Statistical exponential formulas for homogeneous diffusion

Let $\Delta^{1}_{p}$ denote the $1$-homogeneous $p$-Laplacian, for $1 \leq p \leq \infty$. This paper proves that the unique bounded, continuous viscosity solution $u$ of the Cauchy problem \left\{ \begin{array}{c} u_{t} \ - \ ( \frac{p}{ \, N + p - 2 \, } ) \, \Delta^{1}_{p} u ~ = ~ 0 \quad \mbox{for} \quad x \in \mathbb{R}^{N}, \quad t > 0 \\ \\ u(\cdot,0) ~ = ~ u_{0} \in BUC( \mathbb{R}^{N} ) \end{array} \right. is given by the exponential formula $$u(t) ~ := ~ \lim_{n \to \infty}{ \left( M^{t/n}_{p} \right)^{n} u_{0} } \,$$ where the statistical operator $M^{h}_{p} \colon BUC( \mathbb{R}^{N} ) \to BUC( \mathbb{R}^{N} )$ is defined by $$\left(M^{h}_{p} \varphi \right)(x) := (1-q) \operatorname{median}_{\partial B(x,\sqrt{2h})}{ \left\{ \, \varphi \, \right\} } + q \operatorname{mean}_{\partial B(x,\sqrt{2h})}{ \left\{ \, \varphi \, \right\} } \,$$ with $q := \frac{ N ( p - 1 ) }{ N + p - 2 }$, when $1 \leq p \leq 2$ and by $$\left(M^{h}_{p} \varphi \right)(x) := ( 1 - q ) \operatorname{midrange}_{\partial B(x,\sqrt{2h})}{ \left\{ \, \varphi \, \right\} } + q \operatorname{mean}_{\partial B(x,\sqrt{2h})}{ \left\{ \, \varphi \, \right\} } \,$$ with $q = \frac{ N }{ N + p - 2 }$, when $p \geq 2$. Possible extensions to problems with Dirichlet boundary conditions and to homogeneous diffusion on metric measure spaces are mentioned briefly

Measuring the Correlation Between Self-Efficacy Beliefs and English Language Attainments Among Thai University Students

This study examined the predictive value of Bandura’s 100 point self-efficacy scales among 208 third year university students (female; n = 108, male; n = 90) from three separate faculties; veterinary medicine (n = 60), business administration (n = 77) and engineering (n = 71) at a private institute of technology located on the outskirts of Bangkok. The central research question of this paper was to ascertain the extent to which one’s self-efficacy beliefs in English language attainments correspond with respective performance outcomes. Respondents were required to indicate their levels of self-efficacy in English as a general subject, as well as in domain specific matters relative to speaking proficiency, mid-term tests and final examinations. The results showed that the predictive value of subject related measures of self-efficacy across the sample population proved to be highly accurate, as the means of both sets of results were not significantly different (S.E: 68.12% vs. English: 66.28%; p <0.05), and were closely correlated (r = 0.692).The results from the domain specific scales, however, were less consistent. While there was no significant difference between declarations of self-efficacy and grade outcomes in both mid-term tests and final examinations (mid-term:62.59% vs. 64.33%; final: 63.22% vs.64.24%; p <0.05), and, both variables were also closely correlated (mid-term, r = 0.7018; final, r = 0.686); personal efficacy judgments for speaking proficiency were significantly inferior to respective attainments (58.46 vs. 68.25; p <0.05); resulting in a weaker correlation (r = 0.5248). Keywords: self-efficacy, beliefs, performance, subject, domain DOI: 10.7176/JEP/10-5-09Publication time:  February 28th, 201

Comparing the Utility of Predictor Variables at University Level

This quantitative research study investigated the predictive utility of six separate predictor variables; self-efficacy scales, teacher ratings, prior performances, students’ study habits, perceived attitudes, as well as the reliability of self-reporting instruments. Anticipated English language outcomes across all measures were compared with end-of-term scores using significance testing (0.05) and Pearson’s Correlation Coefficient. The sample population consisted of 84 third year university students (females = 51; males = 33) studying at a private university located on the outskirts of Bangkok, and were from two separate faculties; business administration  (n = 58) and engineering (n = 26). Overall, the mean level of English language performance was 59.94%, and comparative to which, the most reliable predictor of academic performance were self-efficacy scales (S.E: 60.07%; not sig, p <0.05), which also manifested a relatively close correlation (r = 0.5598). Likewise, teacher ratings (57.98, not sig, p <0.05) were almost as precise, and highly correlative (r = 0.7068), but considered to be less pragmatic owing to potential subjectivity in non-experimental conditions. However, contrary to previous research, students’ prior performances (54.36) were significantly inferior to end-of term attainments, despite the inference of a strong correlation (r = 0.842). Moreover, study habits (42.14) and attitudes towards English (76.31) were grossly inaccurate with minimal correlative value. Separately, results generated from self-reported instruments closely resembled the students’ official grades (prior: 54.36 vs. reported: 55.37%; r = 0.9393); notwithstanding this level of accuracy, the efficiency of this instrument may be put into question when researching debuting students with little academic history. Thus, in terms of overall dependability and practicality, self-efficacy judgments were classified as the most efficacious means of predicting academic performance. Key Words: Self-efficacy, predictor, attainments, performance, variable DOI: 10.7176/IKM/9-3-07 Publication date:March 31st 201

The Significance of English Proficiency in Reforming Nigerian Education and Society

This paper presents an initial overview of Nigeria’s education system and the significance of English therein. To extend the scope, this essay will also draw further comparisons of English proficiency levels with neighbouring countries to help determine the extent to which English language proficiency can be indicative of a nation’s level of education. Thirdly, this paper contemplates the prospect of improving English proficiency through education reforms that centre on vocational training, and, improving access to English language learning in a bid to help minimise the inherent societal imbalances and social precariousness. Keywords: Education, English, proficiency, reform DOI: 10.7176/JAAS/56-06 Publication date:June 30th 201

Introducing Constructivism to Young Learners: Analysing the Impact on English Language Performance

The significance of this study was to observe the instructional effect of constructivist teaching methodologies on English language performance outcomes among grade four students at a private all-boys school in central Bangkok. The experiment comprised two classes of differing ability: Class One (n = 18) classified as above average; and, Class Two (n = 15) below average. Both groups were taught according to the traditional Thai syllabus in the first semester of the academic year of 2016/17, transitioning to a constructivist learning environment in the second semester. The results of formal academic assessments were analysed via t-tests (<0.05); and the findings revealed that, as a result of the constructivist program, a significant difference was observed in both classes in relation to speaking attainments. However, in terms of overall language performance, a significant difference was noted in Class One only. Key Words: constructivism, instruction, performance, macro skills, young learners DOI: 10.7176/JCSD/46-07 Publication date:March 31st 201

Examining the Effect of Task-Based Language Teaching on University Business Students in Bangkok

ABSTRACTThe purpose of this study was to introduce Task-Based Language Teaching in a bid to energise stagnant English language performances among second-year business students (N = 81), studying a private university in the peripheral areas of Bangkok. Students followed a TBLT learning environment for one semester (16 weeks), and subsequent end-of-term performances were compared with prior attainments achieved under tradition forms of instruction using t-tests (0.05). Overall, TBTL proved to positively influence performance outcomes when compared to the traditional method (TBLT: 60.9 = Grade C+; TRAD: 54.93 = Grade C; p [0.0195] = sig <0.05). Nonetheless, the majority of progress derived from enhancements in speaking skills, as assessments in this domain improved significantly, whereas no significant difference was observed in formal examinations. Further to this however, variability analyses highlighted that upper quartile students significantly improved in both speaking and formal examinations, while the lower quartile cluster failed to show noteworthy forms of progress in speaking, and, formal examination scores exacerbated entirely; concluding therefore that learners’ response to TBLT is governed by their linguistic potential.  The recommendation therefore would be to arrange two separate groupings based on ability for two reasons: (1) assist accelerated acquisition of more proficient students who thrive in a TBLT environment, and, (2) to provide curricular support for struggling students for whom TBLT is not (yet) developmentally appropriate.  ABSTRAKTujuan dari penelitian untuk memperkenalkan Pengajaran Bahasa Berbasis Tugas dalam memberi energi pada kinerja bahasa Inggris yang stagnan pada mahasiswa bisnis tahun kedua (N = 81) yang sedang belajar di sebuah universitas swasta di daerah pinggiran Bangkok. Siswa mengikuti lproses belajar menggunakan TBLT selama satu semester (16 minggu), dan kinerja akhir semester berikutnya dibandingkan dengan pencapaian sebelumnya yang dicapai dalam bentuk pengajaran tradisional menggunakan uji-t (0,05).Secara keseluruhan, TBTL terbukti secara positif mempengaruhi hasil kinerja bila dibandingkan dengan metode tradisional (TBLT: 60,9 = Grade C +; TRAD: 54,93 = Grade C; p [0,0195] = sig <0,05). Meskipun demikian, sebagian besar kemajuan berasal dari peningkatan keterampilan berbicara, karena penilaian dalam domain ini meningkat secara signifikan, sedangkan tidak ada perbedaan signifikan yang diamati dalam ujian formal. Analisis variabilitas menyoroti bahwa siswa kuartil atas secara signifikan meningkat baik dalam ujian berbicara maupun formal, sedangkan cluster kuartil yang lebih rendah gagal menunjukkan bentuk kemajuan penting dalam berbicara, dan, skor ujian formal lebih rendah; oleh karena itu tanggapan pelajar terhadap TBLT diatur oleh potensi linguistik mereka.Karenanya rekomendasi dibagi kedalam dua kelompok terpisah berdasarkan kemampuan karena dua alasan: (1) membantu percepatan akuisisi siswa yang lebih mahir yang berkembang di lingkungan TBLT, dan, (2) untuk memberikan dukungan kurikuler bagi siswa yang berjuang yang menjadi TBLT dimana belum dikembangkan dengan baik. How to Cite: Rudd,  M. (2019). Examining the Effect of Task-Based Language Teaching on University Business Students in Bangkok. IJEE (Indonesian Journal of English Education), 6(1), 30-47. doi:10.15408/ijee.v6i1.1156

Virulence determinants of infectious bursal disease virus

The very virulent (vv) pathotype of infectious bursal disease virus (IBDV) has spread rapidly throughout Europe, Asia, and the Middle East. Although Australia is currently unaffected, there remains the potential for incursion of an exotic isolate. The aim of this study was to identify putative virulence determinants of IBDV to facilitate the development of improved diagnostic assays for detection and characterisation of vvIBDV isolates. Sequencing of Indonesian vvIBDV Tasik94 revealed a unique substitution [ A�¨S222] in the hypervariable region (HVR) of viral protein (VP) VP2, which did not appear to impinge on virulence or antigenicity. Phylogenetic analyses indicated that Tasik94 was closely related to Asian and European vvIBDV strains. Extensive alignment of deduced protein sequences across the HVR of VP2 identified residuesI242 I256 and I294 as putative markers of the vv phcnotype. Comparison of the pathology induced by mildly-virulent Australian IBDV 002/73 and Indonesian vvIBDV Tasik94, revealed that histological lesions in the spleen, thymus and bone marrow were restricted to Tasik94-infected birds, suggesting the enhanced pathogenicity of vvIBDV might be attributed to replication in non-bursal lymphoid organs. The biological significance of the VP2 HVR in virulence was assessed using recombinant viruses generated by reverse genetics. Both genomic segments of Australian IBDV 002/73, and recombinant segment A constructs in which the HVR of 002/73 was replaced with the corresponding region of either tissue culture-adapted virus or vvIBDV (Tasik94), were cloned behind T7 RNA polymerase promoter sequences. In vitro transcription/translation of each construct resulted in expression of viral proteins. Co-transfection of synthetic RNA transcripts initiated replication of both tissue culture-adapted parental and recombinant viruses, however attempts to rescue non-adapted viruses in specific-pathogen-free (SPF) chickens were unsuccessful. Nucleotide sequence variation in the HVR of VP2 was exploited for the development of a new diagnostic assay to rapidly detect exotic IBDV isolates, including vvIBDV, using reverse transcription polymerase chain reaction (RT-PCR) amplification and Bmrl restriction enzyme digestion. The assay was capable of differentiating between endemic and exotic IBDV in 96% of 105 isolates sequenced to date