digital generation; the possibility of implementing person-centered learning. The approach allows the formation and development of mental didactics to ensure the effectiveness of the digital transformation of education, facilitates the achievement of the cognitive goals of subject learning and can effectively meet the modern requirements of the digital society for education.