รายชื่อผู้ลงทะเบียน ณ วันที่ 7 กรกฎาคม 2560 No. Name and Surna
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Perceptions of Adolescents, Teachers and Parents Towards Causes And
Surachai Chaniang et al. Perceptions of Adolescents, Teachers and Parents towards Causes and Prevention of Suicide in Secondary School Students in Chiang Mai Surachai Chaniang*, Warunee Fongkaew, Hunsa Sethabouppha, Sumalee Lirtmunlikaporn, Karen G. Schepp Abstract: Adolescent suicide has become a major public health concern worldwide, including in Thailand. This qualitative descriptive study explored the perceptions of adolescents, teachers and parents towards causes and prevention of suicide in secondary school students in Chiang Mai. Purposive sampling was used to select 40 adolescents for focus group discussions, and in-depth interviews were conducted with 4 parents and 3 school teachers, from October 2014 to February 2015. The data were analyzed using content analysis. The categories of this study were two-fold: 1) the causes of adolescent suicide which could be summarized into four sub-categories, namely parents' expectations, lack of skills to confront problems, feeling lonely from inadequate support, and lack of parental skills, and 2) Prevention of adolescent suicide, which had four sub-categories, namely cultivating self-esteem, parental support and caring, peer support, and supportive school environments. The findings of this study could help as evidence for developing a suicide prevention program for Thai secondary school students and should help parents, teachers and school nurses to understand the emotional needs of adolescents better. Pacific Rim Int J Nurs Res 2019; 23(1) 47-60 Keywords: Qualitative study, Causes of suicide, Suicide prevention, Secondary School students, Thailand Received 29 November 2017; Accepted 24 March 2018 Correspondence to: Surachai Chaniang*, RN, PhD Candidate, Faculty of Nursing, Chiang Mai University, Thailand and Lecturer, Boromarajonani College of Nursing Nakhon Phanom, Nakhon Phanom University, Thailand. -
List of ITP Stakeholders 2017-2018 Educational Institutions
List of ITP Stakeholders 2017-2018 Educational Institutions 1. American University, School of International Service (SIS) 2. Assumption College 3. Burapha University International College (BUUIC), Chonburi 4. Chaing Mai University, Language Institute, Chiang Mai 5. Chiang Rai Rajabhat University (CRRU), Chiang Rai 6. Chulalongkorn University, Sasin Graduate Institute of Business Administration 7. Connect Institute, Yangon, Myanmar 8. Dusit Thani College 9. Ekamai International School (EIS) 10. Ekawit Business Administration Vocational College (OBAC) 11. Hatyai University, Didyasarin International College 12. International School Bangkok (ISB) 13. International University International School (IUIS), Phnom Penh, Cambodia 14. Kamnoetvidya Science Academy, Rayong 15. Khon Kaen University International College (KKUIC) 16. Khon Kaen University Language Institute (KKULI) 17. King Mongkut's International Demonstration School (KMIDS), Ladkrabang 18. King Mongkut’s Institute of Technology (KMITL), Ladkrabang 19. King Mongkut’s University of Technology Thonburi (KMUTT), Computer Engineering Department 20. King Mongkut’s University of Technology Thonburi (KMUTT), School of Information Technology 21. Kasem Bundit University (KBU) 22. Kasetsart University (KU), Bangkhen, Bangkok 23. Kasetsart University (KU), Kampaeng Saen Campus, Faculty of Liberal Arts and Science, Department of Service Industry and Language Innovation 24. Lampang Rajabhat University, Lampang 25. Loei Rajabhat University, Loei 26. Maejo University, Chiang Mai 27. Mahidol University, College of Management (CMMU) 28. Mahidol University, Faculty of Graduate Studies 29. Mahidol University International College (MUIC) 30. Mahidol University International College (MUIC), Pre-College Program 31. Mahidol University International Demonstration School (MUIDS) 32. Mahidol Wittayanusorn School (MWIT) 33. Myanmar Metropolitan College (MMC), Yangon, Myanmar 34. Nakhon Phanom University 35. Nakhon Pathom Rajabhat University (NPRU), Language Institute (NPRU) 36. -
Kasetsart University in Thailand: an Analysis of Institutional Evolution and Developntent Lntpact
A.LO. Project Impact Evaluation Report No. 69 Kasetsart University in Thailand: An Analysis of Institutional Evolution and Developntent lntpact September 1988 Agency for International Development (A.l.D.) Washington, D.C. 20523 PN-AAX-207 This report and others in the evaluation publication series of the Center for Development Information and Evaluation (CDIE) may be ordered from A.I.D. Document and Information Handling Facility 7222 47th Street, Suite 100 Chevy Chase, MD 20815 telephone: (301) 951-9647 A list of all CDIE evaluation publications is available from PPC/CDIE Room 105, SA-18 Agency for International Development Washington, D.C. 20523 U.S.A. telephone: (703) 875-4818 KASETSART UNIVERSITY IN THAILAND: AN ANALYSIS OF INSTITUTIONAL EVOLUTION AND DEVELOPMENT IMPACT A.I.D. PROJECT IMPACT EVALUATION REPORT NO. 69 by J.H. Eriksen, Team Leader/Agricultural Economist (Ithaca International Limited) J.L. Compton, Agricultural Extension Specialist (University of Wisconsin) N.M. Konnerup, Veterinarian (Consultant) H.D. Thurston, Plant Pathologist (Cornell University) G. Armstrong, Economist (Agency for International Development) U.S. Agency for International Development September 1988 The views and interpretations expressed in this report are those of the authors and should not be attributed to the Agency for International Development TABLE OF CONTENTS Foreword vii Acknowledgments viii Summary . x Glossary xiii 1 . Project Setting . 1 2 . Project Description 2 2 . 1 Direct U.S. Assistance Agency Support 3 2.2 Oregon State University Assistance . 3 2 . 3 Renewed Direct U.S. Assistance Agency Support 5 2.4 University of Hawaii Assistance 5 3 . Direct Indicators of Kasetsart University's Impact on the Agricultural Sector in Thailand . -
The Kra Canal and Thai Security
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Calhoun, Institutional Archive of the Naval Postgraduate School Calhoun: The NPS Institutional Archive Theses and Dissertations Thesis Collection 2002-06 The Kra Canal and Thai security Thongsin, Amonthep Monterey, California. Naval Postgraduate School http://hdl.handle.net/10945/5829 NAVAL POSTGRADUATE SCHOOL Monterey, California THESIS THE KRA CANAL AND THAI SECURITY by Amonthep Thongsin June 2002 Thesis Advisor: Robert E. Looney Thesis Co-Advisor: William Gates Approved for public release; distribution is unlimited THIS PAGE INTENTIONALLY LEFT BLANK REPORT DOCUMENTATION PAGE Form Approved OMB No. 0704-0188 Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instruction, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302, and to the Office of Management and Budget, Paperwork Reduction Project (0704-0188) Washington DC 20503. 1. AGENCY USE ONLY (Leave blank) 2. REPORT DATE 3. REPORT TYPE AND DATES COVERED June 2002 Master’s Thesis 4. TITLE AND SUBTITLE: The Kra Canal and Thai Security 5. FUNDING NUMBERS 6. AUTHOR(S) Thongsin, Amonthep 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 8. PERFORMING Naval Postgraduate School ORGANIZATION REPORT Monterey, CA 93943-5000 NUMBER 9. -
Tourism Education at the Tertiary Level and Competitive Advantage A
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by AMH International (E-Journals) Journal of Education and Vocational Research Vol. 1, No. 1, pp. 26-35, Apr 2011 Tourism Education at the Tertiary Level and Competitive Advantage: A Comparison between Thailand and Malaysia Thavorn Thitthongkam, John Walsh* School of Management, Shinawatra University, Thailand *[email protected] Abstract: Language plays an imperative role in business as a means and a source of power. It is particularly important in the tourism industry when international customers may be unable to communicate directly with service providers in the receiving country, and this has a direct effect on the level of satisfaction that they enjoy during their experience. To address this issue, countries attempt to various degrees to manage their labour markets so as to produce a number of graduates from secondary and tertiary level educational institutions commensurate with the demand from the sector. However, this is quite a young industry at the global level, and it is not clear to what extent the number and quality of such graduates with international language ability will be required. This paper studies the comparative extent of such education at the tertiary level of individuals in both Thailand and Malaysia. It aims to compare the number and variety of people being trained in the tourism and hospitality industry and the extent to which languages are being taught. Results show that there is something of a disconnection between the languages provided and the languages that tourists desire in terms of their mother tongue. -
Development of an Evaluation System of Research Performance By
Research in Higher Education Journal Development of an evaluation system of research performance by applying the outcome mapping approach: a case study of faculty of liberal arts and science, Nakhon Phanom University, Thailand Sun Thongyot Chulalongkorn University, Thailand Nuttaporn Lawthong Chulalongkorn University, Thailand Sirichai Kanjanawasee Chulalongkorn University, Thailand Abstract The purpose of this research was to develop an evaluation system of research performance by applying outcome mapping approach. It was thus the research and development involving the case study of Faculty of Liberal Arts and Science, Nakhon Phanom University. In this regard, the sample group consisted of executives, researchers, faculty members and staffs with a total number of 26. Further, 7 qualified persons were also invited to verify the evaluation system. Tools and methodologies applied in this research included workshop, focus group, test, questionnaire, formal and informal interviews, observation, and document examination. In addition, content analysis, average, standard deviation, signed test, Wilcoxon signed ranks test, median, and inter-quartile range were used in data analysis. Initial research results revealed that the evaluation system had 3 main elements, namely, 1) intentional design, 2) outcome and performance monitoring, and 3) evaluation planning as well as 13 work procedures. Three boundary partners have achieved outcome challenges as follows: 1) Dean or Deputy Dean for Planning and Development Affairs has achieved 3 outcome challenges of 12 indicators, 2) research staffs have achieved 5 outcome challenges of 9 indicators, and 3) head of research projects have achieved 7 outcome challenges of 11 indicators. Better research behaviors and evaluation capacity in the sample groups were found comparable to those before the research with the statistical significance of .05. -
Anusorn Unno Curriculum Vitae Education
1 Anusorn Unno Curriculum Vitae Faculty of Sociology and Anthropology, Thammasat University 2 Phrachan Road, Phranakhorn, Bangkok, 10200, Thailand Mobile phone: 080 5940036; email: [email protected], [email protected] -------------------------------------------------------------------------------------------------------------- Education 2011: PhD (Anthropology), the University of Washington 2008: MA (Anthropology), the University of Washington 1997: MA (Anthropology), Thammasat University 1996: MA (Comparative Literature), Chulalongkorn University 1992: BA (English), Silpakorn University Fields of Interest Power, Identity Politics, Subjectivity and Agency in relation to Sovereignty, Everyday politics, Social movements, Southern Thai society and politics, Malay Muslims of southern Thailand, Science and technology studies Present Positions 2010-present: Associate Professor, Faculty of Sociology and Anthropology, Thammasat University 2020-present: Chair, Human Research Ethics Committee of Thammasat University (No.2) Social Sciences Former Positions 2013-2019: Dean, Faculty of Sociology and Anthropology, Thammasat University 2012-2013: Director, Center for Contemporary Social and Cultural Studies, Thammasat University 2 Book 2019. “We Love Mr King.”: Malay Muslims of Southern Thailand in the Wake of the Unrest. Singapore: ISEAS Publishing. Articles, Book Chapters, Papers, and Research Reports 2019. “‘We the Southerners Come to Protect the Nation and the King’: Southerners’ Political Rise and Regional Nationalism in Thailand,” in Michael -
Conference Attendees
US/Thai Consortium May 28-30, 2014 Baltimore, Maryland Conference Attendees Given Name Surname Affiliation University of Maryland, Baltimore/ Uraiwan Akanit Ubon Ratchathani University Robert Beardsley University of Maryland, Baltimore Robert Brueggemeier The Ohio State University Malissa Carroll University of Maryland, Baltimore Rebecca Ceraul University of Maryland, Baltimore Weerachai Chaijamorn Siam University Usa Chaikledkaew Mahidol University Chanadda Chinthammit University of Arizona/ Chulalongkorn University Ittiporn Chuatrisorn University of Maryland Medical Center Heather Congdon University of Maryland, Baltimore Andrew Coop University of Maryland, Baltimore University of Maryland, Baltimore/ Wannisa Dongtai Ubon Ratchathani University Natalie Eddington University of Maryland, Baltimore Jan Engle University of Illinois at Chicago Lee Evans Auburn University Anjana Fuangchan Naresuan University Andrew Gillespie Auburn University Kristen Helms Auburn University Kampanart Huanbutta Burapha University Suppachai Insuk University of Wisconsin-Madison/ Naresuan University Chris Ireland University of Utah Bruce Jarrell University of Maryland, Baltimore Lauren Jonkman University of Pittsburgh Julie Johnson University of Minnesota Dana Joyce University of Maryland, Baltimore Paul Jungnickel Auburn University Paiboon Jungsuwadee Roosevelt University Juntip Kanjanasilp Mahasarakham University Michael Katz University of Arizona Sindhchai Keokitichai Burapha University Roongpetch Keowkase Srinakharinwirot University Chris Klimas University -
Report About the State of Mathematics in Thailand (April 21, 2009)
1 Report about the state of mathematics in Thailand (April 21, 2009) 1. There are 22 universities where mathematics is taught as follows: 1. Burapha University (BUU) 2. Chiangmai University (CMU) 3. Chulalongkorn University (CU)(1) 4. Kasetsart University (KU) 5. Khon Kaen University (KKU) 6. King Mongkut’s Institute of Technology Ladkrabang (KMITL) (1) 7. King Mongkut’s University of Technology North Bangkok (KMUTNB) 8. King Mongkut’s University of Technology Thonburi (KMUTT) (2) 9. Maejo University (MJU) 10. Mahasarakham University (MSU) 11. Mahidol University (MU) 12. Naresuan University (NU) 13. Prince of Songkla University, Hat Yai Campus (PSU, Hat Yai) 14. Prince of Songkla University, Pattani Campus (PSU, Pattani) (2) 15. Ramkhamhaeng University (RU) 16. Silpakorn University (SU) 17. Srinakharinwirot University (SWU) (3) 18. Suranaree University of Technology (SUT) 19. Thaksin University (TSU) (4) 20. Thammasat University (TU) (5) 21. Ubon Rajathanee Univesity (UBU) (4) 22. Walailuk University (WU) (1) includes computer science (2) includes computer science and statistics (3) includes computer science, math education and statistics (4) includes computer science, information technology and statistics (5) includes statistics 2 2. The list of universities with significant research activities in mathematics Burapha University: Fixed point theory and applications, Numerical analysis, Mathematical modeling, Partial difference equations, Statistics Chiangmai University: Functional analysis, Banach spaces theory, Fixed point theory and -
Southeast Asian Studies in Thailand
Special Feature No.68 Autumn 2013 Special Feature: Southeast Asian Studies: Crisis or Opportunity? Southeast Asian Studies in Thailand Charnvit Kasetsiri Emeritus Professor, Thammasat University would like to talk about the state of Southeast Asian Studies Sabah, Malaysia that Southeast Asian studies in Thailand was I in Thailand, but before I do so, I would like to just bring to parochial, meager, and “at square one.” Hence, the implication your attention something that some academics have said here was that Southeast Asian Studies in Thailand was non- about Southeast Asian Studies. First let’s hear from Oliver existent. William Wolters (1915-2000). In 1993, at a workshop in Jakarta, By the end of the ‘80s with the collapse of the Communist he said that “the major contribution of Southeast Asian studies regimes in the West and tremendous changes in the East, within the region itself could be the enhancement of one’s Thailand was making record economic growth and was part of self-awareness in order to assist one in reaching a better under- the so-called ‘Asian Miracles.’ In 1991, on behalf of my university, standing of the present. Perhaps, in an age of great change, I attended a Kyoto-Thammasat Core University conference: there is more than ever a need for self-awareness” (Wolters “In Search of a Collaborative Framework for Southeast Asian 1993). To contextualize these comments, let us go back further Studies.” There, I proposed that there was an urgent need and to 1977. Two years after the Communist’s victory in Cambodia, that the time was ripe to take action on Southeast Asian stud- Vietnam, and Laos, Thak Chaloemtiarana and Sombat ies for Thailand. -
Thaksin University 'S Supporting Staffs Self-Development Needs
Thaksin University ’s Supporting Staffs Self-development Needs Jenjira Wisphan1 and Kasetchai Laeheem2 1. A master student, Prince of Songkla University, Hat Yai Campus 2. Assistant Professor Doctor, Prince of Songkla University, Hat Yai Campus Abstract The objective of this survey study was to assess needs for development of supporting personnel of Thaksin University. The study used a questionnaire of two equivalent forms to collect data from 230 subjects. The data were analyzed using frequency, percentage, mean, and standard deviation. The needs indexes were arranged according to the needs for improvement. The results of the study revealed that supporting personnel of Thaksin University’s needs for development were in: knowledge about techniques for building up encouragement, skills in using English in their work, and attitudes towards change management. They placed emphasis on self-development through in-service training, and study visits to other organizations. Key word: needs, self-development, supporting personnel, Thaksin University Background The most important factor affecting organizational management for efficiency and prosperity is “people factor” because people are involved in financial factors, materials, tools, equipment and the management methods that facilitate management conditions. If an organization has knowledgeable and competent human resources, the organization has good opportunities to easily manage the organization efficiently. This is why an organization needs to have personnel who are very knowledgeable and -
The Thailand Qualification Framework: Similarities and Differences in the Measured and Desired Attributes
THE THAILAND QUALIFICATION FRAMEWORK: SIMILARITIES AND DIFFERENCES IN THE MEASURED AND DESIRED ATTRIBUTES Pisoot Thankdenchai Department of Logistics and Supply Chain Management, SripatumUniversity Chandhaluk Heesawat Graduate School, Stamford International University ABSTRACT There is a mismatch between employers’ expectations of the abilities of new graduate employees, and the realities. This paper synthesizes studies which deal with this mismatch. It reviews previous studies of quality assurance standards, expectations, and actual measurement. In the ‘Thai Qualifications Framework for Higher Education’ (TQF: HEd), five dimensions evaluate the attributes of all freshly recruited graduates. Content analysis has been used to examine annual TQF Assessment Reports of 20 universities in Thailand. The key five domains of the Office of Higher Education Council (OHEC), were compared with the desired attributes synthesized from previous research into the assessments of graduates’ Thai employers. In those previous studies, the most desirable attributes were categorized into twenty-five items. The recommendation in this paper is to add some attributes, such as the Domain of Psychomotor Skills (Arit.chandra.ac.th, n.d., p.2); and decrease the five domains to only three, in accordance with the National Education Act, 1999 (Thai year 2542). Three main latent attributes have been examined to cover the three perspectives, which were: A) Academic knowledge to provide foundation for their further development; B) Practical knowledge which directly transforms into work readiness; and C) Ethical and moral mindsets to perform professional practices. The most important was defined as professional ethics. The integration of the findings, resulting from the interpretation of the variables, constructs, models and meanings, is shown in the Appendices, categorized by the three types of stakeholders: Students, Job Candidates, and Employers.