American Public Diplomacy after World War II and the Overseas Dissemination of American English
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The global spread of English is the result of conscious language promotion by English-speaking countries. Before World War II, the United States implemented a language policy of mandatory use of American English in the newly occupied colonies; after World War II, the United States adopted a mechanism with explicit and implicit means complementing each other to promote American language and culture overseas. Since World War II, the United States has created many public diplomatic institutions and programs aimed at strengthening the global dominance of American English and promoting its overseas dissemination and promotion. Public diplomacy activities led by government agencies have combined the promotion of American English with the dissemination of American values; private organizations have led or participated in the dissemination and promotion of American English under the guidance of the U.S. government. The division of labor between government agencies and non-governmental organizations has made the development of American public diplomacy more extensive, permeable and flexible. Examining the historical evolution of American public diplomacy and the overseas spread mechanism of American English has strong reference significance for China to develop its public diplomacy strategy and promote the overseas spread of Chinese language and culture.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.004 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it