Proceedings Cewec 2008

PROCEEDINGS
The First International Academic Conference and Research Presentation

on Cooperation for Development on the East West Economic Corridor
17 - 22 2551

Message From the University President

The development strategies of the East West Economic Corridor under the
economic development plan of the Greater Mekhong Subregion is crucial for the
development of all countries involved : Burma, Lao Peoples Democratic Republic,
The Socialist Republic of Vietnam, and Thailand. This Corridor will speed up
traveling and provide more conveniences of product transportation among these
countries. The East West Economic Route also offers opportunities for trade and
investment. It is expected that the peoples of all nationalities residing on the Corridor
will gain better changes of their way of life.
The First International Academic Conference and Research Presentation on
Cooperation for Development on the East West Economic Corridor which is
collaboratively held by Sakon Nakhon Rajabhat University of Thailand; Danang
Province, Danang University, Quang Tri Province, Quang Tri Teachers College,
Quang Binh University of The Socialist Republic of Vietnam; and Savannaket
Province of Lao Peoples Democratic Republic, is deemed the knowledge and
learning exchange of research findings that will lead to guidelines for cooperation as
well as the establishment of collaboration awareness in the area. The conference shall
result in cooperation for development of all nations located on the East West
Economic Corridor.
I would like to take this opportunity to express our appreciation and heartfelt
thanks to all who have lent the hands to make this conference successful those who
have come from the Socialist Republic of Vietnam, from Lao Peoples Democratic
Republic, and Thailand. We owe a great deal to all researchers, academics, and the
participants. I wish this First International Academic Conference and Research
Presentation be an auspicious and good commencement of the regional cooperation
for development. Once again, I hope the conference shall bring about the utmost
benefits to all citizens living on the East - West Economic Corridor.
(Mr.Panya Mahachai)
President of Sakon Nakhon Rajabhat University

1 17 - 22 2551

(Proceedings)

Proceedings
( . )
2551
Contents
Page
Message From the University President
Foreword
About the Conference 1
Conference Program... 4
Timetable of Presentations 7
Proceedings of the Research Paper Presentations :
Humanities and Social Sciences....17
Sciences and Technology..141
Education...... 267
Index.. 649
-1The First International Academic Conference and Research Presentation on Cooperation for Development on the East West Economic Corridor
About the Conference

The First International Academic Conference and Research
Presentation on Cooperation for Development on the East
West Economic Corridor
Rationale :
The EastWest Economic Corridor project is one of the

economicstrategic road networks developed under the
economic development plan of the Greater Mekong Subregion
(GMS). The major purpose of this project is to connect the
western area of the Andaman Sea with the eastern area of the
South China Sea. The Corridor is approximately 1,500
kilometers in length. It starts from Burma and goes through
Thailands Tak, Sukhothai, Phitsanulok, Khon Kaen, Kalasin
and Mukdaharn Provinces. Then it leads to Lao Peoples
Democratic Republic at Savannakhet and stretches into the
Socialist Republic of Vietnam at Lao Bao, Dong Ha, Quang Tri,
and Hue to end at the Vietnamese coast of Da Nang. This Corridor
is linked to Road 13 of the NorthSouth Economic Corridor at
Savannakhet in Lao Peoples Democratic Republic. When
constructions are completed, it will provide convenient and
rapid travel, transportation and communication among Burma,
Thailand, Laos, and Vietnam. It will also provide trade and
investment opportunities leading to changes for the better way
of life of the peoples living on this route. Nonetheless, to bring
about this regional progress, cooperation for development of
the Corridor still requires research studies and collaboration in
diverse dimensions and forms. Consequently, Sakon Nakhon
Rajabhat University of Thailand; Quang Tri Province; Danang
University; Quang Tri Teacher Training College; Quang Binh
University of the Socialist Republic of Vietnam; and
Savannakhet of Lao Peoples Democratic Republic have joined
hands to host the First International Academic Conference and
Research Presentation on Cooperation for Development on the
EastWest Economic Corridor. The aims of this conference
are to enhance awareness of the importance of regional
cooperation that will impact mutual development among the
countries situated on this route, and to keep them informed of
the trends and progress of research studies in comparison with
other development strategies and aspects of cooperation. The
conference is expected to benefit all the nations in the region.
Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]
Objectives:
1. To enhance the understanding among university faculty,

academics, students and people in general about the importance
of the EastWest Economic Corridor, and to find ways for
building regional cooperation for development.
2. To provide opportunity for presenting relevant research
findings for interested university faculty, academics, experts
and people in general.
3. To share and exchange experiences and ideas as well as to
create cooperative networks of research and regional
development strategies.
4. To promote motivation for conducting research studies
and developing research qualities concerning the East-West
Economic Corridor.
Target participants : The number of participants in this conference is

expected to be about 330 persons.
1. Eighty participants from Vietnam, Laos and Thailand will
present their research papers and posters.
2. Two hundred and fifty participants will attend this event
to gain knowledge without presenting their research papers.
Date/Time/Venue:
Date & Time
September 17 19, 2008
Academic conference and research paper

and poster presentations
Study tour to Lao PDR and Vietnam
Venue
The opening ceremony, guest speakers lectures, and
poster presentations of research work will be held in
Sakon Nakhon Rajabhat University Auditorium.
The research paper presentations are classified by their
fields of studies and will be carried out at the
Graduate School Building, Sakon Nakhon Rajabhat
University.
Conference Styles:
1. Special lectures by a team of renowned keynote
speakers
2. Research poster presentations
3. Research paper presentations
Expected advantages :
1. Attendees gain knowledge and are able to
share experiences concerning different aspects of
development in regions along the EastWest Economic
Corridor.
2. Research presenters have a chance to present
their studies. Their views are shared and exchanged,
bringing in new ideas for performing research studies.
3. Attendees are aware of all changes that have
happened and are happening so as to prepare themselves
efficiently for future changes and developments.
4. Attendees as well as the research presenters
are acknowledged with the means of educational
management, and educational administration
appropriate for directions of changes and trends of
human supplies needed for all regional nations located
on the East West Economic Corridor.
Conference Program
Wednesday
September 17, 2008
08:00 09:00 a.m.
Registration
09:00 09:30 a.m.
Opening ceremony
Reporting and welcome remarks by the President of
Sakon Nakhon Rajabhat University Mr.Panya Mahachai
Opening remarks by Dr. Sumet Yamnoon, Secretary
Ministry of Education, Thailand
09:30 09:45 a.m.
Morning break
09:45 12:30 a.m.
Special lecture on Cooperation for Development on

the East West Economic Corridor
by distinguished guest speakers
1. Mr.Le Huu Thang Vice Chairman Peoples
Committee of Quang Tri Province,
the Socialist Republic of Vietnam
2. Dr.Souphanh Kaewmeechai,
Savannakhet,
Lao Peoples Democratic Republic
3. Dr.Chuwit Mitrechob, Office of the National
Economic and Social Development Board
12:30 1:30 p.m.
Lunch
1:30 3:00 p.m.
Presentation on Servey Research on North-South

Economic Corridor, East-West and South
by Asst Prof.Dr.Weerapat Sessomboon
Deputy Director, The Northeastern Strategic
Institute, Khon Kaen University
3:00 3:15 p.m.
Afternoon break
3:15 4:30 p.m.
Poster presentation
6:00 10:00 p.m.
Welcome party at Dusita Hall, Phuphan Place
Thursday
September 18, 2008
9:00 12:00 p.m.
12:00 1:00 p.m.
Paper presentation
Room 1 Humanities & Social Sciences
Room 2 Science & Technology
Room 3 Education
Room 4 Education
Room 5 Education
Lunch
1:00 4:30 p.m.
Paper presentation
Room 1 Humanities & Social Sciences
Room 2 Science & Technology
Room 3 Education
Room 4 Education
Room 5 Education
3:00 4:00 p.m.
Presentation of Awards for Outstanding Research
Remark
10:00 a.m.
2:30 p.m.
Morning break
Afternoon break
Friday - Monday
Study tour to Lao Peoples Democratic Republic and

The Socialist Republic of Vietnam
Timetable of Presentations

The First International Academic Conference and Research Presentation
On Cooperation for Development on the East West Economic Corridor
17 - 22 2551
* These presentations will be in English.
18 2551 524
1
09.00 - 09.20 .
2
09.20 - 09.40.
/
Dr. Tran Van Ninh
Mrs. Nguyen Thi Thuy Tu
09.40 - 10.00 .
Ma. Le Trong dai, Dr.Nguyen

Duc Vuong& Ba. Pham Thi Lan
Phuong
10.00 10.20 .
10.20 10.40 .
Luc Tu Tran
Hong Kim Thi Nguyen
Hang Thi Le

10.40 11.00 .
11.00 11.20 .
11.20 11.40 .
11.40 12.00 .
10
13.00 13.20 .
Trade Development in the EWEC Corridor

*
Da Nang Manages to Fully Tap Its Potentials for
Development on the East-West Economic Corridor *
Outline of some solutions to exploit cultural tourism
services on the East-West Economic Corridor between
Vientnam,Lao and Thailand (from Donghoi to Vientine
and Bangkok)
*
A Study of Developing Tourist EWEC to Participate to
Hunger Elimination and Poverty Alleviation in
Vietnamese localities
*
:

2550
11 13.20 13.40 .
12
13.40 14.00 .
13
14.00 14.20 .
14
14.20 14.40 .
15
14.40 15.00 .
16
15.00 15.20 .
17
15.20 15.40 .
18
15.40 16.00 .
Miss.Supawadee Lormahamongkol Heritage Interpretation for Visitors : A Case Study

Sakon Nakhon Rajabhat University At Sukhothai World Heritage Site
*
Asst.Prof.Dr.Jitti Kittilertpaisan Major Factors Affecting the Organizational Effectiveness
Sakon Nakhon Rajabhat University : A Study of City and Town Municipaties
*
Miss.Suphangjit Mongphet
Appropriateness of Vocabulary Chosen Form
Sakon Nakhon Rajabhat University Thai-English Electronic Dictionaries in Writing
*

18 2551 525
09.00 09.20 .
09.20 09.40 .
09.40 10.00 .
10.00 10.20 .
/
Dr. Nguyen Duc Vuong,
Dr .Bui Khac Son
Quang Binh University
Mr.Supachai Prainet
Nakhonphanom University
Dr.Jirawan Apiraksakorn
Khon Kaen University
Dr.Tran Ngoc and Ma. Nguyen
Dinh Hung
Study on preparation of light-convertible polyethylene

film containing complexes of ln (III) with 1,10phenanthroline
*
A Study the Method Control Motor with Fuzzy Logic
Control
*
Screening of -1,3-glucan degrading bacteria using for
biocontrol purpose
*
Phototransfer thermoluminescence studies in natural
Phongnha Kebang Quartz
*
10.20 10.40 .
10.40 11.00 .
11.00 11.20 .
11.20 11.40 .
11.40 12.00 .
10
13.00 13.20 .
11
13.20 13.40.
12
13.40 14.00 .
13
14.00 14.20 .
14
14.20 14.40 .
15
14.40 15.00 .
16
15.00 15.20 .
17
15.20 15.40 .
18
15.40 16.00 .
19
16.00 16.20 .
Dr.Tosawat Seetawan
Sakon Nakhon Rajabhat University
Mr.Thaweewat Khuangthip

SrTiO3

Ca3O4Co9
MSCA
Novel-Principles Calculation of the Thermoelectric
Power of NaxCoO2
*
Studies on the electronic structures of Bi2Te3 by using
cluster calculation of the DV-X method
*

1
Ag-NaCo2O4
Bi2Te
1 18 2551 533
1
09.00 09.20 .
09.20 09.40 .
09.40 10.00 .
10.00 10.20 .
10.20 10.40 .
10.40 11.00 .
11.00 11.20 .
11.20 11.40 .
11.40 12.00 .
10
13.00 13.20 .
/
Dr.Nguyen Huynh Phan
Speeding up the International Collaboraion Between

Quangbinh University and Sakon Nakhon Rajabhat
University and other Universities in Thailand for
Development on the East West Economic Corridor *

:
1

11 13.20 13.40 .
12
13.40 14.00 .
13
14.00 14.20 .
14
14.20 14.40 .
15
14.40 15.00 .
16
15.00 15.20 .
17
15.20 15.40 .
Asst.Prof.Dr.Chaiya Pawabutra

Proposed Policy for Development of Graduate Studies

Management at Sakon Nakhon Rajabhat University
*
2 18 2551 534
1
09.00 09.20 .
09.20 09.40 .
09.40 10.00 .
10.00 10.20 .
10.20 10.40 .
/
M.S Le Thi Xuan Lien
Quang Tri Teacher Training
College
Dr. Chintana Kanjanavisut
Kasetsart University
.
Asst.Prof. Dr. Watana Suwannatrai


Information Technology Supporting Innovating

Teaching Methods-New Way in Enhancing the Quality
of Training Fostering at College and University *
Training Program Evaluation of First-Line Mangers of
Metropolitan Waterworks Authority
*
A Development of Activity Model for Developing

Moral of Teacher Education Students
(5 year Curriculum)
*

4

6
10.40 11.00 .
11.00 11.20 .
11.20 11.40 .
11.40 12.00 .
10
13.00 13.20 .
11
13.20 13.40 .
Mrs.Saiyon Saenrang
12
14.00 14.20 .
Mr.Kaiyasit Wongchampa
13
14.20 14.40 .
14
14.40 15.00 .
..
15
15.00 15.20 .
Balanced Scorecard

1

1

3
3
A Development of the School Curriculum on English
for Tourism in Rcnu Nakhon for Matthayomsuksa 5
Students at Renunakhonwittayanukul School under the
Office of Nakhon Phanom Educational Service
Area 1
*
A Development of Mathayomsuksa 4s Educational
Institution Curriculum on English for Nakhon
Phanom Tourism, of Nakaesamakhiwitthaya School
under the Office of Nakhon Phanom Educational
Service Area 1
*
6
1

4
2
16 14.40 15.00 .
17
15.40 16.00 .
3 18 2551 535
1
09.00 09.20 .
2
09.20 09.40 .
09.40 10.00.
10.00 10.20 .
10.20 10.40 .
10.40 11.00 .
11.00 11.20 .
11.20 11.40 .
/
M.Sc Le Thi Thu Ha
Cap Xuan Tuan,
M.Sc Nguyen Truong Truong
Quang Tri Teacher Training
College

Main opinion for teaching and Learning
Building and Using E-Learning Center as a Solution

to Foster the Learning Quality and the Management
Effectiveness
*
Mr.Prasert Chanudom
Problems in Learning the Foundation English Course
Nakhon Sawan Rajabhat University of Students at Nakhon Sawan Rajabhat University *

9
11.40 12.00 .
10
13.00 13.20 .
11
13.20 13.40 .
12
13.40 14.00 .
13
14.00 14.20 .
Ms. Juthathip Vichitsilp

14
14.20 14.40 .
15
14.40 15.00 .
16
15.00 15.20 .
17
15.20 15.40 .
..
3

3
4
The Use of Teacher Reflective Practice to Improve
English Language Teaching in Rajabhat University in
the Northeast Region of Thailand.
*
Humanities and Social Sciences
Outline of some solutions to exploit-tourism services on the East-West

Corridor between Vietnam, Laos and Thailand
Ma.Le Trong Dai, Dr. Nguyen Duc Vuong & Ba. Pham Thi Lan Phuong
Abstract
This paper aims at introducing some solutions to exploit the cultural tourism
services along the EastWest Corridor of Vietnam, Laos and Thailand (from Dong
Hoi to Vientian and Bankok). Based on the analysis of reality of cultural tourism
services of Vietnam, Laos and Thailand, the authors would like to recommend some
solutions in short term and long term to exploit and develop such services more
effectively. Due to the limited time and knowledge, this paper may not avoid some
mistakes. We hope to receive valuable contributions from the scientists.
INTRODUCTION
In the development of economics, the service branches contribute more and
more great portion in economics of each country. The services not only bring the
great revenue but also contribute a great part in speeding up the production,
consuming and creating the employment and strengthening acrossculture. Among
service branches, the cultural and tourism service is considered as non-smoking
industry; it is also a prospect branch of Vietnam, Laos and Thailand but the
exploitation has not been corresponding to its potentials. There are many reasons that
cause the obstacle for the development of this branch, however, first of all, we has not
established systems of strategies and solutions suitable & synchronous. To implement
this, its needed to contribute the strength and intelligence from a variety of branches,
scientific agencies with the participation of prestigious researchers and experts on
many fields. Due to the limit of knowledge and in the scope of a workshop report, the
authors may not solve satisfactorily such a great issue. However, with the hope of
bringing this issue into the content of workshop for the contributions from
representatives, we would like to outline some solutions to exploit the culture and
tourism services along the East West economic corridor among Vietnam, Laos and
Thailand (from Donghoi to Vientine and Bankok).
* Quang Binh University, The Socialist Republic of Vietnam
CONTENT
1. Introduce generally some realities of culture and tourism service
branch of Vietnam, Laos and Thailand
a. Advantages:
Three countries Vietnam, Laos and Thailand have many similar points about
geography, culture and history as well as a long-time friendly relationship. The people
of these countries in Southeast Asia continent has endured the same historical fortune
and have the united and interdependent tradition. After Cold War till now, peace and
equal cooperation with mutual interests have been a great tendency of the world. The
globalization brings the basic advantages for development of economics, culture and
society for each country. On the other hand, this tendency also creates many good
opportunities for every nation in expanding its market, economical and cultural
exchange, and scientific technology acquirement mutually
Although each country with specific characters, all of three Vietnam, Laos and
Thailand have an active economics with fairly high growth speed in comparison with
others on over the world. The government of three countries has implemented the
strategies of intensifying cooperation and integration in the area and all over the
world. Especially, all of three have promoted to implement the objective principle of
ASEAN, Hanois Declaration on the ASEAN Vision 2002 and ASEAN II Agreement
Declaration of ASEAN 9th Summit in Bali, Indonesia dated October 8th, 2003.
Vietnam, Laos and Thailand have many historical relics, cultural heritages and natural
heritages of the national and the world stature.
On the other hand, Thailand is the country with the high ability in development of
social- economics in the South-East Asian area and has many experiences and
achievements in the cultural tourism services. Thailand has the advanced
infrastructure with development education and the most modern science and
technology among the three.
b. Difficulties and disadvantages
+ Danger of security instability
The terrorism due to extreme Muslim elements in the South of Thailand is still
an anxiety to tourists, the echoes of tsunami 2004 has been an obsession to foreign
guests. In Laos, remnants of the Vang Pao army are on the tendency of re-operation.
+ Infrastructure
Infrastructure like traffic roads, guest houses, conveniences for entertainment
and relax, etc, of Laos and Vietnam is still backward and not synchronous, the
cultural - tourism services are still poor, not enough in experience and bad in
knowledge and qualification.
+ Labor force serving cultural - tourism services
Laos and Vietnam are now still shortage of qualified labor force and
management staff in the cultural - tourism service branch. The policy, mechanism and
law have not been synchronous and completed. Language barrier and poor ability of
foreign languages, especially English, in Laos and Vietnam are the great obstacles for
activities of advertisement, marketing, cooperation and exchange.
Although the service branch of three countries has already cooperated, it has
not been closed, mostly operated independently due to not having established the
transnational travel tours equal to its potentials of each country.
+ Solutions for cooperation to exploit the potential of cultural- tourism service
In general, the cooperation and association of three countries has no depth so
that the tourism branch has not yet formed the common strategies basing on strong
points of each country and not created the mutual assistance effectively on this
Corridor.
2. Outline of some solutions to exploit cultural - tourism services on the
East West economic corridor between Vietnam, Laos and Thailand (from Dong
Hoi to Vientine and Bankok).
a) Solutions in short term
+ Establishing a cultural-tourism service joint venture company of Vietnam,
Laos and Thailand with the participation of tourism branch of all three countries
This joint venture company will take the main responsibility in the
exploitation and trading the cultural-tourism services. Itll have the responsibility to
investigate the reality potentials for the development of cultural-tourism services to
choose and form the travel tours attractive and suitable with various earnings levels of
tourists. On the other hand, the investigation is also to forecast fairly accurately the
highest trading effectiveness on the basic of maximizing the transportation cost and
support services to determine the reasonable price and calculate the compete abilities
(if any) but ensure to satisfy guests.
+ Forming the mechanism to solve the customs procedures in the way of
convenience and ensuring security for trans-national travel tours.
+ Promoting marketing and advertisement on the attractive travel tours through a
variety of forms of leaflet, advertising on TV, newspapers and other media of each
country.
+ Building up infrastructure and other services meeting tourists demands. In the
venues where tourists stay for sightseeing, relax, entertainment, etc, the infrastructure
and other services have to be constructed satisfying the necessary needs of tourists, at
least, to satisfy tourists of low income with reasonable price so that they can accept.
b) Solutions in medium and long term
+ Cooperation in training highly qualified labor force working in culturaltourism services.
This training can be undertaken by each country but it needs the mutual
assistance and cooperation. Especially, Thailand, the country has a developed cultural
- tourism service branch and a great capital source with many achievements and
experiences should help Laos and Vietnam in this field because it is still new for
them. Alternatively, the training can be entrusted to the joint venture companies of
three countries. However, in the first year, the training should be implemented in the
agencies in Thailand. The next period of time, such agencies should help Vietnam and
Laos in training lecturers, organizing conferences to exchange experience, assisting
the material and facilities, transferring technology, training the skills, etc.
+ Establishing the cultural and language research centers in each of two

remaining countries at the training places for such services or at the Universities/
Colleges of each country. On the other hand, studying English language should be
fore-calculated, especially, in Laos and Vietnam.
+ Expanding the investment and cooperation with other countries in and
outside the South-East Asian area especially with the large companies of developed
countries and great experience and advanced technology.
For the development in the future, we should take advantage of capital source,
experience and technology of large cultural-tourism service companies of countries
outside such as England, France, United States, Singapore, Netherland and Germany,
etc.
+ Building up the clear policy and mechanism and completing the law system
in Vietnam and Laos to create favorable conditions for advertisement, marketing and
trading.
+ Developing and improving the quality of cultural services, relax services,
entertainment, security, especially, the festival activities, fairs, exhibitions,
performances, heath care services at the cultural and tourism venues
c. Outline of some activities of a travel tour on the East-West Economic
Corridor between Vietnam Laos Thailand (from Donghoi to Vientine Bankok)
If you choose the travel tour from Donghoi (Quangbinh) to Vientine and to
Bankok, there are some attractive and favorable venues for pleasure and sightseeing.
Three cities Donghoi, Vientine and Bankok relatively near in geography; all of them
have historical relics, beautiful and famous landscapes of national stature and
international stature. On the other hand, three of them have distinguished festivals
together with artistic cultural activities that can be exploited to serve sightseeing and
tourism. In order to exploit the services of culture and tourism on this corridor, we
can design two travel tours from the East and from the West.
The route East West with beginning point is Donghoi city and finish point is
Bankok. Because Donghoi is on the coastline Southern of China, we can choose and
organize plentiful and attractive services relating beach. With a variety of beautiful
beaches, its easy to divide tourists into two groups basing on their financial ability.
For the normal guests, we can take them to Nhat Le beach, Quang Phu beach and
serve them seafoods and agricultural products cooked in the traditional way of
Vietnam or Europe and China. In the evening, tourists can be freely go shopping and
visit Donghoi. For the distinguished guests with high income, we can take them to
relax and swim in the beach at Sun Spa Resort or the four- star hotel Saigon Tourist
for superior services and quality like massage, steambath, discotheque and swimming
in the beach. The second day, we can take them to visit Phong Nha Ke Bang
National Park, a world natural heritage site with one of the worlds most beautiful
caves. There, tourists can see many kinds of orchids, and rare animal species such as
Saola, Muntjac (barking deer), peacock, etc. The tour guide will introduce the method
for caring orchids and sell orchid baskets for anyone who likes them. In the future, we
can build the adventurous travel service at Phong Nha such as mountain climbing,
telpher, and display the handicraft products from ethnic minorities in this area or we
take them to see festivals like Dap Trong (Drum Broken) and Dam Trau (Buffalo
Thrust) of Bru Van Kieu. The third day, in the morning we can organize for tourists
to visit some historical relics of Donghoi such as Bau Tro cultural remains, DongHoi
relics, Quangbinh Gate and Dau Mau rampart and Nhat le rampart. In the afternoon,
we take tourists to Vientine (Laos). The fourth day, we take tourist to visit
international cultural relics like That Luong, Luong Pha Bang ancient city and go
shopping in Viettine.
The fifth day, we take tourists to Bankok. The sixth day, for the normal guests,
they will be visited Suthat pagoda, Uma Devi temple and Royal-court Room, Atana
Samakhom Palace and National Assembly. For high income guests, we can choose
other venues (more attractive but a little fee) like Phra Kaeo Pagoda or Phra
Chetuphon Pagoda instead of Suthat Pagoda; Arun Pagoda instead of Uma Devi
temple. The seventh day, tourists can travel for pleasure in Bankok such as Ma Bun
Khrong Trading Centre, Seacon Square, Chinese Quarter for shopping, entertainment,
and enjoying traditional foods of China, India, Thailand.
We can also design a backward tour from West to East with the beginning
point of Bankok and finish point of Dong Hoi.
CONCLUSION
Development of cultural-tourism services not only brings economical benefits
but also strengthens the friendly relationship and mutual understanding among
countries and creates the closed connection in the South-East Asian area as well. With
the hope of contributing one idea for the conference, we bravely speak out what we
think. This paper is only the first outline and may not avoid shortcomings. We eagerly
want to receive sincere ideas from scientists. Thanks very much!
References
Bui Tien Sinh Nguyen Van Dieu (translation). (2004). Thailand - Venise of Orient
Information. Publishing House.
Luong Ninh (cb). (2005). Southerneast Asian History. Education Publishing House
Luong Ninh (cb), (1998). Medieval World Cutural History. Education Publishing
House.
Nguyen Tat Dac, (2005). Southerneast Asian Culture. Ho Chi Minh National
University Publishing House.
Ta Dinh Ha (cb). (2002). Quangbinh Relics and Heritages. Volumn I, II ; Published
by Management Board of Quangbinh Relics and Heritages
:

The Beliefs of Spirit and Sanyaju Ritual : A Case Study of Thai Kui Ethnic
Group Muangwan Kokcharoen Villages, Chandum Sub district,
Plapplachai District, Buriram Province
* . **
. *** ****
1) 2)
3)
- (In
Depth Interview)

2 3 3
6 6 6 6

3 3

1)
2)
3)


1)
2) 3)
4) 5)
Abstract
The objectives of this research were to study 1) the belief of spirit and Sanyaju
ritual, 2) the roles of Sanyaju ritual with cause impacts upon the people in local area
and 3) the ways to conserve and spread the local wisdom of Sanyaju ritual : A case
study of Thai Kui ethnic group Muangwan Kokcharoen Villages, Chandum Sub
district, Plapplachai District, Buriram Province. The methodology of the study by in
dept interview observation from the ritual investigation was conducted through
documentary and field data. The findings are presented in a descriptive analysis form
and can be summarized as follows:
The beliefs and practice on spirits among Thai Kui ethnic groups in
Muangwan Kokcharoen villages, they had strong beliefs and practice of spirits. The
villagers still keep some aspects of their culture continually. And they believed that
Yaju were a symbol of their ancestors of the village. Yaju were the sacred places and
were respected by every person in the village. They believed that Yaju would protect
the village to live in peace without any harm. The villagers arranged Sanyaju ritual
twice a year. Periods of ritual performance are fixed on the third waxing moon day of
the third lunar month and on the sixth waxing moon day of the sixth lunar month. On
the sixth Lunar month, before starting the rice farming season, in order to inform
Yaju to forecast the weather or climatic conditions including the result of the
agricultural products and did the same rite for rain, food and water for all year. On the
third waxing moon day are offered to thank for Yaju who protect their rice field and
bless them for the prosperity, productivity on rice fields.
The role of Sanyaju ritual with cause impacts upon the community Thai Kui
ethnic group in Muangwan-Kokchareon villages found that.
The Sanyaju ritual represented the relationship between human beings and
supernatural spirits. 1) In the social role, the Sanyaju ritual provides social structure
and security as well as cementing ties and reinforcing relationships among members
of the community. 2) In the economic role, the Sanyaju ritual represented the wisdom
of protecting the forest and concerning natural resources. 3) In the political and
hierarchical terms, the Sanyaju ritual reflected the power structure for both, the
family and community. The Sanyaju ritual played a big role in controlling the
behaviors of the family members and reflecting the social norm of the community as a
whole.
The conservations of the Sanyaju ritual of Thai Kui ethnic group Muangwan
Kokcharoen Villages, Chandum Sub district, Plapplachai District, Buriram
Province is the traditional ritual which practiced for a long time. It has an influence
for the way of life of Thai Kui from the past to nowadays, to offer the way to
preserve as 1) to take photos and make VCD recorder player, 2) to make an external
reading book for children, 3) to expose for awareness of population, 4) to promote the
youth aware the worth and join with Sanyaju ritual, and 5) the government should pay
attention with beliefs and Sanyaju ritual as way to develop the strong community in the
future.

3

( . 2536 : 30 31)
( . 2536 : 138)

( . 2531 : 138)

( . 2537 : 16)
( . 2529 : 49)


()

.. 2510
.. 2533 2
8 15

2

1.

2.
3.

1.
1.1
8 15
1.2
1.2.1
1.2.2
1.2.3
2.
2.1
2.2
2.2.1 4

2.2.2
10
2.2.3
10
2.2.4

10
3.
2

3.1
3.2
3.3

4.
4.1

4.2
2
4.2.1
4.2.2
4.3.
2
4.3.1 (Key
Informants) 4
4.3.1.1 4
4.3.1.2
10
4.3.1.3
10
4.3.1.4

10
4.3.2 2
4.3.2.1

4.3.2.2

4.4.
4.4.1

4.4.2

4.4.3 (Descriptive Analysis)

2 3 3 6
6 3
1)
2)
3)

3 3 4) 5)
3 6

(Collective Emotion)

(Brown. 1987 : 29 .
2540 : 29)
(Social Structure)
(Institutions)

()

(Collective
Emotions)

(2542 : 44)

(2540 : 158)

(Fertility) (2540 : 23)


(Manlinowski)
(Pavlov and Wund)

(Manlinowski)

(Manlinowski. 1963 : 29 . 2540 : 31)
(Needs) 3
1. (Basic Biological and Physiological Needs)

2. (Instrumental Needs)
3. (Symbolic Needs)

(ToTem) (Durkheim)

. (2531). . :
.
. (2537). . .
. : .
. (2536). . : .
. (2540). . : .
. (2540). .
.. : .
. . . 66(4) . 2547.
------------. (2540). . : .
. (2542).
. .. : .
. (2529). . : .

The Evaluation of Customer Satisfaction with The Service of Ban-Nivet SubDistrict Municipal, Tawatburi District, Roi-Et Province
3 1)
2) 3)
66 50
50 SPSS for Windows
(Content Analysis)
3
98.89
2
2.1
7 80
3
7
(.)

3
7
(.)

Abstract
This research study was aimed to evaluate customer satisfaction in Ban-Nivet
sub-district municipal, Tawatburi district, Roi-Et province. The evaluation consisted
with 3 projects including ; 1) The moral, ethics and quality of life development for
honor of the King project. 2) The drug protection for new youth generation project. 3)
The exercise for health project. The simple of this study was consisted of 3 groups
which sizes were 66, 50 and 50 respectively. Quantitative data, frequency, percentage
and grouping were employed using SPSS for Windows. The qualitative data were
analyzed by content analysis.
The results of satisfaction toward the three projects in general, it was found
that customers were satisfied with the service of Ban-Nivet sub-district municipal at
98.89%. Comparing with the criteria for evaluation the effectiveness and
productiveness in implementing the mission of Ban-Nivet sub-district municipal,
Tawatburi district, Roi-Et province according to dimension 2, service quality aspect,
and indicator 2.1, the percentage of satisfaction indicated that the organization earned
full score of 7, since the customers were satisfied more than 80 %.
Considering satisfaction toward the three projects in each aspect of service in
general, it was found that the organization also earned full score of 7 according to the
criteria for evaluation the effectiveness and productiveness in implementing the
mission of local government organization. It was found that customers were most
satisfied with the aspects of facilitation. While the process of service and personnel
who render the service aspects, the customers were less satisfied.
The results of satisfaction toward each project in general, it was found that the
organization also earned full score of 7 according to the criteria for evaluation the
effectiveness and productiveness in implementing the mission of local government
organization. Customers were most satisfied with the drug protection for new youth
generation project. While the exercise for health project and the moral , ethics and
quality of life development for honor of the King project, the customers were satisfied
less.
.. 2545
( 5) ..
2545 3/1

(High Performance) .. 2546

.. 2546


8
.. 2546

4
1
2
4
3

2550
4

3

1. 3

2.

3 1) 2)
3)


3
1.
2.
3.

1.
1.1

220 56
57
1.2

2
1.2.1 100
Krejcie and Morgan ( . 2546 : 161)
1.2.2 100
30 (
. 2545 : 41)
1.2.2.1
66
1.2.2.2 50
1.2.2.3 50
2.

(Rating Scale) 5
3.
.. 2550
4.

(Frequency) (Percentage)
1.

1
1
3

()
()
()
65
49
49
(98.77)
(99.27)
(98.54)
65
50
49
(98.92)
(100.00)
(97.2)
65
49
50
(98.00)
(99.33)
(100.00)
65
49
49
(98.56)
(99.53)
(98.58)
()
7
7
7
()
54
(98.86)
55
(98.70)
55
(99.11)
54
(98.89)
7
1 3
65 -
98.56
7
2.
2.1 2550

-

(2541)

(2538 : 7)

/
( . 2536 : 37)

-

/

2.2 2550

-

(Katz , & Danet . 2540 : 21-22)
4

1.

2.
3.
4.

(2547 : 43-54)

/

(2541) (2541)

2.3 2550


( . 2529 : 363364 ; . 2530 ;
. 2531 : 1157 ; . 2532)

(2538)

( Punyaratbandhu-Bhakdi, et al., 1996)

3.
3.1

-
3.2

3.3
. (2540). .
.
. (2530).
. ,
.
. (2536). . :
.
. (2547). . 3. :
.
. (2545). . 7. : .
. (2531). . .
.
. (2541).
.
.
. . 7 2550.
http://www.geocities.com/buucu2241/kittpat2.doc
. (2532).
. .
. (2538). . : .
. (2546). . 7. : .
. (2541). Good Governance ().
6 2550. www.anandp.in.th/th_speech/t040401.
. (2541).
. .
Punyaratbandhu-Bhakdi, S, et al. (1996). Delivery of public services in asian Countries cases in development
administration. Bangkok : Thammasat University Press.
2550
The Evaluation of Customer Satisfaction Toward Services in Boonphawad
Festival Roi-Et Province in 2007

2550 4
1) 2)
3) 4)
76 120 150 370
(Quota Sampling)

30%
Krejcie and Morgan
SPSS for Windows (Content
Analysis)
4
2550 94.1
4

Abstract
This research study was aimed to evaluate customer satisfaction toward
services in Boonphawad festival Roi-Et province in the year 2007. The population of
this study consisted of 4 groups including : 1) committee of Boonphawad festival 2)
participants of contest activities 3) individuals who joined Phalang party and 4)
people who attended the festival. 76, 120, 150, and 370 samples collected respectively
from each group. Criteria using to indicate the size of sample for committee of
Boonphawad festival was quota sampling. The size of sample for people who
attended the festival was using the Krejcie and Morgan table of sample size. The other
two groups was employed 30 % of the population. Analysis for quantitative data
SPSS for Windows was utilized. Qualitative data, content analysis was employed.
Results were presented by using description and tables of frequency and percentage.
Results of this study in general were found that all 4 groups of customers were
satisfied with Boonphawad festival services at 94.1 %. Considering each aspect of
service in general, it was found that customers were most satisfied with the aspects of
process of service and personnel who render the service. In facilitating aspect, the
customers were satisfied less.
Results of the study for each group in general, it was found that participants of
contest activities were most satisfied with Boonphawad festival services. Committee
of Boonphawad festival, individuals who joined Phalang party and people who
attended the festival were less satisfied with Boonphawad festival services. For the
process of service aspect, participants of contest activities, individuals who joined
Phalang party and people who attended the festival were most satisfied. While
personnel who render the service aspect, committee of Boonphawad festival and
individuals who joined Phalang party were most satisfied.

..2533

()


2550

3 1) 2)
3)

2550

38
876 400
500 10,000

(Quota Sampling) 38 2 76

30% ( ,2545:41)
120 Krejcie and Morgan (
. 2545 : 43) 370

(Rating Scale ) 5

2-4 2550

(Frequency) (Percentage)

4 1
1
4
()
72
(94.7)
73
(96.1)
68
(89.5)
71
(93.4)
()
116
(96.6)
120
(100.0)
114
(95.0)
117
(97.2)
()
142
(94.7)
142
(94.7)
129
(86.0)
134
(91.8)
()
365
(98.6)
362
(97.8)
331
(89.6)
353
(95.3)
()
174
(96.1)
174
(96.1)
161
(90.0)
170
(94.1)
1 4
- 94.1
1.
1.1


(2527)

1.2

(2537)

1.3

(2549)

/ /

2.
2.1

(2548)

2.2
-

Berry, Wall Carbone (2006) (Humanic Clues)

2.3
-
(2538)

1) 2)
3) 4)
5)
3.
3.1

/ Berry, Wall Carbone (2006)
(Machanic Clues)

3.2

SERVICE
(2531) 1) S=Smiling & Sympathy
2) E=Early Response
3) R=Respeetful 4) V=Voluntariness Manner
5) I=Image Enhancing
6) C=Courtesy
7) E=Enthusiasm
3.3
-
( . 2537)
1)

2)
3)
4) 5)

4.
4.1
-
Weller (1981)

4.2
-

(2539) Service Mind
(2538)

4.3
-

(Mechanic Clues) Berry, Wall Carbone (2006)

. (2538).
: . : .
. (2527). .

.
. (2548). .
. 15 2549,
. (2539). . .
, . (2537).
: . :
.
. (2549). :
. .
. (2538). . : .
Berry, L.L., Wall, Eileen A., & Carbone, Lewis P. (2006). Service Clues and
Customer Assessment of the Service Experience: Lessons from Marketing. Academy
of Management Perspectives. 20 (2): 43-57. (H.W. Wilson No.200612110556003)
Weller, Robert Paul. (1981). Unity and Diversity in Chinese Religious Ideology. Dissertation.
The Johns Hopkins University. ProQuest Document ID : 749711861.
Development of Ecotourism of Ban Chiang World Heritage Site

4

5000

Abstract
The development of eco-tourism of Ban Chiang World Heritage was
conducted and had objectives to study on the potential of resources and the patterns of
tourism by using participatory action study (PAS) with 4 technique methods of 1)
participatory rural appraisal (PRA), 2) future search conference (FSC), 3) appreciation
influence control (AIC)and 4) focus group discussion (FGD). The results of the study
revealed that the tourism resources under the administration and control of Ban
Chiang National Museum were composed of Somdech Phra Srinagarindra
Boromarajajonani Building, Watposrinai Excavation and Thai Phuan Village,
butcommunity resources under the management and control of community commit
were comprised of Souvenir Shops, Thai Phuan Cultural Performance and
Community Business Demonstrations. The patterns of tourism were offered in various
*
packages which depended on the needs and durations of the tourists, but there were
basically provided by visiting Somdech phra srinagarindra boromarajajonani
Building, Watposrinai Excavation, Thai Phuan Village, Thai Phuan Cultural
Performance, Community Business Demonstrations and Sovenir Shops. The results
from public meeting of this community had suggested on the presentation of ancient
civilization from the excavated antiques which showed the unique of bronze age and
5,000 year-old ware design of residents including Thai Phuan Culture of current Ban
Chiang community, and under the cooperation of the administration and management
between many agencies such as the executive staff of Ban Chiang National Museum,
Ban Chiang Municipality, Community Business and Private Business Representatives
in local area under the promotion of Nonghan District Administrative Office, Tourism
Promotion Organization of Udon Thani Office, Provincial Administrative
Organization of Udon Thani, Tourism Business Association in Udon Thani, Udon
Thani Commercial Chamber and other related sectors. Therefore, the development of
eco-tourism of Ban Chiang World Heritage must be administrated under the
cooperation committees of government and private sectors including community,
regional and national levels.

20

Ecotourism

1

(Community Based Tourism)

(. 2546)

(UNESCO)
..2535
13

..2503 ..2509
..2510
..2515 2

..2517 -2518
( 2534)
..2518

(Participatory Action Research : PAR)
1.
2.

(Action) (Study)
(Plan) (Do) (Observation)

(Critical reflection) (Re - planning)
()
(2544)
3 1 2
2 2 2 1 3 2 1
(2548)

(2549)
3

4
(Participatory Rural Appraisal: PRA) (Future Search
Conference: FSC) (Appreciation Influence Control : AIC)
(Focus group Discussion)
P
-
-
-
-
-
-
-
-
2 (. 2544)
1.
1)

2)

3)
3
1.1

3 1)
2

2)

700 3)
..
2515
1.2

1)
4 2)
3)
4)
1.3
1) -
-
10 2) -

3) ()
4)
5)
- 6)
(Home Stay)
-
2.
- -
1)
-
2)
3) 4)

(Home stay)

3.

3.1 1
1)

2)

50,000
3)
4)

1-2 5)
3.2 2 1)
2)
..
2552
3)
5

4)
5)

6)

.. 2552
7)

8)

(PRA)

(FSC) (AIC)


(2548)

(2544)
(2549)
5000
1.
5000
2.

3.
()

. (2544).
. :
.
. (2534). . : .
. (2549). . :
.
. (2548). :
.
.
. (2546).
. . ...,
. (2544). . : .
Linking Supply Chain and Logistics Systems Within the Clothing Handicraft
Industry in Ban Chiang Udonthani
(1)
(2)

() ()
()

Abstract
The objectives of this research is (1) to study product procession of the Cotton
Weaving Group in Ban Chiang Sub-district, Udonthani Province; (2) to study linking
on Supply Chain and Logistics System to Marketing and Export of clothing handicraft
groups in Ban Chiang, Udonthani. By quality research which study the period reduce
in supply chain within the clothing handicraft in Ban Chiang. And study the
production period until sale to last consumer. Sampling group in this research was
Mudmee Weaving Group in Ban Chiang Sub-district, Udonthani Province. This was
the sampling group that had imported product.
*
Research results found that: The supply chain linking of Mudmee clothing
handicraft group in Ban Chiang Sub-district management must depend on every parts
as: Raw material resource, producer and distributor. This study found that; Data study
on management of Supply Chain and Logistics System Network had efficient
connections. For all of data linking and period reduce to all logistics system. And
bring to trend on procession reduce of clothing hand group in Ban Chiang, that lead to
the competitive advantage. And the most important was reducing all of products
procession to respond for consumer demand in time.

( . 2544)
(Supply Chain Management) (Plan)

/ /
( . 2539)
( . 2540) Supply
Chain

(Action Research)

1.
2.

1.
2.
3.
1.
2.
1.
2.
3.
4.
1.
2.
1.
2.
3.
4.
5.
6.
7.
8.
-67-
.
.
(Qualitative Research)

(Focus Group)

()
() ()
(Primary source) :
(Secondary source) :

. 44 13 . . .
41000 . .
.
(Suppliers)
(Quick Response)

. . .

1-37 1. 2. 3. 4. 5. 7. 8.
() 9. 10. 11. 12. () , () 13. () 14. ( .
) 15. 16. 17. 18. 19. 20. () 21. 22. 23. 24.
(.) 25. () 26. 27. 28. 29. , , 30. 31. 32.
33. 34. , 35. 36. 37.

1.
2.
4.
6.
-70-
3.
1.
2.
3.
4.
5.
1. ,

2.
(
EMS) 1
10, 40
3. . . 44 13 .
. . 41000 61

1 85 15
5 , , ,
()
4. 1. , 2. , 3. ,
4. 5.

5.

1.
() () (
)

2.
() () ()

3.
( Raw Material) (Goods) (Services) (Source of Origin)
(Final Destination)

. (2540). .
: .
. (2544). . : .
. (2539). Supply Chain Management. : .
Asanuma, B. (1989) . Manufacturer-supplier relationships in Japan and the concept Of relationspecific skill. Journal of the Japanese and International Economies. 3, 1-30.
Barney, J. B. (1991). Firm Resources and Sustained Competitive Advantage. Journal of Management. 17(1),
99-120.
Cadogan, J. W. (2001). Key Antecedents to Export Market-Oriented Behaviors: A Cross-National
Empirical Examination. International Journal of Research in Marketing. 18, 261-282.
Charles, D., & Paul, W. B. (2003). A resources-Based Approach to the Study of Export Performance.
Journal of small Business Management. 41(3), 242-261.
Harrison, A. & VanHoek, R. (2001). Logistics Management and Strategy. Prentice Hall.
Providing a Course in Contract Farming (CF)
* **

Contract Farming: CF . 9
CF 9
9 -

Greater Mekong Sub-Region(GMS) CF
CF .
CF
CF CF
.
CF
CF 2
10 5 CF

.
CF
CF
- EWEC
Abstract
The title of this research is Providing a Course in Contract Farming (CF).
This research will be useful for CF investors in Indochina Laos-Thai Road No 9,
Savannaket Province Laos PDR. The research objective is to assist those who want to
take a Contract Farming diploma course in the area of Indochina Road No 9 Lao-Thai,
through coordination with education institutions in Indochina Road No 9 Laos-Thai.
The researcher received funds from The Commission on Higher Education

(CHE) Thailand, as part of the Faculty and Student Exchange Program between
Thailand and Neighboring Countries (Greater Mekong Sub-Region: GMS) 2008, and
the Risk Management Program for Contract Farming investors in Laos-Thai. In
addition to assisting outside investors, the results of this research project will be
useful for farmers who want to learn about investing in Contract Farming
themselvesand to the Lao and Thai governments in permitting CF projects.
An open interview questionnaire was used to study the opinions of the
government and private sectors toward a course in CF, and to assess the advantages
and disadvantages of the CF project. The participants in this research interview
included Thai government officials in Mukdahan Province and Lao government
officials in Savannaket Province. A literature review was also conducted to study CF
on Road No 9 and explore related opportunities for increasing CF investment in
Vietnam.
The proposed course in Contract Farming is split into two groups: 10 General
subjects and 5 Specific subjects. The target groups are farmers who want to invest in
CF, and outside CF investors who want to build sustainable careers for farmers. An
Organization Center should be established which can facilitate communications
between Lao and Thai governments; and an expert assigned to learn the rules and
processes of both countries. It is recommended that further research be conducted to
identify the most suitable time to study this course and instill interest among farmers
in the Contract Farming project within the East-West Economic Corridor (EWEC).
Contract Farming (CF)

(. 2550) CF

--(Ayeyawady-ChaoPhrayaMekong Economic Cooperation Strategy ; ACMECS)
1
CF

CF

( ACMECS, 2550)
2 6
(Greater Mekong Sub-region Economic Cooperation : GMS)

ACMECS

CF 3
(-) ( ) / ( )
10

1
1) 2) 3) 4)
5) 2 1) 2)
3) 4) 5) 6)
(Certificate of origin :C/O) CF
( ACMECS, 2550) Contract Farming
( . 9 2550)

(. )
2551
.
( Kasetsart Conference, 46, 384-392)

CF CF
2+3 ()

CSR (Cooperate Social Responsibility) ( CF 2551
.)
2 .
2050 EWEC ( 2, 2549)
CF
AISP : ASEAN Integration System of Preferences1
AISP
/
( )
1
(CLMV)

MOU 2551 CF (
.2549)

( 2550-2551 )
CF CF
CF EWEC
CF

1. Contract Farming (CF)
2. CF CF

3. CF -
East-West Economic Corridor (EWEC)
CF .
CF

CF

.
CF
CF
20 CF
. CF CF

CF - East-West
Economic Corridor (EWEC)
1
31 2551 2551

Contract Farming
.

21
14
17
( 2550) Potentials and Investment Opportunities ,

Savannakhet Province ,August 2007 CF

9 9

.

75 40 35 30 20 180
17 CF
$5,000,000 100 $5,000,000
100
CF
CF
Contract Farming


CF CF

9 EWEC

CF CF

CF
CF

CF .
9 - EWEC
CF
. CF

CF 2
CF

5
1. CF
Language for Communication
2. CF
Business and Legal Environment
3.
General Psychology
4. CSR
Corporate Social Responsibility
5. Human Social and Culture GMS
CF 10
1.
Business Agricultural
2. CF
Extension for CF plant
3. Inter Business Indochina area
4.
5. CF
6.
7.
8. CF
9.
Transportation Management and Logistics

Business Policy for CF
Economic
Risk Management
Marketing Management for CF
Trade and Investment Policy
CF Language for Communication

CF

CF Business and Legal Environment

CF
CF
CF
General Psychology

CSR Corporate Social Responsibility

Human Social and Culture GMS

Business Agricultural CF
CF CF
CF. Extension for CF plant
Contract Farming
Inter Business Indochina

EWEC
-

Transportation Management and Logistics

CF Business Policy CF CF
CF
Economic CF

CF
Risk Management
CF CF

CF Marketing Management for CF
CF

Trade and Investment Policy

CF
CF
EWEC
CF . 1)
CF 2) 3)
CF EWEC
(
. 2550)
. (2551). . .
. (2550). 2550-2551.
Kasetsart Conference, Volume 51, 46, 384-392.
. (2549). 2 : Friendship Bridge II,
20 2549.
. (2550). 10.
: .
. (2551). Contract Farming
.. 27 2 2551.
. (2550). '' .. 2550
. (2550).
ACMECS ,,http://neroc.kku.ac.th..:.
Department of Planning and Investment of Savannakhet Province. (2007). Potentials and investment
opportunities.
Department of Promotion and Management for Domestic and Foreign Investment.(2008). Foreign Investment
Application Form in Lao P.D.R.
The Development of Knowledge and Skills in Tapping Rubber Trees among the
Farmers in Amphoe Tha-Uthen, Changwat Nakhon Phanom

30

(Percentage)
(Arithmetic Mean) (Standard Deviation)
(t-test) Dependent Samples
1.

2.

.01
3.
4.

*
Abstract
The objectives of this study were to examine a state and problem of needs as
well as ways to develop knowledge and skill in tapping rubber trees, to compare the
knowledge in tapping rubber trees before the development with that after the
development, to evaluate skill in tapping rubber trees after the development, and to
measure satisfaction with getting developed in knowledge and skill of tapping rubber
trees among the farmers in Amphoe Tha Uthen, Changwat Nakhon Phanom. The
sample comprised a group of 30 farmers in Amphoe Tha - Uthen whose job involved
tapping rubber trees, who volunteered to be developed for more knowledge and skill
in their job. The instruments used were an interview guide, a test for giving before
and after the training, a form for evaluation of skill in tapping a rubber tree and a
measure of trainees satisfaction. Statistics for analyses of the data were percentage,
arithmetic mean, standard deviation, and t-test for testing a hypothesis of dependent
samples (one tail testing).
The findings revealed the following :
1. The state and problem of producing rubber were that the farmers lacked
knowledge and skill in tapping rubber trees including taking care of rubber plantation
and also lacked funds. The needs of development were to get trained in tapping a
rubber tree and making a rubber sheet, taking care of rubber plantation before and
after the rubber trees are tapped and finding the sources of low-interest funds with a
longer term in installments.
2. The overall knowledge of tapping rubber trees among the farmers in
Amphoe Tha Uthen, Changwat Nakhon Phanom before the development was at the
medium level ; and that after the development at the highest level. In a pairwise
comparison of the means with t-test, the statistically significant difference was found
at the .01 level.
3. The evaluation of skill in tapping a rubber tree among the farmers in
Amphoe Tha Uthen, Changwat Nakhon Phanom after they were developed showed
that their rubber tree tapping skill was at the high level.
4. Satisfaction with the given training in knowledge and skill of tapping a
rubber tree among the farmers in Amphoe Tha Uthen, Changwat Nakhon Phanom
was at the high level.

1
8

110,204 12,091
12 16,763 1,546
2549/50 5,380.92 349.76

16
24

1.

2.
3.
4.
-
1.
2.
-
(Pre-test)
-
1.
2.
-
(Post-test)
-
-
1
1.
1.1. 15
126
1.2.
30
2.
2.1.
2.2.
2.3.
2.4.
3.
3.1.

3.2.
5 /

4.
4.1 (Percentage) (Arithmetic Mean)
(Standard Deviation)
4.2
4.2.1
5
(Try-out)
50
4.2.2
5
5 (Likerts-5 Rating Scale)

5,4,3,2,1 4.82
4.2.3
5 IOC
0.8 1
4.2.4
5
5 (Likerts-5 Rating Scale)

5,4,3,2,1 4.71
4.2.5
5 IOC
1
4.2.6
(Difficulty) (Jung The
Fan) 0.32 0.78
(Discrimination) 0.23 0.47
4.2.7
- (KuderRichardson) KR- 20 0.74
4.3

(t-test) Dependent Samples
1.
1.1.
76.7
70.0
60
56.7 50.0
43.3
36.7
30.0
1.2.

96.7
90.0 80.0
1 76.7
70.0 43.3
40.0 26.7
2.

51.3
81.8
3.
3
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-

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3
First Language Interference on Thai English Translation of Third Year
Students in English Major at Sakon Nakhon Rajabhat University
1) 2)
3)
3
32 2 2550

1. 152 3

2. 47 30.92%

3. 86 56.58%

4. 19 12.50 %

5.

Abstract
The objectives of the study were 1) to investigate the third year English major
student errors on translation ; 2) to analyze and categorize interference errors on
student translation; and 3) to seek contents of teacher materials that can reduce
interference errors. The subjects selected by purposive sampling, were 32 third year
students in English major who had enrolled English Translation for Life course in the
second semester of academic year 2007 at Faculty of Education, Sakon Nakhon
Rajabhat University. The instruments were the written product and the interview. The
data were analyzed for error frequencies and percentage, and used a descriptive
method.
The findings of the study were as follows:
1. There were 152 errors student made in the written product and the errors
can be identified into three groups: interference errors, intralingual and developmental
errors, and uncategorized errors.
2. There were 47 interference errors, 30.92 %, of overall errors. errors were
categorized into 4 main groups: using adjective as main verb, using Thai
constructions in English, word-by-word translation, and telling times in Thai style.
3. There were 86 intralingual and developmental errors, 56.58 %, of
overall errors. Intralingual and developmental ones were the most frequent errors.
They were categorized into 5 main groups : errors in the use of determiners, the
production of verb groups, the distribution of verb groups, the use of prepositions, and
miscellaneous errors.
4. There were 19 uncategorized errors, 19%, of overall errors. errors were
categorized into 2 main groups: uncategorized structures and misspelling.
5. The study showed the content outline of interference errors. They were
vocabulary, determiner, preposition, subject-verb agreement, comparative
construction, verb form, telling time and word order.

(. 2545 1)
(International language)

(. 1994)

(1981)

(language interference) (Mackey Fishman, 1970 569577) 5

1 2

1.
2.
3.
1.
2. 3
5 3 2/2550
32
3. ENGL 401

5 160
1.
1.
2 / 2550 5 2
1
5
1.1 30
1.2
1.3 20
1.4 20
1.5 2 (100 150 )
2.


1

5 5
2.

7
20
3
()

1.

2. Typical Intralingual and Developmental

Errors (1994 182-184)

3.

3
160

152
(47 30.92%)
(86 56.58%)
- adjective verb 10
- 9
- 25
- 3
- 3
- 24
- 13
- preposition 7
- 12
(19 12.50%)
- 10
- 9
152
86 56.58
47 30.29
19 12.50
5
5
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2.
3.
4. (sound track)
5.
6.
7.
8.
9. 2 (- -)
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11.
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3
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(sound track)
(subtitle) ..

... Bangkok Post

......
Translate it ....

1.
2.
3.
4. (chat)
5.
6.
7.
8.
9. (Taking Dictionary)
10.
11.
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(5)
4
5
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(course syllabus)
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Catford, J.C. (1965). A Linguistic Theory of Translation. London : Oxford University.
__________. (1980). A Linguistic Theory of Translation. Hong Kong: Carrie Printing Company.
Larson, M. L. (1984). Meaning-based Translation: A Guide to Cross-language Equivalence. New York :
University Press of America.
Mackey, W.F. (1970). The Description of Bilingualism. In J. Fishman (Ed.). Readings in the Sociology of
Language. (pp. 554-584) Mouton: The Hague.
Newmark, P. (1982). Approaches to Translation. Oxford : Pergamon Press.
__________. (1988). A Textbook of Translation. New York : Prince Hall International (UK) Ltd.
Richards, J. C. (1994). A Non-Contrastive Approach to Error Analysis. In : Richards J.C. Error Analysis.
13reed. Singapore : Longman Singapore Publishers(Pty) Ltd.,
Wilkin, D. A. (1981). Second-Language Learning and Teaching. 4th ed. London: Edward Arnold Ltd.,
Heritage Interpretation for Visitors : A Case Study At Sukhothai World

Heritage Site
Miss.Supawadee Lormahamongkol*
Abstract
Heritage Interpretation is an integral part of heritage tourism. It is used for
communicating a sites heritage values to audiences. By communicating the meaning
of a heritage site, interpreters facilitate understanding and appreciation of sites toward
the general public. They also create public awareness about the importance of heritage
and its protection.
However, interpretation can not achieve its goals if it can not communicate the
significance of the heritage to the audiences. Visitors are important target audience
that all site managers should be aware because visitors have different motivations for
their visit. The motivations vary according to their personal characteristics, attitudes
and interests. Getting the information concerning the visitors personal characteristics,
attitudes, and interests help the site manager to provide effective and appropriate
information of interpretation sources and contents.
This paper reported on findings of the motivations, attitudes and demographic
characteristics of visitors to a Sukhothai World Heritage Site. The study also explored
the links between these visitors motivations, attitudes and characteristics with their
information needs and preferences. The data collected for the study was gained from
major survey from the visitors coming to Sukhothai Historical Park, a World Heritage
Site on the northern of Thailand between July 15th and October 15th, 2004. This study
used both questionnaire surveys and personal interviews with Thai and international
visitors. Quantitative data analysis was based on questionnaire responses, while the
interview responses were used as an aid to interpret the data.
The information from the survey could be used for providing a platform for
target interpretation with the purpose of enhancing the appreciation of Thai history
and culture; promoting the heritage values of the site ; and developing an
understanding of the conservation process at this World Heritage Site.
Introduction
Heritage Interpretation is an integral part of heritage tourism. It is use for
communicating a sites heritage values to audiences. By communicating the meaning
of a heritage site, interpreters facilitate understanding and appreciation of sites by the
general public. They also create public awareness about the importance of heritage
and its protection.
However Interpretation can not achieve if it is not influence audiences.
Visitors are important target audience that all Site Managers should be aware about
them. Because visitors have different motivations for their visit, it is upon their
personal characteristics, attitudes and interests. This information can help us
understanding them and preferences regarding the information/ interpretation sources
and content to which they are likely to pay attention.
* Tourism Program, Faculty of Humanities and Social Science, Sakon Nakhon Rajabhat University
This paper reports on findings relating to the motivations, attitudes and

demographic characteristics of visitors to a World Heritage Site and explores the links
between these visitors attributes and their information needs and preferences. It show
data collected as part of a major survey from the visitors coming to Sukhothai
Historical Park, a World Heritage Site on the northern of Thailand between July 15th
and October 15th, 2004. This study used both questionnaire surveys and personal
interviews with Thai and international visitors. They were adopted in order to
capitalize on the strengths and compensate for the weaknesses of each approach.
Quantitative data analysis was based on questionnaire responses, while the interview
responses were used as an aid to interpreting the data. The information from the
survey can use for provides a platform for targeted interpretation with the purpose of
enhancing the appreciation of Thai history and culture, promoting the heritage values
of the site and developing an understanding of the conservation processes at this
World Heritage Site.
Research Objectives
1. To help visitors and local recognize and appreciate with the cultural
significance of the heritage resources.
2. To stimulate visitors and local communitys interest toward the cultural
eritage site through appropriate interpretation.
3. To fulfill UNESCOs requirements in educating the visitors about World
Heritage Site values and provide opportunities for the local community.
Research designs
Visitors Surveys
Various methods have been suggested for determining salient visitor needs,
motivations, knowledge, attitudes and beliefs, in relation to particular interpretative
settings. These include questionnaire surveys (Masber & Savige, 1996; Negra &
Manning, 1997) and individual interview (Boyd, 1995, cited in Ballantyne, Packer
and Elizabeth, 1998). Choosing the most appropriate method for collecting detailed
visitor data often requires compromise. While personal interviews provide a more
complete understanding of visitor characteristics, as they allow individuals responses
to be explored and probed in depth, they involve significant cost in the time and effort
involved in both data collection and data analysis. Interview surveys therefore tend to
be limited to small sample size and relatively few research questions. Conversely, self
administered questionnaire surveys allow a much larger sample size and range of
questions to be addressed, but with a corresponding loss in the richness of the data.
(Ballantyne, Packer and Elizabeth, 1998)
This study used both questionnaire surveys and personal interviews with Thai
and international visitors. They were adopted in order to capitalize on the strengths
and compensate for the weaknesses of each approach. Quantitative data analysis was
based on questionnaire responses, while the interview responses were used as an aid
to interpreting the data.
Questionnaire Design
The questionnaire contained 27 main questions for International visitors and
23 main questions for Thai visitors (some questions have sub-questions). The unequal
numbers of questions for International and Thai visitors are due to extra questions for
International visitors regarding their travels, which are: Where did you stay last night?
Where will you stay tonight? Where will you stay tomorrow night? If you are to stay
in Muengkao sub-district where are you staying? How did you find your
accommodation? Other questions are as the same as Thai visitors.
Population and sample size
After the questionnaire for visitors survey was designed, the author selected
population and sample size according to the following theory:
Populations for this dissertation are Thai and International visitors who visited
Sukhothai Historical Park between July 15th and October 15th, 2004. The sample may
not represent those visitors who arrive in Sukhothai in other periods of the year and
whose demographic profiles might be different.
The number of sample size for this study was selected after Taro Yamanes
Table of Sample Size for Specified Confidence Limits and Precision When Sampling
Attributes in Percent at confidence interval 95 % or error at less 5%.
The numbers of visitor whos visited Sukhothai Historical Park from October
2000 to May 2004 were 2,209,812 people in total. They were 968,735 Thai visitors or
44% and 1,241,077 International visitors or 56%. When following Taro Yamanes
Table of Sample Size, the sample size of this study is 400 people. It can be divided
into 176 Thai visitors and 224 International visitors. The author used Accidental
Sampling Technique in selecting visitors to do the questionnaire.
Results and discussion
Existing interpretations at Sukhothai Historical Park
Existing interpretations at Sukhothai Historical Park was planning, setting
and design by The Fine Arts Department. They were planning, setting and design it by
their skill and academic knowledge, but never research about visitors need and
attitude.
At the time of this study (the first observation on December 2003 till last
observation on July 2007), interpretive facilities at Sukhothai Historical Park are
following ;
1. Tourist Information Center it located on the north of site. It is very
far from main entrance way visitors never been here or never find some information
before all most of visitors didnt know about information center. Present the main
entrance way of Sukhothai Historical Park is opposite National Ramkhamhaeng
Museum so they didnt pass Tourist Information Center and didnt visit it. Who are
visit Tourist Information Center? Most of visitors who visit Tourist Information
Center are government officer, students, education institute, college, university,
monks and any group who are request onsite narrator of Sukhothai Historical Park.
Interpretations existing in Tourist Information Center are onsite narrator,

exhibition, model of Sukhothai Historical Park, brochure, map, booklet, guide book,
CD Rom (E-book) and library. It has many tools for give information and knowledge
to visitors (although it is not modern or attractive), but has just only some group of
visitor visit. If visitors visit information before to see the site they will be understand
over view of Sukhothai Historical Park and they can manage theyre trip, they can
choose the important ancient remains to visit upon they time. More over it can help
them deeper appreciate in history, culture, heritage values, significance of the site
more than they see by themselves and no have any idea to see the site. And if they are
deeper appreciate in history, culture, heritage values, significance of Sukhothai
Historical Park may be it stimulate them interest through inspiration and provocation
a conservation effort of Sukhothai Historical Park and any World Heritage Site upon
they can.
2. Onsite Narrator
Sukhothai Historical Park has 7 onsite narrators. Most of them are
Sukhothai people. 4 persons are government service officer they are position is onsite
narrator. 1 person is temporary employee (funds archaeology money) is onsite
narrator too. For 2 persons are government officer position is archeologist. All of
them are very understand and clearly about Sukhothai Historical Park. They have
knowledge about history, culture, aesthetics, architecture, landscape, heritage and any
values of Sukhothai Historical Park. They can narrate both in Thai and English
languages. Although all of them have a lot of knowledge about the site, but if visitors
did not request them to narrate they did not do that. General visitor dont know about
onsite narrators and they will be see around the site by themselves.
3. Model of Sukhothai Historical Park
Model of Sukhothai Historical Park is shown landscape of site and
shown location all ancient remains of the site both inside and outside the city wall.
But it is very old it never been renovate some of ancient remains lost or broken. If
possible should be renovate or use new technique to help it attractive.
4. Exhibition in Tourist Information center
Exhibitions format in Tourist Information center is have picture of
the site and some important ancient remains and have information narrate under each
pictures. Information in exhibitions are history of Sukhothai city, how it start up, the
important Kings in Sukhothai Kingdom, how the end of Sukhothai Kingdom, history
of Sukhothai Historical Park, how to SHP going to a World Heritage List and
meaning of World Heritage Symbol. It has both Thai and English languages and
English language translation from Thai. But it too dry no has life and not interesting.
5. Brochure
Brochure is not free copy it for sales 3 Baht/copy, visitor can buy it
when they visit information center or ticket counter. It included a map of site. It has
both Thai and English languages. Content in English brochure was translation from
Thai brochure. Brochure divide the substance is three the part as History of Sukhothai
Kingdom, Ancient remains inside and outside the city wall and How Sukhothai
Historical Park was World Heritage Site? Content in brochure was briefly and suitable
for the first visitor to overview before see the site.
6. Map
Visitor will get a Map of Sukhothai Historical Park after bought the
brochure. Map shown location of all ancient remains in SHP both of inside and
outside the City wall includes location of the tourist information center. Map is clearly
because a light color and the symbol replace the ancient remains easily understood.
But incase that visitors didnt bought the brochure from ticket counter. If they rent a
bicycle from a shop rents out a bicycle front of the site a shopkeeper will be give a
map for their customers. A map from rental bicycle shop all most is copy black and
white. It is not beautiful, but it can help visitors design there are routing to see each
ancient remains easier.
7. Guide Book
Guide Book is it for sales 80 Baht/book. This guide book invents
by Sukhothai Historical Park office, and effectively checks the data from Fine Arts
Department. It received budget from annual government budget in A.C. 2003 (Thai
annual government budget 2003 is from 1st October 2003 30 September 2004), it
finished on July 2004 and begin publicize or sale on August or September 2004.
Guide Book has information of three ancient cities - Sukhothai Historical Park, Si
Satchanalai Historical Park and Kamphaeng Phet Historical Park. It has both Thai and
English language in same. In the part of Sukhothai Historical Park it divides for 4
parts as Sukhothai Ancient City, The End of the Kingdom of Sukhothai, Ancient
Monuments within and outside the City Wall of Sukhothai.
8. E- Book
E Book It for sales 50 Baht/CD both Thai and English versions.
This E-Book invents by Sukhothai Historical Park office, and effectively checks the
data from Fine Arts Department. It received budget from annual government budget
in A.C. 2003, finished on July 2004 and begin publicize or sale on August or
September 2004. It is same project with guide book. E Book divides 4 parts as
Preface from Director General the Fine Art Department, History of Sukhothai,
Ancient Monuments of Sukhothai and Sukhothai Historical Park.
9. Booklet
The booklet name is Sukhothai Historical Park it is the
cooperation between The Fine Arts Department and The Tourism Authority of
Thailand. A book is made of good paper, color bright, be enjoyable to read. It has 4
languages; Thai, English, French and Japanese in same booklet. Detail and format in
booklet each language as the same. It has content about Foreword, Religion and
Culture, Sukhothai Art, Sukhothai Historical Park and The End of the Kingdom.
Visitors can get this booklet when visit the Tourist Information Center only.
10. TATs Booklet
This booklet name is Sukhothai. It has Thai version only and
present about Sukhothai Province is not fix to Sukhothai Historical Park. It told about
Sukhothai Province, transportation, tourist attractions, festivals, souvenirs,
accommodations, restaurants, travel agents, important telephone numbers and map of
Highway map of Sukhothai Province and Sukhothai Historical Parks map. If visitors
visit Tourist Information Center the staff will give it to them.
11. Information Signs

It has information sign front of each monument. It has both Thai
and English Language inside each sign. Most of messages in information sign were
brief history and/or architecture of ancient remains and has some signs told only
location of ancient remains. Its have same pattern is use brown background and white
alphabet, messages in Thai version put on the right hand side and English version on
the left of the same sign.
12. Tram cars guide
Tram cars drivers have 2 main duty are drive a tram and explain
ancient remains in the routing of tram. The minimum education of Tram cars driver
is junior high school (the high school education year is third). When they application
to the tram cars company they will be train to drive a tram and reading script for
explain ancient remains in the routing of tram. They training for drive a tram about 3
days per a driver. They reading and training for narrative site about 3 days or more
depend on skill of each person. The trams company will be giving a script in Thai
Language for their staffs. Usually the tram cars driver will be narrate for Thai visitor
who bought trams ticket and time for one around about 20 minutes. For International
visitor they just drive a tram because most of international visitor whos come to use a
tram car usually have tour guide to explain them.
Visitors Respondents
Who are the visitors to Sukhothai Historical Park?
The sampling of this survey was 400 persons they are 176 Thai visitors or
44% of the total and 224 persons or 56% are International visitors.
From the visitors survey most of the visitors were female, 251 persons or
62.8% of the total. 37.2% of visitors were male, made up of 149 persons.
Age of visitors
More than half the visitors are younger than 35 years old (79.5% of Thai
visitors, 70.1% of International visitors and 74.3 % of total). The largest are the age
group 18 24 years old while the age group 65 up has 1.8% only (please see table 1).
Education of visitors
Interesting is most of visitors to Sukhothai Historical Park both Thai and
International visitors have high education. The biggest group of visitors is bachelors
degree (58% of Thai visitors, 37.1% of International visitors and 46.3% of total). If
we plus bachelor and postgraduate group together it is 62.3% of total (60.3% of Thai
visitors and 63.9% of International visitors, see table 1).
Occupation of visitors
The biggest group of visitors is full time student 34.7% of total, second
group is professional 20.4% of total and third group is other 13.7% of total.
Interesting is biggest group of Thai visitors is full time student 50% while
biggest group of International visitors is professional 32.6% so it is a challenge to
interpretative to different of group of visitors.
Table 1 Percentage of Demographic Characteristics of Respondents

Thai visitors
(176 people)
International visitors
(224 people)
Total
(400 people)
Gender:
Male
Female
31.8
68.2
41.5
58.5
37.2
62.8
Age:
18 - 24
25-34
35-44
45-54
55-64
65up
56.8
22.7
16.5
1.7
1.7
0.6
34.8
35.3
11.2
8.9
7.1
2.7
44.5
29.8
13.5
5.7
4.7
1.8
Education:
Secondary
Bachelors
Postgraduate
Other
31.8
58.0
2.3
7.9
28.5
37.1
26.8
7.6
30.0
46.3
16.0
7.7
Occupation:
Professional
Managerial
Retail
Tradesperson
Unskilled worker
Home maker
Full time student
Independent retired
Pensioner
Other
5.1
2.3
8.5
10.2
4.6
4.6
50.0
0.0
1.1
13.6
32.6
12.1
8.0
3.6
0.9
2.2
22.8
2.7
1.3
13.8
20.4
7.7
8.2
6.5
2.5
3.2
34.7
1.5
1.7
13.7
Origin of visitors
Thai visitors
Biggest group of Thai visitors who visited Sukhothai Historical Park are
came from Center of Thailand they are 50.57% of total, the second group came from
North- Eastern 35 persons or 19.89%, the third are Local people (Phisanulok and
Sukhothai Province) 14.77%, the fourth group came from Northern 14.20% and only
one person came from Southern it is 0.57% of total.
Table 2 Origin of Thai visitor
Origin
Center
Northern
North - Eastern
Southern
Local
Total
Frequency
Percent
89
25
35
1
26
176
50.57
14.20
19.89
0.57
14.77
100.0
Remark:
Center = Ayutthaya, Bangkok, Chachoengsoa, Chonburi, Lopburi,
Nonthaburi, Phatumthani, Ratchaburi, Suphanburi
Northern = Chiang Mai, Lampang Phechaboon, Phijit
North - Eastern= Buriram, Kalasin, Khon Kaen, Loied,Mahasarakham, Surin,
Nakonratchasima, Nongkhai, Sankon Nakhon, Yasothorn
Southern = Chumporn
Local
= Phisanulok and Sukhothai Province
International visitors
Westerners are the biggest group of visitors to Sukhothai Historical Park
92.41%, followed by Asians 6.25% and other 1.34%.
Table 3 Origin of International visitors
Origin
Western
Asia
Other
Total
Frequency
Percent
207
14
3
224
92.41
6.25
1.34
100.0
Remark:
Western = Australia, Austria, Belgium, Canada, Czech, France, Germany,
Island, Italy, Netherlands, New Zealand, Poland, Spain, Switzerland, United
Kingdom, United State of America
Asia = China, India, Japan, Korea, Thailand
Other = Kenya, South Africa
Why visitors visited Sukhothai Historical Park?
Author listed 9 reasons for visitors chose and they can chose more than one
reason that motivated they visited Sukhothai Historical Park. The 9 reasons are;
1. New experience
2. To learn about Thai history and culture
3. To relax with friends or family
4. To do merit
5. Because it is World Heritage Site
6. Because friends recommend a visit
7. Because it was on the tour group itinerary

8. Because it was suggested in guidebook
9. The others reasons for visiting Sukhothai Historical Park
From the survey the first reasons motivated both Thai and International
visitors to visited Sukhothai Historical Park is to learn about Thai history and
culture it is 72.5% of all visitors chose this reason. So this is significant that most of
visitors would like information about Thai history and culture. For the reasons
number 2, 3, 4, 5, 6, 7, 8 and 9 are different as following:
For Thai visitors the second reason to visited Sukhothai Historical Park is
because it is World Heritage Site, the third reason is new experience, the fourth reason
is to relax with friends or family, the fifth reason is because it was on the tour group
itinerary, the sixth has 2 reasons that they chose equal are because friends recommend
a visit and because it was suggested in guidebook, the seventh is to do merit and the
eighth is the other reason for visiting Sukhothai Historical Park.
The others reasons of Thai visitors visited Sukhothai Historical Park are Do
report, Job, Interested in religion, To get of Bangkok, Joy the seminar, To reminder
the old memorial, Like history, To compare with other land temples, Quite place,
Nice park,
While the second reason to motivated International visitors to visited
Sukhothai Historical Park is new experience and the third reason is because it was
suggested in guide book. The fourth is because it was on the tour group itinerary, the
fifth is because it is World Heritage Site, the sixth is because friends recommend a
visit, the seventh is to relax with friends or family, the eighth is the other reason for
visiting Sukhothai Historical Park and has only one International visitor visited the
site to do merit.
The others reasons that International visitors visited Sukhothai Historical Park
are To get of Bangkok, Like photography, Bike nice, To get a tan, See more than just
beach, Find new friends, To get closer to real, Quite place, Nice park, Joy the
seminar, To reminder the old memorial, Like history, To compare with other land
temples, Compare with Ankor Wat, and Interested in old temple Buddhism
What are information sources that visitors use before and during visit Sukhothai
Historical Park?
Before visit Sukhothai Historical Park
Most of Thai visitors used brochures (36.3% of Thai visitors) before visit
Sukhothai Historical Park, the next one is travel magazine 30.6%, 22.7% used
guidebook, 22.1% used internet.
While most of International visitors used guidebook (these guidebook is not
onsite guidebook) before visit site, they search information of site at Tour Company
on the second channel. The source number 3 that they used is friends.
Table 4 Percentages of Visitors Using Various Information Sources before Their Visit
Information Sources
Thai visitors
Guidebook
Internet
Tour company
Travel Magazine
Brochures
Television
Friends
Did not seek any
information before visit
The others sources
22.7
22.1
7.9
30.6
36.3
16.4
20.4
14.7
International
visitors
71.8
12.1
23.2
4.4
11.6
0.9
19.2
6.2
6.2
6.7
Total
50.3
16.5
16.5
16.0
22.5
7.8
19.8
10.0
6.5
During visit Sukhothai Historical Park

Onsite narrator is the most popular to use during visit site for Thai visitors,
next one is signs and the third one is brochures.
For international visitor most of them used signs to get information of site,
next source is guide book and the third one is tour guide.
Table 5 Percentages of Visitors Using Various Information Sources during Their Visit
Information Sources
Thai visitors
Guide book
Sings
Tour Guide
Onsite narrator
Brochures
Friends
Did not obtain any
information during visit
The others sources
9.6
34.6
22.7
60.2
33.5
17.0
1.7
International
visitors
46.8
48.2
39.7
12.9
16.5
9.1
0.4
0.5
4.4
Total
30.5
42.3
32.3
33.8
24.0
11.5
1.0
2.8
What information that visitors would like to know more?

Although both Thai and International visitors was told they feel information
provided in Sukhothai Historical Park enough to help them understanding, but when
ask them about What information that they would like to know more? They answer as
following;
Thai visitors would like to know about the history of Sukhothai most, the art
and architecture of Sukhothai is second thing that they would like to know more, next
one is information about everyday life in the ancient town of Sukhothai at the height
of its power in the 13th 14th centuries.
International visitors interesting about the myths, legends, beliefs behind the
art and architecture at Sukhothai most, the next one is everyday life in the ancient
town of Sukhothai at the height of its power in the 13th 14th centuries. The third one
that they interest to know more is Buddhism at Sukhothai.
Which experience that visitors prefer about Sukhothai Historical Park?
Most of Thai visitors would like a local guide who is an expert in Sukhothai
history and culture, the second experience that they prefer is a self guided bike trail
using a specially designed booklet of information and diagrams. The third one is a
light and sound show each evening that presents the history and culture of Sukhothai.
For international visitors they would like is a self guided bike trail using a
specially designed booklet of information and diagrams most, the second is a local
guide who is an expert in Sukhothai history and culture. The third one is well
designed signs throughout the park.
How long visitors spend in Sukhothai Historical Park?
Thai visitors spend in Sukhothai Historical Park for half a day and one day
have the amount are equal is 34.7% it means 69.4% of Thai visitors spend in site
between half a day and one day. 15.9 % spend in the site two days, they spend in the
site less than half a day 10.8% and only 3.9% spend in Sukhothai Historical Park
more than 2 days.
Most of International visitors spend time in Sukhothai Historical Park half a
day 42.9% of them, 30.3% spend time in one day. It has international visitors spend
time in Sukhothai Historical Park less than half a day 17.9%, more than 2 days 4.9%
and 4% spend time in Sukhothai Historical Park two days.
What is activity that visitors would like to do after visit the historic town?
Have a meal in a local restaurant that features the food and the cuisine of the
region is the first thing that most of Thai visitors would like to do after visit the
historic town. The second is visit a local art and craft studio to see and buy objects
being made here in Sukhothai, the third is visit a local food market, the fourth is an art
or photographic workshop in the Park. And the fifth is bought a postcards, gift or
souvenir.
Most of international visitors would like to have a meal in a local restaurant
that features the food and the cuisine of the region like Thai visitors. The second is
visit a local food market, the third is visit a local art and craft studio to see and buy
objects being made here in Sukhothai. The fourth is a Buddhism workshop and the
fifth is having a massage, spa and sauna.
Conclusions
This paper presents the results of the first study of heritage interpretation for
both Thai and International visitors to Sukhothai Historical Park which is inscribed on
The World Heritage List.
What has been revealed from the study enables us to understand who are the
visitors to Sukhothai Historical Park, where they came from, their age, gender, their
level of education, why they are visit the site, what information sources that they use
before and during visit the site, what they would like to know more, Which
experience that they prefer, How long they spend in site, What is activity that they
would like to do after visit the historic town.
From visitors respondents shown visitors to a World Heritage Site have
different motivations as well as activity preferences for their visit. These visitors
characteristics significantly influence the patterns of visit characteristics, including the
interest in, need for, and use of various information and interpretation facilities.
Education theory and previous research suggest that interpretation is likely to be more
effective if both the messages and the media are designed to target particular visitor
groups. (Ballantyne, Packer and Elizabeth, 1998)
Although we should aware about target audience when set interpretation
planning, but each visitor has a range of motivations and activity preferences, some of
which may even conflict. It is not suggested that interpreters should try to meet every
individuals needs and preferences.
However, by targeting interpretive materials and experiences to the needs and
interests of a small number of clearly identifiable groups, it is more likely that the
needs of individuals will also be met. Targeted interpretation must start with a
detailed understanding of the audience, not only in terms of the basic demographics so
often canvassed in visitor surveys but also in terms of psychographic information
including reasons for visiting, existing knowledge of and attitudes toward the
interpreted site, the types of information to which they are likely to attend and the
interpretive media that are most likely to reach them. By being aware of the range of
motivations among their visitor groups, interpreters will be more able to design
interpretive experiences which will achieve their intended objectives with the widest
range of visitors. (Ballantyne, Packer and Elizabeth, 1998)
References
Aplin, Graeme. (2002). Heritage, Identification, Conservation, and Management. New York:
Oxford University Press.
Ballantyne, R., Beckmann, E.A., & Packer, J. Targeted Interpretation: Exploring relationships among
visitors motivations, activities, attitudes, information needs and preferences. The Journal of
Tourism Studies, 9,2 (December,1998).
Hooper-Greenhill, Eilean. (2000). Museums and the Interpretation of Visual Culture. London :
Routledge.
Saipradist, Aphivan. (2006). Heritage Interpretation for Non-Thai Cultural Tourist at Ayutthaya
World Heritage Site, Thailand Inter.
Staiff, Russell and Bushell, R. (2002). Heritage Interpretation and Cross-Cultural Translation
in an Age of Global Travel : Some Issue. Journal of Park and Recreation Administration,
Special Places Issue,21, 4
_______. (2003). Travel Knowledgeably : the Question of Content in Heritage Interpretation.
In R. Black and B. Weiler (eds.), Interpreting in the Land Down Under : Heritage
Interpretation and Guiding. Golden,Co., Fulcrum Publishing, 2003.
Tilden, Freeman. (1997). Interpretation Our Heritage, 3rd ed. USA: University of North Carolina Press.
Uzzell, David and Ballantyne, R. (1998). Contemporary Issue in Heritage and Environmental
Interpretation: Problems and Prospects. London: The Stationery Office.
Major Factors Affecting the Organizational Effectiveness

: A Study of City and Town Municipalities
Asst.Prof.Dr.Jitti Kittilertpaisan*
Abstract
The research results indicate that the model of analysis provides substantial
power for the organizational effectiveness of the municipality. Policy resources,
leadership competency, and organizational climate have both a direct and indirect
influence on the organizational effectiveness of the municipality. Only good
governance exhibited a direct influence on organizational effectiveness. Among all
the variables proposed in the model, good governance and organizational climate play
the most prominent role in organizational effectiveness.
Introduction
During the last few years, Thailand has increased the democratic basis of its
sub-national governments, complementing the deepening of democracy at the national
level. Local governance is believed to enhance both the legitimacy of government (by
strengthening participation and accountability in policy making) and the efficiency of
public service delivery (by improving information, input and oversight).
Local Thai authorities have been given more political power to make
decisions, elect their own mayors and councils, to raise revenues, and to make
independent investments. Along with this greater political autonomy come more
responsibility and financial resources through expanded tax bases or transfers from
the center. Today, the challenges of Thai local governance include: (a) strengthening
the capacity of the Thai people to engage with local government as citizens; (b)
increasing the responsiveness of local governments to their citizens through new
democratic institutions, and (c) enhancing the efficiency and quality of services.
Therefore, the way in which Thai society, citizens, businesses and civil society
deal with their local government is changing radically. In general, good Public
Administration will rely on the sufficiency of public policy resources, the quality of
local leadership competency, organizational climate and good governance in the
public sectors.
Municipal administration is one of the major local administrative
organizations that the government uses to manage local communities. The
communities accommodate city residents; many of them are knowledgeable and
capable, with economic, political and cultural potentials.
This study intends to focus on the major factors affecting the organizational
effectiveness of the city and town municipality. Further, the study investigates the
relationships among major variables related to the organizational effectiveness; good
governance, leadership competency, organizational climate, and policy resources.
* Faculty of Management Science, Sakon Nakhon Rajabhat University
Research Objectives
This study focuses on the objectives listed below:
1. To evaluate the organizational effectiveness of the city and town
municipality
2. To identify the major factors affecting the organizational effectiveness of
the city and town municipality
3. To explain the relationships of the major influential regarding the
organizational effectiveness of the city and town municipality
4. To compare the major factors affecting the organizational effectiveness of
city and town municipalities in order to determine whether these factors are the
same or different
Conceptual framework
The conceptual framework of the factors affecting organizational effectiveness
of the municipality is proposed as follows (figure 1).
Leadership
Competency
+
+
Organizational
Climate
+
Good
Governance
+
+
+
Organizational
Effectiveness
Policy
Resource
Figure 1 Conceptual Framework of the Study

The measure of all research variables include the dependent variable
(organizational effectiveness of administrators) and four independent variables
(organizational climate, good governance, leadership competency, and policy
resources), is presented in table 1.
Table 1 The Measure of Research VariablesConcept

Description
Dependent Variable: Organizational Effectiveness
1) Mission
Mission effectiveness means the
Effectiveness
balance of effectiveness with efficiency
and cost consciousness.
2) Operational
Operational efficiency is the processes
Efficiency
by which a nonprofit organization must
excel as an organization in order to
continue adding value for its customers.
3) Quality Service
Quality service pursues an
operationally excellent discipline
focusing on convenience.
4) Organizational
The organizational development relies
Development
on the skill, and alignment of staff to
achieve socially important goals.
Independent Variables
Organizational Climate
Good Governance
1) The Rule of Law
2) The Rule of
Integrity
3) The Rule of
Participation
4) The Rule of
Transparency
5) The Rule of
Accountability
6) The Rule of Value
for money
Leadership
Competency
Policy Resource
Sources
Adapted from Niven (2003: 34)

The perception of the atmosphere of

organization created by practices,
procedures, and rewards based on
executives behavior.
Adapted from Litwin and

Stringer (1968: 45-50)
The rule of law refers to laws,

regulations, rules, and directives that
are fair, up-to-date and that are
accepted and conformed to by the
citizens.
The rule of integrity refers to
encouraging ethical and exemplary
behavior by government officials.
The rule of participation refers to
welcoming input from the general
public and to encourage their
participation in significant decisions.
The rule of transparency refers to
creating a climate of mutual trust and
guaranteeing access to accurate
information in a straightforward
manner.
The rule of accountability refers to
raising public awareness of the rights of
individuals as well as the duties and
responsibilities of citizens.
The rule of value for money refers to
encouraging all sectors to utilize and
manage limited resources efficiently
and effectively.
The ways of behaving or thinking,
generalizing across situations and
enduring for a reasonably long period
of time.
The input of the policy implementing
process.
Adapted from Maunz (1989:

175-180)
Adapted from Shafritz and

Russell (2005: 76-80)
Adapted from Krueathep (2004:
217-239)
Adapted from the Information
Act (1997: 1-12)
Adapted from Wolf (1999: 30)
Adapted from Plantz, Greenway

and Hendricks (1997: 145-165)
Helliegel et al. (2001: 4-7)
Pressman and Wildavsky (1979:

259)
Research designs
This research is a descriptive study and a non-experimental research. The
study uses the questionnaire as a survey instrument for collection of data and
information. Quantitative analysis is mainly used; however, qualitative techniques are
adopted for explanation of the research results. The use of both techniques will
provide more reliable and valid information for data analysis according to the
hypotheses of the study.
The survey aims at the micro level of the municipalities as the unit of analysis.
The unit analysis is the organizational level. The municipality in the study focuses on
two classes based on their population, revenue capabilities, and ability to provide
services. They are the city and town municipality.
The target population of the study is municipalities. The population under
study has 134 municipalities, which are as follows:
City municipality
22 municipalities
Town municipality
112 municipalities
Total
134 municipalities
The findings from the relationships among the variables as stated in the four
hypotheses are supported. The model provides substantial power for the
organizational effectiveness of the municipality. Policy resources, leadership
competency, and organizational climate have a direct and indirect influence on the
organizational effectiveness of the municipality. Only good governance was found to
have a direct influence on organizational effectiveness. Among all the variables
proposed in the model, good governance and organizational climate play the most
prominent role in organizational effectiveness.
In comparison between the city and town municipality, differences in the
interrelationship among the variables were found. Good governance, leadership
competency, and organizational climate accounted for 51 percent of the variation in
the organizational effectiveness for the city municipality, while good governance,
policy resource, organizational climate, and leadership competency accounted for 62
percent of variation in organizational effectiveness for the town municipality.
The major difference is in policy resources. For the city municipality, policy
resources did not have a direct influence, but had only an indirect influence on the
organizational effectiveness. Policy resources are mediated by leadership competency,
organizational climate, and good governance.
In contrast, policy resources exhibited a direct and indirect influence on the
organizational effectiveness of the town municipality. This can be explained by the
nature of the town municipality, in that in the same class of town municipality, there
were differences in terms of budget, staff, equipment, and incentives. Further, the
budget received from the government depended on the size of the population.
Therefore, the town municipality still requires all resources to develop its
municipality.
The municipality likes other local governments: Tombon Administrative

Organizations (TAOs), Provincial Administrative Organizations (PAOs) and Special
Administrative Organizations (SAOs). TAOs, which function as a single operating
unit, are very close to local residents, providing local public services within their
defined territory, and PAO, which covers an entire province and is responsible for
administering local public services at the provincial level. At present, the municipality
requires an approach in order to enhance the efficiency and quality of services.
Therefore, the theoretical factors which have a strong influence on organizational
effectiveness need to be seriously taken into consideration by administrators. The
major factors affecting the organizational effectiveness proposed in this studys model
and that were found to be the most influential factors are leadership competency and
organizational climate. Further, good governance and policy resources should be
mentioned.
Firstly, leadership competency is still important in that the ability of
administrators involves the ability to develop, support, facilitate, or lead subordinates
to achieve municipal goals. Administrators must encourage participation in
management and decision-making. Participation is the process of involving
subordinates in the decision-making process and it stresses active involvement of the
people. It uses their competency in solving important managerial problems. It rests on
the concept of shared authority, which holds that administrators should share their
managerial authority with their subordinates. It also attempts to involve subordinates
in the important decision processes of the municipality, not just in tangential problems
or concerns. Further, a proficiency in managerial relationships is an ability to build
rapport. Administrators with a high level of social skill are effective at leading
change, show a superior ability to build and lead their subordinates, and become
known for their persuasiveness.
Next, the organizational climate is a feeling by administrators and
subordinates about how they perceive that something should be done in the
municipality. The subordinates get these feelings from both their leaders and peers,
formally and informally. Feelings are transmitted to them by how their leaders act and
model, and what they praise and ignore. Strategically, the administrators must create
climate employee-centered climates, including a degree of trust, norms of open
communication, and a degree of risk or caution encouraged in decision-making. The
subordinates require an organizational climate that is more flexible and that provides a
greater opportunity for participation. Thus, the administrators should also review the
promotion system and make adjustments as deemed appropriate.
The objective of good governance is to strengthen the institutions of civil
society and to transform government into a more open, responsive, accountable, and
democratic system. Municipalities need to open-up to public scrutiny and install
mechanisms that will ensure accountability and incentives. Therefore, the biggest
burden of a public management reform towards good governance will fall on the
members of the local Thai society and powerful political leaders. The author would
recommend that good governance might separate and empower authority to
subordinates clearly, provide information to stakeholders continually, evaluate
performance and bring about results to develop municipal performance.
Finally, policy resources are also important factors that relate to organizational
effectiveness. Although policy resources are crucial, resource management should be
mentioned. The main reason is that the municipality consists of several functions:
thus, criteria are required to evaluate the equity for all of the functions in the
municipality. Further, good incentive and adequate budget are two crucial factors to
push and pull administrators and subordinates to improve their municipality to reach
organizational effectiveness.
Although this study has produced some interesting results and has
corroborated many earlier studies in the field, it has certain limitations.
First, all data were obtained from administrators of the city and town
municipality. It certainly lacks the power of generalization, since the data did not
cover the township municipality. Therefore, next future research should include the
township municipality in future research.
Second, all data in this study were collected only the municipal administrators
(consisting of the mayor, deputy mayor, clerk, head of the functional office, and
assistant head of the functional office). Consequently, a bias may have occurred, since
the study did not include subordinates in the municipality. The evaluation between
administrators and subordinates may be different. Therefore, the population and data
collection in any future research should include subordinates perspectives in order to
increase the ability to generalize from the research findings.
Third, the study does not cover the evaluation of customer satisfaction to
reflect organizational effectiveness, since the study follows the measurement of the
guideline of the OPDC. Therefore, future research should include the evaluation from
customers.
Next, future research should pay attention to the qualitative aspect of the
research; especially, the concept of a Balance scorecard should be studied further. The
main reason is that the measurements of balance scorecard for each municipality may
be different, since each municipality has a different vision and mission. The
measurements from municipality may differ from other municipalities.
Finally, although in this study organizational climate, good governance, policy
resources, and leadership competency are necessary but insufficient factors in
predicting organizational effectiveness, other factors, such as organizational culture
and leadership style, can play critical roles in predicting organizational effectiveness.
References
The Act on Official Information. (1997). Royal Thai Government Gazette. 52 (2 September 1997): 112. (In Thai).
Hellriegel, D.; Slocum, Jhon W. Jr. and Woodman, R. W. (2001). Organizational Behavior. 9th ed.
Cincinnati, Ohio: Southwestern College.
Litwin, G. H. and Stringer, R. A. (1968). Motivational and Organizational Climate. Cambridge, M.A.:
Harvard University Press.
Krueathep, W. Local Government Initiatives in Thailand : Cases and Lessons Learned. (2004).
The Asia Pacific Journal of Public Administration. 26 (February): 217-239.
Maunz, Duerig and Herzog, U. A. (1989). Grundgesetz-Kommerntar. Munchen: North Holland.
Niven, P. R. (2003). Balance Scorecard Step-by-Step for Government and Nonprofit Agencies. New
Jersey: Wiley.
Plantz, M. C.; Greenway, M. (1997). T. and Hendricks, M.. Outcome Measurement: Showing Results in the
Nonprofit Sector. New Direction for Evaluation. 39 (October) 145-165.
Pressman, J. and Wildavsky, A. B. (1979). Implementation. 2nd ed. Berkeley, CA: University of California
Press.
Shafritz, J. M. and Russell, E.W. (2005). Introducing Public Administration. 4th ed. New York:
Pearson Education.
Wolf, A. (1999). Accountability in Public Administration : General Conference Report. In Public Service
Accountability: A Comparative Perspective. Joseph G. Jabbra and O.P. Dwivedi, eds.
Hartford: Kumarian Press. Pp. 214-226.
Appropriateness of vocabulary chosen from Thai-English electronic

dictionaries in writing

-
3 6

-

-

2

3

Abstract
This study was conducted in order to investigate the correctness of words
chosen from Thai-English electronic dictionaries for writing. The subjects in this
study were six third-year undergraduate students at King Mongkuts University of
Technology Thonburi. The research instruments used for data collection were
questionnaires, the subjects written work, the subjects record forms of word
searching, semi-structured retrospective interviews, and observation sheets. The
subjects were asked to do a writing task by using their Thai-English electronic
dictionaries as a technical support to help them in writing. After the subjects finished
the task, the researcher analyzed the record forms of word searching, the subjects
written work, interview transcripts, and observation sheets so as to check the
correctness of words chosen from the Thai-English electronic dictionaries in terms of
form, meaning, and use. Furthermore, this study reveals the subjects reasons for their
word choices.
The results show that the aspect where the subjects were weakest vocabulary
use, was use because of two reasons: subjects problems and electronic dictionary
problems. Moreover, it was found that there were several reasons for the subjects
word choices: they had seen the chosen words before, they used their intuition to
choose words, and the chosen words matched the Thai meaning they wanted to
convey. Suggestions and implications discussed are provided with valuable directions
for teachers of English, especially in training students to use electronic dictionaries
effectively.
Instruments
The instruments were questionnaires, the subjects written work, the subjects
record forms of word searching, semi-structured retrospective interviews, and
observation sheets.
1. Questionnaires : This was a Survey on the Electronic Dictionary Use of
King Mongkuts University of Technology Thonburi Students. They were distributed
to survey how the students used Thai-English electronic dictionaries. The information
helped the researcher determine who should be selected as the subjects of the study.
2. Subjects written work: The written work was very important because it
could provide the data that the researcher would study to answer the Research
Questions.
3. Subjects record forms of word searching: To avoid delay in recording
subjects mental processing, it was essential for this study to use the record form
while they were doing the written work. They had to identify the reasons of using
their electronic dictionaries.
4. Observation sheets: To cross check with the number of words the
subjects underlined in their written work and words recorded in the record form after
they finished the task whether they were meet mutually or not, and to record words
the subjects looked up from the electronic dictionary (only the function of ThaiEnglish dictionary).
5. Semi-structured retrospective interviews: To find out causes why the
subjects chose incorrect and inappropriate words using in their written work. Incorrect
and inappropriate words were considered in terms of form, meaning, and use
according to Nation (2001).
Procedures
The questionnaire was distributed to a group of 270 third-year students, from
which six were selected as subjects. As soon as the subjects had been selected, the
researcher asked them to come one by one to do the writing task within two hours on
the fixed topic. The subjects could use their electronic dictionaries as much as they
wanted in order to complete their written work. Moreover, they could use whatever
sub-functions of dictionary functions in the electronic dictionaries such as ThaiEnglish dictionary, English-Thai dictionary, or English-English dictionary. However,
the researcher would focus on words the subjects looked up in Thai-English
dictionary only. While writing, the researcher did not interrupt subjects working
process. The subjects had to do two things:
1. The researcher asked them to underline words which they looked up from
the Thai-English electronic dictionary, and write Thai above those words to show
what meaning they really wanted to convey. The subjects had to write numbers in
chronological order to identify the word which they looked up first and those they
looked up subsequently.
- While searching a word from the Thai-English electronic dictionary, the
subjects needed to record data in the record form and give the reason(s) why they
searched that word.
Upon completion of the writing task, each subject was then interviewed by the
researcher in Thai for about thirty minutes. During the interview, the researcher asked
each subject about their word choices in terms of form, meaning, and use. And the
subjects were also asked to clarify any unclear points while they were using the
electronic dictionaries. The researcher used a tape recorder to record the subjects
voices. Then she transcribed the interviews and translated the transcriptions into
English.
Data analysis
Data collected from subjects written work were analyzed to investigate
whether the subjects used words correctly in terms of form, meaning, and use in
written mode (Nation, 2001). Words used incorrectly and inappropriately in subjects
written work were interpreted deeply. For reliability, correct and appropriate word use
were measured by native speakers, the researcher (as a language teacher), and it was
based on thesaurus and concordances. Subjects word choices from the electronic
dictionary were categorized according to the reasons stated and calculated into
percentage.

This section will be presented according to the following headings:
Correctness of vocabulary chosen in terms of form, meaning, and use
For correctness of vocabulary chosen in terms of form, meaning, and use, it
can be concluded that, among the three aspects investigated, form is the aspect where
the subjects had no problems. It might be because the subjects English proficiency in
terms of spelling is good and the electronic dictionaries were effective and useful for
the subjects to help them in this aspect of their writing. This means the compilers
checked spelling of words in the dictionary carefully. Therefore, in this narrow sense,
it can be said that electronic dictionaries are reliable to use for checking spelling.
Meaning is the aspect that the subjects still could deal with. The subjects
were able to choose words to convey meanings they wanted correctly. The mistakes
occurred because the subjects translated literally. When they found an English word
in the dictionary and the English word had a Thai meaning which was what they
thought in their mind, they would choose that word immediately. They were not
aware whether the word chosen could be used appropriately in that context or not.
For use, it is the aspect that the subjects need to improve most, and they
should focus on this aspect. In terms of use, it consists of two sub-aspects concerned:
grammatical functions and collocations. The problem where the subjects made
mistakes frequently was grammatical functions which include gerunds, plural nouns,
modal verbs, and parallel structures. From the interviews, the subjects reported that
they made mistakes because they were careless, they forgot, or they did not check
their written work carefully after they finished it.
From the subjects mistakes in terms of form, meaning and use, the causes
of mistakes in their written work are from both the electronic dictionary they used and
their English deficiency.
The problems of dictionary affecting the subjects written work are: none of
the sought words were found, insufficient words were found, only one equivalent
meaning was given, more than one possible word was given but the dictionary failed
to differentiate them, and there was no provision of part(s) of speech of the words
found. From this study, it helps the compilers to know the problems that their
dictionary users have. Moreover, the problems that dictionary users found will be
useful for the compilers to improve and develop their products in the future. The
problems mentioned provide feedback to the dictionary compilers. They should take
these five problems into consideration in order to improve their dictionary.
Students seem to have two problems : the first problem is because they lack
vocabulary and the second one is because they lack knowledge on vocabulary use. For
the latter problem, the problems that the subjects were unable to spell words, to think
of English words, and to use chosen words to write grammatically in their written
work, are relevant to linguistic competence. These three problems obviously show
that the subjects lack L2 proficiency. It can be concluded that they did not have
sufficient knowledge of vocabulary, sentence structure, and spelling.
Reasons for subjects word choices
Words chosen in the subjects written work derived from two sources: the
electronic dictionary and the subjects own lexicons. The findings show that the
subjects reasons for their word choices from both sources are the same. Their reasons
were that they had seen the chosen words before, they used their intuition to choose
words, and the chosen words matched the Thai meanings they wanted to convey.
Apart from these is that the electronic dictionary did not provide any English words
for them. That is probably why they reported that they used words in their own
lexicons. It means they had to think of words they already knew to convey the
meanings they wanted.
Training students to use electronic dictionaries

We might already know that using an electronic dictionary is, in many
ways, not as helpful as using a printed dictionary. We can see drawbacks of electronic
dictionaries presented. However, teachers cannot refuse the fact that electronic
dictionaries are very popular among students and should train their students to be able
to make full use of them. The following points are some useful suggestions for
teachers to train their students to use electronic dictionaries.
First of all, since there are many functions that the electronic dictionary
provides to assist the dictionary use of learners, teachers should ask their students to
study the electronic dictionary manual carefully.
Next, teachers should make sure that students know how to use important
functions in the electronic dictionary. For example, students should know how to
cross search from the Thai-English dictionary to the English-Thai dictionary or even
the English-English dictionary by using Cross Search function.
Using an electronic dictionary requires students to have computer skills,
rather than dictionary skills (Koren, 1997, p. 9). Therefore, teachers may introduce to
students that using an electronic dictionary is similar to using a computer. Students
should know or be trained in computer skills.
Crucially, teachers should train their students to try to change part of
speech of a word sought if the target word cannot be found; for instance, if a word
sought is a verb, change it into a noun form or vice versa. For connectors, teachers
should inform students to use a formal word to start as a headword.
Teachers should raise students awareness to make use of the Thai lexicon
since the Thai language is very rich in terms of the variety of words which have more
or less the same meaning. In short, teachers may have to guide them to use lots of
synonyms when they cannot find the target word.
Apart from this, teachers should train students to break down one word into
smaller units. This strategy is able to help students to convey meanings they want by
themselves.
When there are many English words found and students are not sure which
words to use, teachers should make sure that students know how to choose the most
appropriate word for that context. Teachers should train them how to check other
words in the same entry (Boonmoh, 2003, p. 75).
Besides, teachers might have to train their students to make use of a
monolingual dictionary; that is, asking them to check all words found from the
electronic dictionary in the monolingual dictionary.
Lastly, when students really cannot find the target words, teachers should
train them to simplify a sentence they have problem with. To do this way, they can
still convey the meanings they want.
Suggestions for buying electronic dictionaries
At present, we cannot avoid technological progress where convenience may
come before quality. We can see that a lot of students prefer using electronic
dictionaries although they know that their dictionaries provide lower quality and are
less accurate than printed dictionaries. Therefore, it is essential for teachers to provide
some tips for their students before they buy new electronic dictionaries. Below are
some tips in buying an electronic dictionary (adapted from Nation, 2001).
1. The dictionary should contain lots of words. Learners should see how
many words the manual says it contains.
2. The meanings given in the dictionary should be easy to understand.
Learners should look at some entries to see if the meanings are easy to understand.
3. The meanings should be easy to find. Learners might look at some entries
to see if the most common meanings are listed first. Besides, they might look at some
entries to see if different parts of speech have separate entries.
4. There should be ways of finding the appropriate word. Learners should
check whether the dictionary provides synonyms, antonyms, and other related words
as a part of an entry.
5. The dictionary should provide information about constraints on use of
words; for example, see if the dictionary contains frequency information or see if the
dictionary contains codes telling if the word is formal, colloquial, rude or old
fashioned.
6. The dictionary should provide plenty of understandable example
sentences as models for use. Learners might count how many examples are provided
for each word and different uses of a word. Learners also need to check if each of the
examples for an entry is different enough to provide different kinds of information for
use.
7. The dictionary should contain easily understood information about the
grammar and collocations of the word. The minimum should be part of speech,
countable/uncountable nouns, collocations, and verbs should have their patterns
indicated.
8. The dictionary should show the spelling of inflected and derived forms
because it is useful for learners.
9. The dictionary should show how the word is pronounced correctly by
using International Phonetic Alphabet (IPA). Importantly, the dictionary should
provide a good quality of sound.
Conclusion
In conclusion, the results of this study show that, in terms of vocabulary use,
the aspect where students are most weak is use because of two main reasons: students
problems and electronic dictionary problems. There were three reasons for students
word choices. Apart from the reason that the dictionary sometimes did not provide
any English words, they are: students had seen the chosen words before, they used
their intuition to choose words, and the chosen words matched the Thai meaning they
wanted to convey. Suggestions and implications are also discussed as a result of those
problems. Finally, the researcher hopes that this research study provides valuable
findings and some directions for the teachers of English to implement when training
students to use electronic dictionaries successfully.
References
Boonmoh, A. (2003). Problems with Using Electronic Dictionaries to Translate Thai
Written Essays into English. Unpublished masters thesis, King Mongkuts
University of Technology Thonburi, Bangkok.
Koren, S. (1997). Quality Versus Convenience : Comparison of Modern Dictionaries
from the Researchers, Teachers and Learners Points of View. Teaching
English as a Second or Foreign Language. Vol. 2 No. 3. Retrieves July 2,
2006, from: http://tesl-ej.org/ej07/a2.html.,
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge :
Cambridge University Press.
Super Pro Talking-Dict. (1993/1996). Oxford Compact English Dictionary (1st ed.).
Oxford: Oxford University Press.
Correctness of Words Chosen from the Subjects Own Lexicons

and Words Chosen from the Thai-English Electronic Dictionary
(Talking Dict) in terms of Form, Meaning, and Use
Subject A
Word used
*1. colourful ()
Form
Meaning
Use
*2. reality (, )
*3. motion ()
*4. defeat (, )
5. act ()
Total
Word used
6. rifle ()
Form
Meaning
Use
X
*7. lan wire ()
Total
Subject B
Subject C
Word used
8. upright ()
Form
Meaning
Use
9. encounter (, , )
10. murderer ()
11. try ()
12. storm ()
13. role ()
14. scene ()
15. graphic ()
*16. realistic (, )
17. exciting ()
Total
10
10
18. create ()
Form
Meaning
Use
X
*19. upgrade ()
20. enemy ()
21. quality ()
Total
22. restricted ()
Form
Meaning
X
Use
X
23. apply for ()
24. fill in ()
25. enjoy ()
Total
Subject D
Word used
Subject E
Word used
Subject F
Word used
26. consolidate ()
Form
Meaning
Use
27. position ()
28. achievement ()
Total
The asterisk (*) in front of each number means that these words were subjects own
lexicons. They did not choose word(s) from the Thai-English electronic dictionary.
Feasibility Study of Investment in High Quality Beef Business
* **

3

-

4

ISO22000 , IFS , BRC

3
47,000
21 7.5
20 30
Abstract
The objective of this study is studying the feasibility of investment in high
quality beef business. The feasibility study composes of three parts consisting
technical, marketing, and financial. The marketing, which stresses on demand of the
target for conversion this information into marketing and management strategy.
Technical, breed selection, farm management, feed, processing and quality assurance.
The last one is financial, merged all studies and transfer into the financial point of
view. Use the Capital Budgeting Decision rule, Net Present Value (NPV), Internal
Rate of Return (IRR) and Payback Period for decision whether or not the project
should be accepted and also tested sensitivity by Sensitivity Analysis. The results of
this study is the investment can be feasibility because the marketing situation is
indicated in premium market and foreign market in Islamic countries. The technical,
the appropriate breed to up value of product are Tajima breed, Charolais breed or
other breed that offer higher marbling degree 4. Many principles are drawn from the
capacity development of closed- farming system , contract farming, beef agricultural
extension, and the Good Agricultural Practice (GAP), have been integrated in this
development of standardization. Farmers who participate in this project will get
specific goals and markets for cow raised. They will receive precise and appropriate
knowledge, involving particularly the development of animal feed and beef carcasses
chill processing in standardized plants, slaughtering methods are in line with Islamic
principles, the application of Good Manufacturing Practice (GMP) and Hazard
Analysis Critical and Control Point (HACCP), as well as other international food
standards such as ISO22000, IFS, and BRC, so as to meet the standards required by
buyers. These will help increase the value of our products and opportunities for
distributing them in international markets. In financial, the Payback Period within 3
years ,Net Present Value is 47,000 million Baht and Internal Rate of Return is 21
percents per year. After doing the sensitivity by simulation the revenue decrease by
20, 30 percents that means the project skill can be feasible.

FTA - 1 2548

(sensitive list) 20 ( 1 2568)
5
( 2546-2550) () 51.7 2551
54.7 2.5

2546
2 2546

1
2 2
2547
1.1
2546 2-3 2547 2548
6.8 2550

2525

.. 2533

.
Thai France ( )

(Contract Farming)

(Beef Carcasses Chill)

(GMP) (HACCP)
(Thompson,A., 2003).

-
(. 2539)

2
1.

2.
(Simple Random Sampling)
(Trader)
1.
1.1 (SWOT
Analysis)
1.1.1 (Strength) (Tenderness)

1.1.2 (Weakness)

1.1.3 (Opportunity)

1.1.4 (Threat)

FTA
1.2 Five Force Model (Porter, M.E., 1985)
1.2.1 (Threat of New Entrance)

1.2.2 (Bargaining power of suppliers)

(Strategic partnership)

(Contract farming)

1.2.3 (Bargaining power of customer)

1.2.4 (Threat of Substitute Products or Services)

1.2.5 (Rivalry Among Current

Competitors)
1.3 STP
1.3.1 (Segmentation) 4
1.3.1.1

1.3.1.2

1.3.1.3

1.3.1.4

1.3.2 (Target Market)
60%

40%
(Exclusive distribution)
1.3.3 (Product Positioning)

1.4 (Porter, M.E., 1996.) 3
1.4.1 (Corporate Strategy)

(Growth Strategy) (Strategy partnership)
1.4.2 (Business Level Strategy)

(Product
Differentiated)

(Kotler and Kevin. 2005 ; Porter. 1990)
1.4.3 (Product Strategy) Premium product strategy

( Niche Market )
(Kobe)
1.5 (Marketing Mix Strategy ) 4Ps Model

1.5.1 (Product concept)
(marbling)
5 6 (Beef information center,2002)

1.5.2 (Premium price)

(Global Value for Money)
(USDA, 2006) (Selling Price) (Retail Beef Cuts)
(USDA, 1997) 1,500 - 2,000
1.5.3 Direct Sales
Force
Selective

(End User)
(Trader) (Marketing Alliance )

1.5.4 (Cost Leadership)
www.meatnews.com

(Exhibition) Thaiflex, Anuga World
Agriculture Expo Foodex

2.
2.1 (Tajima) (Jody G. Nordyke, 2004)

2.2
2.2.1 .
6400-2548 (. 2548)

(GAP ; Good Agricultural

Practice ) 160

(Silage) (Graves, 1995)

(Anaerobic condition) (Gary Bates. 1999)
(Lactic acid
bacteria LAB) - ( pH)

2.2.2
(Supplier)

2
( Risk Management )
2.3 .9004-2547
(. 2548) (Codex Alimentarius Commission. 2003)
(Forward Sale) (Make to Order )
(Food Safety) (GMP;
Good Manufacturing Practice ) (Codex. 2005)
(HACCP ; Hazard Analysis Critical and Control Point) (Michael. 2001)
(Halal) IFS
;International Food Standard ,BRC ; British Retail Consortium Standard
(Validation) (Trace Back)
ISO22000
15
8 -3
-8 8
(Michael Ollinger Danna Moore Ram Chand , 2001 ) (Food
Standards Agency. 2002)
2.4

4
100
3. (. 2538)
3.1 (Fix Cost)
( Variable cost )
3.1.1 ( Initial Investment )
3.1.1.1
200 40,000 8,000,000
1,000 1
200 1 200 1
1,176 504 2,627
10,000,000
4 4 1 2 1
4 500 2,000,000
2,500,000
10,000,000
3.1.1.2 (Start-up Expense) 1,000,000
3.2 ( Variable cost )
(Operating Cost) 10 1.
5.0 2. 100 10,000,000 3.
500 ( 400-500 ) 4.
Reefer Container
2,000 5.0 5.
5.0 2.0 6.
1 900 15-20
10 7. 0.5
1.0 8. 1.0 1.0 9.
1 50,000 100,000 2 1.0
10.
3.0
2
3.3
1 1
2551 (MLR) 100,000,000
7.5 24 2551
4.0
1
()
8,000,000
8,000,000
18,550,000
18,550,000
9,718,000
9,718,000
1,500,000
1,500,000
25,500,000
1,732,000
27,232,000
35,000,000
30,000,000
65,000,000
30,000,000
7.5 10
1 () 312 /
85 /
3.4

( )
( )
( )
WORST CASE
80,137,200
70.20
2.6
2.9
BESE CASE
160,274,400
140.40
5.2
1.03
BEST CASE
320,548,800
280.80
10.4
0.5
3.4. (Sensitivity Analysis)

3.4.1
()
30 %
20 %
10 %
10 %
20 % 30 %
IRR
21.55
21.53
21.51
21.46
21.42
21.36
NPV()
7,910
7,271
6,632
5,354
4,716
4,077
Pay-back Period
1
3
1
5
1
6
2
4
2
10
()
30 %
20 %
10 %
10 %
20 %
30 %
IRR
21.51
21.50
21.49
21.48
21.47
21.46
NPV()
7,909
7,270
6,632
5,355
4,716
4,078
Pay-back Period
1
3
1
5
1
7
2
4
2
10
()
30 %
20 %
10 %
10 %
20 % 30 %
IRR
21.36
21.37
21.39
21.42
21.43
21.44
NPV()
5,918
5,943
5,968
6,018
6,043
6,068
3.4.2
3.4.3
1
1
1
1
1
11
10
8
7
6

65 35
30 3
160 3 20
5,000 20 21.49
Pay-back Period
. (2539). .
.
. (2538). . : .
. (2539). . : .
. (2548). .
:.
. (2548). .
: .
Beef information center. (2002). Developing Food Safety Systems For Retail Meat Operations.
Retrieved January 2008 from http://www.beefinfo.org/OrderCentre_files/public/151596EN.pdf.,
Beef information center, (2002). Beef Merchandising Manual for Retail Operators. Retrieved January
2008 from http://www.beefinfo.org/OrderCentre_files/public/151594-en.pdf .
Codex Alimentarius Commission, (2005). CODE OF HYGIENIC PRACTICE FOR MEAT CAC/RCP
58-2005 .Retrieved June 2008 from http://www.codexalimentarius.net/download/standards/
10196/CXP_058e.pdf.
Codex Alimentarius Commission , (2003). .RECOMMENDED INTERNATIONAL CODE OF
PRACTICE GENERAL PRINCIPLES OF FOOD HYGIENE CAC/RCP 1-1969, Rev. 420031. Retrieved June 2008 from http://www.codexalimentarius.net/download/standards/
23/cxp_001e.pdf.
Food Standards Agency. (2002). Clean Beef Cattle for slaughter A guide for producers. Retrieved May
2007 from www.food.gov.uk/multimedia/pdfs/cleanbeefsaf1007.pdf.
Gary Bates. (1999). Corn silage. The University of Tennessee Agricultural Extension Service. Research
Report 1-7.
Graves and co-workers. (1995). Corn hybrids evaluated for silage. University of Tennessee Agricultural
Experiment Station. Research Report 95-17.
Jody G. Nordyke, (2004). WAGYU FOR THE JAPANESE BEEF MARKET: A FINANCIAL
ANALYSIS Department ofAnimal Sciences , Washington State University page 45.
Kotler P.and L.K,Kevin. (2005). Marketing Management ,12th ed.,New Jersey:Pearsson Prentice Hall., 2005.
Porter, M.E., (1990). The Competitive Advantage of Nation ,Harvard Business Review ,Vol.68,MarchApril,Page 73-93.
Michael Ollinger Danna Moore Ram Chand. (2001). Meat and Poultry Plants Food Safety Investments.
USDA .Economic Research Services Retrieved May 2007 from http://www.ers.usda.gov/
Publications/TB1911/.
New Zealand Meat Classification Authority. (2004). Guide to Beef Carcass Classification. Retrieved
May 2007 from http://www.meatnz.co.nz/main.cfm?id=61.
Porter, M.E. (1985). "Competitive Advantage", The Free Press, New York.
Porter, M.E., (1996). What is strategy. Harvard Business Review, 61-78.
Thompson,A., (2003). Business Frasibility Studies:Dimension of Business Viability.Perth,Best Entrepreneur.
USDA. (1997). UNDERSTANDING GRADING STANDARDS. Retrieved May 2007 from
http://www.bbqreport.com/archives/barbecue/2006/03/02/understanding-the-usda-beefgrading-system/.
________. (2006). Livestock and Poultry world markets and trade. Retrieved May 2007 from
http://www.fas.usda.gov/dlp/circular/2006/2006%20Annual/Livestock&Poultry.pdf,
Sciences and Technology
Phototransfer thermoluminescence studies in natural Phongnha

Kebang quartz
Dr.Tran Ngoc and Ma. Nguyen Dinh Hung
Abstract
The phototransfer of natural Phongnha-Kebang-Vietnamese quartz was
studied in the temperature ranger from 77 K to 330 K. mains PTTL peaks appeared
after LNT illuminations at 160K, 190 K, 250 K and 295 K. Emission spectra of PTTL
showed maxim at 380 nm, 480 nm. The same emission band have also been recorded
in the TSL, indicating that the same luminescence processes are responsible for the
emission in the both cases.
I. Introduction
Phototrasferred thermoluminescence (PTTL) is a phenomenon observed in
many thermoluminescence materials. It is the thermoluminescence (TL) signal
observed from shallow, localized trapping states in insulating or semiconductor
materials that results from the optically induced transfer of charge from deeper traps
[1]. The basic procedure, with few variations, is to irradiate the TL material and
thereby to ionize free charge carriers which subsequently become trapped at the
various localized states within the sample. The charges present in the shallow traps
are then usually removed either by natural decay (the shallow traps have a short
lifetime at room temperature) or by warming the sample to a temperature just
sufficient to remove charge from the shallow traps but not the deeper traps. After
cooling back to the irradiation temperature the next step is to illuminate the sample
with light of a wavelength sufficient to excite the charge from the deep traps into the
delocalized bands, from where a proportion of them will become retrapped into the
shallow traps. The sample is then heated and a TL signal is observed due to the
thermal release of charge from the shallow states. This TL signal is called
phototransferred TL (PTTL). Here the sample was irradiated, cooled, illuminated with
light of a certain wavelength in order to transfer charge from donor traps to acceptor
traps and heated to record the subsequent PTTL [1, 3, 8, 9]. Most quartz crystals
contain aluminum impurities substitutional for silicon in the quartz lattice. Charge
neutrality is kept by monovalent ions M+ (Na+ in the present work) as charge
compensators at the aluminum. Many unexpected effects, which are until now unique
to quartz, are caused by the presence of channels along the c-axis (z-axis) of quartz,
broad enough to permit migration of various monovalent ions and by the presence of
such monovalent ions in practically all quartz samples. Specifically, the
thermoluminescence was observed to exhibit unusual effect [5, 7].In a recent
investigation of the TL of quartz at low temperature, Malik et al. [4] observed a very
*Quang Binh University, The Socialist Republic of Vietnam
intense emission in the 180 K 210 K region. Their effect was unusual because the
peak did not appear if the as-received sample was simply irradiated at or near 77 K
and then warmed at a constant rate. Instead, a double irradiation procedure was
required wherein the first irradiation was carried out at some intermediate temperature
between 145 K and 300 K and the second one near 77 K. Subsequent warming after
this double irradiation resulted in the intense TL peak. Halperin and Katz [4]
independently observed the same phenomenon under somewhat different conditions.
In their case, it was also found that a double irradiation was necessary, but that both
irradiations could be at the same low temperature (actually any temperature below
160 K) if the sample was simply heated to an internediate temperature in the range
160 K-350K after the first but before the second irradiation. Warming at a constant
rate after the second irradiation produced the intense TL peak with a maximum near
190 K. Both Malik et al. and Halperin and Katz realized that the 190 K peak was
probably connected with the movement of the interstitial alkali-metal impurities along
the c-axis channels in the quartz lattice [4, 7].
In this the paper, therefore we undertook an investigation of the 77 K 350 K
region in Phongnha-Kebang - Vietnam quartz using PTTL. The samples were given
different thermal treatments, followed by X-ray irradiation at room temperature,
illumination with UV light at 77 K and readout of the PTTL signal.
II. Experimental procedure
The crystals natural quartz was cut in the form of parallelepipeds of about
5x5x1 mm3, with the major surfaces orthogonal to the z-axis or to the x-axis of the
crystal (z-cut and x-cut respectively). For the present experiment:
+ Sample 1: the natural quartz was heated to 700 0C in order to enhance its
sensitivity to luminescence stimulation and also to bleach the samples of any residual
luminescence.
+ Sample 2: Na+ - rich samples created by applying and electric field of about
200 Vcm-1 along the c-axis at 500 0C with NaCl on the electrodes during 24 h (i.e.,
electrodiffused).
+ Sample 3: alkali-metal ion sweeping was done at 500 0C for a total of 72 h
with an electric field of 500 Vcm-1 [2].
For the low temperature measurements the samples were kept in a liquid
nitrogen cryostat, equipped with one fused silica windows for the illumination and the
optical measurements. The temperature was measured with a chromel-alumel
thermocouple. The thermoluminescence signals were detected by an M12FQS51
photomultiplier, amplified by keithley type 487 and processed by PC through ADC
card. The irradiation were performed either with an X- ray tube (Cu, 25 KV-20mA) at
room temperature. Before the TL measurements, the sample were illuminated with
UV lights inside the cryostat at 77 K using a D2 lamp, for different time intervals. The
rate of heating in the TL measurements was approximately 1.5 Ks-1.
-145III. Results and discussion

3.1. General phototransfer
thermoluminescence (PTTL) features
In Fig.1 is reported the PTTL glow
curves of as grown quartz following xirradiation at room temperature and 5
min UV illuminations at 77K and. In
glow curve, PTTL peaks are observed at
around 160 K, 190 K and 295 K,
together with unresolved structures at
around 220 K and 250 K.
The calculated results of some
dynamical parameters such as activation
energy, life-time, frequency coefficient
obtained by the initial rise method of the
PTTL peaks are presented in table(1).
PTTL intensity (a.u)
The First International Academic Conference and Research Presentation on Cooperation for Development on the East West Economic Corridor
1.4x10
7.0x10
-9
-10
0.0
100
200
300
Temprature (K)
Fig 1. PTTL glow curve of natural quartz after

x-ray irradiation at room temperature and 5
min UV illuminations at 77 ( = 1.5Ks-1)
table 1. The calculated results of some dynamical parameters by the initial rise
method
Dynamical parameters
Peak
(Tmax) (K)
E(eV)
s (Hz)
(h)
160 K
0,45
4,7.1011
8,2s
190 K
0,49
8,6.1010
18,1s
250 K
0,51
1,7.1010
20,2s
290 K
0,69
8,9.1010
29,7s
3.2. The role of alkali ions in the 250

K PTTL peak
Fig 3 shows the PTTL of the 1, 2 and 3
samples (curve a, b, c respectively) after
irradiation X - ray at room temperature and
illumination UV at 77 K. The main
difference, however, appears in the range 150
-10
3.0x10
Emission spectra for some of the PTTL

peaks are shown in the Fig 2. The PTTL at
190 K and 250 K peaks show almost a pure
single emission band peaking at 380 10
nm. The 295 K peak looks broadened and
seems to be composed of two bands, one at
380 10 nm and the 480 10 nm. The 160
K PTTL peak emit at 480 10 nm.
-10
2.0x10
b
-10
1.0x10
0.0
100
150
200
250
300
350
Temperature (K)
Fig 2. The monochromatic glow curve of

PTTL peaks: (a) measurment at 380 nm
wavelength and (b) measurment at 480 nm
K 270 K. Now we have in curve b
(sample 2) a strong peak at 250 K with increases of 190 K peak. Therefore, the 250 K
PTTL peak in the Na+- rich sample is related to Na+ concentration and the double
irradiation. The formation of this peak was discussion to be as follows [3, 4, 7, 8]:
During the first excitation the [AlO4/Na]0 (or in short (Al-Na)0), centers trap
positive holes thus forming (Al-Na)+ centers. When this irradiation takes place at
room temperature, the Na+ ions not needed any more for charge compensation can
leave the Al and migrate away along the c-axis channels until they get trapped near
regular Si sites along the channel. This leaves behind [AlO4]0 centers. If the first
irradiation is performed below 150 K the (Al-Na)+ centers remain stable. In this case
warming to above 150 K is needed in order to release the Na+ ions. They will then
migrate along the c-axis channels as before
[6]. The sample is now cooled to a low
temperature (at 77 K), the Na+ ions in the
channels then remain frozen at the sites
6.0x10
near the regular Si in the lattice thus
forming stable [SiO4/Na]+ electron traps.
b
The second irradiation is now
3.0x10
performed. Free electros produced by the
irradiation now get trapped at the
a
+
[SiO4/Na]
electron
traps
forming
c
0.0
[SiO4/Na]0 centers. In the glow curve
100
200
300
Temperature (K)
obtained on warming, on approaching 250
K the [SiO4/Na]0 centers become unstable
Fig 3. the PTTL curves of the samples: (a)
the natural quartz was heated to 700 0C
and release the trapped electrons into the
(sample 1), (b) Na+ - rich sampels (sample 2)
conduction band. The 250 K PTTL is then
and (c) alkali-metal ion sweeping (sample 3)
obtained when the electrons recombine
with holes at recombination centers.
Thus the sequence of the charge trapping and TSL production may be
represented by the following equations [5, 9]:
+ During irradiation at room temperature:
[AlO4/Na]0 + h [AlO4/Na, h]+
[AlO4/Na, h]+ [AlO4/h]0 + Na+
+
The Na ions in the channels then remain frozen at the sites near the regular Si
in the lattice thus forming stable [SiO4/Na]+ electron traps.
Na+ + [SiO4]0 [SiO4/Na]+
+ During illumination at 77 K:
[SiO4/Na]+ + e [SiO4/Na]0
+ During warming from 77 K to 330 K:
[SiO4/Na]0 [SiO4/Na]+ + e
When the TSL peak at 250 K is emitted on recombination of the electrons with
holes at luminescence centers [3, 4, 5, 7, 8, 9].
-8
-8
Reference
Chen R and McKeever S. W. S. (1998). Theory of thermoluminescence and Related
phenomena., World Scientific.
Enculescu I., Iliescu B., Enculescu M., Covalcica I. (2002). A model for Structures
Growth by Sodium Electrodiffusion in Quartz Crystals, Cryst. Res. Technol,
Vol.37, pp. 868 - 874.
Halperin A. (1989), The low temperature phosphorescence and thermoluminescence
of X rayed Ge doped quartz, J. phys. Chem. Solids, Vol 50, pp. 407 414.
Halperin A., Jani M. G and Halliburton L. E. (1986), Correlated ESR and
thermoluminescence study of the [SiO4/Li]0 center in quartz, Physical review B,
Volume 34, number 8, pp. 5702 5707.
Halperin A and Sucov E. W. (1993), Dose dependence of the thermoluminescence
(TL) peak at 200 K in Al-Na containing quartz crystals, J. phys. Chem. Solids,
Vol 54, No. 4, pp. 431 437.
Hashimoto T., Fujita H., Hase H. (2001), Effects of atomic hydrogen and annealing
temperatures on some radiation - induced phenomena in differently originated
quartz, Radiation measurements, Vol. 33, pp. 431 - 437.
Martini M., Meinardi F., Vedda A. (2000), The role of alkali ions in the 190 K TSL
peak in quartz, Radiation measurements, Vol. 32, pp. 673 677.
Mckeever S. W. S. (1991), Mechanisms of thermoluminescence production: some
problems and a few answers ?, Nucl. Tracks Radiat. Meas, vol. 18, no , pp. 5
12.
Santos A. J. J., de Lima J. F., Valerio M. E. G. (2001), Phototransferred
thermolumnescence of quartz, Rad. Measur., Vol. 33, pp. 427 - 430
A Study the Method Control Motor with Fuzzy Logic Control
* **
AT89C2051

50

Abstract
This paper report discusses the study and implementation of a fuzzy logic
control algorithm using an AT89C2051 device. Fuzzy logic control algorithms can be
used to solve problems that are difficult to address with traditional control techniques.
As an example a universal serial motor speed control system is demonstrated. The
motor target speed is set to 50 rps. The result of study a fuzzy logic control algorithms
can be used to solve problems and control speed motor the desire constant value.
(Dynamic)

Zadeh .. 1965
Zadeh
(Membership Function)
0 1
*
**
1. (Fuzzification)
(Fuzzification)
(Fuzzy Reasonning)
(Defuzzification)
1.1. (Absolute error)

Error = SetSpeed CurrentSpeed
(1)
Error

SetSpeed
CurrentSpeed
1.2 (rad/s)
Derror = dError = Error LastError
(2)
drror

error

Lasterror
1
5 Error dError
1. NM: negative medium

2. NS: negative small
3. ZE: zero equal
4. PS: positive small

5. PM: positive medium
2
2 400h
3 l Error X1[ ]
4 l dError X2[ ]
5 3 4
X1[ ] = [ 0H 0H 3D0H 30H 0H ]

X2[ ] = [ 0H 0H 3F0H 10H 0H ]
1
dErrorX2[ ]
NM
NS
ErrorX1 NM PM
PM
NS PM
PM
ZE PM
PS
PS PS
ZE
PM ZE
NS
ZE
PM
PS
ZE
NS
NM
PS
PS
ZE
NS
NM
NM
PM
NS
NS
NM
NM
NM
Y1[ ] = [ 0H 30H 3D0H 30H 0H ]

2. (Fuzzy Reasoning)
(Fuzzy Reasoning)
(Defuzzification)
3. (Defuzzification)

(Center of Area)

AT89C2051
IR2110
5
Pulse width modulation (PWM)
T0/P3.4
(Current Speed)
T1/P3.5
(Variable Set Speed)
50 (No Load)
(Loaded)
6 (No Load)
7 (Loaded)
error

(Mathematical Model) PI PID
. (2542). .
, .
M GOPAL, (2004). Digital Control and State Variable Methods, Convention and Neural-Fuzzy Control
System, 2nd edition International.
Screening of -1,3-glucan degrading bacteria using for

biocontrol purpose
Dr.Jirawan Apiraksakorn*, Artit Tolek2 and Araya Sontana**
Abstract
Plant pathogen fungi are major problem of agricultural countries including
Thailand. To reduce chemical fungicides and budget to inhibit the growth of
pathogen, biological substances have been focused. -1, 3-glucan degrading enzyme
has been reported to be an antifungal agent which can be breakdown -1, 3-glycosidic
linkage of fungal cell wall. Therefore, the aim of this study was to screen and select
bacteria which could produce -1, 3-glucan degrading enzyme. Twenty-one bacterial
isolates showed -1, 3-glucan degrading activity were screen from natural sources at
high temperature of 45C using 0.1% laminarin as a carbon source. The highest
activity of 154 x10-3 unit/ml was shown from the isolate LA H-2(1), which screened
from plant decomposed. Increase production of -1, 3-glucan degrading activity was
compared from the cultivation of the isolate LA H-2(1) in Bergs mineral salts medium
containing different inducer of 0.1% laminarin, grass powder, xylan and
carboxymethyl cellulose (CMC). An increment of 1.55-fold activity was achieved by
using xylan as the inducer compared to that by using laminarin. The result indicated
that the grass powder and CMC were not revealing with the induction of enzyme
production.
Introduction
Plant disease is one of the major problems which agricultural countries face to
and large amount of budget has been used for finding out the solution. Rice diseases
are serious problems in Thailand, especially rice blast disease and sheath blight
disease which caused from plant pathogen fungi Pyricularia grise and Rhizoctonia
solani, respectively (Leelasulphakul et al, 2006). To control the disease outbreak in
the short period, chemical fungicides are usually used even the chemical substances
would be leaved in the environment and cause of hazardous waste in the long term.
To reduction both of chemical fungicide dosage and the plant pathogen control
budget, biological substances have been focused.
According to a role in hydrolysis of -1,3-glycosidic linkages of fungal cell
wall, -1,3-glucan degrading enzyme is striking of an interest with its ability to lyse
fungal mycelia (Aono et al, 1992; Aono et al, 1995 ; Leelasulphakul et al, 2006;
Tangarone et al, 1989) and has been used as the antifungal agent. Therefore, the aim
of this study was screen and select bacteria which could produce -1,3-glucan
degrading enzyme.
* Fermented Research Center for Value Added Agricultural Products,
**
Department of Biotechnology, Faculty of Technology, Khon Kaen University,
Materials and Methods

1. Sample sources
Soil, grass silages and cow feces were collected from various sources
around Khon Kaen campus for screening of -1,3-glucanase producing bacteria.
2. Screening technique
The 5 % (w/v) samples was refreshed in 0.1 % peptone and incubated at
45C for 24 h. Then 10-fold serial dilution was performed and spread on Bergs
mineral salts agar containing 0.1% laminarin (Sigma). After incubation at 45C for
24-48 h, colonies were primary screened and grown individually in Bergs mineral
salts medium containing 0.1% laminarin under aerobic conditions at 150 rpm for 24 h
at 45C. Bacterial isolates were secondary screened upon the enzyme activities.
3. Enzyme production
The selected isolates were individually grown in 50 ml Nutrient Broth (NB)
medium in 250 ml flask under aerobic conditions at 150 rpm for 18-20 h at 45C. A
1% (v/v) innoculum was transferred into 100 ml of NB, which contained 0.1% (w/v)
laminarin, xylan, carboxymethylcellulose (CMC) or 0.01% (w/v) in the case of grass
powder. After 24 h of incubation, the culture was centrifuged at 4C, 10,000g for 10
min and the cell-free supernatant was stored at -20C for further study.
4. Determination of enzyme activities
-1,3-glucanase activity was determined by the modified method of Okeke
and Obi (1995) by performing the reaction mixture of 0.1 ml of cell-free supernatant
and 0.1 ml of 1% (w/v) 1,3-glucan (Sigma) in 50 mM citrate phosphate buffer pH 5.5
at 50C for 20 min. The amount of reducing sugar released was determined by
Dinitrosalicylic acid (DNS) method (Miller, 1959). One unit of enzyme was defined
as the amount of enzyme that released glucose equivalent to 1 mol of glucose per
min.
Screening of thermostable -1,3-glucanase producing bacteria
Twenty-one isolates were primary screened from 10 samples of soil, grass
silages and cow feces (Table 1). All isolates were selected for secondary screen by
determining of -1,3-glucanase activity. There were only 16 isolates of LA A-1(2),
LA A(1), LA C-2(2), LA C-2(3), LA E-1(1), LA E-1(2), LA E-2(1), LA G-2(1), LA
G-3(1), LA H-2(1), LA H-3(1), LA I-3(2), LA J-3(2), LA J-3(3), LA J-4(1) and LA
K-2(1) which could showed the activity of -1,3-glucanase. However, the activities
higher than 100 x 10-3 unit/ml were achieved from only 3 isolates of LA H-2(1), LA
J-3(2) and LA J-3(3), which were 153 x 10-3, 122 x 10-3 and 100 x 10-3 unit/ml,
respectively (Figure 1). Therefore, the isolates LA H-2(1) which showed the highest
activity was selected for the further study.
Table 1 Bacterial isolates screened from various sources

Sources
Number of
Isolate
Isolate
Activity
(unit/ml) x 10-3
LA A-1(1)
LA A-1(2)
LA A(1)
ND
7.78
2.78
LA C-2(1)
LA C-2(2)
LA C-2(3)
ND
3.89
6.11
LA E-1(1)
LA E-1(2)
LA E-2(1)
LA E-5(1)
LA E-5(2)
11.94
21.94
13.33
ND
ND
LA G-2(1)
LA G-3(1)
9.44
12.50
LA H-2(1)
LA H-3(1)
154.17
7.50
LA I-3(2)
44.44
LA J-3(2)
LA J-3(3)
LA J-4(1)
122.22
100.28
43.61
LA K-2(1)
LA K-3(1)
15.56
ND
ND: non detectable

Figure 1 -1,3-glucanase activity of bacterial isolates
Effect of inducers on -1,3-glucanase production
To increase the -1,3-glucanase production, various polysaccharides of

laminarin, xylan, CMC and grass powder were introduced individually to nutrient
broth as a carbon source. As shown in Figure 2, -1,3-glucanase was induced by
laminarin, but the maximum -1,3-glucanase activity was achieved from culture
medium supplement with xylan. It was 1.55-fold higher than that produced from the
laminarin containing medium.
Generally, polysaccharides containing a main linkage of -1,3 such as
laminarin (Salyers et al, 1977) and pachyman (Aono et al, 1992; Aono et al, 1995),
are widely used for induce of -1,3-glucanase production. It was noticed that -1,3glucanase could be induced by chitin (Leelasulphakul et al, 2006). According to the
structure of chitin, it composes of a polymer of a N-acetylglucosamine, a derivative of
glucose, link by beta-1,4 linkage (Wikipedia, 2008). Therefore, polysaccharides
which their structures much more differ from laminarin could be the inducers for 1,3-glucanase production. This aspect was supported by our study which proposed
that xylan could be an effective inducer as well.
However, Wang et al (1999) reported that a slight increase in fungicide
production by Pseudomonas aeruginosa K-187 was observed by increasing the CMC
from 0-0.75%. Corresponding result was found from the production of -1,3-1,4-Dglucanase by Bacillus subtilis GN156 that the increase activity depended on the
increment of CMC from 0-0.8 % (Apiraksakorn et al, 2006). It seemed to be high
potential to use CMC as the inducer for -1,3-glucanase production. But the result
from our study indicated that grass powder and CMC were not revealing with the
enzyme induction. This might be from an inappropriate amount of CMC (0.1%) or
grass powder (0.01%). An inducible enzyme might not be detectable from an
insufficient inducer supply condition. To confirm the effect of CMC and grass powder
on -1,3-glucanase production, the effect of the inducers level on -1,3-glucanase
production should be investigated further.
Figure 2 Effects of inducers on -1,3-glucanase production.

Conclusion
To reduce the use of chemical fungicide, biological substances showing the
ability against plant pathogen fungi have been focused. -1,3-glucan degrading
enzyme is one of an antifungal agent by the ability to be breakdown -1,3-glycosidic
linkage of fungal cell wall. Therefore, screening and selecting of -1,3-glucan
degrading bacteria is the aim of this study. Twenty-one bacterial isolates were
screened from natural sources at high temperature of 45C using 0.1% laminarin as a
carbon source. There were 16 isolates could exhibit -1,3-glucanase activity in the
cell-free supernatant. The three highest activities were achieved from isolates of LA
H-2(1), LA J-3(2) and LA J-3(3), which were 153 x 10-3, 122 x 10-3 and 100 x 10-3
unit/ml, respectively. The production of -1,3-glucanase was compared from the
cultivation of the isolate LA H-2(1) in Bergs mineral salts medium containing
different inducer of laminarin, grass powder, xylan and carboxymethylcellulose
(CMC). An increment of activity 1.55-fold was achieved by using xylan comparing to
that used laminarin as the inducer. From our study, xylan could be proposed as the
effective inducer for -1,3-glucanase production in addition of laminarin, pachyman
and chitin which have been reported previously (Aono et al, 1992; Aono et al, 1995;
Leelasulphakul et al, 2006; Salyers et al, 1977).
Acknowledgement
This work was supported by Young Researcher Grant of Khon Kaen
University and partially supported by Fermentation Research Center for Value Added
Agricultural Products, Faculty of Technology, Khon Kaen University, Khon Kaen,
Thailand.
References
Aono, R., Sato, M., Yamamoto, M. & Asano, (1995). T. Isolation of extracellular 28- and 42-kilodalton
-1,3-glucanases and comparison of three -1,3-glucanases produces by Bacillus circulans
IAM1165. Appl. Environ. Microbiol. 61, 122-129.,
Aono, R., Sato, M., Yamamoto, M. & Horikoshi, K. (1992). Isolation and partail characterization of an
87-kilodalton -1,3-glucanase from Bacillus circulans IAM1165. Appl. Environ. Microbiol.
58, 520-524.,
Apiraksakorn, J., Buwjoom, (2006). T. & Nitisinprasert, S. Characterization of Grass Degrading
Bacteria Active on -1,3-1,4-D-glucans from Bacillus subtilis GN156 Potential Use for Grass
Silage-Making. Kasetsart Journal (Nat. Sci.). 40, 136-147.
Leelasulphakul, W., Sivanunsakul, P. & Phongpaichit, S. Purification, characterization and synergistic
activity of -1,3-glucanase and antibiotic extract from an antagonistic Bacillus subtilis NSRS
89-24 against rice blast and sheath blight. Enzyme Microb. Technol. 38, 990-997., 2006.
Miller, G.L. Use of dinitrosalicylic acid reagent for determination of reducing sugar. Anal. Chem. 31,
426 428., 1959.
Okeke, B. C. & Obi, S.K.C. Saccharification of agro-waste materials by fungal cellulases and
hemicellulases. Biores. Technol. 51, 23-27., 1995.
Salyers, A.A., Palmer, J.K. & Wilkins, T.D. Laminarinase (-glucanase) activity in Bacteroides from
the human colon. Appl. Environ. Microbiol. 33, 1118-1124., 1997.
Tangarone, B., Royer, J.C. & Nakas, J.P. Purification and characterization of an endo--1,3-glucanase
from Trichoderma longibrachiatum. Appl. Environ. Microbiol. 55, 177-184., 1989.
Wang, S-L., Yieh, T-C. & Shih, I-L. Production of antifungal compounds by Pseudomonas aeruginosa
K-187 using shrimp and crab shell powder as a carbon source. Enzyme Microb. Technol. 25,
142-148., 1999.
Wikipedia. Chitin. Retrieves September 8, 2008, from http://en.wikipedia.org/wiki/Chitin,
The Wearer Improvement and The Properly Product Transform of Indigo

blue in SAkon Nakhon, Kalasin, mukdahan and Nakhon Panom Province
. *

(1)
(2)

30 4

OTOP
20

31-41 () 4-6
( 53.33) (46.67) ( 60.00)
( 43.33)
( 40.00)
()

A B C A B
C

*


(2525 : 711)
(2525 : 720)

(2534 : 278)

(2525 : 489,700)

(2534 : 287)

(2525 : 653)

(2534 : 286)

(2534 : 320)

(2540 :25)


( 2524) (
2536 : 2536 : 81)

(
, 2540 : 25)
(2524 : 3-4) 2
1.

2.

(2524 : 32)
5
1.
2.
3.

4.
5.

(2540 : 28) 4
1.
2.
3.
4.
(2525 : 823)

(2534 : 96)

(2526 : 26) 2
1.

2.

(2528 : 41) (2525 : 60)

(2540 : 32)

1.
2.
20

20



OTOP
(
)

(Development and Research)
1.
OTOP

(PAR)
2.
3. 20
4.
1.

1.1
()
1.2

1.3

1.4
A B C A
B C
2.

31-40 40
4 6 ( 53.33)
( 46.67) ( 60.00)
( 43.33)
( 40.00)
( 73.34)
3 5 50 %
. ... .
. (2534). . 2 : .
. (2548). . . :
.
. (2525). . : .
().(2526). . 78 ( 11) : 2526.
. (2535). ,
... 32 ( 9) : 2535
. (2528). . 2. : .
.(2536). . : .
( 54) : 2542. ... : ...
. (2537). . 3. :
Preparing technique of natural indigo dyes

5
413 89.8 10.2 13
65 45

5

Abstract
The study of a seminar on techniques for preparing the colour of indigo and
dyeing which was the Thai-Yo traditional wisdom in textile. The purpose was to share
experience in the development of techniques for indigo dye with five target groups in
Nong Khai, Kalasin, Nakhon Phanom, and Sakon Nakhon. There were 413
participants, of whom 89.8% were female and 10.2% were male. The age range of the
participants was 13-65 years. The result showed that the number of students and
participants aged less than 45 years increased. Besides, there were some males
participating in this seminar. The target groups satisfaction was at the high level.
They needed more time for exchanging their experiences and more patterns of indigo
dyeing product. Five target groups could produce and sell them in their communities,
especially Kalasin group whose members did not have knowledge of the indigo dye
but they could grow indigo plant. Creating the apparatus could reduce the time for
preparing indigo substance. The target group of Sakon Nakhon could produce indigo
dyed clothes for export.
6,000
(Indigo blue)
16

(woad) 1890
4 1914 (Prosea. 1992 : 82)
20

( . 2543)
( 2540)
( . 2546)

( . 2545)

50
2535
5
6 - 9

10

2548 13


60
10
4

-
1.

2.

1.
2.
3.
4.
5.
1. 250

2. 5


5
1.
2.
3.

4. 2 5
5

1.

2.

3.
18 24
4.

5.
6.
7.
8.

2
1.
313 33 280 13 - 65

100 9 91

2.

1.

5


2.
2
2
5

4

3.
2

2
2544 1-2
10
12-16 45 25 30 -
2

3
1.

1.1

2

300
500-1000 3
130 - 140 180 - 200

20 - 30
130- 140

1.2

1
350 2-7
7-10

1.3

2.

8

3.

3.1


3.2
1.
2.
3.
4.
3.3
1.
2.
3.
4.
5.
3.4 3
1.

2.

()
3. ()

.(2548, 14 ). . .
. (2548, 22 ). . .
. (2540). . :
.
(.) (2544). . :
.
.(2540).
. : . .
. (2546). . : .
. (2542).
. : .
. (...). : . :
.
. (2516). . : .
. (2543). .
: . .
(2548, 22). . .
. (2545). . :
.
.(2546).

4
: 4 .
: .
.(...). .
: .
Jenny Balfour Paul. (1998). Indigo. London : British Museum Press.
Marjo Moeyes. (1993). Natural dyeing in Thailand. Bangkok : White Lotus.Co., Inc.
The comparison of cationic ions in mud and laterite for an indigo blue
mordant on cotton fiber.
*, **, ***

Fe3+, Al3+, Mg2+ Na+
Al2O3 , Fe2O3 , MgO Na2O
UV-VIS Spectrophotometer

18.78 7.42
()
() Al3+ (61.60,52.03), Mg2+ (33.45, 13.88), Na+ (29.54, 18.78) Fe3+ (19.98, 5.86)

Atomic Absorption Spectroscopy (AAS) Inductively Coupled
Plasma Spectroscopy (ICP-MS) 0.07-0.8 %
Chroma Meter

Al3+, Mg2+, Fe3+ Na+ Al3+

*
**
***
Abstract
The objective of this research was to compare the mordant functions of each
kind of major metal ions in mud and laterite. Each metal ion was studied for its
amount and capability to bind indigo blue onto cotton fiber. Results from XRF
showed that the majority of metal ions in mud and laterite were Fe3+, Al 3+, Mg 2+ and
Na+. These metal ions in the form of metal oxide such as Al2O3, Fe2O3, MgO and
Na2O were studied for their mordant function.
Values of the exhaustion and dye fixation were calculated from standard
calibration curve of UV-Vis spectrophotometry. The findings revealed that dyeing
with metal ions showed higher percentages of the exhaustion (anterior number) and
dye fixation (posterior number) [Al3+ (61.60, 52.03), Mg2+ (33.45, 13.88) , Na+
(29.54, 18.78) and Fe3+(19.98, 5.86)] than dyeing without metal ions (18.78, 7.42).
The light fastness and the wash fastness values of dyeing with metal ions were also
higher than that without metal ions. The amounts of metal ions on the cotton fiber
were analyzed by Atomic Absorption Spectroscopy (AAS) and Inductive Coupled
Plasma Mass Spectroscopy (ICP-MS). Few metal ions (0.07 0.8% by weight of
cotton fiber) were fixed onto the cotton fiber but acted as a good mordant function.
The comparative colors of dyeing with varied metal ions were measured by a Chroma
Meter. The colors were different according to the various types of metal ions.
From all of these results, the most suitable metal ions to be a mordant was
Al 3+ because of its forming strongest complex with indigo blue and cotton fiber, next
ions were Ma 2+, Fe 3+ and Na +, respectively. Dyeing with laterite gave a better
mordant function than mud. The dyeing condition was better when using metal ions as
mordant agents prior to dyeing.
The findings of this research can help improve the indigo blue process by
reducing the number of times for repeating dyeing to maintain the quality of indigo
blue.
1.
2.

2.1
2.2
2.3
3.
1.
1 3
XRF (X-ray Fluorescence
Spectroscopy) Shimadzu SRS 3400
2. 2
Al2(SO4)3, FeCl3, MgSO4 Na2SO4
Al2O3, Fe2O3,MgO Na2O ( : 2543 )
3. UV-Visible Spectrophotometer

365
=
[D a ]- [D b ] 100%
[D a ]
[D a ] [D b ] [D r ] 100
[D a ]
[Da] =
[Db] =
[Dr] =
Chroma meter MINOLTA

4. AAS(Atomic Absorption
Spectroscopy) PERKIN ELMER 100 ICP-MS (Inductively Coupled Plasma-Mass
Spectrometer) AGILENT CE 7500
5. SEM
(Scanning Electron Microscope) JEOL JSM 6400 10-300,000 0.2 40
5
1.

Al3+ 6.67 %,Fe3+ 4.13 % Mg2+ 1.47 %
Fe3+ 28.4 % ,Al3+ 8.92% ,Na+ 1.67% Mg2+ 1.24 %
2.
2 ()
() Al3+(61.60,52.03) ,Mg2+ (33.45,13.88)
,Na+( 29.54,18.78) Fe3+ (19.98,5.86)

Al3+ (60.41,36.24),
Mg2+,(30.98,8.61) Fe3+ (22.13,6.70) Na+(23.45,2.15)
18.78 % 7.42 %

3. chroma meter

b* b*
h* 270-280
3.1

3.2 4
Al3+ Na+ , Mg2+
Fe3+
3.3 4
4
4.

2-3
3-4
3-4

1 (LF)
2 (WF)
Al2O3
Na2O
MgO
Fe2O3
4
3
2/3
3
3
2
3
4/5
2/3
4/5
4
4/5
4/5
3
1/2
3
3
-
4
4/5
4/5
4
-
2
1
(LF) 1-8 1
8
3
2
(WF) 1-5 1
5
5. AAS ICP-MS
2
Na+ 0.34 %, Fe3+ 0.20 %, Mg2+ 0.11% Al3+ 0.07%

Na+ 0.79 % ,Mg2+ 0.67 % Fe3+ 0.35 % Al3+ 0.10 %

Na

1. Al3+ Al3+
3

1
OH
H
N
Al
OH
OH
1 Al3+
2. Fe3+ 6
Al3+ Fe3+ Fe2O3
( b* )
2
OH
H
N
O
H 2O
O
Fe
O 2H
OH
2 Fe2+
3. Mg2+ 2
2
Al3+ 3
OH
H
N
Mg
OH
OH
OH
3 Mg2+
4. Na+ Al3+

Na+
Al3+
4
OH
H
N
O-
ONa +
H
O-
OH
OH
4
Na+
5. Al3+
60.41 36.24
Al3+ 0.07%
ICP-MS (Inductively Coupled Plasma-Mass Spectrometer)

3-4
4

3-4 0.07-0.8 %

Al3+ Mg2+, Fe3+ Na+

. (2543).
. : .
. (2540). .
: .
. (2526). .
: .
. (2535). . : .
. (2546). . :
.
. (2543). . :
.
. (2544). . .. : .
. (2538). . : .
. (2527). . 2 . : 19 .
. (2545). . :
.
Moeyes,M. (1993). Natural Dyeing in Thailand. 4thed. Bangkok:White Lotus.Ltd.
N.Meksi, M.Kechida, F.Mhenni. (2007). Cotton dyeing by indigo with the borohydride process of some
experimental conditions on indigo reduction and dyeing quality, J.131.Appl.Chem.Sci.,pp.187-193.
SrTiO3
Analysis of Affected Pressure and Temperature on Lattice Parameter of

SrTiO3 by Molecular Dynamics Method
*, . **
(MD)

SrTiO3 300-2200 K
-
SrTiO3

SrTiO3
Abstract
The molecular dynamics (MD) method can be described as the thermal
properties and crystal structure at high temperature well. In the present study, we are
interested to analyze affected pressure and temperature on lattice parameter of SrTiO3
thermoelectric material in a temperature range from 300-2200 K by molecular
dynamics method. The Morse-type potential function added to the Busing-Ida type
potential was employed as the potential function for interatomic interaction. The
interatomic potential parameters were semi-empirically determined by fitting to the
experiment values of lattice parameter with temperature. We found that the lattice
parameters of SrTiO3 decreased with increasing pressure and increased with
increasing temperature, which agreed well with experimental data. In application, this
analysis can be described as the compressibility and expansion of SrTiO3 at high
temperature.
*
**
5.175 gcm -3
2,080 o C p
o
a = b = c 3.9050 A 12 Wm -1K -1 [1]

PuO 2 AmO2 , ,
, [2]
DV-X SrTiO3

[3]
SrTiO3

SrTiO3
1. SrTiO3
2. SrTiO3
SrTiO3
300-2,200 K
320 (O=192, Ti=64,

Sr=64) XD FORTRAN 386
300 2,200 K 0.1 GPa 1.5 GPa
-
U (rij ) =
zi z j e2
rij
ai + a j rij ci c j
+ f 0 (bi + bj ) exp
+ Dij exp 2ij rij rij* 2exp ij rij rij* , (3)
b + b r6
i j ij
{ [
)]
[ (
)]}
z i z j i j
rij i j
rij*
f 0 , 4.1860
Dij ij
( )
3 a ( P)
,
a ( P0 ) P T
(2)
a (T ) T ( K )
T0
a(P)
P0

P(Pa )

1
Ions
Pairs
Dij
ij
rij
O 2
-1.2
2.4
1.2
1.926
1.055
1.198
0.160
0.180
0.160
20
25
10
Ti-O
Sr-O
4.23
2.41
3.82
1.18
2.1923
2.7615
Ti 4+
Sr 2+
Lattice parameter, a()
4.00
SrTiO3
3.98
a=4.03763E-5T+3.88402
3.96
3.94
3.92
3.90
3.88
0
500
1000
1500
2000
2500
Temperature,T(K)
1
o
1 3.8994 A 300 K
o
3.9781 A 2,200 K
SrTiO3
2
T 0298
3.90561
SrTiO3
Lattice parameter, a()
3.90350
a=-0.00768P+3.90486
3.90139
3.89928
3.89717
3.89506
3.89295
3.89084
3.88873
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
1.6
1.8
2.0
2.2
Pressure, P(GPa)
2
2 3.9049 A 0.00 GPa

o
3.8897 A 2.0 GPa

SrTiO3
SrTiO3
3
0.012
SrTiO3
0.011
=2.20169E-6T+0.00471
-1
compressibility, (GPa )
0.010
0.009
0.008
0.007
0.006
0.005
0.004
0.003
0
500
1000
1500
2000
2500
Temperature,T(K)
3
3 0.0062 0.0068 GPa 1
300 - 1,000 K SrTiO3
1,000 2,200 K SrTiO3
SrTiO3
SrTiO3
300 1,000 K
1,000 2,200 K
Strontium Titanate ( SrTiO3 ) Properties and Applications. Retrieved September 12,2008, from
http://www.azom.com/details.asp?ArticleID=2362
T. Seetawan, T. Khuangthip, V. Amornkitbamrung, K. Kurosaki, J. Adachi, M. Katayama, A.
Charoenphakdee, S. Yamanaka, Thermophysical Properties of PuO2 and AmO2 Solid Solutions
Simulated by Molecular Dynamics. Master. Rec. Soc. Symp. Proc. Vol. 1043, 2008 Materials
Research Society. 1043-T09-09
T. Seetawan, A. Vora-ud, V. Amornkitbamrung,. (2008). Electronic Structures of the Perovskite Type Oxide,
SrTiO3 . Siam Physics Congress 2008, 20-22 March, Khao Yai, Nakhon Ratchasima, Thailand (2008)
A-9.
Q.Y.ZHANG,S.W.JIANG,Y.R.LI, Atomic scale structure and dynamics characteristics simulation of
amorphous SrTiO3 by molecular dynamics. Journal of Computer- Aided Materials Desige (2006)
13 : 213-219.
Absorption Isotherm of Lead and Iron
*, ** ***

400-900 2
0.84-0.42

800
1236.46,
932.75 921.15 SEM 6.1532.72 XRD (Amorphous)
6-8
6, 8 7
6-8 7

Abstract
The objective of this research was to study the temperature for preparing
adsorbents from rain tree wood sawdust, corn cob and coconut shell for removing
heavy metals, in particular lead and iron. Samples were activated by sodium chloride
(NaCl) for 2 hours and carbonized at a temperature range of 400 to 900 oC. Then it
was ground and separated according to a size range of 0.84 to 0.42 mm. The samples
were characterized by SEM, XRD, Iodine number and absorption isotherm. The lead
and iron were used in performing batch experiments. It was found that the
temperature of 800 oC was the best condition for preparing calcining absorbent. The
iodine number of rain tree wood sawdust, corn cob and coconut shell had iodine
number of 1,236.46, 932.75 and 921.15 mg/g. Results of characterized by SEM had
microsporous structure of 6.15 to 32.72 m and XRD pattern showed that microstructure
of sample was amorphous. The results from batch experiments in a pH range 6 to 8
showed that the initial pH values for absorption of lead from rain tree wood sawdust,
corn cob and coconut shell were 6, 8, 7 respectively. The initial pH values for
absorption of iron in a pH range 6 to 8 of rain tree wood sawdust, corn cob and
coconut shell were all 7. The absorption isotherm for lead and iron removal was fitted
in the Freundlich isotherm.
*
**
***

(Mercury-Hg) (Iron- Fe) (Lead-Pb)

..2549 14

36.88% 63.12 % 457 724

12
12 4 87 64 (,7..2550.
7)

1.

2.
3.
3
1

1.

2.
(NaCl) 1 1
24
3. 2)
110 2
4. 3)
400-900 2
() 1

5. () 0.84-0.42
20 35
6. () 110 -
1 (Desicator)
7.
(SEM)
2

2.1
- 110 1

(SEM)
(XRD)

2.2

American Society for Testing and Material

-
20
35 110 1
- 0.5 (M
4 ( 0.1 ) 250 ( 3
C 0.02 )
- 5 10
10
- 42 20
50
- 0.1

- 1-2

(S)
- (X/M) (C)
X/M (mg/g) = (1,269.30/M) (2.2)(12.693)(S/M)

C = (0.1)S/50
X/M =
N1 =
N2=
C =
S = ()
M = ()
3

10 20 30 100
3 200
120 42
6 7 8
1.

(SEM)
1- 6
1 SEM 400C
()
2 SEM 800C
()
3 SEM 400C
()
4 SEM 800C
()
5 SEM 400
()
6 SEM 800
()

10 600-800
600-900 ()
(XRD Model D 5005) 1
1 XRD
600
700
800
Amorphous
Amorphous
Amorphous
2.

800 7
(/)
1,400
1,200
1,000
800
600
400
200
400
600
800
1,000
( )
7
3.

3.1 (pH)
6 8 7
7 8
100
99

98
6
100
95
90

85
80
6
8
3.2
20 20
30
30 9
100
(%)
(%)
100
99
98

97
96
98
96
94
92
90
10
20
30
10
20
30
(m g/l)
(m g/l)
9
3.3
R2 R2
R2 10

4
4.0
3.5
3.0
3
logX/M
logX/M
2.5
2.0
1.0
0.5
0.0
-0.5
1.5
-1.0
0.0
logCe
0.5
1.0
-0.50
0.00
0.50
1.00
logCe
10
1.50
800

1236.46, 932.75 921.15 SEM
6.15-32.72 XRD
(Amorphous) 6-8
6, 8 7
6-8 7

. (2545).
. (..) .
. (2539).
. (..) .
. (2540). . (..)
.
. (2544).
. (.)..
Chiang,Y.,Chiang,P.,Huang,C. (2001). Effectsofpore structure and temperature on VOC adsorption on
activated carbon, Carbon, 39:523-534.
Mine G., Artok L. (2006). Preparation and characterization of activated carbons by one-step steam
pyrolysis/activation from apricot stones, Microporous and Mesoporous Materials, 88 : 126-134.
Seki K, Saito N, Aoyama M. (1997). Removal of heavy metal ions from solutions by coniferous barks Wood.
SciTechnol 31 : 441447
Stevanovic-Janezic T, Bujanovic B. (1998). Wood chemistry with wood processing. Part I: wood chemistry
(handbook). Faculty of Forestry, Beograd.
Vazquez G, Antorrena G, Gonzalez J, Doval MD. (1994). Adsorption of heavy metal ions by chemically
modified Pinus Pinaster bark. Biores Technol 48 : 251255.
Synthesis and Thermoelectric Properties of Calcium Cobalt Oxide
*, **, . ***
(Ca3Co4O9) (CaCO3)
(Co3O4) 99.9 % SIGMA-ALDRICH
800 oC 10
200 MPa 10 mm 9.61 mm 2.5418 g 880
20 p-n

dimensionless figure of merit (ZT)
2.93 gcm-3 p
4 (R12, R13, R14, R23, R24 R43) 3.57
1.4310-4 m 7103 -1m-1
142.86 VK-1 143 Wm-1K-2 3.27 Wm-1K-1 ZT
1.310-2 Ca3Co4O9
Abstract
Polycrystalline of Calcium Cobalt Oxide (Ca3Co4O9) were synthesized from
the Calcium Carbonate (CaCO3) and Cobalt Oxide (Co3O4) powder with 99.9% purity
from SIGMA-ALDRICH Co., LTD. The powder was calcined in the air at 800 oC for
10 hrs, then crushed and compacted with the pressure of 150 MPa into a pellet of 10
mm in diameter, 9.61 mm in thickness and 2.5418 g in mass, and then sintered at 880
o
C for 20 hrs. The density, p-n type, 4-porbe electrical contact and resistance of the
sample were measured. The measured thermoelectric properties were composed of
electrical resistivity, Seebeck coefficient and thermal conductivity for evaluating the
dimensionless figure of merit (ZT) at room temperature. The results were: 2.93 gcm-3
density, p-type thermoelectric material, the resistance of 4-probes (R12, R13, R14, R23,
R24 and R43), similarly about 3.57 , 1.4310-4 m electrical resistivity, 7103 -1m-1
electrical conductivity, 142.86 VK-1 Seebeck coefficient, 143 Wm-1K-2 power
factor, 3.27 Wm-1K-1 thermal conductivity and 1.310-2 ZT for polycrystalline of
Calcium Cobalt Oxide at room temperature. These measurements of the
thermoelectric properties of the sample indicated that Ca3Co4O9 can be applied and
used as a thermoelectric cell.
*
2 Dimensionless figure of merit

S T
S (Seebeck coefficient)
( ZT ) ZT =
(Electrical conductivity) (Thermal conductivity) T

ZT [1]

Ca3Co4O9 () CaCO3 ()

Ca3Co4O9 CaCO3 Co3O4 CaCO3
Ca3Co4O9
(CaCO3) (Co3O4) 99.9 % SIGMA-ALDRICH
3:4:9 800 o C 10
10 MPa 10 mm
880 o C 20 4
,
, ,
1
Ra
1.342110-4
=
L
1
m = 0.745110-4 -1m-1
M. Mikam [2] 110-3 m

2.0
1.8
Voltage,V(mV)
1.6
= 1.3421 X 10-4 .m
1.4
1.2
1.0
0.8
0.6
0.4
0.2
0.0
0
50
100
150
200
250
300
350
Current,I(mA)
1 Ca3Co4O9
2
Ca3Co4O9
p 5 142.86 VK-1
Y.Zhang[3] 165 VK-1 800 oC

-204-
Voltage,V (mv)
The First International Academic Conference and Research Presentation on Cooperation for Development on the East West Economic Corridor
3.0x10
-3
2.5x10
-3
2.0x10
-3
1.5x10
-3
1.0x10
-3
5.0x10
-4
S = 142.86 VK
-1
0.0
0
10
Differential Temperature,T(K)
2 Ca3Co4O9
3
Ca3Co4O9
2.3 Wm-1K-1 H.
Arai[4] 2.6 Wm-1K-1
2
2
I Rd (A m)
2.5x10
-2
2.0x10
-2
1.5x10
-2
1.0x10
-2
5.0x10
-3
-1 -1
K
= 2.3 Wm
0.0
0.0
2.0x10
-3
4.0x10
-3
6.0x10
-3
8.0x10
-3
1.0x10
-2
TA (Km )
3
(I2 Rd)
Dimensionless figure of merit
ZT =
S 2T
0 .1 9 8 3 1 0 2
Ca3Co4O9 (Bulk)
Ca3Co4O9 2.3 gcm-1

p 4 3.57
142.86 VK-1
1.342110-4 m 0.7451103 1 -1
m 2.3 Wm-1K-1
(ZT)
15.206 Wm-1K-2 ZT 0.1983 10-2
Slack, G.A. (1995). CRC Handbook of Thermoelectrics. New York: CRC Press, pp. 407-444.
Mikami M.,Audo N., Funahashi R. (2005). The effect of Ag addition on electrical properties of the
thermoelectric compound Ca3Co4O9. Journal of Solid State Chemistry.178,2186 - 2190.
Zhang, Q.Y., Lu, Q.M., Zhang, J.X., Zhang, Y.F., (2006). Rare Met. Mater. Eng. 35 (Suppl. 2), 169-172
H. Arai, T. Tsubota, M. Ohtaki, K. Eguchi, J.Mater.Chem.7 (1997).85.
MSCA
Applied MSCA learning Model to teaching and learning
*
Project Characteristics

Project
Characteristics
Project Characteristics MSCA
Abstract
This paper presents an alternative way of teaching and learning for the course
Project Characteristics using the student-centered learning approach to promote
lifelong learning among engineering students. It begins with stressing the importance
of lifelong learning in the time of rapid change in knowledge and information
associatedwith globalization. It points out the relationship between the dynamic
process of knowledge students and learning process, and argues for the necessity to
establish lifelong learning through the subject. In doing so, a model called MSCA
learning model is proposed. The benefits expected to gain from this model in respect
of lifelong learning is finally discussed.
*
Learners:comprises of
1.motivation to leam
2.needed learning skills
Globalization
New knowledge
from outside
Autonomouslearning &
constructivism
New knowledge
synthesized by Learner
Old New knowledge

1

-
2

(Autonomouslearning)

(
)
INPUT
PROCESS
OUTPUT
OUTCOME
Meaningful
learning
Life-long
Learning
Student
centered
Globalization=
Rapid changes
In knowledge
learning process
in Learners
Autonomous &
constructivism
Desired characters
of Graduates
2

6
1. :

2. :

3. :

4. :
5. : ()

6. :
-
/ Project Characteristics
-

-

-

(Student Centered)
..2545
2544

...
2544
.. 2542
... ( 22 :
4 )

(Autonomous Learning)
. (2540). . : .
Ausubel, D.P. and Robinson, F.G. (1969). School Leaning : An Introduction Psychology. New York :
Holt, Rinehart and Winston, Inc.
Kitti, MSCA Leaning Model to Promote-Long Learning in Engineering Students
Knowles, Malcolm S. (1990). Andragogy in Action. San Francisco : Jossey-Bass Publishers.
Novel-Principles Calculation of the Thermoelectric Power of NaxCoO2

Tosawat Seetawan1*, Vittaya Amornkitbamrung**
NaxCoO2 (x 0.5, 0.57)

(DV) X
Na7Co14O28
Na8Co14O28
Na0.60CoO2 Na0.70CoO2
NaxCoO2
x
Abstract
We propose the novel-principles calculation of the thermoelectric power of
NaxCoO2 (x ~ 0.50, 0.57) by discrete variational (DV) X molecular orbital method.
Recently, we had great success in using a molecular orbital approach to oxide material
clusters design. This approach was based on electronic structure calculations using the
Na7Co14O28 and Na8Co14O28 clusters to obtain the Fermi energy for evaluating the
thermoelectric power values. In addition, we synthesized the polycrystalline of
Na0.60CoO2 and Na0.70CoO2 samples and measured the thermoelectric power for
comparing with the calculation results. Results obtained have shown that the
thermoelectric power of NaxCoO2 increased with increasing temperature as well as
with increasing x values, which agreed well with experimental results.
Introduction
Sodium cobalt oxide (NaxCoO2) show high thermoelectric power ( S ) of about
100 VK-1 at room temperature [1], semi-metallic conduction, superconductivity at
low temperature, low electrical resistivity ( ) of about 200 cm, yielding excellent
power factor ( S 2 / ) of about 5 10-3 Wm-1K-2 [2], and the strong x show
thermoelectric performance [3, 4]. However, the strong x is very difficult to
experimentally conclude the thermoelectric properties of NaxCoO2 as well as special
compound due to their heating the Na contents loss 10-20 % [1]. The discrete
variational-X molecular orbital method would be a specific method to control the Na
content, the chemical composition ratio and easily calculation the electronic structure.
In this paper, we propose the novel-principles calculation the thermoelectric power by
using the Fermi energy values in the electronic structure of NaxCoO2. We designed
the Na7Co14O28 and Na8Co14O28 clusters, calculated the electronic structure by the
discrete variational-X molecular orbital method, and finally determined the
thermoelectric power.
*
Thermoelectric Research Center and Program of Physics, Faculty of Science and Technology, Sakon
Nakhon Rajabhat University, Sakon Nakhon, 47000
**
Integrated Nanotechnology Research Center and Department of Physics, Faculty of Science, Khon
Kaen University, Khon Kaen, 42000
Methodology
The discrete variational-X molecular orbital method [5, 6] was assumed the
Hartree-Fock-slater (HFS) approximation [7, 8]. The exchange-correlation between
electrons
and
VXC
were
expressed
using
slaters
X
potential
3
[8], VXC = 3 [ (r )]1/ 3 (1) where (r ) is the electron density at position r , the
8
parameter is attach of 0.6 and the self-consistent charge approximation was used in
the calculation . The matrix elements of the Hamiltonian and the overlap integrals
were calculated by a random sampling method. The molecular orbitals were
constructed by a linear combination at numerically genered atomic orbitals (LCAO).
The Na7Co14O28 and Na8Co14O28 clusters were designed by using 182 space group
number, a = b = 2.8430 and c = 10.8110 lattice parameters. The Fermi energy
was determined by the energy level and density of state of the electronic structure of
Na7Co14O28 and Na8Co14O28 clusters. Finally, the thermoelectric power was
determined by the relationship of the Boltzmann theory: Mott expression;
2 k B2T
, where is constant; 3.142857, k B is the Boltzmanns constant;
S (T ) =
3 e EF
1.38065810-23 J.K-1, e is the charge of carriers, and EF is Fermi energy.

Model Clusters
The Na7Co14O28 and Na8Co14O28 clusters are show in Fig. 1 (a) and (b),
indicated that the Na0.5CoO2 and Na0.6CoO2 compounds. The NaxCoO2 shows a
hexagonal layered structure consisting of the two-dimensional layers of CoO2, which
are made of edge-shared CoO6 octahedra and charge-balancing Na+ ions alternatively
stacked along the c-axis as shown in Fig. 1 (c). The Na+ ions are intercalated in
trigonal prismatic or octahedral coordination of oxygen atoms [9]. An important
feature in this structure is that Na ions randomly occupy the available sites by 50-70%
[10]. It indicated that the minimum and maximum of Na sites in the unit cell.
Oxygen
Sodium
Cobalt
(a)
(b)
(c)
Fig. 1. (a) Na7Co14O28 cluster and (b) Na8Co14O28 cluster, and (c) crystal structure of
NaxCoO2
Electronic structure
The energy level and density of state of Na7Co14O28 and Na8Co14O28 clusters
are shown in Fig. 2. The orbitals of these clusters show the Na3s, Na3p, Na3d, O2s,
O2p, Co3d, Co4s, and Co4p. The energy gap was determined by the differential
energy of conduction band and valence band as shown in Fig. 2 (a) and (b). The ptype thermoelectric materials are shown the Fermi energy under the Fermi level as
shown in Fig 2 (c) and (d). Fermi energy of the Na7Co14O28 and Na8Co14O28 clusters
were-0.1073 eV, and -0.0943 eV, respectively. Therefore, the negative values of
Fermi energy indicated that the positive values of thermoelectric power seen in
equation (1).
5
(b)
(c)
-1
-1
-1
-1
-2
-2
-2
-3
-3
-3
-4
-4
-4
-4
-5
-5
-5
-2
-3
Conduction band
Fermi level
-5
0
Total energy level
(d)
Energy (eV)
Valence band
(a)
DOS (1/eV unit cell)
Fig. 2. (a) energy level of Na7Co14O28 cluster, (b) energy level of Na8Co14O28 cluster,
(c) density of state of Na7Co14O28 cluster, (d) density of state of Na8Co14O28
cluster,
Thermoelectric power
The thermoelectric power of Na0.5CoO2 and Na0.6CoO2 compounds are
shown in Fig. 3, together with the literature data [11-14] in the temperature range
from 300 to 1000 K. The thermoelectric power of Na0.5CoO2 and Na0.6CoO2
compounds are 68.30 VK-1 and 77.72 VK-1at 300 K and increases with increasing
temperature, indicated that p-type thermoelectric materials corresponding
experimental data [12, 13]. It can be confirmed that the thermoelectric power of
NaxCoO2 increases slightly with the Na content. Therefore, the calculation obtained
high quality of results almost agree with the literature data and we called the novel
principles calculation due to non literature method same us.
Thermoelectric power, S (VK-1)
300
Na0.5CoO2-DV-X result
Na0.6CoO2-DV-X result
250
Na0.5CoO2-Ohtaki [11]
Na0.6CoO2-Ohtaki [11]
Na0.5CoO2-Ito [12]
200
Na0.5CoO2-Park [13]
Na0.5CoO2-Seetawan [14]
Na0.6CoO2-Seetawan [14]
150
100
50
200
400
600
800
1000
1200
Temperature, T (K)
Fig. 3. Temperature dependence of the thermoelectric power of the NaxCoO2 (x =

0.50, 0.60) calculation with reference.
Conclusion
The thermoelectric power of Na0.5CoO2 and Na0.6CoO2 compounds were
calculated by discrete variational (DV) X molecular orbital method. Fermi energy of
the Na7Co14O28 and Na8Co14O28 clusters are -0.1073 eV, and -0.0943 eV,
respectively. The negative values of Fermi energy obtained the positive values of
thermoelectric power. The thermoelectric power values of Na0.5CoO2 and Na0.6CoO2
compounds are 68.30 VK-1 and 77.72 VK-1at 300 K and increases with increasing
temperature, indicating the p-type thermoelectric materials and correspond the
experimental data.
Acknowledgments
This work had financial support from CHE-NET-THA-FAC and CHE-RESPD projects in the Commission on Higher Education, Ministry of Education, and
Science Center, Sakon Nakhon Rajabhat University, Thailand. Division of
Sustainable Energy and Environmental Engineering, Graduate School of Engineering,
Osaka University, Japan.
References
Guo, J., Ellis, D.E., and Lam, D.J. (1992). First-principles calculation of the electronic
structure of sapphire: Bulk states. Physical Review B. 45: 3204-3214.
Ito, M. and Furumoto, D. (2008). Effects of noble metal addition on microstructure
and thermoelectric properties of NaxCo2O4. Journal of Alloys and Compounds.
450: 494-498.
Morinaga, M., Yakawa, H., Adachi, N. (1984). Alloying effect on the electronic
structure of Ni3Al ( '). Journal of the Physics Society Japanese. 53: 653-663.
Motohashi, T., Naujalis, E., Ueda, R., Isawa, K., Karppinen, M. and Yamauchih, H.
2001. Simultaneously enhanced thermoelectric power and reduced resistivity
of NaxCo2O4 by controlling Na nonstoichiometry. Applied Physics Letters
79:1480-1482.
Ohtaki, M.(1999). Thermoelectric properties and crystal chemistry of
Park, K. and Lee, J.H. (2008). Enhanced thermoelectric properties of NaCo2O4 by
adding ZnO. Materials Letters. 62: 2366-2368.
promising oxide candidate NaxCoO2. 18th International conference on
thermoelectrics : 565-568.
Sakurai, H., Takenouchi, S., Tsujii, N. and Muromachi, E.T. (2004). Synthesis,
characterization, and magnetic properties of -NaxCoO2 (0.70x0.84).
Journal of the Physical Society of Japan. 73: 2081-2084.
Satoko, C., Tsukada, M., Adachi, H. 1978. Discrete variational X cluster
calculations. II. application to the surface electronic structure of MgO. Journal
of the Physical Society of Japan. 45:1333-1340.
Seetawan, T., Amornkitbamrung, V., Burinprakhon, T. and Maensiri, S. (2005).
Nanosize powders of silver-doped sodium cobalt oxide synthesized by
polymerized complex method. International Journal of Nanoscience 4 (2):
237-344.
Seetawan, T., Amornkitbamrung, V., Burinprakhon, T., Maensiri, S., Kurosaki, K.,
Muta, H., Uno, M. and Yamanaka, S. (2006). Thermoelectric properties
NaxCo2O4/Ag composites. Journal of Alloys and Compounds. 414 : 42934297.
Slater, J.C. (1974). Quantum theory of molecules and solids. 4. New York : Mc GrawHill.
Terasaki, I., Sasago, Y. and Uchinokura, K. (1997). Large thermoelectric power in
NaCo2O4 single crystals. Physical Review B 56: R12685-R12687.
Viciu, L., Bos, J.W.G., Zandbergen, Q.Huang, H.W., Foo, M.L., Ishiwata, S.,
Ramirez, A.P., Lee, M., Ong, N. P. and Cava, R.J. 2006. Crystal structure and
elementary properties of NaxCoO2 (x = 0.32, 0.51, 0.6, 0.75, and 0.92) in the
three-layer NaCoO2 family. Physical Review B. 73: 174104-174114.
Yakabe, H., Kikuchi, K., Terasaki, I., Sasago, Y., Uchinokura, K. (1997).
Thermoelectric properties of transition-metal oxide NaCo,O, System. 16th
International Conferece on Thermoelectrics : 523-527.
Studies on the electronic structures of Bi2Te3 by using

cluster calculation of the DV-X method
Thaweewat Khuangthip*, Samred Kantee** and Tosawat Seetawan***
o o
166 (R-3m) a = b= 4.395 c = 30.44
Bi6Te13, Bi8Te13 Bi12Te17 Te4d, Te5s, Te5p, Bi5d, Bi6s
Bi6p Te5p Bi6p
0.18 eV, 0.15 eV 0.06
eV

-1.5 eV, -1 eV 0 eV
Bi6p

Te5s, Te5p, Bi6s Bi6p
Abstract
Electronic structures of bismuth telluride studied by the DV-X method.
Cluster models
are created by space
group number 166 (R-3m), lattice parameters a =
o
o
b = 4.395 and c = 30.44 consisting of Bi6Te13 cluster, Bi8Te13 cluster and
Bi12Te17 cluster. The energy levels are shown as Te4d, Te5s, Te5p, Bi5d, Bi6s and
Bi6p orbital. The valence band and conduction band are Te5p and Bi6p orbital,
respectively. The energy gaps of cluster models are calculated by different value
between highest energy level of valence band and lowest energy level of conduction
band as Bi6Te13 cluster, Bi8Te13 cluster and Bi12Te17 cluster are 0.18 eV, 0.15 eV and
0.06 eV, respectively. These are in line with experiments. The energy gaps are
decreased by increasing bismuth atoms that to be in line with the energy level and
density of state. Total densities of state of all clusters that evaluate Fermi energy or
the average energy of electrons are -1.5 eV, -1 eV and 0 eV, respectively. Fermi
energy is increased by increasing bismuth atoms because the semimetal property of
bismuth atom affects the number of electrons in Bi6p orbital that is shown in the
conduction band characteristics, and then the average energy of electrons is increased.
In addition, Fermi energy and the density of state that obtain negative values
indicating n-type semiconductor. Contour maps of wave function in Te5s, Te5p, Bi6s
and Bi6p orbitals have the high electron density near nuclei. Probability of electrons
positions is shown mostly near the nuclei.
* Thermoelectric research center, Faculty of Science and Technology, Sakon Nakhon
Nowadays, the study of electronic structures is very important, for instance,

material science and medical science. The material science is a study of details in
atoms; the information received can be applied to the new products due to come out in
the future and make them meaningful in usage. The calculation of electronic structure
includes cluster models, density of states, energy levels, and contour maps. The DVX method based on Hartree-Fock-Slater is the one that shows all aspects of the
electronic structure such as cluster models, energy levels, density of states and
contour maps. The calculation is based on the average of the orbitals of electron; the
small amount of the electron needs less time for calculation. The calculated electronic
structure is also close to its true number. The crystal structure is rhombohedral, the
unit cell has lattice parameters a = b = 0.439 and c = 3.044 nm. This research
purposed to calculate electronic structures of Bi2Te3 using DV-X and compared to
others calculation
Methodology
The energy level and density of state are calculated by the DV-X molecular
orbital calculation method is a self-consistent HFS (Hartree-Fock-Slater) model, on
which the matrix elements of the Hamiltonian and overlap integral are calculated as
weighted sums of values at discrete sample points, instead of the conventional
integration procedure (H. Adachi,1978). The exchange-correlation term is given by a
statistical local expression as showed on Eq. (1)
1/ 3
3 (1)
VXC = 6
4
(1)
The equation (2.8) is shown in the potential energy which is upon . In heavy
atoms, the is around 0.69 (J. C. Slater, 1976: 13) and shows that the energy level by
DV-X method is related to . Density of state is connected to electron density ()
that is composed of spin up and spin down. In addition, contour map that
demonstrates wave function in orbital of molecule.
Results and Discussion
The cluster models of Bi2Te3 were created by DV-X method. We used
crystallized data of Bi2Te3 (H.K Mishra,., 1996) for calculated the Bi6Te13, Bi8Te13
and Bi12Te17 clusters as shown in Table 1.
Table 1 Crystallography data of Bi2Te3 for Create Cluster model
Crystallography
Space group
Space group number
Structure type
o
Lattice parameter ( )
a
b
c
Data
R-3m
166
Rhombohedral (trigonal)
4.395
4.395
30.44
90o
90o
120o
Cluster models compose of Bi6Te13, Bi8Te13 and Bi12Te17.The ratio of Bi: Te

of each cluster models are 2: 4.33, 2: 3.32 and 2: 2.8. The cluster models of Bi2Te3 are
shown in Fig. 1.
(a)
(b)
(c)
Fig.1 Cluster models of Bi2Te3 created by DV-X method (a) Bi6Te13 cluster (b)
Bi8Te13 cluster (c) Bi12Te17 cluster
the energy levels are shown in the energy gap of the lowest energy level in
the conduction band and the highest energy level in the valence band that are used to
evaluate conductivity of the cluster models. Results are the energy gaps of Bi6Te13
that are around 0.18 eV. That means the energy of electrons which is used to move the
valence band to the conduction band. This cluster obtains the energy gap close to the
energy gap by photoemission method by P. Larson et al. (P. Larson et al., 2002 : 2).
Then Bi6Te13 cluster owns properties similar to bismuth telluride that should be
applied to the thermoelectric materials. The energy gap of Bi8Te13 cluster is 0.15 eV
that is less than the energy gap of Bi6Te13 because the increase of Bi atoms brought
them to most the conductivity of cluster. However, the energy gap of Bi8Te13 is the
semiconductor property and that is close to energy gap by the calculation using
density functional theory by S. K. Mishra et al. The energy gap of Bi12Te17 is different
from couple of the clusters because the numbers and positions of atoms in clusters
then leading to different energy levels from other clusters. This is affected by the
energy gap between the lowest energy level of the conduction band and the highest
energy level of the valence band that is decreased to 0.06 eV. This is shown in the
narrow gap semiconductor properties which electrons are easily up to the conduction
band that is close to the conductivity property of metals. This is to be in line with Bi
atoms increase that is decreased by the energy gap (J. Harak et al., 1988 : 351). The
energy level is shown occupied molecular orbital and unoccupied molecular orbital,
that is decreased with increasing the ratio of Bi and Te atoms in cluster as shown in
Fig. 2. Energy level is also cause by Bi atoms retain the high electrical conductivity
indicated that they were closed to narrow gap semiconductor (C. Kittel, 2005).
3.0
2.5
2.0
Eg
Energy (eV)
1.5
Eg
1.0
0.5
Eg
0.0
EF
-0.5
-1.0
Bi6Te13
Bi8Te13
Bi12Te17
Fig.2 The energy gap of Bi6Te13, Bi8Te13 and Bi12Te17 clusters at room temperature
The total density of state of Bi6Te13 cluster is high at around -1.5 eV
indicating that Fermi energy is shown in the average energy of electron. The highest
total density of state is around -1 eV. Bi12Te17 cluster has had the highest total density
of state at around 0 eV. That is close to Fermi energy by the Mishra et al calculation.
In addition, the density of state indicates that n- or p-type conductivity of
semiconductor. The average energy of electrons of Bi6Te13 cluster and Bi8Te13 cluster
are the highest in the negative energy levels indicating p-type conductivity as shown
in Fig. 3.
(a)
(b)
(c)
(d)
3
2
Energy (eV)
EF
-1
-2
-3
DOS (1/eV unit volume)
Fig.3 shows the density of states were calculated by DV-X method of (a) Bi6Te13 (b) Bi8Te13 (c)
Bi12Te17 (d) Y. Imai et al. reference
The contour map that demonstrating wave function in orbital by DV-X

method consists of contour map demonstrates wave function in (1, 1, 1) plan and had
total atoms as 19th which is demonstrated contour map in Te5s orbital. The contour
map of Bi6Te13 cluster is demonstrated by wave function in Te5s of Te atoms are set
on the middle. The contour map is shown in the electrons density of Bi6Te13 cluster.
The contour map of Bi8Te13 cluster is demonstrated by wave function in Bi6s which is
more clearly than the contour map of Bi6Te13 cluster because Bi atoms are added to
Bi8Te13 cluster. The contour maps are shown in holes behavior and electrons
behavior influenced by the number of atoms and position of atoms in the cluster
models (F.W. Brader, 2007).
Fig.4 shows contour map of Bi6Te13.
Conclusions
The cluster models of Bi2Te3 is created by DV-X method composed of
Bi6Te13, Bi8Te13 and Bi12Te17 which high symmetry and appropriate to calculation.
Energy level and density of states are shown occupied molecular orbital and
unoccupied molecular orbital and highest peak of EF, respectively. The contour maps
are shown distribution of hole and electron which is influenced by the number of
atoms and position of atoms in the cluster models.
Acknowledgements
The authors would like to express sincere thanks to YAMANAKA
laboratory, Division of Sustainable Energy and Environmental Engineering, Graduate
School of Engineering, Osaka University, Japan for supported software and devices.
References
Adachi, H., M. Tsukada and C. Satoko. (1978). Discreate variational X cluster

calculations. I. Application to metal clusters. Journal of the Physical
Society of Japan. 45 (3) : 875-883 ; January, 1978.
Bando, H., K. Koizumi, K. Daikohara, Y. Oikawa, V. A. Kulbachinskii, H. Ozaki
XPS study of oxidation process on Bi2Te3 surface. Proceeding of 18th
international conference on thermoelectric: 359 - 362, 1999.
Brader, F. W. An Introduction to the electronic structure of atoms and molecules
(online). Available:http://www.chemistru.mcmaster.ca. February, 2007.
Horak, J., L. Koudelka, J. Klikorka. (1988). Antisite defects in narrow-gap layered
chalcogenides of AV2B3IV type Reactivity of solid. 5: 351359.
Imai, Y. and A. Watanabe. (2003). Electronic structures of PbBi4Te7 and GeBi4Te7
calculated by a first-principle pseudopotential method. Intermetallic
Electronic structures. 11: 451-458 ; January.
Kittel, C. (2005). Introduction to solid state physics, 8th edition. USA.
Larson, P., V. A. Greanya, W. C. Tonjes, Rong Liu, S. D. Mahanti. (2002).
Electronic structure of Bi2X3 (X=S, Se, T) conpounds: Comparison of
theoretical calculations with photoemission studies. Physical review B. 65:
085108-1; February.
Mishra, S. K., S. Satpathy and O. Jepsen. (1996). Electronic structures and
thermoelectric properties of bismuth telluride and bismuth selenide. Journal
of Physics: Condense matter. 9 : 461-470.
Slater, J. C. (1976). The calculation of molecular orbitals. Jonh willey & sons,
New York.

1
An extraction of red pigment from Hylocercus undatus (Haw) Brit. & Rose for
development of science laboratory directions on extraction for
Matthayom Suksa I students
* . ** . ***

1 2 1)
2)
1.

15
2.

3.
6
3
0.5

*
**
***
Abstract
The purpose of the study was to examine the optimal solvent extraction of red
pigment from Hylocercus undatus (Haw)Brit. & Rose, study the chemical
compositions of the extracted red pigment and development of science laboratory
directions on extraction for Matthayom Suksa I students. This research was
composed of two steps: 1) extraction of pigment in laboratory room ; 2) developing
laboratory directions. The results of research were as follows:
1. The study the optimal solvent extraction of red pigment from Hylocercus
undatus (Haw) Brit. & Rose. The solvents are distilled hexane, chloroform, ether,
acetone, ethyl acetate, ethanol, methanol and water. The extraction time was 15
minutes. The results showed that the optimal solvent extraction of red pigment from
Hylocercus undatus (Haw) Brit. & Rose was achieved by using methanol solution.
2. The extraction obtained is dried by a freeze dryer. The composition of
the dried powder is studied by preliminary chemical testing. Methods are also done
after purifying by Thin-layer Chromatography and Column Chromatography. The
result showed that the red pigment is in the class of alkaloids.
3. The study found practical lessons of consistency by three specialists. Its
valves had been between the objective, the content, the experiment and the posttest,
was found to be higher than 0.5, that is the practical lesson. The finding can be used
for teaching.

(Isatis tinctoria L.), Rubia spp. (Indigofera spp )
2,000 6,000
4,000
(Rubia tinctorum L)
(Lawsonia inermis L)

(Pigment)


(2546 : 35 39) (Acetic acid)

(2548 : )
24

1 : 1

(2547 : )
20
0.5
(Hylocercus undatus (Haw) Brit & Rose)

1
1.
2.
3. 1
1. (Hylocercus undatus (Haw) Brit. & Rose)

2.

3.
(hexane) (chloroform)
(ether) (acetone) (ethyl acetate) (ethanol) (methanol) (water)
(Hylocercus undatus (Haw) Brit. & Rose)
(Hylocercus undatus (Haw) Brit. & Rose)
1.
1.1
1. (MinUVIS spectrophotometer)
2. ( Hot Plate) Stuart sciencetilic SH4
3. (Rotary Evaporation) Buchi waterbath B-480
4. (Freeze dryer ) Labconco 77500-01
5. ( Balance ; Analytical )
6. ( Hot Air ; Oven ) Memmert
7. ( Pipet)
8. ( Volumetric flask )
9. ( Cylinder )
10. ( Beaker )
11. ( Thermometer )
12. 4 ( Wathman No. 4 )
13.
14.
15.
1.2
1. Hexane
2. Cyclohexane
3. Cabon Tetrachloride
4. Toluene
5. Methylene Chloride
6. Chloroform Dichoromethane
7. Ethyl ether
8. Ethyl acetate
9. Acetone
10. Propanol
11. Ethanol
12. Methanol
13. water
14. Silica gel , 60 GF254
15. TLC aluminum sheets ( silica gel 60F 254)
16. (Hylocercus undatus (Haw) Brit. & Rose)
2 2 1
2
2.1 1
2.1 2
3.

4.
3

1
5.
3

0.5
1.

1
Reagent
Dragendroffs
Hagers
Marmes
Valsers
Wagners
Varnilins
2.

6
1
2
3
4
5
6
5
3
2 (IOC) 6
1.
0.85
1.00
1.00
0.95
2.
0.85
0.84
1.00
0.90
3.
0.90
0.87
0.88
0.88
0.87
0.90
0.96
0.91

( 2547 :44) UV VIS
Spectrophotometry max 538.4 max
Betalains max 538
6

3
()

3 0.91

. (2536). . .
. (2547).
. .
. (2545). :
.
.
. (2548).
. :
.
. (2536). .
.
. (2540). .
.
. (2543).
.
.
. (2546). . .
.
. (2546).
6. .
. (2536). .
.
Brain ,K.R. & Tumer.T.D. (1975). The Practical Evaluation of Phytophamaceutical : Separation
And Identitication of Constituents. Bristoi : Wright Scientechnics.
Fansworth. N.R. (1966). Chromatography : Rermingtons Phammacutical Science.
Pennsyivania : Mack Pubtishing Company Easion.
Ag-NaCo2O4
Electronic Structure of Ag-NaCo2O4
*, .. **, . ***,
. ***
Na7Co14O28, Na7Co13AgO28 Na7Co12Ag2O28

DV-X
Na7Co14O28 0.2086 eV -0.1073 eV
Co Ag 1 2 0.0657 eV 0.0510 eV
0.0575 eV -0.0394 eV Co Ag
-
Abstract
The electronic structures of Na7Co14O28, Na7Co13AgO28 and Na7Co12Ag2O28
atom clusters were calculated by DV-X method to evaluate the energy level and
density of state of these clusters. Results show that the energy gap and Fermi energy
of Na7Co14O28 cluster are 0.2086 eV and -0.107 3eV. The Na7Co14O28 cluster
substituted for the Co site by Ag 1 and 2 atoms show that the energy gap decreases
0.0657 eV and 0.0510 eV. On the other hand, the Fermi energy increases -0.0575 eV
and -0.0394 eV, respectively. Therefore, the Co substituted by Ag can be enhanced by
thermoelectric properties.
(NaCo2O4) 1974 Jansen

and Hoppe [1] Space group P6322 lattice parameter a =
2.843 c = 10.811 [2]
p [3] 0.2 mcm 100 VK 1
50 WK 2 cm 1 [4] NaCo2O4
K. kurasaki [5] NaCo2O4
NaCo1.9M0.1O4 (M=Ti, Rh, Pd) NaCo1.9Pd0.1O4 T. seetawan [6],[7]
NaCo2O4 Co Ag
NaCo2-xAgxO4 (x=0,0.1,0.2,0.3,0.4,0.5) x=0.1
Ag Co Ag-NaCo2O4
Na7Co14O28, Na7Co13AgO28 Na7Co12Ag2O28 NaCo2O4,
NaCo1.9Ag0.1O4 NaCo1.7Ag0.3O4 DV-X
*
**

***

1. NaCo2O4
2. Ag NaCo2O4
Ag - NaCo2O4
DV-X
Na7Co14O28, Na7Co13AgO28 Na7Co12Ag2 O28

182 (P6322), a = 2.843 c = 10.811
Displat
Mathematica
DV-X PC Molecule
DV-X
DV-X [8,9] Hartree
Fock Slater (HFS) [10,11] Vxc Slaters X [11]
Vxc = 3 [ 83 (r )1 / 3 (r ) (r ) ,

0.7 Na, Co,
Ag O 1s, 2s, 2p 3s, 1s, 2s, 2p, 3s, 3p 3d, 1s, 2s, 2p, 3s, 3p, 3d, 4s, 4p, 4d,
5s, 1s, 2s 2p (density of state, DOS)
Na7Co14O28, Na7Co13AgO28 Na7Co12Ag2O28 1 1 (a) Na

= 7 , Co = 14 , O = 28 Na CoO CoO
Co Ag 1 (b), (c) Ag CoO
CoO
=O
= Co
= Ag
= Na
(a)
(b)
(c)
1 (a) Na7Co14O28, (b) Na7Co13AgO28, (c) Na7Co12Ag2O28
NaCo2O4 a = 2.843 c =
10.811 CoO Co O Co O = 1.91384 , Co Co
Co Co = 2.843 , Ag O Ag O =
1.91384 , Ag Co Ag Co = 2.843 Na Na Na
Na Na = 2.843
2
(b)
Energy level
(a)
(c)
10
10
10
-5
-5
-5
-10
-10
-10
Valen band
Conduction band
-15
0.4
0.8
1.2
-15
1.6 0.4
0.8
1.2
-15
1.6 0.4
0.8
1.2
1.6
Overlap Population Diagram

2 (valence band)
(conduction band)
(overlap population)
3
Energy level
(a)
(c)
(b)
0.4
0.4
0.4
0.2
0.2
0.2
0.0
0.0
EF
EF
-0.2
-0.2
-0.2
-0.4
-0.4
-0.4
0.0
0.4
Eg
0.8
1.2
1.6 0.4
0.8
1.2
1.6 0.4
Valen band
Conduction band
EF
0.8
1.2
1.6
Overlap Population Diagram

3
(Highest Occupied Molecular Orbital, HOMO)
(Lowest Unoccupied Molecular Orbital, LUMO) (HOMO) NaCo2O4,
NaCo1.9Ag0.1O4 NaCo1.7Ag0.3O4
1
1
Na7Co14O28
Na7Co13AgO28
Na7Co12Ag2O28
(Eg)
0.1308 eV
0.0271 eV
0.0381 eV
(EF)
-0.1073 eV
-0.0575 eV
-0.0667 eV
Na7Co14O28
0.1308 eV -0.1073 eV Co Ag 1 2 Na7Co13AgO28
Na7Co12Ag2O28 0.0271 0.0381 eV
-0.0575 -0.0667 eV
Na7Co13AgO28 Na7Co12Ag2O28 Ag NaCo2O4
NaCo2O4

4
5
0
-5
5
0
-5
-10
-10
-15
-15
0.0
0.0
0.5
1.0
1.5
2.0
0.5
1.0
1.5
2.0
2.5
3.0
DOS 1eV/unit cell
2.5
DOS 1eV/unit cell
(a)
(b)
Na 3s
Na 3p
Na 3d
O 2s
O 2p
Ag 4d
Ag 5s
Ag 5p
Co 3d
Co 4s
Co 4p
Total
10
Energy (eV)
Energy (eV)
10
Na 3s
Na 3p
Na 3d
O 2s
O 2p
Ag 4d
Ag 5s
Ag 5p
Co 3d
Co 4s
Co 4p
Total
10
Energy (eV)
Na 3s
Na 3p
Na 3d
O 2s
O 2p
Co 3d
Co 4s
Co 4p
Total
15
5
0
-5
-10
-15
0
DOS 1eV/unit cell
(c)
4 (a) Na7Co14O28, (b) Na7Co13AgO28 (c)
Na7Co13Ag2O28
4 (a) O2p Co4p 4 (b), (c)
O2p, Co4p Ag4d (total DOS)
Na7Co12Ag2O28 5
(a)
10
(b)
10
(c)
10
-2
-2
-4
-4
-6
-6
-8
-8
Energy (eV)
Fermi
-5
-10
-10
0
-10
0
DOS (1/eV unit cell)
5 (a) Na7Co14O28, (b) Na7Co13AgO28 (c)

Na7Co13Ag2O28
E. Matsushita, A.Tanase, Solid State Ionics. 97 (1997) 45

Feyerherm, R., Dudzik, E., Prabhkaran, D., Boothroyd, A.T., Shannon, N., Lake, B. and Deen, P.P. (2007)
Nature. Vol. 445
J. G. Mavroides, J. A. Kafalas, D. F. Kolesar, Appl. Phys. Lett. 28 (1976) 241.
Kurosaki, K., Muta, H., Uno, M., Yamanaka, S. (2001) J. Alloys and compounds .315 (234-236).
M. Kawai, S. Watanabe, T. Hanada, J. Crystal Growth .112 (1991) 745.
Roger, M., Morris, D.J.P., Tennant, D.A., Gutmann, M.J., Goff, J.P., Hoffmann, J.U.
Seetawan, T., (2006). Journal of Thermoeelctricity, 2 (16-21).
________., Amornkitbumrung, V., Burinprakhon, T., Maensiri, S., Kurosaki, K., Muta, H., Uno, M.,
Yamanaka, S. J. (2005). Alloys and compounds. 403 (308-311).
Shin, W., Murayama, N., (2001). Materials Letters. 49 (262-266).
Terasaki, I., Sasago, Y., Uchinokura, K. Phys. Rev. B 56 (1997) R 12685.
V. E. Henrich, Rep. Prog. Phys. 48 (1985). 1481.
Von Jansen, M., Hoppe, R., Anorg, Z., (1974). Allg. Chem. 408, 104.
Diversity of Freshwater Phytoplankton and Water Quality at Surin province

Khunnaphat Nakhunchom Nongnut Saraphi and Runee Bakklang*

60
.. 2550 ..2551 6
(
) 94 10 51
15 12 3 3
- (pH)
Abstract
The diversity of freshwater phytoplankton and water quality from different
freshwater habitats in Surin Province were investigated. Plankton samples were collected
from different sites using a 60-micron plankton net. Qualitative samples were collected
from September 2007 to August 2008. It was found that freshwater phytoplankton
species did not differ in distribution within the area. There were 6 divisions and 94
species of planktons. Ten species were in the Division Cyanophyta, 51 species in the
Division Chlorophyta, 15 species in the Division Euglenophyta, 12 species in the
Division Chrysophyta, 3 species in the Division Pyrrhophyta and 3 species in the
Division Cryptophyta. The species diversity of freshwater phytoplankton tends to be
related to pH and temperature. Further investigations are needed to answer the
question of whether or not these species of freshwater phytoplankton can be used as
bioindicators of water. All of these species were included in the database of
phytoplankton investigated in Thailand.
* Department of foundation science, faculty of Science and Technology, Surindra
Introduction
Phytoplankton is microscopic algae that occur in freshwaters all around the
world. The most of phytoplankton are too small. However, when present in high
enough numbers, they may appear as a green discoloration of the water due to the
presence of chlorophyll within their cells. Phytoplankton obtain energy through a
process called photosynthesis and must therefore live in the well-lit surface layer
(termed the euphotic zone) of an ocean, sea, lake, or other body of water.
Phytoplankton is used in wastewater treatment facilities, reducing the need for greater
amounts of toxic chemicals than are already used. Therefore, some species of
phytoplankton are used as preliminary indicators identifying character and quality of
water resources. Since phytoplanktons are generally observed microorganisms, the
investigation of freshwater phytoplankton in surin province would provide biological
database on biodiversity of freshwater phytoplankton in Thailand
Research Objectives
- Study of diversity and classification of freshwater phytoplankton were
investigated from difference types of freshwater habitats at Surin Province.
- Study of water quality was investigated from difference types of freshwater
habitats at Surin Province.
Research designs
The samplings were collected from from difference types of freshwater
habitats at Surin Province. Water samples were collected from pond, pool and
temporary pool, and reservoirs in surin province, and were examined under
microscope. Living specimens were identified and photographed in laboratory, using
techniques described by John, et al. (2002); Mix (1972); Lee, et al.(1985);
Nakhonchom (2008) ; Proongkiat (1997) ; and Simon et al. (2006)
The freshwater phytoplankton was investigated from difference types of
freshwater habitats in pool and temporary pool at Surin Province. Qualitative samples
were collected from September 2007 to August 2008. It was found that freshwater
phytoplankton species did not differ in distribution at the area. The results of the
investigation on freshwater phytoplankton in pool and temporary pool at Surin
Province could be summarized as follows:1. The total of 6 division (table 1) and 124 species found were identified as 10
species of Division Cyanophyta, 51 species of Division Chlorophyta, 15 species of
Division Euglenophyta, 42 species of Division Chrysophyta, 3 species of Division
Pyrrhophyta and 3 species of Division Cryptophyta.
2. The classification of main groups of phytoplankton was based on their
morphology structural movement and reproduction. Group identification of
phytoplankton was considered, though there would be some differences in one or
more biological features, for instance, some flagellates were heterotroph consuming
organic substances while some had chloroplast for photosynthesis. Phytoplankton
classification following: John, et al. (2002); Mix (1972); Lee, et al. (1985);
Nakhonchom (2008); Proongkiat (1997); and Simon et al. (2006)
3. Water quality values were recorded for the pH (6.00-8.00) and temperature
(20.00-30.00 oC). The following species of phytoplankton can be used for
biomonitoring indicators (Thai Water Pollution Standard level 5) : Euglena
enrenbergi, E. spirogyra, Pandorina morum, Phacus longicada, and Phacus torta
similar to those found in northern of Thailand (Proongkiat, 1998; Wangsomnuk, et al.
2002; Nakhonchom, 2008)
The species diversity of freshwater phytoplankton tends to be related to pH,
and temperature. The biodiversity of freshwater phytoplankton from difference types
of freshwater habitats at Surin Province had no difference from those found in
Thailand. All of these species were used as a database for investigated in Thailand.
Further investigations are needed to answer the question of whether or not these
species of freshwater phytoplankton can be used for bioindicators of clean water and
polluted water.
Acknowledgement
We would like to thank you department of foundation science faculty of
Science and Technology Surindra Rajabhat University for using material in
laboratory. This work was supported by Research and Development office
Surindra Rajabhat University, Surin, Thailand.
Table1. Lists of Division Cyanophyta, and Division Chrytophyta from difference

types of freshwater habitats at Surin Province.
Division
Genus
Species
Cyanophyta
Anabaena
Aphanocapsa
Arthrospira
Cylindrospermum
Gloeotrichia
Lyngbya
Microcystis
Oscillatoria
Raphidiopsis
Spirulina
Cryptomonas
Anabaena sp.
Aphanocapsa sp.
Arthrospira sp.
Cylindrospermum sp.
Gloeotrichia sp.
Lyngbya sp.
Microcystis sp.
Oscillatoria sp
Raphidiopsis sp.
Spirulina major
Cryptomonas paramecium
Cryptomonas sp.1
Cryptomonas sp 2
Cryptophyta
Table2. Lists of Division Euglenophyta, and Division Pyrrhophyta from difference

types of freshwater habitats at Surin Province.
Division
Euglenophyta
Genus
Euglena
Phacus
Species
Euglena acus
E. ehrenbergii
E. spirogyra
E. oxyuris
Euglena sp.
Phacus acuminata
P. longicada
P. pleuronectes
P. torta
Phacus sp. 1
Phacus sp. 2
Pyrrhophyta
Peridinium
Ceratium
Trachelomonas hispida
T. horrida
T. armata
T. urceolata
Peridinium sp.
Ceratium sp.1
Ceratium sp.2
Table 3. Lists of Division Chlorophyta from difference types of freshwater habitats

at Surin Province.
Division
Chlorophyta
Genus
Ankistrodesmus
Botryococcus
Chlamydomonas
Closterium
Coelastrum
Cosmarium
Crucigenia
Desmedium
Dictyosphaerium
Dimorphococcus
Species
Ankistrodesmus bernardii
Botryococcus braunii
Chlamydomonas sp.
Closterium acerosum
C. acutum
C. anceolatum
C. costatum
C. dianae
C. monoliferum
C. rectimarginatum
C. tumidulum
C. turgidum
Coelastrum sp.
Cosmarium contractum
C. depressum
C. granatum
C. margaritatum
C. portianum
C. pseudonitidulum
C. quadrum
Cosmarium sp.
Crucigenia sp.
Desmedium aptogonium
D. baileyi
D. swartzii
Dictyosphaerium sp.
Dimorphococcus lunatu
Division
Euastrum
Genus
Eudorina
Gonatozygon
Micrasterias
Monoraphidium
Mougeatia
Pandorina
Pediastrum
Pleurotaenium
Scenedesmus
Spirogyra
Tetraedron
Volvox
Species
Euastrum bidentatum
E. crameri
E. monocyclum
E. spinulosum
Eudorina elegans
Eudorina sp.
Gonatozygon kinahanii
Micrasterias ceylanica
M. foliacea
M. pinnatifida
Monoraphidium sp.
Mougeatia sp.
Pandorina morum
Pediastrum pertusum
P. simplex
P. duplex
Pleurotaenium aciculare
Pleurotaenium sp.
Scenedesmus tropicus
Scenedesmus sp.
Spirogyra sp.
Tetraedron gracile
T. trigonum
Volvox aureus
Table 4. Lists of Division Chrysophyta from difference types of freshwater habitats

at Surin Province.
Division
Chrysophyta
Genus
Aulocoseira
Caloneis
Cyclotella
Cymbella
Diploneis
Encyonema
Fragilaria
Gomphonema
Gyrosigma
Luticola
Species
Aulocoseira granulata
Achnanthes oblongella
Achnanthes. minutissima
Caloneis silicula
Cocconeis sp.
Cyclotella meneghiniana
Cymbella japonica
Cymbella turgidula
Cymbella sp.
Diploneis oblonglla
Diploneis sp.
Encyonema sp.
Fragilaria capucina
Gomphonema gracile
Gomphonema lagenula
Gomphonema vibrio
Gomphonema sp.
Gyrosigma scalproides
Gyrosigma spencerii
Luticola cf. argutula
Luticola goeppertiana
Division
Genus
Navicula
Nitzschia
Pinnularia
Planothidium
Rhopalodia
Sellaphora
Stauroneis
Surirella
Synedra
Species
Navicula capitatoradiata
Navicula radiosa
Navicula symmetrica
Navicula viridula
Navicula sp.
Nitzschia clausii
Nitzschia palea
Nitzschia sp.
Pinnularia brauniana
Pinnularia divergens
Planothidium minutissimum
Planothidium rostratum
Planothidium sp.
Rhopalodia sp.
Sellaphora sp.
Stauroneis anceps
Stauroneis sp.
Surirella angusta
Surirella elegans
Synedra ulna
Synedra sp.
Fig.1 Difference types of freshwater habitats at Surin Province.
References
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phycology. Cambridge University Press, Cambridge.
John, D.M., Whitton, B.A. and Brook, J.A. (Eds.) (2002). The Freshwater Algal Flora
of the British Isles. Cambridge University Press, UK.
Jonathan B., Mason, Kenneth A. (2007). Biology 8th ed. Losos, Singer, Susan
R., McGraw-Hill.
Nakhonchom. K. (2008). Biodiversity of Freshwater Protozoa in Some Part of
Mekong Sub-Region. 4 th International conference on Knowledge Networks
and Regional Development in the Greater Mekong Sub region and Asia
Pacific 22 27 June 2008, Gloden Dragon Hotel, Kunming Yunan, Public
of China
Patterson, D.J. 1(1992). Free-Living Freshwater Protozoa. Wolfe Publishing Ltd,
Aylesbury, England. 223 pp.
Proongkiat, I. (1997). Survey of Protozoa in the Reservoir of Agriculture and
Cooperative Chiang Mai Province. Independent Study for Graduate.
Department of Biology, Faculty of Science, Chiangmai University.
Proongkiat, I, Rojanapaibul,A., and Marayong T. (1997). Diversity of protozoa in
mae-kha canal, Chiang mai province. Research Reports on Biodiversiy in
Thailand.
Simon A., Glckner G., Felder M., Melkonian M. and B. Becker (2006). "EST
analysis of the scaly green flagellate Mesostigma viride (Streptophyta) :
Implications for the evolution of green plants (Viridiplantae)". BMC Plant
Biology 6 (2) : 2.
Wang, C. (1940). Notes on some new fresh-water infusoria. Sinensia. 11(1/2) : 11-32.
Wangsomnuk, P., Kornpan, P. and I., Proongkiat. 2002. Diversity of Protozoa in the
bolratana Dam, Khon Kaen Province. KKU Sci J. 30 (4) : 240-252
Thermoelectric Generator Model

*, , .

n (SrTiO3) p
(Ca3Co4O9) p n 2, 4, 6, 12 SrTiO3
Ca3Co4O9 2.5 x 2.5 x 2.5 mm3
12.5 x 17.5 mm2 2 , 17.5 x 17.5 mm2 4 , 22.5x17.5 mm2 6
22.5 x 27.5 mm2 12
2

12
25 mV 15 A 40 K
625 V.K-1 350 nW
Abstract
This research was carried out to make thermoelectric generator model from
polycrystal of n-SrTiO3 and p-Ca3Co4O9 thermoelectric materials, using p-n electrode
(pn junction) that had 2, 4, 6, and 12 cells. cut and polished bulk materials of SrTiO3
and Ca3Co4O9, the dimension of were 2.5 2.5 2.5 mm3. The materials were stuck
on copperelectrode plates composed of 12.5 17.5 mm2 for 2 cells, 17.5 17.5 mm2
for 4 cells, 22.5 17.5 mm2 for 6 cells and 22.5 27.5 mm2 for 12 cells by using
silver paint. The thermoelectric generator was measured for the relative voltage and
Gradient temperature, current in gradient temperature and calculated electric power.
The results showed the voltage and current increased with increasing gradient
temperature and dependence of number cells. The 12 cell was the high voltage about
25 mV, 15 A for current at gradient temperature of 40 K, highest Thermoelectric
Power about 625 V.K-1 and 350 nW for electric power.

** .

n (n type)
(SrTiO3) p (p type) (Ca3Co4O9)

(Phonon) (Electron)
Dimensionless figure of
merit, ZT ZT 2-3

1.
2.
1.
1.1
(n-SrTiO3)
SrTiO3 (99.99%) (p-Ca3Co4O9)

(CaCO3) (99.99%) (Co3O4) (99.99%) (Solid state
reaction) 2.5
2.5 2.5 mm3
1.2

2.5 2.5 mm2 2.5 mm
5 mm

12 1
(a)
(b)
1. 22.5 27.5 mm2 12 (a) (b)
2.
2.1
(n-SrTiO3)
(p-Ca3Co4O9) 1, 2, 3 6
2, 4, 6, 12

2.2
2
Heater T
T 2 C (V)

5 4
2
1
2.
1. Power Supply
2.
3. T 4.
5. T1 6. T2
7.
n p
n p

3
(a)
(c)
(b)
3. (a) ,
(b) 12 (c)

12 25 mV
15 A 40 K 625 V.K1
0.35 W 4
25
2 Cell
4 Cell
6 Cell
12 Cell
20
14
1 Cell
2 Cell
3 Cell
6 Cell
12
A ()
Volt (mV)
10
15
10
8
6
4
0
0
10
20
30
40
10
20
30
(a)
(b)
350
600
Thermoelectric power (VK
250
-1
2 Cell
4 Cell
6 Cell
12 Cel
300
P(nW)
40
()
()
200
150
100
500
400
300
200
50
100
0
0
10
20
(c)
()
30
40
10
12
Number cell
(d)
4. (a)
, (b)
, (c) (d)
40 K

25 mV 14 A 40 K
350 W 12 p 6 n 6
G.S. Nolas, J. Sharp, H.J. Goldsmid. (2001). Thermoelectrics : Basic Principles and
New Materials Development. Verlag: Berlin Heidelberg.
A.F. Ioffe. (1957). Semiconductor Thermoelements and Thermoelectric Cooling,
Infossearch Ltd., London.
C. Wood. (1988). Materials for thermoelectric energy conversion, Rep. Prog.
Phys.,459.
R.P. Chasmar and R.J. Stratton. (1959) J. Electron. Control, 7: 52
H. J. Goldsmid. (1960). Applications of Thermoelectricity. New York: John Wiley
& Sons Inc.
F.D. Rosi, (1968). Solid-State Elec., 11: 833
D.M. Rowe and C.M. Bhadari, (1983). Modern Thermoelectrics. London: Holt.
G.D.Mahan. (1998). Good thermoelectric. Solid State Physics, 51, 81-157.
F. D. Rosi. (1968). Thermoelectricity and thermoelectric power generators, Solid
State Electron., 11 : 833
V. Raag. (1976). The use of silicon germanium alloys in radioisotope thermoelectric
generators, Proc. XIth IECEC, State Line, Nevada, 1586.
A. Pen. (1974). J. Phys. Technol., 5: 115
http://www.electron.rmutphysics.com/teaching-glossary/index. (11 Junc 2008)
Thermoelectric Properties of Bismuth Telluride
*, . **
(Bi2Te3) 99.999 %
American elements 150 MPa 10 mm
7.26 mm 8.8391 g 400 o C 1
p-n
dimensionless figure of
merit (ZT) 7.74
gcm-3 n 4 (R12, R13, R14, R23, R24
R43) 0.40 7.6010-4 m
1.32103 -1m-1 -170.97 VK-1 38.5 Wm-1K-2
6.21 Wm-1K-1 ZT 1.8610-3
Bi2Te3
Abstract
Polycrystalline of Bismuth Telluride (Bi2Te3) were prepared the Bismuth
Telluride powder, 99.999% purity from American Elements Co., LTD. The powder
was crushed and compacted into a pellet of 10 mm in diameter, 7.26 mm in thickness
and 8.8391 g in mass using the pressure of 150 MPa, and then annealed at 400 oC for
1 hr. The density, p-n type, 4-porbe electrical contact and resistance of the sample
were measured. The thermoelectric properties, including electrical resistivity, Seebeck
coefficient and thermal conductivity for evaluating the dimensionless figure of merit
(ZT) at room temperature were then measured. The results revealed the following:
7.74 gcm-3 density, n-type thermoelectric material, the resistance of 4-probes (R12,
R13, R14, R23, R24 and R43), similarly about 0.40 , 7.6010-4 m electrical
resistivity, 1.32103 -1m-1 electrical conductivity, -170.97 VK-1 Seebeck
coefficient, 38.5 Wm-1K-2 power factor, 6.21 Wm-1K-1 thermal conductivity and
1.8610-3 ZT of Bismuth Telluride at room temperature. The obtained thermoelectric
properties measurements can be applied Bi2T3 to thermoelectric cell as well.
*

Dimensionless figure of merit ( ZT ) ZT =
S 2T
(See beck coefficient) (electrical conductivity)

(thermal conductivity) T ZT
ZT 1
ZT

,

Bi 2 Te 3 , Zn 4 Sb 3 , CeFe 4 Sb 12 CaMgSiAg
Bi 2 Te 3
(n-type) (p-type)
Bi 2 Te 3
Bi2Te3 Bi2Te3 (99.999%) 5

g 15 MPa 10 mm 7.26 mm
400 o C 1 , 4
, Bi2Te3
4 1
VA
( ) =

I1l
4
6.4 10 .m =
1.56 10 3 -1.m-1
0.0000
Bi2 Te 3
-0.0008
Voltage V, (mV)
R = 0.47381 I + 8.49762E-4
-0.0016
-0.0024
-0.0032
-0.0040
0.002
0.004
0.006
0.008
0.010
Current I, (mA)
1
J. SEO, et al. [3]
0.798 105 m 1.25 105 S.m -1

2
Bi 2 Te 3
n 5 -178.36, -185.73, -148.49, -152.51 -189.78 VK -1
- 170.9728 VK -1
0
Bi2Te3
-200
S = -143.53767T - 66.12796
Voltage,V (V)
-400
-600
-800
-1000
Gradient temperature, T (K)
2
J. SEO, et al. [3] S

180 VK -1
7.5
-1
-1
Thermal conductivity, (Wm K )
3
Bi 2 Te 3
6.21 Wm -1K -1 8.0
7.0
6.5
6.0
5.5
0
20
40
60
80
100
120
differential T em perature (K)
3
J. SEO, et al [3] 380, 400,
420 o C 1.358, 1.389, 1.423 Wm-1K -1
4-5 Wm-1K -1 mean free
parth
Dimensionless figure of merit

ZT , ZT =
S 2T
, ZT
1.86 103 J. SEO, et al. [3]
2.35 103
Bi2Te3 (Bulk)
Bi2Te3 6.4 104 m ,
1.56 103 -1m-1 , 170.9728VK -1
38.5Wm -1K -2 , 6.21Wm-1K -1 ZT
1.86 103
. (2546). , :
14-17
Feng Xiao, Carlos Hangarter, Bongyounng Yoo, Youngwoo Rheem, Kyu-Hwan Lee and Nosang V. Myung
Electrochimica Acta 53 (2008) 8103-8117
J.SEO, C.LEE and K.PARK, JOURNAL OF MATERIALS SCIENCE 35 (2000) 1549-1554
The Quality Standard Development of Herbal Jeaw Bong

* ** ** ** **

(.)
(.)

80 10 . 132/2546

20 8
45
Abstract
The standard quality development of herbal jaew bong included a study and
the quality development of Na-ngam Nua herbal jaew bong to meet the Thai FDA
standard and the the community production standard (132/2546).
The study found that local food producers owned a good local wisdom,
community, culture, natural resource, and local raw materials. However, there were
some critical control points of jaew bong products which should be corrected in order
to meet the standard. It was found that products water activity and moisture content
were off the standard. In addition, there was poor food sanitation which caused
microbial contamination. Moreover, there was non heat treatment prior to packing
which could also lead to microbial growth. Therefore, to control these critical points,
training of good manufacturing practices was conducted and also the knowledge of
the standard requirements was provided to jaew bong producer groups. Heat treatment
at 800C for 10 minutes before packing led the developed herbal jaew bong to meet the
community production standard no. 132/2004. Good hygiene practices also
*
**
led them to meetthe Thai FDA standard. Sensory analysis of developed herbal jaew
bong was higher in terms of consumer satisfaction than the controlled jaew bong.
Moreover, this study also found that the shelf life of developed herbal jaew bong
packed in polystyrene package stored at room temperature were 20 days, whereas the
shelf life of developed herbal jaew bong which was packed in polystyrene package
stored in the refrigerator at 80 C were 45 days.
3

800 1,520
80-125

5

1) 2)
3) 4)
5)
( - ) 6)
7)

(.) (.)
1.
1.1
34 ( 15
2550)

1.2 ( . 132/2546)
. 132/2546
2

1.3 (...)

(.)
80 70
2.
(...) (.)
1.
3

2/2550 (..50-..51)

. (.132/2546)
1.
.3
20 3
34

( . 132/2546)

2. (...)
6
70

80 70
3.
(...) (.)
3.1

.

. 132/2546

3.2
3

2/2550 (..50-..51)

1)

1000 350 150
150 100 100 50 50
20 10 20
1000C 20
() 1000C 10
1 1000C
10 1
1000C 10
1000C 10 1000C
5
3 1 2
(Polystyrene-PS) 100
1.

2. . 132/2546
Water Activity (Aw)
Clostridium perfringens Staphylococcus aureus
3.

6 80 90 10 15 20
Staphylococcus aureus (MPN/ 25 g)
Clostridium perfringens (CFU/0.1 g) 6 2

Staphylococcus aureus

( , 2545)
Cl. perfringens
( , 2545)

GMP (Good Manufacturing Practice)

- --
/ /
1
2
800 C 10
1
(water activity - Aw)

(water activity) 0.44 -0.49

(water activity) 0.91
(water activity) 0.80 ( , 2545 : , 2547.)
Hedonic Scale ( 1-9 ) 15 (
)

(P > 0.05)
80 10 15 20
90 15 20 (P > 0.05)
Aw
80 10

5)

(p > .05)
(p.05)
6) . 132/2546
. 132/2546
(2548)
HACCP OTOP

Aw
()
( CFU/g)
Salmonella spp. (CFU/25 g)
Clostridium perfringens (CFU/0.1 g)
E.coli (MPN/g)
Staphylococcus aureus MPN/ 25 g
( CFU/g)
.
132/2546

0.6
50
1 104
3
3
100
0.75
60
2 104
5
150
0.51
46
4 102
10
7)

(Polystyrene-PS)
20 80 C
40-45
8)

-

- GMP
-
. (2549).
.132/2546. (). :
http://www.tisi.go.th/otop/standard/standards.html [12 2549]
. (2544).
(..). : .
. (2545). . : .
. (2548). HACCP
.
.
. (2547). .
.
. (2545). . : .
Education
Speeding up the international collaboration between Quangbinh

University and Sakon Nakhon Rajabhat University and other
universities in Thailand for development on the East West
Economic Corridor
Assoc.Prof.Dr. Nguyen Huynh Phan, Rector of Quangbinh University*
Abstract
A broad international co-operation is a very important component of the
development of a university, especially in teaching and learning, in research doing
and its staff building. Today, international co-operation is really more important when
improving science, technology and education is the first priority of the national policy
in Vietnam and other countries, especially in universities. The scientific findings are
the guidelines for development and examine the past and the diversified on-going
activities. Thus, Quangbinh University have paid close attention to establishing the
relationship and co-operation with many foreign universities including some
universities in Thailand and Laos.
The relationship and co-operation between Quangbinh University and foreign
universities has been contributing to improving the teaching staff, provincial human
resourse and to socio-economic development in the region.
In this paper, we present an introduction to Quangbinh University, an
overview on relationship and co-operation between Quangbinh University and Sakon
Nakhon Rajabhat University, and other universities in Thailand and Laos up till now.
Besides, we would like to request co-operation plan for our both universities in the
forthcoming future with the following objectives:
- To enhance the understanding about Quangbinh University
- To share and exchange experiences and ideas in education and training as
well as to create cooperative network in research and project doing
- To provide opportunities for teaching staff, students and cultural-activity
exchange.
An introduction to Quangbinh University
Quangbinh University was established, by the Decision No. 237/QD-TTg,
issued by the Prime Minister on 24th October 2006 on the basis of Quangbinh
Teachers' Training College, founded in 1959.
Under this decision, Quangbinh University became :
An organization for higher education training and scientific research in the
higher education system of the Socialist Republic of Vietnam.
A public-founded university.
A university for multi-level and multi- section training.
A university under the supervision of the Peoples Committee of Quangbinh
province, the state management of Education and Training Ministry, and the
ministries and central organs.
*Quangbinh University 312 Ly Thuong Kiet Str., Donghoi City, Quangbinh Province, Vietnam
Over the past 49 years of development, the University has now become a
prestigious center of training teachers, fostering the staff for many sectors and
conducting scientific research projects in the northen central part of Vietnam.
Understanding that the training quality depends on the qualifications of teachers as
well as the quality of training curricula, over the past 49 years, especially in recent
years, the university has paid great attention to improving the qualification of its
teaching staff. Tens of teachers have been sent to universities and research institutes
for attending training courses of master and doctor degree . The university has trained
more than 25,000 teachers at diverse grades, improved the qualifications for nearly
10,000 teachers and management cadres, retrained 1000 secondary school teachers
and cooperated with other colleges and universities in training 1500 students at higher
education level.
It has trained more than 30 thousands cadres, teachers for Quang Binh, Ha
Tinh, Quang Tri and Thua Thien Hue and now Quangbinh University is training
cadres and teachers for every province in our country; The academic year of 20072008, many students from 24 provinces are leaning at Quangbinh University.
Quang Binh University is permitted to train 70 majors of which there are 11
academic majors ; 47 college majors and 12 majors of middle level, which are
divided into 4 training groups: Education - Social sciences, tourism and economy
Agriculture, forestry and fishery. This academic year of 2007-2008 the number of
students in each group are approximately 25% of the total 6500 students.
Over the past 10 years, the scientific research work of the college has
bloomed. The university has completed a number of scientific research projects at
ministerial and provincial levels with practical values.
The university boasts of having modern material base, capable of meeting the
demand for training 5,000 to 7,000 students at high school vocational, college and
university level.
The main objectives of the University
The University is aimed at training and improving human resources for socioeconomic objectives of Quangbinh province and of the northen central part of
Vietnam, for the cause of industrialization and modernization to enhance the quality
and effectiveness of training, research and the applications of science and technology.
Organizational structure of the university
1. Scientific and Academic Council
2. Personnel Department
3. Training Department
4. Department of Science Management and International Relations
5. Administrative Office
6. Department of Students' Affairs
7. Department of investigation and examination
8. Department of Planning and Finance
9. Faculty of Natural Sciences and Technology
10. Faculty of Humanities and Social Sciences Tourism - Economy
11. Faculty of Foreign Languages
12. Faculty of Mathematics and Informatics
13. Faculty of Pre-school and Primary Education

14. Faculty of Music and Art Education
15. Faculty of Agriculture, forestry and fishery
16. Faculty of In-service Education and Fostering Administrative Staff
17. Faculty of Maxism Leninism and Hochiminh Ideology
18. Youth Club of Informatics
19. Center of Informatics and Foreign Languages.
20. Center of Gymnastics
21. Veterans Organization
22. Red Cross Organization
23. Trade Union Organization
24. Students' Organization
25. Department of investigation
26. The Youth Union of QBU
Staffs and personnel of the university
- Total:
210 people
- Associate professor : 01 lecturers
- Doctorate Degree:
09 lecturers
- Main lecturers :
20 lecturers
- Masters:
54 lecturers
- Candidate for master: 26 lecturers
- Candidate for Doctorate Degree: 14 lecturers
The University has 210 cadres, lecturers and staff; of which there are 150
lecturers, 16 administrative-teaching cadres and 43 other staffs. There are 01 associate
professor, 9 doctors, 54 masters, 20 main-lecturers, 40 post-graduates.
For its great efforts and achievements, the college has had the honor of
receiving a Third-class Feat-of-Arms Medal (in 1972), a Third-class Resistance War
Medal (1974), a Third-class Labour Order (in 1979), and a Second-class Labour
Order (in 1999). Collectives and individuals members of the University have also
receiving many insignias, diplomas of merit and other noble rewards.
The achievements gained by lecturers and students of the University have
enriched its tradition and contributed to the industrialization and modernization cause
of the province as well as the whole country in the regional and international
integration process.
An overview on the international collaboration of Quangbinh University with
overseas countries over the past 4 years.
The collaboration of Quangbinh University with overseas countries has
developed rapidly, especially since the establishment of Quangbinh University in
October 2006. Untill now, Quangbinh University has signed the Memorendum of cooperation in training and scientific research with 30 foreign universities, in which
there are 23 universities of Thailand.
- The universities of Thailand: 23
- The universities of Laos:
02
- The universities of Korea:
02
- The universities of China:
01
- The universities of Canada: 01
- The universities of Polland : 01

This cooperation relationship bring much benefits for training work of
Quangbinh University and open up many chances of learning for students of
Quangbinh and other provinces around the country. So far, we have sent 100 students
of QBU to Thailand universities to take the courses of bachelor degree. Teaching
staff, students and cultural-activity exchange has been developed successfully so far.
The collaboration in research doing was speeding up. For the last few months, being
supported by Thai Government, Nakhon Phanom University, and with the permission
from Quangbinh People Committee, Dr.Somkait, the Dean of College of Agriculture
and Technology, Nakhonphanom University has a plan to go to Quangbinh University
to get studies on research potential and role of development on communities of
Quangbinh University.
Sakon Nakhon Rajabhat University established the relationship and
cooperation with Quangbinh University when the delegation of Sakon Nakhon
Rajabhat University paid a visit to Quangbinh University in 2005. Then, in 2006, the
delegation of Quangbinh University, led by Assoc.Prof.Dr. Nguyen Huynh Phan,
Rector of Quangbinh University paid an official visit to Sakon Nakhon Rajabhat
University and signed the MOU of co-operation in training and scientific research
with Sakon Nakhon Rajabhat University . Sakon Nakhon Rajabhat University can be
regarded as a bridge for Quangbinh University to establish warmly relations with
other universities in Thailand.
As a result, the relationship and cooperation between the 2 sides has
developed more and more. So far, teaching staff and student exchange between the
two institutes has been often carried out, especially in cultural and educational
activities. 26 students of QBU went to Sakon Nakhon Rajabhat University to take
courses for bachellor degree in the fields of their interest. They received warmly
welcome and a lot of help from lecturers and students of Sakon Nakhon Rajabhat
University. They felt happy and have made much progress in their study. 4 lecturers
and 2 students of Sakon Nakhon Rajabhat University also went to Quangbinh
University to study Vietnamese.
In the academic year of 2008-2009, 4 students of QBU will go to Sakon
Nakhon Rajabhat University to study for bachellor degree. The tuition fee for their
study was reduced. co-operation plan for Quangbinh University and Sakon Nakhon
Rajabhat University in the forthcoming future
For the development on the East West economic corridor in the fields of
education and socio-economy, in order to bring into play the gained results, two our
institutions will continue to implement some following plans:
1. Continue developing relationship and multi-cooperation between the two
sides according to regional and global integration in balance with sustaining and
promoting the cultural values of the two nations Thai-Viet.
2. Continue staff and students exchange programs between the two sides
including: bachelor program, vocational program, co-training program, trainee
program and post-graduate program. Sakon Nakhon Rajabhat University will receive
Quangbinh Universitys students for training in some strong fields, especially in
agriculture and technology, and help Quangbinh University in training the graduates
for master degree, receive the lecturers for practice and learning, teach the Thai
language for students and lecturers.
3. Continue cultural, art performance exchange program, organizing the

exchange programs of staff, students for short sightseeing and study between two
universities.
4. Speeding up co-operation in research doing, transfering technology and
linkage research database network between the two universities.
5. Establish the Thai language and culture research Centre at Quangbinh
University in 2009. We would like you to share experiences, to give us Thai cultural
materials and documents and to help us in teaching and learning Thai language and
culture.
Hopefully, the cooperation between the two sides will be more useful,
sustainable and effective for the development of education and training, socioeconomy and nations in the region.
Need of Continuing Vocational, Education according to Students and Parents

Opinions in Savannakhet Province, LAO People Democratic Republic

..2007 390
195 195
39 5
(Percentage) (Mean)
(Standard Deviation) (Cronbachs - coefficient)
(t test Independent Samples)

1.

2.

3.

4.

10
*
Abstract
The purposes of this research were to compare and investigate the means of
effective curriculum development in schools under the Office of Savannakhet
Province. The samples of the research were 195 parents and 195 students, form 39
secondary schools, enrolling in the first semester of academic year 2007. The
instrument used in the research was a set of questionnaire which was constructed by
the research. The data were analyzed by using percentage, mean, standard deviation,
simple correlation Cronbach s alpha coefficient and t-test (Independent sample)
The findings were as follows :
1. The needs of continuing vocation according to the parents and students
opinions, as a whole were at the medium level.
2. The needs of continuing vocational education according to the students
and parents opinions, as a whole were not different.
3. The needs of continuing vocational education according to the students
and parents opinions, in different secondary schools, as a whole were not different.
4. The programs of vocational education that should be encouraged the
students to study were Machine Shop, Welding and Metal Sheet, Builder, Art,
Agriculture and Home Economics.

(. 2007
: 1 -3)


( . 2540 : 25-28) (Robert Hoppock)
() (
.. 2550 : 6 - 7) 2
2
11

. 2007 23,528 143 2
11,767 11,767
390 39 195
195 (Krejcie and
Morgan. . 2550 : 28)
( Multi-Stage Random Sampling )
3 1
(Check list) 2
11

3 5

0.27 0.75 0.94

2
390
100
1) 390

186 47.69 204 52.31
3
2
3 2)

3

(Robert Hoppock, . 2540 : 20)

(2540 : 25-28)

5
(2544 : 57) 3
3)

(Stewart . 1981 : 152)

(Williams.
1970 : 545-554)

(Crite, . 2542 : 1721)

(2540 : )

. (2540).
. .. :
.
. (2544). 3
. .. :
.
. (2550). . :
.
. (2542). 3
. ... :
.
. (2007). 2007. :
.
. (2540). . : .
Stewart, E.W. (1981). Sociology : The Human science. 2 nd ed. New York : McGraw Hill.
Williams, M.A. (1970). Reference groups : A review and Commentary. Sociological Qarterly.
2
The Relationship between the Academic Performance and Students
Characteristics in Schools under the Office of Nakhon Phanom Educational
Service Area 2

2
351
117 117 117

(%) ( X ) (S.D.)
(One Way ANOVA) (Pearson s Product
Moment Correlation) (Stepwise Multiple Regression)
1. 2
2.
2 .05
3.
2
4. 2
5.
2
.05
6.
2
.01
*
7.
2 .01
8.
2
9.
2
Abstract
The purposes of this research were to investigate, to compare, to search for the
relationship, and to examine the predicting power between the academic performance
and students characteristics in schools under the Office of Nakhon Phanom
Educational Service Area 2 classified by status and sizes of schools. The samples of
this research were 117 school administrators, 117 heads of academic affairs, and 117
teachers. The instrument used in collecting data was a set of questionnaires made by
the researcher through review of literature. Statistics used were percentage, mean,
standard deviation, F-test (One Way ANOVA), Pearsons Product Moment
Correlation, and Stepwise Multiple Regression Analysis.
The findings indicated as follows :
1. The academic performance in schools under the Office of Nakhon
Phanom Educational Service Area 2, as a whole, was at the high level.
2. The school administrators, heads of academic affairs and teachers
obtained the opinions about the academic performance in the schools differently at the
.05 level of significance.
3. The perceptions of the school administrators heads of academic affairs
and teachers in the schools of different educational provision about the academic
performance in the schools, as a whole, were not different. The students
characteristics in schools under the Office of Nakhon Phanom Educational Service
Area 2, as a whole and in each aspect, were at the high level.
5. The opinions of the school administrators, heads of academic affairs and
teachers about the studentscharacteristics in the schools, as a whole, were different at
the .05 level of significance.
6. The perceptions of the school administrators, heads of academic affairs
and teachers in the schools of different educational provision about the students
characteristics in the schools, as a whole and in each aspect, were different at the .01
level of significance.
7. The academic performance and students characteristics in schools under
the Office of Nakhon Phanom Educational Service Area 2, as a whole, showed
positive relationship at the .01 level of significance.
8. The academic performance in the schools could predict the students
characteristics in schools under the Office of Nakhon Phanom Educational Service
Area 2.
9. The researcher proposed the means to develop academic performance
that could predict the studentscharacteristics in schools under the Office of Nakhon
Phanom Educational Service Area 2 and to apply for the school administration from
now on.

( 10. .. 2545-2559)

(. 2546 : 1-2)

2544

4

17 (. 2550 : 29)
1)
2 2)
2
3)
2
4)
2
5)
2 6)
2
7)

2 8)

2 9)
2

(. 2550
: 29) 17
(2546 : 1-2) 3 1
1.
2.
3.
1. 1 - 2
2. 1 - 3
3. 3 - 4
17
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
1.
2.
3.
2
1

2 2550 2,335 208
208 207 1,920

2 2550
330
351 117 117
117 117
(Multistage Random Sampling)

3
1
(Check List)
2
2 17
5

3
2 3
5

1 51
(r) r 0.23
(Cronbach s Alppha Coefficient)
0.99 0.97

2

(Itemtotal Correlation)
(Alpha Coefficient)
1 4
2 , 3 , 5 , 6 (F-test One - Way ANOVA) 7
(Pearson s Product Moment Correlation) 8
(Stepwise Multiple Regression)
1.
2
117 33.33 351 100
1 2
159 45.30 13 126
35.90 3 4 66 18.80
2. 2

3.
2
.05

4.
2
2
.05

5. 2

6.
2
.05
.05
7.

2 .01
8.
2
.01
0.63

.01
9.
2
6
.01

.05
0.152 6
44.60
10.
2 9

1.
2


2 2

1.2
2
2

17

1.3

1.4
1.4.1

1.4.2

1.4.3

1.4.4

1.4.5
2.
2.1

2.2
2.3

, . (2550).

.. 2550. :
.
, . (2545). 10 (.. 2545-2559).
: .
, . (2546). . :
.
. (2546). .. 2542 ( 2) .. 2545.
: .
Path - Goal Theory Leaderships Effectiveness on Academic

Management in Schools Under the Office of Mukdahan
Educational Service Area

160 (Checklist)
20 (Rating Scale)
95 SPSS FOR WINDOWS
(Percentage) (Mean) (Standard Deviation)
Chi Square test (F - test)
(OneWay Analysis of Variance)
(Pearsons Product Moment Correlation Coefficient)
1.

2.

3.

4.

5.

.01
*
6.

7.

.01
8.

.01

9.

Abstract
The purpose of this research was to investigate and compare the leaderships
effectiveness path-goal on academic administration in schools under the Office of
Mukdahan Educational Service Area, as perceived by 160 school administrators. The
checklist scale questionnaires were used in data collection on leadership of 20
questions, and the rating scale questionnaires were used in data collection regarding
effectiveness on academic management in schools with 95 questions. The collected
data were analyzed by SPSS for Windows applying for percentage, mean, standard
deviation, chisquare test, F- test, (OneWay ANOVA), Pearsons Product Moment
Correlation and Stepwise Multiple Regression Analysis.
1. Regarding PathGoal Theory Leadership of the school administrators in
the schools under the Office of Mukdahan Educational Service Area as perceived by
the school administrators, it was found that the Participative Leadership was at the
high level.
2. According to PathGoal Theory Leadership of the school administrators
in the schools under the Office of Mukdahan Educational Service Area as perceived
by the school administrators working in schools of different educational provision, it
was found that the PathGoal Theory Leadership showed no differences.
3. In regard to PathGoal Theory Leadership of the school administrators in
the schools under the Office of Mukdahan Educational Service Area on the position
attainment of the administrators, it was determined that there were no significant
differences toward PathGoal Theory Leadership among the school administrators.
4. The overall academic management effectiveness as perceived by the
school administrators in the schools under the Office of Mukdahan Educational
Service Area was at thehigh level. When particularly considered, it was found that the
effectiveness as of academic management was at the high level.
5. There was a differences on the overall effectiveness of academic

management in the perception of the school administrators in the schools of
differences educational provision at the .01level of significance.
6. There were no significance differences on the academic management
effectiveness in the opinions of the school administrators regarding position
attainment in general.
7. There was a positive relationship between PathGoal Theory Leadership
and the effectiveness of academic management at the .01level of significance.
8. The predicting power of PathGoal Theory Leadership could predict the
academic management effectiveness at the .01 level of significance. The Supportive
Leadership and Coercive Leadership obtained the predicting power toward the
effectiveness on academic management in particular ; the Participative Leadership
obtained no predicting power toward the academic management effectiveness.
9. The research proposed the means to develop PathGoal Theory
Leadership of school administrators and the effectiveness of academic management in
schools under the Office of Mukdahan Educational Service Area.
2540 3
43
2542 ( 2) 2545 1
6

(. 2542)

( . 2542 : 4)
( . 2542 : 14)

2540
2542 2545
4

(. 2546 : 33)

( . 2548 : 2) (2531 :
6)

( . 2530 : 73 - 76)

( . 2535 : 403)

( . 2540 : 58)

( . 2542 : 12)

( . 2542 : 2)

( . 2546 : 196 ; . 2549 : 2)

, ,

(
. 2548 : 317) (Path - goal theory)

( . 2547 : 72) (Leadership effectiveness) :

( . 2544 : 105)
(Robert House)
4 (leadership style)
(Supportive Leadership) (Directive Leadership)
(Achievement Oriented Leadership) (Participative
Leadership)

1)
2)
3)
4)
5)

6)
7)
8)

9)

(Robert House & Mitchell, 1974 : 81-97) 4 1)
2) 3) 4)

(2546 : 33) 12
1
1. 1 - 2
2. 1 - 3
3. 3 - 4
1.
2.
3.
.. 2547
38
(2)
1.
2.
3.
4.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)


(Path - Goal Theory)
2549 273
(Multi Stage
Random Sampling) 160 160
1 2 95 1 3
35 3 4 30

3 1 2
2

(Robert House and T.R. Mitchell. 1974 : 81 - 97) 3
12 1) 2)
3) 4)
5) 6) 7)
8) 9) 10)
11) 12)

(Cronbachs Alpha - Coefficient)
0.289 0.637 0.87
0.659 0.899 0.99
(Percentage) (Mean)
(Standard Deviation)
(Item total Correlation) (Pearson)
(Reliability) (Cronbachs Alpha - Coefficient)
1

2
Chi Square test 3

Chi Square test 4
( x ) ( S.D.) 5

(F - test)
(One Way Analysis of Variance) 6
(F - test)
(One Way Analysis of Variance) 7

(Pearsons Product
Moment Correlation Coefficient) 8


68
54 22
16

.01
3 4
1 2
1 3

.01
4 1
.01
1)
3

2)
2
3)
7

4)
. (2531).
, , 2(5).
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. (2547). . 3 : .
. (2548).
3. .. :
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. (2542). , . 1(21) 4.
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(), . (2547).
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. .. : .
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(..).
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2. : .
. (2540). 1051791. : .
House, R.J. & Mitchell, T.R. (1974). Path goal theory of leadership. Journal of Contemporary
Business,

1
Administrative Factors Affecting Learning Organization in Schools
under the Office of Sakon Nakhon Educational Service Area 1

1 1.
2.
3. 4.
5.
1
152 335
1 5
.98
(Mean) (Standard deviation) (Percentage)
(ttest for Independent Samples),
(One Way ANOVA), (Simple Correlation)
(Multiple Regression Analysis)

1. 1

2. 1

3.
.01
*
4.
.01
5.
6.
7.
.01
8.
1 6

6 78.90
78.90 .094
9. 6

Abstract
The purposes of this research were to : 1) investigate the learning
organization and the administrative factors ; 2) compare the levels of learning
organization and administrative factors on status and school sizes ; 3) identify the
relationship between learning organization and administrative factors ; 4) explore the
predicting power of factors in administration affecting learning organization; and
5) search for an appropriate way to enhance the administrative factors in schools
under the Office of Sakon Nakhon Educational Service Area 1. The sampling groups
used in this study consisted of 152 administrators and 335 teachers in schools under
the Office of Sakon Nakhon Educational Service Area 1. The instruments used to
collect data were a set of rating scale questionnaires of 5 levels with the reliability of
.98 and guideline questionnaires todevelop the administrative factors. Statistics
employed included means, standard deviation, percentage, ttest (Independent
Samples), OneWay ANOVA, Simple Correlation and Multiple Regression Analysis.
Findings were as follows :
1. The level of the learning organization in the schools under the Office of
Sakon Nakhon Educational Service Area 1 was at the high level in general. When
separately considered, it was found that all of the aspects on the learning organization
were at the high level from high to low : team learning, shared vision, systematic
thinking, internal model, and excellent membership.
2. The overall level of the administrative factors in the schools under the
Office of Sakon Nakhon Educational Service Area 1 was at the high level. When each
aspect was considered, it was determined that all were at the high level ranking from
high to low : organizational culture and atmosphere, decision making and shared
vision, personnel development, managerial administration, curriculum and instruction,
goals and feedback, effectiveness and information technology system.
3. The administrators and teachers perceptions toward the learning
organization different at the .01 level of significance.
4. The administrators and teachers opinions toward the administrative
factors were significantly different at the .01 level.
5. The schools of different sizes obtained no differences on the learning

organization.
6. There were no differences on the administrative factors in the schools of
different sizes.
7. There was the relationship between the administrative factors and the
learning organization in the same way at the .01 level significance.
8. The predicting power of the administrative factors affecting the learning
organization in the schools under the Office of Sakon Nakhon Educational Service
Area1; namely, effectiveness, performance goals and feedback, personnel
development, curriculum and instruction, decision making and shared visio and
motivation. Six administrative factors could identify the variance of the learning
organization at 72.80 and the predicting power at the 72.80 with the variance of
predicting power of .094.
9. The researcher proposed some guidelines toward theadministrative
factors that should have been developed on 6 aspects : effectiveness, performance
goals and feedback, personnel development, curriculum and instruction, decision
making and share visio and motivation.

(
. 2545 : 2 3)
.. 2542 3

(. 2548 : 2)

(Ubben 2001,
. 2548 : 6)

(Hughes. 1999, . 2548 : 6)

(Generative Learning)
(Grow)
(Develop) (Senge. 1990, . 2545 : 6)
1978
1990 (Senge)

(Pattern
of
thinking)
(Collective
aspiration)
( . 2547 : 12)
1.
1
2.
1
3.
1
4.
1
5.
1
6.
1
7.
8.
9.
(1990)
(2545) (2547)

1
1.
1.1
1.2
1.3
1.4
1.5
2.
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9

1.
2.
1.
2.
3.
1.
2.
3.
4.
5.
6.
7.
8.
9.
1.
2.
3.
4.
5.
1.
1.1
1 2549 2,911 251
2,660
1.2
1 2549 487 152
335 (Krejcie and Morgan)

( . 2543 : 40) (Multi-Stage Sampling)
2.
(Rating Scale) 5
3 1
2 3
.55 - .95
.98 .67- .96
.98
3.
3.1
1
3.2

487 472 96.91
3.3
4.

1.
1.1 (Mean)
1.2 (Standard deviation)
1.3 (Percentage)
2.
2.1 (Item
Total Correlation)
2.2
(Cronbachs Coefficient)
3.
3.1 (t test for independent Samples)
3.2 (One-Way ANOVA)
3.3 (Simple Correlation)
3.4 (Multiple Regression Analysis)

1
1. 1

2. 1

3.
.01
4.
.01
5.
6.
7.
.01
8.
1 6

6 78.90
78.90 .094
Y / = .266 + .260(X5) + .146(X9) + .141(X6) + .138(X4) + .119(X1) + .112(X7)
Z / = .267(Z5) + .162(Z9) + .161(Z6) + .148(Z4) + .127(Z7) + .126(Z7)

1-3
1
1
(N = 133)
(N = 339)
S.D.
S.D.
X
X
.60
4.02
.57
4.22
1.
.57
3.86
.64
4.01
2.
.59
3.99
.62
4.09
3.
.61
4.09
.59
4.28
4.
.59
4.08
.57
4.31
5.
4.18
.51
4.01
.53
* .05 (t471 = 1.96)
** .01 ( t 471 = 2.58)
(N = 472)
S.D.
X
.60
4.08
.60
3.90
.60
4.02
.61
4.15
.60
4.15
4.06
.53
t
3.35**
2.53*
1.63
2.94**
3.74**
3.27**
2
1
(N = 133)
(N = 339)
S.D. X S.D.
X
4.37 .52 4.15 .57
1.
4.30 .48 4.13 .60
2.
4.41 .47 4.20 .57
3.
4.28 .50 4.09 .57
4.
4.19 .53 3.98 .54
5.
4.36 .57 4.17 .63
6.
4.39 .53 4.19 .61
7.
4.08 .57 3.98 .56
8.
4.21 .54 4.09 .60
9.
4.29 .52 4.11 .52

* .05 (t471 = 1.96)
** .01 ( t 471 = 2.58)
(N = 472)
S.D.
X
4.21 .57
4.18 .58
4.26 .55
4.14 .56
4.04 .54
4.22 .62
4.25 .60
4.01 .56
4.13 .59
4.16 .51
t
3.87**
2.88**
3.66**
3.46**
3.79**
3.09**
3.20**
1.71
2.03*
3.48**
3
1
R2
(X5)
(X9)
(X6)
(X4)
(X1)
(X7)
(a)
R = .888
R2 = .789
* .05
** .01
.823
.866
.876
.882
.885
.888
.678
.751
.767
.778
.787
.789
.260
.146
.141
.138
.119
.112
.266
a = .266
S.E.b
.094 .267 6.349**

.038 .162 3.793**
.041 .161 3.361*
.036 .148 3.872**
.032 .127 3.761**
.040 .126 2.800**
.094
S.E.est = .094

1 2

1.
1.1
1

1.2

1.3 6

1.4

1.5

2.
2.1
2.2

2.3
1
2.4
1, 2 3
. (2545). : .
4. : .
________. (2548). . : .
. (2548). . : .
. (2547). . ..
: .
. (2545). . : .
1
Proposed Policy for the Development of Academic Affairs Administration
in Schools Under the Office of Sakon Nakhon Educational Service Area 1

1
12

176

1.

2.

3.

*
4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

Abstract
This research aimed to investigate the present state, problems and expectation
of academic affairs administration under the Office of Sakon Nakhon Educational
Service Area 1 and to develop 12 aspects of appropriate and possible proposed
policies of academic affairs administration by utilizing research method policy
consisted of developing proposed policy by surveying institutions and to analyze the
appropriateness and possibility of proposed policy by interviewing experts and
holding workshop seminars for stakeholders.
The sampling groups consisted of 176 school administrators and teachers
responsible for academic affairs obtained by means of multi stage sampling. The
instruments used for collecting data were open- ended questionnaires and semistructured interviews.
The research findings were as follows :
1. The Aspect of the Present State, Problems and Expectations of Academic
Affairs Administration in Schools : There were excessive contents in curriculum and
were not relevant to learners and local needs. The schools had not understood well on
how to make curriculum. The development of learning process was still used old
teaching methods. Most of the teachers had not changed their teaching methods,
lacking authentic measurement and evaluation and had not used various evaluations,
and unable to do a research for development of learners. There were few productions
and uses of learning and teaching materials because of inadequate supporting budget.
The utilities of learning sources for development were low due to insufficient budget.
The supervising system was not strictly put into practice because of unreliable
supervisors. The teachers lacked awareness of guidance and school guiding
management systems were not clear.
2. School Curriculum : The following are practical guidelines : development of
personnel, teachers, administrators and members of basic educational school boards as
well as information concerning states, problems and local needs. Establishment of
school curriculum structure and various subjects. Supervision of and follow up,
measurement and evaluation as well as development of school curriculum.
3. Improvement of Learning and Teaching Process: Development of the
teachers learning and teaching process approaches . Encouragement of the teachers to
evaluate and improve themselves continuously. Provision of a chance for community,
parents and all sectors to participate in, promotion of academic talks and activities,
teachers encouragement, morale, honest and pride and to publicity of the teachers
and students outstanding reputation and work performance.
4. Measurement, Evaluation and Transfer of Credit Systems : Allowance of
the schools to establish explicit rules, criteria and practical guidelines. Measurement
and evaluation of students in all subjects. Provision of a chance to design and produce
educational documents, and hold meetings, workshop seminars for teachers, school
registrars, measurement and evaluation staff. Encouragement of the schools to utilize
new technology and innovation to develop the school measurement and evaluation
systems.
5. Research for Educational Quality Development : Holding a workshop

seminar by providing research experienced key speakers. Creation of awareness to
teachers to be a person of cooperation in studying , analyzing and researching.
6. Developing Educational Materials, Innovation and Technology :
Promotion and support of the schools to produce, provide, use and develop teaching
and learning materials, innovation and technology. Development of the teachers and
personnel to be able to use them. Allocation of more and sufficient budget and
encouragement of the teachers to invent new innovation.
7. Developing Learning Sources : Survey and collection of data of learning
sources. Encouragement of all sectors to provide learning sources and produce
documents to be publicized and cooperate with other schools. Allowance of the
schools to evaluate and develop, study and research those learning sources.
8. Educational Supervision : Establishment of internal supervisory
committees and academic organizations and sub divisions. The schools had to make
supervising plans and schedules .Allowance of the schools to meet and plan as well as
to share evaluation between the schools and the Office of Educational Service Area .
Encouragement and support of internal supervision by the schools and administrators
and other schools.
9. Educational Guidance: Establishment of the school guidance
committees, organizing and enhancement of the systematic guidance services.
Holding activities relevant to the learners interests and aptitudes. Provision of
learning all the time and places and coordination with parents. Creation of awareness
of the importance of guidance at all class levels.
10. Developing School Internal Quality Accreditation system :
Development of the teachers knowledge and understanding of internal quality
accreditation systems. The schools had to develop themselves according to their own
internal quality accreditation systems. Cooperation with the Office of Educational
Service Area . Development of work in accordance with plans including the following
up audit and self- evaluation .
11. Providing Academic Knowledge for Communities : Holding parents
meetings to direct and explain them with school policy. Search for public and private
sectors to support budget. Encourage to exchange learning experiences between
schools and other institutions.
12. Coordination in developing academic affairs with other educational
institutions: Holding a meeting to plan academic development. Organizing activities
to promote academic excellence. Development and share personnel in needed fields.
13. Encouraging and Supporting Academic Affairs to Personnel, Families,
Organizations, Schools and Other Institutions: Educating them to understand about
participation. Holding a meeting to direct about the roles of members of basic
educational school boards. The schools had to adjust their own information systems
and provide scholarships and various welfare for the students.
2540
(.43)
2542 ( 2) .. 2545
()
5 (.. 2544- 2548)
17,652 3
1)
2) 3)
4)
1) 2)
1)

2)
50 4 5 6 (
(. 2548 : 5-15)

() .

1
1.
1
2.
1
1
2
1
1.
2 ./
3.
12
1.
2.
3. /
4.
5.
6.
7.
8.
9.
10.
11.
12.
1.
2 .
3.

10
1.
2.
3.
1.
1 (development of tentative proposed policy)
(Parallel)

(equivalent status design) (mixed methodology) Majchrzak.
1984 ( . 2548 : 32) (institute survey study)
1.1
1 3 1) 2)
3 )
1.2
2 (analysis of proposed policy)
2 1) (expert
interview) 2) (stakeholder group operational seminar) 3)
2.1
1 2549 352 176
176 352
1 2549 176
88 88 50
(multi stage random sampling)
2.2

(open end questionnaire) (semistructure interview)
12
2.2.1 1 2
1
2
12
2.2.2 12 2

2.3

12

(item objective congruence index : IOC)
3.50 - 5.00
3.50 12

2.4 (try out) (reliability)

(informants)
10 (
1)
10 10 20
10 10 20
2.5
2.6
(qualitative data)
2.7 (focus group interview)

8
2 6
15
2.7.1
2.7.2

20 2549 20 2549
2.7.3 (qualitative
data)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

1.. (2548).
1. : :
1.
. (2549). .
.. : .
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. .. : .
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. , 2 1 2.
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: , 3.
, . (2546). . :
(...).
. (2545).
. .. : .
(). (2548).
. .
Agthe, R.R. (1979). The elementarty principals perception of their own and the teacher roles in Curriculum
decision making. Dissertation Abstracts International,40(6), 3076-A.
Cave,L.J. (1992). The urban elementary principal as instructional supervisor (elementary principle,
supervision). Dissertation Abstracts International.(12), 454-456
Frank J. Goodnow. (1900). Politics and Administration. New York: McMillan Co.
Goodhart, W.H. (1991). The instrnment and expressive characteristics of public secondary School and
effectiveness. Dissertation Abstracts International,51(7),2214-A.
Spiripo,J.P. (1990). The instructional behaviors of principals in middle school In California and impact
of their implementation of academic achievement. Dissertation Abstracts International,
51(12),3986-A.

2
The Relationship Between Participatory Administration and the
Effectiveness of Schools Under the Office of Sakon Nakhon
Educational Service Area 2

2

2 2550 336

t test , F
test (One - Way ANOVA) (Pearsons Product Moment Correlation)

1.
2
2.
2
.05
3.
2
4.
2
5. 2

6. 2

* ()
7. 2

8. 2

9.
2
Abstract
The purposes of this research were to investigate,compare and find out the
relationship between participatory administration and the effectiveness of schools
under the Office of Sakon Nakhon Educational Service Area 2 and to develop
participatory administration and the effectiveness of schools. Samples used in the
study consisted of administrators and teachers under the Office of Sakon Nakhon
Educational Service Area 2 a total of 336. The tool used was a checklist
questionnaire. Statistics used for data analysis were percentage, mean, standard
deviation, ttest, Fest (One-Way ANOVA) and Pearsons Product Moment
Correlation.
The research findings were as follows :
1. The participatory administration of the schools under the Office of Sakon
Nakhon Educational Service Area 2 as perceived by the administrators and teachers
was at the high level in general.
Nakhon Educational Service Area 2 as perceived by the administrators and teachers in
the schools was significantly different at the.05level.
Nakhon Educational Service Area 2 as perceived by the administrators and teachers in
the schools of different educational provision was not different in general and in
particular.
Nakhon Educational Service Area 2 as perceived by the administrators and teachers of
different work experiences was not different in general and in particular.
5. The effectiveness of the schools under the Office of Sakon Nakhon
Educational Service Area 2 as perceived by the administrators and teachers was at the
high level as a whole and i each aspect.
Educational Service Area 2 as perceived by the administrators and teachers was not
different n general.
Educational Service Area 2 as perceived by the administrators and teachers in the
schools of different educational provision was not different.
Educational Service Area 2 as perceived by the administrators and teachers of
different work experiences were not different in general and in particular.
9. The relationship between the participatory administration and the

effectiveness of he schools under the Office of Sakon Nakhon Educational Service
Area 2 as perceived by the administrators and teachers showed no relationship in
general and in particular.

( . 2532 : 1)

(Swansburg. 1996 : 50) 4

(superleadership)

( . 2543 : 15)


( . 2546 : 4)

( . 2542 : 14
15)

1.
2
2.
2
3.
2
4.
2
5.
2
6.
2
7.
2
8.
2
9.
2
10.
2

2 2550
(Swansburg. 1996 : 50)
1.
2.
3.
4.
(.
2550 : 28) 4
1.
2.
3.
4.
1.
1.1
2 2550 265 3,356
359 2,997
1.2
2 2550 336
2.
3
1
(Check List)
2
2 (Rating Scale)
3
2 (Rating Scale)
3.
3.1

3.2
SPSS/PC (Statistical Package for the Social Sciences/Windows)
3.2
2 (Mean)
( . 2535 : 100)
3.3 3 F test (One way
Analysis of Variance) 2 t test Independent
Samples
3.4
2
(Pearsons Product Moment Correlation)
4.
4.1
Item Total Correlation ( . 2535 : 107)
4.2 (Alpha Coefficient)
(Cronbach) ( . 2535 : 96)
4.3
4.4 2 t test (Independent Samples
Test)
2
4.4 F test (One - Way ANOVA)

2
5.

10

1.
2
1
2
(Likert. 1991 : 13 - 14) (2544 : 16)
2.
2
.05 1
.01

2
2

(2545 : )
3.
2
3
2

(2546 : )
4.
2
4
2

(2546 : )
5. 2

5
2
(2543 : )
(2545 : )
6. 2
2
.01
.01
.05

6
2
(2531 : ) (2543 : )
7. 2

7
2
(2545 : )
8. 2

8
2
(2545 : )
9.
2

.01

.01 9
..
2542 .. 2542

40

.. 2542 (
.. 2545) 6

. (2544).

. .. : .
. (2531).
6.
.. : .
. (2546).
. .. : .
. (2545).
. .. : .
. (2545).
. .. : .
. (2532). .
: .
. (2545). . . 98 (2) : 14 15 , 2542.
.
. .. :
, 2545.
. (2543). . : .
Likert, R. (1991). New Patterns of management. New York : Mcgraw Hill.
Swansburg ,R. (1996). Management and Leadership For Nurse Manager. Boston : Jones and Bartlett.
:
1
The Effectiveness of Academic Administration in Accordance with
Philosophy of Sufficiency Economy : A Case Study of the Piyamaharachalai
School under the Office of Nakhon Phanom Educational Service Area 1

1

1
88
.98 ( X ) (S.D.)
(Content Analysis)
1.

2
1) 2)
1
2.

3
1) 2)
3) 4)
1
*
3.

1

(Focus Group)

Abstract
The purpose of this study was to investigate the present state, problems and
the effectiveness of academic admin, problems the Effectiveness of Academic
administration in accordance with the Philosophy of Sufficiency Economy of
Piyamaharachalai School under the Office of Nakhon phanom Educational Service
Area 1. The samples used for the study consisted of 88 administrators, the leaders of
teachers in the field, teachers and schools committee members. The instrument used
to collect data was a structured interview and questionnaires for collecting data with
reliability in effectiveness of .98. Statistics used were mean ( X ), standard deviation
(S.D.) and Content Analysis.
The finding of the study were as follows :
1. The state of academic administration in accordance with the philosophy
of the Sufficiency Economy in Piyamahalachalai schools , as a whole, and in each
aspect, were at a high level. The curriculum and instruction in 2 aspects 1) the
teaching process in school and 2) the development of learning process .The student
activities in 2 aspects 1) education guidance.
2. The problem of academic administration in accordance with Philosophy
of the Sufficiency Economy in Piyamahalachalai schools, as a whole, and in each
aspect, were at a low level as a whole, and in each aspect, The curriculum and
instructional in 3 aspects 1) the development curriculum 2) the development of local
curriculum 3) educational supervision and 4) the resource center development. The
student activities in 1aspects 1) the development of educational quality process with
other.
3. The effectiveness of academic administration affairs quality in
Accordance with the Philosophy of the Sufficiency Economy in Lead Moral
Schools under the Office of Nakhon Phanom Educational Service Area 1 as a whole,
and in each aspect were at a high level.
The researcher has proposed guidelines for promoting Educational practice
in accordance with the Philosophy of Sufficiency Economy to the focus that group
the curriculum and instruction, and the students activities should be upgraded.

10
.. 2550-2554 (2550 : 47)

74 .. 2542
.. 2544
(2550 : )

.. 2550
.. 2542
( 2) .. 2545

..
2550

(. 2546 : 1-2)

17
.. 2549

.. 2542 1 6

1

1.
1
2.

1
3.
1

1
-
-
-
-
-
-
-
-
1.
1.1
1.2
1.3
1.4
1.5
1.6
2.
2.1
2.2
1. 1
4 8
5 14 77 109
2. (Multi Stage
Random Sampling) 1 4
8 5
11 59
88

1 5
1 1
4 8
5 11 59
88
0.300.62
(Reliability) (Alpha Coefficient)
(Cronbach s Alppha Coefficient) 0.98 1.

10 (.. 2550-2554) (.. 25452559)


(2543 : )

(2543 : )

(2546 : )

2)
1

10 (.. 2550-2554)
(.. 2545-2559)

( .
2550 : )

(2543 : )

1)
2) 3) 4)
(2543 : )

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.
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.
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.. 2550. :
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.
. (2546). .. 2542 ( 2) .. 2545.
: .
. (2543).
. .. : .
The Relationship Between Change Management And Effectiveness of

Academic Administration in Pilot Schools of Change Agent Under
the Office of Nakhon Phanom Educational Service Area in
Nakhon Phanom Province

2550 234
32 153 49
5
(%) ( X )
(t-test Independent Samples) (One Way ANOVA)
(Pearsons Product Moment Correlation)

.01
.05
.01 (rxy= 0.782)
.01

3

8

Abstract
The purpose of this study was to investigate the relationship between change
management and effectiveness of academic administration in pilot schools of change
agent under the Office of Nakhon Phanom Educational Service Area in Nakhon
Phanom province. The samples consisted of 32 administrators, 153 teachers, and 49
school committee members. The statistics used in this data analysis were mean, standard
deviation, t-test(Independent Sample), F-test (One-Way ANOVA), Pearsons Product
Moment Correlation and Stepwise Multiple Regression Analysis.
The results found that : the relationship between change management and
effectiveness of academic administration in pilot schools of change agent under the
Office of Nakhon Phanom Educational Service Area in Nakhon Phanom Province
were at the high level. There was no difference between the status and work
experiences of school personnel. The statistically significant difference was found in
change management and effectiveness of academic administration between
elementary schools and high schools. The change management was positively related
with effectiveness of academic administration at the .01 level of significance (rxy=
0.782) and the predicting factor for the effectivenes of academic administration were
the philosophy of sufficiency to goodness, the strategy of change management,
innovation and technology changing management.
The 3 ways suggested for upgrading to upgrade the level of change
management were the philosophy of sufficiency to goodness, the strategy of change
management, innovation and technology changing management. The 3 way to
upgrade the level of effectiveness of academic administration were the development
or the conduction relate with the local curriculum development. This study was to
develop the quality of education in schools, the education supervision, the support of
the community strengthen, to cohere the cooperation academic development with
schools and other organizations , the service academic supporting to person, family,
organization, work place and another institutes. The turret choiceness to use in
schools the development and how to use the education technology.
2550
5 1) 2)
3) 4)
5) (. 2550 : 2 79)

7

32 469 105


1.

2.

3.

4.

5.

6.

7.

(. 2550
: 2-79) (
. 2550 : 30-31)
1
1.1
1.2
1.3
2.
2.1 1
2
2.2 3
4
3.

3.1 10
3.2 11 -20
3.3 20
5
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

15.
16 .
17.
1
1.
1.1

2550 7

32 469
105 606
1.2

2550 7 32 153
49 234
5 0.734 0.970
(Reliability) (Cronbach s : Coefficient)
0.946
(%) ( X )
(t-test Independent Samples)
(One - Way ANOVA) (Pearsons Product
Moment Correlation) (Stepwise Multiple Regression)
2


1.

5

17

2.

..2542

.. 2550

3.

.01
1-2

3-4
1-2

.05
1-2

3-4
1-2 3-4
1-2

4.

(Change Management)

5.

.01

6.

3

63.00
63.00 0.281

7.

3

8

, . (2543). .
: .
_________. (2545). 10 (.. 2545 -2559) . :
.
. (2548). . : .
, . (2550).
. :
.
__________. (2550).

..2550. : ,
2550.
3
Some Administrative Behavior Factors Related to Strategic Planning
Process of School Administrators under the Office of Sakon Nakhon

3
119 119
238
5
.98 5

.98
(Percentage) ( X ) (S.D.) (t-test Independent Samples)
(F-test One- Way ANOVA) (Pearsons
Product Moment Correlation)
(Item-Total Correlation) (Pearson) (Reliability)
(Cronbachs Alpha-Coefficient)
1.

2.
3.
I
.05

*
4.
5.
.01
I
.05
6.

Abstract
This study aimed to investigate some administrative behavior factors related to
strategic planning process of school administrators under the Office of Sakon Nakhon
Educational Service Area 3. The samples consisted of 119 school administrators and
119 planning teachers in schools under the Office of Sakon Nakhon Educational
Service Area 3 - a total of 238. A tool used for collecting data was a set of
questionnaires on administrative behavior of 5 aspects, leadership, decision making,
communication, and vision, participation, with the reliability of .98, and strategic
planning process of school administrators of 5 steps ; the analysis of both internal and
external environments in organizations, organizational directions of strategic
stipulation, strategic application, and strategic control with the reliability of .98.
Statistics employed were composed of percentage, mean, standard deviation, ttest
(Independent Samples), F-test (One-Way ANOVA), Pearsons product moment
correlation and Cronbachs alpha /coefficient.
The findings of this study were as follows :
1. The opinions of the school administrators and planning teachers towards
the administrative behavior factors related to school administrators, in overall, were at
the high level.
2. The perceptions of the school administrators and planning teachers
towards the strategic planning process of the school administrators, in overall and in
each aspect, were at the high level.
3. The opinions of the school administrators and planning teachers towards
the administrative behavior factors related to school administrators on decision
making (Autocratic I) differed significantly at the .05 level. The planning teachers
perceptions were at the lower level than those of the school administrators .There
were no differences on the rest.
4. There were no differences on the perceptions of the school
administrators and planning teachers towards the administrators strategic planning
processes in overall and in each aspect.
5. The administrative behaviors obtained the positive relationship with the
strategic planning processes at the .01 level of significance in overall and in each
aspect. The exception was that the administrative behaviors on Autocratic I showed
the negative relationship with strategic planning processes of the school
administrators at the .05 level of significance.
6. The ways to develop the administrators strategic planning processes on

the analysis of internal and external environments of organizations, strategic
directions, strategic stipulation, strategic application, and strategic control were also
included.
( . 2543 : )

( .
2544 : 12-13)


(Pressel. 1986 : 156)

(2530 : 11)

(O Neal. 1987 : 3269-A)

( . 2532 : 123,
. 2532 : 12-17)

( . 2543 : 1)

3
1.
3
2.
3
3.
3
4.
3
5.
3
6.
3
7.
3
8.
3
9.
3
10.
3
11.
3

(Bass. 1989 : 45-48) (Vroom and Yetton. 1973 : 13)
(O'Reilly and Robert. 1977, . 2540 : 91)

(Vision) (Braun. 1991 : 26) (Participation) (Cohen
and Uphoft. 1980, . 2548 : 64)
(Certo and Peter. 1991 : 15-18)
- 10
- 10-20
- 20
- 1 - 2
- 1 - 3
- 3 - 4
1.
1.1 1.3
1.2
1.4
2.
2.1 I 2.4 II
2.2 II 2.5
2.3 I
3.
3.1
3.2
4.
4.1
4.2
5.
5.1 5.3
5.2 5.4
5
1.
2.
3.
4.
5.
199
199 398 3
119
119 238 3
2550 60 (
. 2545 : 41)
3
1
(Check-list)

2
3

238
100

1.
3
2.
(2546 : 1-4)

3.
3
I .05

4.
3
(2544 : 11)
5.

.01 I
(Harrison. 1975
: 106)
6.

.05 1

7.

3
.05 2
.01 2
.05 1
.01 2

.05 1

.05 1
8.

9.

.05
10.

(2540 : 122-124)

11.

.01 I
.05
(2548 : )

.01
. (2540).
. .. :
.
. (2548).
. . .
: .
. (2546). . 7. : .
. (2543). . : .
. (2544). . : .
. (2535). . :
.
. (2532).
. .. : .
Bass, J.D. (1989). Instructional Leadership Activity of Elementary Principals in Effective Schools.
Dissertation Abstracts International, 50 (06) : 1492-A.
Certo, Samuel C. and Peter, J. Paul. (1991). Strategic Management : Concept and Applications. New York :
McGraw Hill.
Oneal, S.W. (1987). Classifying job Characteristics of Educational Administrations. And Examination of
Satisfier and Motivators. Dissertation Abstracts International, 47(9 ) : 3269-A.
Vroom, Victor H. and Yetton Philip W. (1993). Leadership and Decision Making. Pittsburgh : University of
Pittsburgh.

The Leadership of Female Administrators Affecting Personnel
Effectiveness Administration in Schools under the Office of
Sakon Nakhon Educational Service Area

268 50 218

(t-test Independent Samples)

1.

2.

3.

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9.
Abstract
The purposes of this research were to identify, compare and investigate the
relationship between the leadership of female administrators affecting to the
effectiveness of personnel administration in schools under the Office of Sakon
Nakhon Educational Service Area. The sampling groups used in the research were 50
female administrators and 268 teachers. The instrument used for collecting data was a
set of checklist questionnaires. Data were analyzed in frequency, percentage, mean,
standard deviation, t-test (Independent Samples), Pearsons product moment
correlation and multiple regression analysis.
1. The leadership of female administrators in the schools under the Office
of Sakon Nakhon Educational Service Area as perceived by the school administrators
and teachers regarding the transactional leadership, as a whole, was at the moderate
level but in terms of the transformational leadership, in general, it was at the high
level.
2. The effectiveness of personnel administrationt in the schools under the
Office of Sakon Nakhon Educational Service Area as perceived by the school
administrators and teachers, as a whole, was at the high level.
of Sakon Nakhon Educational Service Area as perceived by the school administrators
and teachers regarding the transactional leadership, as a whole, was not different but
in terms of transformational leadership, as a whole, it was at the .01 level of
significance. The school administrators had more acknowledgement than the teachers.

of Sakon Nakhon Educational Service Area as perceived by the teachers of different
gender regarding the transactional leadership, as a whole, was at the .01 level of
significance. The transformational leadership, as a whole, was at the .01 level of
significance.The female teachers obtained more acknowledgement than the male
teachers.
5. The effectiveness of personnel administration in the schools under the
Office of Sakon Nakhon Educational Service Area as perceived by the school
administrators and teachers regarding the effectiveness of personnel administration, as
a whole,was not different.
6. The effectiveness of personnel administration in the school under the
Office of Sakon Nakhon Educational Service Area as perceived by the teachers of
different gender regarding the personnel effectiveness, as a whole, was at the .01 level
of significance.
7. The transactional leadership showed no correlation with the personnel
effectiveness. The transformational leadership with the positive correlation with the
effectiveness of personnel administration, as a whole and in each aspect, was at the
8. The intellectual stimulation and inspiration of the transformational
leadership, as perceived by female administrators and teachers obtained a predicting
power with the personnel effectiveness at the .01 level of significance. But the
individualized consideration and the charisma obtained a predicting power with the
effectiveness of personnel administration at the .05 level of significance.
9. The researcher proposed the means on the development the leadership of
the female administrators and the effectiveness of personnel administration in the
schools.

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Bass, B M. (1985). Stogdillss of Handbook Leadership:ASurvery of Theory and Research.New York:
The Free Press, A Division of Macmillan Publishing,1985.
_______. (1990). From Transactionl to Transformational Leadership: Leaning Share the Vision.
Organizational Dynamics. 18(3) : 19-31; Winter,1990.
_______. (1990). Leadership and Performance Beyond Expectations.New York : Free.
Bass, B.M. and Avolio, B.J. (1990). Transformation Leadership Development. California : Sage Publications.
3
The Relationship between the Participation of Basic Educational
Committees and the Efficiency of School Administration under the
Office of Kalasin Educational Service Area 3

3

3

3
3 2549 328
(Multi-Stage Random Sampling)
(Rating Scale)
.73- .91 .99
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3
Abstract
This research was to study the level of the participation and to compare the
participation of Basic Educational committees on school administration in school of
different status and sizes, according to the Basic Educational Committees opinions.
The study also compare the efficiency in school administration under the Office of
Kalasin Educational Service Area 3 that had different sizes of schools, according to
the Basic Educational committees opinions. To study the relationship between the
participation of the Basic Educational committees and the efficiency of school
administration under the Office of Kalasin Educational Service Area 3, according to
the Basic Educational committee opinions and to find out the way of participation
development of the school committees in the school administration and to find out the
way of developing efficiency in school administration under the Office of Kalasin
Educational Service Area 3. The samples of the study were 328 Basic Educational
committees in chools under the Office of Kalasin Educational Service Area 3, in the
academic year 2007. The multi-stage Random Sampling was used in this research.
The equipments used in the research were the rating scale questionnaires. The
discrimination of the participation in general was between .73- .91 and the reliability
was .99 and the discrimination of the school administration efficiency was between
.88- .95, the reliability was .99. The statistics used in analyzing the data were
percentage, mean ( ), standard deviation (S.D.) and F-test (One-Way Analysis of
Variance), The average difference in pairs were tested Scheffe/s method, and
Pearsons Product Moment Correlation.
1. The participation of the Basic Educational Committees by committees in
school administration under the Office of Kalasin Educational Service Area 3,
discriminated by their school in general was at the high level in much Level when
considered in each found that all sides are in much Level
2. The participation of the Basic Educational committees on school

administration in the school classified by under the Office of Kalasin Educational
Service Area 3, status in general and in particular.
3. The participation of the Basic Educational committees on school
administration in the schools classified by sizes regarding 12 aspects under the Office
of Kalasin Educational Service Area 3, in general and in particular, differed
significantly at the.01 level.
4. The overall efficiency of school administration, was at the high level.
5. The efficiency of school administration, in the schools classified by
status under the Office of Kalasin Educational Service Area 3, as perceived by the
Basic Educational committees regarding 4 aspects, in general and in particular, was
significantly different at the .01 level.
6. The efficiency of school administration, in the schools classified by sizes
under the Office of Kalasin Educational Service Area 3, according to the Basic
Educational committees opinions, as a whole and in each aspect, was at the .01 level
of significance.
7. The participation on school administration in he schools under the Office
of Kalasin Educational Service Area 3, as perceived by the Basic Educational
committees obtained the positive with the efficiency of school administration at the
.01 of significance.
8. In the research, the researcher also proposed the ways to develop the
participation regarding school administration in the schools under the Office of
Kalasin Educational Service Area 3.

(
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Study of Leadership Style and Conflict Management Style of School

Administrators in Muang Sakon Nakhon Municipality

380 MSDT (The
Management Style Diagnosis Test)

(Reliability) ( Coefficient) 0.93
(Mean) (Standard Deviation)
1.

2.

2.1

2.2

2.3

2.4

* 4
Abstract
The purpose of this research were to investigate the leadership style and
conflict management style to obtain every leadership style of school administrators in
Muang Sakon Nakhon Municipality. The sampling groups used in the research were
380 teachers. The research tools consisted of demographic questionnaire, Reddins
Management Style Diagnosis Test (MSDT) translated by Ruktum, A and Conflict
Management Style questionnaire developed from Blake, Monton & Mouton &
Tappers concept. The reliability Cronbachs Alpha of Conflict Management Style
Questionnaire developed from Blake, Mouton & Tappers concept. The reliability
Cronbachs Alpha of Conflict Management style was 93. Data were analyzed by
SPSS/FW program to figure out frequency, percentage, mean and standard deviation.
The findings of this study were as follows:
1. According to the leadership style of school administrators as perceived
by the teachers, as a whole and the majority of the leaders was the high effective
leadership. The leadership styles in the majority, from high to the low, were
benevolent autocrats bureaucrat and executive. In the minority group, the deserter
styles were prevailed.
2. The conflict management styles of school administrators in Muang
Sakon Nakhon Municipality were found as follows :
2.1 The leadership on executive style of the school administrators in
Muang Sakon Nakhon Municipality : The conflict management styles, from high to
low, were composed of the solving , smoothing, compromising, avoiding and forcing
styles.
2.2 The leadership on benevolent autocrat style of the school
administrators in Muang Sakon Nakhon Municipality: The conflict management
styles from high to low, comprised the smoothing, compromising, problem solving,
forcing and avoiding styles.
2.3 The leadership is bureaucrat style of the school administrators in
Muang Sakon Nakhon Municipality: The Conflict management styles, from high to
low, consisted of the solving, smoothing, compromising, avoiding and forcing styles.
2.4 The leadership on deserter styles of the school administrators in
Muang Sakon Nakhon Municipality : The conflict management styles, from high to
low, the included are smoothing problem solving, compromising avoiding and forcing
styles.
(Scarcity)


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Blake, R.R., Mouton, J.S and Tapper, M. (1981). Grid Approaches for Managerial Leadership in Nursing.
St. Louis : Mosby.
Reddin, W.J. (1970). Managerial Effectiveness. New Yoke : Mcgrew-Hill.
Proposed Policy for Development of Graduate Studies Management at Sakon

Nakhon Rajabhat University
Asst.Prof.Dr.Chaiya Pawabutra*
Abstract
The two purposes of this study were 1) to investigate the current, problems
and expectations of graduate studies management in Sakon Nakhon Rajabhat
University and, identify goals and philosophy of graduate studies management for
selected universities at home and aboard as case studies to develop tentative proposed
policy and ; 2) examine opinions and suggestions from educational experts and
stakeholders to develop potentially appropriate policy in 7 aspects: 1) administration,
2) curriculum, 3) faculty, 4) students, 5) instruction, 6) thesis development, and 7)
library policy and procedures. Two stages of the policy research were used. The first
stage was the development of tentative proposed policy by institutional survey
method and multiple case studies. The second stage was the analysis of
appropriateness and possibility of proposed policy by expert in-depth interview, and
stakeholder group operational seminar. The data supported the finding as follows :
1. Administration The purpose was to upgrade the administrative structure
of the office in charge of establishing the graduate studies. The practice guidelines
were: establishment of graduate school, having the position of Vice President for
Graduate Studies and, having an external expert as a member of the graduate school
board.
2. Curriculum The purpose was to improve the graduate studies curriculum
to meet the needs of communities and society as a whole. The practice guidelines
were: offering of both Plan A and Plan B and implementation of a doctoral program
for developing the current graduate studies curriculum and, having the universitys
curriculum itself.
3. Faculty The purpose was to develop the faculty with higher educational
qualifications, academic ranks in harmony with those plans offered. The practice
guidelines were: the preparation of teaching personnel in accordance with the future
plan in the next 5-10 years, the participation of external distinguished personnel with
expertise in educational management, and the promotion of increased scholarly
production including more academic documents and texts among the faculty
members.
4. Students The purpose was to promote increased understanding among
students on the preparation process as well as essential learning skills. The practice
guidelines were: for both fulltime and part-time students to be successfully admitted
to the graduate school, having a thorough understanding of graduate studies at Sakon
Nakhon Rajabhat University.
5. Instruction The primary purpose was to improve the physical
environment, methods of instruction and increased qualified faculty members. The
practice guidelines were : that holding participatory workshops, developing
recreational rooms, conducting small group discussion, focusing on research-based
approaches of teaching, and promoting faculty teaching publications and text
production.
6. Thesis The purpose was to improve graduate students thesis advised by
the faculty. The practice guidelines were: adjustment of the number of thesis advisors,
increased offerings of independent study courses, arrangement for students to have
experience in conducting thesis development, and encouragement of external thesis
advisors.
*: Sakon Nakhon Rajabhat University
7. Library The purpose was to improve the library. For graduate studies The
practice guidelines were: the improvement of the quality of library holdings, and the
implementation of data base facilities base facilities for thesis development from both
within the country and abroad
Background and Significance of the Problem
According to the declaration of using the recent constitution and major laws as
well as the reformation of the economic and social structure both of public and private
section in order to prepare the crisis problems and rapid changes of economic, social,
political, and technological aspects especially the declaration of using the National
Educational Act 1999 causing the whole system of Thai Educational Reform since
organization management, perspective, and model of Educational management
service, management, searching for and personnel development, collecting of resource
for Education, technology development, as well as criterion development and Quality
Educational Assurance. Besides, the policy of Educational Opportunity Policy
causing peoples alertness in self development. The need for Educational service in
higher education level was likely to continuous and various increase which would
affect the organizational education management in the future (Sakon Nakhon
Rajabhat University, 2002). For the instructional process, it was like changing of
thinking and practicing technique of major education of Thailand. It was the whole
system of paradigm shift covering the objective, teaching material, instructional
process, management and assessment investigation, section 22 clearly identified that
Education had to hold principle that every student had his/her ability to learn and
improve oneself, and the students were the most important persons. The Educational
Management had to encourage students naturally and full potentiality. For higher
education, it specified in section 28 that included the specific objective to develop
higher education development and conduct research for developing body of
knowledge and society in the future especially with direct responsibility in academic
development and developing body of knowledge for society which would lead to
quality of graduates and society in further (Paitool Sinlarat, 2000).
Higher education institute was one organization in society with major role in
facilitating and supporting development of the country all the time especially in
producing the graduates, developing man power in medium and high level, creating
body of knowledge of Science and Technology as well as trying to adapt the role and
responsibility in producing graduates to doing different occupations to serve the
society need. Research and development was the source of academic administration
for developing skill and quality of life of people in the country to be relevant to
various changes of the world society as well as leading the context of national
development in the right direction with appropriateness, possibility, and bringing
balance of national development.
The Educational management in higher education level aimed to create and
maintain spirit and academic progress in order to apply academic excellence for
developing people and providing academic service for benefit of society and
humanity (Wijit Srisa-an, 1980). Therefore, the role of university as higher education
institute had to initiate in searching for knowledge as well as transferring knowledge
to other to gain more knowledge and apply knowledge for leading society (Jaras
Suwanwela, 1986). Graduate study was higher level management of higher education
focusing on complete searching, discovering, and applying knowledge while

undergraduate study focusing on applying knowledge. But, Master degree and
Doctoral degree study focused on thinking, especially in discovering, and required the
focus on gaining knowledge in some level to develop more complete work as well as
obtaining major skills in searching for knowledge all the time and being able to solve
problem (Paitool Sinlarat, 2003). For management of graduate study with quality
covering 4 factors of indicator: curriculum aspect, instructional system aspect, lecture
aspect, and student aspect (Prakob Kuptarat, 1989). The good quality of graduate
study depended on graduate study management in administration, curriculum, library,
information technology, and modern media, sufficient budget, the staffs high level in
ones field of study, collaboration and cooperation among the same kind of institute,
the administrators had to find budget both from inside and outside for students
training, there were planning for conducting research, various kinds of curriculum
such as Plan A, Plan B, and many ways of learning technique such as full time, part
time, and short course training (Adul Wiriyawechkool, 1998).
Sakon Nakhon Rajabhat University was a local educational institute
developing from teachers training school, college of education, Rajabhat Institute,
and Sakon Nakhon Rajabhat University providing service for people in the upper part
of Northeastern Region especially Nakhon Panom Province, Mookdahan Province,
Kalasin Province, and Sakon Nakhon Province with an implementation under the
changing situation of the globalization world and Thai society in social, economic,
politic, environmental, and technological aspects. These trends affected very part of
society as well as Sakon Nakhon Rajabhat University as well. According to situation
of globalization world, many kinds of changes were rapid and unstable. The
information and technology progress and computer science caused the recent world
adapting to the world age of learning society. It was necessary to encourage
potentiality and capacity in competing and developing human power by management
of the Educational Reform in order to gain human resource with quality, ability for
self developing oneself, society, locality, and country in many aspects to progress to
21st century firmly and highly dignified (Sakon Nakhon Rajabhat University, 2002).
The current evaluation and future trend of higher education management,
Sakon Nakhon Rajabhat University as local higher education with a major role in
producing man power in moderate and high level. Besides, according to responsibility
of the specification of University Act by teaching in Diploma, Bachelors Degree, and
Graduate Study for more than 40 years. For graduate study, the Educational
Management was promoted since 1992 by collaborative project between Sakon
Nakhon Rajabhat University and Khon Kaen University. The major field offered was
Educational Administration. The graduates received Master Degree from Khon Kaen
University. For learning place, it was Sakon Nakhon Rajabhat University. Later on,
the Rajabhat Institute National Act 1995 was used. Sakon Nakhon Rajabhat
University developed Master of Education Curriculum in Educational Administration
and admitted the graduate students majoring in Educational Administration, the first
cohort, since 1998 until 2004. There were total of 5 cohorts, 452 persons. Since 2002,
there was an enrollment of 119 students majoring in developmental strategy, 110
students majoring in Curriculum and Instruction. In 2004, the additional 3 curricular
of Master Degree were offered : 1) Science Education, 2) Local Research and
Development, and 3) Educational Technology and Media, and one more curriculum in
Leadership in Educational Administration. In the future, there was a plan for the
enrollment of more than 10 curricular for graduate students for graduate students both
in Master Degree and Doctoral Degree based on the need for local development. In
the recent time, there were 681 studying students, 201 graduate students (Sakon
Nakhon Rajabhat University, 2004). For the instructional management in graduate
study of Sakon Nakhon Rajabhat University, it focused on potentiality development in
thinking and ability in academic searching by oneself efficiently as well as ability in
studying, searching, conducting research, in order to find solution for different
questions by using correct technique based on academic rational, ability in proposed
information for others with different levels of competency to understand.
According to recent and future condition as the above, Sakon Nakhon
Rajabhat University proposed potentiality to offer more numbers of curriculum both
in Master Degree and Doctoral Degree. It was necessary to modify the strategy of
academic development in graduate study of Sakon Nakhon Rajabhat University
throughout both inside and outside the country in instruction, research, academic
service for society, and maintaining, and supporting Art and Culture under limited
condition of changing so that the university as origin producing knowledgeable and
intellectual persons for local society and national society especially those who
graduated in graduate study level would be key powers for developing people of
society as high level of academic persons. It was necessary to obtain guideline or
policy of developing an appropriate and right academic work in order to create policy
framework in producing graduates of Sakon Nakhon Rajabhat University with
academic standard quality leading to social development both in the Northeastern
Region and country efficiently further.
Research Objective
The objective of this study was to developed the proposed policy for
Educational Management in graduate study of Sakon Nakhon Rajabhat University
with specific objectives as follows:
1. To study the current condition, problem, and expectation of Educational
Management in graduate study level of Sakon Nakhon Rajabhat University and to
study the objective and practice guideline of Educational Management in graduate
study of universities inside and outside the country as a case study in order to develop
as the outlined propose policy.
2. To study the opinion and recommendations from the expert groups and
stakeholders in order to develop as the appropriate and possible proposed policy for
Educational Development in graduate study of Sakon Nakhon Rajabhat University.
Research Methodology
This study was policy research including 2 stages :
Stage 1, the development of tentative proposed policy using different kinds of
research methodology by each kind of research methodology would implement
together in parallel form. Information from each kind of research findings were used
in developing the proposed policy as equivalent status design which was one form of
Mixed Research Methodology (Majchrzak, 1984 cited in Wiroj Sanrattana, 2005) as
follows :
1) The Institutional Survey Research was conducted to study current

condition, problem, and expectation of Educational Management in graduate study of
Sakon Nakhon Rajabhat University including 3 techniques of sub-stage of research as
follows:
1.1 Documentary Research was an analysis of document, conference
report, annual report, other kinds of published document of project work manual,
quality assurance report, other kinds of published document of project work unit of
graduate study establishment of graduate study, and information of Sakon Nakhon
Rajabhat University advertising and being able to search from the Internet. The
findings were presented as Context of Educational Management in graduate study
classified into 7 aspects for studying in : 1) administration, 2) curriculum, 3) faculty
member, 4) student, 5) instruction, 6) thesis, and 7) library.
1.2 Opinion Survey was a survey of viewpoint from the sample group of
total number of population including university administrators, committee of
establishment of graduate study, curriculum administration committee, and lecturers
in graduate study for 36 persons. The instrument was an open ended questionnaire (or
semi-structured interview form, since it would be used in the in-depth interview with
the target group would be cited in the item 1.3 as well). It was investigated its quality
by the experts. The findings of an analysis of congruent index of the question and
objective by using appropriateness and possibility during 3.50-5.00 interval, found
that each question gained an average value of appropriateness and possibility more
than 3.50 for every question. The instrument was tried out with ten lecturers who
were not sample in Sakon Nakhon Rajabhat University by asking five of them to fill
out the questionnaire and five of them to be interviewed. It found that the sample
could answer questionnaire or be interviewed as the specified goal by every one. For
data gathering, the researcher asked for cooperation in data gathering from the
research sample by using letter from the Dean of Faculty of Education, Khon Kaen
University. There were 26 issues of returned questionnaire or 72% from the total of
36 issues. For data analysis, since they were qualitative data, the technique of
grouping data into group and descriptive form as current condition, problem,
expectation, and developmental guideline.
1.3 Target Group Interview was an interview the related persons with
Administration and management in graduate study directly to inform information
intensively including the rector, assistant director of establishing the graduate school,
chief of major field of study, and secretary of field of study, total of 9 cases by using
the same set of instrument of the opinion survey as cited in item 1.2. The interview
was performed during 15-30 September 2005. Data were analyzed by finding
important main idea from recommendations in an essay form by citing important
statement from interview in the reference in addition as well.
2) The Multi-case Study was a study objective and practice guideline of
Educational Management in graduate study level of three universities inside the
country: Chulalongkorn University, Sukothai Dhammatirach University, and Suan
Dusit Rajabhat University, and 2 universities outside the country : London University
and South Hampton University, the United Kingdom by using an observation
technique, listening lecture, interviewing major target group, and document analysis.
The research findings and analysis were presented in an essay form.
Stage 2, the analysis of proposed policy including 2 sub-research techniques

continuously as follows:
1) The expert in-depth interview. The researcher determined three selection
criteria: 1) the experienced persons of administration in graduate study level not less
than 2 years, 2) the administrative position in graduate study level or equivalent, and
3) the Educational degree not less than Master Degree. According to the result of
selection from 9 persons and interview during 30th November 2005. The interview
findings were presented in a descriptive form including interview statement.
2) The stakeholder group operation seminar. The objective was to allow
the stakeholder manage education in graduate study level, Sakon Nakhon Rajabhat
University collaborated in thinking, criticizing, and recommending in addition to
implemented research findings from the former stage. The stakeholder group included
the committee of graduate school, lecturers teaching in graduate study level, graduate
students, and interested persons, total of 108 persons. Two sessions of workshop
seminar was performed: 1) for the group of 79 graduate students on 29th January
2006 at Rachaprug Hall, Sakon Nakhon Rajabhat University, and 2) for 29 persons of
group of the administration committee of graduate school, lecturers teaching in
graduate study level, interested people and related persons on 8-9th February 2006 at
conference room on the ship, Nam Ngum Dam, Lao Peoples Democratic Republic.
Data analysis findings were presented as recommendations as proposed policy
including 2 factors : the objective and practice guideline of proposed policy in each of
studied aspect.
The stages of policy research as the above were presented in the illustration 1
Stage 2 : Analysis of
proposed policy
Stage 1 : Development of
proposed policy
Institute survey research
Document analysis
Opinion survey
Focus group
discussion
Multi case study
3 universities
inside the country
2 universities
outside the country
Outlining
proposed
policy
Expert
indepth
interview
Stakeholder
group
operation
seminar
Illustration 1 The stages of research methodology
Research
results
Conclusions and Recommendations

According to the institute survey research for studying the current condition,
problem, and expectation of educational management in graduate study level, Sakon
Nakhon Rajabhat University, and Multi-case Study of educational management in
graduate study level from the universities inside country including Chulalongkorn
University, Sukothai Dhammatirach University, Suan Dusit Rajabhat University, and
the universities outside country including London University and South Hampton
University, the United Kingdom. For the first stage, the researcher developed
Outlined Proposed Policy for interviewing the experts to consider the
appropriateness and possibility and offering workshop seminar stakeholder group for
collaborating in thinking, criticizing, and recommending in addition to the
implemented research findings from the first stage. Later on, it was developed as
Appropriate and Possible Proposed Policy for developing the educational
management in graduate study level of Sakon Nakhon Rajabhat University classifying
into 7 aspects including : 1) administration, 2) curriculum, 3) lecturers, 4) students, 5)
instruction, 6) thesis, and 7) library. The brief research findings and discussions were
as follows:.
1) The administrational aspect, there was proposed policy for determining
the objective to improve structure of educational management to be clear in
management system, line of control, and graduate study committee for developing the
effectiveness of graduate study management of Sakon Nakhon Rajabhat University.
There was proposed policy as the practice guidelines as follows : 1) allowing
university proposed work office as graduate study to the university council, 2)
allowing university for an appointment the assistant rector for division of graduate
study, and 3) allowing an appointment of outside expert collaborating in graduate
study committee. The proposed policy was appropriate and possible based on the
study of management condition in graduate study of Sakon Nakhon Rajabhat
University in the recent time, found that the project of an establishment of graduate
school with implementation with responsibility including: 1) being implementation
center in educational management of graduate study, 2) determining regulation, rule,
and criterion of implementation in graduate study, 3) implementation an enrollment
and selecting students in graduate school, 4) managing class schedule and educational
evaluation, 5) controlling and taking care of implementation based on educational
standard criterion of graduate study 2005, 6) being center of technology management
for instructional support, 7) developing curriculum for offering new field of study, 8)
setting up budget and controlling expenditure of implementation, and 9) reporting
outcome of implementation to the university. It was the independent work for entire
implementation with the strong point of gathering power for academic strength
focusing on rational of personnel resource use from different faculties together.
Consequently, the management, connection, and coordination were quick. The budget
management was independent under university rule which was appropriate with
context of Sakon Nakhon Rajabhat University. It was the beginning of teaching in
graduate study with a few number of field of study. When Sakon Nakhon Rajabhat
University showed readiness in personnel, building, material and supply, the
instructional promotion of each faculty, the model of educational management in
graduate study could be changed indifferent countries including Graduate School
for cooperating, investigating, taking care, and controlling the educational
management of different faculties with quality as the specified criterion as well as

including the administrator taking care of them so that the academic power of Suan
Dusit Rajabhat University was integrated according to the National University Act
2003 (Section 46) specified that allowing Rajabhat University coordinate entire power
for academic collaboration by using personnel, resource, and skill in implementing
the shared responsibility both in integrating entire power among universities and
inside Sakon Nakhon Rajabhat University. Therefore, it was necessary that the policy
administrator should control and take care of graduate study management by focusing
on aggressive management both in vision and behavior. As a result, educational
management of graduate study of Sakon Nakhon Rajabhat University was in a leading
level (Sakthai Surakitbowan, 29th September 2005). The outside experts should
participate in determining direction of educational policy in graduate study in order to
be guideline of planning implementation, limiting boundary and objective including
goal of implementation, as well as following up the implementation outcome for
evaluating work performance and applying in the development continuously.
2) For curriculum aspect, there was proposed policy for specifying
objective to improve graduate study curriculum of Sakon Nakhon Rajabhat University
to be able to serve the need of community and society. There were the following
proposed policy as guidelines as follows : 1) allowing the university offer both two
field of study: Plan A and Plan B, 2) allowing curriculum improvement of Sakon
Nakhon Rajabhat University, 3) supporting new curriculum development, and 4)
allowing curriculum of Doctoral Degree. Such proposed policy was appropriate and
practical. The recommendation for offering both 2 learning plans both Plan A and
Plan B as alternatives for students to select based on individuals need and interest.
But, the university had to show the control system of implementation to be productive
as the specified curriculum and satisfaction of consumer or students which was
congruent with the user or labor market, including every ones collaboration,
planning, implementing to follow plan, investigating outcome, and providing
feedback for improvement or development to be more advance. For the improvement
of new curriculum of Sakon Nakhon Rajabhat University, there should be following
up rational and cur5riculum development model and quality assurance of graduate
study, there was specific objective focusing on high level of academic and profession
and conducting research for constructing new body of knowledge. Therefore,
curriculum development in graduate study of Sakon Nakhon Rajabhat University
should be modern and keep in pace with changing of technology, value, and society
by using local human resource and academic resource as a searching origin. The
opened curriculum had to be in various patterns for giving an opportunity for different
occupations and statuses to enter extensively and equally. There was also offering the
Doctoral Degree in the field with readiness both in curriculum and staff in order to
provide service in higher level for local people and service area of Sakon Nakhon
Rajabhat University. Besides, it was the university staff development for receiving
higher level of degree especially in Educational administration or other related field of
study such as Leadership in Educational Administration.
3) For lecturer aspect, there was proposed policy for determining the
objective to improve staff of Sakon Nakhon Rajabhat University in receiving higher
degree, academic position to be relevant to teaching plan offered by the university
based on standard criterion of the Ministry of Education. There was proposed policy
as the practice guidelines as follows : 1) preparing personnel to be relevant to future

plan in 5-10 years, 2) allowing outside experts participate in educational management,
and 3) promoting the lecturer in producing their academic performances more. That
proposed policy was appropriate and practical. But, Sakon Nakhon Rajabhat
University had to offer staff development and educational personnel in obtaining
continuous standard and code of ethic of their profession as well as the fund for
promoting and developing the staff sufficiently in order to be an assurance for quality
of work of the lecturers and educational personnel. According to Adul
Wiriyawechakul (1998) said that the staff quality was the most important basic factor
in developing product with quality as goal and objective. Quality, included degree,
experience, responsibility on duty, culture and civilization as well as self dedication
on specified responsibility too. The lecturers took care of graduate study had to be
more knowledgeable and experienced in conducting research. Therefore, Sakon
Nakhon Rajabhat University prepare for staff development to be ready to be qualified
as the above by considering staff development to be relevant to future teaching plan.
Consequently, if the university had their staff with good reputation, academic
position, the number of staff based on standard criterion, there would gain money,
research grant, and graduate students to the university. So, it was a promotion of
reputation or dignity of university in an another way.
4) For student aspect, there was proposed policy for specifying objective to
promote understanding of readiness preparation and necessary skill for learning to
graduate students of Sakon Nakhon Rajabhat University both for part time and full
time students together. There was proposed policy as the practice guidelines as
follows: 1) allowing students enroll in graduate study both for part time and full time
students, and 2) promoting good understanding with those who want to further their
studying in graduate study. It was a good opportunity for facilitating of academic
experience obtaining from intensive studying of full time students and the experience
from their regular responsibility of part time students. So, it was academic
development of quality both for lecturers and students together. Moreover, it was also
standard maintenance equally for both kinds of curriculum regarding to the creation of
understanding in perspective, world view, and experience in educational quality
maintenance of students. It would also be another way of development of intellectual
potentiality for graduate students as well. It caused from the students opportunity in
meeting, sharing their opinion with their staff who had responsibility in educational
management for graduate study. As a result, common understanding would occur in
the specification of characteristic and students selection technique to enroll in
graduate study curriculum, structure of curriculum, lecturers, instructional
management, infra structure of library, acquiring of information and technology,
thesis, and educational evaluation. In addition, there was a creation of common
understanding in clearly determining quality of graduate study of university in many
aspects including: 1) universality, 2) compute knowledge and skill, and 3) expertise
in information and technology.
5) For instructional aspect, there was proposed policy in improving building
and space, instructional technique, and lecturer team in order to improve the quality of
instruction in graduate study of Sakon Nakhon Rajabhat University. There were
proposed policy as guideline practices as follows : 1) allowing lecturer team organize
common workshop together, 2) providing recreation room and small group
conference for learning together, 3) providing instruction focusing on teaching

research based, and 4) encouraging the lecturer organizing their teaching document.
That proposed policy was appropriate and practical because there was a proposed
policy for lecturers to organize the conference both before teaching, during teaching,
and after teaching. It caused common understanding in responsibility of lecturer as
well as motivating collaboration among the lecturers by setting boundary of each
lecturer clearly. There was also planning throughout curriculum regarding to content
without overlapping, work assignment, and learning achievement evaluation as well
as analyzing problem and guideline of solution for developing so that instructional
management in graduate study would have higher level of quality. For the
arrangement of recreation room, small searching room, it caused students learning
together, small group conference, consulting with each other regarding to learning
issues. As a result, the students showed more concentration and privacy of learning.
Therefore, the project of establishment of graduate school including preparation of
various facilities such as instructional stationery, appropriate place for self studying
such as small group seminar room, experiment room, research laboratory room,
reading room, etc. These things were important for studying in graduate study
especially working in academic atmosphere. It would help in increasing interaction
outside classroom among students and lecturers. The important thing was that the
students could have an interaction among students. For the proposed policy of
instruction by focusing on research based, it emphasized problem from working
practice based and the need from locality. So, the research findings would be used for
benefit of local development as well as the conference would be held regularly
according to trend of changing society. Since Sakon Nakhon Rajabhat University was
a higher education institute of Sakon Nakhon Province including educational service
area in the nearby provinces including Sakon Nakhon Province, Nakhon Panom
Province, Mookdahan Province, Nongkhai Province, and Kalasin Province. It was an
institute for initiating knowledge and applying knowledge in national development to
keep pace with changing in economic and society with quickly developed. Therefore,
it was necessary to study and develop by focusing on the instruction, research based,
focusing on problem from working practice based, and the need of locality, in order to
be research issues lead to construct body of knowledge for developing local
development.
6) For thesis aspect, there was a proposed policy for specifying objective of
improvement of thesis advising of the advisor and providing adequate experience for
conducting thesis in order to encourage students in conducting thesis correctly based
on research rational. There were practice guidelines as follows: 1) allowing the
adjustment of the number of advisors, 2) allowing curriculum for conducting
independent study, 3) allowing experience I conducting research for students, and 4)
encouraging outside expert to be co-advisor. The proposed policy was appropriate and
practical. According to the proposed policy for adjusting the number of advisor so that
there would be sufficient advisor based on standard criterion of the Ministry of
Education 2005 by considering detail of thesis proposal and thesis oral examination.
There would be committee helping in consideration, suggestion, to be appropriate
with research methodology. For research methodology, there were advisors advising
and many groups of committee such as the committee of proposal oral defend would
consider the appropriateness and suggest for improving to be correct based on
research methodology. Thesis committee considered detail of the finding analysis and
discussions. It could be seen that each process including other advisors suggestion
for conducting thesis periodically. So, it would be thought that it was appropriate and
adequate with the number of advisor reducing to only one person. The activity
management for creating experience of conducting thesis for students such as
workshop training, seminar, clinic etc. In order to encourage or motivate the students
for conducting thesis correctly based on research management rational and provide
continuity of thesis implementation process. Consequently, the students could conduct
their thesis on time as specified in curriculum. Besides, there would be development
of academic persons and researcher for society. When they graduated they might
conduct research for society by applying their knowledge from conducting thesis in
building new body of knowledge to solve problem and improve society.
7) For information aspect, there was a proposed policy for improving library
of graduate study of Sakon Nakhon Rajabhat University with high quality for
studying and searching in addition with learning and conducting thesis. There were
practice guidelines as follows: 1) allowing quality improvement of graduate study
library, 2) providing sufficient facilities for students, 3) providing data base of thesis
both inside and outside the country. The proposed policy was appropriate and
practical because studying in graduate study was a study for building new body of
knowledge and theories in order to use in society and leading to social and country
development. This level of study focused on academic excellence or research because
research was a tool of creation of new body of knowledge and applying for solving
problem and developing the country. Therefore, the instruction in graduate study
included learning in the classroom, self-study, seminar, research, etc. So, library
which was a major source for self-study of students, the university should provide
resource facilitating learning including the educational media and material with
sufficient number and adequate with the number of students as well as be relevant to
learning objective as well. According to Boonrod Wootisatkuls (1992) study criterion
for considering quality of private higher educational institute, found that for the part
of library or searching center including considered criterion as : number of journal,
reference book, and other kinds of document in the major field of study sufficiently
and modernly. Library provided service and facilitated in searching of lecturers,
adequate budget in buying textbook, journal, publications for library. The lecturers
could order the library to buy textbook based on the need of faculty or department.
Recommendation
1. Recommendations for application
1.1 Recommendations for Sakon Nakhon Rajabhat University
SakonNakhon Rajabhat University should bring proposed policy from the study for
developing educational management in graduate study level of Sakon Nakhon
Rajabhat University all 7 aspects as information for considering and determining
policy into practice in order to build academic strength of university.
1.2 Recommendations for related work office
1.2.1 The Office of Higher Education Committee might bring the

findings of this study as a guideline of educational development in graduate study of
Rajabhat University. Most of the included nearly the same context of educational
management.
1.2.2 Other Rajabhat Universities with similar context with Sakon
Nakhon Rajabhat University might bring research findings for using in educational
development of graduate study because management condition in lecturer aspect,
building and site aspect, curriculum aspect, and rule and regulation aspect as well as
the interested group of persons for studying was nearly the same. So, the research
findings could be applied for developing educational quality with higher efficiency.
1.2.3 Rajabhat Universities in the Northeastern Region should
develop network collaborating with each other in using common resource especially
the lecturer aspect which was limitation of Rajabhat Universities including limited
number of staff with degree and academic position. Therefore, it was necessary to
collaborate in exchanging famous lecturers and encouraging academic strength for
Rajabhat Universities.
1.2.4 The Office of Sakon Nakhon Educational Area which was
educational work office in Sakon Nakhon Province including a large number of staff
with degree and experience. Sakon Nakhon Rajabhat University asked for
collaboration in sending staff with characteristic according to standard criterion in
graduate study level to participate in teaching team and co-advisor together with the
university staff for developing quality of education of personnel in the area. Most of
them were educational personnel under jurisdiction of the Office of Sakon Nakhon
Educational Area requiring self development with higher level of knowledge and
degree.
1.2.5 Basic Educational Institute in Sakon Nakhon Province and
nearby provinces which was a service area of Sakon Nakhon Rajabhat University
should send personnel for being educated for self development with higher level of
degree or promoting knowledge for themselves. Since Sakon Nakhon Rajabhat
University was a higher education institute for local development, the modern
curriculum was developed for serving the need of in developing local more. As a
result, the students received knowledge and experience which could be applied in
educational quality development in locality truly as well as sending high potential
staff to collaborate in educational management in graduate study level with the
university.
1.3 Recommendations for stakeholder
1.3.1 In case of the University Council Committee, graduate school
should be established with clearness in management system which was central office
responsible in coordinating, investigating, taking care, and monitoring the educational
management in graduate study level with quality as specified criterion.
1.3.2 In case of staff in Sakon Nakhon Rajabhat University, self
development should be planned both of higher level of education and organizing
academic performance with increasing number. It should relevant to future plan
offering in 5-10 years.
1.3.3 In case of project administrators in establishing graduate

school, the adequate staff, building and site, and material and supply for an
instructional management as well as other kinds of facilities such as seminar room for
small group, computer set for an encouragement of better efficient instruction in order
to serve the need of local personnel in applying knowledge to solve problem and
developing locality.
1.3.4 In case of officers, they should provide convenience and
service according to their responsibility completely especially searching origin.
Various information and technology media should be provided including printing
material and electronic media with sufficient number and different kinds appropriate
with studying of graduate students. Besides, service beyond official time should be
provided for convenience of benefit use from different knowledge sources since most
of students worked during the work day.
2. Recommendations for future research.
2.1 In case of continuity research, when the research findings were used
in developing educational management of graduate study of Sakon Nakhon Rajabhat
University for a period of time such as 3-5 years. The university should encourage
land support for evaluating and finding recommendations in this issue because the
changing contexts in educational management and it might cause the need in
developing other aspects more.
2.2 In case of research and development, some issues as findings should
Be brought for continuity research. It might be survey research, case study research,
for developing the findings more intensively further.
2.3 In case of research for application benefit, research and development
process might be used for testing the effectiveness of real practice guideline.
2.4 In case of research for creating new body of knowledge, participative
research might be conducted in any practice guideline in order to study the effect of
changing and body of knowledge occurring from the action research.
2.5 In case of research for an evaluation, when any practice guideline
was used for benefit in developing for a period of time such as 3-5 years, the research
for overall evaluation or classification into each aspect should be conducted.
2.6 In case of research for strategic development of educational
management in graduate study level, the research of collaboration of university
groups might be conducted such as the Northern Easan Rajabhat University Group or
the Northeastern Region, Central Region, Southern Region, and Northern Region
Rajabhat University Groups.
2.7 In case of research and development for finding model of educational
management in graduate study level of Rajabhat University, the research of
appropriate model for Rajabhat University with different contexts should be
conducted.
Reference
Education, Ministry. (2005). The Annoucement of the Ministry of Education titled

Standard Criterion Of Curriculum in Graduate Study Level 2004.
Published on 21st February 2005.
Sakon Nakhon Rajabhat, University. (2005). The Announcement of Sakon Nakhon
Rajabhat University titled Determination of Criterion for Considering the
Major Advisor. Announced On 13th December 2005.
______. (2004). Self assessment Report. Sakon Nakhon: Graduate School, Sakon
Nakhon Rajabhat University.
Sakon Nakhon Rajabhat, Institute. (2002). The Educational Developmental Plan,
9th Stage, Sakon Nakhon Rajabhat Institute, B.E. 2545-2549. Sakon Nakhon :
Sakon Nakhon Rajabhat Institute.
Sanrattana, Wiroj. (2005). Policy and Policy Research Journal of Educational
Administration, Khon Kaen University. 1(2): 32-41.
Sinlarat, Paitool. (2000) Staff Development. Bangkok: the Ministry of University
Affair.
______. (2003). The Academic Work and Academic Quality Assurance in Higher
Education. Bangkok: Faculty of Education, Chulalongkorn University.
Surakijbowan, Sakthai. (29th September 2005) Interview. The Chief of Major Field
of Study in Educational Administration, Graduate Study, Sakon Nakhon
Rajabhat University.
Suwanwela, Jaras et al. (1986). On the Way to Research University. Bangkok:
Research Division,Chulalongkorn Universty.
Wiriyawechakul, Adul. (1998). Manual of Studying Management in Graduate
Study Level. Bangkok : Mahidol University.
______. (1998). The Indicator of Quality of Graduates in Graduate Study of Higher
Education Institutes. Bangkok: Graduate School, Mahidol University.
Wootisatkul, Boonrod. (1992). A Research Report titled The Criterion for
Considering the Excellency Of Private Higher Education Institute. Bangkok :
no date of printing.
The Development of Teachers and Schools to Cooperate with Sakon

Nakhon Rajabhat University in Development Teaching Profession
1) 2)
3) 4)
(Participatory Action Research :

PAR)
10 1) 2)
3) 4)
5) 6)
7) 8) 9)
10)

1.
2.
3.
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54 50 90
1 100
*
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3 (.1-3) 8 4 (.4-6) 8 16
1.
2.
3.
4.
Abstract
Purposes of the Study 1) To develop a joint schools standard for development
of teaching profession ; 2) To adapt strategic planning for development of schools
ready to become cooperative schools for developing the teaching profession ; 3) To
prepare activity for development of teachers ; 4) To evaluate the outputs of teacher
development activity.
Research Procedure
This study inquired into the problem by means of research and
development emphasizing participatory action research (PAR) done by the faculty of
education, Rajabhat Sakon Nakhon University in cooperation with Baan Phaan
Saharat Bamrung School and Nakae Phitayakhom School. There were 10 steps of
study : 1) Analysis of school and community relationship, 2) Meeting to discuss
details of the research project, 3) Understanding appraisals of problems and needs of
schools development, 4) Understanding appraisals of schools and based in a joint
school development standard, 5) Adjusting strategic planning for school development,
6) Holding a teacher development workshop, 7) Supervising and following-up, 8)
Reviewing a joint school standard for teaching profession development, 9)
Publicizing a joint school standard for development of teaching profession, and 10)
Evaluating and concluding results of performance. The data collecting employed
methods and tools concluding of workshop, meeting, public speaking on stage, brainstorming, observing, interviewing, qualitative analyzing based on contents and logics.
Qualitative analyses were done by using mean, standard deviation, and percentage.
Research conclusions
1. The joint school standards for developing the teaching profession
2. Strategic plans for teachers and schools development
3. Outputs of teacher development activities :
3.1 Baan Phaan Saharat Bamrung School held a workshop entitled the
development of illiteracy students via participatory action research (PAR). The
research using PAR form April 2005 to February 2006 to remedy the total 54
illiteracy students. They could improve their reading ranging form 50% to 90% of
what they had read. Every teacher or a total 100% could write a research report paper.
3.2 Nakea Phitayakhom School held a workshop during April 27, 2005
entitled the introduction of the curriculum into the introduction of the curriculum into
the classroom to let school develop an educational institution curriculum. The
research team used participatory action research (PAR) beginning from April 2005 to
February 2006. The faculty members develop every strand of institutional curricula
among 8 strands. Two volumes for each of strands were prepared for the third 3
grade interval and the fourth 3 grade, totally 16 volumes.
The High Accomplishment of the Project Should Have Come from
1. School administrations traits
2. Good understanding and relationship among the research and the school
director.
3. Teachers realizing that usefulness of self development and
support from administrators.
4. From the researchers amicable supervision and follow-up and from the
school administrators, and research teams amicable.

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Http : www.thaiedresearch.
Kemmis, S. & Mctaggart, R. (1998). The Research Reader. 3 rd ed, Victoria : Denkiri University .
Mckerman, James. (1996). Curriculum Action Research. 2 nd ed, London : Kogan Page.
The Local Science Curriculum Development in Sakon Nakhon Through

Participatory Action Research
. *
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PAR) 4 1)
2) 3) 4)
1.
2.

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. . 16 2550
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( 75)
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4.

Abstract
The purpose of the research was to develop and study results from
implementing local science curriculum in school at Sakon Nakhon province. The
research and development which was a participatory action research was applied to
this study. This research was composed of 4 following steps : 1) Analysing the local
education needs for data base curriculum development, 2) Developing local science
curriculum, 3) Implementing local science curriculum, and 4) Evaluating curriculum.
Every step of the curriculum development was participated by the community.
*
The results of research were as follows:

1. The local education need was to combine science and vocational and
technological substances.
2. The developed curriculum was an integration of science and vocational
and technological substances called science and bamboo weaving curriculum. The
aims of curriculum were to learn and apply the scientific knowledge and processes to
develop the quality of bamboo weaving.
3. The curriculum implementation was then experimented with 25 students
from Matthayomsuksa II of Bannongmaklor School taught by teacher and local
wisdom specialist for 16 weeks in the academic year 2007. The results were as
follows :
3.1 Seventy-five percent of all students had achievement scores higher
than
standard criterion (75%)
3.2 The students appreciation of local wisdom and average opinion on
integrated
curriculum was as a high level (4.00)
4. Form curriculum evaluation, it was found that administrator, teachers,
students, parents, and wisdom specialist perceived that the curriculum was efficient
according to the objectives and it also promoted good relationship between the school
and community, and could supplementary their income.
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*
Abstract
The purposes of this research were 1) to construct the activity model for
developing morals of teacher education students (5 year curriculum), and 2) to find
the efficiency of the activity model for developing morals of teacher education
students(5 year curriculum). The subjects of this research were teacher education
students whose major was social studies. In order to find out the efficiency of this
constructed activity model, the subjects behavior and the retention of their behavior
which occurred before and after the adoption of the model were compared.
Additionally, the level of behavior and moral of the subjects was compared to that of
the control group who were teacher education students majoring in Thai.
The results of this research could be summed up as the following :
1. The activity model for developing morals of teacher education students
(5 year curriculum) consisted of three phases :
Beginning Phase referred to the behavior and morals which the students
possessed and conducted before the constructed activity model was applied with
them.
Developing Phase were subdivided into 2 stages : a) three- day intensive
training (8 hours/day), and b) ceaselessfourweek activity participation
(2 times/ a week; 2 hours / a time = 16 hours in total).
Follow up Phase referred to the assessment of the retention of the
subjects behavior and morals that were measured after their participation in the
activities had been over for two weeks.
2. Regarding the efficiency of the activity model for developing morals of
teacher education students (5 year curriculum), three results were found out :
After the adoption of the constructed activity model with the subjects of
the study, the level of behavior and morals they possessed and conducted as a whole
was higher than that possessed and conducted before the adoption of the activity
model.
In comparing the level of behavior and morals between the subjects and
the control group, there was no difference between the average scores gained from the
subjects who took part in the activity model and the control group who did not take
part in the activity model.
In general, the students who participated in the activity model for
developing morals had higher average score than that of those who did not at the
follow up phase. The participants of the activity model also gained higher average
score in terms of their compassion and responsibilities. With regard to the discipline,
the participants and non-participants of the activity model did not gain different
average score.
Introduction
While the economic growth increases, its consequences on social degradation
are matters for developing countries, especially in Thailand. These changes caused
sudden concerns over moral and social issues, for example, corruption, public
insecurity, crimes, drug problems, gambling and illegal entertainment. Many Thai
educators and researchers supports the view that the economic growth is developed
without proper moral values (Khammanee, 2003 : 2 ). In addition, His Majesty the
King Bhumiphol Adulyadej delivered a speech dated on 18 November 2532 at the

36th Buddhist Association Meeting in Thailand. A translation of a key portion of the
Kings speech is as follows:
One of the changes that I am concerned is various
todays thoughts and behaviors which in the past are
perceived to be bad and wrong, but turning to be
acceptable in [present] society. Such practice and
behaviors cause problems, and deteriorate individual
ways of life. I have in mind that it is a duty of all
Buddhists to work out together seriously. Each person
and each sector should `maintain on [moral] principle
of not doing bad things, being brave and making a
strong effort to do good things which are righteous
and justice. These [approaches] would increase
desirable practice and behaviors, sustain society from
being degradation, and well lead to a gradual recovery
(Khammanee, 2003 : 3).
As His Majesty the King Bhumiphol Adulyadej pointed out, every part of
society should pay full responsibility in developing moral characteristics for Thai
people. Thus it requires, in the first instance, the strengthening of moral awareness
and development, and social responsibility.
Education Program of Rajabhat Institutes year 2003, in this respect, has
launched the 5-year curriculum combining course works plus a practicum. It is
designed to develop teacher trainee students education focusing on the learning
outcome, and to aim to produce qualified graduates with desired moral characteristics.
The four majors of desired students characteristics were outlined: being good and
smart citizens, and being good and smart teachers.
The Education Program of Sakon Nakhon University also aims to produce
professional teachers. This includes wisdom and the ability to integrate content,
pedagogical knowledge, skills, morals, and professional ethics and dispositions to
create educational management which are effective for all students. In addition, the
future teachers should be able to develop students good character, intellectual and
psychological readiness in order to live together with everyone else in harmony.
Moreover, the professional teachers should be able to keep up with changes and to
face problems or crisis intellectually. Having all these characteristics is necessary for
future teachers who have a duty to provide knowledge and to develop each student
into a desired and good Thai citizen in order to meet the needs of society.
As noted above, many educators and researchers have developed moral
principles and activity models for youth and students. For example, a study of
Chantana Pakbongkot and others (1999) developed a self-discipline activity model for
undergraduate students. In addition, Wallapa Chanphen (2001) developed a moral
awareness activity model for undergraduate students in Industrial Arts Program. The
model framework was based on a theory of Cognitive Behavior Modification.
Similarly, Tisana Khammanee (2003) proposed some guidelines for moral and values
development by applying the principles of Buddhism into teaching and learning. As
noted earlier, the literature provides useful information and guidelines to develop
morals for Thai people.
A researcher, is a lecturer in Education Program (5-year curriculum) at Sakon
Nakhon Rajabhat University, has a full responsibility to develop teacher trainee
students education. The researcher is also aware of the importance of the research
methodology in nurturing proposed moral activity training model for teacher trainee
students. The establishment of Moral Activity Training Model (MATM) is designed
to provide guidelines for Education Program to develop students capacity to prepare
them to be good citizens and good future teachers with moral and ethical awareness.
The proposed model is especially applied to teacher trainee students at one of the
Rajabhat Universities. Thus the findings from this research are also able to be applied
in Education Program of other universities.
The aims of the study are :
1. to develop a Moral Activity Training Model (MATM) for teacher trainee
students in Education program (5-year curriculum); and
2. to evaluate a Moral Activity Training Model (MATM) for teacher trainee
students in Education program (5-year curriculum).
Hypotheses
Three main hypotheses are tested in this research. They are:
1. After completion of the intervention, the participating students moral
behaviors are higher than prior participation.
2. After completion of the intervention, the levels of moral behaviors of the
students in the experimental group are higher than those of the control group.
3. After completion of the intervention, moral behaviors of the students in the
experimental group are still existed.
.
Conceptual framework of a Moral and Character Activity Training Model
(MATM)
The Moral Activity Training Model (MATM) of this research was drawn
from three principles: Professional morals for teachers (Akraborworn, 2001;
Sattayatham , 2001), Buddhism Principles of Building Faith and Yonisomanasikarn
Thinking (Amornwiwat, 1987; Phrathampidok, 2004), and Cognitive Behavior
Modification (Mahoney, 1974 ; Bandura, 1977 ; Meichenbaum, 1977 ; Chanpen,
2001).
The conceptual framework for a Moral Activity Training Model (MATM)
implementation in this present research was represented in diagrammatic form (see
Figure 1).
Professional Morals
for Teachers
Buddhism
Principles
Cognitive Behavior
Modification
Moral Activity Training Model (MATM)

for Teacher Trainee Students in Education Program
(5- year Curriculum)
Beginning Phrase
(1 week)
Developing Phrase
(6 weeks)
1. Orientation
Week 1: Intensive
2. Survey of behavior
training (3 day
needed to improve
training)
3. Survey of moral
Week 2-5 Active
behaviors in three
participation in
aspects: Kindness and
MATM
Compassion,
FigureResponsibility,
1: The conceptual
framework
and
Week 6: Evaluation
Self-disciplines
of students moral
behaviors.
Follow-up Phrase
(2 weeks)
1 Evaluation of
students moral
behaviors
2. Conclusion and
Discussion
Moral development of Teacher Trainee Students in

Education Program (5- year curriculum):
Kindness and Compassion, Self-disciplines, Responsibilities
Methodology
This present research aimed to develop a Moral Activity Training Model
(MATM) for teacher trainee students in Education Program (5- year curriculum). The
data collection process was divided into 3 stages.
Stage I : Using analysis and synthesis method to frame fundamental aspects
and key background information of desired morals development for teachers and
teacher trainee students in Education program. This process involved:
1. Study of related literature about morals and ethics for teachers and
teacher trainee students in Education Program .
2. Interviews of teachers, school administrators, and school committees
about desired morals and ethics for teacher trainee students.
3. Surveys of moral behaviors for desired graduates of Education Program
from teachers and school directors and teacher trainee students in Education Program.
Stage II: Establishing a MATM for teacher trainee students in Education

program. The three influential approaches- Professional morals for teachers,
Buddhism principles of Building faith and Yonisomanasikarn Thinking, and
Cognitive Behavior Modification were selected to formulate the model. The process
involved as follows:
1. Ranking fundamental aspects of desired moral behaviors in order of
importance for determining activities in the proposed model.
2. Exploring related literature involving theories of moral development,
moral activity model and evaluation of moral activity model/program.
3. Establishing a framework of a MATM for teacher trainee students in
Education program based on Professional morals for teachers, Buddhism principles of
Building faith and Yonisomanasikarn Thinking,and Cognitive Behavior Modification.
4. Developing specific components, elements, and activities for a MATM
5. Preparing handouts and other printed materials of a MATM
6. Evaluating the effectiveness of a MATM activities and materials
undertaken by a panel of experts
7. Refining the activities of MATM and materials
Stage III : Establishing instruments for a present research. A summary of the
instruments is provided below along with a description of each instrument as follows:
1. Survey of moral behaviors for teacher trainee students. The participants
evaluated their behaviors on the items which were consisted of 3 moral aspects:
kindness and compassion, responsibility, and disciplines. The Rating Scale questions
required teacher trainee students to rate their moral behaviors. The 5 points of the
Rating Scale: Always; Frequently; Sometimes; Infrequently; Never. The positive
items were scored as 5,4,3,2 and 1 ; while the negative items being reverse scored.
(Chanpen, 2544: 152)
2. Reflexive journals on moral behaviors were collected before, during and
after the intervention.
Stage IV: Intervention the implementation of the proposed MATM.
1. This research is designed as a randomized control-group pretest-posttest
design.
2. Population and Subjects
2.1 The population comprised of 217 undergraduate teacher trainee
students in their third year of Education program (5-year curriculum) across 5
academic majors in academic year 2006 at Sakon Nakhon Rajabhat University.
2.2 The subjects were two academic majors of third year of teacher
trainee students in Education Program academic year 2006 at Sakon Nakhon Rajabhat
University. They were selected across 5 academic majors using cluster random
sampling method, and select the desired group at random. The experimental group
was majoring Social Studies. The control group was majoring in Thai.
3. Data Collection Process. Data collection process was divided into 3
phrases as follows:
3.1 Baseline Phrase: Survey of moral behaviors for 2 participating
groups was administered before the intervention. The participants reflected the
characteristics of their moral behaviors
3.2 Developing Phrase was as follows:
3.2.1 The intervention process included:
1) The experimental group participated in a MATM as follows:

Stage I: Intensive training (3 days/8 hours a day).
Stage II: Intervention of a MATM (4 weeks/2 times a week/2
hours a day. 16 hours in total).
2) The control group attended all the regular practices for
teacher trainee students in Education Program and activities for students of Student
Development Division.
3.2.2 Data of both groups were collected as follows:
1) Participants responded to survey of moral behaviors in week 4
of the intervention.
2) Participants reflected their moral behaviors in twice-weekly
reflexive journals for 4 weeks.
3.2.3 Follow-up Stage: Survey of retention of participants moral
behaviors was administered within two weeks after the intervention. The reflexive
journals were applied to record participants moral progress.
4. Data analysis process was outlined as follows:
4.1 Statistical analysis of both groups moral behaviors was performed
using and S.D. .
4.2 Statistical analysis of the different of mean scores on
participants moral behaviors of both groups after the completion of the intervention
was performed using independent t-test
4.3 Statistical analysis the difference of mean scores on the experimental
group moral behaviors before and after intervention by using t-test dependent.
4.4 Statistical analysis the difference of mean scores of the
experimental group after the completion of the intervention and at the follow-up stage
(2 weeks after the intervention) for examining the retention of participants moral
behaviors. The t-test for dependent samples analysis was performed.
4.5 Qualitative data were collected and analyzed from participants
reflexive journals.
Conclusion and discussion
A summary of this research is described as follows:
1. The Moral Activity Training Model (MATM) for teacher trainee students
in Education Program (5-year curriculum) was consisted of:
1.1 Baseline Phrase. This phrase included a session of orientation and a
survey of moral behaviors before the intervention.
1.2 Developing Stage. This stage was divided into 2 sessions : 3 day
intensive training (8 hours a day), and the implementation of the MATM for 4 weeks
(2 days a week/2 hours a day. 16 hours in total).
1.3 Follow-up Stage. This stage involved evaluation of retention of
participants moral development within 2 weeks after the intervention.
2. The efficiency of the MATM for moral development of teacher trainee
students in Education Program (5-year curriculum) is as follows :
2.1 After the implementation of the Moral Activity Training Model
(MATA), the level of participating students moral behaviors as a whole was higher in
terms of kindness and compassion; and responsibility. There were no mean score
differences in terms of discipline aspect.
2.2 After the intervention, there was no difference in the mean scores of
moral behaviors between participants and non-participants.
2.3 The participating teacher trainee students in the MATM had higher
average mean score at the follow-up phase. They also gained higher average scores in
terms of kindness and compassion, and responsibilities. With regard to the discipline
aspect, the participants did not gain different mean scores.
Discussion
The findings of this research were discussed as follows:
1. After the implementation of the Moral Activity Training Model
(MATA), the level of moral behaviors of the control group was higher as a whole. It
was statistically significant at the level of 0.5 which was congruent with hypothesis
one.
The result showed that there was a possibility of implementing a MATA for
fundamental moral development into teacher trainee students practice in Education
Program (5-year curriculum). The aim of this proposed model was to prepare
students self-development for teaching career. The contents and activities proposed
were drawn from fundamental moral awareness for teachers such as kindness and
compassion, responsibility, and discipline. Based on a panel of experts,
administrators, teachers and participating teacher trainee students reflexive journals,
they perceived the MATM as a potential model that would be a new curriculum
within the Education curricula and practice in order to develop future teachers moral
awareness. Participants indicated various possibilities for including the program into
existing curricula and classroom settings such as an on-going training or extra
curriculum.
In addition, each aspect of the activities of the MATM should be instructed by
professional expertise in order to provide strategic advice on self-development in each
aspect of morals, to assist students to explore individual morals which need to change.
The presentation and analysis of modelings moral aspects should be included. This
view was similar to Bandura (1997) who recognized the importance of modeling. The
cognitive development could be derived from observations. As the modeling was able
to transfer and demonstrate moral characteristics through thoughts and behaviors at
the same time. Marasee Klangpraphan (2546) in her study, divided the modeling
mechanism into 3 aspects: behavior reinforcement, behavior resistance, and behavior
retention. The modeling could be a person or in other medium such as television,
radio, tape recorder, cartoon, tales, and newspaper, etc.
The MATM in this present study offered a person modeling. The instructor
was a modeling that provided knowledge and assisted students to analyze child
rearing modelings behaviors such as family members, and relatives, or other persons
such as former teachers, educators or politicians, etc. The proposed model allowed
students to explore a person modeling in terms of positive and negative attributes.
This activity would help students to look at moral behaviors in a more concrete way.
Thus the students would be able to analyze and present good moral behaviors and
improve individual moral performance. In addition, the MATM would be a useful
guideline to improve cognitive development focusing in particular on modeling. The
Buddhism principles were also adjusted into the proposed model involving building
faith. Such principle showed the influence of external factors such as training
environment, praying, and meditation. Teachers or guest speakers are Kallayanamitr

(good friends) to students in all activities. They demonstrated their kindness,
encouragement, and care to the students. These would definitely provide positive
environment to foster students development. In addition, a person who teaches others
about moral development must not lack of knowledge, have disapproved
characteristics and moral. They should have respectful manners (Amornwiwat,
2001 : 298). In addition, that person should apply cognitive psychology principles into
practice.
The MATM activities were also drawn on Yonisomanasikarn Thinking
Principles which assisted students to develop their thinking capacities. According to
students monitoring themselves on morals development from self-evaluation forms
and their reflexive journals, participants showed their interest and needs in terms of
learning styles and moral development. The experimental group (teacher trainee
students majoring in Social Studies) stated that their preferred learning strategies were
discussions on various topics, social problems in particular. The activities of the
MATM provided some exemplars: persons, documents, textbooks, and newspaper,
etc. for students to analyze their thinking, and to summarize their information for selfdevelopment. Moral development would be best upon individual motivation. The
individual motivation would help people to value their morals without expecting
anything in return (Sattayatham, 2001 : 375). Therefore, it is not necessary to offer a
reward to motivate students to learn or participate in moral development training.
Participating students daily reflexive journals during the 3-day training
session and twice-weekly journals were included in the activities of MATM. Students
were provided with opportunities to practice taking note in lecture, to analyze selfmoral development, and to make a self-commitment. This technique would help them
to develop their desired moral behaviors (Chanpen, 2001 : 266)
The surveys showed that after the intervention, the level of moral behaviors of
the control group was higher as a whole in terms of kindness and compassion, and
responsibility. It was statistically significant at the level of 0.5. The control group
possessed no difference in mean scores of discipline aspect. The overall higher scores
were resulted from the students gained knowledge and skills in developing their
kindness and compassion, and responsibility from participating in the MATM.
Building discipline is a long-term process of helping individuals develop knowledge
and practice. Chantana Pakbongkot and others (1999) proposed the model in
developing self-disciplines. The activities of the 5-month model were consisted of 2day intensive session, 4-week session/ 1-2 hours a week. After the 4-week session,
students were allowed managing their own practice. The result showed that the third
year undergraduate students whom experienced discipline at home possessed higher
mean scores than less-experienced students. It was statistically significant at the level
of .01 and .05.
Similarly, a social-cognition principle that contains these characteristics such
as self-discipline, self-confidence, caring, and positive attitudes towards democracy
are developed at an early age. The children who have been received good and caring
upbringing would develop their trust towards their surrounding environment. Building
trust is a fundamental aspect in developing confidence, and creative thinking. In
addition, socialization has an important influence discipline in children at an early
age, for example, upbringing, and modeling. These children would be brought up and
disciplined. Consequently, they would accept the rules and regulations, and be
reasonable that are fundamental values of discipline.
The control group possessed no difference in mean scores of discipline after
the completion of the intervention. This would associate with family background and
upbringing as literature noted previously. In addition, it would due to the timeframing. The MATM was a 6-week training which might not be able to develop the
students discipline in a concrete way.
2. The finding showed that there was unable to establish any significant
difference in mean scores of participating teacher trainee students and nonparticipants. The control group attended 7-day moral activity training (one of the
regular practices for teacher trainee students in Education program). The intensive
program was instructed by a monk as an excellent role modeling, and took place in a
temple. These environments influenced students to progress their morals.
From the findings of this present study, the MATM would be possible to
implement into teacher trainee students practice. It would be adopted as extra
curriculum or integrated with existing curriculum such as 7-day moral activity
training.
3. After the completion of the intervention, the participating students
possessed and conducted higher mean scores in terms of kindness and compassion,
and responsibility. There was no difference in mean scores in terms of discipline
aspect. The finding also showed that the level of moral development of experimental
group at a follow- up stage was higher after the completion of the intervention. The
on-going activities of a MATM assisted participating students to analyze their
behaviors, to present individual moral development plan and reported on their
progress. These activities would result the higher mean score of participants moral
development. Two weeks after the completion of the intervention, the evaluation of
participating students moral retention was administrated. The mean scores of
retention of participants moral development were increased. Throughout the
intervention, the students have developed and valued their moral practices. This
practice has led to improve students self-control and desired behaviors effectively.
The results and findings of this research were supported in several studies. For
example, a study by Wallapa Chanpen (2001: 271) reported that students improved
their behaviors as they were aware of their self-controlled behaviors, and a
consequence of action. This was resulted from receiving the training of behavior
analysis, self-monitoring, self-instructing, reasoning by looking for reasons for
feelings, and actions.
References
Akraborworn, T. (2001). Thai Professional Teachers. Bangkok: K.Polpim.

Amornwiwat, S. (2001). Promoting Ethics in Educational Institution, in Paitoon
Sinlarat, Knowledge to Morality. pp. 286-300. Bangkok : Chulalongkorn
Press.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, New Jersey :
Prentice-Hall.
Chanpen, W. (2001). Development of a Moral Activity Model for Industrial Students
Based on Cognitive Behavior Modification. Ph.D. Dissertation
Chulalongkorn University.
Khammanee, T. (2003). Development of Morals, Ethics, and Values : From Theory
to Practice. Bangkok : Sermsin Press System.
Mahoney, M. J. (1974). Cognition and Behavior Modification. Cambridge, Mass :
Ballinger.
Meichenbaum, D.H. (1977). Cognitive Behavior Modification : An Integrative
Approach, New York : Plenum.
Pakbongkot, C, and others. (1999). Development of A Self-Discipline Promoting
Model. Bangkok ; Office of National Culture.
Phrathampidok. (2004). Buddhism Principles in Teaching. Bangkok : Dhamasapa.
Sattayatham, P. (2001). Morals of Teachers. Bangkok : Chulalongkorn Press, 2001.
.

4

A Development of the School Curriculum in the Substance of Career and
Technology on Dyeing Piece of Cloth with Natural Color for Prathom Suksa 4
Students of the Remote Up-country Schools inChildren Development Program
Initiated by Her Royal Highness Princess Maha Chakri Sirindhorn, Kusuman
District, Sakon Nakhon
1)
4

2 2)
2.1)
4 -
80/80 2.2)

4
2.3)

4

4 1) 2)
3) 4)
4 3
13
() 27 45
*

1.
2. 82.77 / 84.13 80/80
3.
.01
4.
.01
Abstract
The purposes of this research were 1) to develop the school curriculum in the
substance of career and technology on Dyeing Piece of Cloth with Natural Color for
Prathom Suksa 4 students of the remote up-country schools in Children Development
Program Initiated by Her Royal Highness Princess Maha Chakri Sirindhorn, Kusuman
District, Sakon Nakhon as the supplementary substance ; 2) to evaluate the developed
curriculum by 2.1) investigating the efficiency of the curriculum on the basis of 80/80,
investigating learning achievement of students learned through the developed
curriculum, and 2.3) investigating learning attitudes of the students learned through
the developed curriculum.
This research procedures comprised 4 steps: 1) analysis of basic information,
2) curriculum design, 3) curriculum implementation, and 4) curriculum evaluation and
development. The subjects of this research were Prathom Suksa 4 students in schools
in Kusuman District, Sakon Nakhon. The subjects were divided into 3 groups
according to the school sizes : 13 students of Khokmuang School as the representative
of the small-sized school group, 27 students of Nong Platong (Prachawitthayakhan)
School as the representative of the medium-sized school group, and 45 students of
Anubarn Kusuman School as the representative of the large-sized school group.
The results of this research were :
1. The fficiency of the developed school curriculum in the substance of
career and technology on Dyeing Piece of Cloth with Natural Color for Prathom
Suksa 4 of the remote up-country schools in Children Development Program Initiated
by Her Royal Highness Princess Maha Chakri Sirindhorn, Kusuman District, Sakon
Nakhon was at thevery high level. It was found that it was appropriate for local
communities, suitable for learners, and could be used in schools.
2. It was found that the development of school curriculum in the substance
of career and technology on Dyeing Piece of Cloth with Natural Color for Prathom
Suksa 4 students of the remote up-country schools in Children Development Program
Initiated by Her Royal Highness Princess Maha Chakri Sirindhorn, Kusuman District,
Sakon Nakhon was higher than the set standard of 80/80 with the score of
82.77/84.13.
3. The students learning achievement after the curriculum implementation

was higher than that before the curriculum implementation with the significant
difference at the .01 level.
4. The students attitude improvement toward the developed curriculum
was higher than that before the curriculum implementation at the .01 level of
significance.

25 2533

33 (
1. 2549 : 1)

5 3
..2550-2554 4 5 1)
2)
3)

4)
5)
( . 2545 : 1-45 ; 2550 : 1-7)

2540

( . 2541 : 29 ;
. 2541 : 216 ; . 2543 : 73)
2540
46 69 81 289

( 2540. 2540 : 10-75)
2544

3 3.1
1 3

(. 2545 : 1-31)

()

4
2

1.
4

2
2.
2.1
4

80/80
2.2

4

2.3
4

4
1
4
1
1.1
1.2 2544
2
2.1
2.2
2.3
2.4
3
3.1
3.1.1
3.1.2

3.1.3
3.2
4
4.1
4.1.1 80/80
4.1.2 -
4.2
4
1 1 2550 717 26
4 3
1 1 2550 85 3

1. 4/1 45
2. () 4
27
3. 4 13
4
7 13
1 3
1 1
2

2
2 2
1
2
3 5
1 3
2 2
4 3
1 2
2 1

1.
4
2
1.1 1
1.2 2
2. 40 (Difficuity) p
0.21-0.75 (Discrimination) r 0.21-0.86 0.99
3. 0.24-0.64
0.89
4.
5
5 1. 2.
3. 4.
5.

4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.00-1.49

1 2550 13
7

4
3

1.
1.1
1.2 ( x )
1.3 (S.D.)
2.
2.1
( . 2537 : 167)
2.2 ( . 2538 : 155-160)

2.3 (Discrimnation) (
. 2535 : 87)
2.4 KR20
(Kuder Richardson) ( . 2535 : 91-93)
2.5
(Item-Total Corelation) ( . 2540 : 118)
2.6 () Cronbach
SPSS 12.0 for Windows
3.
2
() ()
1 ()
2 ()
1 / 2 80/80
(2545 : 63-64)
()
= - 100
-
50
( . 2548 : 95)
4.
4.1 (t-test
Dependent Samples) SPSS 12.0 for Windows
4.2 (t-test
Dependent Samples) SPSS 12.0 for Windows

1.
4
2.
4
-
82.77 / 84.13 80/80
3.
4
-
.01
4.
4

.01

4

1.
1.1 82.77 / 84.13
4

1.2
1.3

1.4
/
2.
2.1

2.2
3 4

. , . 1(10) : 29-34 ;
2541.
1, . (2549). . .
, . (2545).
3 ..2545-2549, :
.
_______. (2550). 4 ..2550-2554,
: .
. (2535). . : .
_______. (2538). 2. 2. : .
. (2541). . 5. : .
. , . 3(3) : 73-79 ;
2543.
, . (2545). 2544. :
.
_______. (2545).
2544. : .
. (2537). . : .
. (2548). . : ,
3
The Effectiveness of Producing and Implementing School Curriculum
in Schools under the Office of Sakon Nakhon Educational Service Area 3

3 2549

73 214
73 360
0.98
SPSS FOR WINDOWS (%) (Mean)
(Standard Deviation) (F test )
1.
3
2.
3
3.
3
.01

4.
3
.01

*
5.
3 .01

6.
3 .01

7.
Abstract
The purposes of this research were to investigate, to compare and to seek
guidelines on the development of the effectiveness of producing and implementing
school curriculum in schools under the Office of Sakon Nakhon Educational Service
Area 3 as perceived by school administrators, teachers and scholars in the Basic
Educational Institution Boards and to compare position status and sizes of schools.
The sampling groups used in the research were 73 school administrators, 241
teachers and 73scholars. The rating scale questionnaires were used in data collection.
The reliability of Cronbachs Alpha was .98.The collected data were analyzed by
SPSS for Windows applying for percentage, mean, standard deviation and F-test.
1. The effectiveness of producing school curriculum in the schools under
the Office of Sakon Nakhon Educational Service Area 3, as a whole, was at the high
level.
2. The effectiveness of implementing school curriculum in the schools
under the Office of Sakon Nakhon Educational Service Area 3, as a whole, was at the
high level.
3. The opinions of the administrators, teachers and scholars toward the
effectiveness of producing school curriculum in the schools under the Office of Sakon
Nakhon Educational Service Area 3, as a whole and in each aspect, were significantly
different at the .01 level. The administrators and the teachers obtained the perceptions
toward the effectiveness of producing school curriculum in the schools higher than the
scholars. The administrators and teachers opinions were not different.
4. As a whole and in each aspect, the perceptions of the administrators,
teachers and scholars toward the effectiveness of implementing school curriculum in
the schools under the Office of Sakon Nakhon Educational Service Area 3 were
different at the .01 level of significance.The opinions of the administrators and
teachers toward the effectiveness of implementing school curriculum in the schools

were higher than those of the scholars.The perceptions of the administrators and
teachers were not different.
5.In general and in particular, the schools under the Office of Sakon
Nakhon Educational Service Area 3 with different sizes obtained the effectiveness of
producing school curriculum in the schools at the .01 level of significance. The
medium and largesized schools obtained the effectiveness of producing school
curriculum in the schools higher than the smallsized schools. There were no
differences on the effectiveness of producing school curriculum in the mediumand
largesized schools.
6. The schools classified by sizes under the Office of Sakon Nakhon
Educational Service Area 3 obtained the effectiveness of implementing school
curriculum in the schools, as a whole and in each aspect, at the .01 level of
significance. The medium and largesized schools showed the effectiveness of
implementing school curriculum in the schools higher than the smallsized schools.
There were no differences on the effectiveness of implementing school curriculum in
the medium and largesized schools except the aspects on promoting , supporting
learning process and learner development process activities. The effectiveness on
these aspects in the largesized schools was at the higher level than in the medium
sized schools.
7. The researcher also proposed guidelines for producing and implementing
school curriculum in the schools.

2521 ( .. 2533) 2521
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73 360 73
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2.
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Scale) 3 1) (Check List)

2)
3
3)
3

- 0.28 0.98
0.21 42
0.98
3.
360
100
(F test ) (One Way ANOVA) (Scheffe)

1. 360
73
20.30 214 59.40
73 20.30
80
22.20 190 52.80
90 25.00
2.

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Participatory Research for Developing Academic Affairs Quality of
Ban Thamtao School, Amphoe Akat Amnuai, Changwat Sakon Nakhon

*

4

17
1.

2.

3.

1.
1.1 8
1) 2) 3)
4) 5) 6)
7) 8)

1.2
4 1) 2) 3)
4)
2.

1

*
3.
Abstract
The purposes of the study were to develop academic affairs quality of Ban
Thamtao School, Amphoe Akat Amnuai, Changwat Sakon Nakhon based on
Participatory Action Research (PAR) on 4 phases : preparation, planning, operation
and evaluation. The sampling group consisted of the researcher, and 17 teachers of
Ban Thamtao School. The aims of this study were :
1. To investigate present state and problems of academic affairs administration
in Ban Thamtao School, Amphoe Akat Amnuai, Changwat Sakon Nakhon.
2. To designate process and plan, development of academic affairs quality
of Ban Thamtao School, Amphoe Akat Amnuai, Changwat Sakon Nakhon.
3. To follow up and evaluate academic affairs quality of Ban Thamtao
School, Amphoe Akat Amnuai, Changwat Sakon Nakhon.
1. The situation and problems of academic affairs administration of Ban
Thamtao School.
1.1 The situation of academic affairs administration was at the high level
in 8 aspects : 1) curriculum development, 2) evaluation, assessment and transfer of
learning achievement, 3) resource center development, 4) education guidance, 5)
school quality assurance development, 6) promotion on academic communities, 7)
cooperation of academic affairs development with other chools, and 8) promotion and
support on academic affairs to personnel, families, organizations, departments and
educational institutions.
1.2 The problems and threats of academic affairs administration found
were : 1) learning development process, 2) educational supervision, 3) materials,
innovation, educational technology development, 4) educational development
research.
2. The development of ducational quality process comprised: documentary
study as the resources of academic affairs of Ban Thamtao School, interview of the
school administrator and school board members, study from prototype academic
schools from one school under the Offices of Sakon Nakhon Educational Service
Area 1, 2 , 3 by interview, observation and meetings. The academic affairs
development by workshop for the teachers in Ban Thamtao School was also included.
3. The development of academic affairs quality system by the conclusion
on the results of the comparison on the situation and academic affairs development
problems by learning from prototype schools compared with Ban Thamtao School
was evaluated through the training.
The results from the operation steps : the teachers in Ban Thamtao School
perceived and understood the Participatory Action Research PAR) leading to the
development from workshop concerning the problems to the operation learning and
teaching activities.

4

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PAR)

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2.
3.

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2.

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3.
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1.1
1.1.1
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3 6 2548
6 2549 4

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2549 3 2549
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1.2

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1.2.2
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1.2.3

1.2.4
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1.2.5

,
20

1.2.6

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1.2.8

1.2.9
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1.3

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2.1.

2.1.1 . . . 1
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Balanced Scorecard
Evaluation of work performance of Sakon Nakhon Teacher Savings and
Credit Cooperative Limited by Balanced Scorecard technique

Balanced Scorecard

439
(%) ( X )
(S.D.) (One Way ANOVA)
1. 2 ( 2547 2548)

2.
3.

4.
5.
2 1) 2)
*
Abstract
The objectives of this research are to investigate, to compare evaluation of
work performance of Sakon Nakhon Teacher Savings and Credit Cooperative Limited
by Balanced Scorecard technique by divide to be sexual and constituency. The sample
used in this research consisted of 439 customer perspective officers and committees of
work performance of Sakon Nakhon Teacher Savings and Credit Cooperative
Limited. The instrument used in the research was a set of questionnaires and interview
test constructed by the researcher regarding the study of ideas from related research
papers. Statistics used in data analysis were percentage (% ), mean ( X ), standard
deviation (S.D. ) and F-test (One Way ANOVA).
The finding were as follows:
1. Financial Perspective the incomes that processing around 2 years
ago (2004-2005) increased. The investments to process Sakon Nakhon Teacher
Cooperative Limited were decreased. The financial perspective rate analysis was low
condition processing. The rate of ability to debt from another investment was more
than the investment inside. The rate of ability to using property was low and the rate
of ability to make profit was low when consider the rate of requital of property when
consider the rate of requital of financial perspective of Sakon Nakhon Teacher
Cooperative Limited was the rate of ability to make profit increased.
2. The opinion level of Customer Perspective of Sakon Nakhon
Teacher Cooperative Limited about Customer Perspective was great level.
3. The opinion level of officers of Sakon Nakhon Teacher Cooperative
Limited about Internal Process and Learning and Growth Perspective were medium
level however from interview the committees who work performance of Sakon
Nakhon Teacher Savings and Credit Cooperative Limited about Internal Process and
Learning and Growth Perspective were high level.
4. The Customer Perspective of Sakon Nakhon Teacher Cooperative
Limited who to be sexual and working in the different constituency were not different.
5. In this research there are two ways to improve administration of
Sakon Nakhon Teacher Savings and Credit Cooperative Limited the information is
noticed and served by officers of Sakon Nakhon Teacher Cooperative Limited and
Service for the Customer Perspective to the way forward using.

(
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2525 1 2549 10,867 (
. 2549)

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1.
2.
3.

4.
5.

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1. (Financail Perspective)
1.1
1.2
1.3
2. (Customer Perspective)
2.1
2.2
3. (Internal Process Perspective)
3.1
3.2
4.
4.1
4.2
2

1
10,867
439

Balanced Scorecard 3 1 2
3
(Reliability)
(Alpha Coeffient) (Cronbach)
.26 - .77 .23 - .65
.983 .46 - .79
.54 - .86 .958
1. (Documentary Analysis)
2.
3.
2
1.
2. 3.
10

1. .. 2547 2548

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2548
2547 66.36 25.75
4.41 ..
2548 14.35

1.2 2547-2548


41.38 13.39 54.77
42.07 2.86 44.93

1.3
1.3.1 (Current Ratio)
2547 2548
(Current Ratio) 0.50 : 1 1
0.50
1.3.2
(Debt Total Assets Ratios) (Debt Total Assets Ratios)
53.73
57.93
1.3.3
(Total Assets Turnover) 2547 - 2548
0.06
1 0.06 2547 -2548

1.4
1.4.1 (Return on Total Assets Ratio)
(Return on Total Assets Ratio) 2548
2.98 2547
1.4.2 (Earning Pershare : EPS) 7.08

2548

2.
2.1

2.2

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3.4

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4.1

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1
1
A Development of the Parallel Integrated Curriculum on Kalamae
for Matthayom Suksa 1 in Renu Nakhon Wittayanukul School Under
the Office of Nakhon Phanom Educational Service Area 1
1)
1 1 2)
80/80 3)
4)
5)
6)

4 1) 2)
3) 4)
1
1 2550 48
1. 1
1

2. 1
85.26 / 86.55 80/80
3.
.01
*
4.
86.03
5.
88.21
6.
4.58
Abstract
The purposes of this research were : 1) to develop the parallel integrated
curriculum on Kalamae for Matthayom Suksa 1 in Renu Nakhon Wittayanukul
School under the Office of Nakhon Phanom Educational Service Area 1, 2) to study
the efficiency of the curriculum on criterion of 80/80, 3) to study learning
achievement of students who studied in this curriculum, 4) to investigate practical
skill of students who studied in this curriculum, 5) to study working attributes of the
students who studied in this curriculum, and 6) to study attitudes of the student who
studied in curriculum.
The research procedure proceeded under the concepts of curriculum
development procedure as follows : 1) analysis of curriculum foundation, 2)
curriculum construction, 3) curriculum implementation, and 4) curriculum evaluation
and improvement. The subjects were 48 Matthayom Suksa 1 students of Renu
Nakhon Wittayanukul, academic year 2007,under the office of Nakhon Phanom
Educational Service Area 1.
The results of this research were:
1. The curriculum developed on Kalamae for Matthayom Suksa 1 in Renu
Nakhon Wittayanukul School consisted of major elements: principles, goals,
structure, learning substances, learning standards, learning outcomes, contents, course
description, learning units, learning management, learning materials, and learning
measurement and evaluation.
2. The efficiency of the developed curriculum was 86.55/85.26 which was
more effective than the 80/80 set standard.
3. The posttest average scores of learning achievement of the students
learned through the developed curriculum were higher than those of their pretest at
the .01 level of significance.
4. The practical skills of the students learned through the developed
curriculum were at the very good level or over the criterion set.
5. The working attributes of the session of the students learned through the
developed curriculum were at the very good level or over the criterion set.
6. The attitudes of the students learned through the developed curriculum
were at the very good level or over the criterion set.

(. 2545 : 3)

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5 8
1

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: 189)
1. 1
1
2.
80/80
3.
4.
5.
6.
1.
1.1 3 5
8
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
1.1.8
1.1.9
1.2 1
1.2.1 -
1.2.2
1.2.3 -
2.
2.1
1
1 2550 9 400
2.2
1
1 2550 1 48
3.
3.1

3.2
3.2.1 80/80
3.2.2
3.2.3
3.2.4
3.2.5
1. 80/80
2.
3.
4.
5.
1
1

4
1
1.
3
-

2.
2.1
2.2
2.3
3.
3.1 .. 2544
3.2
3.3
3.4
2
1.
2.
3.
4.
3
1.
1.1
1.2
1.2.1
1.2.2
1.2.3
1.2.4
1.3
1.4
2.
2.1
2.2
2.3
4
1.
1.1 80/80
1.2

1.3
1.4
1.5
2.
2.1
2.2
2.3
3.

1
1. 1
1

2. 1
E1/E2 86.55/85.26
80/80
3.
.01
4.
86.03
5.
88.21
6.
4.58
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: .
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3
3
Development of the School Curriculum in Learning Substances of
Social Studies, Religion and Culture on Dan Din Tin Bangfai Payanak
for Prathom Suksa 3 in Ban Nong Mu School Under the Office of
Nong Khai Educational Service Area 3
1)
3
3 2)
3
3 2.1)
80/80, 2.2)
2.3)
3
3 2 2550 25
1) , 2) , 3)
, 4) 5)
(t-test) (Dependent Samples)
1. 86.78/85.90 80/80
2.
.01
3.
Abstract
The purposes of this research were 1) to develop a school curriculum of Social
Studies, Religion and Culture on Dan Din Tin Bangfai Payanak for Prathom Suksa 3
students at Ban Nong Mu School under the Office of Nong Khai Educational Service
Area 3, and 2) to study the effects of applying the developed school curriculum of
Social Studies, Religion and Culture on Dan Din Tin Bangfai Payanak for Prathom
Suksa 3 students at Ban Nong Mu School under the Office of Nong Khai Educational
Service Area 3. The study of developed school curriculum as a whole occurred in 3
aspects as follows : 2.1) Studying the efficiency of the developed school curriculum
on the 80/80 standard criterion, 2.2) Studying studentslearning achievement scores
before and after learning through the developed school curriculum, and 2.3) Studying
the students attitudes toward the developed school curriculum.
The subjects were 25 Phathom Suksa 3 Student, selected by the purposive
sampling technique, at Ban Nong Mu School Under the Office of Nong Khai
Educational Service Area 3.
The school curriculum was developed through 5 stages as follows : 1)
Studying fundamental data, 2) Developing curriculum, 3) Applying curriculum,
4) Evaluating curriculum, and 5) Revising curriculum. The collected data were
analyzed by t-test (Dependent Samples).
The results of this research revealed the following:
1. The efficiency of developed school curriculum was 86.78/85.90 which
was higher than the standard criteria of 80/80.
2. The students learning achievement score after learning the developed
school curriculum were higher than before the experiment at the .01level of
significance.
3. The students attitudes toward the developed school curriculum were at
the high level.

1.
3
3
2.
3
3
2.1 80/80
2.2
2.3

1.
2.
3.
4.
5.

20
2 2550

1. (Pre test) 40
2.
2.1
2.2
2.2.1 7
2.2.2
3. (Post - test) 40
20

1. 6

2.
86.78/85.90 80/80
3.
.01
4.
3
4.45
1.
( X =
4.60) 2542
27 (. 2546 : 3) (2542 : 131)
(2544 : )

2.
2.1 80/80

86.78/85.90
2542 27
2.2
.01

2.3

, . (2550). ..2544-2546.
[]. : http://nongkhai.nso.go.th/br15y46/tab1.xls. 2550. nonkay/story.html.,
, . (2550). 7 . []. :
: http://nongkhai.nongkhai2.org.
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Taba, Hilda. (1962). Curriculum Development : Theory and Practice. New York : Harcourt, Brace and
World,
Tyler, Ralph W. (1968). Basic Principle of Curriculum and Instruction. Chicago : the University of \
Chicago Press.
5
1
Development of the School Curriculum on English for Tourism in
Renu Nakhon for Matthayom Suksa 5 Students at Renu Nakhon Wittayanukul
School under the Office of Nakhon Phanom Educational Service Area 1
1)
5 1
2)
80/80 3)
4)

5/5 38 1
2550 One Group
Prctest Posttest Design t-test Dependent Samples
1) 2) 3)
4)
5
1
1.
5 1

4075
2. 93.04/94.03
80/80
3.
.01
4.
*
Abstract
The purposes of this research were : 1) to develop the school curriculum of
English for Tourism in Renu Nakhon for Matthayom Suksa 5 students at Renu
Nakhon Wittayanukul School under the Office of Nakhon phanom Educational
Service Area 1, 2) to investigate the school curriculum developed using the efficency
criteria of 80/80, 3) to compare student learning achievement of the school
curriculum, and 4) to study student attitudes toward the school curriculum.
The sampling group was 30 students of Matthayom Suksa 5/5, selected by
using purposive sampling at Renu Nakhon Wittayanukul school in the first semester
of the academic year 2007. The instrument was One Group Pro-test design and
statistic used was a t test (Dependent Samples)
The school curriculum was developed in 4 stages follows : 1) Studying
fundamal data. 2) Developing curriculum, and 3) Evaluating and Redwing
4) curriculum.
The result of research were found as follows:
1. On average, the evaluation of developed curriculum was at 4.75 (the
high-test level) which revealed that it was very suitable.
2. The efficiency critcria of the developed curriculum was 93.04/94.03
which was higher than the standard criteria (80/80).
3. The students learning achievement was higher than before learning
through the developed curriculum at the .01 level of significance.
4. The students attitudes toward the developed curriculum were at the high
level.
.. 2542 ( 2) .. 2545

(. 2542 : 13)
. . 2544

(
. 2547 : 3)


2550

(. 2547 : 4-9)

(. 2547 : 4-9)

5

1.
2.
80/80
3.
4.
(Research and Development)

1.
2.
3.
4.
1
1.
2.
3.
4.
.. 2544
1.
1.1
1.2
2.
3.
1.
1.1
1.2
1.3
1.4
2.
2.1
2.2
2.3
2.4
1.
1.1 80/80
1.2
1.3
2.

5 1

4
(2546 : 1-3)
1.
2 .
3 .
4.
1.

5 1
4.75
2. 93.04/94.03
80/80
3.
.01
4.

5 1
1.
93.04/94.03 80/80
1
(Standard - based) 2544
27
2542 (. 2546 : 3)
2.
.01 2
3. 5/5
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(2) .. 2545. : .
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.
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: .
, . . (2546).
2544. : .

4
1
A Development of Matthayom Suksa 4s Educational Institution
Curriculum on English for Nakhon Phanom Tourism, of
Nakaesamakkhiwitthaya School under the office of Nakhon Phanom

4
1

(Difficulty) (Discrimination Power)
4/1
1 1 2550 35
20

t (t-test) (Dependent Samples)

1.
78.64/80.86 75/75
2.
.01
3.
.01
Abstract
The purposes of this research were to develop and to investigate the results of
implementing the Educational Institution Curriculum on English for Nakhon Phanom
Tourism. The curriculum was adapted to the teach Matthayom Suksa 4 students of
Nakaesamakkhiwitthaya School under the Office of Nakhon Phanom Educational
Service Area 1. The process of curriculum development consisted of studying the
basic education curriculum, surveying the community needs then drafting and
criticizing the curriculum. The curriculum draft, the test and the attitude surveying
form were examined by the experts. These achievement tests (pretest and posttest)
and the questionnaires used to survey the students attitudes towards learning English
were revised and developed until they had the acceptable difficulty and discrimination
power values. The curriculum was tried out before experimenting with the samples
which were the 35 Matthayom Suksa 4/1 students studying in the first semester of the
academic year 2007 in Nakaesamakkhiwitthaya School under the office of Nakhon
Phanom Educational Service Area 1. It took 20 hours for the experiment then the
results were analyzed to find out the efficiency level of the curriculum and to compare
the pretest and posttest average scores. The attitudes toward learning English before
and after studying English using the constructed curriculum were also compared. The
comparison results were tested by using t-test (Dependent Samples).
The findings of this research were as follows :
1. The Educational Institution Curriculum on English for Nakhon Phanom
Tourism constructed for Matthayom Suksa 4 students of Nakaesamakkhiwitthaya
School under the office of Nakhon Phanom Educational Service Area 1 had an
efficiency level of 80.86/78.64 which was higher than the assigned 75/75 standard
criterion.
2. The posttest average score was higher than that of the pretest one at the
3. After the developed instruction curriculum had been adapted to teach the
students, their attitude towards learning English was higher than before at the .01
level of significance.
2544

2
(.4-.6) (. 2545 : )


1.
4 1
2.
2.1
75/75
2.2

2.3
(2545)

(2532)
1.
2.

3.
4.
5.
6.

1.
1.1 4

1.2 4 2550
1
2.
2.1 (Stratified
Random Sampling) (Krejcie and
Morgan. . 2543 : 43) 148 148
36 3 10
5
2.2 4/1
2550 35 (Purposive
Sampling)
3.
3.1
3.2
3.2.1
3.2.2
4.
4.1 4

1
4.2
1
4.3

5.
5.1
4

5.2

5.3 /
/

(Difficulty) (Discrimination Power)

5.4
(Try out) 1
4/2
5.5
4/1
1 2550 35 20

5.6
5.6.1
75/75
5.6.2

t (t-test)
5.6.3

t (t-test)

1.
(Design Focused on Processes Skills)

2.

80.86/78.64 75/75
3.
.01
4.
.01

1.

(
. 2544 : 9-13 )
.. 2542

(2544 : )
6
(2547 :
) (2545 : )

(. 2535,
: 59-61)

2.
.01

(The Communicative
Approach) (Linguistic Competence)
(Sociolinguistic Competence)
(Hymes. 1981 : 7-16)
(2544 : 20)


(Authentic Assessment) 5
(Mechanical) (Knowledge) (Transfer) /
(Communication) (Criticism) (Valette Disick
1972, . 2544 : 82)

(2546 : 3)

(2539 : 47)

( )
3
(3 Ps)
4
(2544 : 132-136)

3.
.01

3 /
(2544 : 173)

(Bilash 2000 : 25,

. 2544 : 36)

(Interaction Activity)
(Low Risk) (High Security)

(2547 :
7)

. (2544). . :
.
. (2545). . 7. : .
. (2545).
. .. : .
. (2544). 6
. .. : .
. (2546). .
. : .
, . (2544). . :
.
________. (2545). 2544. : .
. (2532). . : .
. (2544). .
: .
. (..).
. ...
. (2539).
. : .
. (2547). . 2(3) : 7 : .
. . : .
. (2547). 2.
.. : .
Hymes, H.H. Dell. (1981). On Communicative Competence in the Communicative Approach to the Language
Teaching. P.7-16 London : Oxford University Press.
6
1
Action Research for Handwriting Development of Prathom Suksa 6
Students at Anuban Sakon Nakhon School under the Office of Sakon
Nakhon Educational Service Area 1

6/6 2 2550 50
4
3 1 2
3 1)
2 ( ) 2) 3)
4) 5) 6)
7)
1
2 2
3 ( x )
(S.D.) t (t test Dependent Samples)
1.
.01
2.
3.

Abstract
This research aimed to develop the handwriting of the students. Hence , the
target group of this study consisted of 50 students of Grade 6, class 6/6 studying in the
2nd semester, academic year of 2007 at Sakon Nakhon Kindergarten. In this study, the
action research consisting of 4 steps which were planning, action, observation and
feedback, was completed with the 3 stages dealing with preparation, copying prose,
and copying verse, respectively. The Research instruments consisted of the followings
: 1) Two evaluation forms of handwriting (prose and verse passages), 2) Handwriting
exercises , 3) Handwriting Manuals, 4) Learning Plans, 5) Handwriting quality scoring,
6) Handwriting observation form, and 7)Questionnaires. The development of
handwriting quality was conducted based on the 3 stages mentioned earlier. The
results from the first stage were adopted in the second stage while the results of the
second stage were used in the third stage. The quantitative data were then analyzed
with the use of the fundamental statistics such as percentage, mean, standard deviation
and ttest (Dependent Samples).
The research found the following :
1.After the handwriting quality development of the action research, the
handwriting of the students regarded as the target group had improved with the
statistical significance of .01.
2. The attitudes of the students on the handwriting development were at the
high level.
3. According to the qualitative analysis, the handwriting of the students
could be improved when the teachers paid attention on the handwriting, frequently
observed and corrected the handwriting of the students, checked the handwriting and
explained the scoring criteria to the students, told the handwriting defects to the
students for improvement and participated in the handwriting of the students. In
addition, the handwriting exercises played the great role to the handwriting
improvement. When the students exercised their handwriting more, their writing skills
would be improved as well.

(
. 2539 : 1)

(2531 : 2)


(2532 : 1)

(2541 : 4 )

1

2

2

6 17
6

6

6

1)
6/6 1 2)
3)
6/6
4

1
1.
2.
3.
-
-
-
-
-
-
-
(Action Research)
6/6 2 2550
1 50
3
1)
2 2)
20 20 3)

6/6 2 2550
2

2

5
t test Dependent Samples

6/6 20

1) 6/6
.01

(2535 : 18)

13 (2514 : )
13
(2515, . 2539 : 26 27)
6
(2541 : )

4
.05

(2535 : 56)
1
.01 (2539 : 54)
2
.01
(Thorndike)
( . 2522 : 25 26)
(2535 :
37)

(2522 : 65)

(2539 : 172 )

(2530 : 50)
4
.01

(Hurlock) ( . 2551 : 238)

. (2531). .
: .
_________. (2535). . : .
. (2522). . .. :
.
. (2551). . : .
. (2514). . .. :
.
. (2539).
2 . .. :
.
. (2535). 1.
.. : .
. (2515). 1.
.. : .
. (2541).
4.
.. : .
. (2530). 4
. ..
: .
. (2523). . :
.
. (2532). . : .

Developing the Training Model for Enhancing Political Knowledge,
Political Attitude and Political Participation of local Leaders in
Sakon Nakhon Province
. *
1)
2)
3)

60
1.

88.11
.01
2.

85.31
.01
3.

86.41
.01
*
Abstract
The purposes of this research were ; 1) to develop a training model for
enhancing political knowledge, political attitude and political participation of local
leaders. 2) to evaluate the training model for enhancing political knowledge, political
attitude and political participation of local leaders. 3) to compare political knowledge,
political attitude and political participation between before and after used the training
model. The samples used 60 local leaders in Sakon Nakhon Province.
The results of this research were as follows :
1. The training model consisted of 5 elements: principles, objectives,
contents, training processes, and evaluation. The training process involved 2 phases
spending 3 days of theoretical training and one month of extension training.
2. The posttest average scores of political knowledge were 88.11 percent or
over the criterion set and higher than those of their pretest at the level of significance.
3. The posttest average scores of political attitude were 85.31 percent or
over the criterion set and higher than those of their pretest at the level of significance.
4. The posttest average scores of political participation were 86.41 percent
or over the criterion set and higher than those of their pretest at the level of
significances.

(, 2539)
15
11 2540
1.

2.
3.
-
-
-
1
-
-
-
-
-
-
-
1
*
*
*
*
*
*
*
*
*
*
2

1.

88.11
2.
85.31
3.

86.41
1.

88.11
.01

Saylor and Others (1981 : 294 299)
5
1.1

1.2

1.3

1.4
Bandura

1.5

2.
85.31

.01

2.1

(2546 : 34 35)

2.2

Davies (1981 : 266)

3.

86.41
.01
3.1

(2536 : 100)
80

( , : 410
411)
3.2
Badura (1977)

( , : 410 411)
1.

1.1

1.2

2.
2.1

2.2 Participatory Training
. (2536). (..2535-2544)
. 4(23) : 76-86 .
.(2545). . : .
.(2546). . :
.
.(2545). 2544
. : .
Bandura,A. (1997). Social Learning theory. Englewood cliffs, N.J: Prentice-Hall.

Bandura,A. (1997). A.Self-efficacy:The exercise of control .U.S.A. : W.H Freeman.
Bandura,A. (1993).Percived self-efficacy in cognitive development and functioning. Educational
Psychologist. 28(2) : 117-148.
Bandura,A. (1986). Social foundations of thought and action : A social cognitive theory.
Englewood Cliffs, New Jersey: Prentice Hall.
Bandura,A. (1985). Model of causality in social leaming theory. In M. J. Mehoney and A
Freeman. Cognition and psychotherapy. New York : plessum press
Bandura, A.(1983). Self-efficacy determinations of anticipated fears and caiamities. Journal of
Personality and Social Psychology. 45 : 464 - 469
Bandura,A. (1977).Self - efficacy : Toward a uaifying tyeory of behavioral change. Psychological
Review. 84, 191 215
4
2
Development of the School Curriculum on Rumluek Suksa Kaso
Prathom Suksa 4 Students in Ban Patai School under the Office of
Nakhon Phanom Educational Service Area 2

4
2 1)
80/80 2)
3)
4/1 2
2549 23 One
Group Pretest - Posttest Design
0.86
0.73
1.
81.49/ 82.31 80/80
2.
.01
3.
Abstract
The purposes of this research were: 1) to develop a school curriculum on
Rumluek Suksa Kaso for Prathom Suksa 4 Students in Ban Patai School, under the
Office of Nakhon Phanom Educational Service Area 2, and 2) to study the
implementation of the curriculum developed in 3 aspects. They are: 1) efficiency of
Rumluek Suksa Kaso Curriculum on the basis criterion of 80/80, 2) the students
learning achievement, and 3) the students attitudes toward curriculum on Rumluek
Suksa Kaso.
*
The subjects were 23 of Prathom Suksa 4/1 students in the second semester of
the 2006 academic year at Ban Patai School using purposive random technique. This
study used one group pretest-posttest design. The instrument used in this study were
Rumluek Suksa Kaso curriculum, the achievement test with 0.86 reliability index, and
the attitude toward Rumluek Suksa Kaso curriculum test
with 0.73 reliability index.
The results were as follows :
1. The efficiency on Rumluek Suksa Kaso curriculum was at a level of
81.49/ 82.31 which was higher than the criterion of 80/80.
2. The students learning achievement average score after learning through
the school curriculum on Rumluek Suksa Kaso was higher than before learning at the
3. The students attitudes toward the curriculum on Rumluek Suksa Kaso
after learning was in the high level.

12
1 4

( . 2545 : 3)
.. 2542 4 23

27


29

(. 2542)
4

(KATUIC)

3 (
) ..2387 3

htpp://www.sac.or.th/database/ethic/so.html, 2548 : 1-3)


4
2

1.
4
2
2.

3.

4
2 //

1. .. 2544
2. /
2.1
2.2
2.3
2.4
3. /
4.
5.
1.
1.1
1.2
2.
1.
1.1
1.2
1.3
1.4
2.
1. 80/80
2.

3.
1. .. 2544

2
2. /

2.1 4/14/2
2 2 2549 45
2.2 4/1 4/2
2 2 2549 45
2.3

2 2 2549 11
3. /

3.1
3.2

3.3
5

3.4
(Content validity) (Wording)
4.
4.1
4.2
4.3
5.
1.
4 2
-
-
-
.. 2544
2.
2.1
2.2

2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
2.2.6
2.2.7
2.2.8
2.3
5
2.4
5

5
3

1.
1.1
1.2
2544
1.3
1.3.1 4
1.3.2 4/1
2 2549 2 23

1.4

(One Group Pretest Postest Design)

X
2
1 2
1 2
2.

2.1
20
2.2

1
4
1.

1.1
80/80 80
4/1 23 80 80
1.2
t test (Dependent Samples)
1.3
2.
2.1
2.1.1 (Percentage)
2.1.2 ( Mean )
2.1.3 S.D. (Standard Deviation)
3.

t test
4.
4.1 (IOC)
4.2 (p)
4.3 (r)
4.4 KR20
(Kuder Richardson)
4.5 (IOC)
4.6
t test
4.7
(Cronbach Alpha Coefficient)
4.8
2 ()
()
E1 ( ) E2 ()
E1 / E2 80/80
5
4
2


1.
98
44 44 12
4
2 4.23
2. 4.38
4.34
3. 4
2 81.49/82.31 80/80
1) 2) 3) 4) 5) 6)
7) 8) 9) 10)
11) 12) 13)
14) 15) 16)
9
4.
4 2 45
24.52 37.00
4.24
5. 4
2
.01
1.

2.

2.1

2.2
2.3
3.
3.1

3.2
, . (2545). .. 2542
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http://www.sac.or.th/database/ethic/so.html. (13 2548)
, . (2545).
2544. : .

Development of Curriculum and Management of Learning Course by
Using Suitable Instructional Innovations for Pre-Service Teachers at
1)
2)

3 2 2549 2
56

1)

Web-Based Learning

( 83.9
98.6 ) 2) 2
( 71.4 92.9)
3)
Abstract
The purposes of this study were 1) to develop the management of learning by
using suitable instructional innovations in curriculum and management of learning
course and 2) to study the satisfaction and the learning achievement of pre-service
teachers after using suitable instructional innovations. The sample group consisted of
56 pre-serial teachers who studied Curriculum and Management of Learning course in
the second semester of year 2006. The samples were selected by simple random
sampling. The instruments were questionnaire for surveying opinions about problems
and needs in management of learning, an achievement test, lesson plans, forms for
rewording teaching results, diary, and a rating scale for satisfaction in learning and
teaching. Percentage and mean were used for data analysis.
*
The findings were as follows:

1. The suitable instructional innovations for curriculum and management of
learning course included Jigsaw Learning, CIPPA model, Field Trip, Constructivism,
concept Attainment Model, graphic Organizer instruction Model, service Learning,
Web-Based Learning, and storyline Learning. These innovations promoted learning,
responsibility, learning by doing, skills in working with others, in communicating and
expressing opinions, all of which helped create learning experience practiced
problem-solving skills and leadership (83.9-98.6 percent).
2. With suitable innovations both groups of the students were satisfied with
the course at a high level (71.4-92.9 percent) and at a medium level with CIPPA
model when they studied the learning unit on learning theories.
3. The learning achievement was at a high and a very high level(72-94.4
percent).

2546

2542 (, 2546)

1.
2.
3.
4
1
2
3
4
5

1.
2549
2
2..
2.1.
-
98
2.2
2 2549 2
56
3. 2 2549 16
2 3 96
4.

1.

98
2.

(Index of congruence : IOC)
1 6
2 Web-Based learning 12
3 6
4
6
5 12
6 12
7 6
8
6
9
6
10
12
11 12
3.

3.1

3.2

3.3

11

3.4

3.5
3.6

3.7

4.

4.1.

4.2.
2 2548
5.
5.1

5.2

1.
1.
2. Web-Based learning
3.
4.
5.
6.
7.
8.
9.
10.
2.
1

96.4 89.3
2
Web-Based Learning
92.9
80.4 66.1
3
92.9

4

89.387.5
94.6 91.1
6
96.4 92.9

7

92.9
96.4 91.1
83.9
8

94.6
9

94.6 87.5
10

98.2 96.4
92.9
11
92.9
91.1 87.5
3.
1
82.80
2 Web-Based learning 80.64
3 80.28
4 61.82
5 79.20
6 78.84
7 79.56
8 81.00
9
75.42
10
81.72
11 90.90
. (2543). 1
. .. .
. (2543). . :
. (2542). .. 2542.
.
. (2546). . : .
. (2542). portfolio.
: .
Bell, S and Fifield, K. (1966). An Introduction to the storyline Method. Glassgow Scotland : Lordanhill
College. (copy)
Bergstrom, Robyn H. (2004). Serving to Learn, Learning to Serve: A Phenomenological Study of SeviceLearning. Recent Dissertation on Service- Learning 2004-2006 . (Online ) Available from :
www.servicelearning.org/library/lib_cat/index.php?library_id=7542 - 35k
Brook, J.G. and.M.G.Brooks. (1993). In Search of Understanding: The Case for Constructivist Classroom.
Alexandria : he Association for Supervision and Curriculum Development. Brooks, J.G., and M.G.
Brooks, 1993. The case for Constructivist in Classrooms, Ass'n. for Supervision and Curriculum
Develop., Alexandria, Virginia.
Bruner, J. Goodnow. JJ. & Austin, G.A. (1967). A study of thinking. New York: Science Editions.
The Study of Reading Achievement of Mattayomsuksa 3 Students Studying

Reading through Skill Exercises from Printed Media
* . ** ***
****
1)
2) 3)

3 1
1 2550 12
6 15
40 0.20-0.80 0.501.00 0.7725
Dependent Samples t-test
1.
3 81.04 / 80.83
2.
3
43.75 .01 3.
12
43.75

Abstract
The purposes of this research were : 1) to create effective exercises for
English reading skills from printed media; 2) to study reading achievement of
Matthayom Suksa 3 students by studying reading through skill exercises from printed
media; and 3) to develop English reading skills from reading printed media exercises.
The participants were 12 Matthayom Suksa 3 students of Bankokklanganusorn
School, Buriram Educational Service Area Office 1, Lamplaimat District, Buriram
Province,
in the first semester of 2007 academic year.
The research instruments were; 1) 6 reading skill exercises from printed media
; 2) 15 lesson plans ; and 3) 40item reading achievement pretest and posttest with 4
multiple choices. The difficulty value of the test was 0.20-0.80, the discriminative
value was 0.50-1.00, and the reliability value for the whole test was 0.7725. The
statistics used in analyzing the data were percentage, mean, standard deviation and
the statistic employed to test the hypotheses was dependent samples t-test.
The findings were as follows:
1. The effectiveness of reading skill exercises was 81.04/80.83, which
indicated that English reading skill exercises from printed media were effective for
instructions.
2. The English reading achievement of Matthayom Suksa 3 students
studying reading through skill exercises from printed media was the mean score of
points after the treatment, which was higher than before the treatment at 43.75
percentage with the significant difference at the level of .01.
3. Regarding the result of student's English reading skill development, it
was found that 12 students had reading achievement higher than before learning and
the different percentage was 43.75. In addition, their learning behavior was at good
level. This showed that English reading skill exercises from printed media had an
effectiveness for improving students reading skills.
2544


( . 2541 : 2) (2537 : 1)

(2538 : 50-51)

(2544 : 1)
(2541 : 2)

(2540 : 151)
(2535 : 25)

( . 2544 : 5)

1 3
1 3 3 12
9 3

(National Test) 2548
26.07
3 41.22 1
29.73 22.61
2549
46.25 3 46.82
1 29.47
30.85 2549 2548
( 1. 2549 : )

1. 80/80
2.
3.
1.
1.1 3
1 1 2550 12
1.2
2.

6
1.
2.
3.
4.
5.
6.
3
2
3
2
3
2
3. 1 2550
15
3

1. 81.04 / 80.83
2. 3
43.75 .01
3.
1.
3 1 2550 81.04
/ 80.83
1.1

(Law of Exercise)

1.2
(2539 : )
(2547 : 107)

1.3

(Law of Effect)
1.4
(2544 : 24)

2. 3
35.42 80.83
43.75
3
3.

3.1 40
14.83 37.08
32.33 80.83 43.75

(2530 : 37 -40)

3.2

( . 2545 : 133)

3.3

(Law of Readiness)
(2547 : )

6

.05

.05

3.4

(Law of Use and Disuse)

3.5

3.6

(Vygotsky. 1978. . 2549 : 59)

(Social Context)

(2545 : 129)

. (2541). . . .
. (2538). . . 93 ( 3).
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. . .
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6. .
.
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6 .
.
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4. .
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4. . .
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() .
.
Problems in Learning the Foundation English Course of

Students at Nakhon Sawan Rajabhat University
Mr.Prasert Chanudom*
Abstract
The purposes of this study are to investigate the students problems in learning
the foundation English course in relation to instructor, learner, curriculum and
textbook, and administration; to compare the problems among different faculties; and
to find possible solutions to the problems.
The population comprised 10 instructors and 434 undergraduate students from
the faculties of Humanities and Social Sciences, Education, Science and Technology,
and Management Science, who took the foundation English course at Nakhon Sawan
Rajabhat University in semester 2/2007. The sample groups were 244 undergraduate
students selected from the population by way of cluster random sampling. The
instruments used for collecting data were an interview and a questionnaire.
The findings are as follows:
1. The students' problems in learning the foundation English course related
to instructor, learner, curriculum and textbook, and administration:
The students from Humanities and Social Sciences and those from
Science and Technology have instructor problems at low level, but the students from
Education and Management Science faculties have instructor problems at moderate
level. The students from Science and Technology have learner problems at low level,
while those from the other faculties have learning problems at moderate level. The
students from Humanities and Social Sciences, Education, and Management Science
have curriculum and textbook problems at moderate level. While the students from
Science and Technology have the same problems at low level. In addition, the
students from Science and Technology have low level of administration problems,
whereas the remaining students have the problems at moderate level.
2. A comparison of the students' problems among the four faculties reveals
that there is no significant difference at the .05 level.
3. The solution to the instructor problems can be done by using team
teaching, authentic materials, and the Internet; the solution to the learner problems by
using easy English, using synonyms and explanations provided in the text; the
solution to the curriculum and textbook problems by considering the learners' needs,
and by having the students design their own curriculum; and the solution to the
administration problems by reducing class size, holding staff meeting regularly,
conducting prediction study, and using technology.
*Faculty of Humanities and Social Sciences, Nakhon Sawan Rajabhat University, Nakhon Sawan,
Thailand
Introduction:
The use of English is not a common practice among Thais. Nevertheless, the
importance of English cannot be ignored. English is a window to the world, a means
for global communication (Manivannan, 2008). In Thailand, many people begin to
understand the present situation and like to send their children to English medium
schools. That is why educational institutions throughout the country try to increase the
amount of English teaching in classrooms. In spite of the growing interest in teaching
English, Thai public is very vocal in showing its dissatisfaction with the state
education system. Students, parents, and industry have repeatedly questioned in the
national press why, after years of English education, university students
communicative English level has been lower than expected and in many cases nonfunctional (Mackenzie, 2002). Pollard (2005) accepts that there are some problems
regarding the teaching of English as a foreign language in the country. Nakhonsawan
Rajabhat University is no exception. All students at the university, regardless of their
specialisations, are required to take the foundation English course. This situation leads
to high frustration, confusion and stress amongst the students; they suffer from
academic difficulties, for example, participating in classroom activities. Accordingly,
it is important to investigate rigorously what exactly are the real problems of the
students and what can be done to possibly solve those problems.
Research Objectives:
The objectives of this study are (a) To study the problems in learning the
foundation English course of students at Nakhon Sawan Rajabhat University in
relation to instructor, learner, curriculum and course book, and administration, (b) To
compare the problems of the students among faculties, and (c) To find solution to the
problems.
Conceptual Framework:
Based on the theories underlying second language learning (LL2) and previous
research related to problems in learning English, the researcher has created a
conceptual framework as presented in the following diagram:
Theories of LL2
-Whole Language
-Language Experience
Approach
-Monitor Model
-Input Hypothesis
-Attention-Processing
Model
Previous Research
Problems in Learning
English
-Instructor
-Learner
-Curriculum & Textbook
-Administration
Comparison of the
Problems
Solution to the Problem
Research Design
This is a basic research of which the population comprised 10 instructors and
434 undergraduate students from four faculties at Nakhon Sawan Rajabhat University.
The sample group of 244 students was selected from the population by way of cluster
random sampling. Two types of instruments were used for data collection a
questionnaire and an interview. The data on the students problems were collected by
administering the questionnaire to the sample group. Besides, an interview was
organised with a small group of students, and another interview with the group of the
instructors who taught the foundation English course. Then the data from the
questionnaire were analysed to find out the arithmetic means ( X ) and the standard
deviation (S.D.). Further analyses were made to compare the means by using Oneway Analysis of Variance. Lastly, the data obtained from the interview were analysed
by way of qualitative data analysis.
Results and Discussions:
The results and discussions are concerned with (a) the students problems in
learning the foundation English course in the four areas instructor, learner,
curriculum and course book, and administration; (b) the comparison of the problems
among the four faculties; and (c) the solutions to the problems.
Firstly, in terms of instructor problems, the students from Humanities and
Social Sciences and those from Science and Technology have the problems at low
level, whereas the students from Education and Management Science faculties have
the problems at moderate level. The instructor problems considered most important
are the following: lack of punctuality, lack of teaching preparation, and failure to take
care of individual students. These problems are due to a large number of factors. For
example, each instructor teaches too many hours a week, and there is not enough time
to prepare his or her lessons. In many classes, there are so many students that the
instructor cannot possibly look after them individually. Solving these problems is
possible if more English instructors are recruited, or if the class size is reduced.
However, increasing the number of teachers is not an easy task because English major
graduates are in high demand in schools and universities but there are not enough
qualified teachers (Kosashunhann, 2007). Besides, teachers salaries are low, which
makes teaching an unattractive career. Rather than becoming teachers, the most
competent language graduates become flight attendants, clerks, receptionists or find
other positions in private sectors. This problem is not limited to language graduates,
but is endemic within the Thai education system (Mackenzie, 2002).
In terms of learner problems, the students from Science and Technology have
low level problems; while those from the other faculties, moderate level. The learner
problems considered most important are the following: I do not like to learn English, I
do not understand spoken English, I cannot speak English, and I do not have good
basic knowledge of English. These problems are closely related to learning strategy
which should be established in the language learners. The learners themselves should
increase their motivation and participation in the use of the target language.
Kosashunhann (2007) gives the following advice: Ask teachers to explain and try to
be confident; Stop worrying about mistakes; and Practice English outside the
classroom with songs, news, movies, or books in English. As a rule, Thais do not
speak English particularly well, especially when compared with some other SouthSakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]
East Asian countries like Malaysia or Singapore. There are many reasons for this such
as L1 interference and questionable education system (Teaching English in Bangkok,
2008).
In terms of curriculum and textbook problems, the students from Humanities
and Social Sciences, Education, and Management Science have moderate level
problems; while the students from Science and Technology, low level. The
curriculum and textbook problems considered most important are the following: The
textbooks are poorly designed, The textbooks lack interesting pictures, and Students
are not given opportunities to choose textbooks of their own interest. These problems
conform to the fact given by Qiang & Wolff (2003) that textbooks written by Thai
teachers often use inappropriate vernacular. They are usually authored by teachers
who have had little or no exposure to English culture and must rely upon their
understanding of dictionary definitions for word choice. In this situation, the textbook
will need to be evaluated. Following are some questions to ask (Grant, 1988 : 120) :
- Is the book communicative?
- Does it fit in with our objectives?
- Does it seem teachable?
- Will the students be able to use the language to communicate as a result
of using the book?
In terms of administration problems, the students from Science and
Technology have low level problems, whereas the remaining students, moderate level.
The administration problems considered most important are the following:
Classrooms are noisy, There are too many students in each classroom, and There are
very few English teachers. These problems can overlap with instructor and learner
problems because these areas are actually interrelated. Inevitably, administrators are
responsible for making plans that will facilitate learning. In essence, The number of
students should not be too large for the teacher to manage effectively.
Secondly, when the comparison of the problems is made, the result shows that
the problems of the students from the four faculties are not significantly different.
Thirdly, some solutions to the problems are possible. It is possible to solve the
instructor problems by using team teaching a Thai teacher working together with a
foreign teacher. Team teaching has a lot of advantages. Using authentic materials is
also a good solution to the teacher problem. One example of materials is English
newspaper, which can be adapted to suit the language learning activities such as
skimming, scanning, and understanding vocabulary. Using the Internet is another
solution as it is more challenging to students. It is effective in bringing the outside
world into the classroom. Besides, the teaching and learning can be a lot of fun.
To solve the learner problems, using easy English is less threatening. It makes
the lesson more enjoyable and promotes positive attitudes towards learning English.
When the learner faces unfamiliar words, it is wise to use synonyms, words with the
same or similar meaning. Another possible solution is using explanation which is
sometimes provided in the text by the writer.
In order to solve the curriculum and textbook problems, the process of
curriculum development is important. The curriculum should reflect learning theories
as well as the needs of the learners. Also, it is also a good idea to have students design
their own curricula. Research has shown that these students are more active than
traditional students.
To solve administration problems, reducing class size is necessary. A smaller
class will allow the teacher to take good care of individual students since the teacher
spends less time on paper work. Administration problems can also be solved
effectively if staff hold a meeting each week so that they can find ways of working
together to achieve common goals. Conducting prediction study is advisable for
administrators to solve administration problems. This study will provide information
about students and all stake-holders which is useful for long-term plan. Using
technology in solving administration problems is a common practice nowadays. A
good example is the use of teleconference or electronic mail. Also, classroom
arrangement or classroom design should allow learning to take place in friendly
atmosphere. For example, a round table or a U-shaped table is suitable for class
discussion.
References
Grant, N. (1988). Making the most of your textbook. London : Longman.

Kosashunhanan,
K. (2007,April). Language. Word craft, 2. Retrieves February 24, 2007,
from http://buli.bu.ac.th/publication/ WordCraftWeb/ index.htm.
Mackenzie, A.S. (2002, May 11-12). EFL curriculum reform in Thailand.
Curriculum, Testing and Evaluation: Proceeding of the 1st Annual JALT PanSIG Conference. Kyoto, Japan: Kyoto Institute of Technology.
Manivannan, G. (2008). Importance of the English language. Retrieves February 6,
2008, from http://www. UsingEnglish.com.
Pollard, L. (2005). Dealing with problem staff. Retrieves June 23, 2007, from
http://www.englishclub.com/esl-admin/staff-discipline.htm.
Qiang, N. & Wolff. M. (2003). Curriculum. [Online]. Retrieves June 4,
2007, from http://www.teflchina.org/jobs/intro/Niu_and_Wolff.htm#
Curriculum
Teaching English in Bangkok. (2008). [Online]. Retrieves March 11, 2008, from
http://www.stickmanbangkok.com/teaching.html.

The Relationship between Learning Resource Management and
Characteristics Under Sakon Nakhon Vocational Education

84 150 - 110 344

Pearsons Product Moment Correlation.

1.
2.
3.

4.

5.

6.

7.
.01
8. 2

1
*
Abstract
The purposes of this research were to investigate the relationship between
learning resource management and student learning characteristics under Sakon
Nakhon Vocational Education. The samples of study consisted of 84 administrators,
150 teachers and 110 students in schools under Sakon Nakhon Vocational Education.
The instrument used to collect data was a rating scale questionnaire. The statistics
used for data analysis were percentage, mean, standard deviation, and Pearsons
moment correlation.
The findings of study were as follows :
1. The state of learning resource management in schools under Sakon
Nakhon Vocational Education was at a moderate level, overall.
2. Learning resource management in schools according to administrator
and teachers in opinions in general, were not different.
3. Learning Resource Management in different schools according to
administrators and teachers opinions were not different, overall.
4. Students learning characteristic according to administrators, teachers
and students opinions were at a moderate level, overall.
and students opinions were different.
and students opinions in different schools were different.
7. The relationship between learning resource management and students
learning characteristic was relevant, overall and in each aspect at .01 level of
significance.
8. The means for developing learning resource management in schools
were checking and improvement to set standards performance. And the mean for
developing students characteristic was searching any information to improve their
knowledge continually.
2550
12
( 49)
()
( 24)
( 25) (. 2542 :
5 6, 12 14)

( . 2547 : 4)

1.

2.

3.

4.

5.

6.

7.

8.

1.
1.1
1.2
1.3
2.
2.1
2.2
2.3

1.1
1.2
1.3
1.4
( Plan : P)
( Do : D)
(Check : C)
(Act : A)
1.
2.

3.
4.
1. 84 300
7,348
2. (Krejcie
and Morgan) 344
2.1 84
2.2 50
150
2.3 110
1
1
1.
2.
3.
58
3,888
77
154
31
31
10
243
14
28
15
15
42
3,217
59
118
38
38
84
84
300
150
7,348
110
1. (Rating Scale)
5 3
1
(Check List)
2
3

2.

(Simple Correlation) .09 - .92
(Coefficient Alpha)
(Cronbach) ( . 2548 : 279) .96
3.

3.1.

3.2.
4.

4.1. (Percentage) (Mean) (Standard
Deviation)
4.2.
4.2.1
(Item-Total Correlation)
4.2.2 (Alpha
Coefficient)
4.3.
4.3.1 1
( x )
(S.D.)
4.3.2 2
t test Independent Samples
4.3.3 3
F test
One Way ANOVA
4.3.4 4

( x ) (S.D.)
4.3.5 5
F test
One Way ANOVA
4.3. 6 6

F test One Way ANOVA
4.3.7 7

Pearsons Product Moment Correlation
1.

2.

.01
)
3.

.05
4.

5.

.01 (rx tot y tot =076**)

.01 ( r x4 = . 73) ( r x2 = . 71)

( r x3 = . 71) ( r x1 = . 64)

.01
( r y3 = .72 )
( r ry4 = .71 )
( r ry1 = .70)
( r ry2 = .70)
4
.01
1.
1.1

1.2

1.3

2.
2.1

2.2

. (2547). : 4-7 ; -
. (2548). . : .
, .. (2545). ..2542. :
.
2
State and Required of Resources Usage School of Nakhon Phanom
*

2
2
2549 395 79 158 158
(Likert Rating Scale) 5

(One - Way ANOVA )
1. 2

2. 2
3.
2
4. 2

.05

5.
2
Abstract
This study aimed to investigate state and needs to use learning resources, to
compare state and needs to use learning resources among school administrators,
teachers and students in schools under the Office of Nakhon Phanom Educational
Service Area, 2 and to find out ways to promote learning resources usage. The
population consisted of 395 school administrators, teachers and students in schools
under the Office of Nakhon Phanom Educational Service Area 2 in the academic year
2006, 79 administrators, 158 teachers, and 158 students. A tool used to collect data
was a set of rating scale questionnaires of 5 items. Statistics employed were mean ,
standard deviation, and F test (one - way ANOWA).
1. The current application of the state and needs for the use of learning
resources in the schools under the Office of Nakhon Phanom Educational Service
Area 2 , as a whole, was at the moderate level.
2. The needs to use the learning resources in the schools under the Office
of Nakhon Phanom Educational Service Area 2, in overall and in each aspect, were at
the high level.
3. The perceptions of the school administrators, teachers and students
towards the state of application on the learning resources showed no difference.
4. Regarding the needs to use the learning resources in the schools under
the Office of Nakhon Phanom Educational Service Area 2 as perceived by the school
administrators, teachers and students, it was found that the perceptions on the natural
learning resources were at the .05 level of significance. The students needs were
higher than of school administrators and teachers.
5. The researcher also proposed means to use school learning resources in
the schools under the Office of Nakhon Phanom Educational Service Area 2.

1) (Globalization) 2)
(Localization) 3) .. 2542
( 9, 37, 38 40)
(The Educational Area Services) ( . 2547 : 7)

2550
12 (43)


( 81) (. 2541 : 14 15, 22 23)
.. 2542
( 6)
( 8)

( 22)

( 24)
( 25)(. 2542 : 5 6, 12 14)

(. 2547 : 4 5)
.. 2542 .. 2545
6

4

25

(
.. 2547)

( . 2547 : 20)

12

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2
2

2

1.
2
2.
2
3.
4.
5.

2
(2547 : 3 4)
1.
2.
3.

1.1
1.2
1.3
1.4
1.5
1.
1.1 2 208
208
1.2 2 208
2,335
1.3 2 208
49,377 ( 2 10 2549 )
2.
2.1 395
(Krejcie and Morgan) 1 : 2 : 2 : :
79
2.2 6 2
50% 3 ., ., .
2.3 3 60 % 1 : 2 : 2
( 1 2 2 ) . 30 . 19 .
30 79
3. 1 : 2 : 2
3.1 79
79
3.2
158
3.3

158
1.
(Questionnaire)
1
(Check List)
2
2
2.

2.1

2.2

2.3
5
2.3.1 .
2.3.2 . 2
2.3.3
2
2.3.4
2
2.3.5
2
2.4
2.5 (Try out)
50
2.6
0.25 0.88
0.97 (SimpleCorrelation)
(Coefficient Alpha ) (Cronbach ) ( . 2545 : 99 101)

1.
2
2.
3.

4.
5.

1.
2.

1. 79 20
158 40 158 40
2. 2

3. 2

.05
4.
2

2
1.
1.1 2

1.2 2

1.3 2

2.
2.1

2.2

3.
3.1

3.2

3.3

4.
4.1

4.2

4.3
1 2
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. : . . 27 (4), 4- 7. 2547.
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.
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9.
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2. : .
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. .. : : .
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1. .. :
.

1
An Evaluation of Teaching Staff Quality Development Project Based on
Learner - Centered Approach in St. Joseph Tharae under the Office of
Sakon Nakhon Educational Service Area 1
(CIPP MODEL)
3 282
82 200
1

1.
1

2.
1
Abstract
The purpose of this study was to determine teaching staff quality development
project based on learner centered approach at St. Joseph Tharae School by using
CIPP Model in 3 facets : input, process and product. The samples consisted of 82
teachers and 200 students at St. Joseph Tharae School a total of 282. Statistics used
for analyzing data were percentage, mean, and standard deviation.
The findings of this study were as follows:
1. The evaluation of the teaching staff quality development project based on
learner centered approach at St. Joseph Tharae School under the Office of Sakon
Nakhon Educational Service Area 1 in the aspects of input, process, and product was
at the high level.
*
2. The researcher proposed the guideline to develop the teachers quality

development through learnercentered approach at St. Joseph Tharae School under
the Office of Sakon Nakhon Educational Service Area 1 on the process and product
aspects.

1.

2.

(CIPPModel)
. (Daniel L. Stufflebeam. 1985 : 1013)
(Input)
1.
2.
3.
4.
5.
(Process)
1.
2.
3.
4.
(Product)
1.
2.
1.

2550 1,509
1.1 82
1.2 2550 1,427
2.
282
(Stratified Random Sampling)
(Krejcie and Morgan)
2.1 82
2.2 200

2 1
2

1.

2.
3. 95

1.
1.1 (Percentage)
1.2 (Mean)
1.3 (Standard Deviation)
2.
2.1
(Item Total Correlation) (Pearson)
2.2
(Cronbach)
1
1.
1

1.1

1.2

1.3

1.4

2.
1

2.1
2.2
2.3
2.4

3.
1

3.1

3.2

4.
1
4

4.1

4.2
17
4

(CIPP MODEL) 3
3
1. 1
1.1 1

1.2 1

2.
2.1

2.2

3.
3.1
3.2
. (2543). ,
.
Stufflebem, Danial L. (1985). and Anthony J. Shinkfield. Systematic Evaluation. Boston : Kluwer Nijhoff
Publishers.
1
The Effectiveness of Educational Practice in Accordance with the
Philosophy of Sufficiency Economy in Leading Moral Schools
under the Office of Sakon Nakhon Educational Service Area 1

1

1 288
.99 .98
( x ) (S.D.) (F-test) One Way ANOVA
(Scheffe Method)
1.

1
2.

1
3.

1 .01
.01

.05
.01
4.

Abstract
The purposes of this study were to investigate and to compare the
effectiveness of educational practice in accordance with the Philosophy of
Sufficiency Economy in leading moral schools under the Office of Sakon Nakhon
Educational Service Area 1. The samples used for the study consisted of 228
administrators, the leader of teachers in field and teacher in lead moral schools under
the Office of Sakon Nakhon Educational Service Area 1. A set of rating scale
questionnaires was employed as a tool for collecting data with the reliability in state
of 0.99 and effectiveness of .98. Statistics used were mean ( x ), standard deviation
(S.D.), F-test (One Way ANOVA), and Scheffe Method.
The findings of the study were as follows:
1. The state and effectiveness of educational practice in accordance with
the Philosophy of Sufficiency Economy in leading moral schools under the Office
of Sakon Nakhon Educational Service Area 1, as a whole, and in each aspect, were at
a high level.
2. The state and effectiveness of educational practice in accordance with
the Philosophy of Sufficiency Economy in leading moral schools under the Office
of Sakon Nakhon Educational Service Area 1, as a whole, and in each aspect, were
not different.
3. The state of educational practice in accordance with the Philosophy of
Sufficiency Economy in lead moral schools under the Office of Sakon Nakhon
Educational Service Area 1, with different sized school as a whole, were different at
the .01 level. When each aspect was considered, it was found that the school
management, activities of learners and the student activities were statistically different
at the .01 level. The development of personnel was different at the .05 level.
The effectiveness of educational practice in accordance with the Philosophy
of Sufficiency Economy in leading moral schools under the Office of Sakon
Nakhon Educational Service Area 1, with the teaching in different school, as a whole,
were different at the .01 level in all aspects.
4. The researcher has proposed guidelines for promoting the effectiveness
of educational practice in accordance with the Philosophy of Sufficiency Economy
in leading moral schools under the Office of Sakon Nakhon Educational Service Area
1 in the aspects of school administration and curriculum and instruction.
10 (.. 2550-2554)


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[Online].Available : http://gotoknow.org/blog/pichai/45015. 20 2550)

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dnfe5.nfe.go.th/localdata/webimags/story232economic.html. 20 2550)

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1.

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2.

1
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1
4.
1
1.
1.1
1.2
1.3
2.
2.1 1-2
2.2 1-3
2.3 3-4

1.
2.
3.
4.
1
1
1.
1 2550 1,115
32 160 384
571
2.
1 2550 288
64 96 128
3.

1 (Rating scale) 5

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0.869 0.989
3.2 0.501
0.898 0.992
4.
4.1
4.1.1
32
4.1.2
4.2 , ( X ),
(S.D.), (F-test) One Way ANOVA (Scheffe Method)

1.

1
2.

(One Way ANOVA)
2.1
2.2
3.

(One Way ANOVA)
3.1
.01
.01
.05
3.2
.01
1
1. /(Best Practice)
2.
3.
4.
5.
6.
7.
8.
1.
1.1
1.2 ()

1.3
1.4
2.
2.1
2.2
2.3
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3
3
Action Research for Developing Morality on Disciplinary
Practices of the Third Key-Stage Students of Ban Nonsawan School

Under the Office of Sakon Nakhon Educational Service Area 3
*

3 PAOR
3 2 2549 64

3

1. 1 3

70.80
2. 2 3

80.40
3. 3 3

91.00
4. 3

80.80
3
*
Abstract
The objective of this research was to develop the morality behavior on
disciplinary practices of the third key-stage students of Ban Nonsawan School under
the Office of Sakon Nakhon Educational Service Area 3.
The subjects used in the study were 64 third key stage 1-3 secondary students
studying in the second semester of the academic year 2006 at Ban Nonsawan School,
Akat Amnuai District, Sakon Nakhon.
The instruments used in the study comprised lesson plans for activities,
feedback apparatus which included a form to record student behavior during the
activity in each spiral , tools for interview such as interview form for teachers,
students, parents and evaluation form which the students word to evaluate themselves.
Action Research method was used in the study. The procedure was divided into three
working spirals.
1. The students who participated in the first spiral activities regarding their
moral behavior in disciplinary practices, showed a mean score of 70.80 percent,
which meant that the students showed their moral behavior at the high level.
2. The students who participated in the second spiral activities regarding
their moral behavior in the disciplinary practices, showed a mean score of 80.40,
which means that the students showed their moral behavior at the high level.
3. The students who participated in the third spiral activities regarding their
moral behavior in disciplinary practices, showed a mean score of 91.00 percent,
which meant that the students showed their moral behavior at the highest level.
4. The students who participated in all spirals activities showed their moral
behavior in the disciplinary practices, showed a mean score of 80.80 percent, which
meant that the students showed their moral behavior at the high level.
From the contents analysis it was found that the third key - stage students
showed their moral behavior in disciplinary practices in progress, for all behaviors.
.. 2542

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(. 2527 : 1)
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24
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(. 2542 : 5 13)
3

(. 2548 : 26)

3
3

1.
2.
3.
4.
5.
6.

l. (Operant Conditioning Theory) Skinner
. (2526 :15-21, .2544 : 51)

2. (Social Cognitive Theory) Bandura
. (2541: 235-236)

3. (Moral Development Theory) . (Kohlberg, 1969
: 391, . 2533 : 52 54)
6 3 (2 10 ) (10 16 ) (16
)
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1. 4 . (2511, . 2545 : 159)
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3 2 2549 64
PAOR
1. (P-Plan)

2. (A-Action)
3. (O - Observe)
3
4. (R-Reflect)

1.
20
2.
-
-
-
2.
1.
2.
3.
4. /
5.
6.
1. P- (Plan)
2. A- (Action)
3. O- (Observe)
4. R- (Reflect)
O
P
3
R

1
P
(Plan)
A(Action)
&
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O
P
R (Reflect)
1.
2.

3. 1
1.

( ,, ,,
, ,
, , )
2. 2
1.
2.
3.
4. 3

1.

2. (Frequency)
(Percentage)
3. (Mean)
4. (Content Analysis)

2
1.
2.

3
1

67.80
2

70.80
3

80.40

3
2
3
1
2
3
S.D.
S.D.
S.D.
S.D.
x
x
x
x
3.54 1.25 4.02 0.90 4.55 0.57 4.04 0.91

100
80
60
40
20
0
1 2 3 4 25
6
7 8 9 10
11 12
13 14 15
16
17
18 319
20
1
51.67
2
80.93
3
97.05

1.
1

2.

3.

3 PAOR

3
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4

3

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2
1
Development of the Instructional Activities Based on Participatory
Learning Approach for Enhancing Life Skills of Matthayom Suksa 2
Students at Nongpheuthebnimit School Under the Office of Sakon
Nakhon Educational Service Area 1

2 2
2550 - 25
One Group Pretest Posttest Design
t-test (Dependent Samples)
1.
.01
2.
70
3.
Abstract
The purpose of this research was to develop the instructional activities based
on participatory learning approach for enhancing life skills of Matthayom Suksa 2
Students.
The subjects were 25 Matthayom Suksa 2 Students of Nonhpheuthebnimit
School in Sakon Nakhon during the first semester of academic year 2007, selected by
purposive sampling technique. The OneGroup Pretest Posttest Design was utilized
in this study. The statistics used were mean, standard deviation, and ttest (Dependent
Samples).
*
The results of this research were as follows:

1. The posttest average scores of life skills, and learning achievement of the
students learned through the developed activities were higher than those one of their
pretest at the .01 level of significance.
2. The average achievement scores of the students after learning with the
instructional activities based on the participatory learning approach for enhancing life
skills were higher than 70 percent which were the criterion scores.
3. The learning attitude of the students learning with the instructional
activities based on the participatory learning approach towards the instructional
activities of health education was at the high level.

( . 2546 : 11)
..2542

(. 2544 : 4)

..2542

(. 2544 : 7)
8
2544


(. 2545 : 1)
(Life Skills)

( 21)

21

(
. 2546 : 3-4)

(. 2542 : )
1.
2
2. 2
3. 2
4. 2
5. 2
6. 2
(Participatory Learning)

2
1.
(Experiential Learning)
2.
(Group Process)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
2.
3.
4.

2 3
1

1.
1.1 2544
1.2
1.3
2.
2.1
2.2
2.3

2.4
2.5
2.6
2
1.
2.
3.
4.
3

1.
2.
3.
4.
2 1
3 1) 2) 3)

1.

.01
1 81.33 70
2
1.1

(2547 : )

1.2

(2545 :170 171)

(2547 : 108)
5
4

2.

.01
3 71.92
70 4
2.1

(2547: )
5
4

75.86
80.76
42.82 55.64
2.2

2544

3.

5

(2547 : 120)

(2541 : 105)

(2541)
(2541)
. (2547). 5
4 . ..
: .
. (2547).
6. .. : .
.. (2544). .. 2542 . 2 . :
.
. (Participatory Leaming) ( 018).
.1 (3 2541) : 67 70.
. (2547).
1 .
... : ,2547.
. (2546). . : .
, . (2546). . :
..
, . (2542). . : .
, . (2544). . :
.
.
. (2541). 5 . : .
. (2545). 19 : . : .
. (2541).
. .. : .
4
Action Research on Developing Composition Writing Ability in the
Thai Substance of Prathom Suksa 4 Students
4
4 2 2548 30
1) 2) 3)
4)
4 1)
2) 3) 4)
3 1
2 3

1.
4

2. 4

3. 4

1
70 2
74.33
3 80.33
30 84.33
Abstract
This study aimed at developing composition writing ability in the Thai
substance of Prathom Suksa 4 students by using action research. The population were
30 Matthayom Suksa 4 students studying in the second semester at Na Mon
Ratsongkhro School in 2005 academic year. The tools used in the research comprised
1) lesson plans 2) observation forms 3) teachers comment forms which were
recorded after teaching, and 4) the students composition writing abilitys evaluation
forms. The action research was divided into 4 stages. Stage 1) The researcher
investigated the problems which existed, then found out the means of resolving the
problems so as to develop the students composition writing ability. Stage 2) The
researcher set a plan to develop the students composition writing ability. Stage 3)
The plan was carried out. Stage 4) The students composition writing ability was
followed up and the feedback was given. After gaining the results of the students
writing ability from the 4 stages conducted in this action research, their basic
composition writing ability had to be adjusted. The students were taught how to write
the composition. Then three more phases of actions were operated ; the students were
assigned to write three compositions which were entitled differentlyPhase 1) My
Family, Phase 2) My School, and Phase 3) My Community. After that, their works
were analyzed and all data gained from the analysis would be used for planning the
next phases of the study.
1. The current state which indicated the obstacles in developing
composition writing ability in Thai substance of Prathom Suksa 4 students at Namon
Ratsongkhro School, Na Mon District, Kalasin Province included these conditions :
the lack of teachers who were majoring in Thai, the prevalent lectures by using
textbookcentered approach, and the insufficient adoption of efficient teaching
techniques. These conditions caused the students not to possess the knowledge and
experiences required for writing a composition. Furthermore, the conditions resulted
in the average learning achievement of the Thai substance which was lower than the
school set criteria.
2. Methods of developing the composition writing ability of Prathom Suksa
4 students at Na Mon Ratsongkhro School were discovered. The methods found were
the use of pictures as teaching materials, the techniques in questioning students to
entice them to think, and the mind mapping technique employed to outline
composition.
3. The use of pictures, questioning techniques, mind mapping, and an action
research helped develop composition writing ability of Prathom Suksa 4 students at
Na Mon Ratsongkhro School. In phase 1 writing a composition entitled My
Family, the students made 70% average points. In phase 2writing a composition
entitled My School, they made 74.33% average points. In phase 3 writing a
composition entitled My Community, they made 80.33% average points. These
results were higher than the fixed criteria. In total, all 30 students could make 84.33%
of the overall average points of writing those three compositions. Their learning
achievement surpassed the required minimum criteria.
3
4 2547
68.60 ( . 2547) 75
4,5 6

4 4

(. 2527 : 578-579)

3

(Buzan.1993 : 34)

4
3

1.
4
2.
4
3. 4

( Plan)
1
2
3
/
(Reflect)
(Act)
/

4
3
4
3
1.
3 5 "
"
2.

3.
2 3
4

2
1.
4 10
2.
3.
4.
3

1.
2. ""
1
3. 10 18

4. ""
1
1
2
3
4
5
6
7
8
9
10
1
PQM Model

2
PQM Model

3
PQM Model

()
1
1
1
2
2
2
2
2
2
2
2
1
20
4

3

60
70
4
1
70
2
74.33
3
80.33
84.33
PQM

1.
(PQM)

(2545 : 578-579 )

(2544 : 21)
( 2543 : 2,13-14) 3
3

2.

4

4 (Plan)
(Action) (Observation ) (Refection )
(2547 : )
3

79.25

(2544 : )
6
6 2 2543

78.33
. (2547). 3.
.. : .
, . 3. (2547).
.
. (2544). . : .
,. (2545). 1 (). :
.

6
Effects of Using the Instructional Model of Cooperative Learning
on Learning Achievement, Group Working Skill, Self-Esteem, and
Learning Attitude of Prathom Suksa 6 Students

6
6 2 2549
3 35
- (One Group PretestPosttest Design)
t test (Dependent Samples)

1. 85.96 / 87.77
2.
.01
3.
4.
.01
5.
Abstract
The purposes of this research were to study effects of instructional model of
cooperative learning on learning achievement, group working skill, self esteem, and
learning attitude of Prathom Suksa 6 students. The subjects were 35 Prathom Suksa 6
students of Ban Akart School under the Office of Sakon Nakhon Educational Service
Area 3 in the second semester of 2006 academic year, selected by purposive sampling
technique. The One-Group PretestPosttest Design was utilized in this study.
Statistics used were percentage, mean, standard deviation, and t-test (Dependent
Samples).
1. The efficiency of the learning plan was 85.96/87.77 which was higher
than the assigned standard criterion.
2. The posttest average scores of learning achievement of the students
learning through the instructional model of cooperative learning was higher than the
pretest average scores at the .01 level of significance.
3. The average scores of group working skills of the students learning
through the instructional model of cooperative learning was at the high level.
4. The posttest average scores of self-esteem of the students learning
through the instructional model of cooperative learning was higher than the pretest
average scores at the .01 level of significance.
5. The average scores of learning attitude of the students learning through
the instructional model of cooperative learning was at the high level.

(. 2544 : 1)
(Learning Appreciation) (2540, . 2542 : 15)

5
1. (Cognitive Domain)

2. (Affective Domain)

3. (Psychomotor or Skill Domain)

4. (Physical Fitness Domain)

5. (Social Domain)

5
(Physical Activity) (. 2545 : 8)

(Self
Esteem)
(. 2545 : 39)

( . 2536 : 27)

3
(Slavin. 1990 : 63) 1) 2) 3)

6
1.
80/80
2.
3.
4.
5.
-

-
-
-
-
-
-
1

6
1.
2.
3.
4.
5.
6.
1. 6
3 2 2549 175
2. 6 /4
3 2 2549 35

5
1.
6 7 16
2.
2.1 50
2.2 70
3.
4.
5.
6.

6 3
1.
6
1.1. 7
( E1 ) 85.96
1.2 7
( E 2 ) 87.77
2.
.01
3.
86.27
4.
.01
5.

6
3
1.
85.96 / 87.77 7
85.96
87.77
80/80

(2532 : 62)

(2537 : 71)


2.

.01

(Cooperative Learning) (Slavin. 1980 : 315 316)
(2541 : 29)

. (2538 : 490 492)

(Wahyudi & Treagust. 2001 : 7 30)

3.
86.27

(Hilgard. 1967, . 2546 : 119)
(2545 : 13)

(2540 : 29)

4.
.01
129.14

(2542 :
78) (Real
Self) (Ideal Self)

(Stone & May. 2002 :
72 475)
(Newman, 1986 : 281 286)

5.
4.59

(2541 : 246)

(Wilson. 1971 : 685 689)
. (2540). . 5
. :
.
, . (2540). 8 .. 2540 2544.
: .
. (2542). Storyline . : - .
. (2545). . :
.
.. (2538). . : .
. (2537). . :
.
. (2541). . 2. : .
, . . (2544). . :
.
________. (2545). . :
.
. (2546).
6 .
.. : .
. (2541). . 4. :
.
. (2536). . :
.
. (2542). .
. 7(2) : 77 84.
Hillgard, E. R. and Atkinson. (1967). R. C. Introduction to Psychology (4th ed.). New York : Harcourt.
Newman, Bargara M. (1986). Adolescent Development. Columbus : Merrill.

Slavin, R.E. Cooperative learning. (1980). Review of Education Research. 50(2) : 315342.
Slavin, R.E. (1990). Cooperative learning : Theory, research and practice. Englewood Cliffs, NJ : Prentice
Hall.
Stone, C.A., & May, A. J. (2002). The accuracy of academic self-perceptions in adolescents
with learning disabilities. Journal of Learning Disabilities, 35. 370-383.
Wahyudi & Treagust, D.F. (2001). Group Writing Task in Chemistry to Enhance Students
Scientific Explanations and Their Attitudes Toward Science. Journal of Science and
Mathematics Education in S.E. Asia. XXIV(2) 7-20.
Wilson, James W. (1971). Evaluation of Learning in Secondary School Mathematics, in
Handbook on Formative and Summative Evaluation of Student Learning. P. 634 696. Ed. By
Benjamin S. Bloom. U.S.A., McGraw Hill.

4
The Effects of Problem-Based Learning on Mathematic Problem Solving
Ability, Reasoning Skills, and Achievement of Matthayom Suksa 4 Students

4
4 2550
40 One Group Pretest Posttest Design
t-test Dependent Samples t (One-sample
t- test)
1. 4
.01
2. 4
.01
3. 4
.01
4. 4
.01
5. 4

.01
6. 4
,
.01
*
Abstract
The purpose of this research was to study the effects of problembased
learning on mathematics problem solving ability, reasoning skills, and achievement of
Matthayom Suksa 4 students.
The simple random sampling method was applied to obtain 40 participants
from enhance Matthayom Suksa 4 students of Saint Joseph School, Tharae, Sakon
Nakhon in the second semester of academic year 2007. The design of this studywas
One Group Pretes Posttest Design. The data was statistically analyzed by using t-test
(Dependent Samples) and t-test one group.
1. The effects of learning mathematics by using the problembased learning
model on mathematics problem solving ability among Matthayom Suksa 4 students
after the experiment were significantly higher than those before the experiment at the
.01level.
2. The effects of learning mathematics by using the problembased
learning model on mathematics problem solving ability among Matthayom Suksa 4
students were significantly higher than the criterion judged at the .01level.
model on mathematics reasoning skills among Matthayom Suksa 4 students after the
experiment were significantly higher than those before the experiment at the .01level.
model on mathematics reasoning skills among Matthayom Suksa 4 students were
significantly higher than the criterion judged the .01 level.
5. The posttest learning achievement of Matthayom Suksa 4 students
through problem - based learning was significantly higher than the pretest at the .01
level.
6. The posttest learning achievement of Matthayom Suksa 4 students
through problembased learning was significantly higher than the criterion judged
at the .01 level.
2542 2 2545
4 22 24

(. 2545 : 24)

.. 2542 /

/
90

/

80%

70% ( . 2549 : 1-3)

(.) 4

( . 2549 : 114)

4
(Piaget. 1971 ; . 2546 : 5)

1. 4

2. 4

3. 4

4. 4

5. 4

6.
4
(Problem Based Learning :PBL)
(Problem Based Learning :PBL)

1.
2.
3.
4.
5.
6.
7.
1.

7
1 2 3
4 5 6 7
2.

5 1) 2) 3)
4) 5)
3.

4.

(Experimental Research) One Group

Pretest Posttest Design
4 2 2550
1
(Purposive Sampling)
4 2 2550
1 40

1.
3 6 18

(2549 : 114 116) 7 1 2

3 4 5 6 7
2.
4 5

3. 4 4
20

1. 4
2.
4
3.
4
4. 4
5.
4

1.
1.1 (P) (r)

(D.R Whitney & D.L Sabers)
1.2
(Hoyt)
2.
2.1 (Content Validity) IOC
2.2 27 %
(p) .20-.80 (r) .20
2.3 (Kuder - Richardson) KR20

( . 2531 : 168)
3.
4
t-test Dependent Samples
4.
4
75
t (One-sample t- test)

1. 4
.01
2. 4
.01
3. 4
.01
4. 4
.01
5. 4
.01
6. 4
.01
2
1.
4

.01 1 2 3 4

7
2.
4
.01
5
.01 6
, . (2545). 2544
. : .
. (2549).
. .. : .
. (2546).
. .. :
.
. (2538). . 4. :
.
The Causal Factors Influencing Instructional Efficiency of

Teachers in Small Schools under the Office of Sakon Nakhon
Educational Service Areas

2
2550 300 (Non proportional Stratified
Random Sampling) 8

.97, .93, .90, .84, .93, .90, .87 .97
(Path Analysis) LISREL
(Linear Structural Relationship Model)

0.081
-0.028
-0.012
0.647**
0.182**
0.046
0.628**
0.053
0.227**
0.058 0.223**
0.183**
0.275**
-0.076
0.088
0.315**
0.170**
-0.058
-0.001
0.557**
0.010
0.648**
0.179**
0.065
0.085
0.397**
*
0.275**

48.4%
3

Abstract
The objectives of the study were to examine and to develop a model of the
causal factors influencing to instructional efficiency in small schools under the Office
of Sakon Nakhon Educational Service Areas. The sample in the study was 300
teachers working in the second semester of academic year 2550 B.E., selected by nonproportional stratified random sampling. The instruments used to collect data were a
survey questionnaire and 8 tests ;namely, teachers personality test, classroom climate
test, teacher profession attitude test, teaching preparation test, instructional media test,
relationship between teachers and students test, work satisfaction test, and test of
instructional efficiency of teacher. The values of the reliability of the tests were .97,
.93, .90, .84, .93, .90, .87 and .97 respectively. The data was analyzed in path analysis
by LISREL (Linear Structural Relationship Model).
The results of the study revealed the following.
0.647**
0.081
Teacher personality
-0.028
-0.012
0.275**
0.182**
0.046
Teaching experience
0.315**
Work satisfaction
-0.076
0.628**
0.557**
0.053 Instructional media utilization
0.088
-0.058
Teacher tasks
Relationship between teachers and

students
0.183**
Teaching profession attitude
0.010
0.170**
-0.001
0.223**
0.058
0.065
0.085
0.648**
0.397**
Teaching preparation
0.227**
Classroom climate
0.275**
Instructional efficiency
of teachers
0.179**
The variables directly influencing to instructional efficiency of teachers in

small schools included instructional media utilization and classroom climate. The
variables both directly and indirectly influencing to instructional efficiency of
teachers in small schools were work satisfaction, relationship between teachers and
students, teaching preparation, and teacher profession attitude. The variables merely
indirectly influencing to instructional efficiency of teachers in small schools were
teaching experience, teacher tasks, and teacher personality. All the variables
mentioned were able to explain variance of instructional efficiency of teachers in
small schools at approximately the percentage of 48.4.
In conclusion, the most three important casual factors influencing to
instructional efficiency of teachers in small schools were teaching preparation, teacher
profession attitude, and work satisfaction respectively. To teach efficiently effecting
to the quality of educational management, teachers, educational administrators and
stake holders should seek the ways to really and continually develop factors
mentioned.
32,228
120 10,877 (. 2547:1) 35.98

2549

(
. 2550 : )

(
, 2531 : 4 ; Lancaster and Lagerstrom. 1974)

(Path Analysis)
LISREL (Linear Structural
Relationship Model)

1.
2.
1.

2.
1.

2.

3.


2 2550 640

2 2550 300
(Non proportional Stratified Random Sampling)
3 1 900
(Simple Random Sampling)

2
.84-.97

SPSS
LISREL (Linear Structural Relationship Model)
(Path Coefficient)
0.081
0.647**
0.183**
0.182**
0.628**
0.275**
0.046
0.058 0.223**
0.227**
-0.076
0.053
0.557**
-0.012
0.315**
0.088
0.065
0.085
0.275** 0.179**
0.010
0.170**
0.648**
0.397**
-0.058
-0.001
-0.028
* .05
** .01
---

(
)
5

48.4%
1.

5
1.1

(. 2538 : 768)

1.2
(affective
component)

( 2530 : 35)
(2516 : 65)

1.3
(Motivation Hygiene) (2530 : 95)

1.4

( . 2525 : 210)

( . 2530 :
35)
1.5
( . 2529 : 38 ; Sullivan. 1930 : 112)
(Interpersonal Relations)

2.
2.1
0.085

2.2
0.275

3.
3.1
0.371

3.2

0.255

3.3
0.452

3.4
0.411

4.
4.1
0.132

4.2
-0.001

4.3
0.285

, . (2547).
. : .
. (2550). NT , . ... , <http : // www. Sk3.go.th/NWeb 2007 / nt
2549 .
. (2516). . : .
. (2530). . :
.
. (2529). . : .
. 2538. 8-15 .
: .
. (2530). . 2. : .
. (2525). . : .
. (2531).
. .. : .
Virtual Web Development on Educational Measurement and Evaluation

and Educational Research
. *
1)
2)
3)
3 1) 2)
3)
2
30 20

1)

2) 11

3) ( 80 100)
(1) (2)
(3)
( 85)
Abstract
The objectives of this research were 1) to survey needs on content and
instructional problems on Educational Measurement and Evaluation and Educational
Research ; 2) to develop the Virtual Web on Educational Measurement and Evaluation
and Educational Research; and 3) to study the usage models of the developed Virtual
Web. The research procedures consisted of three phases which were ; 1) preparation
phase; 2) design and development phase; and 3) usage study phase. This research used
two sample groups for the preparation phase and the usage study phase, consisting of
30 and 20 instructors selected by multi-stage random sampling from the instructors
teaching Educational Measurement and Evaluation and Educational Research in the
Northeast Rajabhat Universities. The research instruments were the interview on
problems and needs on content of Virtual Web and the questionnaire on usage models
of the Virtual Web. The data were analyzed by the percentage.
The research findings showed that 1) there were needs on every suggested
topic of content and the problems mostly found were the lack of teaching time,
teaching examples, and teaching resources; 2) the developed Virtual Web on
Educational Measurement and Evaluation and Educational Research consisted of 11
main menus: Learning Content, Learning Resource, Self Development, Interesting
Journal, Interesting Institutes, Glossary, Reference, Sitemap, Manual, Web board, and
Webmaster; 3) most of the instructors (80-100%) confirmed that the Virtual Web
could be used in various models which were (1) self study use, (2) instructional use in
class, and (3) instructional and noninstructional use out of class. Most of the
instructors (85%) had the high level of satisfaction in every aspect of the Virtual Web:
contents, interfaces, and instructional use.

(. 2542)
(World Wide Web) (Internet)

( . 2550)

(Virtual Web) (
. 2544)

(
. 2545)
1.
2.
3.
3
1.
1.1
1.1.1
1 2548
9

1 2549 9
30 (Multi-stage Random Sampling)
1.1.2
1.1.3

9

1.1.4
1.2

1.2.1

1.2.2
1.2.3

2.
2.1
2.2
2.3 (Storyboard)
2.4 (Home Page) (Web Page)
1) Macromedia
Dreamweaver 8, Hypertext Preprocessor (PHP), Photoshop 7.0 2)

3.
3.1

2
2549 9

2 2549
5
20 (Multi-stage Random Sampling)
3.2
3.3
3.4

1.

(. 2545)

(2543)

2.

2 3 1)
2) 3)
2 1) 2)
11

( . 2539 ; . 2545)
(2545)

(Arlene. 1993)
3.
3.1 ( 95
100)

Michels (1996)

3.2
( 85 100)

Blair (2004)

(2541)

3.3 (75
100)

(2545)

Snyder (2003)


Leasure, Davis and Thievon
(1999)

3.4 ( 85)

3.4.1

(2545)

3.4.2

( . 2539)

(. 2545)
3.4.3

( . 2541)
(Michels. 1996)

(Snyder. 2003)
. (2539). HTML. : .
. (2543).

. .., .
. (2543).
. : .
. (2541). .
: , .
. (2545). : (Online).
158.108.78.106/Home/Maturos/myweb1/web2.htm, 10 2545.
. (2545). "NECTEC's Web-Based Learning: Learning on
the Internet by NECTEC-Thailand". e-Learning (Online). www.nectec.or.th/courseware/cai/0018.html,
3 2545.
. (2542). ..2542. :
.
. (2545). . (Online). www.rajabhat.ac.th/curr/e.doc, 10
2545.
. (2541). . ..
: .
Blair, K. N. (2004). Evaluation of Web based instruction in interior design education: A pilot study. MA
Eastern Michigan University (Online). www.lib.umi.com/disertations/fullcit/p9950715, July 24, 2004.
Leasure, A.R., Davis, L., and Thievon, S.L. (2000). Comparison of student outcomes and preferences in a
traditional vs. world wide web-based baccalaureate nursing research course. Journal of Nursing
Education. 39(4): 149-154.
Michels, Dianne Marrie. (1996). Two-Year Colleges and the Internet: An Investigation of the Integration
Practices and Beliefs of Factory Internet Users. Dissertation Abstracts; Ed. D, University of Minnesota.
Snyder, K. M. (2003). Asynchronous learning network and apprenticeship: A potential model for teaching
complex problem solving skills in corporate environments (Online).
www.Lib.umi.com/disertations/fullcit/9955733., July 24,
The Use of Teacher Reflective Practice to Improve English Language

Teaching in Rajabhat University in the Northeast Region of Thailand
Miss.Juthathip Vichitsilp*
Abstract
The purposes of this research were to improve teaching of English teachers
with collecting data by surveying English teachers to seek information on their
teaching techniques.
The data is collected from 28 English teachers at three Rajabhat Universities
in the Northeast : Loei Rajabhat University, Udonthani Rajabhat University and
Sakon Nakhon Rajabhat University at the end of a compulsory English course.
The results of the research were:
1.A view of how Rajabhat University English teachers improve their teaching.
2.Looking at how they approach their teaching.
3. The outcomes English teaching in terms of quality of English teaching.
Introduction
In order to provide the rationale for this study Background of the study
of the students and Rajabhat policy at a Rajabhat in the North East region of
Thailand will be helpful.
In 2002 the Rajabhat Institute introduced a system for student evaluation
of teaching that was compulsory for all courses. There were two different
categories of student: the weekend student typically enrolled in different majors
like : public relations, accounting or community developments majors and the
weekday students. The weekend students are more mature then the week day
students because they typically work and study, have more life experiences and
are wealthier. In the classroom we discussed many social issues, the new, current
affairs, government policy and cultural issues, using the radio, the internet,
newspapers and television as vehicles for discussing relevant issues in English.
The week end students feedback about teaching methods was very positive and
encouraging.
The same teaching methods were used for the week end students.
These students were younger, typically not employed and some of them quite
poor and came form rural backgrounds.
Generally they were enrolled in industrial, construction, computer science
and electronic majors. They also tended to be younger and have a smaller
range of experiences. They had little interest in English nor were they interested
in current affairs, government policy or cultural issues. The feedback from these
students was less encouraging; they found the topic more difficult, has less
confidence to study English and they feared failing.
* Sakon Nakhon Rajabhat University
This precipitated some problem solving in regard to teachers teaching.

It began a change in teaching methods to better suit the students needs. For
example, in the week day students. It began using multi media presentations,
e leaning and they were asked their to present work electronically.
Furthermore, the classes was designed so that the students had the freedom to
study at home in the computer resource center or the language center.
The results from subsequent student evaluations were very positive.
They enjoyed studying independently, they helped each other, and increased
their computing skills. Their English language confidence also improved. This
led to a reflection on a number of issues, in particular the role of student
feedback as a vehicle to improving teaching.
Research Questions
This is particularly interesting issue that generates a number of research
questions :
How do teachers at a regional Rajabhat in Thailand use student
evaluation of their teaching to improve the quality of their instruction?
How do teacher modify their teaching for different student needs and
characteristics?
How does a teachers methodology change over time?
Which factors precipitated changes in teaching?
What supports could be provided to teachers to improve their
teaching?
What barriers are there for teachers to improve their teaching?
Research method and its justification
This study is concerned with reflective practice in English language
teaching at a Rajabhat (Institute of higher education) in the North East region
of Thailand. The methodology underlying the study is both qualitative and
quantitative and includes the implementation questionnaires and an interviews.
The study will be conducted in three stages and this includes

Questionnaire A which seeks background and demographic information.
Face to face interviews about their knowledge of reflective practice.
Questionnaire B will invite teachers to reflect on reflective practice.
All the three stages will be conducted in Thai and the results will be translated
into English where necessary.
A letter of introduction informing the research study will be submitted to
the president of Rajabhat (Institute of higher education) in the North East region
of Thailand before conducting the research study. A questionnaire, including a letter
explaining the purpose and process and a consent form for interview will be
distributed to the volunteer participants towards the end of the second semester
of 2004.
The benefits of this study are as Follows:

1. These research findings will contribute to an understanding of teaching
English in a Thai setting.
2. They can be also used to improve English language teaching and leaning
within the Rajabhat Universities of higher education in Thailand.
3. If could also possible be a means of assisting teachers to develop reflective
practice of their teaching needs and help them to consider what should
be adopted, adapted, improved, practiced or changed.
4. The results could be also used as a guideline for teachers to improve
and practice themselves in English language teaching.
5. the findings of this study could be useful for Rajabhat Universities in
their curriculum planning as a means of enhancing and promoting effective
teaching.
Reference
Barkhuizen, P. (2002). Language - in education policy : Students Perceptions

of status and role of hosa and English, Auckland, New Zealand.
English Program Rajabhat Institute Suan Dusit. (2001) English for
Communication and Study Skills, Rajabhat Institutee Suan Dusit Book
Center, Thailand.
Farrell T.S.C. (1998). Reflective pratice in an EFL teacher development group,
Singgapore
Mc DONOUGH Jo. (998). Research methods for English Language teachers,
Essex, England.
Morgan, C., Frew , j., Bird , A., Poweell , P. ,Johnston , S., Pitkin , G., &Paske, M.
(1998). A Three Key learning Processes.
Teasdale & Teasdale, J (1999). Teaching for peace and international
understanding : a process approach, The Flinders University Institute of
international Education, Australia.
http://www.discover. Tased.edu.au/English/key.htm
http://www.ed sturt.flinders.edu.au/iej/ARTICLES/v 1n1/bhela/begin/HTML
http://www.LIB.UNI.COM/DISSERTATION/PREVIEW-PAGE/3036364/1
http://www.lib.umi.com/dissertions/intrail/gateway.
http://www.ericfacility.net/ericdigests/ed449120.html
http://www.ericfacility.net/ericdigests/ed346319.html
http://www.bamaed.na.edu/kstaples/refletivity/html
http://www.nova.edu/sss/QR/qr5-3/showler.html
Index
24
34
45
54
64
73
82
90
100
112
118
127
148
154
159
166
176
185
191
201
207
212
217
223
233
239
246
252
257
274
279
289
300
311
323
333
341
351
360
369
377
385
399
417
428
439
447
457
466
474
479
486
495
503
511
523
532
540
564
570
578
590
599
607
617
625
636
645
545
554
Auther Index
Luc Tu Tran
Ratchata Senamart
Kongkiat Sukkasem
Warachart Wariwan
Chonlatee Charoenrat
Wanit chaisang
Thanyalak Mueangkhot
Somrak Pudet
Kharom Paiyabhroma
Supawadee Lormahamongkol
Jitti Kittilertpaisan
Suphangjit Mongphet
Thanakorn Rachapila
Tran Ngoc
Supachai Prainet
Jirawan Apiraksakorn
Thitirat Vanrueangrong
Anurat Saitong
Turian Padsumran
Jindara Wong-ud-dee
Thanakorn Utaida
Wantanee Jomwongla
Lukana Thungompu
Tosawat Seetawan
Thaweewat Khuangthip
Suangsamon Utaida
Arthorn Vora-ud
Khunnaphat Nakhonchom
Pai Phaga
Oranood Wohankla
Yuphin Wangsuk
Nguyen Huynh Phan
Sooksavanh Xaysombath
Waraporn Ngamsanit
Boonroom Lamul
Arun Yothasing
Wirathap Niamhatthi
19
24
34
45
54
64
73
82
90
100
112
118
127
143
148
154
159
166
176
185
191
201
207
212
217
223
233
239
246
252
257
269
274
279
289
300
311
Chulawan Suwannasre
Pornnapha Aeknipon
Ratsamee Charoenrat
Rungnapa Boonanan
Muttana Sriyota
Boonnom Jumpon
Akharapong Pootiya
Chaiya pawabutra
Benjawan Rodkaew
Wattana Suwannatrai
Chitlada thongan-tang
Wongnarin kaewfai
Monuma Sujarit
Charinda Pimpabud
Phatchanee Srion
Wachirawut Panprom
Sutthida RagsaKhan
Banphot Seansuwan
Praporn Chotipong
Suksan Hatthasarn
Khongsak Thonguntang
Jintana Senkham
Ploenpit Thummarat
Juthathip Vichitsilp
Pannipa Chuarsing
Kwanphet Pholwong
Saiyon Saenrang
Kaiyasit Wongchompa
Panida Kaewking
Bhumbhong Jomhongbhibhat
Phanompai Adjunda
Thadthong Pansuppawat
Sompong Munmuang
Prasert Chanudom
Songsang Aiyawan
Thongyoo Thiengsakul
323
333
341
351
360
369
377
385
399
417
428
439
447
457
564
570
578
590
599
607
617
625
636
645
466
474
479
486
495
503
511
523
532
540
545
554

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(East West Economic Corridor)
(East West Economic

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PROCEEDINGS

The First International Academic Conference and Research Presentation

Message From the University President

About the Conference

The EastWest Economic Corridor project is one of the

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

1. To enhance the understanding among university faculty,

Target participants : The number of participants in this conference is

Academic conference and research paper

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

09:00 09:30 a.m.

09:30 09:45 a.m.

09:45 12:30 a.m.

Special lecture on Cooperation for Development on

12:30 1:30 p.m.

1:30 3:00 p.m.

Presentation on Servey Research on North-South

3:00 3:15 p.m.

3:15 4:30 p.m.

6:00 10:00 p.m.

Welcome party at Dusita Hall, Phuphan Place

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

12:00 1:00 p.m.

1:00 4:30 p.m.

3:00 4:00 p.m.

Presentation of Awards for Outstanding Research

Study tour to Lao Peoples Democratic Republic and

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Ma. Le Trong dai, Dr.Nguyen

Trade Development in the EWEC Corridor

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Miss.Supawadee Lormahamongkol Heritage Interpretation for Visitors : A Case Study

Study on preparation of light-convertible polyethylene

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Speeding up the International Collaboraion Between

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Proposed Policy for Development of Graduate Studies

Asst.Prof. Dr. Watana Suwannatrai

Information Technology Supporting Innovating

A Development of Activity Model for Developing

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Main opinion for teaching and Learning

Building and Using E-Learning Center as a Solution

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Ms. Juthathip Vichitsilp

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Humanities and Social Sciences

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Outline of some solutions to exploit-tourism services on the East-West

* Quang Binh University, The Socialist Republic of Vietnam

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

+ Establishing the cultural and language research centers in each of two

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]

(Fertility) (2540 : 23)

Sakon Nakhon Rajabhat University, Thailand [ http://www.snru.ac.th ]