Explicit Degrees Research Articles

Nikolai Bulganin and Nikita Khrushchev in Burma in 1955: thaw, decolonization, and ambivalences of the Soviet official language

In the article, the author examines the function of ambiguity and contradiction in the Soviet official political language of the Thaw period in the context of internal and external political transformations. The two-volume publication, entitled “Mission of Friendship: N.A. Bulganin and N.S. Khrushchev’s Visit to India, Burma, Afghanistan”, published in 1956 and dedicated to the journey undertaken a year prior, serves as the principal source. Recent historiography has devoted significant attention to the internal contradictions and inconsistency of Soviet policy, particularly the clash between domestic and foreign policy objectives in the context of decolonisation processes from the 1950s to the 1970s. This shift in focus has marked a notable departure from the dominant theoretical perspective of totalitarianism. In examining the case of Bulganin and Khrushchev’s visit to Burma, the author seeks to discern the underlying contradictions, their degree of explicitness in the official Soviet text, and their impact on foreign and domestic policy. The analysis reveals that the ambivalence evident in the official narrative was, in large part, a strategic maneuver, though in many instances, it was the product of ad hoc improvisation aimed at harmonizing disparate political objectives. The existence of contradictions and ambivalences enabled the emergence of disparate political discourses, which undermined the rigidity of the official Soviet rhetoric while simultaneously rendering it more adaptable and malleable.

Parity and time-reversal violating nuclear forces with explicit Δ\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$\\Delta $$\\end{document}-excitations

We emphasize the usefulness of treating delta resonances as explicit degrees of freedom in applications of chiral effective field theory (EFT) to parity-violating and time-reversal-violating (PVTV) nuclear interactions. Compared with the delta-less framework, the explicit inclusion of the delta isobar allows one to resum certain types of contributions to the PVTV two-pion exchange two- and three-nucleon potentials without at the same time introducing any unknown parameters up to next-to-next-to-leading order in the EFT expansion. We provide the corresponding expressions for the delta contributions in momentum and coordinate spaces and compare the convergence of the EFT expansion in both formulations.

Spatial reasoning in mathematics standards: identifying how early elementary educators are systematically supported to teach spatial skills

Spatial reasoning is critical to early mathematics learning, but it is unclear how early elementary educators learn to teach and are supported in teaching its comprising skills. One view of the available supports can be found by examining the alignment of spatial reasoning skills and mathematics education standards, as standards provide the content of the intended curriculum children are expected to learn at each grade level. This study used content analysis methods to investigate how spatial reasoning might be taught through broadly adopted early elementary education standards in the United States, the Kindergarten through Grade 2 Common Core State Standards for Mathematics. The paper describes the frequency and degree of explicitness with which 38 spatial reasoning skills are therein represented. Findings indicate that most standards implicitly relate to some form of spatial reasoning through a pedagogical reach of teaching expertise, but few standards contain explicit spatial linkages. The implications and limitations of this analysis are discussed in relation to teaching spatial reasoning in early elementary grades and students’ opportunities to learn these critical skills.

On the (in)effectiveness of textual disclosures on expectancies, attitudes, and perceived appropriateness of alcohol

Objective Drinking alcohol is frequently portrayed in the media, often overemphasizing its positive attributes. In particular, hip-hop music videos regularly depict alcohol consumption. Building on social cognitive theory, we conduct three pre-registered experimental studies to examine whether textual disclosures from different sources and with varying degrees of explicitness about the consequences of alcohol consumption can influence viewers’ alcohol expectancies, attitudes toward alcohol, and the appropriateness of alcohol presentations following a hip-hop video depicting alcohol consumption. Methods and measures We test 1) the established YouTube product placement disclosure, 2) a disclosure that explicitly refers to alcohol and a disclosure that additionally refers to the harmful consequences of alcohol consumption, 3) and finally the role of user comments on YouTube that discuss the negative or positive consequences of alcohol. Results We found that none of the disclosures tested were able to reduce positive attitudes toward alcohol, positive drinking expectancies, or perceived appropriateness of alcohol portrayals. Instead, one’s own drinking behavior was most important in explaining these dependent variables, with frequent drinkers reporting higher scores on attitudes toward alcohol, positive drinking expectancies, and a positive evaluation of alcohol portrayals in the media compared to people who never or rarely drink. Conclusions Our findings across the three studies paint a picture of the ineffectiveness of various forms of textual disclosure on alcohol-related attitudes, expectancies, and ratings of the appropriateness of alcohol portrayals in the media. Alternative steps forward, i.e., the creation of offerings for content creators that encourage them to consider the consequences of their representations, are therefore needed.

Do We Perform Systematic Literature Review Right? A Scientific Mapping and Methodological Assessment

Background: Systematic literature review (SLR) is increasingly utilized to maximize the element of rigor and minimize the individual bias of research synthesis. An analysis of the Web of Science (WoS) database indicates that 90% of the literature review studies using SLR have been published between 2012 and 2022. However, this progressive agenda is impaired by the lack of methodological consistency and rigorousness. To fill this gap, this paper aims at mapping the theoretical comprehension and practices of SLR and providing a stepwise approach to employing such a framework. Methods: A comprehensive narrative review is used in this paper to analyze the studies concerning the literature review typology and the structural assessment of the SLR. Furthermore, the methodological approach of the literature review studies that adopted the SLR and were published in the Logistics journal is assessed across a set of vital criteria associated with conducting an SLR. Results: There is a concrete link between the purpose of a review, i.e., to describe, test, extend, or critique, and the literature review type. There are 17 distinct literature review types, e.g., a narrative review, a bibliometric analysis, etc., which must be justified meticulously regardless of the SLR. The ambiguity in conceiving the SLR either as a toolkit or a review type, the lack of justification regarding the review purpose and type, and vague conceptual distinguishment between the bibliometric analysis, as a distinct review type, and the SLR framework, are only a few of the shortcomings observed in the analyzed papers. Conclusions: Given the significant role of SLR in elevating the element of rigor within the literature review studies, it is deemed essential to employ this framework by paying attention to two holistic factors: (1) theoretical distinction between the literature review purpose, the literature review type, and the SLR; (2) strict adherence to the SLR procedure with a high degree of accuracy and explicitness.

Exposing and avoiding unwanted inferences in conversational interaction

Utterances give rise to many potential inferences. They can be communicated explicitly or implicitly, they may or may not be intended, and they may or may not even be inferred. In this paper, we focus on how speakers orient to ‘unwanted inferences’: potential inferences (or inferables) that can—but need not—be inferred from what has been said. Such inferences can be ‘unwanted’ in different ways: as secondary propositions that the speaker does not wish to be—or to have been—inferred, or as secondary propositions that the speaker does not wish to be held committed to having communicated. We illustrate the practices or methods by which speakers attempt to divert attention from them, offering a 6-part taxonomy that accounts for: (a) the source of the unwanted inference, and (b) the extent to which the inference in question is exposed or remains embedded in the conversational record. We then present some observations on how meanings of varying degrees of explicitness are drawn upon and negotiated by all parties, evidencing the range of meanings that are available in the minds of speakers that go beyond what the speaker is canonically taken to mean to communicate.

ОСМИСЛЕННЯ КАТЕГОРІЇ «ПРОСТІР» У ГУМАНІТАРИСТИЦІ

The paper analyzes the contribution of many linguists to the study of the concept of "space", its properties, and the words, that denotes it, outlines existing scholarly approaches to the space semantics study. As a result of consideration of the achievements of scientists in the study of spatial semantics, differences in their views on issues of terminological, identification and classification nature were revealed. Also, considering the lack of a single approach to the identification and classification of the space nominations characteristics in modern linguistics, the paper carries out the analysis and develops unique identification and differential loci parameters which underlie the concept of space, i.e. a fundamental division of the lexical units semantics into two major groups “real space” and “virtual space”; principles of loci classification are proposed. Also, the research outlines the loci potential implementation spheres and their reflection in the language, types of space, classification criteria, and a wide range of basic identification and distinctive features, which are further on grouped into blocks: recognition signs (what-system)– organisation signs or space types; location and dynamic signs (where-system). In their turn, the distinctive features enable to single out the nominations in question from the empirical material; applying the developed criteria for differentiating the empirical database, it becomes possible to categorise the loci on the basis of recognition, space organisation, and location (opposition between the real / virtual substance based on the features of objective / subjective, individual / social, natural / sociocultural markers, taking into account the space type within its horizontal and vertical localisation: vertical spatial trichotomy (an overland, extraterrestrial world / real world, terrestrial / underground world); three-dimensional spatial trichotomy (close world / transitional world / distant alien world); universal space dichotomy (internal world / external world), etc.).The main criterion when evaluating whether the lexeme belongs to the loci group nucleus or periphery is the degree of the spatial semantics explicitness in the structure of its lexical meanings.

Discussing "Tacit Knowledge" Again

The definition of tacit knowledge is a widely discussed topic, and scholars from different fields and disciplines have provided varying interpretations and definitions. Generally speaking, tacit knowledge refers to knowledge that is difficult to articulate, teach, and express within an individual. However, there is no consensus on the specific definition of tacit knowledge. As research on tacit knowledge deepens, the concept of tacit knowledge becomes more extensive and profound, requiring further refinement and development of its definition. This article integrates existing definitions of tacit knowledge and constructs a tacit knowledge continuum based on the degree of explicitness and socialization. With the introduction of explicitness, various knowledge systems are classified. Finally, the difference between hidden knowledge and tacit knowledge is clarified.

Explicit Relational Reasoning Skills: An Index for Fostering Thinking in Biology Textbooks

Even in the 21st century, textbooks can play a significant role in fostering higher-order thinking skills (HOTs) for effective learning and understanding. Still, HOTs like analogies used in biology textbooks may miss their purpose in promoting in-depth understanding. Since most analogies are presented implicitly or partially explicitly, they lack an explicit mapping to explain the analogical pattern between the source and the target. This study examines the degree to which implicit and explicit expressions of four Relational Reasoning skills (RRs): Analogy, Antinomy, Anomaly, and Antithesis, appear in three biology textbooks taught in Israel's junior high school. Qualitative content analysis crosses four predetermined criteria (C1-C4): RRs' type, texts' type (T1, T2, T3), 'mapping process', and 'use-skill indication'. The quantification of the findings provided information on the RRs' distribution and prevalence. The study's findings indicate that only 14% of texts appear with explicit expressions for RRs, mainly in antinomies questions (T2). Although about 32% of the various texts in biology include instructions for learners to activate HOT by using RRs, they are presented at a partially explicit level. Moreover, less than 2% of activities (T3) explicitly enable HOT by using RRs to solve problems. This study expands the theoretical knowledge of analogies to all four RRs. Methodologically, the study presents explicit mapping processes developed for antinomies, anomalies, and antitheses. The implications of the RRs' degree of explicitness are discussed as an effective index of learners' scientific understanding

Language Moments in Second Language Interaction: Relevance of Understanding to Learning

Interactional modification is important in SLA research because it involves correcting problematic L2 use. However, not all modifications will lead to pedagogical changes. Participants in conversational interactions are not always oriented to linguistic forms or functions. One way to address this dilemma is to examine the process by which participants come to terms with problematic L2 use in interactional exchanges. “Language moments” refer to cases in which L2 forms and functions are objects of interactive exchanges in L2 interactions. Through conversation analysis, the present study uncovered four different types in which participants in L2 interaction discovered and acted on language moments in terms of the degree of explicitness in recognizing and addressing problematic L2 use. This study used data from ESL classroom interactions that featured native teachers of English and L2 learners in an US context. This descriptive account of interactional processes might complement prior research studies that have focused on effects of interactional modification.

The electromagnetic Sigma-to-Lambda transition form factors with coupled-channel effects in the space-like region

Using dispersion theory, the electromagnetic Sigma-to-Lambda transition form factors are expressed as the product of the pion electromagnetic form factor and the Sigma {bar{varLambda }}rightarrow pi pi scattering amplitudes with the latter estimated from SU(3) chiral perturbation theory including the baryon decuplet as explicit degrees of freedom. The contribution of the K{bar{K}} channel is also taken into account and the pi pi –K{bar{K}} coupled-channel effect is included by means of a two-channel Muskhelishvili–Omnès representation. It is found that the electric transition form factor shows a significant shift after the inclusion of the K{bar{K}} channel, while the magnetic transition form factor is only weakly affected. However, the K{bar{K}} effect on the electric form factor is obscured by the undetermined coupling h_A in the three-flavor chiral Lagrangian. The error bands of the Sigma-to-Lambda transition form factors from the uncertainties of the couplings and low-energy constant in three-flavor chiral perturbation theory are estimated by a bootstrap sampling method.

Flexible multibody formulation using finite elements with 3 DoF per node with application in railway dynamics

Flexible multibody formulations allow the dynamic analysis of mechanisms with slender or thin-walled structures that deform during their operation. However, the majority of the existing flexible multibody methodologies are formulated assuming finite element models featuring 6 nodal degrees of freedom, specifically 3 translations and 3 rotations. This work initially revises the existing flexible multibody methodology in which the modeling of the flexibility is independent of the modeling of the baseline multibody system while ensuring the coupling between the rigid and flexible components. The flexible multibody methodology includes the use of suitable reference conditions, the component mode synthesis, and the virtual bodies methodology. Commonly, solid elements found in finite element software exclusively have three nodal translation degrees of freedom, featuring no explicit angular degrees of freedom. In this work, we propose the enhancement of the existing formulation for a rigid-flexible joint to support the use of virtual bodies rigidly connected to the nodes of solid elements. The computational implementation of the methodology is demonstrated using a benchmark case. The methodology developed in this work is further applied to study the dynamics of a locomotive with a flexible bogie frame. Although not influencing the overall vehicle dynamics, the bogie flexible multibody model allows the evaluation of the PSD of the accelerations in different points of the bogie that are sensitive to structural defects. The comparison of the response of healthy and damaged bogie frames supports the development of tools to monitor the condition of bogie frames during the operation. This development will be explored in forthcoming works, thus expanding the use of flexible multibody methodologies to new applications.

From implicit to explicit

Abstract The presence of discourse relations can be marked explicitly with lexical items such as specialized and underspecified connectives or left implicit. It is now well established that the presence of specialized connective facilitates the processing of these relations. The question is to gauge how different degrees of explicitness affect the processing of discourse relations. This study investigates this question with respect to two relations, which are fundamental to our cognition and which are closely tied: causal relations and temporal relations. We carried out a self-paced reading experiment, in which we sought to compare the cost of inferring the presence of causal vs. temporal relations in the absence vs. presence of a connective indicating a given relation in French. For the explicit marking, two types of connectives were tested – one specialized for each relation (donc for causality and puis for temporality) and one underspecified (et in its temporal and causal readings). Overall, our results confirm the facilitator role of discourse connectives: we find that explicit discourse relations are processed faster than implicit ones. The specific (rather than underspecified) connective facilitates processing for temporal relations but not for causal relations; and temporal relations were read equally fast as causal relations.

Doing things with discourse in the mediated political arena

Abstract This paper examines the contextual constraints and requirements of discursive action in question-answer-sequences based discourse genres (interviews, Prime Minister’s Questions, People’s Prime Minister’s Questions) in mediated political discourse. It considers the multilayeredness of participation and pluralism of discursive action on the one hand, and the delimiting frame of the dialogic discourse genres on the other. It shows that both have a decisive impact on the participants’ meaning-making processes in context: the inherently unbounded participation framework contributes to pluralism of discursive action, while genre- and media constraints narrow down the scope of production and interpretation. This does not only hold for the stage at which a discursive action occurs in the discourse, but also for its degree of explicitness with regard to presuppositions and felicity conditions.

Dialogic meaning-making in political settings

Abstract The goal of this special issue is to investigate the forms and functions of dialogicity in political discourse. Starting with the premise that the boundaries between monologue and dialogue are blurred in contemporary political discourse in general and in mediated political discourse in particular, it sets up to explore how dialogical features, manifest in situated discourse in various degrees of explicitness, are exploited by participants in the political arena, be they professional politicians, semi-professional activists or ordinary people, for various purposes.

Hate Speech: A Pragmatic Assessment of the European Court of Human Rights’ Jurisprudence

Abstract This paper aims to offer a fresh start for addressing several conundrums relating to hate speech. The method of research combines a conceptual analysis with a possible model for evaluating the European Court of Human Rights’ (ECtHR) decisions on hate speech. First, drawing on a Gricean account of communication, the argument proposes a working definition of hate speech: hate speech is best understood as a public speech act, aimed at subordinating individuals, which causes harm to targeted groups. Second, the paper offers a taxonomy of the different forms of hate speech, based on their degree of explicitness and detachment from the speaker’s intentions. The most explicit forms of (harmful) hate speech – e.g., racial slurs, fighting words, or overtly sexist remarks – will be distinguished from implicit forms of (harmful) hate speech – e.g., innuendo, insinuation, and irony. Third, the author develops a categorical framework for hate speech that can be used as a standard for evaluating the jurisprudence of the ECtHR. The author also discusses three limitations of the model: a) the absence of a European consensus, b) puzzled speakers, and c) difficulty in determining harm.

Linear Principal Minor Polynomials: Hyperbolic Determinantal Inequalities and Spectral Containment

Abstract A linear principal minor polynomial or lpm polynomial is a linear combination of principal minors of a symmetric matrix. By restricting to the diagonal, lpm polynomials are in bijection with multiaffine polynomials. We show that this establishes a one-to-one correspondence between homogeneous multiaffine stable polynomials and PSD-stable lpm polynomials. This yields new construction techniques for hyperbolic polynomials and allows us to find an explicit degree 3 hyperbolic polynomial in six variables some of whose Rayleigh differences are not sums of squares. We further generalize the well-known Fisher–Hadamard and Koteljanskii inequalities from determinants to PSD-stable lpm polynomials. We investigate the relationship between the associated hyperbolicity cones and conjecture a relationship between the eigenvalues of a symmetric matrix and the values of certain lpm polynomials evaluated at that matrix. We refer to this relationship as spectral containment.

Development and Applications of an eReaxFF Force Field for Graphitic Anodes of Lithium-Ion Batteries

Graphene is one of the most promising materials for lithium-ion battery anodes due to its superior electronic conductivity, high surface area for lithium intercalation, fast ionic diffusivity and enhanced specific capacity. A reliable description of many battery processes requires an explicit description of electrochemical interactions involving electrons. A detailed atomistic modeling of electronic conduction and non-zero voltage simulations of graphitic materials require the inclusion of an explicit electronic degree of freedom. To enable large length- and time-scale simulations of electron conduction in graphitic anodes, we developed an eReaxFF force field concept describing graphitic materials with an explicit electron. The newly developed force field, verified against quantum chemistry-based data describing, amongst others, electron affinities and equation of states, reproduces the qualitative behavior of electron conductivity in pristine and imperfect graphitic materials at different applied temperatures and voltages. In addition, excess electron localization near a defect site estimated from eReaxFF simulations agree quite well with the corresponding density functional theory calculations. Our eReaxFF simulations show the initiation of lithium-metal-plating driven by electron transfer from the graphene surface to the exposed lithium ions demonstrating the method’s potential for studying lithium-graphene interactions with explicit electrons and explain many unresolved electrode and electrode-electrolyte interface processes.

Маркеры интертекстуальности как средство выражения адресованности немецкоязычных авторских энигматических текстов конца XVIII - начала XX в.

The aim of the study is to determine the features of intertextuality markers in authorial enigmatic texts as one of the means of expression of addressing. The study is novel in that it is the first to present the types of intertextual markers and the features of their functioning using the material of authorial enigmatic texts. The analysis of German-language authorial enigmatic texts confirms that intertextual markers along with various types of addresses, linguistic units with the semantics of a hint, paratextual elements serve as a means of verbalisation of addressing. As a result, four types of intertextuality markers have been identified and characterised: allusive realities and facts, proper names, phraseological units, titles. It has been found that these intertextuality signals are characterised by varying degrees of explicitness in the text and possess a significant pragmatic potential. The relationship between the identification and decoding of an intertextual marker and the successful decoding of the enigmate has been revealed.

An Exploratory Analysis of TED Talks in English and Lithuanian, Portuguese and Turkish Translations

Abstract This paper contributes to the question of how discourse relations are realised in TED talks. Drawing on an annotated, multilingual discourse corpus of TED talk transcripts, we examine discourse relations in English and Lithuanian, Portuguese and Turkish translations by concentrating on three aspects: the degree of explicitness in discourse relations, the extent to which explicit and implicit relations are encoded inter- or intra-sententially, and whether top-level discourse relation senses employed in English differ in the target languages. The study shows that while the target languages differ from English in the first two dimensions, they do not display considerable differences in the third dimension. The paper thus reveals variations in the realisation of discourse relations in translated transcripts of a spoken genre in three languages and offers some methodological insights for dealing with the issues surrounding discourse relations.