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Ekkawatpanit</title> <meta name="description" content="Search results for: Chaiwat Ekkawatpanit"> <meta name="keywords" content="Chaiwat Ekkawatpanit"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Chaiwat Ekkawatpanit"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 10</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Chaiwat Ekkawatpanit</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Prognostic and Diagnostic Modes of Mathematical Model for the Pre-operation of Suspended Sediment Transport model in Estuaries and Coastal areas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Worachat%20Wannawong">Worachat Wannawong</a>, <a href="https://publications.waset.org/search?q=Chaiwat%20Ekkawatpanit"> Chaiwat Ekkawatpanit</a>, <a href="https://publications.waset.org/search?q=Sanit%20Wongsa"> Sanit Wongsa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Both prognostic and diagnostic modes of a 3D baroclinic model in hydrodynamic and sediment transport models of the Princeton Ocean Model (POM) were conducted to separate prognose and diagnose effects of different hydrodynamic factors on transport of suspended sediment discharged from the rivers to the Gulf of Thailand (GoT). Both transport modes of suspended sediment distribution in the GoT were numerically simulated. It could be concluded that the suspended sediment discharged from the rivers around the GoT. Most of sediments in estuaries and coastal areas are deposited outside the GoT under the condition of wind-driven current, and very small amount of the sediments of them are transported faraway. On the basis of wind forcing, sediments from the lower GoT to the upper GoT are mainly transported south-northwestward and also continuously moved north-southwestward. An obvious 3D characteristic of suspended sediment transport is produced in the wind-driven current residual circulation condition. In this study, the transport patterns at the third layer are generally consistent with the typhoon-induced strong currents in two case studies of Typhoon Linda 1997. The case studies presented the prognostic and diagnostic modes during 00UTC28OCT1997 to 12UTC06NOV1997 in a short period with the current condition for pre-operation of the suspended sediment transport model in estuaries and coastal areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=prognostic" title="prognostic">prognostic</a>, <a href="https://publications.waset.org/search?q=diagnostic" title=" diagnostic"> diagnostic</a>, <a href="https://publications.waset.org/search?q=baroclinic" title=" baroclinic"> baroclinic</a>, <a href="https://publications.waset.org/search?q=sediment%20transport" title=" sediment transport"> sediment transport</a>, <a href="https://publications.waset.org/search?q=estuaries." title=" estuaries."> estuaries.</a> </p> <a href="https://publications.waset.org/14062/prognostic-and-diagnostic-modes-of-mathematical-model-for-the-pre-operation-of-suspended-sediment-transport-model-in-estuaries-and-coastal-areas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14062/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14062/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14062/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14062/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14062/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14062/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14062/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14062/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14062/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14062/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14062.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1502</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Learning Styles of University Students in Bangkok: The Characteristics and the Relevant Instructional Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chaiwat%20Tantarangsee">Chaiwat Tantarangsee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study are 1) to identify learning styles of university students in Bangkok, and 2) to study the frequency of the relevant instructional context of the identified learning styles. Learning Styles employed in this study are those of Honey and Mumford, which include 1) Reflectors, 2) Theorists, 3) Pragmatists, and 4) Activists. The population comprises 1383 students and 5 lecturers. Research tools are 2 questionnaires – one used for identifying students- learning styles, and the other used for identifying the frequency of the relevant instructional context of the identified learning styles. The research findings reveal that 32.30 percent - are Activists, while 28.10 percent are Theorists, 20.10 are Reflectors, and 19.50 are Pragmatists. In terms of the relevant instructional context of the identified 4 learning styles, it is found that the frequency level of the instructional context is totally in high level. Moreover, 2 lists of the context being conducted most frequently are 'Lead'in activity to review background knowledge,- and 'Information retrieval report.' And these two activities serve the learning styles of theorists and activists. It is, therefore, suggested that more instructional context supporting the activists, the majority of the population, learning best by doing, as well as emotional learning situation should be added. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Instructional%20Context" title="Instructional Context">Instructional Context</a>, <a href="https://publications.waset.org/search?q=Learning%20Styles" title=" Learning Styles"> Learning Styles</a>, <a href="https://publications.waset.org/search?q=Learning%0D%0AStyle%20Preference" title=" Learning Style Preference"> Learning Style Preference</a>, <a href="https://publications.waset.org/search?q=and%20Learning%20Style%20Questionnaire." title=" and Learning Style Questionnaire."> and Learning Style Questionnaire.</a> </p> <a href="https://publications.waset.org/13764/learning-styles-of-university-students-in-bangkok-the-characteristics-and-the-relevant-instructional-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13764/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13764/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13764/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13764/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13764/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13764/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13764/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13764/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13764/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13764/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13764.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1852</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> A Training Course Development to Promote Learning Activities of 2nd Year, Faculty of Education Students using Multiple Intelligences Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chaiwat%20Waree">Chaiwat Waree</a>, <a href="https://publications.waset.org/search?q=Kalanyoo%20Petcharaporn"> Kalanyoo Petcharaporn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to develop and evaluate a training course to promote learning activities of 2nd year, Suan Sunandha Rajabhat University, faculty of education students using multiple intelligences theory. The process is divided into two phases: Phase 1 development of training course to promote learning activities consisting of principles, objectives of the course, structure, training duration, content, training materials, training activities, media training, monitoring, measurement and evaluation quality of the course. Phase 2 evaluation efficiency of training course was to use the improved curriculum with experimental group which is 2nd year, Suan Sunandha Rajabhat University, faculty of education students was drawn randomly 152 students. The experimental pattern was randomized Control Group Pre-Test Post-Test Design, Analysis Data by t-Test with the software SPFSS for Windows. Research has shown that: 1). the ability of teaching and learning according to the theory of multiple intelligences after training is higher than before training significantly in statistic at .01 level, 2). The satisfaction of students to the training courses was overall at the highest level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=A%20training%20course" title="A training course">A training course</a>, <a href="https://publications.waset.org/search?q=learning%20activities" title=" learning activities"> learning activities</a>, <a href="https://publications.waset.org/search?q=multiple%20intelligences." title=" multiple intelligences."> multiple intelligences.</a> </p> <a href="https://publications.waset.org/7257/a-training-course-development-to-promote-learning-activities-of-2nd-year-faculty-of-education-students-using-multiple-intelligences-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7257/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7257/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7257/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7257/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7257/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7257/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7257/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7257/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7257/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7257/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7257.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1402</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> A Development of Online Lessons to Strengthen the Learning Process of Master's Degree Students Majoring in Curriculum and Instruction at Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chaiwat%20Waree">Chaiwat Waree </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purposes of the research were to develop online lessons to strengthen the learning process of Master's degree students majoring in Curriculum and Instruction at Suan Sunandha Rajabhat University; to achieve the efficiency criteria of 80/80; and to study the satisfaction of students who use online lessons to strengthen the learning process of Master’s degree students majoring in Curriculum and Instruction at Suan Sunandha Rajabhat University. The sample consisted of 40 university students studying in semester 1, academic year 2012. The sample was determined by Purposive Sampling. Selected students were from the class which the researcher was the homeroom tutor. The tutor was responsible for the teaching of learning process. Tools used in the study were online lessons, 60-point performance test, and evaluation test of satisfaction of students on online lessons. Data analysis yielded the following results; 83.66/88.29 efficiency of online lessons measured against the criteria; the comparison of performance before and after taking online lessons using t-test yielded 29.67. The statistical significance was at 0.05; the average satisfaction level of forty students on online lessons was 4.46 with standard deviation of 0.68.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Online%20Lessons" title="Online Lessons">Online Lessons</a>, <a href="https://publications.waset.org/search?q=Curriculum%20and%20Instruction." title=" Curriculum and Instruction."> Curriculum and Instruction.</a> </p> <a href="https://publications.waset.org/9997140/a-development-of-online-lessons-to-strengthen-the-learning-process-of-masters-degree-students-majoring-in-curriculum-and-instruction-at-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997140/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997140/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997140/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997140/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997140/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997140/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997140/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997140/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997140/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997140/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997140.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1434</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Correction of Frequent English Writing Errors by Using Coded Indirect Corrective Feedback and Error Treatment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chaiwat%20Tantarangsee">Chaiwat Tantarangsee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purposes of this study are 1) to study the frequent English writing errors of students registering the course: Reading and Writing English for Academic Purposes II, and 2) to find out the results of writing error correction by using coded indirect corrective feedback and writing error treatments. Samples include 28 2nd year English Major students, Faculty of Education, Suan Sunandha Rajabhat University. Tool for experimental study includes the lesson plan of the course; Reading and Writing English for Academic Purposes II, and tool for data collection includes 4 writing tests of short texts. The research findings disclose that frequent English writing errors found in this course comprise 7 types of grammatical errors, namely Fragment sentence, Subject-verb agreement, Wrong form of verb tense, Singular or plural noun endings, Run-ons sentence, Wrong form of verb pattern and Lack of parallel structure. Moreover, it is found that the results of writing error correction by using coded indirect corrective feedback and error treatment reveal the overall reduction of the frequent English writing errors and the increase of students’ achievement in the writing of short texts with the significance at .05.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Coded%20indirect%20corrective%20feedback" title="Coded indirect corrective feedback">Coded indirect corrective feedback</a>, <a href="https://publications.waset.org/search?q=error%20correction" title=" error correction"> error correction</a>, <a href="https://publications.waset.org/search?q=error%20treatment" title=" error treatment"> error treatment</a>, <a href="https://publications.waset.org/search?q=frequent%20English%20writing%20errors." title=" frequent English writing errors."> frequent English writing errors.</a> </p> <a href="https://publications.waset.org/9999121/correction-of-frequent-english-writing-errors-by-using-coded-indirect-corrective-feedback-and-error-treatment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999121/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999121/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999121/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999121/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999121/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999121/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999121/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999121/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999121/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999121/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999121.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2197</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Correction of Frequent English Writing Errors by Using Coded Indirect Corrective Feedback and Error Treatment: The Case of Reading and Writing English for Academic Purposes II</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chaiwat%20Tantarangsee">Chaiwat Tantarangsee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study are 1) to study the frequent English writing errors of students registering the course: Reading and Writing English for Academic Purposes II, and 2) to find out the results of writing error correction by using coded indirect corrective feedback and writing error treatments. Samples include 28 2nd year English Major students, Faculty of Education, Suan Sunandha Rajabhat University. Tool for experimental study includes the lesson plan of the course; Reading and Writing English for Academic Purposes II, and tool for data collection includes 4 writing tests of short texts. The research findings disclose that frequent English writing errors found in this course comprise 7 types of grammatical errors, namely Fragment sentence, Subject-verb agreement, Wrong form of verb tense, Singular or plural noun endings, Run-ons sentence, Wrong form of verb pattern and Lack of parallel structure. Moreover, it is found that the results of writing error correction by using coded indirect corrective feedback and error treatment reveal the overall reduction of the frequent English writing errors and the increase of students’ achievement in the writing of short texts with the significance at .05. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Coded%20indirect%20corrective%20feedback" title="Coded indirect corrective feedback">Coded indirect corrective feedback</a>, <a href="https://publications.waset.org/search?q=error%20correction" title=" error correction"> error correction</a>, <a href="https://publications.waset.org/search?q=and%20error%20treatment." title=" and error treatment."> and error treatment.</a> </p> <a href="https://publications.waset.org/10003938/correction-of-frequent-english-writing-errors-by-using-coded-indirect-corrective-feedback-and-error-treatment-the-case-of-reading-and-writing-english-for-academic-purposes-ii" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003938/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003938/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003938/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003938/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003938/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003938/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003938/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003938/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003938/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003938/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003938.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1093</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Consumer Behavior and Knowledge on Organic Products in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Warunpun%20Kongsom">Warunpun Kongsom</a>, <a href="https://publications.waset.org/search?q=Chaiwat%20Kongsom"> Chaiwat Kongsom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study was to investigate the awareness, knowledge and consumer behavior towards organic products in Thailand. For this study, a purposive sampling technique was used to identify a sample group of 2,575 consumers over the age of 20 years who intended or made purchases from 1) green shops; 2) supermarkets with branches; and, 3) green markets. A questionnaire was used for data collection across the country. Descriptive statistics were used for data analysis. The results showed that more than 92% of consumers were aware of organic agriculture, but had less knowledge about it. More than 60% of consumers knew that organic agriculture production and processing did not allow the use of chemicals. And about 40% of consumers were confused between the food safety logo and the certified organic logo, and whether GMO was allowed in organic agriculture practice or not. In addition, most consumers perceived that organic agricultural products, good agricultural practice (GAP) products, agricultural chemicals free products, and hydroponic vegetable products had the same standard. In the view of organic consumers, the organic Thailand label was the most seen and reliable among various organic labels. Less than 3% of consumers thought that the International Federation of Organic Agriculture Movements (IFOAM) Global Organic Mark (GOM) was the most seen and reliable. For the behaviors of organic consumers, they purchased organic products mainly at the supermarket and green shop (55.4%), one to two times per month, and with a total expenditure of about 200 to 400 baht each time. The main reason for buying organic products was safety and free from agricultural chemicals. The considered factors in organic product selection were price (29.5%), convenience (22.4%), and a reliable certification system (21.3%). The demands for organic products were mainly rice, vegetables and fruits. Processed organic products were relatively small in quantity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Consumer%20behavior" title="Consumer behavior">Consumer behavior</a>, <a href="https://publications.waset.org/search?q=consumer%20knowledge" title=" consumer knowledge"> consumer knowledge</a>, <a href="https://publications.waset.org/search?q=organic%0D%0Aproducts" title=" organic products"> organic products</a>, <a href="https://publications.waset.org/search?q=Thailand." title=" Thailand."> Thailand.</a> </p> <a href="https://publications.waset.org/10004971/consumer-behavior-and-knowledge-on-organic-products-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004971/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004971/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004971/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004971/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004971/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004971/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004971/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004971/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004971/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004971/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004971.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3133</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> A Development of the Multiple Intelligences Measurement of Elementary Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chaiwat%20Waree">Chaiwat Waree</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research aims at development of the Multiple Intelligences Measurement of Elementary Students. The structural accuracy test and normality establishment are based on the Multiple Intelligences Theory of Gardner. This theory consists of eight aspects namely linguistics, logic and mathematics, visual-spatial relations, body and movement, music, human relations, self-realization/selfunderstanding and nature. The sample used in this research consists of elementary school students (aged between 5-11 years). The size of the sample group was determined by Yamane Table. The group has 2,504 students. Multistage Sampling was used. Basic statistical analysis and construct validity testing were done using confirmatory factor analysis. The research can be summarized as follows; 1. Multiple Intelligences Measurement consisting of 120 items is content-accurate. Internal consistent reliability according to the method of Kuder-Richardson of the whole Multiple Intelligences Measurement equals .91. The difficulty of the measurement test is between .39-.83. Discrimination is between .21-.85. 2). The Multiple Intelligences Measurement has construct validity in a good range, that is 8 components and all 120 test items have statistical significance level at .01. Chi-square value equals 4357.7; p=.00 at the degree of freedom of 244 and Goodness of Fit Index equals 1.00. Adjusted Goodness of Fit Index equals .92. Comparative Fit Index (CFI) equals .68. Root Mean Squared Residual (RMR) equals 0.064 and Root Mean Square Error of Approximation equals 0.82. 3). The normality of the Multiple Intelligences Measurement is categorized into 3 levels. Those with high intelligence are those with percentiles of more than 78. Those with moderate/medium intelligence are those with percentiles between 24 and 77.9. Those with low intelligence are those with percentiles from 23.9 downwards.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Multiple%20Intelligences" title="Multiple Intelligences">Multiple Intelligences</a>, <a href="https://publications.waset.org/search?q=Measurement" title=" Measurement"> Measurement</a>, <a href="https://publications.waset.org/search?q=Elementary%0D%0AStudents." title=" Elementary Students."> Elementary Students.</a> </p> <a href="https://publications.waset.org/16388/a-development-of-the-multiple-intelligences-measurement-of-elementary-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16388/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16388/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16388/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16388/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16388/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16388/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16388/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16388/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16388/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16388/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16388.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2958</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> A Survey of 2nd Year Students’ Frequent English Writing Errors and the Effects of Participatory Error Correction Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chaiwat%20Tantarangsee">Chaiwat Tantarangsee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purposes of this study are 1) to study the effects of participatory error correction process and 2) to find out the students’ satisfaction of such error correction process. This study is a Quasi Experimental Research with single group, in which data is collected 5 times preceding and following 4 experimental studies of participatory error correction process including providing coded indirect corrective feedback in the students’ texts with error treatment activities. Samples include 52 2nd year English Major students, Faculty of Humanities and Social Sciences, Suan Sunandha Rajabhat University. Tool for experimental study includes the lesson plan of the course; Reading and Writing English for Academic Purposes II, and tools for data collection include 5 writing tests of short texts and a questionnaire. Based on formative evaluation of the students’ writing ability prior to and after each of the 4 experiments, the research findings disclose the students’ higher scores with statistical difference at 0.00. Moreover, in terms of the effect size of such process, it is found that for mean of the students’ scores prior to and after the 4 experiments; d equals 0.6801, 0.5093, 0.5071, and 0.5296 respectively. It can be concluded that participatory error correction process enables all of the students to learn equally well and there is improvement in their ability to write short texts. Finally the students’ overall satisfaction of the participatory error correction process is in high level (Mean = 4.39, S.D. = 0.76).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Coded%20indirect%20corrective%20feedback" title="Coded indirect corrective feedback">Coded indirect corrective feedback</a>, <a href="https://publications.waset.org/search?q=participatory%0D%0Aerror%20correction%20process" title=" participatory error correction process"> participatory error correction process</a>, <a href="https://publications.waset.org/search?q=error%20treatment." title=" error treatment."> error treatment.</a> </p> <a href="https://publications.waset.org/10001235/a-survey-of-2nd-year-students-frequent-english-writing-errors-and-the-effects-of-participatory-error-correction-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001235/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001235/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001235/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001235/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001235/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001235/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001235/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001235/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001235/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001235/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001235.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1782</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Production and Market of Certified Organic Products in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chaiwat%20Kongsom">Chaiwat Kongsom</a>, <a href="https://publications.waset.org/search?q=Vitoon%20Panyakul"> Vitoon Panyakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The objective of this study was to assess the production and market of certified organic products in Thailand. A purposive sampling technique was used to identify a sample group of 154 organic entrepreneurs for the study. A survey and in-depth interview were employed for data collection. Also, secondary data from organic agriculture certification body and publications was collected. Then descriptive statistics and content analysis technique were used to describe about production and market of certified organic products in Thailand. Results showed that there were 9,218 farmers on 213,183.68 Rai (83,309.2 acre) of certified organic agriculture land (0.29% of national agriculture land). A total of 57.8% of certified organic agricultural lands were certified by the international certification body. Organic farmers produced around 71,847 tons/year and worth around THB 1,914 million (Euro 47.92 million). Excluding primary producers, 471 operators involved in the Thai organic supply chains, including processors, exporters, distributors, green shops, modern trade shops (supermarket shop), farmer’s markets and food establishments were included. Export market was the major market channel and most of organic products were exported to Europe and North America. The total Thai organic market in 2014 was estimated to be worth around THB 2,331.55 million (Euro 58.22 million), of which, 77.9% was for export and 22.06% was for the domestic market. The largest exports of certified organic products were processed foods (66.1% of total export value), followed by organic rice (30.4%). In the domestic market, modern trade was the largest sale channel, accounting for 59.48% of total domestic sales, followed by green shop (29.47%) and food establishment (5.85%). To become a center of organic farming and trading within ASEAN, the Thai organic sector needs to have more policy support in regard to agricultural chemicals, GMO, and community land title. In addition, appropriate strategies need to be developed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Certified%20organic%20products" title="Certified organic products">Certified organic products</a>, <a href="https://publications.waset.org/search?q=production" title=" production"> production</a>, <a href="https://publications.waset.org/search?q=market" title=" market"> market</a>, <a href="https://publications.waset.org/search?q=Thailand." title=" Thailand. "> Thailand. </a> </p> <a href="https://publications.waset.org/10005134/production-and-market-of-certified-organic-products-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005134/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005134/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005134/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005134/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005134/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005134/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a 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