Sentence examples for made explicit why from inspiring English sources

Exact(1)

This was not Lessing's way in the 1950s, and in a letter to the communist EP Thompson, published in his magazine the New Reasoner in 1957, she made explicit why that was the case.

Similar(11)

This approach gives rise to fibre products of supersingular curves and makes explicit why the formulae have period 24 in n.

30 Among other things, a programme theory makes explicit why an intervention is likely to work, and helps clarify focus and strategic direction.

Diagrams known as directed acyclic graphs (DAGs) were used to make explicit why variables were entered, or not entered, into the logistic regression.

However, Lucas et al found that textual narrative synthesis is 'less good at identifying commonality' (p2); the authors do not make explicit why this should be, although it may be that organising according to themes, as the thematic approach does, is comparatively more successful in revealing commonality.

Previously Szreter and Woolcock [ 25] have argued that social capital needs to be properly understood if it is to make a significant contribution to public health theory and highlight the three perspectives, that if made explicit may help clarify why and how social capital can be applied in practice.

It might be argued that once it is made explicit that what is of interest is why this conductor is bent while others are straight, it is an "objective" matter whether some candidate explanans accounts for this contrast.

Each item is asking the same question, but the focus of why this activity has not occurred is made explicit in the second of the questions whilst in the first it is assumed.

As a result, it often sounds as if Girl Band are making techno with rock instruments – made explicit by their brilliantly boggle-eyed take on techno producer Blawan's Why They Hide Their Bodies Under My Garage? in 2013.

As Tory Nottinghamshire has made explicit, the removal of SP ringfencing means there is now absolutely no reason why it should feel compelled to spend the money on supporting vulnerable citizens in this way.

The circularity of this was made explicit in the summary statement by 'Sophia', who had borrowed many of Poulain's arguments: 'Why is learning useless to us?

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