Introduction. Communication complexities which often occur in interdisciplinary work gave rise to the studies on teaching interdisciplinary communication. A growing need to provide pedagogical solutions to facilitate teaching interdisciplinary communication stimulated the research into language as a social practice to better understand communication process for interdisciplinary purposes.Aim. This exploratory study investigates the concept of interdisciplinary communicative competence and proposes a framework of interdisciplinary communicative competence with the focus on three underlying components: knowledge, skills, and personal attributes of interdisciplinary team members.Methodology and research methods. Qualitative and quantitative methods were used. The data obtained from 24 in-depth semi-structured interviews with five groups of higher education stakeholders (employers, academic directors of the programmes, professors, students, and alumni) revealed the existing interdisciplinary practices in the university and cross-functional practices in the companies. The proposed framework was empirically tested using an online survey with 139 responses from professors, students, and employers. The data processing techniques included the use of Kendall’s concordance coefficient, Cronbach’s alpha, and the principal component analysis.Results. The study presents the authors’ conceptualisation of interdisciplinary communicative competence and its framework as the result of the literature analysis and the empirical research. The findings provided evidence on the importance of language skills for effective interdisciplinary communication as perceived by 5 groups of respondents. The choice of language skills as a basic component of interdisciplinary communicative competence is justified.Scientific novelty. The study contributes to the conceptualisation of a framework of interdisciplinary communicative competence. The elements of the framework are identified and their relevance is empirically tested.Practical significance. The results of the empirical part of the study can be applied in the design of interdisciplinary learning process in higher education, for example, in the design of interdisciplinary courses, and teaching materials.

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In the OSp invariant closed string field theory, we construct the states corresponding to parallel D-branes that are located at different points in the space-time. Using these states, we evaluate annulus amplitudes. We show that the results coincide with those of first quantized string theory.

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Aiming to distinguish two types of progenitors of core-collapse supernovae, i.e., one with a core composed mainly of oxygen and neon (abbreviated as ONe core) and the other with an iron core (or Fe core), we calculated the luminosities and spectra of neutrinos emitted from these cores prior to gravitational collapse, taking neutrino oscillation into account. We found that the total energies emitted as¯e n from the ONe core are 10 erg 46  , which is much smaller than 10 erg 47 for Fe cores. The average energy, on the other hand, is twice as large for the ONe core as those for the Fe cores. The neutrinos produced by the plasmon decays in the ONe core are more numerous than those from the electron-positron annihilation in both cores, but they have much lower average energies 1 MeV  . Although it is difficult to detect the pre-supernova neutrinos from the ONe core even if it is located within 200 pc from Earth, we expect ∼9-43 and ∼7-61 events for Fe cores at KamLAND and Super-Kamiokande, respectively, depending on the progenitor mass and neutrino-mass hierarchy. These numbers might be increased by an order of magnitude if we envisage next-generation detectors such as JUNO. We will hence be able to distinguish the two types of progenitors by the detection or nondetection of the pre-supernova neutrinos if they are close enough ( 1 kpc  ).