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THE ATTITUDE OF ETHICAL AND MORAL INDICATORS SELECTION BASED ON FESTIVITY 38 BY THE FIRST YEAR STUDENTS OF KHON KAEN UNIVERSITY C$ .! & &G "#$"4 ! " # $ . % & . # $ 40002 F"#$"4 . . 2549-2550 4 &4 H " ' '( " ) ) 38 " < = I" " ( '(%*+ " , "( % ' % & " ' '( " ) ) / , 38 ! !" ' # " 1 , ! " # $ 6 1 %7: " ' '( " !' % ; 10 " '(, % = $ " 1 ! ; 1 ) ) , $ ">?@ $ G ' ,JP, @ !"( ' ; 1 $ *Q G" % & %*+ ', " " < = @= This was a classroom research for searching the ethical indicators by using the festivity 38. The research was carried out for reflecting the attitude and virtue of students in Khon Kaen University. The results pointed out by identifying 10 suitable items of the festivity that the students reflected the ethical senses of gratitude, parents supporting, and extensive learning including the sense of practical performing to be a meritorious citizen. &4 H JH' / " *X G" %*+ / , / " # @ #$ $ Z [% & / " \ !" / ' !"( " ; @$# ' @$, # " [ G / " $ [& \ $ %*+ % *X " $ % & 6 !' * " " $ #$ # @ , ' * ; " $ , >$ %*+ % & # > / !; ! " ) ]1 % (; & !"( ( % & , # " \ $ % $ '( ! , % = [1 %G' %G' # ]1 *^ % # !' ! = & % # ' , , \ ; " $ ' ]1 ' @$, ; # $ Z 1 * *Q G" , ' * ; " *X> & *X> !; \ / 6$ '( ; " , !' [@ ' % & / ) ; 1 , % "( $ " G G " / % ' !"( , "G &( ^ 1 / " % & & )' % *X " !' %

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) ) , " [G$ % \ / 6$ % ' @ (1) [$ ! G % $ G " &G $ " (2) \ % = G !' * *Q G" $ ) %*+ GG $ (3) \ * *Q G" % % ) ) , ( , 2551) [ G" 1 " %*+ " !' 'G "G% !"( @ !' @$ " %*+ ; % & , [$ ! @ & !"( G G$ % ' % & , % % $ '( % *+ !' ' , " * !' , ' * ; " # G " $ / %j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j #1( %!$ "( & % ' ; , " G# % G #\ ! q'% ' "G 38 %*+ % & % ' "G ) ]1 * / ! @*) % #1( = $ % & ' ; * *Q G" % & %*: , "{ ) , \* @$ ' ! , $ %*+ ! q'! / , , % ' "G 38 " ) , / !* Q / #!' $ $ “ " * ' !; , G !) |” " "( ; 38 ]1 [@ " @$ ; "G $ $ *Q G" \ " % , G %*: ( " 1 ) \ !" 6$ " # $ Z $ ' / ) ; 1 , % & , % ' \ ; "G ; "> $ ! (1) ) (2) * [ & $ " , ' (3) , % * *Q G" , *X % G & # " "( Z \

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7G & * % & 1 " ' '( " % ) ) , !" # " 1 "( *} !' 1 # ! " # $ 4 G " "( '( [ "( * % = ; [ % & ; G\ $ %*+ ; "G#"( " $ \* '( 1. " 1 % & # , G %*+ " ' '( " 2. " 1 % & # "( Z " " $ \ 3. " 1 , ; "># " % & ( # "( Z) $,@ "G, 4. "G ; ">/ # % $ "( %*+ $ \ 5. !' [@ % & !' * 6 , ; [ # !' 4 # ; "G 1 [1 10 & # , G & 7 6 1. 38 " %*+ ' !' % & ; \** *Q G" & ; \* @$% & Z [% ' ; , % / ) ; 1 , \ [ $ , % * / "G % " G# \ 2. " ; "G ; "G!' 1 ( ; "> & & G !' ) " " \* ! & @ 1 & \ ; 1 # *X % G & $ G , " "( \ , "G!' ' " ; "> 3. %G' G )' " !' ; , [ * 6 , "G!' $ % & [& \ # # #"( # " ' ; "G " $ \* '( 1. GG G[ (questionnaire) % & , %*+ % & & , % =G# @ / ; " ' '( " (indicator) " # , 38 * @* GG# Delphi Technique (Canter, 1996; Ott, 1978) 2. % GG G[ )'# Delphi " '( 2.1 $ GG G[ , $ * " $ / $ % & " 1 "( *}!' 1 !' ! %G' % ' 000131 !" ' ]1 %*+ $ 1 !" \*# ! " # $ ; " G * *} 1 2549 *} 1 2550 %*+ 6@ G GG G[ 2.2. , " 1 $ " , $ / % ! % & 3 ! $ & $ , $ 1 / )'!; % & , $ !' ; , $ " # # 38 * 2.3 , ' !' 6@ G GG G[ " , $ , $ " G ; " > (significance rating) "G, "G 1 !' ; $ %*+ ; % = $ \* $ ( 1 [1 5) ; "G " % & "( Z ]1 ; $ % # 1 [1 ; "> !' $ % # 5 ; "> !' / )'!; % & , $ !' ; 2.4 , '!' 6@ G GG G[ " , & 6@ G\ $ , $ "G ; "># " ' '( " " "( Z

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7 8 5 11 11 11 6 8 11 13 2 2 10 11 9 10 13 5 10 7

5 7 8 4 4 3 10 6 4 4 12 4 5 5 2 3 7 2 5 6 -

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# 4 Ranking 4 6 7 27 25 5 3 16 9 21 2 17 18 8 29 23 10 14 22

81 88 48 150 15 81 62 11

50 53 53 19 49 65 69 42

30 24 38 3 53 18 31 43

11 10 13 17 4 10 10

2 7 4 14 3 9 3 2

1.868 1.873 2.179 1.435 2.591 1.842 1.988 2.518

12 13 26 1 31 11 20 30

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2.823 1.886 1.983 2.403 2.060

46 19 20 24 10 24 31 16 14

18 10 9 9 6 10 12 16 8

8 7 7 5 5 3 5 2 5

# 4 Ranking 32 15 19 28 24

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6 !' \ 1 "( '(/ *\ $ 38 * !' % , %*+ " ' '( " / " 1 ' ; 32 # % & % ' ; "G ; ">/ " , % & \ 10 " "G " " \* * Q6 " , !' 4 ]1 6 * ! [ $ \ $ $ % & " 1 "( *}!' 1 !' % ' 000131 !" ' # % = # " 1 ; 186 % & 38 %*+ " ' '( " "G ) ) % & % ' ; " G ; " > % = $ " ' '( " ) ) !' ' , " " 1 5 " " G & ">?@ G; G %*+ @ @ \ $ G "( \ G " & " 1 " '

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; 1 ) , $ ">?@ @ $ " *Q G" , ,JP 1 * %*+ ', " %*+ ; "> ! & ( */ " 4 I &. #$ 1. $ %* / !" , " % ' " 1 & G !" \* " , ; "># " ) , !) 2. %*+ " $ , @ "G ; $ 1 ; )' " \* # @ $ Z !' " ; "G ; "> (ranking) GG[$ (; " (weighting scale, significant rating) 3. $ * @ JX ) ) , "G " 1 6@ % ' # ,

& ! * !) * / . (2528). . %! : ! " . *X>> , G . (2545). 38 . %! : ) [ G" G" & ) . . (2551). ! " ! # !$ 38. 1 !" \* ! " # $ . *}!' 1(jG"G!' 1), 50-56. Canter, L.W. (1996). Environmental Impact Assessment. 2nd Ed. New York: McGraw-Hill, Inc. Ott, W.R. (1978). Environmental Indices: Theory and Practice. Ann Arbor, Michigan: Ann Arbor Science Publisher Inc.

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THE EVALUATION RESEARCH OF THE TRAINING PROJECT ON MORALE, ETHIC AND GOOD GOVERNANCE: ROYAL THAI POLICE HEADQUARTER. C$ .! & . " ' @ >/> "{ .! . ' * !'*! . @ ! ' . !) " > G %]$ &G "#$"4 @ * % 6 ; " ! %G' " 6 ! " /#!" ) ) ; G G @ ; % * % = " " !G ' 11120 F"#$"4 . . 2551 ' " & & @ $ % "{ " 6$ % ) ( @ ) ) ; " G "{ @ ( ) 4 &4 H * % 6 ) ) ) G " < = I" " * % 6 / J G ) ) ) G ' " [ * % & (1) * % 6 / J G ) ) ) G (2) 1 *X> * *X " !' ' !) % ' # $ * G6 ; % = \ $ ; % = # / (3) *G!% ' , ' " $ (4) % ! , "{ * "G* / 6 " G $ 6@ %# "G G ' 1 , $ % &( G @$, "G ; "G*X " !' $ % ; % = & $ " "( , $ & # 6@ %# "G G ) &( ^ # $ G " , , %# "G G $ *X " !' %*+ * # J G & / G " / # " , %# "G G \ $ "( , # 6@ %# G ; "GG!% ' !' % #1( "G " % & ' ; ) 6 * \*, ' *Q G" $ , G " !' ' ' * "G $ " , '#1( $ G!% ' !' % #1( $ $ & ' "G6 G % ' $ & $ , " !; " #1( ' $ % & 6@ / ; 1 [1 * / $ #1( ' [$ ! @ !' \ "G , "G6@ & *Q G" %*+ " $ !' ' " < = @= This evaluation research aimed to (1) follow-up and evaluate the training project on morale, ethic, and good governance, (2) examine the problems and hindrance associated with the implementation of the training, as well as the potential factors that contribute to the project’s success and failure, (3) summarize the project’s overall outcomes and the outcomes from the case study, and (4) propose guidelines to improve and develop more appropriate training program. It was found that the trainees had high levels of satisfaction to the contents of the training provided. Factors facilitating the success of the project included trainees’ determination and collaboration, and trainees’ morale and volunteering for participating in the training. In contrast, the factors contributing to the failure of the training project included the overwhelming workloads and family responsibilities, health

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conditions, trainees’ inattentions and lacks of interest in the training. Also, the outcomes that positively affect individual trainees included the implementation of the six morale principles, wellbehaved acts to family members, and self-improvement. The positive outcomes that benefit society included responsibilities, sacrifices, greater collaborations, giving assistance to unprivileged people, social awareness, the disseminations of the knowledge, and the demonstrations of exemplary behaviors. &4 H JH' "^ G , ; # % !) ! " ^ ' \ * $ ) ) G *: " ! * G, "^ / ' " [* % & , * % " , " ! ) \ , , G 6$ # " ^ G $ [1 " # % !' , ! " G / \ ; !) ) ) G *: " ! * G, "^\ 7 !) / %j !) !' 2 * "G%* ' G !" "{ ) $ "{ # , ; ! * *Q G" %*+ # !' ' G ! @$ *Q G" " { ) ) # # !"( " { # $ , $ , ' ) ) #' [ @ % & " G %* ' * , $ # # ; , *X G" '( \ "G !"( , * ' %G' G " *Q G" G $ # !; , # ; , G !" \* @$, "G!' \ $ $ 1 , !"( '( ; " ; $ \ !; ! ['! , # ; %*+ 6@ ' @ [, # $ Z !' "G6 G $ % , ' ) ) , *Q G" / ' G , 1 [& q %G' G # G" "G ; " " ; $ % $ " , ! "G " " @ J G % ' "G ) ) " !; / !' $ % ) ) # # ; $ $ ' ; % $ Z " $ # = ; " ; $ = " \ $ G %*: !' "( \ $ G@ !"( '(% & G $ % ) ) # # ; %*+ \* / G # "^G " $ % & @ $ % "{ " 6$ % ) ( @ ) ) ; " G "{ @ ( ) ; , ; " ; $ %*+ $ %*: , ; % / J G ) ) ) G ; " G 6@ G ; " ; $ 1 , $ & / " $ # ; , " " ; " ; $ %# $ / J G ; 7 $ G %*: 850 $ % " G , % J G / " $ ; %*+ $ !' ' * % 6 % & , ! G6 " !) | !' % #1( J G !"( @ !" , "GG $ G "{ "G % & * $ & $ $ % & #$ # 6 G $ %* ' * * , , "{ ) ) , % $ G , '* !) * !) 6 % #1( @ ) 1 % =

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HONEST BEHAVIOR OF THAI PEOPLE C$ .! & .#" @ .! .% " 6@ $ )">> ! ) # "> " # !" F"#$ . . 2547 ' " & & ; " *: " * G* ! $ (*.*. .) * *: " * G* ! $ * j . ! " " %j' %j % ' 3 . . 2548 4 &4 H ]& " " < = I" " '(* G / " $ 3 / %*+ 1 !"( % * % % =G# @ !"( G GG G[ " % 1 1 1 ]& " , $ * !"( G G &( !' 3 & !) 6 " % 6 " / $ !"( 3 / * $ %*+ '!' ]& " \ * G ; "> $ $ Z & (1) [ G" G " , % '( @!' % &( $ "{ ) & " ! * @ JX G % !" !' ' $ ]& " / % !' % '( @ GG 1 % % = , % 6 * G !' $ $ -6@ * %*+ GG $ *Q G" ! (2) [ G" / % ' / % ' !' [ G" ( " !) " % $ ) $ , $ " $ ' ) ]& " %j ' @ $ / % ' !" \* (!"( "^ % ) (3) [ G" $ " $ !' \ " 6" [ G" ' ) ]& " @ $ $ !' \ " 6" (4) 6@ G" "GG"> % & * / '6 $ ]& " # # !' !; !' , G * " < = @= This set of research projects composed of 3 sub-projects, one project employed qualitative methods and others used quantitative methods. Data were collected by questionnaires, depth interviews, and participatory observation. Samples were people from three religions; Buddhists, Christians, and Muslims. The findings from a synthesis of the research study revealed that essential factors related to honest behavior were (1) Families: reasoning child rearing practice and early self dependency practice with religious models from parents implanted personality of self control and positive attitude on honesty to children. (2) Schools: religious schools (Buddhist temples, churches and mosses) implanted honest in students more than ordinary schools (public and private schools) (3) Religion institution: peoples closed to religion places (temples, churches and mosses) and religion teachers (monks, priests and i-mam) were more honest, and (4) Environmental factors: for government officers; leaders, colleagues, and people, might be able to influence their behavior.

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2. G " % ' @ % ' @ ! [ ! * " > % ^ % ' * @*6 6 % '* !) " % ' $ , >$ '6 " !) |! % ' @$, % ' " % ' ' " !' 1 * \ $ "G6 G ]& " # " / ! * " % = $ # !; !; $ ' # " % ' '% !' ' $ " % ' @ % ' @ ! [ " < = @= The purposes of the development of local learning strand following the sufficient economy philosophy in the subject of agricultural processed product, Mathayomsukka 2 were : (1) To develop to local learning strand following the sufficient economy philosophy in the subject of agricultural processed product and (2) To evaluate the effectiveness of the learning process of local learning stand following the sufficient economy philosophy in the subject of agricultural processed product. The study focused on the students’ academic achievement, students’ psychomotor, and students’ attitude toward the learning activities in the subject of processed agricultural product. The participants of the study were 87 students and their parents, 8 teachers, and 11 local experts. The study was an action research. The data were analyzed using content analysis, frequency, and percentage. The findings of this study revealed the following: 1. The process of the development of local learning strand following the sufficient economy philosophy consisted of 7 steps as follows; 1.1) focus on curriculum analysis, the framework of local learning strand, sufficient economy philosophy, and the advantages and disadvantages of the processed agricultural products. 1.2) do the needs analysis of students and their parents. 1.3) set the frame work of the learning strand following the sufficient economy philosophy. 1.4) collect data from the participants. 1.5) plan the learning management. 1.6) implement in classrooms and 1.7) evaluate the learning process by using opinions from the students, their parents, teachers and the people in the local area. The opinions revealed the following: In the process of the development of local learning strand we should consider 1) the knowledge of the agricultural processed product. 2) the method of processing agricultural product and 3) the kind of agricultural processed product following the sufficient economy philosophy. The factors involved in the process of the development of local learning strand were; the variety of the materials in the local area, the good relationship between the school and the community, the needs of students, parents, teachers and experts in the local area. On the contrary, the disadvantages were; the experts did not have pedagogical experience, the working hours and the lack of the students’ readiness, experience and skill to express their opinions. 2. After applying the learning process dictated by the sufficient economy philosophy in the subject of agricultural processed products, the students’ academic achievement was at the level of ‘good’. The students’ characteristics needed were responsibility, honesty, working hard/patients, economics, positive thinking about work and positive attitude, they had a positive toward required characteristics.

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AN INTEGRATED LEARNING MANAGEMENT TO CULTIVATE PATRIOTISM OF FIFTH GRADE STUDENTS KASETSART UNIVERSITY LABORATORY SCHOOL, CENTER FOR EDUCATIONAL RESEARCH AND DEVELOPMENT C$ .! & * ; &G "#$"4 / % ' ) $ ! " % @ " "{ 1 @ * . 1050 * J.% ! . 10903 F"#$"4 . . 2550 ' " & & / % ' ) $ ! " % @ " "{ 1 4 &4 H " % ' @ GGG@ , ; 1 " " < = I" 1 "( '( ' " [* % & 1 6 * @ JX ; 1 " " % ' @ GGG@ $ $ % ' @ % & & !' , , " \ $ (1) “ $ % ' @ ) ... $ % & % (; ” $ % ' @ " 1 "{ ) (2) “ $ % ' @ \! " " '” $ % ' @ \! (3) "{ 6@ % ' “ ! % MY BIG BALL” (4) GG G[ % = * %* % # @ / , % % &( 6 1 G $ " % ' *Q G" % & ; 1 " " '( " ' * \ $! % " (40 ) " @ , , %*+ \! @ \! , [@ " "{ ) \! ]&( # \! (20 ) "( , % ' % & ; @ "{ * %! (13 ) $ % & 6@ & % ' (12 ) ]& " \ $ / \ $ G/ \ $/ (11 ) \ $ $* / $ (10 ) % $ "( , %# , *Q G" (9 ) , $ & , *X> \ $ G \ $ $ , % \ $ G (7 ) " < = @= The objective of this classroom action research was to study the results of cultivating patriotism through different integrated learning units from various learning strands. The research instruments used were : (1) The Prosperous Ayudhaya Unit–Social Studies, (2) Thai Patriotism Unit – Thai Language, (3) My Big Ball Game – Homeroom, (4) an opened-ended questionnaire. Content analysis was used to analyze students’ written opinions. The results revealed that the students expressed their patriotism as follows: united and compromised (40) were proud of being Thai, spoke Thai correctly, and bought Thai products (20), determined in studies in order to apply what they had learned to develop the country (13), gave assistance and sacrificed to others (12) were honorable and not deceitful (11), were unselfish (10), sang Thai National Anthem attentively, understood the meanings and acted accordingly (9), did whatever they could to solve unrested situations (7).

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REPORT ON THE DEVELOPMENT OF SOCIAL SKILLS AND SELFRESPONSIBILITY AND DISCIPLINE OF KINDERGARTEN 1 STUDENTS AT WAT SUNTHORN PICHITTARAM SCHOOL. C$ .! & " " j .! " ; " " &G "#$"4 / % ' " ! F"#$"4 . . 2547 4 &4 H " " "G6 G ' " , % " < = I" " "( '( ' $ % & "{ !" " " "G6 G ' " , % # " % ' "( G *}!' 1 / % ' " ! $ " $ !' , , 1 %*+ " % ' "( G *}!' 1 % ' !' 2 *} 1 2546 / % ' " ! ; % " " " ; 28 ]1 \ % & GG% [ !' , , % # @ & $ %j ' t – test 6 " G $ (1) %* ' G%!' G "{ ! " " , "G6 G ' " , % $ "{ " "{ G $ " % ' ! ' "{ ! " " , "G6 G ' " , % " "{ @ $ $ "{ (2) 6 " % "{ ! " " , "G6 G ' " , % # " % ' "( G *}!' 1 % & @$!' / % ' % ' ; 4 "( G $ " % ' ' "{ , $ '#1( %*+ ; "G (3) 6 "{ !" " " , "G6 G ' " , % # " % ' % & @$!' G " % # 6@ * ; 8 "( G $ " % ' '6 "{ @$, "G ' ' ! % & * % , "( !' 7 8 " < = @= The purpose of this research was to develop social skills and self-responsibility and discipline of kindergarten 1 students at Wat Sunthorn Pichittaram school. The sample of this study consisted of 28 purposively selected from Prathom Suksa I students in the second semester of academic year 2004 at Wat Sunthorn Pichittaram school in Ongkarak, Nakhorn Nayok Province. Statistics employed for data analysis were the mean,and t- test. The research finding revealed that (1) The comparison of the development of social skills and self-responsibility and discipline of kindergarten 1 students at Wat Sunthorn Pichittaram school before and after being taught by using case study technique found that every students had higher development of social skills and selfresponsibility and discipline after the treatment. (2) The result from 4 times observation of the development of social skills and self-responsibility and discipline of kindergarten 1 students at Wat Sunthorn Pichittaram school found that every student had higher development in almost every list. and (3) The result of the development of social skills and self-responsibility and discipline from at home observation by parents for 8 times found that every student had an excellent achievement and good achievement in every list when evaluated in the seventh and eighth times.

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3.24 3.50 3.56 3.39 3.59

S.D. 1.03 0.56 0.83 1.03 0.28

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2.95 3.06 3.03 2.98 3.10 2.78 2.77 2.86 3.08 2.91 2.95

S.D. 0.47 0.44 0.77 0.53 0.60 0.57 0.59 0.69 0.51 0.41 0.16

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3.50 3.26 3.45 3.11 3.17 3.42 3.05 3.18 3.41 3.31 3.29

S.D. 0.36 0.39 0.41 0.42 0.53 0.35 0.55 0.64 0.44 0.41 0.17

8.57* 3.72* 6.27* 3.95* 3.05* 8.95* 6.56* 6.08* 6.35* 9.08* 16.84 *

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3.75 3.29 3.59

S.D. 0.33 0.61 0.17

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COMMUNICATION FOR INTERWOVEN PUBLIC CONSCIOUSNESS OF THE BUSINESS SECTOR AND THE PUBLIC C$ .! & F"#$"4 . . 2550 ' " & & ! " ) G" 4 &4 H ; 1 ) & % & % & ) "G * " < = I" " '( ' " [* % & 1 %# , ; $ “ ; 1 ) ” @* GG & % *X " "G * # & % & % & ; 1 ) # ) "G * , %G' G )' " % % =G# @ " " % GG ' $ $ 6 6 "G % % / 1 $ " $ 2 $ & $ ) 6 G "! * ]1 " '( [1 6@ ' $ \ % ' / "GG "!!"( 6 $ * G " , ! [ !' ) %# \* ; % @$ 6 " G $ $ ) ' %# , $ “ ; 1 ) ” %*+ % & !' ' " % ' "G “ "G6 G $ " ” !' %*+ !' !' ) 1 !; , ^ !' % *+ [ G" ! " %*+ , % & " $ * %# , $ “ ; 1 ) ” & @ 1 $ %*+ $ 1 # " !' ' $ $ , @ !; * / & $ % & " / \ $ " 6 G ! % ' * / $ " % $ G % /% & " / @* GG & !"( , !' ) , % & % & ; 1 ) " G * $ % ' $ $ # 6@ ' $ \ % ' !' %*+ !"( & ! % ' / ! "( / G $ / $ #1( G %*+ ! /\ $%*+ ! , @ " " 6$ $ ! & !' / %j & G $ *X " "G !' %*+ * # & '!"( *X " , " < = @= This research was aimed to study the understanding of the word “Public Consciousness”, to study the pattern of communication and to analyze the supporting factors and obstacles in communication to interweave public consciousness of the business sector and the public. Qualitative research methodology was used. Information was in various communication channels, especially personal media and events. They collected data through interview and participative observation, combined with document analysis. The study was conducted between two groups of subject, including six companies from the business sector and the public, which was represented by these six companies’ employees and stakeholders, people in the areas in which they were located. The research revealed that the business sector understood that “Public Consciousness” shared the

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Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 97 " < = @= The purposes of this research were: (1) to investigate and identify Buddhist Dhamma doctrines that could be applied for development of youths’ global-mindedness; (2) to compare the pre-test and post-test achievement scores on Dhamma precepts for development of globalmindedness of students who were taught the identified Buddhist Dhamma doctrines by the Buddhist Method of Situation Confrontation and Problem Solving Decision Making; (3) to compare the pre-test and post-test scores of students who were taught the identified Buddhist Dhamma doctrines for development of global-mindedness by the traditional method; (4) to compare the achievement scores on the identified Buddhist Dhamma doctrines of students taught by the Buddhist Method of Situation Confrontation and Problem Solving Decision Making and those of students taught by the traditional method; (5) to study the Yonisomanasikara thinking of students taught by the Buddhist Method of Situation Confrontation and Problem Solving Decision Making; (6) to study opinions toward global-mindedness of students taught by the Buddhist Method of Situation Confrontation and Problem Solving Decision Making; and (7) to study the faith in Buddhism of students taught by the Buddhist Method of Situation Confrontation and Problem Solving Decision Making. The research was conducted in two phases: Phase One: The investigation to identify Buddhist Dhamma doctrines appropriate for application in developing youths’ global-mindedness. A total number of 23 purposively selected experts consisting of 10 Buddhist monks and 13 education specialists comprised the sample of this phase. Research instruments included three forms of questionnaires developed by the researcher. Statistics employed for data analysis were the median and the interquartile range. Phase Two: The experimentation of teaching the identified Buddhist Dhamma precepts to students by the Buddhist Method of Situation Confrontation and Problem Solving Decision Making in order to develop their global-mindedness. The sample of this phase consisted of two groups (classrooms) of Mathayom Suksa III students who were studying in the second semester of the academic year 2544 in Bordindecha (Sing Singhaseni) School. The two groups, each of which comprised 56 students, were randomly assigned into an experimental group and a control group. Research instruments included lesson plans based on the Buddhist Method of Situation Confrontation and Problem Solving Decision Making, lesson plans based on the traditional teaching method, an achievement test on the identified Buddhist Dhamma precepts, a test on Yonisomanasikara thinking skill, a scale to assess opinions toward global-mindedness, and a scale to assess the faith in Buddhism. Statistics for data analysis included the percentage, mean, standard deviation, and t-test. Findings from Phase One: Experts in the sample were in agreement on identification of 11 Dhamma precepts as being most appropriate for development of youths’ global-mindedness. The

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11 Dhamma precepts were listed starting with the most appropriate and followed by the next appropriate ones, respectively, as follows: 1. Hiriotappa (the fear and shame for committing sin) 2. Satisampajanna (mindfulness) 3. Ovada Buddha 3 (the three admonitions of Buddha) 4. Pancasila (the five precepts) 5. Pancadhamma (the five principles of rightious conduct) 6. Sappurisadhamma 7 (the seven principles for leading respectable life) 7. Sangahavatthu 4 (the four principles for helpful integration) 8. Magga 8 (the eight noble paths) 9. Khantisoracca (patience and self-containment) 10. Brahmavihara 4 (the four characteristics of Brahma) 11. Gharavasa-dhamma 4 (the four principles of lay people) In addition, there were three Buddhist Dhamma precepts that experts considered as being very appropriate for development of youths’ global-mindedness. They were listed as follows : 1. Iddhipada 4 (the four principles for achievement) 2. Paticcasamuppada (the chain of phenomenal cause and effect) 3. Bala 4 (the four principles of empowerment) Findings from Phase Two: 1. The post-test achievement scores on identified Buddhist Dhamma doctrines of students in the experimental group who were taught by the Buddhist Method of Situation Confrontation and Problem Solving Decision Making were significantly higher than their pre-test scores at the .05 level. 2. The post-test achievement scores on identified Buddhist Dhamma doctrines of students in the control group who were taught by the traditional method were significantly higher than their pre-test scores at the .05 level. 3. The post-test achievement scores on identified Buddhist Dhamma doctrines of students in the experimental group were significantly higher, at the .05 level, than the counterpart scores of students in the control group. 4. Assessment results of the experimental group students’ scores on Yonisomanasikara thinking showed that more than 50 percent of them could give right answers to 38 out of 50 questionnaire items. 5. Assessment results of the experimental group students’ opinions toward globalmindedness showed that they expressed agreement at the highest level to one statement item, at the high level to 11 statement items, at the moderate level to 25 statement items, and at the low level to three statement items. 6. Assessment results of the experimental group students’ faith in Buddhism showed that they expressed their agreement at the highest level to six statement items, at the high level to 35 statement items, and at the undecided level to 11 statement items, while they expressed their disagreement to eight statement items.

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4. %* ' G%!' G6 " !) |! % ' % & ) % & "{ ; 1 %*+ / # " % ' !' \ "G / , G %6 > [ " , *X> "G / , GG* 5. 1 GG/ / # " % ' !' \ "G / , G %6 > [ " , *X> 6. 1 % = !' ' $ %*+ / # " % ' !' \ "G / , G %6 > [ " , *X> 7. 1 " ! ) !' ' $ !) # " % ' !' \ " G / , G %6 > [ " , *X> & 7 6 1. 6 " !) |! % ' % & ) % & " { ; 1 %*+ / # " % ' / , G %6 > [ " , *X> " % ' @ $ $ % ' 2. 6 " !) |! % ' % & ) % & "{ ; 1 %*+ / # " % ' / , GG* " % ' @ $ $ % ' 3. 6 " !) |! % ' % & ) % & "{ ; 1 %*+ / # " % ' !' \ "G / , G %6 > [ " , *X> @ $ / , GG* # 4 , " % & "{ ; 1 %*+ / ; "G % !)) "( " %*+ 2 #"( & B 7 "#$ 1 #"( 1 $ ) , !) ) , !' ' % [ ; \* @$ "{ ; 1 %*+ / , #"( " #"( '( 6@ " \ , %! % 7 , 1 " % ' $ \* '( / 7 * %*+ 6@ % ' >, 1 $ " $ & 6@ % ' >, 1 ; 23 / , )' % & $ % \ 6@ % ' >JP ; 10 @* 6@ % ' >JP ; 13 C$ C "#$D !D % & & !' , , " * G GG G[ !' 6@ " #1( G$ %*+ 3jG" G & GG G[ jG"G!' 1 GG G[ jG"G!' 2 GG G[ jG"G!' 3 K ! . % =G G # @ 6@ " \ % =G G # @ % #"( " '( GG G[ jG"G!' 1 6@ " ; GG G[ jG"G!' 1 ]1 %*+ GG G[ * %* , 6@ % ' > ; 23 % = % & %*+ " # 6@ % ' > 6@ " \ G % = 6@ % ' >!"(

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. GG " % = !' ' $ %*+ / / GG G[ % = !' ' $ %*+ / '# !' "G " # ; 1 %*+ / ; 40 # j. GG G[ " "!) $ !) / GG G[ " "!) $ !) G "!) $ !)% $ ) $ ; 60 # K ! . 6@ " \ ; % % =G G # @ " '( . !; G $ % ' !"( $ ! $ G / , GG! G " 6 " !) |! % ' ; 60 # #. !; 6 / , G %6 > [ " , *X> "G $ ! ; % 6 GG* "G $ G . " ! !; G " % ' !"( $ ! $ G / , GG! G " 6 " !) |! % ' ; 60 # . " ! , " % ' $ ! !; GG! G " !" GG/ / ; 50 # . " ! , " % ' $ ! !; GG " % = !' ' $ %*+ / ; 40 # j. " ! , " % ' $ ! !; GG G[ " "!) $ !) ; 60 # '* ! . 6@ " \ ; % % # @ " '( . %* ' G%!' G6 " !) |! % ' $ $ " % ' # " % ' !' \ "G / , G %6 > [ ! G $ !' (t-test) GG dependent #. %* ' G%!' G6 " !) |! % ' $ $ " % ' # " % ' !' \ "G / , )' GG* / ! G $ !' (t-test) GG dependent . %* ' G%!' G6 " !) |! % ' $ " % ' !' \ "G / , G %6 > [ "G " % ' !' \ "G GG* / ! G $ !' (t-test) GG independent . # @ !' \ " !" / / # " % ' $ !' \ "G / , G %6 > [ ; # @ ; " % ' !' G[@ %*+ $ ; % , @* GG . # @ % ' "G % = !' ' $ %*+ / !' " $ !' \ "G / , G %6 > [ %*+ $ * $ ; $ %j ' $ $ %G' %G ^ % & ; % , @* * G G j. # @ % ' " G GG G[ " " ! ) $ !) # $ !' \ " G / , G %6 > [ " , *X> ; $ %j ' $ $ %G' %G ^ % & ; % , @* * G G

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! & ( * 1. ) !"( 14 ) ; \* "{ % !"( !' @$, [ 1 & [ 1 % & , % ' ; 1 %*+ / 2. ; ) !"( 14 ) \*G \ , " @ 1 #"( &( ^ !) " 2544 , $ % ' @ " 1 "{ ) , !' 1 ' ) ) !"( $ "( *.1-3 *.4-6 .1-3 .4-6 3. ; )' / , G %6 > [ " , *X> , , !) & , !' 1 ' ) ) , $ % ' @ " 1 "{ ) 4. ; )' GG/ / " " ) "G " % ' !' % " % ' %*+ @ !"( '(% & , " % ' %*+ [@ $ %*+ GG !; , % *X>> !' ! ! %! % !'. (2532). ( 1( $ . ( "( !' 2) %! : @ ) !)) . ----------- . (2531). %! : / ! " . ) * q . (2538). - 1 . ( "( !' 6) %! : / ! " . "{ . (2530). ( ?! $ - ? ? . ( "( !' 2) %! : ; " / % ' / . ________ . (2542). B '$ - 7 0 V % # / % )' # 1 ! " /#!" ) ) !G ' : / ! " /#!" ) ) . Hett, E.J. (1991). “The Development of an Instrument of Measure Global Mindedness.” UPI Dissertation. University of San Diego. Kniep, W. M. (1986). “Social Studies Within a Global Educations.” Social Education November/ December.

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THE DEVELOPMENT OF MORAL FOR ENVIRONMENT BY FUTURE SEARCH CONFERENCE C$ .! & $ ! > &G "#$"4 ! " ! " ! %# % ' , $ .% & .% ' , $ 50000 F"#$"4 . . 2550 ' " & & ! " ! " 4 &4 H "{ ) $ " < = I" " "( '( %*+ " "( % ' / , @* GG% 1 ! !' $ 1 "{ ) $ G $ " * & $ !' ! %G' % ' ! , / % ' % & & !' , * G 6 GG! G GG G[ GG % "{ % % =G G # @ / ! G $ " $ " % ; % 6 GG G[ 6 " G $ % ' @ G $ " [ "{ , % ) $ ]1 ! @ !; ]1 ! " !) |6 % ' @ !' '6 % % [ $ ' " ; ">!' "G .05 / ' "{ !" $ *X> " $ [ *Q G" % ' "G , " "G ; 1 !' "{ "G#"( G %*+ "G#"( " GG % = $ ]1 * Q ' $ $ , !' \ " G G % # $ * "G%* ' , ' * ; " , % &( @ $ / % % " % 6 *Q G" * 6 $ %*+ GG ' G@ " )'! !) % & ; % [# 6 % ' @ @$ $ % %*+ / % & " !' %*+ * / $ % $ *: " \7*P * @ *P ; " # " < = @= This study is a Classroom action research. It is a quasi- experimental research aiming to develop ethics for the environment by using the Future Search Conference. The population was monk students enrolling in the course of environment in school and community. The research instruments were lesson plans, tests, a questionnaire, and a form of self-behavior analysis and development. Pre – test, behavioral observation, post – test, presentation, and questionnaire were employed to collect the data. The findings showed that learning from ethical development for the environment using the Future Search Conference, the students had decent morally feeling to the environment. The results could be seen in term of thinking, speaking, and doing which revealed the statistical analysis with a significant level of 0.05. Also the participants’ ethical development was accomplished. They had good attitudes towards environment, the recognition to the environment,

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and the practice to preserve the environment. Additionally, the development of mind was raised from responded level to the value classification and the arrangement of the virtue. Moreover, the development of mind was seen through behavioral participation in activities analysis behavioral for environment and change behavior about environment by thinking analysis , synthesis , planning doing activities , conclusion report in system and creative ,integration Buddhism principle for activities about environment. In summary, the research report had been made in a creative way with a system to expand the knowledge to the community, so that they could learn the information to construct their own community to preserve the environment; for instance, how to stop forest fire, how to perform re-forestation and how to get rid of garbage and rubbish. &4 H JH' # % \ 6" * " " ) $ "G % , $ "G %*+ % % & ; G ; ' %*+ !; @% & ! ' #1( "{ # %! / / ' ; \* @$ % & /! # $ 6 !G $ , ]1 \ ! \#/ *: " G ! " ) ; % @ ! ! %! / / ' , [1 )' q G! /! $ )' % $ '(%*+ \#*X> !' * % !' ; "> & \#!' % ]1 'G% $ ; % & * @ JX ) # 6@ $ ^ # ! ) $ & “ [1 6@ & & ” / !' % & / $ " G & , " !' % &( @ 1 $ " ' ; 1 @ 1 $ , ' * ; " # % " " ) "G " % !"( $ % & !' $ " * %! / " !' % *+ ) ]1 ; 1 @$ $ " G % & $ , ! ]1 , ! @# [' ' "( "{ !" % & \ % @* GG % ' @ G $ " ]1 % $ " !; %# , ' *X G" % % & / $ " ) ">> " !" # $ " & " !; 6 *Q G" % & G " %*: $ " 1 ' % , ; * " G , , " G % ' @ % & % & "{ , 6@ % ' % " ; 1 [1 G!G !# $ " ! [ , \#*X> $ % G$ % %*+ " " !' % "@=># D , "( '(6@ " $ 1 [1 * Q % ' "G % ' @ % & "{ ) $ / 1 $ !' ! %G' % ' ! , / % ' ]1 6@ " ' , / " ! q'% ' "G ' $ $ "{ ) G $ " F.S.C. (Future Search Conference) !' % 6@ % ' %*+ ; "> 1 " !' % ' # "G "{ ) ; 10 % & . "#$ V 7 1) G $ "

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@ . (2528). . ( "( !' 5) %! : " \! . , * " ! '% ' @ )">> #. (2543). > 7 $( < 1$ '+ 1( 0'$ Q > 7 ' # [ S > 7 2542. G @ ! " G G ' G ' [ G" G ! ) #. ' \ . (2544). . ( "( !' 8) %! : ! " . " ). (2533). > 7 + # '$ 6 1( > 7 . ! )* >> G" ! " . " "( * ^ . (2536). > 7 6 1( > 7 < < ! ( . [ G" "{ ; " ) # ; " * " ! ! ) #. Kohlberg, L. (1975). “Development Approach to Moral Education” Phi Delta Kappen. June: 673. Watson, C. (1981). Ethics and Health. Middleres England: Penguin Books Ltd.

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" < = I" " % & ) # [ 1 !' \ " G " " 1 ' % $ " G * [ 1 , , '( %*+ " !' $ % & " !' 6@ " \ 1 & % & G !" ! ) # " 1 ! " # ! (Ethical Paradigms of Prince of Songkla University’s Students) % & *} . .2545 ]1 " " $ G $ " 1 , "G 1 % $ '( ) !' %# 1 [& *Q G" @$, *X G" \ G " # @, # !' %# 1 @$ "( * [ 1 *}!' 4-6 % '( 6@ " 1 , 1 $ / % ' "G* [ 1 *}!' 4-6 ) ( & "{ ) ) " $ \ 6@ " ! ) !' 6$ 6 [@ G ! !' * G6 ; % = & 6@ ; % \ $ 6@ G / % ' @\ "G " " 1 '% $ % & \ ; ! !' [@ '(\*%6 $ $ \* " < = @= A study entitled “Ethics Development of Schools Winning Outstanding Ethics Education Management Award’s at Primary Level in Southern Thailand” was a sequel to the researcher’s another study on ethics in 2002, “Ethical Paradigms of Prince of Songkla University Students”, which found that the ethics these university students had were those taught to them in Pratom 4-6. The researcher was interested in finding out how primary schools students developed their ethics. The researcher wanted to establish an ethics-developing approach which, through a process of trial and error, had proved successful. The approach would lead to awarding administrators and teachers for Outstanding Ethics Education Management.

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THE STUDY OF BUDDHISM–ORIENTED SCHOOL DEVELOPMENT PROCESS IN BANMAEJONG SCHOOL C$ .! & ) " % &G "#$"4 / % ' G $ . , >$ . % = . % ' , $ 50220 F"#$"4 . . 2550 ' " & & ; " % # ) 4 &4 H / % ' [' !) $ % ' @ ) GG " < = I" " % & “ 1 G " { / / % ' [' !), / % ' G $ ” ' " [* % & 1 G "{ 6 !G# ; % / / % ' [' !), / % ' G $ 6 " G $ / % ' G $ \ %# $ / / % ' [' !) "( $*} . . 2547 ' ; % , “ [' !) & [' ' ” / ' "{ @$ @ 7X [' !)!' ; 20 !"( \ ; " \ # ( ' ) *X>> ) G@ @$ % ' @ $ 6 , 6@ % ' \ "G "{ ! ' ) *X>> )'*Q G" !' %*+ @* GG %j # / % ' G $ / , " G " !' / % ' \ "{ #1( & “ G % !) @* GG $ G ” G " / !; , ; % * G ; % = / % ' \ "G % & , %*+ $ % ' @ ) GG '6@ % ' 1 @ @$% ; "G 1 , $ ; % / % ' [' !), / % ' G $ # 6@ ' $ % ' # ! JP G $ ' 1 , , "G ' ! !"( , *X " ; %# (Input) G (Process) 6 6 (Output) , % = [1 6 !G!' \ ; % / , ! #"( # GG $ , % 1 , %*+ $ ' $ 6@ ' $ % ' # "G/ % ' G $ " < = @= The objective of this research was to study the development process and the impacts of Buddhism-oriented school project in Ban Maejong School. The findings of this research study revealed that Ban Maejong School had participated in the Buddhism-oriented school project since 2004 under the concept “Buddhism-oriented is life”. The activities were the development of eating, inhabiting, watching, and listening in the line of Buddhism-oriented ways. Besides, the principle of Trisikkha was integrated in the learning activities; and therefore, students were developed in Guy(the body) Sila(good conduct), Smadhi(concentration) and Panna(wisdom) by the unique methods of Ban Maejong School. It was the innovation of school administration named “The Buddhism-oriented administration Maejong-Borvorn model” to administer and manage the project which brought success to the project. The school, then, was selected to be the source of moral model which had been visited and studied from time to time. According to the content to the Buddhism-oriented school project in Ban maejong school, every involved person rated excellently in every aspect: input, process, and output. This was to show that the impacts from every step of the project bring quality and great pleasure to relevant people.

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Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 159 ( * " "#$ 4 I &. #$ 6@ , $ " !" \* ' @ %# , !' [@ % ' "G " ; !$ !'# !' ' $ * "G% !' % $ [ $ , [, %*+ % & & ! # " % & , " !' ' @$ $ % = " , ; ' $ 6 , # ; " " % & # ' $ $ , ; " * $ Z!' !; , 6@ \ $ [%# [1 \ & ! % %! ! . (2550). 0 ( '$ !? ,/( < @ . *^ : ! " ! " . %! " ) ' . (2549). ,/ ( > 7 - # + 1( < # 1$ < 1( < !1( - + . *^ : ! " ! " G ! % " % % # %] ' Katherine Crabtree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oowa, A. K. (2006). Sikhism and Disabilities. Nakhonprathom: Ratchasuda Mahidol University .

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THE MEDICAL PROFESSIONALISM DEVELOPMENT OF SUNDAY CHILD-MEDICAL STUDENT C$ .! & ! > ! * .! 6@ $ ! ! ! ! &G "#$"4 % ! ! " # ! 90110 F"#$"4 . . 2547-2550 4 &4 H " 1 ! G" $ ' % & " ! " < = I" 1 '(%*+ 1 6 % " $ ' ! , " 1 ! / % & " ! ]1 ' " 1 ! "( *}!' 1 , *} 1 2547-2548 %# "G "{ % ; 47 / 6$ G % ' @ #"( # / 6 G $ * % " , $ " ( %* ' G%!' G "G !' \ , $ $ % ' $ @ $ $ ' " ; ">! [ j ! , $ " ( %* ' G%!' G "G !' \ , $ $ % ' $ @ $ $ ' " ; "> [ , " # % & % = , 6@ & ' @ , # G! , j ! , $ !' " 1 #1( % ' *Q G" , "( %* ' G%!' G "G $ $ % ' $ @ $ $ ' " ; ">! [ , " # % & "G6 G 6 * % % [1 @ 1 $ \ "G * / %* ' G%!' G, $ $ " ( % & " 1 #1( % ' *Q G" , "( G $ , $ " ( % & " 1 #1( % ' *Q G" , "( ' $ @ $ $ ' " ; ">! [ / " % , G $ % 4 *} !' 6$ \ $ ' " 1 , $ '( ' *X> ! " 1 , $ " $ %*+ " # ; 22 %*+ 46.8 " < = @= This study attempted to study effects of employing the method of medical professionalism development of Sunday child-medical students. The participants were 47 first-year students enrolling in the academic year 2004–2005 (B.E. 2547–2548). They attended in the professionalism project. The outcomes of development were that after the participants participated in the program, they got higher interview score than before attending. In addition, the participants’ Emotional Quotient (EQ) score and self evaluation scale, especially in the part of empathy, motivation, security and responsibility, were also higher at the significant level. The mean score of self evaluation was higher than the change from the pretest baseline. Moreover, the outcome of follow-up observation for 4 years revealed that there was no report on the participants’ misbehaviors and the 22 Sunday child-medical students (46.8%) became to be activist of Faculty of Medicine Prince of Songkla University. The conclusion of this study was that medical professionalism can be developed in medical students.

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Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 167 " '( ; & " \ $ '!" , % " (nonjudgmental attitude) !"( ' % & " , " # 6@ [@ "{ $ [ "{ \ & ! Carrio, F., Suchman, A., Epstein, R. (2004). The biopsychosocial model 25 years later: Principles, practice and scientific inquiry. Annals of family medicine. 2: 576-582. Coulehan, J. (2007). Written role models in professionalism education, Med. Humanit. 33:106-1095. Dimaggio G. (2008). Know yourself and you shall know the other to a certain extent: Multiple paths of influence of self-reflection on mind reading. Consciousness and Cognition. 02: 110-122. Engel, G. (1997). The need for the new medical model: a challenge for bio-medicine. Science. 196: 129-136. Goldman A. (1992). In defense of the simulation theory. Mind and Language. 7:104-119. Levett, J.T. (2007). Facilitating reflective practice and self-assessment of competence through the use of narratives. Nurse Education Practice. 7: 112-119. Kawada C. (2004). The projection of implicit and explicit goals. Journal of Personality and Social Psychology. 86:545-559. Sox, H .(2002). Medical professionalism in the new millennium: A physician charter. Annals of Internal Medicine. 136: 243-248.

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A STUDY OF ETHICAL REQUIREMENT FOR COMPUTER CURRICULUM IN HIGHER EDUCATION. C$ .! & % ^ " .! . . . > . ' " " ! . " ' % ; &G "#$"4 @ " "{ ) ! " ) 20 @$ 6 .!$ # . . *^ 73110 F"#$"4 . . 2551 ' " & & G" ! " ! " %! / / ' % % & @ ) G G ! % = * % % @$ " % = % ; \ ' 4 &4 H ) ) G ' % " < = I" " % & 1 ) ) ; "G " @ % , "G 1 '( $ ; % = # 6@ G 1 " 1 G" 6@ , G" / ' " [* & (1) % & 1 " % ' ) , " @ % "G 1 , *X G" (2) % & 1 ) , " @ % "G 1 (3) % & 1 ! " { " % ' ) , " @ % "G 1 , 6 " G $ ' % ' G " @ %!$ "( !' ' !' $ % & # ) ) / %j % $ q G ) % / " , "G* >> ' G [ G" \ " % ' $G [ G" = ; " ; % % & %* , % & # ! " { " % ' ) ) , " @ % "( $ , >$% = $ , "G* >> ' ; %*+ ' %j $ 1 %*+ ) % $ [1 G">>" $ !; 6 % ' "G % ' " !; $ G ' % % & %*+ ! , "G [ G" 1 $ Z !' 6 G" % %*+ # ; , "G6@ !' @$, ' '( $ \ = 6@ G 1 $ , >$% = $ GG ! % "( $ % * / $ % %*+ $ $ % & $ $ " % (; *q G" %*+ GG $ !' ' $ " 1 !' ; "> ' 1 = & % & " ]1 % $ '( %*+ " !' $ $ #" % , " 1 ' ; 1 , % & $ Z \ %*+ $ ' " % ' ) ) , *X G" %*+ ! % , * / % &( !' !' & $ % ]& " $ )' !' , %*+ G * % = #$ % ' % ' $ !' ; % &( ) ) %*+ $ 1 # " 6

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 169 " < = @= This research entitled “A study of ethical requirement for computer curriculum in higher education” attempted to survey the opinions of education administrators, lecturers, students, graduate students in computer curriculum, and employers. The purposes of the study were as follows. 1. To study the ethics instructional circumstances in computer curriculum of higher education at present. 2. To study the ethical requirement for computer curriculum of higher education. 3. To study the guidelines for the development of the ethics for computer curriculum of higher education in the future. The results of this research revealed that there were only some subjects related to computer ethics instructed in the universities; for example, Law and Codes of Professional Ethics, Ethics for Computer Uses. These subjects were taught in Bachelor’s Degree. Meanwhile, some institutes are proceeding to open those courses. Regarding the guideline for the ethics instructional development in computer curriculum, most opinions agreed with instruction on Code of Computer Ethics at least one subject in Bachelor’s Degree such as Ethics for Computer Uses. This course should be contained the statements of computer illegality. The national level draft of the ethics in computer curriculum may be the guidelines for the institutes which deliver the graduated students and also be the criteria for computing professionals. However, several education administrators expressed that the education with interpolation of ethic issues is more useful because of the continuation. Besides, the lecturers have to be the role model, including social activities are required for improving the student’s moral mind. Nowadays, the ethics in education are infiltrated in some general subjects. Most of the contents are punctuality, faith, dressing etc. Giving the point at issues of daily news is the instruction method. A few lecturers bring the ethics to emphasize the assessment. &4 H JH' !" / ' 6@ , %! % = * 200 & 3.2 # * / ( ' % ' % ', 2550) ; "G* %! \! , *} . . 2548 G $ '6@ , %! % = 12 / %! '6@ , %! % = !' [1 25.9 %*+ % & %!$ " & 11.9 $ 6@ , %! % = ' @$ $ 15-24 *} !' [1 46.7 !' , $ , >$ & #$ # @ 81.1 & % $ % \ 22.1 ( ; " [ $ , 2550) , # !' , % %! % = \ $ \* $ # " !' % #1( , =# #1( %*+ % " !; !' % ' # "G , % !; , % % ' , # % ' " !; , 6@ !; 6 \ "G* / % $ '( & > % (Computer Crime) 6 ; ; $ > % , $ % & – " . . 2547 !"( ( 9 % & ' ; '!"( 340 ' % #1( *} . . 2546 !"( *} !' ; G% ' 260 ' ( @ * " * " % * %! \! , 2550) [ $ > % ,

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3. %*+ ; % # @ , "G " 1 # % % ' "G ) ) % & " @ $ % , % = [1 ; "># ) ) 4. % & %*+ # @ &( ^ % ' "G ) ) , " @ % % & %*+ ! , 1 " $ \* & ! !" " " % . (2533). 0 < @ / ( " !' !Q @ . %! : [ G" " ! " ' ! / {* . % ' , $, " % => G> & % 1 ; @. (2547). ' # ,/( ( # > 7 < +. ! " % ' , $. * " . (2539). ' - ! ( > 7 / @ 1( % ( ! > 7 1( *. %! : ! " . * >> % = #. (2549). ,/( - 1 ! !$ # 1( > 7 ! ( ! > 7 < 1 . ! )* >> G" # & G" ! " ! " ) . \ @ " ! ! / ) . (2526). ,/( & - KV 1( ," * / @ . %! : . \ @ " # )' " ' % ; . (2548). ( * # B ! ( ! > 7 1( @ . ; " 1 . '% ' % '. (2550). ( ( Q . &G " !' 1 ' 2550 http://th.wikipedia.org ; " [ $ ! %! / / ' %! & . (2550). 0 < $ ? ? < ,( . &G " !' 1 ' 2550 http://portal.nso.go.th/otherWS-worldcontext-root/indext.jsp @ * " * " % * %! \! (\! %] !). (2550). +( ( V ( ( . &G " !' 1 ' 2550 http://www.thaicert.nectec.or.th/ @% . (2533). + # < 7# / V1( . ! ) * > > G" # G" ! " ! " ' ! / {. $ " " " . (2543). K - / (,"( +( B # ! ,/( + Q 1( + 1( > 7 : > 7 #- #& . %! : ! " . ' " "{ . (2538). ,/( !$ B < 1( # . ! )* >> G" # & G" ! " ! " . Association for Computing Machinery(ACM). (2007). Code of Ethics and Professional Conduct. [Online] Available from: http://www.acm.org/about/code-of-ethics [2007, March 1].

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 177 Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. Gotterbarn, D. Software Engineering Ethic Research Institute. (1991). How the New Software Engineering Code of Ethics Affects You. IEEE Software Press, November/December. Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 608.

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VIRTUES OF NURSING STUDENTS IN BOROMARAJONANI COLLEGE OF NURSING, BUDDHACHINARAJ C$ .! & " ! " G> $ .! > @ " ! ! F"#$"4 . . 2550 4 &4 H ) " 1 G " < = I" " "( '( ' " [ * % & 1 " G *Q G" ) # " 1 G ! " G G ' !) , 5 & ]& " % ' ' " "G6 G $ % $ " $ %*+ " 1 G !' ; " 1 @$ % ' !' 1 *} 1 2550 ; 218 ]1 \ / )' $ GG #"( % & & !' , %*+ GG G[ GG* $ [ !' , , % # @ \ $ $ $ %j ' $ %G' %G ^ 6 1 G $ "G*Q G" ) # " 1 G ! " G G ' !) , @$, "G " < = @= The purpose of this research was to study virtues of nursing students in Boromarajonani College of nursing, Buddhachinaraj. The virtues used this study contained five aspects, honesty, devotion, orderliness, responsibility, and punctuality. The sample group was 218 nursing students in Boromarajonani College of nursing, Buddhachinaraj in the first semester of 2007. This sample was randomed by multistage random sampling. The tool used to collect the data included a five-level rating scale. Percentage, mean and standard deviation were employed to analyze the data. The result of the study revealed that generally nursing students, practice of virtues in Boromarajonani college of nursing , Buddhachinaraj were at high level.

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 179 &4 H JH' ' G %*+ ' $ % , G $* !"( , ! $ % # *: " / @ " 7 7@ !"( , / G / % G GG (Holistic Nursing) ( % > , 2543) ]1 ' " ; "> $ ! ' " %j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{ 1 % & , " 1 ' ) [ ; \*, % & ; % = %*+ G \ "@=># 1. ' &4 H ) [1 ) ' [@ ]1 ' @$ , , # G %*+ !' G $ , >$% & $ ' ' !"( %*+ % & % ' "( %*+ @ 1 6 G " ' @$, ; 1 !' ' ) %*+ !' ' " " ' , !; !' %*+ !' " , !' # !; !' $ '!' !' !' % !; $ ' %*+ " ; \* @$ @$ " , " % %*+ %G' G% ' G G #\ "( ' %G' G q * % '%*+ G, *Q G" , " " ' ) % ) %*+ % & % ' "( , G , * *Q G" , ! !' [@ 2. ' " # " ! " G G ' !) % & $ G # !' ' ^ ) $ , ! " G ' !) %*+ @ % ' @ # *Q @* % ' @ % & 6 "{ G , ' ) !"( &G * "{ ) @ , $ 1 ' ; ) 5 & ]& " % ' ' %G' G " "G6 G $ % !' ; \* @$ %*+ G !' ' " 1 * ' @ @$ ) !" / % & "G , " \ $ ' ( ! " G G ' !) , 2549)

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Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 181 2.4 ! "G6 G [1 " # G !' , " ' "( , % , , $ , *Q G" !' !"( $ " $ , $ \*\ ' "G6 G G$ %*+ 2 " '( 2.4.1. "G6 G $ % [1 "G @ G!G ! *Q G" !' # % $ % "( , % , , $ !"( "G !; # % \ $ $ %*+ 6 ' & 6 % ' !' * "G* \#, '#1( 2.4.2. "G6 G $ $ [1 "G @ G!G ! !' # % !' ' $ $ % & %*+ %G' G% ' G # " / *Q G" q %G' G $ [@ ' $ $ 6 $ % = [ , $ & "G @$ 2.5 ! 7 7 $ % [1 !; , Z , ' * ; " ; % = \ % & \## % !' " % & 6@ % ' # ; #1( 7G & * % & 1 "G *Q G" ) , , 5 & ]& " % ' ' %G' G " "G6 G $ % # " 1 " @ G G" ! " G G ' !) 4 G " 1 G *Q G" ) , & ]& " % ' ' %G' G " "G6 G $ % @$, "G, # # / 7 * , 1 "( '( \ $ " 1 G !' ; " 1 @$ % ' !' 1 *} 1 2550 "( *}!' 1-4 ; 478 ; # $ " $ / , @ # Yamane !' "G % & " 95 \ # $ " $ 218 " % & / $ GG " $ ; " 1 $ "( *} " "( , "Gj & GG\ $ & !' C$ C "#$D !D % & & !' , , " %*+ GG G[ !' 6@ " #1( / 6$ G% &( 6@ ! { ; 3 !$ " "( ; \*! G "G " 1 G G" "( *}!' 1-4 !' \ $, $ $ " $ ; 30 ; \* $ % & " @ " * !) | " 7 # G \ %!$ "G 0.92 " # GG G[ %*+ GG* $ 5 "G & !' * !' % # @ , /* % ; % = @* , $ $ %j ' $ %G' %G ^ 1. " 1 G G" !' %*+ $ " $ !' 1 ' $ 18–24 *} ' %j ' 20.02 *} $ %G' %G ^ 1.22% > 89.4 % 9.6 2. "G *Q G" ) # " 1 G / @$, "G ' $ %j ' 4.13 $ %G' %G ^ 0.48 % & %*+ G $ "G ) # " 1 G G" ' " ' $ %j ' & 4.33 $ %G' %G ^ 0.37 &

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Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 183 , # !' !' G $ ' $ %j ' & % ' *X > > / %j % $ % ' "G !; / # "( *} % & % ' # " 1 ' $ # * G "G !' " 1 !; & Z % $ $ !' '%! $ Z !; , $ %j ' # % ' *X>> \ '( !' G $ " 1 ' ) "G6 G $ $ , "G!' %*+ " "G % & % ' !' " 1 , % , 1 @ * G "G !; & Z !; , "G6 G $ $ $ ' $ %j ' \ ! & ( * 1. 6 " !' G $ *Q G" ) ) ]& " # " 1 G ! " G G ' !) " " / , @$, "G G $ ]& " $ G & ' "G !' , ]& " " "( " !' $ , % & # ]& " $ G & , #1( % $ $ " 1 !' ' ]& " $ G & " % ' !' ! ) ) %*+ 2. " G $ *Q G" ) ) % ' # " 1 G ! " G G ' !) " " / , @$, "G G $ % ' *X>> ' "G !' , % ' " "( $ % , " 1 $ " , $ "( *} ' , $ % & !' % $ $ $ % & !' % ' $ $ (% & % & ) 4. " G $ *Q G" ) "G6 G# " 1 G ! " G G ' !) " " / , @$, "G $ G $ ' $ %j ' # "G6 G $ $ ' "G !' , "G6 G " "( " !' ; 1 , "G6 G $ $ %*+ " $ , % & "G6 G $ $ #1( & ! ! " G G ' !) . (2549). '+ , ( > 7 S > 7 2549. / : ! " G G ' !) . !" ' ! * !'* . (2547). ,/( . %! : % \!. * ' . (2547). ( 0 ! ( +( 1( " > 7 S / 3 ! V ! . " . \ !@ " . (2542). '$ '+ # . %! : ! " . ; " *Q @* GG # $ . (2546). 1& VV # '+ 1& KVV . %! : . % ' " '. (2542). !Q - - ? $ !'- 1& ( . . 48 (2): 71-80. % > .G ) . (2543). : 1( ; . %! : '.% . ( ( .

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THE DEVELOPMENT OF AN INSTRUCTIONAL MODEL TO ENHANCE PROFESSIONAL ETHICS FOR BUSINESS ADMINISTRATION STUDENTS C$ .! 4 & "^ " \! " ) F"#$"4 . . 2550 4 &4 H % ' ) , ' " 1 G ) " < = I" " "( '( ' " [* " % & "{ @* GG % ' % & % ) , ' G ) ; "G " 1 G ) / ' " [* $ " '( (1) % & 1 % " % # @ &( ^ (2) % & "{ @* GG % ' (3) % & * % * !) # @* GG % ' ]1 "{ @* GG % ' 6@ " ; % " @* GG# " "{ / G$ %*+ 5 #"( " '( #"( !' 1 % *X> #"( !' 2 1 % # @ &( ^ #"( !' 3 GG % ' #"( !' 4 ; @* GG % ' \*, #"( !' 5 * % 6 @* GG % ' $ " $ , ; @ * GG % ' \*, & " 1 " G* >> ' G ) ! " % *} 1 2550 ; 47 % & & !' , , % =G G # @ & GG " ) ! ) , @ ! ) GG " @ 1 ) ! ) % =G G # @ 6@ " \ G$ % =G G # @ %*+ 3 " '( !' 1 % =G G # @ $ , @* GG % ' !' 2 % =G G # @ " , @* GG % ' !' 3 % =G G # @ " , @* GG % ' \* 1 % & % # @ [ Two Way Repeated Measure Analysis 6 " G $ @* GG % ' '%*: " & % & % ) , ' G ) , $ " 1 , 4 & ]& " "G6 G ' %G' G " # " " % ' % ' ' " #"( & #"( !' 1 % ' # 6@ % ' #"( !' 2 , #$ # @ & @ #"( !' 3 J % #"( !' 4 * 6 # * #"( !' 5 ; \** , % & ; @* GG % ' \*, G $ @* GG % ' !' "{ '* !) & " 1 "{ 6 % ' @ ' ! , % ' @ ) *X>> !" & Z " 1 '*Q " " )!' ' $ @* GG % ' % & $ "( % ' 6@ 6@ $ " '*Q " " )!' ' $ @* GG % ' 6@ " " "( 1 $ \ $ @* GG % ' '(%*+ @* GG % ' 1 !' [ ; , , % ) , ' G ) ; "G " 1 \ %*+ $ ' " < = @= The main purpose of this research was to develop an instructional model for enhancing business administration students’ professional ethics, (1) To analyze and synthesize foundation data related developing an instructional model (2) To develop an instructional model and (3) To evaluate an instructional model. The research and development approach was used for this study on 5 steps as follows step 1: analyze need assessment, step 2: analyze and synthesize foundation data, step 3: design an instructional model, step 4: implementation and step 5: evaluate an instructional model. The samples were 47 under graduate students in Business Administration Faculty, Kasetsart University in one semester enrolling in 2007 academic year. The instrument were the knowledge and the

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 185 attitude towards business ethics inventories. The data was collected in 3 phases, before implementation, after implementation, and follow up implementation. Two repeated measure analysis was employed to analyze the data. The results of this study revealed that an instructional model objective was to enhance business administration students’ professional ethics in honesty, responsibility, discipline, and diligence. The instructional activity follow in 5 steps: step 1: preparing the readiness, step 2: giving information the data or knowledge, step 3: analyzing and criticizing, step 4: conclusion, and step 5: application. After implementation, it was found that this instructional model improved students’ learning outcome and learning retention on ethics, cognition, and other skills. In addition, the students had a good interaction to an instructional model and their friends. Also a co-researcher had a good interaction to an instructional model and researcher. In conclusion, this instructional model could use for improving business administration students’ professional ethics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j $ " 1 !' * @ JX , 6@ % ' ' ) ) " % $ G $ , G">>" 1 $ !) " 2542 (jG"G* "G* \# . .2545) $ “ 6 " 1 %*+ \*% & "{ \! , % *+ !' G@ !"( $ , *X > > @ ) ' ) "{ ) , ; ' [ $ @ $ "G6@ & \ $ ' #” " "( 6@ !' !; !' "G6 G% ' "G " 1 G ) 1 ; %*+ "{ ) , "G " 1 G ) $ %# @$ ' G ) % & % ' , %*+ " G ) !' G@ % ' G !"( @ [ ; > G ) ' ) , ' G ) "{ , " 1 G ) ' ) , ' G ) "( [& $ %*+ " $ 1 # " 1 # G )

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Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 187 % ^ / % %*+ ; , "{ % ^ " " G ) , 6 G " "( " G ) 1 %*+ ' 1 !' 'G!G !, "{ % ^ # * %! " G ) %*+ ' = ' ) ) $ G !' % ' # " "( " G ) ; %*+ / "!) $ ' !; , %*+ GG $ !' ' " ) , ' ]1 ) # " G ) ' " '( 1. ' ' G %*+ ) !' %*+ &( ^ !' ' @$, , !' !; '%*+ % !' ' % !' '%!$ "G* G ; % = \* 1 1 " \ $\ *Q G" = "G $ %*+ ' ) , #"( % $ % &( %7 2. ' *Q G" ' *Q G" G %*+ ) !' ) !' , , , " * " ' % %*+ ) #"( *Q G" !' G !) | , % !; ) !' 1 ]1( @$, , %*+ &( ^ 3. ' % $ ! %*+ ) !' $ % " * " , " % " \ $% & !' " " !' " , * " \ $% ' " " , ' " 6$ " # " %G % ' " , % = , * "G* ) , / $ %!$ %!' " $ % @ % ' %j ' 6 ; \ $6@ $ $ !" [1 " $ "G6 G 4. ' "G6 G %*+ ) !' [1 $ " "( , G G \ $ ' % ' "G 6 !; # % !"( 6 ' 6 % ' ]1 \ $ "G6 G $ 6@ , G "G6 G, , 6@ , G ! G # & G $ %* %6 %*+ "G6 G, '!' & G '*X> / ; \* \# "G%* ' & , $ % ' "G6 G $ & " % $ \ $ ; % , Z !' % 6 !G%*+ /! %*+ " " & !; & % ' # & " 5. ' ]& " %*+ ) !' [1 * $ % \ $ / ' , $ % 6@ & \ $#/ 6 # !) | \ $ j j " " ' $ @ %* %6 !' " !"( G" $ * G * / !' %*+ $ 6@ , \ $/ % & % & G " 6. ' # " " % ' %*+ ) !' [1 $ ; % % & , \ "G 6 ; % = , !' % , , $ *Q G" !' $ ; % \ $# [ \ $ ; %*+ "( , !; "{ % \## G $ # 7. ' ' %G' G " %*+ ) !' [1 [, G % , %*+ \* $ " !"( # % *Q G" % $ \ % !' ; 8. ' " " )!' ' %*+ ) !' [1 [, @$ $ "G6@ & !"( , \ $ ' # '% ) $ 6@ $ ! ' !" ! 6@ $ ' (; , 7G & * " "( '( ' " [ * " % & "{ @* GG % ' % & % ) , ' G ) ; "G " 1 G )

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& Z , $ " 1 !"( , @ !" *Q G" " "( 1 ' %6 $ @* GG % ' '(% & , [ ; \** , \ $ $ $ \* ! & &4 ' B 7 I 1. " "( '( $ % % ' "{ ) , G ) % ' 4 & "G6 G # " " % ' ]& " ' %G' G " %!$ "( " "( , " "( $ \* ; @* GG % ' '(\*, 1 @6 !' ' $ "{ ) & " # " ) & Z % $ ! 2. " "( '( \ ; @ * GG % ' \*, " G 1 # " 1 "( *} !' 3 G ) " "( ' 1 6 # , @* GG % ' '(, & Z % $ , & "( *} & & ! " & Z & ! ! 1 ) . (2546). VV > 7 - + . . 2542 ( . . 2545). %! : / . " ). (2544). . ( "( !' 2) %! : / '/* " !. " % . (2545). . %! : . Nash, L. (1990). A Manager’s Guide to Resolving Ethical Problems. Boston: Harvarol Business School Press.

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Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 221 " < = @= This research aimed at implementing therapeutic reading to enhance Thai learners’ reading ability as well as their values and ethics focusing on the Buddhist four paths of accomplishment (Aspiration, exertion, thoughtfulness and investigation) at Khon Kaen University. The participants were 24 learners who study English as their minors in their final year of an academic year 2007. The research tools were pre/post tests, semi-structured interviews, pre/post questionnaires, small group discussion, teacher observation sheets including a follow up session 6 months after the study. Also another research tool to directly reflect the impact of the study was learners’ weekly journals which the learners were assigned to write down their main experiences with their own opinions related to what values and ethics each week. Both quantitative and qualitative data were analyzed by using the means and the percentage. Also the comprehensive narrative was used to reflect the effects of the study on the language, values and ethics, as well as self-directed learning development of the learners, respectively. The overall findings were positive. 85% of the learners’ reading scores in the post test were significantly higher than the means, compared with 55 % in the pre test. More importantly, all of the learners (100%) stated that this study not only helped them enjoy reading with higher comprehension and motivation. They also reported that they had better attitudes towards reading in English. In addition, the therapeutic reading raised their awareness of necessary values and ethnics. In addition, the participants all accepted that the study effectively affected on their study and their personal lives both at the present and in the future. The findings clearly showed that all learners were clearly aware of becoming self-directed learners. The longer the course progressed, the fewer the learners were late or missed a deadline. This directly served the ultimate goal of education i.e. enabling learners to become more self-directed learners and self- reliant citizens. All learners clearly stated that the study caused them not only to be more responsible in learning but also every action in their lives. They believed in the four paths of accomplishment as a cause of their success and put them into practice in their learning and other aspects of lives. As a result, it was recommended that therapeutic readings should be integrated in other learning and teaching situations to enhance learners’ academic ability as well as their values and ethics in order to help them survive better in this material world. More importantly, it should be implemented in an on-going process, as it takes time to successfully raise a person’s awareness of necessary values and ethics.

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Introduction Within the Thai educational reform based on the National Education Act of B.E. 2542 (1999), the main focus in teaching and learning process is on learners. In the ‘National Plan on Education for All’ approved by the Cabinet on November 9, 1994, one of the Goals and Guidelines for Action Plans for the provision of basic education is to develop students’ learning capabilities in the areas of selflearning, creative thinking and basic academic learning through developing teaching and learning methods that might enable students to show initiative, creativity, and learner independence. (Minister of Education 2002). These have been transferred into the teaching and learning for all subjects in the form of learner centredness. This was effectively promoted by the Office of the National Education Committee (ONEC) to enable learners to develop themselves at their own pace and in accordance with their potential. The researcher (Chaluaisaeng, 20004) has done a research study that transferred and applied this concept to help university pharmaceutical sciences learners successfully develop their English language skill and their self-directed learning within an English for Specific Purposes classroom at Khon Kaean University. In this study, the target group of learners needed to improve their English skills because they minored in English. Thus they took fewer English classes than English majors. It was necessary to find the most effective way to help them develop their language ability on their own under their time constraints. As a result, one of the main attempts of this study was to seek solutions to help them develop their English skills by using reading as a main input for developing other skills (i.e. listening, speaking and writing as designed in learning activities). In addition to the need to help the learners develop their language skills, the researcher believes it is equally crucial to help raise their awareness of values and ethics in order to become capable and happy learners. Why is it urgent and vital to help learners be happy through raising their awareness of their values and ethics especially in this modern world under the great influence of materialism? The reason is obvious, most of people have been fighting and struggling to have more materials. They believe that this is the best way to pursue happiness although there has been much research showing that the happiest people don't necessarily possess the best of everything, but just make the most of everything that comes along their way. This obviously reflects the concept of economy sufficiency of His Majesty King Bhumibol Adulyadej, the Greatest King of Thailand. Also, the findings of the research article in New Scientist magazine cited in Redston and Cuningham (2006: 4) showed that richness, cleverness and attractiveness are not the sole causes of happiness. However, many do not believe so. They still search for more without any consideration of values and ethics.

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 223 Problems In relation to the general phenomenon mentioned earlier, the most common phenomenon is the more people have, the more they want. Thus, they keep on striving for the best and the most possessions. This concept is increasingly being spread and becoming deeply embedded in our young generation. The younger generation have been overwhelmed by the materialism in a socalled ‘consumer society’. People hope to have as many material possessions as possible to fulfill their lives. Older generations consider the young generation as target customers. That means whenever they can they will take advantages of the young generation. For example, they lure them into their traps to buy and promote unnecessary fashions, products or services. More nightclubs, movies and video games about violence, alcoholic drinks, drugs and even business-like educational systems without an accepted standard have been offered to the younger generations without any good consideration or judgment. It is not an exaggeration that the young have been continuously exploited by the older generations more and more. To be direct, the young are the victims of some older generation. This phenomenon keeps increasing and widely spreading all over the world through the use of mass media. The older generation are not good models for the young, but instead they exploit them for their own benefits. This becomes a vicious cycle increasingly creating more complicated problems such as crimes and corruptions, which are seen in every society. Particularly, the findings of the Dusit Poll (2005), which discussed the causes of Thai social problems and their solutions, indicated that the lack of values and ethnics among Thai people was the most fundamental cause of all problems. As a result, it is not surprising to see the effect of the vicious cycle is clearly reflected in the young. Many of them are materialistic. The main aim for education is to just earn more money as soon as, and as much as, possible. They do not care about the standard or the quality of the education. On the contrary, they avoid putting great effort on developing skills. They do not have enough patience or motivation, determination and perseverance to complete their work as expected by teachers. There are more techniques in cheating on exams without feeling guilty. This can be strongly supported by the findings of Kriangsak Chareonwongsak (1999) and Charat Suwanawela (2002) stating the behaviors of the young Thai generation had changed and gone in an undesirable directions creating some unacceptable values such as impatience extravagance, etc. Moreover, Kriangsak (ibid) also notes many young Thais have misconceptions about education as a means just to make a living instead of pursuing valuable meanings of life and universal truths. This entails the lack of skills in striving for creative or innovative ideas as well as a new body of knowledge to contribute for their own society or the world. This does not only cause a problem to the society as a whole, but also to the learners themselves- that is, the learners do not have good values and ethics to survive well in this chaotic modern world. They become aimless and hopeless even with their cleverness, wealth and good looks. Many of the young cannot seek help from their parents. Instead

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some of their problems are caused by their own parents who make the situation worse as noted by Pinyo Ratanapan, (2005) who studied how to integrate values and ethics in a lesson plan to solve family and social problems focusing on business and community. These problems gave rise to this research study in order to help the young find solutions for their language, values, and ethics problems through the educational system. Purposes of the study: In order to help solve the problems mentioned above, this study aimed to integrate values and ethics in teaching English while enhancing the learners’ language skills through therapeutic reading. Research Questions The purposes of the study have been transferred into these research questions. 1. Does the therapeutic reading help enhance the learners’ reading ability? 2. Does the therapeutic reading help raise the learners’ awareness of values and ethics, focusing on the four paths of accomplishment (Aspiration, exertion, thoughtfulness and investigation)? 3. Does the therapeutic reading help move the learners towards more self-directedness or autonomy in learning English? Research Methods The population of the study consisted of 24 learners with English as a minor subject. They were studying in their final or fourth year in the Faculty of Humanities and Social Sciences, Khon Kaen University. The research was designed as a case study and was undertaken for the whole semester (four months) in the academic year 2007. The quantitative data analysis in forms of the means and the percentage was on the language development. The qualitative data analysis, in terms of comprehensive narrative, was used to gain insights into the awareness and development of the learners’ values and ethics as well as their self-directed learning. The data were collected through pre/post tests for assessing their reading ability and pre/post semi-structured interviews and questionnaires about their awareness of values and ethnics, as well as the self-directedness before and after the study. Small group discussions with observation sheets and weekly learner’s journals were also used to collect the data. The learner-centered approach was implemented to promote the learners’ active participation or learner’s involvement in the learning process in order to achieve the ultimate goal of education which is to enable them to become more self-directed or autonomous learners. The set of selected reading passages were embedded with explicit or implicit universal truths to activate discussion and interpretation of values and ethics. Examples of the passages were ‘self image’, which inspires a reader to improve his or her life through creating his own positive self image (Matthews, D.1999) and ‘Character Building: Are you Carrot, Egg or Coffee?’, which demonstrates the best way to cope with a life crisis by turning it into opportunity. For instance, a ground coffee bean changes hot water (considered as a crisis) into a nice drink with rich aroma and flavor. In contrast, good qualities of carrots and eggs are changed by the hot water. The carrots went from being strong to weak and the eggs went from having a soft spirit to having a stiff one (Anonymous or unknown source). Sometimes learners were required to add their own relevant reading passages according to their own interests.

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 225 Findings The overall findings were positive. In terms of the language development, the learners’ reading ability greatly increased. 85% of the learners’ reading scores in the post test were higher than the means, compared with 55 % in the pre test. More interestingly, all of the learners (100%) stated that they were highly aware of the values and ethics through the therapeutic reading. Similarly, the implementation of the learner-centeredness and therapeutic reading also raised the learners’ awareness of all learners to become more self-directed learners. Discussion The overall findings proved that the study is successfully enhancing the learners’ reading ability in English. This was due to the fact that the teaching and learning directly served the need and the interest of the learners in terms of content as well as the teaching and learning activities. In forms of the content, all of the selected reading passages were closely related to their real lives. This target group of learners was in their final year before they started their new lives after graduating. It was a good opportunity to prepare them to cope with unexpected or uncertain things in their future while working and leading their personal lives. From the data both during the course, at the end of the course, and six months after the course based on a follow up session, all of them stated that the study helped them to better understand not only themselves but also others. It also prepared them to lead a life with more happiness or less suffering. In other words, the therapeutic reading helped soothe their heartaches or disappointments or other kinds of unhappiness. It was also good when there was no one to turn to for comforting. Furthermore, it was very useful when they did not want to let others know about their problems; many times they could find the solutions through the therapeutic readings. All of the learners agreed that therapeutic reading was so uplifting that they could overcome some of their problems or their negative attitudes or behaviours after reading certain passages. For example, no one was late for class without a good excuse and they hardly missed the deadlines in submitting assignments. Some learners were absolutely moved or touched by specific stories. They retold them to their friends who did not have a chance to take this course. Some graduates even asked the researcher whether the reading passages were implemented with their juniors because they were extremely impressed with such experienced they had during the course. This resulted in their better reading performance. They enjoyed reading much more both during and after the course. In terms of the activities, the learners were allowed to be actively involved in the learning process from planning, developing, and evaluating the course to discussion and negotiation with the teacher. They freely expressed their own views through small group or whole class discussions and through their weekly journal writing. This helped moved them towards more self-directedness. Their learning autonomy had been developed step by step throughout the course. They gained more confidence with better motivation and attitudes to improve their reading in English on their own. In other words, they were more aware of being responsible for their learning development. They believed that their own success in learning was from their deeds in accordance with the four paths of accomplishment (Aspiration, exertion, thoughtfulness and investigation). They stated that they also applied this concept to other aspects of their lives such as their personal relationships and their future plans. In addition, the findings also revealed that integrating values and ethics in the teaching and learning process benefited not only the learners, but also the teacher because the shared values and ethics led to more effective communication and cooperation between the teacher and the learners.

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In summary, the learners clearly showed their development in terms of language, values and ethics, as well as self-directed learning through the implementation of the therapeutic reading. This effect was an indicator of the success of the research study. Recommendation This research study recommended that therapeutic readings should be integrated in all kinds of subjects at all teaching levels from pre-school to tertiary levels. Learners should be equipped with not only working skills but also the right values and ethics to enable them to use their skills or expertise in the right way for their own benefits and the sake of the society. Other sets of values and ethics apart from the four paths of accomplishment (Aspiration, exertion, thoughtfulness and investigation), should be well- selected to suite the learners’ needs. More importantly, the promotion of values and ethics should be done with the right tactic so that the learners do not feel like being forced into believing in them. They should be encouraged to critique them for more insight. This means the learners should be empowered to have a chance to express their own views and shared them with the teacher and their friends without being judged. The teacher can share with them other values and ethics as alternatives. The implementation should be an on-going process because in order to raise young people’s awareness of necessary values and ethnics, the right amount of time and input is necessary. Most importantly, the teacher should be a good model for the learners to reach the expected results. Conclusion It has been crucial for all educational systems at all levels to integrate value and ethics promotion into their teaching and the learning process. This directly leads to solving social problems on the personal, local, national and global levels through nurturing the young generations with the right values and ethics so that they can make a good contribution to this world to make it a better place to live. & ! % ' " | % > " |. (2542). ( V > 7 : - - ! !$ > 7 - B . %! : $ !) . " % . (2545). ( ! > 7 @ . %! : ; " ! " . >/> " " ). (2549). * @ GG % ' ! ) ) % & G " " ( ) ). , ( (!- # # ( !$ ( (!- ; " " % ' JP %! " " ) ! " # $ . ; " " % ' . (2549). ( (!- # 1( - + . www.ilti.kku.ac.th/ilti._scl/main.php. 10 ' 2549. ; " " % G / . (2549). - ! Q + ( # $ , ( . www.abacpoll.com. 10 ' 2549. Chaluaisaeng, B. (2004). Participatory Appraisal (PA) in the Classroom: The Use of PA as a Technique to Advance Self-directed Learning through Ongoing Needs Analysis. Thesis (PhD). Department of Linguistics and English Studies. University of Durham. UK. Matthews, D.(1999). Being Happy : A handbook to greater confidence and security. Media Master. Singapore.

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THE EFFECTS OF USING CASE STUDY TECHNIQUE ON CLASSROOM DISCIPLINES OF PRATHOM SUKSA I STUDENTS AT WAT AMORAWADEE (AMORNWITTAYAKAN) SCHOOL IN SAMUT SONGKHRAM PROVINCE C$ .! & " ! # $ % & " &G "#$"4 / % ' " ' ( ! ) @$!' 4 ; G * / ; % " " " ! 75110 F"#$"4 . . 2550 4 &4 H ' " $ ' " , "( % ' * [ 1 " < = I" " "( '( ' " [ * % & %* ' G%!' G ' " , "( % ' # " % ' "( * [ 1 *}!' 1 / % ' " ' $ " " % ' @ / , ' " $ $ " $ & " % ' "( * [ 1 *}!' 1 % ' !' 2 *} 1 2550 / % ' " ' " " ! ; 33 / % & GG% % & & " & 6 " % & ' " , "( % ' / , ' " $ ; 9 6 GG " % ' " , "( % ' !' 6$ G/ 6@ ! { [ !' , , % # @ \ $ $ %j ' $ %G' %G ^ ! G $ !' 6 " G $ " , "( % ' # " % ' "( * [ 1 *}!' 1 " " / , ' " $ @ $ $ " $ ' " ; ">! [ !' "G .05 / !' ' $ %j ' @ & %# % ' % \ $% # # 6@ & %*+ # % $ !' ' $ %j ' ; & $ ; " < = @= The purpose of this research was to compare classroom disciplines of Prathom Suksa I students at Wat Amorawadee (Amornwittayakan) School before and after being taught by using case study technique. The sample of this study consisted of 33 purposively selected from Prathom Suksa I students in the second semester of academic year 2007 at Wat Amorawadee (Amornwittayakan) School in Samut Songkhram Province. Research instruments were nine lesson plans using case study technique and a classroom discipline observation form which were approved by experts. Statistics employed for data analysis were the mean, standard deviation, and t- test. The research finding revealed that the students, score in classroom disciplines after learning with the use of case study technique was significantly higher than their pre-learning counterpart at the .05 level. The behaviors that had highest average score were attending class on time and not taking others’ belongings, while the behavior that had the lowest average score was promptness in handing in their work.

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THE EFFECT OF CIPPA MODEL ON EMOTIONAL QUOTIENT DEVELOPMENT OF NURSING STUDENTS C$ .! & ! !" .! " % ^ " ' " % & " % => % & , " &G "#$"4 ! " G G ' G ' F"#$"4 . . 2549 ' " & & % $ G ! ) # 4 &4 H j ! 6 " !) |! % ' @* GG] ** " < = I" " '(%*+ " 1 ! % & 1 6 , @* GG CIPPA , "{ j ! # " 1 G $ " $ %*+ " 1 G "( *}!' 3 ; 38 % & GG%j % %*+ $ ! 20 $ G 18 % & & ' 2 & GG! G " j ! GG! G " 6 " !) |! % ' % =G# @ $ " J *Q G" % & & !' , ; % " \ $ 6 %! *Q G" % # @ / , [ x S.D. ! G )' Mann-Whitney U-test Wilcoxon signed rank-test 6 " G $ j ! 6 " !) |! % ' # $ G $ ! , @* GG CIPPA , *Q G" \ $ $ " 6 " !) |! % ' " J *Q G" # $ G $ ! , @* GG CIPPA @ $ $ J *Q G" # % * "G *Q G" / , @* GG CIPPA !"( 7 #"( !; " , @* GG CIPPA , *Q G" !' ' % J ; $ # " 1 % #1( " < = @= The objective of this quasi-experimental study was to investigate the effect of CIPPA Model on Emotional Quotient development of nursing students. The sample group was 38 junior nursing students that divided into 2 groups, experimental and control groups, by purposive sampling techniques. The experimental group consisted of 20 students and the control group consisted of 18 students. The instruments used in the study were Emotional Quatient questionnaire and clinical achievement test. Data were analyzed using descriptive statistics, Mann-Whitney U-test and Wilcoxon signed Rank-test. The results were as follow:The level of Emotional Quatient and clinical achievement scores between the control and experimental groups were not significantly different. Clinical achievement scores after practice both in control and experimental groups were higher than those before practice. This study suggested that teachers should apply all seven steps of CIPPA Model to learning–teaching process. Further study applying CIPPA Model in a longer period of time with more sample size should be conducted.

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THE EFFECTS OF RATIONAL EMOTIVE BEHAVIOR THERAPY GROUP COUNSELING ON VALUE OF DESIRABLE CHARACTERISTICS OF BURAPHA UNIVERSITY’ S UNDERGRADUATE STUDENTS. C$ .! & ^ " ' " / F"#$"4 . . 2550 ' " & & ! ! ) "GG" 1 G" ! " ! " G@ * ; *} 1 2550 4 &4 H $ " G" !' 1 * , ; * 1 $ " < = I" " "( '(%*+ " % ! / , GG 6 " % ! " * G GG " ](; 1 " * G ' " [* % & 1 6 , ; * 1 $ GG % 6 $ $ , ' " G" !' 1 * # "G* >> ' ! " G@ $ " $ !' , , 1 "( '( \ $ "G* >> ' ! " G@ *} 1 2550 ; 16 [ !' , , , % # @ & % * * GG " ](; * % ! 1 " * $ $ 1 " * , $ (One Between-Subjects Variable and One Within-Subjects Variable) ! G $ )'! G @$ GG - @ (Newman-Keuls Procedure) 6 " G $ '*Q " " ) $ )' ! "G % # ! $ ' " ; ">! [ !' "G .05 $ ! ' %j ' $ , ' " G" !' 1 * $ $ G , " ! $ \ $ ' " ; ">! [ $ ! ' %j ' $ , ' " G" !' 1 * $ $ G , 6 $ ' " ; ">! [ !' "G .05 $ ! ' %j ' $ , ' " G" !' 1 * , " ! 6 $ $ ! $ ' " ; ">! [ !' "G .05 " < = @= This research is a two-factor experiment with repeated measures on one factor. The purpose of this research was to investigate the effects of rational emotive behavior therapy group counseling on value of desirable characteristics of Burapha University’s undergraduate students. The samples consisted of sixteen undergraduate students. The result revealed that there was a statistically significant interaction at the .05 level between the methods and the duration of the experiment. No significance was found on value of ideal characteristics between experimental group and control group during the post-test phase. Participants in the experimental group had higher scores on value of desirable characteristics than those in control group during the follow up phase with a statistical significance at the .05 level. Participants in the experimental group had higher scores on value of desirable characteristics during the post-test and the follow up phase than those obtained during the pre-test phase with a statistical significance at the .05 level.

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254

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256

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# # / 7 1. * !' , , 1 "( '( \ $ "G* >> ' ! " G@ *} 1 2550 2. $ " $ \ $ "G* >> ' ! " G@ "( *}!' 3 *} 1 2550 ; !"( ( 16 6@ " % & , "( *}!' 3 %*+ $ " $ % & "( *}!' 3 \ 6$ , ' , ! " (\ @ " , 2530: 147) 1 ' @ % ' #1( #1( ( / [ , 2543: 242) '( " # "( *}!' 3 %*+ $ " !' G% ' G ' %j % $ " ! " $ % ' / , ; "> "G $ % & ( " %! " ) , 2544: 22) ]1 % & %# "G , ; * 1 GG $ $ , % " , 6 " " , $ ; % \*[1 $ " "( "( *}!' 3 1 ' % , ; , %*+ $ " $ / ' )' \ ]1 $ " $ " '( 1) 6@ " , $ $ $ (Simple Random Sampling) / "Gj % & % & "( $ $ $ / G" j ' "( % & % & # # !' $ \ 2) % & \ # 6@ " , # !' $ \ G GG " $ , ' " G" !' 1 * ]1 "{ / 6@ " 3) 6@ " ; GG " !' 6$ ! G % ' ; "G !' \* !' " % & !' ' GG " $ , ' " G" !' 1 * ; $ %* %]= \! !' 25 %*+ $ " $ ; 16 / G[ " , %# $ ! 4) % & \ $ " $ " , ; 16 $ $ " $ %# $ $ $ (Random Assignment) / "Gj % & G$ %*+ 2 $ & $ ! 8 $ G 8 7 "#$D !,? = 1. " * (Independent Variable) & )' "{ " G" !' 1 * % 1.1 )' "{ " G" !' 1 * \ $ 1) , ; * 1 $ GG % 6 2) )'* 1.2 % ! 1) % $ ! (Pre-test) 2) % " ! (Post-test) 3) 6 (Follow up) 2. " * (Dependent Variable) & $ , ' " G" !' 1 * C$ C "#$D !D 1. GG " $ , ' " G" !' 1 * 2. /* , ; * 1 $ GG % 6

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 257 K ! . '* " "( '(%*+ " % ! (Experimental Research) / , GG 6 " % ! " * G GG " ](; 1 " * G (Two-Factors Experiment with Repeated Measures on One Factor) (Winer, Brown, & Michels, 1991: 509) 6@ " '#"( , ; % % =G G # @ " '( 1. $ ! 6@ " ; % % =G# @ % / , $ " $ ; 59 !; GG " $ , ' " !' 1 * % ' ; "G GG " $ ; \* @ " % & 6@ !' ' GG " $ ; $ %* %]= \! !' 25 \ "G* >> ' ; 18 \ "G* >> '!' ' " , %# $ ! ; 16 "( 6@ " 1 $ %# $ "Gj % & G$ %*+ 2 $ \ $ $ ! 8 $ G 8 !' \ !; GG " $ , ' " G" !' 1 * , "( '(%*+ , $ ! (Pre-Test) 2. ! 6@ " ; % , ; * 1 $ GG % 6 "G $ ! "( $ " !' 3 q 2550 [1 " !' 4 2550 / !; ! ! " " % 12.00 .–13.30 . ! " % % 16.00 .–17.30 . "( 1 " / 30 !' ; 10 "( ; "G $ G \ "G G !" \*!' ! " " #1( 3. " ! "( ! # %# $ % & 6@ " ; % , ; * 1 $ , "( !' 10 % = ( 6@ " 1 , $ " $ !; GG " $ , ' " G" !' 1 * , " !' 4 2550 !' \ %*+ " ! (Post-Test) 4. 6 " ! , "( !' 10 6@ " ! ( % 2 "* "( !; * % 6 # /* / , $ " $ !; GG " $ , ' " !' 1 * ](; ' "( 1 , " !' 18 2550 !' \ %*+ , 6 (Follow Up) '* ! . 1. %j ' (Mean) 2. $ %G' %G ^ (Standard Deviation) 3. # ; " # " % ! ! ! ]1 ; %*+ ' $ ! $ G !' ' # % = $ $ " $ " $ %*+ $ " $ !' \ $ $ ]1 [ \* " * \ " "( % & , [ , % !' % "G $ " $ !' '# % = [ \* " * \ 1 , [ ; "G % * * # Howell (1999) ]1 GG ; "G % " " $ # / ' * "G $ (degree of freedom) , % , @ # [ )' # Welch-Satterthwaite % '( % 6 " , "( '( 1 %*+ %* ' G%!' G $ %j ' # " $ , ' " !' 1 * # $ ! $ G !"( 3 / % * * GG " ](; * % ! 1 " * $ $ 1 " * , $ (Repeated Measure Analysis of Variance: One Between -Subjects Variable and One Within-Subjects Variable) (Howell, 1999: 357; 2007: 449) 4. ! G $ )'! G @$ GG - @ (Newman-Keuls Procedure)

258

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'* ! . !' 1 6 % * * # $ , ' " G" !' 1 * $ )' ! "G % # ! Source of Variation df SS MS F p Between Subject 15 1672.48 Groups (G) 1 196.02 196.02 1.86 .194 Ss w/in Groups 14 1476.46 105.46 Within Subjects 32 895.33 Interval 2 371.63 185.81 21.03* .000 I XG 2 267.29 138.15 15.63* .000 I XG w/in Groups 28 247.42 8.84 Total 47 2567.81 *p < .05 !' 1 G $ '*Q " " ) $ )'! "G % $ ' " ; ">! [ !' "G .05 %j ' $ , ' " G" !' 1 * $ $ ! " ! 6 $ " $ ' " ; ">! [ !' "G .05 %j ' $ , ' " G" !' 1 * # "G* >> ', $ ! $ G $ " $ \ $ ' " ; ">! [ !' "G $ )' ! % # ! '6 $ " $ $ , ' " G" !' 1 * !' 2 6 ! G $ # )' ! , " ! Source of Variation df SS MS F Between Group 1 132.25 132.25 3.22 Within Group 42 1723.88 41.04 F.05 (1,19) = 4.38 * "G $ df )' # Welch-Satterthwaite (Howell, 2007, p. 459) \ $ df = 19 !' 2 G $ , " ! %j ' $ , ' " G" !' 1 * # "G* >> ', $ ! $ G $ " $ \ $ ' " ; ">! [ $ )' ! $ 6 , "G* >> ', $ ! $ G ' %j ' $ , ' " G" !' 1 * \ $ $ " !' 3 6 ! G $ # )' ! , 6 Source of Variation df SS MS F Between Group 1 315.06 315.06 7.68* Within Group 42 1723.88 41.04 F.05 (1,19) = 4.38 * "G $ df )' # Welch-Satterthwaite (Howell, 2007, p. 459) \ $ df = 19

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 259 !' 3 G $ , 6 %j ' $ , ' " G" !' 1 * # "G* >> ', $ ! $ G $ " $ ' " ; " >! [ !' "G .05 $ )' , ; * 1 $ GG % 6 $ 6 , "G * >> ', $ ! ' %j ' $ , ' " G" !' 1 * % @ #1( $ $ G !' 4 6 %* ' G%!' G %j ' $ , ' " G" !' 1 * %*+ @$# "G* >> ', $ ! , $ ! " ! 6 )' ! G GG - @ (Newman-Keuls Method) X

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260

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Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 261 ! & ( * ! & 6 " "( '( G $ , ; * 1 $ GG % 6 $ $ , ' " G" !' 1 * ' ; \*, "G " 1 , ! " $ Z & " G % & " { " 1 , ' $ , ' " G" !' 1 * , & Z % % % & 6 G" !' ' " , "{ * %! ( * %*+ ! , G !' % ' # " G " 1 \ ; )' , ; * 1 $ GG % 6 \*, , * "G%* ' $ , ' " G" !' 1 * % & , %*+ 6@ !' ' ) ) , , ' , " [!; $ "G6@ & \ $ ]1 \ $ " , % % & " , % [ "{ % \ [ "( $ , ' % \ @ " %# , % 6@ & ' "G6 G, G!G ! !' # " "#$ 4 I &. #$ 6 " , % = $ , ; * 1 $ GG % 6 [ ; \** * " G , % & " { " 1 , ' $ , ' " G" !' 1 * , $ Z \ / %j "{ " G" !' 1 * ' ) ) , , ' , " / [!; $ "G6@ & \ $ & ! !; " !; ! "{ G" \! . (2543). " " 1 % & "{ ) ) ; "GG" \! . ? B #[ ( ! @ * ( ! > 7 . %! : ; " ^ 1 . ! > . (2545). G" “ %*+ !; %*+ : ' !; '”. , + #& . " !' # @ 17 2550, %# [1 \ http://elearning.dt.mahidol.ac.th/qa/images/stories/equal.pdf \ @ " . (2530). ' - < $ 1( # . %! : / %6 $6 " JP " ! " . * % => . (2535). ( ( ! 1 > 7 + / 1-7 ( "( !' 10) !G ': ; " ! " /#!" ) ) . ' . (2546). B ' - (( - ! '$- ' # > 7 / @ ,/( B # 7# #[ ( ! . % * G * “G" \! "G* %! : "{ % & #$ G" \! ; % 6 " ” % & , / G G 48 *} " [ * ! " G@ " !' 6-7 q 2546. ' ' " . (2549 ). B ,/( ,( ! # + / > - Q # + < D @ 1( < ? ( ( ( . ! ) 1 G" , # " 6 1 , G" ! " , ! " !" . " !' # @ 18 % . .2550 %# [1 \ http://dcms.thailis.or.th/dcms/basic.php?

262

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$ ' " . (2550). B + !$ V '?! < $- G 7 !( + 0 . " !' &G # @ 9 Q 2551, %# [1 \ http://www.tkc.ac.th/research/ research12.html " . (2543). ! . %! : ' " %! " ) . (2544). B > 7 ( "( !' 2). %! : ! " . / [ . (2543) ( + @ < $ Q - 1. %! : @$ % & % =>. Corey, G. (2005). Theory and Practice of Counseling & Psychology (7thed.). Mason, OH: Thomson Learning. Corey, G. (2004). Theory and Practice of Group Counseling (6thed.). Mason, OH: Thomson Learning. Howell, D. C. (1999). Fundamental Statistics for the Behavioral Science (4thed.). Belmont, CA: Thomson Wadsworth. Howell, D. C. (2007). Statistical Methods for Psychology (6thed.). Belmont, CA: Thomson Wadsworth. Schaefer, R.T., & Lamm, R.P. (2007). Sociology (5thed). New York: McGraw – Hill. Winer, B. J., Brown, D. R., & Michels, K. M. (1991). Statistical Principles in Experimental Design (3rded.). New York: McGraw – Hill.

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EXECUTIVE SUMMARY REPORT OF RESEARCH ON MORAL PROTOTYPE AREAS, AND EVALUATION OF THE THIRD PROVINCIAL, REGIONAL, AND NATIONAL MORAL GENERAL ASSEMBLY AND MORAL MARKET C$ .! & " " " , $ , % & @ , $ "( % > , / % , ! ; , " { @$, , ' " ), " !" " % > # F"#$"4 . . 2550-2551 4 &4 H " * % " ) &( !' GG ) " ) " < = I" " * % "( '( ' " [* % & (1) 1 &( !' GG ) , * % = @* GG "{ "G ) ) " "G "{ &( !' GG ) ! "G (2) % & * % " ) " ) "G " " "G @ "( !' 3 ; % = * !) * !) 6 G@ " & % ' 6 !G % $ *X> * # " ) @* GG % ! 6 % ' @ , * / *Q G" *Q >> 6 !' % *Q G" (3) % & * % " ) $ " ) "( !' 3 , * % = * !) * !) 6 ; % = " & % ' %* ' * ) ) 6 % ' @ @ , $ & " "{ ) * % (4) % & * % 6 !G# " ) $ " ) "( !' 3 * % "( '(, * % GGG@ / 6 6 % $ # * % GG )' * % GG ' $ $ * % GG $ & " !"( * % 6@ " * G " " " 7 " " 4 @ 11 " " " " 70 6@ $ " " ]1 * G G" G" 1 " ! 1 ! " 31 G # @ , GG G[ GG " " G$ '( ) ) "GG "G " GG 1 ! $ GG G * % GGG" !1 # @ " % GG ' $ $ , * " &( !' &( !' GG ) G" !1 \ ' G # @ % !' % ' # % # @ , [ % % % &( !"( * % %!' G "G % * % G * % (log frame) 6 " 6 * % ' " %#* %*+ 5 & ,? = CB "#$7! *X " &( ^ 6 * \ $ ! " ; % , @* % & #$ " & * ^, $ & %! / / ' ' $ $ G $ [

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" "G "{ ) ) # &( !' GG, 68 " " \ "G "{ &( !' GG 3 "G & "G ' 6 &( !' "G ' 34 &( !' "G ' , 28 &( !' & & 7 ' <. < 6 ; % 6 ^ * G ; % = * !) * !) 6 % & / G@ / % ' G $ ! " " '6 * % ; % 6$ % #"( ; ! " " 6 % @* GG % G $ ' @* GG $ " %*: 6 " "G ) ) "G &( !' G $ ' $ " , "G @ $ ' $ "GG "G " " 6 % %* ' G%!' G $ %j ' ) ) G $ %j ' " G$ '( ) ) " "( !' 2 ' $ @ $ " , "( ! " G$ '( " * ' ; $ 21 *} $ 6 $ * G ) ) # G $ , "G " " ' $ " * ' ; $ 21 *} %!$ "( !' ' !) $ $ %j ' * G ) ) 6 % % & / $ "{ &( !' GG ) " " ) "G " " "G @ G $ " " '6 ; % " " "{ &( !' GG ) , "G '[1 ' $ "{ ! ; % G * % = !' ' ; ">% & #"G% & ) ) %*+ \*\ $ % = " ( & ' 7 7 B "#$ 3 , *\ $ * G ; % = @$, "G ' ' %* ' * GG , G@ # @* GG " # 6 @$ "G &( !' %* % !' ) 6@ %# $ " ' *Q G" % % ' @ *Q G" ' ; " , ' " , "{ ) % & ; @$ " ) ' &G % , #"G% & " ) $ $ % & 6 % / %* ' * % ) % = # 6@ , # @ 3 $ , 3 $ % G $ ' / %* ' * % #1( " % & G! " * 6 6 6 " )!' % '#1( " ) " $ , % 6 !G!' " % $ $ %*: !"( 6@ %# $ \ $%# $ " , % ) ) , " \! 7 & & * % 5 \ $ * ; % = * !) * !) 6 G $ @$, % '[1 ' " < = @= The objectives of this research and evaluation were (1) to study the moral prototype areas in the aspects of development model, moral virtues level, moral prototype area ranking, and supporting guidelines; (2) to evaluate the third Provincial and Regional Moral General Assembly and Moral Market in the aspects of success, effectiveness, efficiency, relevancy, comprehensiveness, sustainability and sufficiency, impacts, strengths and problems/barrier, academic promotion model, learning results and application, obligation to the declaration and its consequences; (3) to evaluate the Third National Moral General Assembly and the Moral Market in terms of effectiveness, success, efficiency, relevancy, comprehensiveness, sustainability and sufficiency, changes in moral virtues level and learning results, motivation collaboration and evaluation culture; and (4) to evaluate the impacts of the Third National Moral General Assembly and the Moral Market. This evaluation employed integrative evaluation by mixing the multi-method evaluation, participatory evaluation, collaborative evaluation and meta-evaluation. The research team consisted

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 267 of 7 principal researchers, 11 regional researchers from 4 regions, 70 provincial researchers, and 31 assistant researchers all of which were graduates and graduate students from the Department of Educational Research and Psychology, Faculty of Education, Chulalongkorn University. Data were collected through questionnaires, moral virtues scales measuring at individual and community levels, in-depth and focus group interviews, meta-evaluation checklist, recording form for participant observation in the moral general assembly and for the field work at the moral prototype areas, diary writing, and data collection from related documents. Data were analyzed using statistical analysis, content analysis, and comparison with the evaluation criteria based on the logical framework. The 5 aspects of the research and evaluation were as follows: The research results of the moral prototype areas, based on the readiness of the 5 basic factors of resources, organizing, networking, innovation, communication and technology, indicated that the moral prototype area ranking of 68 provinces yielded 3 levels of development: 6 areas at excellent level, 34 areas at good level, and 28 areas at fair level. The evaluation results of the third Provincial and Regional Moral General Assembly and Moral Market, based on 6 standards of success, effectiveness, efficiency, relevancy, comprehensiveness, sustainability and sufficiency, indicated that every province had satisfactory passed the minimum criteria. There was a variety of academic promotion models the pattern of which differed according to its target. The measurement of the moral virtues level revealed least difference among regions, and a certain amount of difference among individuals and provinces. The comparison of moral virtues level revealed a significant change between the second and the first measures in every indicator. The age and the group of people less than 21 years old had effects on moral virtues factors at the individual level, but only the group of people less than 21 years old had effect at the provincial level. The linkage between the development of moral prototype areas and the organization of the moral general assembly revealed the good to very good results at the provincial and regional levels, but there were certain issues needed to be improved to make the drive of moral virtues feasible at full potential level. The evaluation results of the Third National Moral General Assembly and the Moral Market, in conclusion, indicated an extremely success, and the progress of change in terms of comprehensiveness of the assembly, the assembly extension to the provinces, and the public meeting. The assembly participants had practiced and learned. They had been empowered to develop morality leading to the moral society, and obliged to the declaration in continuous driving the construction of moral society. The analysis of the change in moral beliefs from 3 groups of respondents at 3 different time periods indicated an increasing trend. The moral general assembly not only generated the desirable products and outcomes, but also strong impacts on target groups, both the participant and non-participants, in terms of the intent to promote moral virtues in Thai society. The evaluation results of the Moral Market, the Moral Seminar and the Academic Seminar showed that the performance were at a good to very good levels based on the 5 criteria of relevancy, quantity and variety, success, efficiency, and effectiveness.

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AN EVALUATION RESEARCH ON MORAL, ETHICS AND GOOD GOVERNANCE TRAINING PROJECT C$ .! & . ' * !'*! .! . @ ! ' . !) " . " ' @ >/> "{ > G %]$ F"#$"4 . . 2550–2551 ' " & & @ $ % "{ " 6$ % ) ( @ ) ) 4 &4 H " * % 6 / J G ) ) ) G " < = I" @ $ % "{ " 6$ % ) "G , 6@ G % !' 4 $ \ $ ; " ; $ ; " 1 #"( &( ^ ! "{ " " # / % ' ; ; 1,547 %# "G J G / J G ) ) ) G ; "G6@ G ; % " * % / / ' " [* % & (1) * % 6 / J G (2) 1 *X> * *X " !' ' !) % ' # $ * G6 ; % = & \ $ ; % = # / (3) *G!% ' , ' " $ , "GG / & $ !' %*+ %*: # / (4) , # % , "{ * "G* / 6@ , # @ !' ; "> \ $ 6@ %# G 6@ G" "G G"> /% & $ # 6@ % # G G # @ / G[ " % 1 % # @ / , [ 6 " G $ 6@ %# G ' 1 , $ % &( " @ , "G ! % = $ " J G ' % $ = '*X> G " G 6@ %# G $ , >$ '% !' ' $ ) ) ) G ' %* ' * ) ) ) G , ! '#1( '(6@ %# G % = $ *X " !' ' !) $ ; % = # / G !' & @ [# ! $ *X " & Z ' !) , "G " < = @= Center for the Promotion of National Strength on Moral, Ethics and Values has supported 1,547 administrators and officers from Royal Thai Police Headquarter, Office of the Basic Education and Commission, Ministry of Social Development and Human Security, and Royal Police Cadet Academy to participate in the training project on Moral, Ethics and Good Governance. The purposes of this research were (1) to evaluate the training project, (2) to study problems and factors effecting the success of the project, (3) to summarize the overall contents and case studies of project targeting at individual level and/or organizational level, and (4) to give suggestions for developing and improving the project. The key informants of this study were training participants, their immediate superiors and/or their colleagues. Data were collected by using questionnaires and an interview form and were analyzed by descriptive statistics. The research findings revealed that participants were satisfied with course syllabus at the high level in all aspects. The training was very appropriate; however, there were some problems. After the training, most participants had good attitudes towards moral, ethics and good governance. Their behaviors dealing with moral, ethics and good governance have positively changed. Besides, participants found that factor most effecting to the success of the training project was the trainers’ knowledge and capability. Other factors effecting to the project were at the high level.

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GUIDELINES FOR THE DEVELOPMENT OF THAI-YOUTH PUBLIC MIND: A CASE STUDY OF YOUTH GROUPS AND NETWORKS WORKING ON PUBLIC MIND FIELD C$ .! & % ' " | F"#$"4 . . 2550–2551 4 &4 H "{ ; 1 ) " < = I" " "( '( ' " [* % & (1) % G " % & "{ ; 1 ) ; "G% # $ % & #$ % (2) 1 ; 1 ) # % !' %# $ # $ % & #$ % (3) % & ; % ! , " % & "{ ; 1 ) ; "G % \! / ' $ " % % & " (YIY) $ % G G ] (Black Box) % & #$ % 14 $ !' ; % / % \! \ $! ! ( " %*+ ' 1 %*+ " % , )' " " % ! $ $ , % =G G # @ G $ ' 1 ' G " !' %*+ \*, ! % ' " & " % & " $ % & % % & ; % , ; * 1 " @ $ Z% $ '( $ %*+ $ 1 !' %*+ \* G G % % $ " $ !' %# $ # ' 1 ! ' " # % = $* / $ " % & \ $% = $ " ' % & " " %*+ * G# ' ; 1 ) ! , " % & "{ ; 1 ) ! *Q @* GG 1 "{ & $ & " !; ; % $ $ % & " !' % %*+ 6@ ; !' % %*+ 6@ %# $ !' [!; \ , ' * ; " " < = @= The purposes of this research were (1) to analyze activities for the development of public mind of youth groups and networks; (2) to study the public mind of the youth participating in the activities; and to propose guidelines for the activities development aiming to enhance public mind of Thai youth groups and networks. The cases were YIY group, Black Box group, and 14 youth networks which currently carry out the project of Thai-youth cared for society. Interview questions, observation form, and group discussion were used to collect the data. It was found that all groups and networks organized activities similarly to each others in accordance with the Deming’s Cycle/PDCA. In addition, all youth had the desirable characteristics, i.e. being unselfish and socially devoted. Those characteristics are essential to the activity development aiming to enhance public mind. Youth was believed to be born with these characteristics; however, they should be given chances to develop continuously. The factors found to contribute to the development of public mind were to be coupled with the educational reform, the development of media, the cooperation among various parties, and the continuity of efforts. With regard to the guidelines proposed, activities for the development of public mind can be organized either ways, i.e. youth being as the leaders or the participants of the activities.

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DEVELOPMENT OF A CAUSAL MODEL OF FACTORS AFFECTING VIRTUE OF LOWER SECONDARY SCHOOL STUDENTS IN BANGKOK METROPOLIS C$ .! & "> 'G" ; F"#$"4 . . 2550 4 &4 H / % % % *X " !' ' !) $ ) " < = I" " , "( '( ' " [ * (1) % & 1 "G ) " G % 6 % ) # " % ' " ) 1 , %! (2) % & "{ / % % % # *X " !' ' !) $ ) # " % ' ") 1 , %! (3) % & G # / % % % # *X " !' ' ! ) $ ) !' " { #1( " G # @ % * " $ " $ & " % ' ") 1 , %! ; 810 % =G G # @ / , GG G[ % # @ [ G $ " * !) | " " )% ' " % % 6 " !' ; "> *\ " '( (1) " % ' ") 1 , %! ' "G ) @$, "G ! ' "G% % ) @$, "G!' 6 ! % ' %G' G " ' "G% 6 % ) @$, "G !' 4 (2) / % % % # *X " !' ' !) $ ) # " % ' ") 1 , %! * G 6 *X " ' "G# @ % * " ' $ \ - %!$ "G 188.07 !' 189 " ' " "G & ' $ %!$ "G .98 " * , / % [ ) G * * \ 51 " < = @= The purposes of this research were (1) to study the virtue level and a moral reasoning level of lower secondary school students in Bangkok metropolis, (2) to develop a causal model of factors affecting virtue of lower secondary school students in Bangkok metropolis, and 3) to validate a model with empirical data. The research samples consisted of 810 students of lower secondary school in Bangkok metropolis. The research data were collected by questionnaire and analyzed by employing descriptive statistics, Pearson’s correlation, and LISREL analysis. The research findings were as follows: (1) Students of lower secondary school in Bangkok metropolis had high virtue level in all aspects and a moral reasoning was in level 6 in all aspects except the discipline that had the level 4 (2) A causal model included 6 factors and was fitted to the empirical data indicated by the Chisquare = 188.07, df = 189, and GFI = .98. The model accounted for 51% of virtue level of lower secondary school students in Bangkok metropolis.

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VOLUNTEER MANAGEMENT: CASE STUDY OF BUDDHIST TZU-CHI FOUNDATION, TAIWAN C$ .! & " " # &G "#$"4 ; " G" " ! " ) !$ " ! %! 10200 F"#$"4 . . 2550 ' " & & @ $ % "{ " 6$ % ) 4 &4 H G " " " " < = I" G! '( ' " [* % & ; % @ % ' "G " % & " @* GG G " " # @ ) !)j& '( * %! \ " % @* GG G " " ; "G " \! / * ' 1 " $ / 1 % % $ Z " 6@ , # @ #$ ; "> !"( " # j& '(, "G $ Z G # @ ) 'j& '( " % 6 1 ; \* @$# % , G " " ; "G " \! $ \* 1 G $ " % & " # @ ) !)j& '(* G 4 % & & !) % & , % & q $ , $G 6@ ; %*} G>> # !$ ) % ( % ' 6@ $ "( @ ) / ' @* GG G " “ " !' , >$ ) G ” ; "GG!% ' % $ " , * %! \! ' 3 " & % & "!) , % 6@ ' %# $ ; % " " !' '\ "G / 'G!G !, , "G " < = @= This paper aimed to present a body of knowledge of volunteerism and volunteer management of Taiwanese Buddhist Tzu-Chi Foundation. The research was conducted by qualitative method using related documents, key-informants’ interview, and observation. Key-informants included volunteers, Foundation’s staff members, and Buddhist nuns. The outcome of study leads to the policy recommendations for volunteer management in Thailand which was based on the comparison with the case study of Tzu-Chi’s volunteer management. The results showed that, Tzu-Chi’s volunteerism has come from 4 principles: Humanistic Buddhism, Belief in Karma, Positive attitude, and Charismatic leadership of Master Cheng-Yen (founder of Tzu-Chi Foundation). Volunteer management style of Tzu-Chi Foundation was vividly seen as “great love and good governance”. This lesson-learned could be applied to Thai volunteer management in 3 aspects: (1) Building up belief and faith in volunteerism, (2) Seeking the right people to join, and (3) Keeping the right volunteers with the organization; the related Government organizations should take the leading role in supporting all afore-mentionedaspects.

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! & ( * 6 1 GG G " " # @ ) !)j& '( 6@ " % = $ '% & $ , !' $ \ ; # 6 $ % " GG G " " , * %! \! # % / 6@ " \ G$ $ %*: , % %*+ 5 $ & !' % ' # "G " @ ) & G !' % ' # "G " ! % $ 1. " ' ; * " > " !" " [* 6 , " % % & !' 6@ , %*+ " \ @ $ ' G" !' % "G & \ $ %# !; * / \ $ " \ G 2. " / J G “ '% ” & 6@ " ! % & , ' @ !" , ! % & ) ' % & " @ , * , % @ 1 ' % & " 3. " !; " @ J G " * % ! $ Z % & , " %*+ 6@ !' ' @ [ ) ^ , "G, " 4. " , / % ' !' % ' % & "G ' ) !; ' " , / , " % ' \ '/ %# $ $ %*+ @*) % & $ , % = % ' @ \ % / @%*+ % ' 6@ (' & "( ; [ , % = 5. !; " % ' "G% & !' \! \* @ !' j& '( " , $ % !' 6$ "( $ , % 6 %* ' * \ G !"( , $G $ & Z % & ; 6 !' \ \*, , 6 # $ Z !' % ' # $ \* " "#$ 4 I &. #$ . @ % ' "G% & " @* GG G " " # @ ) !)j& '( * %! \ " %*+ G!% ' G " " ; "G " \! !' ; \* @$ "{ " !' %*+ GG !; , % , $ % & "{ " @$ " !' %*} % & ) ) ! " " # . (2548). “ " : "{ % " ” #[ ( *}!' 1 jG"G!' 2 * ; % & - [ 2548. 1-14. % ! 7: . (2549). # 7# - ' GK # 1( @ $ . %! : @ $ % "{ " 6$ % ) , 98. “Humanistic Buddhism” in http://en.wikepedia.org/wiki/Humanistic_Buddhism.1/15/251. Supparat Rattanamuk, “Situation of Volunteering in Thailand and Recommendations on Volunteer Infrastructure in Thailand “, Volunteer Background Paper submitted to UNDP/UNV, 2007, p. 16. Susan, J. E., “Volunt/ar/eer/ism: What's the Difference?”, in http://www.energizeinc.com/art/1vol.html Matthew Hamilton and Afshan Hussain, “America’s Teenage Volunteers: Civic Participation Begins Early in Life,” in http://www.independentsector.org/programs/research/teenvolun1.pdf Heather Boswell, “Motivations for Giving and Serving”, in http://www.learningtogive.org/papers/ conceptd/motivations.html “Prosocial Behavior” in http://www.learningtogive.org/papers/concepts/prosocialbehavior.html, 2003. Supparat Rattanamuk, “Situation of Volunteering in Thailand and Recommendations on Volunteer Infrastructure in Thailand “, Volunteer Background Paper submitted to UNDP/UNV, 2007, p. 2.

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ORIGINALLY WILLING MIND BECOMES THE VOLUNTEER UNDERTAKER C$ .! & . ! / \ F"#$"4 . . 2551 4 &4 H !; )' [' ' % ' " < = I" " % & '( %*+ " % 1 6@ !' ' ; \* @$ %*+ !; & @ " #6 !' @ " " !" \*, " # $ $ Z/ " [* " % & , !" \*\ @ " "G % ' "G !; ]1 \ !; * 22 *} / 6 % - " % # @ !; , ! G $ @ " \ !; * 1,000 / @ " " ' @ % & " % ' "G )' % ' "G & Z \ "G # , $ % & & Z @$% & Z !"( '(%*+ % \ !; % $ '( [& %*+ G> !; ' # \ $\ % ' $ G ! , Z " "( % & ' [1 @ " #1( Z !; , $ % & %*+ \*\ \ $!" [1 1 \ [$ ! @ , % & @ ; 1 @ ' ; 1 % & $ G$ %G [ " \ % $ % ' " ' " % $ '( 1 [& " $ % ' G % !' \ "G $ !; %*+ ! 1 $ " % ' !; G> $ " , ^ !' ' 1 \ "G $ "!) * !" \* %*+ GG $ !' ']1 % %*+ % ' $ , ! *Q G" " < = @= This research methodology is an in-depth interview. The key person is a teacher, his name is Mr. Sakda Sukpui who is generally known as a willing mind person by several organizations. The main objective of the study was to publicize his non-profit outcomes like Willing Mind. His fames are generous, willing mind in helping a number of charities around various sectors. According to the result of synthesized data, Mr. Sakda has already devoted his time as a volunteer undertaker managing funeral for approximately 1,000 dead persons in 22 years. Also, he has studied and knew about the management of dead rituals and kept on working as any request which he worked happily without getting any wages. Besides, he trained his friends and students to help him in this deathritual. Therefore, as Mr. Sakda has willing mind, adhering with sufficiency by devoting his wages from doing his volunteer undertaker to help poor students, monks, and temples, he was praised and got faithly accepted from people. In order to being as a good Buddhist, he should be the role model for people.

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THE PATHS TO CAREER SUCCESS OF FEMALE ADMINISTRATORS IN EDUCATION INSTITUTIONS ACCORDING TO BUDDHISM C$ .! & " &G "#$7 7 5/1876 ] 20 [. " ' . G . * % = . !G ' 11120 F"#$"4 . . 2550 ' " & & ! 90 *} ! " ! " % / 4 &4 H ; % = , ' , 6@ G ', [' !) " < = I" " "( '( ' " [ * % & % % ! @$ ; % = , ' # 6@ G ' , [ 1 " " ; " 1 #"( &( ^ %*+ " % $ 6@ , # @ ; "> & 6@ G ']1 ; ; $ %*+ 6@ ; / % ' ; 5 6@ , # @ !' % ' # "G 6@ G ' ; 29 \ $ @ G , / % ' " % ' 6@ !' @$, G " # 6@ G ' ; % % & $ " $ GG% % !' ; ' % =G G # @ % / " GG% 1 % & & !' , , #"( '( & GG " 1 '/ % # @ / % % &( 6 " *\ $ % ! @$ ; % = , ' # 6@ G ', [ 1 & % ! $ ' 8 / 6@ G '! ' [' $ ' 8 G! * ' % = G ( " ! ^ ) %*+ &( ^ ; "> " < = @= The purpose of this study was to analyze paths to career success of female administrators in education institutions under the Office of the Basic Education Commission. The method for this research was descriptive research. The qualitative data was collected by in-depth interviews from five female educational administrators who qualified by criteria and twenty-nine working together persons such as teachers, staff members and students in that school and their family members. The Instrument for this stage was a semi-structured interview. The data was analyzed by content analysis. The research findings can be concluded as follows: The path to career success of female administrators in education institutions was the noble eightfold path. All the female administrators had the whole noble eightfold and right understanding that was the important base.

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& ! *. ! . (2529). @ < ! 0'$ . %! : [ G" G" "{ G . ) . (2537). K / ( +( $( 1( < $ 1>" '+ ! 0'$ 1( #[ # S > 7 2534. ! )* >> G" # " ! " ! ! G" ! " ! " . G * ' ! !) | %j ' . (2520). @ < D 0'$ . %! : "^ ! " ; . ; " # % & . (2550). & * 2549: 1$ ,( V. %! : ; " # % & . ; " 1 #"( &( ^ . (2550). % 1$( ' > 7 # > 7 1 " ," * S > 7 2550. %! : ; " / G 6 1 #"( &( ^ . ( " ; % ). ; " % # ) . ,/(0'$@!$ & S 2541-2550. 6 )" 2550. ( " ; % ) " " " ! . (2547). K / ( +( $ $ < ( - ( < 1( 0'$ . %! : "^ . ( " ; % ) ! / " . (2539). 6 " G!G ! ' $ " G %* / ' % $ % #1( . * (13 ' 2539): 18. Antodedes, G. and Raaij, W. F. (1998). Consumer behavior: A European perspective. Chichester: John Wiley and Sons. Baruch, Y. (2004). Managing careers theory and practice. London: Pearson Education Limited. Bass, B. M. and Avolio, B. J. (1990). Developing transformational leadership: 1992 and beyond. Journal of European Industrial Training 14, 15 : 21-27. Childs, A. and Klimoski, R. J. (1986). Successfully predicting career success: An application of the biographical inventory. Journal of Applied Psychology 71, 1: 3-8. Eisenberger, R. et al. (1986). Perceived organizational support. Journal of Applied Psychology 71, 3: 500-507. Fullan, M. (2006). The development of transformational Leaders for the educational decentralization. Bangkok: The office of the basic education commission. Gattiker, U. E. and Larwood, L. (1986). Subjective career success: A study of managers and support personnel. Journal of business and psychology 1, 2: 78-94. Gunter, B. and Furnham, A. (1992). Consumer profiles: An introduction to psychographic. London: Routledge, Chapman and Hall. Hall, D. T. (1976). Careers in organaizations. California: Goodyear Publishing Company. Ismail, M., Rasdi, . M. and Wahat, N. W. A. (2005) High-flyer women academicians: factors contributing to success. Women in Management Review 20, 2: 117-132.

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 341 McClelland, D. C. (1953). Achievement motive. New York: Appleton Century Croft. Melamed, T. (1995). Career Success: The moderating effect of Gender. Journal of Vocational Behavior 74: 35-60. Morrison, A. M., White, R. P. and Velsor, E. (1987). Breaking the glass ceiling. Massachusetts: ddision-Wesley. Peluchette, J. V. E. (1993). Subjective career success: The influence of individual difference, family, and organizational variables. Journal of Vocational Behavior 43: 39-54. Applied Behavioral Science. 30, 3 (September, 1994): 357-373. Sturges, J. (1999). What it means to succeed: Personal conceptions of career success. British Journal of Management. 10: 239-252.

342

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Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 343 " < = @= This research is a comparative-correlational study. Three groups of independent variables are based on the Interactionism Model, Psychological Theory of work, and moral behavior. The first group was social situational condition, consisting of two variables, good models in the work place and perceived social support from other persons in the work place. The second group was psychological characteristics, consisting of four variables, need for achievement, future orientationself control, moral reasoning and religious life style. The third group was psychological-situational characteristics, consisting of three variables, favorable attitudes toward moral work behavior, selfefficacy and stress at work. The dependent variable in this study was divided into 3 aspects: moral courage, integrity and nondiscrimination. The sample in this study consisted of 275 veterinarians from the Department of Livestock Development in the Ministry of Agriculture. Their ages ranged between 24-60 years. There were important groups of findings as follows. It was found that the veterinarians with more in the four types of behavior (moral courage, integrity, nondiscrimination and total moral work behavior) namely, (1) the veterinarians with more job interest theses results were found in total. (2) the veterinarians with more moral reasoning theses results were found in total, male, high family economy and job interest group. (3) the veterinarians with more religious life style theses results were found in total, especially less perceived social support from other persons in the work place with more job interest. (4) the veterinarians with more need for achievement theses results were found in total. (5) the veterinarians with more good models in the work place theses results were found in total especially, high family economy group.

344

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348

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Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 349 [% * !; !; $ ' ) $ $ 3 \ $ ' " ; ">! [ # # / 7 * !' , , 1 " "( '( %*+ " ! !' *Q G" , $ " " * " ! % ; 543 $ " $ !' , , 1 "( '(%*+ " ! ; 353 !' *Q G" , $ " " * " ! % / '#"( , $ " $ " '( 4 ' 4 7 ]1 \ , " $ $ $ " $ ; % & " * %*+ 20 $ 1 ( " " " , 2542: 54; Lindeman, Merenda & Gold. 1980: 163 and Weiss, 1972) ]1 , ' '( ' " * " 12 " * " * " ! ' " @ " ]1 %*+ " * !' , , G$ $ $ 5 " * !"( ( 17 " * " "( $ " $ %!$ "G 340 # & 7 !; $ " $ GG G$ "( %*+ " $ (Stratified and Quota random sampling) (Kerlinger & Lee, 2000) / '#"( , $ " $ " '( B 7 "#$ 1 ; $ , $ " " * " ; 6 $ & (1) [ G" # " $ (2) ; " G *: " G; G" / " (3) ; " "{ GG "G ^ * " (4) ; " G * " (5) ; " %! / / ' ' " " (6) ; " %! / / ' ' 6 * " B 7 "#$ 2 $ " $ # * $ $ , $ !' " " * " / ; " $ # " $ %*+ 65 % & , \ ; $ " $ % (340 ) !' ; \ %*+ 353 (\ GG G[ !' G G@ ; 275 ) B 7 "#$ 3 , )' $ $ $ (Simple random sampling) C$ C "#$D !D % & & " , 1 " "( '( %*+ % & & " * % ! * % $ (Summated rating scale) ; 12 GG " \ !; # % & & \ $ $ %!' (Validity) $ ; ; (Discrimination) GG # (Item-total Correlation) $ % & " (Reliability) )' $ " * !) | 7 (Alpha coefficient) " , !' 1 7 "#$ 1 GG " % & " !' , , " " *

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' * ^; . (2546). + " 1( 6 < 1$ ! &' & 4. ! " : " "{ GG \! . ; " " $ . G" / " j "{ . (2539). > 7 !< 1( 0'$ < @ . " % $ $ % " . [ G" G" "{ G . % . (2546, 5 ). & ' !) | % &( “G @%] / ] ”. 0'$ ! . &G % & 26 q 2548, http://webdb.dmsc.moph.go.th/ifc_nih/a_nih_3_002c.asp?info_id=725 " " " ' ! ! ) | ) [ (2547). : # > 7 ( + - ,/( ,( " ! ,/( @ '+ B 6 1$ < +. %! : [ G" " ! " ' ! / {. ! . (2549). K / / 1$ ( 6 1( 1$ / 1$ + ? '$ ( . ! ) * > > G" # "{ " [ G" G" "{ G . " ; % . @ $ % ) . (2544). + $ 1( $ $ /1( *. ; " . .: / . " ) . (2544). K / / 1$( 6 7 < 0'$ W < . ! )* >> G" # "{ " [ G" G" "{ G . " ; % . " '. (2541). 7# - 6 / 6 0'$ W ! ,"( (! 1( < ? ! - - ! - # 1. * >> )* >> G" # " * G" ! " ! " ' ! / {. " ; % . Kerlinger, N. F. & Lee, B. H. (2000). Foundations of Behavioral Research. Fourth Edition: Harcourt College Publishers. Magnusson, D. & Endler, N. S. (1977). Personality at The Crossroads: Current Issues in Interactional Psychology. NewJersey: Lawrence Erlbaum Associates. Tett, R. P. & Burnett, D. D. (2003). A personality trait-based interactionist model of job performance. Journal of Applied Psychology. 88: 500-517.

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$ 2 / % ' "G [ G" G " " % & @ ! * " !' " @ G % &( 1 ! ) ) , "( % ' @/ ! * @ @$% " " % ' ' G " % & !"( @ ) ) (2) ; "G# ! % & !" % & ' !) " % $ #1( # !" % & " $ % ) ) "G , ' " , * G G; % = / G ; $ " < = @= The purposes of this research were to compare various factors affecting moral virtues, which are honesty, consciousness, responsibility, justice, diligence, discipline, and endurance of naval precadets, of naval cadets and naval officers. Two types of research data were collected: quantitative and qualitative data. The research findings were summarized as follows: 1. When comparing multivariate factors affecting moral virtues such as honesty, consciousness, responsibility, justice, diligence, discipline and endurance of the Royal Thai Navy, the findings were as follows: 1.1 comparing between naval precadets, naval cadets and naval officers, the findings were as follows: 1.1.1 Naval precadets had higher degree in moral virtues than naval cadets in honesty, consciousness, discipline and endurance with statistically significant at 0.01. 1.1.2 Naval officers had higher degree in moral virtues than naval precadets in diligence and endurance with statistically significant at 0.01. 1.1.3 Naval officers had higher degree in moral virtues than naval cadets in consciousness, responsibility, justice, diligence, discipline and endurance with statistically significant at 0.01. 1.2 comparing between different classes of naval precadets, the findings were as follows: 1.2.1 Third-class naval precadets had higher degree in moral virtues than first-class in consciousness and endurance with statistically significant at 0.05. 1.2.2 Third-class naval precadets had higher degree in moral virtues than second-class in endurance with statistically significant at 0.05. 1.3 comparing between different classes of naval cadets, the findings were as follows: 1.3.1 First-class cadets had higher degree in moral virtues than third-class in endurance with statistically significant at 0.01. 1.3.2 Fourth-class naval cadets had higher degree in moral virtues than thirdclass in consciousness, discipline, and endurance with statistically significant at 0.01. 1.4 comparing between different work experiences of naval officers, the findings were as follows: 1.4.1 Naval officers having work experiences more than 10 years would have higher degree in moral virtues than those who had work experiences less than 6 years in every factors with statistically significant at 0.01. 1.4.2 Naval officers having work experiences more than 10 years would have higher degree in moral virtues than those in between 6-10 years in consciousness with statistically significant at 0.01. 2. Guidelines for developing moral virtues enhancement of naval precadets, naval cadets and naval officers were as follows: (1) Royal Thai Navy must have a tangible policy regarding moral virtues. Also military preparatory school must corporate and coordinate with naval academy and also

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THE RESULTS OF OPERATING LEARNING PROCESS IN ORDER TO BOOST GRADE 12TH STUDENTS’ SELF-DISCIPLINE C$ .! & 6@ $ ^ &G "#$"4 / % ' ) $ ! " % 1 ! " % F"#$"4 . . 2547 ' " & & ! " # [ G" " "{ $ ! " % * ; *} 2547* % ! / $ % & 4 *} , / " " ! 1 % & "{ @ " % ' , G " !" # / % ' ) $ ! " % , / " $ % & “ "{ " % ' !' $ % " %*+ '” 4 &4 H G % ' @ ' " , % " < = I" " "( '( ' * % & 1 6 # , G % ' @ % & % ' " , % $ " $ !' 1 %*+ " % ' "( ") 1 *}!' 6 6 % ' ! %! / / ' * *} 1 2547 ; 47 # / % ' ) $ ! " % @ " "{ 1 %! % & & !' , , " * G GG* % ' " , % G" !1 % ' @ # " % ' G" !1 # 6@ " , % 7 "* , ! / " % ' $ ! % ' G % ' @ , $ " % ' $ G % ' G % ' @ % 6 " G $ ' " , % # " % ' $ ! \ $ $ "G " % ' $ G $ ' " ; ">! [ !' "G .05 6 %* ' G%!' G ' " , % "G7X % = # 6@ & # " % ' $ ! $ "G " % ' $ G $ ' " ; ">! [ !' "G .05 / " % ' $ ! ' $ %j ' # ' " , % "G7X % = # 6@ & @ $ " < = @= The purpose of this research was to study results of operating learning process in order to boost self-discipline. Sampling group consisted of 47 grade 12 students of Kasetsart University Laboratory School : Center for Educational Research and Development in the second semester of academic year 2004. These students were in science and technology program. Research tools used were self-discipline evaluation forms, Students’ learning records and researcher’s field records which took 7 weeks in collecting information. Students as the experimental group were determined to use this new way of learning process while students as the controlled group were determined to use the original way of learning process. The research found that self-discipline in the sampling-group students was no significant difference from the one in the controlled-group students at .05 levels. There was significant difference between self-discipline in paying attention to others’ opinion. The

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experimental group’s Self-discipline in paying attention to others’ opinion was higher than ones of the other group. &4 H JH' G">>" 1 $ . . 2542 \ ; " 1 # \ " '( " 1 % 6@ % ' %*+ @ / 1 " $ 6@ % ' ! ' [% ' @ "{ % \ 6@ % ' ; ">!' $ * @ JX " " 1 * , "G6@ % ' / % @ ) $ !' ' G@ @ , % & $ Z $ G % ' @ " % &( , " G , [ " $ # 6@ % ' J !" G " %6 > [ * , @ % & *: " \#*X> , 6@ % ' % ' @ * G J *Q G" , !; \ %*+ !; %*+ " $ % ,JP @ $ $ % & , " G % ' @ 1 " , 6@ % ' '/ , G @ G @$\* "G *Q G" !; $ " ' %* ' @ $ % & % &( @ " / !' 6@ % ' %*+ 6@ $ Z , ' $ % *Q " " ) " G )' % ' )' 1 !' ' " G % ' @ , " % ' \ @$, [ !' " % ' %*+ 6@ ' $ $ , !' " % ' ' , [ " ' [!' !; \ & @* GG " G % ' @ !' , , )' % ' @ $ " , " " ]1 (Constructionism) )' % ' '(% , 6@ % ' @ ( / , %! / / '%*+ % & & , % ' @ &G # @ @ ]1 %*+ , %! / / '!' ' @$, %! % = % & %# [1 ^ # @ @ !" / / , %! / / ' %! !' % $ %! % = % =G " '% ' G % = G %*+ & # % ' 6@ % ' ; # @ @ ( ; % ( "( / , %! / / ' 6@ % ' "G6 G % ' @ # % '*Q " " ) "G6@ & , 1 " , *} . . 2542 *} . . 2546 6@ " G $ G % ' @ !' , , )' % ' @ $ " , " " ]1 $ % , " % ' \ , *X>> G % ' @ !' ' " % ' %*+ @ !; , % % ' @ !' % @ $ % , "G " % ' / " % ' ' @ 1 $ % ' [ ' @ , , % $ % , " % ' ' $ " ' ! ( , 2543 2547) 1 " # Gottfredson ( [1 , Cotton, 2001) Landau (2000) !' G $ , )' % ' @ $ " G * ) *\ , !; $ " [% ' " , % \ ' " , % %*+ " " 1 * 1 !' G" > >" 1 $ . . 2542 ; \ , , ' "{ " '(, % #1( , " " % ' 1 " ' " , % *\ $ %*+ [, G & # % , %*+ \* !' $ " \ # 6@ !' ' " , % ' " " '( ' "G6 G % , !) # 6@ & @ " !) !' ' %G' G *Q G" # ' , ]& " ' $ % @ " %! ' ! # " " % ' @ " % ' ' % = % = , 6@ & "G !; # % '% 6 ' % & " , % ' " $ ' %*+ 6@ ; ' !; ' ' !; , * G ; % = (% ! , 2541 [1 , , 2541: 74, j" ! , 2539 , " ! , 2547: 14-15, \ , 2530: 23-24, /!, 2520 [1 , " ! , 2547: 15, Janke and Schall, 1995) 6@ " 1 1 $ [ * "G G % ' @ , $, ' G * ) *\ , )' % ' '( * @ JX " ' " , % , "G " % ' \ & \ $

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Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 377 & ! , ! 1 ) . (2541). / - !- 679 < B # / $ - D @ . ( "( !' 3). %! : / *Q @* % ' @ . (2543). ; ' '$ 0'$ V / !. %! : / G>!" \) )% $ % . (2529). - B < ,/( B @ . %! : $ ; " ! " G*6 !" . (2542). '$< < +. % * G * ! %! / / ' 1 "( !' 8 20-21 2542 / %G> %! . ( 1( + + ( B < ( 1( " \ " ! . (2530). > 7 S / 2 ? . ! ) * > > G" ! " % . " ! " |. (2547). 0 1( - $ KV $ +( B < ( !$ 1( " % > 7 S / 6 ? ' K V V ! &' Q . ! )* >> /! ! " % . ^ . (2543). “ '$ + ”. 1 * ! . *}!' 5 jG"G!' 2, 1-8. ______. (2543). < " : 0 1( ?! '$ + < - ( U> 1( " > 7 S / 6. % 6 ! , * # ! " % "( !' 39 " !' 7 " ) 2544 ! " % %! . ______. (2543). ( ( ( - G ; ' & > 7 # > 7 7 . (% " ; % ) ________. (2547). ,/( '$ # + ( - '$ + 1( " > 7 S / 6 ? - + 7 . %! . (% " ; % ) Cotton, K. (2001). Schoolwide and Classroom Discipline. http://www.nwrel.org. Janke, M. (2000). “The Ingredients of Self-discipline”. http://self-discipline.8m.com/ingredients_of_ self.htm. Landau, B.M. (2000). “ Teaching the Skills of Social Behavior : An Examination of Teaching Mainstream Expectations to Students in the Margins ”. Eric # : ED 440336. [Online]. Available: www.eric.ed.gov. Schall, J. V. (1995). “On Self-Discipline”. www.catholiceducation.org/articles/education/ ed0056.html.

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THE DEVELOPMENT OF LEARNING INNOVATION FOR THE CULTIVATION OF SUFFICIENCY VALUES AMONG PRESCHOOL CHILDREN: A CASE STUDY OF BANNONGKHAM SCHOOL, SUAN PEUNG DISTRICT, RATCHABURI PROVINCE C$ .! & ) % & ' .! * " &G "#$"4 738 @$ 3 ; G G1 ; % G1 " " G ' 70150 F"#$"4 . . 2550-2551 ' " & & @ ) G G ! % = * % % @$ " % = % ; \ ' 4 &4 H * $ % ^ % ' * @ JX $ , % = *^ " " < = I" " , "( '( ' $ , "{ " % ' @ % & * @ JX $ % ^ % ' * ; "G " % ' *^ " "( G 1 G 2 / % ' G - # ; % 61( " " G ' ; 22 / , & % ' @ $ Z \ $ @ Animation $ & G!% !" 1 !; !; !; * !' $ 6 , % "{ $ " $ / , % , ! 3 "* % =G# @ % * GG " % ' $ % ^ % ' * $ $ " , " % & %* ' G%!' G $ "{ % =G# @ % / G" !1 " % / 6@ " @]1 %*+ 6@ , " 6 " * Q $ " % ' *^ " ' "{ $ % ^ % ' * @$ , "G ' ' '% % & '* Q !' " % ' [G $ " % & " , G & ' $ % $ % ' "G % \ ]1 % & 6 !' \ " < = @= The purpose of this study was to develop a learning innovation in order to cultivate sufficiency values among 22 preschool children who are studying in kindergarden 1 and kindergarden 2 of Bannongkham School, Suan Peung district, Ratchaburi province. Learning materials and various activities that correspond to the cultivating suficiency values were used. Those learning materials and activities included viewing animated cartoon, viewing puppet show, listening to the music, role playing, going for field trip, gardening, cooking, and doing art work. The research consumed 3 weeks. An observation was employed to collect both quantitative and qualitative data; a behavior related to sufficiency values, in order to compare students’ development between pre test and post test. It was found that the preschool children have developed sufficiency values at good, excellent, and unexpectedly perfect level. This was because the children had a chance to inform, warn, and invite other people to have the same values as theirs.

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THE EFFECT OF GROUP INTERVENTION ON COGNITION IN INTEGRITYIMPROVEMENT IN ADOLESCENTS C$ .! & ! > ^ ' .! ! > " *X>> &G "#$"4 $ % % = " $ % ! G ! " " < = I" " "( '( ' " [* % & 1 6 # !; $ !' " ! ! " ! !) $ "{ % = ! ) ]& " , " $ )' %*+ 1 % ! @6 # !; $ !' " ! ! " ! !) $ "{ % = ! ) ]& " , " $ , " % ' "( ") 1 *}!' 1 # / % ' $ 1 % ' !' 1 *} 1 2548 " % ' !' ' $ %* %]= \! !' 25 [@ G$ %*+ $ ! $ G " , $ ! & \ %# $ 8 "( $ G & !' \ $\ %# $ $ 22 % & & !' , , G # @ & GG G[ % = ! ) ]& " 6 $ !' " ! ! " ! !) , /* SPSS version 12 , % # @ 6 1 % = ! ) ]& " # $ ! $ G $ %# $ $ \ $ $ " (p = 0.80) % = ! ) ]& " # $ ! $ " , $ " $ ' " ; ">! [ (p<0.001) % = ! ) ]& " # $ G $ " \ $ $ " (p = 0.73) " $ % = ! ) ]& " # $ ! $ G $ " $ ' " ; ">! [ !' "G (p = 0.003) * % = ! ) ]& " # $ ! @ #1( " %# $ $ @ $ $ G $ $ !' " ! ! " ! !) !; , ' "{ % = ! ) ]& " @ #1( ]1 %*+ ' 1 !' [ ; \** , %*+ $ 1 # , $ % "{ % = ! ) ]& " , " $ " < = @= Objective: The objective was to study the effect of group intervention, which is based on psychological theories and Buddhism principles, on the Integrity cognition -improvement in adolescents Method: Experimental study on the effect of group intervention, based on psychological theories and Buddhism principles, on the Integrity cognition -improvement in in adolescents . The participants were the Mathayom 1 students of Strewad-rakang school ,academic year of 2005. Subjects who score under 25th Percentile were grouped in to the study and control group, 22 each. Experimental group consisted of subjects who willing to participate in the group intervention. Control

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G $ $ , , $ % ; " , , $, "G *X > %# , $ & =% *X> GG% ' " \ ' %* ' % = \#*X> * G # " " " % %*+ !' '* / $ 6@ & [ G$ *X @ # " % $ % & & \ % , $ & *X> %*+ "{ !" " % % ' GG " , $ % & & 6@ ; $ !$ !'# $ !' [1 "G]1 " " !; , % = @ 1 , " , !' # " % 6@ 6" $ " $ , $ !' $ % & ]1 " " $ , '/ \ "G % 6@ ; $ & % & $ $ $ % @ , , %* ' * % (! # ', 2522) " "( % ' @ 6$ G $ , @* GG $ !' " ! ! " ! !) !' '% &( ) ]& " $ , \ 6 , "{ ]& " # " % ' "( ") 1 *}!' 1 7G & * % & 1 6 # !; $ !' " ! ! " ! !) $ "{ % = ! ) ]& " , " $ . 7 %*+ 1 % ! %* ' G%!' G $ " !; $ $ ! $ G / , GG G[ " $ 8 "( # 4 1. " % ' "( .1 / % ' ' " " !' " , %# $ / ]1 \ 6$ '( # @ # ; ) ]& " !' " %# $ 1 G GG G[ % ' "G % = ! ) ]& " 31 # ' " * ; ! & # 6@ G GG G[ @6@ @ $ & " % ' "G " , $ @ \ $! G $ !' \ GG! G# $ " %*+ $ \ $ !' 6@ " @ %j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j G GG G[ ](; ]1 ' !' \ GG G[ , "( $ %* %]= \! !' 25 " %*+ $ G % & ' ; " # ; * !' %# % " , %# $ 6@ " 1 \ !; "G @$

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 393 %* ' G%!' G (Match pair) * !"( 2 $ , , % ' " !' / $ %j ' ^ (Mean) # GG G[ # !"( 2 $ , ' $ , % ' " '# @ &( ^ , % ' " \ $ % "G6 % ' / $ *X " !' '6 $ G GG G[ , % ' " , * !"( 2 $ 5. $ G !; GG! G Pre-test !' "* !' 1 GG! G Post-test !' "* !' 9 / $ $ "( \ $\ "G $ , Z 6@ " $ $ 1 , !; GG! G Pre-test , "* !' 1 !; $ !"( 8 "( !; GG! G Post-test, "* !' 9 / 7 " % ' ") 1 *}!' 1 / % ' "^G $ 1 % ' !' 1 *} 1 2548 % " % & * $ 1 1. '%# $ 1 \ "G > %]= > 6@ * , [%# $ \ G 8 "( 2. \ $ '/ ! 3. "G[& !) % " % & * $ G 1. '%# $ 1 \ "G > %]= > 6@ * $\ $ [%# $ \ G 8 "( 2. \ $ '/ ! 3. "G[& !) % , " \ $ % = !' '*X> , & 4 ' ; $ N , $ $ @ N = (ZĮ + Z ȕ)2 x SD2 $ # $ mean # !"( 2 $ 2 ZĮ = 2.326 % & Į = 0.01 (1-sided test) Zȕ = 2.326 % & ȕ = 0.01 Mean # $ = 66.57 Mean # $ ! $ !; = 66.5 Mean # $ ! " !; = 78.5 (/ $ " !; " % ' ' !' \ GG G[ % #1( * 20 %)7 SD = 10.5 # @ # !' \ !; 1 ; $ ; \ * 17 ' 90% power to detect a difference , two group t-test with a 0.010 one-sided significance level, =0.1, = 0.01 22-23 * missing data 30 % " "( , # " $ 22 $ $ C$ C "#$D !D GG G[ ]& " !' ; , %*+ % & & " %*+ GG G[ [ ' 3 " % & ' Face Validity / 6$ G 6@ ! { 3 !$ \ $ . . 6$ % !" . "

394

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'! 6 . " % => * @ G % # % &( ; [ !' , , "G " ! ' $ Item Discrimination-t / , %! 25% # $ " $ !"( $ # # $ @ - $ ; , t-test % & %j # !' ' $ "( $ 1.8-7.75 \ ; 31 # $ $ % & [& # GG G[ / " % & %j # !' ' ; ; % $ Alpha Coefficient # Cronbach \ = 0.7834 %*+ " %# , ) ]& " # " $ %!$ "( % & " ! & !" "( \ $ [ " \ / , GG G[ ( ') ) @ , 2535) "#$ ' " 7 " ' " " , & ]1 ; " [* # $ % ' ; "G " '( ( @ " %6 6$) % & "{ " , 2547, Nucci and Weber, 1997; Clack, 1997; Dixon and Massey, 1983; Neinstein and Anderson, 2002; O'Brien and Muller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re-test Post-test / , $ %j ' $ %G' %G ^ $ $ # %j ' t-test $ $ $ ' " ; ">! [ !' (p < 0.05) / , /* ; % = @* SPSS " % ' !' G GG G[ !"( ( 418 !' ; $ %* %]= \! !' 25 & $ 79 ' " % ' !' ; $ %* %]= \! !' 25 !"( 112 , ; '( ' " % ' !' , " %# $ !"( ( 79 $, ; '( '% ' 22 !' ' GG G[ ; $ %* %]= \! !' 25 ]1 ; %*+ $ ! $ " % ' !' " , G GG G[ ' "( $\ $ " , %# $ ' ; !"( ( 103 , ; '( '% ' 25 !' ' GG G[ ; $ %* %]= \! 25 ]1 \ $ % & 22 % & %*+ $ G

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 395 $ [ &( ^ # " % ' "( ") 1 *}!' 1 / % ' ' " " !' 1 , $ G $ ! \ $ % % %j ' ; ' [ # G G ' # G 1 @ # G " @$ "GG & > 1 @ # > \ # G " %j ' GG G[ % = ! ) ]& " (Pre-test) % ; % 6 % / [' " !' 1 7 "#$ 1 %* ' G%!' G# @ &( ^ # $ G $ ! ! . CB 6 > 11 12 13 % %j ' 2.1-2.9 3.0-4.0 !) ; ' ( ) 1 2 3 4 [ # @$ G $ / %j ' G (*}) ' # G "G / "^ /) "G / " G "! ) $ " / # G 1 @ # * [ 1 G ") /* . ") * /* . * >> * >> ' * >> /! %j ' (*}) ' # " G / " ^ / ) "G / " G "! ) $ " / # G 1 @ * [ 1 # ") /* . ") * /* . * >> * >> ' * >> /! % (*})

(n=22) 22(100%) 1(4.5%) 19(86.4%) 2(9.1%) 3(13.6%) 19(86.4%) 22(100%) 5(23.8%) 13(61.9%) 2(9.5%) 1(4.8%) 17(85%) 3(15%) 43.5±6.6 5(27.8%) 7(38.9%) 5(27.8%) 1(5.6%) 6(37.5%) 3(18.8%) 2(12.5%) 0(0%) 5(31.3%) 0(0%) 41.4±7.0 4(20%) 4(20%) 4(20%) 8(40%)

" (n=22) 22(100%) 2(9.1%) 17(77.3%) 3(13.6%) 2(9.1%) 20(90.9%) 22(100%) 2(9.1%) 14(63.6%) 4(18.2%) 2(9.1%) 18(90%) 2(10%) 42.4±4.9 11(50%) 6(27.3%) 5(22.7%) 0(0%) 1(5.9%) 6(35.3%) 3(17.6%) 1(5.9%) 4(23.5%) 2(11.8%) 40.5±6.1 6(27.3%) 7(31.8%) 5(22.7%) 4(18.1%)

6(40%) 3(20%) 3(20%) 1(6.7%) 2(13.3%) 0(0%)

2(11.8%) 5(29.4%) 3(17.6%) 1(5.9%) 4(23.5%) 2(11.8%)

p 1.0

1.0

0.17

1.0

N/A

0.22

N/A

0.79

396

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! . CB 6 " @$ "G G / > %j ' # > (*}) ' # > " G / " ^ / ) "G / " G "! ) $ " / # G 1 @ # * [ 1 > ") * /* . * >> ' \ G " 3,001-8,000 (G !) 8,001-10,000 10,001-50,000 50,000-100,000 %j ' GG G[ ]& " (Pre-test)

(n=22) 16(72.7%) 6(27.3%) 56.2±15.5 0(0%) 0(0%) 2(40%) 3(60%)

" (n=22) 19(86.4%) 3(13.6%) 55±11.3 1(33.3%) 1(33.3%) 0(0%) 1(33.3%)

p 0.46

1(50%) 1(50%) 0(0%) 5(26.3%) 3(15.8%) 11(57.9%) 0(0%) 72.68±6.03

1(50%) 0(0%) 1(50%) 2(11.8%) 2(11.8%) 12(70.6%) 1(5.9%) 72.23±6.04

N/A

0.17

0.80

!' 1 ! G )'! [ Wilcoxon ‘s rank test G $ \ $ ' $ # # @ &( ^ Pre-test $ ' " ; ">! [ $ $ ! $ G (p > 0.05) $ $ ! $ G '# @ &( ^ $ Pre-test , % ' " %* ' G%!' G % = ! ) ]& " Pre-test Post-test GG G [ " !; $ $ $ G $ ! 7 "#$ 2 %* ' G%!' G GG G[ Pre-test Post-test $ $ G $ ! Pre-test Post-test p

" (n=22) 72.2+6.0 79.7+5.0 <0.001

(n=22) 72.7+6.0 72.8+8.0 0.73

P 0.80 0.003

!' 2 % = ! ) ]& " # $ ! $ G $ %# $ $ % & %* ' G%!' G# @ )'! [ Wilcoxon ‘s rank test G $ \ $ $ " (p = 0.80) , $ # % = ! ) ]& " # $ ! $ " , % & %* ' G%!' G# @ )'! [ Wilcoxon ‘s rank test G $ $ " $ ' " ; ">! [ (p<0.001) $ % = ! ) ]& " # $ ! @ #1( " %# $ $ !' " ! ! " ! !) # !' % = ! ) ]& " # $ G $ " \ $ $ " (p = 0.73) " , $ % = ! ) ]& " # $ ! $ G $ " % Regression Analysis ( pre-test %*+ covariate) G $ $ ! '

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 397 post-test $ $ G %!$ "G 7.2 (95 % CI = 3.8,10.6) $ " $ ' " ; ">! [ !' "G (p = 0.003) $ $ !' ! q' % " ! !) !; , " % ' ' % = ! ) ]& " @ $ $ !' \ $\ , $ < " !; $ %j ' GG G[ % = ! ) ]& " # $ ! & 79.7+5.0 % & %!' G "G % = ! ) ]& " # " % ' "( ") 1 *}!' 1 !"( & @$ "G%* %]= \! !' 25 $ %j ' GG G[ % = ! ) ]& " # $ ! $ %# $ $ & 72.2+6.0 & @$ "G%* %]= \! !' 8 $ " % ' ' ]& " @ #1( " %# $ $ !' " ! ! " ! !) $ ' " ; ">! [ !' "G p<0.001 , % = $ , G $ , @* GG $ !' " ! ! " ! !) %*+ )' 1 !' [!; , " % ' ' % = ! ) ]& " @ #1( $ ' " ; ">! [ !' "G 0.01 6 " '( "G " !' 1 6 # , $ , "{ ]& " # " % ' "( *.6 / % ' " | ' ! . G $ " % ' $ ! ' "{ ]& " @ #1( $ ' " ; ">! [ !' "G 0.01 ( ' , 2541) " !' 1 6 # $ GG, G!G ! % & "{ "G6 G $ !' # " % ' ") 1 *}!' 1 ; 30 G $ / , G!G ! !; , " % ' "{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ucci, 1997) '( " % ' " '/ \ "G ; % 6@ ; $ & % & $ $ '6 , %# , $ !; # " % '6 $ 6@ & % "G % = # 6@ & !"( " $ % , % @ , , %* ' * % $ !' " ! ! " ! !) !; , " % ' \ "G* G $ Z!; , % % ' @ * G % ' @ '( $ % , " % ' ' % = ! ) ]& " !' [@ #1( " , $ % = ! ) ]& " # $ ! $ G $ " $ ' " ; ">! [ !' "G p = 0.003 !"( '(% $ !' " ! ! " ! !) ' G , % % ' @ / , [ , " !' %*+ *X> Z " !; , " % ' !' %# \ "{ % = ! ) ]& " \ " % $ " % ' !' \ $\ %# $

398

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! 4 D " '(%*+ " 6$ % = ! ) ]& " %!$ "( ]1 \ $\ [1 ]& " !' ! !' * !' 1 \ !"( & \ $ [ " !" & ]& " !' ! \ " % & * $ ! & % & !"( # 6@ !' " %# $ ' !' \ GG G[ $ %* %]= \! !' 25 %*+ $ ! % 6 $ , ; , $ $ , % ' "G ; * !' ; \ # " "( 6@ " \ !; "G @$%* ' G%!' G (Match pair) * !"( 2 $ , , % ' " !' % & \## ; " " $ / $ %j ' # !' \ GG G[ # !"( 2 $ , ' $ , % ' " '# @ &( ^ , % ' " \ $ % "G6 % ' / $ *X " !' '6 $ G GG G[ , % ' " , * !"( 2 $ " '(%*+ 1 %j , $ " $ 1 ; " $ " $ / % ' % ' ]1 %*+ / % ' > 1 \ $%*+ " ! # " $ !"( ' 1 $ \* %* ' G%!' G $ $ " $ !' ( *"#$I ! " '(%*+ ! ; "G @ 6@ * / % ' $ !' , G ! ) #!' % ' # , $ % , ' , $ !' " ! ! " ! !) % & "{ % = ! ) ) ]& " ; @* GG# '(\** %*+ @* GG!' @, / % ' ; \*, \ % $ " !; %*+ @$ & , !' %# , \ $ ! # ! ) #. (2543). '+ ,( ! ,/( $ 7 . ( "( !' 3): / . . . % % GG. (2543). 7# -0 / 1$ %> 1$ %> . ( "( !' 2) %! : ; " @ ) / ' ! . \ #/ . (2525). + < B U,/( 1( " % > 7 S / 6 ? ! . * > > ) G" ! " ' ! / { * . % & " ) . (2534). 6 + 2: - & 7 . %! : \! "{ . q' ! " * . (2529). 0 < $ ,/( B 0 ! ( +( $ / 1( " > 7 S / 1 ? ! . * >> ) G" ! " ' ! / { * . ! # '. (2522). '+ ,( ! + 0'$ . * % ^ ' % &( ! . (2524). ! ( < $ - +- ,/( B !$ U,/( . * >> ) . . %! : ! " ' ! / { * . * / ! % * , " ). (2542). + ! @1$< . %! : $ "> G * . ' ' . (2536). 0 < $ - - - @ + / +( U,/( 1( " > 7 S / 1 ? ' ( &(1 V ! 7. * >> ) ! " ' ! / { * .

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 399 ' . (2541). 0 1( < $- +- - < $ / 0 +( < $ 0 !$ U,/( 1( " % > 7 S / 6 ? > 7 ! . * >> ) ! " ' ! / { * . , ! 1 ) . (2523). - B @ : / @ 2523. %! : / . " % => G>* G. (2545). B & 1( !Q - + . !Q - + . ') ) @ . (2535). B ( # - & . ( "( !' 1) %! : / . @ " %6 6$) % & "{ " . (2547). '+ ,( > 7 " ? . ( "( !' 3). ' , . (2529). %< - 6 !$ U,/( 1( * /@!$]K + ?! < $ + ,( - + ?! - ! ( . * > > ) * >> G" ! " ' ! / { * . % ! [ . (2506). “ > 7 , ( (!1( > 7 ” - ( > 7 1( ? . %! : .*.!. Bernstein, D. A., Borkovec, T.D. and Hazlett-Stevens H. (2000). New Direction in Progressive Relaxation Training. NY: Pracger Publishing. Clack, F. (1997). Understanding the Character in Character education. In: Nucci, L., ed. Developmental perspectives and approaches to character eduation. Chicago. Dixon, W.J. and Massey, F.J. (1983). Introduction to Statistical Analysis. 4th Edition. Keith, H., Paul, M. S. and David M. C. (1989). Cognitive Behaviour therapy for psychiatric problems A practical guide. New York: Oxford University Press. Neinstein, L. S. and Anderson, M. (2002). Adolescent sexuality.In: Neinstein LS, editor. Adolescent health care: a practical guide. 4th ed. Philadelphia: Lippincott Williams & Wilkins, p.767-92. Nucci, L and Weber, E. (1997). The domain approach to values education: From theory to practive. In W. Kurtines, J. L. Gewirtz, ed. Handbook of moral behavior and development. Hillsdale, NJ: Erlbaum, 3:251-266. Nucci, L. (1997). Moral Development and Character Formation. Berkeley: Maccarchan , p.127-15. O'Brien, R. G. and Muller, K. E. (1983). Applied Analysis of Variance in Behavioral Science Marcel Dekker, p. 297-344.

400 C$ C$

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SYNTHESIS REPORT OF RESEARCH PRESENTED AT THE ACADEMIC MEETING “REVEALING OF THE MORAL VIRTUES HORIZON” C$ .! & " " " , ) , "! ' ' "!)' % ' F"#$"4 . . 2551 ' " & & @ $ % "{ " 6$ % ) ( @ ) ) ; " G "{ @ ( ) 4 &4 H ) ) " % " % % " ) % % ! ]6 !G\# " < = I" " "( '( ' " [* % & " % " !' % ' # "G ) ) ; 41 % & !' ; % , * “%* # G7: ) ) ” " / @ ) $ "G 12 / $ % % " ) % 6 !G\# % & , \ G!% ' / @ %*+ # % " %*+ * / $ #"G% & "{ ) ) # @ , " %*+ G! " !' ' 6 " , [ " % \ ; 40 % & %*+ 97.56 )' " % " , % ; "G " % G! " % * ; 29 % & , % " ) $ "G % % ! ]6 !G\# ; "G " % G! " % ; 11 % & 6 " % *\ $ G! " !' ; % , * "( '( $ , >$ ' "G '* ' 6 * % "G ' , "( " [* !' " % % & $ " $ $ !' * "G* & " !!' , , " G! " $ , >$%*+ ! % & %* ' G%!' G6 # )' / // !' $ "{ ) ) $ # !) # " * " !; / %j ' ' $ %!$ "G 0.358 ' " @$ $ -0.540 2.420 % & %* ' $ # !) %*+ $ " * !) | " " ) \ $ " " ) $ " * , " !"( 155 $ ' $ %j ' %!$ "G 0.209 ' " @$ $ -0.260 0.890 6 % [ [ *\ $ " * ; "G ; 15 " * [ ) G * * , $ " " )!' %*+ 6 " \ 62.40 / ' "G " ; "># ! G ^ ; " [* " %6 $6 %*+ " * !; !' ' 6 " % $ " " ) "{ / % " " )% % \ $ " * !) | " " ) 33 $ , @*/ % " " )% % # " * 6 " * !' ' !) $ " * , 17 " * / ' !) G " $ " * " $ G ( "( *} * G ) !' (r= 0.830) \*%*+ !) $ " * @ !" # "> ; " , # G (r= 0.815) !) " % & ! $ *Q G" ) (r = 0.544) !) / "{ ) $ " * 1 , % $ (r=0.457) 6 % " ) 6 % % ! ] 6 !G\# G $ *X " * @ JX G " / @/ & "{ " @ ) )

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 401 " % ' @ / $ % ; 1 " ' $ & , J *Q G" ) , / % ' " ) / % *Q G" ' $ $ '6 $ ; 1 ) * !) 6 # / % ' [' !) ; % = , *Q G" ) ) # 6@ % ' " < = @= This study aimed to synthesize 41 research articles related to moral virtues which had been screened to present in the academic meeting entitled “Revealing of the Moral Virtues Horizon” organized by the Moral Center and 12 Corporated Organizations/Institutions, using meta-analysis, meta-ethnography and cross impact matrix analysis to obtain lessons/knowledge appropriate to drive the development of moral virtues. The research data consisted of 40 research articles (97.56 %) having research results appropriate for research synthesis. The meta-analysis was used to synthesize 29 quantitative research articles, while meta-ethnography and cross impact matrix were used to synthesize 11 qualitative research articles. The synthesis results indicated that the quality of most research articles was at moderate level. The aspect that had very good quality was the clear research objectives and the sample selection method. The aspect requiring improvement was definition of terms used in the study. Most of the research articles were experimental research comparing the effects of teaching methods/activities/projects aiming to develop the moral virtues. The average effect size of the manipulated variables was 0.358, having range of -0.540 and 2.420. After transforming those effect sizes into correlation, the 155 correlation coefficients in average was 0.209, having range of -0.260 and 0.890. The regression analysis results revealed that the 15 moderators could explain 62.40% of the variance in correlation of research results with significance level in hypothesis testing, number of research objectives and research dissemination as a good predictor. The synthesis of correlation coefficients and the development of the causal model yielded 33 correlation coefficients displayed as a causal model with 6 exogenous variables having effects on 17 endogenous variables. The variable pairs having highest correlation were the effect of management on personal characteristics (year level, experiences) (r = 0.830), next were the effect of management on knowledge, attitude and moral support of personnels (r = 0.815), the effect of psychological characteristics and religious belief on moral behavior and practices (r =0.544), and the effect of moral development project and activities on satisfaction, attitude and values (r = 0.457). The meta-ethnography and the cross impact matrix analysis indicated that the moral inculcation in the family/bythe teacher/through mass media, the development of moral virtues curriculum, organizing of learning/activities to promote awareness, community unity and participation, ethics practices in schools, and organizing of activities focusing on practices and participation had effects on public awareness, Buddhist school effectiveness, performance success, and students’ moral virtues.

402

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) = \ , # !' ; $ ) %*+ G & " * * Q G" # $ & $ G !' "G ^ !' [@ ^ !' ' " %*+ !' "G# " % & , ; $ ) $ "G ; $ ) 1 \ ; $ ) ) (moral virtues) ]1 ' $ ) G ) ]1 6@ " \ , %*+ , " % " "( '( 2. "@=># #$ ! q'% ' "G ) ) !' ; % , '( %*+ ! q'! ! ! q'! * " > % ! q' ) ) \ "G !) ! q'! ! G$ %*+ 2 $ , >$ Z $ %*+ ! q' ) ) !' \ "G !) # Piaget (1932) Kohlberg (1984) !' $ [1 "{ ) ) , $ #"( "G "{ # Piaget (1932) ) G $ "{ ) ) # ' 3 #"( #"( & #"( $ ) [% ' @ * ! " 6" ' "{ ! *X>> , #"( #"( !' & #"( % & 7X ; " %*+ % & 7X *Q G" ; " # 6@ , >$ ' $ *Q G" ; " ]1 , # % \ $ ; 1 [1 % 6 # ; " "( #"( !' #"( 1 " $ %*+ #"( !' G % " ' "{ ! *X>> @ #1( * G ! " % " ; % ' %*+ " # " % #1( Kohlberg (1984) %6 $ , G$ "{ ! ) "( $ . . 1938 / G$ %*+ 3 "G 6 #"( !' ' " " ) $ % & " " '( "G!' 1 "G $ q% (pre-conventional level) %*+ "G!' G " , !; , Z !' %*+ * / $ % / \ $ ; 1 [1 6@ & G$ %*+ 2 #"( \ $ #"( !' 1 % & 7X ' % ' [@ /! (obedience and punishment orientation) #"( !' 2 % G %* ' (individualism and exchange) "G!' 2 "G q% (conventional level) %*+ "G!' G *Q G" q% # $ $ %*+ * "G " % ' GG & , $ % & , %*+ !' "G @ [1 G!G ! !' # , ^ !' %*+ $ 1 , " G$ %*+ 2 #"( \ $ #"( !' 3 ' " " ) $ G (good interpersonal relationship) #"( !' 4 *Q G" G!G !! " (maintaining the social order) "G!' 3 "G% & q% (postconventional level) %*+ "G!' G , !' ; % [1 # #" $ Z $ G G % ' " , *Q G" % , %*+ ' % " $ G * G$ %*+ 2 #"( \ $ #"( !' 5 !; # # " !) $ G (social contract and individual right) #"( !' 6 1 " (universal principles) ! q' ) ) $ !' \ "G !) # Kitchener (2000) Gilligan (1982) !' $ [1 ' ) ) # G / % '*Q " " ) "G6@ & Kitchener (2000) $ $ [ G [ " , $ ' ) ) \ % & ' *Q G" " 5 * * G (1) % , % ' (respect autonomy) (2) \ $ % & , 6 @ & (do not harm) (3) @ " * / , 6@ & (benefit other) (4) ' ) (be just) (5) ' ]& " (be faithful) Gilligan (1982) $ [1 # G ) %*+ 3 "G!' ' %* ' 6$ " G 1 \* "G !' @ #1( "G !' 1 1 * / % %*+ " (orientation toward self-interest) %* ' 6$ % = $ " \* @$ "G6 G $ 6@ & , "G!' 1 6@ & %*+ " (orientation toward others-interest) %* ' 6$ ' \* @$ 1 [& ' &

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Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 421 1.2 GGG" !1 # @ " G! " ' " %*+ GGG" !1 # @ !' ' ; " ; "G G" !1 $ , $ ]1 " ; "G G" !1 '(6@ " \ %*+ ; "G " GGG" !1 " G! " 1.3 ; GGG" !1 # @ " G! " \*, 6@ % ' > G % &( G # " * " G! " ; * "G* \# 1.4 ; GGG" !1 # @ " G! " !' * "G* \# \*! % =G# @ / " " 4 !$ % & $ 6@ " G $ ' " 1.5 ; GGG" !1 # @ " G! " \*% =G# @ 2. GG* % G! " 2.1 1 ; % " !' % ' "G GG* % G! " % & %*+ ! , ; % &( @* GG, * % G! " 2.2 GG* % G! " %*+ GG* % $ 5 "G/ ; % , $ "G (rubric) ; 15 # / * "G* GG* % " " # ' " ) (2544) ' G@ (2544) " " " $ (2541) / '/ # GG* % G! " " !' 3 7 "#$ 3 / # GG* % G! " CB ' & "#$

4 !

! "#$

1. %*+ ; "># *X> " 5 33.33 1–5 2. % " !' % ' # 1 6.67 6 3. )' ; % " 3.1 %G' G )' )' " 2 13.33 7–8 3.2 % " % & $ " $ 1 6.67 9 3.3 % & & % =G G # @ 2 13.33 10 – 11 3.4 GG % # @ 1 6.67 12 5 * * 6 # % 2 13.33 13 - 14 7. ; " \*, * / 1 6.67 15 15 100 ' '7 GG* % G! " ' " %*+ * $ 5 "G / ; , $ "G " '( 0 [1 G! " ; 1 [1 G! " $ # ; 2 [1 G! " * 3 [1 G! " $ # @ 4 [1 G! " @

{*D ' < " * % @$ $ 3.21 – 4.00 * % @$ $ 2.41 – 3.20 * % @$ $ 1.61 – 2.40 * % @$ $ 0.81 – 1.60 * % ; $ 0.80

[1 ' [1 ' [1 * [1 $ # ; [1 ;

422

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2.3 ; GG* % G! " \*! * % G! " / " " 4 !$ G $ ' " $ " " 2.4 ; GG* % G! " \*% =G# @ $ " $ ! . " % " "( '(%*+ " % G! " ; 40 % & \ G! " !' , , ; % 6 * “%* # G7: ) ) ” $ " !' 28–29 2551 / G ] % %! " / @ ) $ "G 12 / $ G # @ G! " % * ; % 5 #"( & (1) G G! " !' ; " % G" !1 # @ !' \ G! " , #"( '(6@ " $ G! " $ 2 G G % & , ! G # " / % ' !; * % G! " G!' 2 $ % & % =G G" !1 " # G! " !"( 6 " (2) 6@ " !; G" !1 6 * % , GG * % G! " (3) 6@ " !; G" !1 " G! " , GGG" !1 # @ " G! " (4) G6 G" !1 G! " ' $ , G $ \ $ " % ; % $ G! " G" !1 % % 5) !; " " * " % ' 7: # @ " G! " / , /* SPSS for Windows G # @ G! " % %*+ $ G! " 2 G G % & ; # @ " " G!' %*+ $ / % ' % & " @$ * % = " "( ; % * " % " ) '* ! . % # @ , " "( '(* G % 3 \ $ !' 1 % # @ &( ^ # " " " !"( 40 % & !' 2 % % & " % G! " % * !' 3 " % G! " % / , % " ) % % ! ]6 !G\# 7 "#$ 1 '* ! . CB 6 = 1. 1 " * " # G! " , "G $ Z " G$ '(/ , [' $ %j ' $ %G' %G ^ % & * " # G! " % ^ !' ; 2. 1 [' # " * \ $ $ % & / , [' $ " * !' $ % & % $ ; \ $ 6 ; ^ ; $ " $ ; " * ; " * , % [ &( ^ 7 "#$ 2 '* < C$ & '* " 1. * $ " ' ^ ; "GG! " $ % & [ %*+ " % ! & %* ' G%!' G* $ " ' ^ , @* $ # !) "( * $ # !) , @$, @* $ " * !) | " " )[ %*+ " " " )* $ " ' ^ , @* $ " * !) | " " ) , ' !' G ! " ' $ [ \ $ G@ G[ , )' * $ # ! ) / " * !) | " " ) * $ "G " ; ">!' %*+ 6 ! G ^

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 423 2. % [ G (descriptive statistics) % & , ! G " # $ " ' ^ , ! G $ %j ' %G / $ 3. !; %* ' G%!' G* !) # " * ; "G!' %*+ " * & " * " !; , " % $ " * , '* !) $ " $ \ 4. % " " ) % [ [ % & 1 !) # " * !' % ' "G " G! " !' $ 6 $ $ # !) / $ " * !) | " " ) 7 "#$ 3 & '* " ( D ! '* 7 * < '* " )* " I ! 1. " % & G! " !' %*+ G! " % % !' ; $ % G! " !' ; " % !"( " @$G! " % &( # " 2. " % G! " / % % &( % & , \ ]1 *X " !' $ 6 $ " * / " $ @$G! " 3. % % ! ]6 !G\# $ *X " % % !' $ 6 $ *X " % 6 , " $ $ *6 " % G! " 4. "{ / % " " )% % 6 " / ; $ " " ) " % )' # Hunter, Schmidt and Jackson (1982) / % )'# Shadish (1996) & 7 "#$ 1 '* ! . CB 6 = 1. " !' ; % , * “%* # G7: ) ) ” G $ G! " , ' "G ' ( $ %j ' 2.19) / G! " ' !' @$, "G ' \ $ & % & ' " % $ , ( 57.50) *X> " / " [* ' "G & % & [@ " " ( 42.50) ' $ %j ' , $ 3.350-3.580 " ' , * % = G! " @$, "G $ # ; [1 "G ; \ $ G /! q', " ' [@ % " " " ( 62.50) " !%j ' " % ( 80) ' $ %j ' %!$ "G 0.830 0.430 ; "G " , !' 4 7 "#$ 4 *6 * % G! " !' % ' "G ) : !

= " "#$

& % & ' " % $ ,

*X > " / " [ * ' " G & % & [@ " " % 6 ; %*+ , !; " ' % 6 " !%j ' " %

3 4

0 0% 0 0%

0 0% 3 7.50%

0 0% 32 80.00%

0 0% 2 5.00%

20 20 50.00% 50.00% 4 1 10.00% 2.50%

17 23 42.50% 57.50% 20 17 50.00% 42.50% 0 0% 1 2.50%

Mean

3.58

.501

3.35

.622

2.50

.506

.43

.958

424

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= " "#$

0 5 6 7 8 9 10 11 12 13

14 15

G /! q' , " ' 25 5 6 [@ % " " " 62.50% 12.50% 15.00% % " !' % ' # 0 14 23 "G*X> & " [* # " 0% 35.00% 57.50% GG " " G 0 2 24 *X> " 0% 5.00% 60.00% #"( " ' " % 4 11 12 10.00% 27.50% 30.00% $ $ " $ % , 0 29 3 " % & ' [@ % 0% 72.50% 7.50% % & & !' , , " ' 6 12 3 % ' 15.00% 30.00% 7.50% G , % =G G # @ ' 4 17 10 " % % 10.00% 42.50% 25.00% [ !' , , % # @ ' 0 3 15 [@ % "G " # # @ 0% 7.50% 37.50% 6 * * 6 0 4 21 "G6 " G * % = 0% 10.00% 52.50% *X> " # % ' " % %*+ 6 1 0 * / 15.00% 2.50% 0% %*+ " !' ; \*, * / \ 0 1 4 , ! *Q G" , ! 0% 2.50% 10.00% 77 101 148 12.83% 16.83% 24.67%

Mean

0 0% 1 2.50% 13 32.50% 13 32.50% 4 10.00% 12 30.00% 6 15.00% 14 35.00% 12 30.00%

4 10.00% 2 5.00% 1 2.50% 0 0% 4 10.00% 7 17.50% 3 7.50% 8 20.00% 3 7.50%

.83

1.299

1.78

.733

2.33

.616

1.85

1.001

1.58

1.035

2.05

1.395

1.68

1.095

2.68

.888

2.35

.770

2.83

1.338

3.05

.639

2.19

.370

20 13 50.00% 32.50% 27 8 67.50% 20.00% 180 94 30.00% 15.67%

' '7 {* 7 & $ %j ' ( x ) !' \ * % 0.00-0.80 0.81-1.60 1.61-2.40 2.41-3.20 3.21-4.00

"G ; $ # ; * $ # ' '

2. 6 % \# G $ " " % & , 6 GG " , GG " % $ "( \ $ 6 GG " GG%* ' G%!' G ! * % " "{ GG " GG %* ' G%!' G ! * % " "{ %*+ $ , >$% $ " ' " G $ !' ' GG " 2 GG#1( \*] " $ , >$%*+ " % & 1 ) G %* ' G%!' G %*+ $ G $ " !' '

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 425 GG " % & " % " G % $ $ % "{ , ' " * % ! '(% #1( " , !' 5 7 "#$ 5 " G! " ; 6 GG " GG " G %* ' G%!' G " " ) " " ) %

,? = 8 53.3% 3 20.0%

# "#

& *

6 100.0%

1 50.0%

1 11.1% 2 22.2% 1 11.1% 1 11.1% 1 11.1%

2 100.0% 3 100.0%

* %

2 100.0%

R&D %

& '* /

4 26.7%

1 50.0%

3 33.3%

" %

15 100.0 %

6 100.0%

2 100.0%

9 100.0%

2 100.0%

3 100.0%

2 100.0%

1 100.0% 1 100.0%

9 22.5% 11 27.5% 1 2.5% 2 5.0% 3 7.5% 3 7.5% 2 5.0% 8 20.0% 1 2.5% 40 100.0 %

" " !' % \ G $ " $ %*+ " $ & ! ) "G* >> /! $ !' 6 " $ %*+ ! " # "^ ; "G $ & Z G " % ' % = ]1 ' % ' " 6 " "( % $ $ % , $ & Z 6 " % & $ % ) #1( 7 "#$ 6 " " ; * % ! " $ !' 6 " <"

' "#$ 7 ' " 6

Thesis *./!

( # & & 6. " #

" ' " &G C$ U

8 32.0%

IS "

17 68.0% 25 100.0%

3 100.0% 3 100.0%

1 33.3% 2 66.7% 3 100.0%

4 100.0% 4 100.0%

5 100.0% 5 100.0%

8 20.0% 1 2.5% 31 77.5% 40 100.0%

426

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7 "#$ 2 '* < C$ & '* " % % & " % G! " % * , $ '( G$ ; % %*+ 3 " # \ $ (1) 6 % G! " % ! %* ' G%!' G (2) 6 % !) # " * " " , ^ !' %*+ " * ; "G# " * " * !) | " " ) (3) "{ / % " " )% % 6 " 1. '* < " " # "# 1.1 6 % [ % G # # !) (d) " * !) | " " ) (r ) " * !) | " " ), $ (new r) " , 3 7 G $ 1.2. $ # !) 133 $ ' " @$, $ $ -0.540 [1 2.420 " !' ' # !) @ $ 0.6 " # Cohen (1988) ' " * \ $ " * " $ G " * / "{ ) " * G " % ' @ " * * % % $ " * \ $ " * *Q G" ) " * @ 6 " !) | ) " * 1 , % $ $ ) " * ) " G6 G " * ) # " " % ' " * ) ' " * ">> " * ) ' " " * ) ! " * ) ]& " " * ; 1 ) $ # !) ' $ %j ' %!$ "G .3577 $ %G' %G ^ %!$ "G .4330 $ # %*+ / * %G G #. $ " * !) | " " ) 22 $ ' " @$, $ $ -0.060 [1 0.890 " !' ' $ " * !) | " " ) @ $ 0.6 " # Cohen (1988) ' " * \ $ " * " % & ! " * " $ G " * , G " / % ' " * * % % " * G " % ' @ $ " * \ $ " * *Q G" ) " * @ 6 " !) | ) " * @ !" # "> ; " , # G $ " * !) | " " ) ' $ %j ' %!$ "G .4628 $ %G' %G ^ %!$ "G .2898 $ # %*+ / %G G 7 "#$ 7 $ [ G # # !) (d) " * !) | " " ) (r) " * !) | " " ), $ (new r) &G 7

" (d)

Mean 95% Confidence Interval for Mean Lower Bound Upper Bound 5% Trimmed Mean Median Variance Std. Deviation Minimum Maximum Range Interquartile Range Skewness Kurtosis N

.3577 .2834 .4320 .3338 .3700 .1870 .4330 -.5400 2.4200 2.9600 .5097 1.2700 4.5950 133

& & " &'& * (r) .4628 .3343 .5913 .4679 .4015 .0840 .2898 -.0600 .8900 .9500 .5080 -.0340 -1.1550 22

& & " &'& *D' (New r) .2090 .1731 .2450 .1972 .2021 .0510 .2266 -.2600 .8900 1.1500 .2555 .7520 .9340 155

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 427 . $ " * !) | " " ), $ 155 $ ' " @$, $ $ -0.260 [1 0.890 " !' ' " * !) | " " ), $ @ $ 0.6 " # Cohen (1988) ' " * \ $ " * " $ G " * / "{ ) " * G " " * " % & ! " * , G " / % ' $ " * \ $ " * *Q G" ) " * @ 6 " !) | ) " * 1 , % $ $ ) ) " * @ !" # "> ; " , ' $ " * !) | " " ), $ ' $ %j ' %!$ "G .2090 $ %G' %G ^ %!$ "G .2266 ' %# , / * Stem-and-Leaf Plot # $ # !) Frequency Stem & Leaf 1.00 -5 . 3 .00 -4 . 5.00 -3 . 01389 7.00 -2 . 0124669 5.00 -1 . 00338 4.00 -0 . 1237 13.00 0 . 0012223455678 12.00 1 . 000023467778 10.00 2 . 0025567799 15.00 3 . 024456666777799 20.00 4 . 00011222222245566699 10.00 5 . 3444467888 12.00 6 . 001122344479 4.00 7 . 3578 6.00 8 . 124788 2.00 9 . 00 3.00 10 . 226 1.00 11 . 9 3.00 Extremes (>=1.71) Stem width: .10 Each leaf: 1 case(s) Stem-and-Leaf Plot # NEW_r Frequency Stem & Leaf 1.00 -2 . 6 .00 -2 . 5.00 -1 . 55689 7.00 -1 . 0012334 6.00 -0 . 556669 4.00 -0 . 0113 14.00 0 . 00011111222334 12.00 0 . 555567788889 11.00 1 . 00122333444 15.00 1 . 567777778888889 21.00 2 . 000000000011111222244 18.00 2 . 556666777888899999 8.00 3 . 00000334 10.00 3 . 5666778889 6.00 4 . 111111 4.00 4 . 5677 2.00 5 . 14 .00 5 . .00 6 . 2.00 6 . 56 9.00 Extremes (>=.71) Stem width: .10 Each leaf: 1 case(s)

Stem-and-Leaf Plot # $ r Frequency Stem & Leaf 1.00 -0 . 6 .00 -0 . 1.00 0 . 1 .00 0 . 1.00 1 . 4 1.00 1 . 7 1.00 2 . 0 2.00 2 . 58 1.00 3 . 0 3.00 3 . 778 1.00 4 . 1 1.00 4 . 7 1.00 5 . 4 .00 5 . .00 6 . 1.00 6 . 6 2.00 7 . 34 1.00 7 . 8 3.00 8 . 334 1.00 8 . 9 Stem width: .10 Each leaf: 1 case(s) 3.0

2.5

130

2.0

131 129

1.5

1.0

0.0

-.5 -1.0 N =

133

¢¹Ò ´ÍÔ ·¸Ô ¾Å 1.0

0.0

-.2 N=

R 1.0 7 83 9 6 84 130

82 8 131

New r

0.0

-.2

-.4 N=

155

NEW _R

< 3 Stem Leaf plot Box plot # $ # !) (d) " * !) | " " ) (r ) " * !) | " " ), $ (new r)

428

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2. '* " 7 = D 6 "#$ V 7 4 7 & & " &'& * ' " * " " 15 " * $ 6 $ $ " * !) | " " ) 155 $ G $ % (multicollinearity) , % " " ) $ " * " G! " "G $ " * !) | " " ) % & $ " '% & \# (condition index) , " * !' ' $ " '% & \# $ 30 '*X> $ % \ $ ; !"( (numpage) % # 6@ " (sex) *}!' !; " % = (year) %6 $6 (public) $ ! "G (fund) 1 \ !; " * !) | " $ # * * (proportions of variance coefficient) # " * " $ G $ ' $ \ $% 0.90 *\ $ " * " $ \ $ '*X> $ % "G " * & Z '(% & $ VIF (variance inflation factor) $ tolerance # " * " G! " G $ ' " * !' ' $ VIF % 5.3 ' $ tolerance ; $ .19 (Hair and Others, 2006: 230) \ $ " [* (Aim_num) "G 1 $ " $ (sample size) GG 6 ! (exdesign) ; ^ (Numhypo) ; \ $ 6 (numpage) %6 $6 (public) ]1 '*X> $ % $ " * !) | " " ) $ " * $ '( ' $ \ $% 0.90 " 8 1 *\ $ $ " " ) $ " * \ $ '*X> $ % [ ; " * % $ '(\*, , % [ [ , #"( $ \*\ 7 "#$ 8 $ %j ' $ %G' %G ^ % ! ] " * !) | " " ) $ " * 1.new r 2.Aim_num 3.Sig 4.sample size 5.stattyp 6.quainsu 7.level 8.metselec 9.exdesign 10.Numhypo 11.dsgn 12.numpage 13.sex 14.year 15.public 16.fund

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1.000 0.254 1.000 0.712 0.172 1.000 0.046 0.544 0.059 1.000 0.083 0.571 0.070 0.327 1.000 -0.443 -0.396 -0.433 -0.415 -0.200 1.000 -0.254 0.163 -0.226 0.108 0.423 0.556 1.000 0.357 0.298 0.271 0.495 0.229 -0.636 -0.202 1.000 -0.061 0.351 -0.069 0.326 0.518 0.175 0.787 0.190 1.000 0.389 0.468 0.364 -0.059 0.183 -0.283 0.006 0.285 0.006 1.000 0.218 0.427 0.228 0.430 0.141 -0.413 -0.086 0.275 0.076 0.242 1.000 -0.418 -0.071 -0.408 -0.099 0.350 0.682 0.704 -0.586 0.407 -0.406 -0.241 1.000 -0.296 -0.282 -0.145 -0.233 -0.001 0.450 0.583 -0.255 0.227 0.039 -0.381 0.324 1.000 0.013 0.048 0.030 0.324 0.378 -0.076 0.374 0.170 0.554 0.012 0.273 0.285 0.005 1.000 -0.392 0.171 -0.388 -0.016 0.357 0.590 0.613 -0.463 0.457 -0.340 -0.404 0.804 0.243 0.059 1.000 0.280 0.326 0.216 0.171 0.205 -0.272 -0.016 0.369 -0.046 0.563 0.090 -0.356 -0.026 0.015 -0.192 1.000

Mean Std. Deviation

0.208 2.097 1.750 237.99 3.560 4.670 6.010 2.980 9.160 0.510 2.270 22.27 0.910 49.80 5.539 1.578 0.227 0.693 0.867 220.93 1.726 0.572 1.719 2.066 2.409 1.217 1.080 8.316 0.288 0.787 2.197 1.660

7 "#$ 9 6 % * * # " * " * !) | " " ), $ (new r) Sum of Squares df Mean Square Regression 4.921 15 .328 Residual 2.962 138 .021 Total 7.882 153 Note R = .790, R square = .624, adjusted R square = .583, std. error of estimate = .146

F 15.286

Sig. .000

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 429 6 % [ [ @ % & ) G " * " * !) | " " ) " * ; "G " G! " , #"( '( 6@ " \ " % & " * % ; 15 " * [ ) G * * , " * !) | " " )\ 62.40 " 9 G $ " * !' ' $ !) ! $ " * !) | " " ) !' \ $ " * "G " ; "> (sig) ' $ E = .614 & " * " [* (Aim_num) ' $ E = .507 " * %6 $6 (public) ' $ E = - . 403 " * # $ " $ ' $ E =-.325 ]1 ' " ; ">! [ !' "G .01 .05 % ' , !' 10 7 "#$ 10 6 % [ [ @ # " * " * !) | " " ) (new r) Unstandardized Coefficients B (Constant) -1.658 " [* .166 "G " ; "> .161 # $ " $ -3.343E-04 * % ! [ -1.555E-02 % & & 1.115E-02 "G 1 $ " $ 3.276E-02 )' % & $ " $ 2.339E-02 GG 6 ! -1.182E-02 ; ^ -3.652E-02 6 GG " -4.330E-02 ; \ $ 6 3.396E-03 % 6@ " -.178 *}!' !; " % = 3.170E-02 %6 $6 -4.163E-02 $ ! "G 1.067E-02 a Dependent Variable: NEW_R

Std. Error 1.743 .060 .016 .000 .014 .057 .038 .012 .021 .026 .019 .007 .083 .034 .017 .012

Standardized Coefficients

Collinearity Statistics t

Sig.

Beta .507 .614 -.325 -.118 .028 .248 .213 -.125 -.196 -.206 .124 -.226 .110 -.403 .078

Tolerance -.951 2.773 9.907 -2.860 -1.102 .196 .859 1.992 -.574 -1.383 -2.277 .501 -2.154 .932 -2.462 .907

.343 .006 .000 .005 .272 .845 .392 .048 .567 .169 .024 .617 .033 .353 .015 .366

.081 .709 .210 .237 .132 .033 .238 .057 .136 .332 .044 .247 .196 .102 .368

VIF 12.295 1.410 4.753 4.225 7.561 30.618 4.193 17.534 7.361 3.008 22.651 4.053 5.109 9.835 2.720

3. / ( & * & '7 6 % / " @$ " * 35 " * % & 8 " * * G " * G " " * G % ' @ " * " % & ! " * / " { ) " * , G " / % ' " * " G @ & %* " G & " * " $ G " * * % % " @$ " * !"( 37 " * % & 17 " * * G " * " $ G " * * % % " * @ !" # "> ; " , # G " * ; 1 ) " * *Q G" ) " * @ 6 " !) | ) " * 1 , % $ $ ) " * ) "G6 G " * ) ) " * ) # " " % ' " * ) ' " " * ) ! " * ) ' " * ">> " *

430

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) ]& " " * ) % & " , % " * ) $ % " * ) % ' / ; $ r , $ @$ $ %j ' )'# Hunter, Schmidt Jackson (1982) \ 6 " !' 11 7 "#$ 11 " " * " * ; r %j ' p %j ' %j ' * % ! [ ; $ r . "#$

'& IV

'& DV

r ; #$

p ; #$

1 2 3 4 5 6 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

10 10 10 10 10 20 20 20 30 40 40 40 40 40 40 40 40 40 40 40 50 60 70 80 80 80 80 80 80 80 80 80 80

100 110 120 130 140 20 40 120 110 110 120 140 141 142 143 144 145 146 148 149 110 110 100 70 100 110 120 130 140 144 146 147 148

.184 .306 .204 .179 .280 .815 .830 .323 .395 .272 .010 .109 .112 .133 .109 .097 .164 .115 .202 .206 .544 .222 .411 .041 .363 .203 .362 .457 .105 .202 .212 .212 .061

2.00 2.33 2.00 2.00 2.00 3.00 3.00 2.33 2.00 2.00 1.00 1.36 1.31 1.31 1.50 1.77 1.69 1.21 2.00 2.00 3.29 2.00 2.00 1.00 2.00 1.75 2.00 2.63 1.33 2.00 2.00 2.00 1.00

; #$ <" &G 7 1.00 1.00 1.00 4.00 1.00 7.00 7.00 7.00 7.00 4.33 7.00 3.79 4.00 4.00 3.79 4.00 4.00 3.79 1.00 1.00 4.71 5.00 1.00 1.00 1.00 1.00 1.00 2.13 1.00 1.00 1.00 1.00 1.00

4 r 1 3 1 1 1 2 1 3 4 3 1 14 13 13 14 13 13 14 1 1 7 2 3 1 1 4 5 8 3 1 1 1 1

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' G@ . (2544). < 1 > 7 : (& . ! )* >> q'G" " [ 1 G" ! " ! " . ' " ). (2544). (& 1( 0 B 6 1( !Q : # + 1 !( 3 . ! )* >> G" " 1 G" ! " ! " . G" [ (2546). #[ % . . 2542. %! : G "! 'G "G % " ; " . @ $ % "{ " 6$ % ) ( @ ) ). (2548). ,/( “ ,/( B # < @ ” " " G '!' 3 " ) 2548 / % ]. %! . @ $ % "{ " 6$ % ) ( @ ) ). (2548). * % 71( # * . . . ! . 7 # ,/( < ^! ' + - B -0+ ! # ( ' # ) / 29 2547# > @ * . %! : @ $ % "{ " 6$ % ) ( @ ) ) ; " G " @ ( ). $ . (2549). ? + $ # 7# /! 1( !Q - @ . %! : @ $ % "{ " 6$ % ) ( @ ) ) ; " G " @ ( ). ; " % ^ " $ . (2546). B / / , < @ . %! : ( ( . ; " % ^ " $ . (2549). V1( -0 B 7* - - + / 10( . .2550-2554) & http://www.nesdb.go.th. Cavalier, R. (2002). Virtue Ethics. Retrived from: http://www.caae.phil.cmu.edu/Cavalier/80130/part 2/11_5.html Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences(Second Edition). Hillsdale, New Jersey: Lawrence Earlbaum Associates. Fieser, J. (2004). Hume’s wide view of the virtues: his critics and his defense. Retrieved from http://www.utm.edu/staff/jfieser/vita/research/vice.htm Gilligan, C. (1982). In a Different Voice: Psychology Theory and Women’s Development. Cambridge, Massachusett: Harvard University Press. Glass, G.V., McGaw, B. and Smith, M.L. (1981). Meta-Analysis in Social Research. Beverly Hills: SagePublications. Gordon, T.J. 1999. Cross-impact method in Glenn, J.C. (Ed.). 1999. The Millennium Project: Future Research Methodology Version 1.0. Washington, DC: American Council for the United Nations University. Retrieved from http://millennium-project.org.

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ 437 Hedges, L.V. and Olkin, I. (1985). Statistical Methods for Meta-Analysis. Orlando, Florida: Academic Press, Inc. Hunter, J.E., Schmidt, F.L. and Jackson, G.B. (1982). Meta-Analysis: Cumulating Research Findings Across Studies. Beverly Hills: Sage Publications. Kitchener, K. (2000). Foundations of Ethical Practice, Research and Teaching in Psychology. Mahwah, NewJersey: Lawrence Earlbaum associates. Kohlberg, L. (1984). The Psychology of Moral Development: the Nature and Valif\dity of the Moral Stages. San Francisco: Harper and Row. Kulik, J.A. and Kulik, C.C. (1989). “Meta-analysis in education”. International Journal of Educational Research. 13: 223-240 Lickona,T, Schaps,E and Lewis, C. (2007). CEP’s Eleven Principles of Effective Character Education. Character Education Partnership. Noblit, G.W. and Hare, R.D. (1988). Meta-Ethnography: Synthesizing Qualitative Studies. Newbury Park: Sage Publications Piaget, J. (1932). The Moral Judgement of the Child. London: Routledge & Kegan Paul. Shadish, W.R. (1996). “Meta-analysis and the exploration of causal modeling process: a primer of examples, methods and issues”. Psychology Methods. 1: 47-65. Webster’s Ninth New Collegiate Dictionary. (1991). Springfield, Massachusetts: Merriam Webster, Inc. Weerakkody, N. D., & Tremblay, W. (2003). A cross-impact analysis of the adoption and diffusion of digital TV in Australia and the USA. Proceedings of the Annual Conference of the Australian and New Zealand Communication Association (ANZCA 2003), July 9-11, Brisbane, QLD, Australia. Retrieved from http://www.bgsb.qut.edu.au/conferences/ANZCA03/ Proceeding/papers/ Weerakkody_full.pdf

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MORAL IMPLANTING OF INSTITUTIONS: FAMILY, SCHOOL, RELIGION AND COMMUNITY THROUGH SCHOOL-BASED APPROACH: A CASE STUDY OF UDONTHANI C$ .! & .\ $ .! . > j 6@ $ [ " ! / )' F"#$"4 . . 2550 ' " & & ; " % # ) 1 4 &4 H ) ) * @ JX ) G / , / % ' %*+ ^ " < = I" % % " ( '(%*+ % */ " "{ * @ JX ) # [ G" G " [ 1 [ G" / , [ 1 %*+ ^ : ' 1 [ 1 , " " ) ' ]1 ' " [* " 2 * & (1) % & " "{ * @ JX ) # [ G" G " [ 1 [ G" / 1 / G G " * @ , G " % ' @ $ , * (2) % & " % % @* GG * @ JX ) # [ G" [ 1 G " )' ; % " , %G' G )' " % " '( (1) % " % % % & 1 G G!!" \* / G , G " (2) * $ " * " %* ' % ' @ % & % " % ! $ % " % ' @ % & * @ JX ) ) $ $ %*: 6 " G $ @* GG * @ JX ) ) ' * , !) )' 5 ( , , ) , !' !; " ) )' 3 ( @ , 7X , ; & *Q G" , @ * %*+ " $ ) / %j , [ G" G " [ 1 [ G" " < = @= The purposes of this study were (1) To research and develop moral implanting of the institutions of family, school, religion and community through studying on their policies and concepts of supervision, training, learning activities and (2) To synthesize a model of moral implanting of the institutions of family, school, religion and community. Qualitative research methodologies were employed: (1) content analysis for studying general contexts regarding to those institutions’ policy and relevant concepts and (2) focus group, interviewing, brainstorming and seminar being used to collect ideas of target group and synthesis an approach or a model of moral implanting of the institutions of family, school, religion and community. The results revealed that Five Buddhist methodology, such as Kijjakama, Kijjakarn, Kijthura, Kijjadhama and Kijjawat, have been applied in a model of moral implanting of the institutions of family, school, religion and community.

442

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his research purposes were to study the behavior, opinion and preparations for living in this current economic period. The research tools were document analysis, observations, and questionnaires. The results were as follows: People who live in Muang district of Ubonratchatani province gained information about sufficient economic mostly from television. They understood and were able to adapt the principles of Sufficiency Economy to practice in their daily lives. Also, they adjusted themselves by being economical: paid for only necessary things such as food and education. This was because of the low income of the people living in Ubonratchatani whose average income was 5,000 baht per month. Moreover, they did not understand the meaning of self immunity. Based on the hypothesis testing, it was revealed that income and gender had the strongest effect on self adjustment while age had the least effect.

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UTILIZATION OF LOCAL WISDOM FOR DEVELOPING THE SCIENTIFIC LEARNING AND TEACHING: CASE STUDIES OF SURIN ELEPHANT, ECOSYSTEM, PEPPERMINT, AND MOLASSES C$ .! & #, " ) C$ .! ) " "{ 6@ $ / " ; \ ' * "( * !) | * ! G " "{ F"#$"4 . . 2548 ' " & & ; " 1 @ *X>> ! [ % ' ! 4 &4 H " < = I" " "( '(% & 1 @* GG G " * % 6 % & " % @ # / " $ ! ! [ % & #$ ! " "Q, @ " %j' % & $ / , )' " GG ' $ $ ' 5 #"( & % / " $ $ " !; , % %* ' % ' @ $ " "{ " " % & #$ J *Q G" ' "G $ % & *X> $ !; " '6@ $ % & ; *X> 6 " '6@ ! { ; !"( \ %* ' % ' @ "G " , $ " % 6 %*+ " ' 6@ ! { , # % !' 6@ * 6@ ! { \ , " 4 %*+ " , ; !; , " " % & #$ % !) G !4 !; " \ ; % = \ 6 @ G / " \ @ ! ! 23 % & ! @ *X > > 17 % & \ G !% ' 9 % & "( " !; , 6@ * [!; !' G \ ; % = % % & #$ " " !' "{ 1 $ " $ \* " < = @= This research was aimed to manage monitoring ,evaluating and synthesizing the knowledge set of the sub local science research project in Rajabhat University Network in the southern part of northeast of Thailand. The operational process was the participative research in 5 processes i.e. (1) sub research project analysis by knowledge exchange process, (2) network’s researcher development by training, (3) supporting and problem solving during doing the research, (4) monitoring the report of research result, and (5) result analyzing as research reporting. The research’s results found as the following; (1) For management of the sub research project, for virtue the project coordinators using the four principles of virtuous existence in managing throughout the objectives. And, the coordinators and supervisors used the virtuous person principle for advisor creating the four principles of miraculous power of researcher. (2) For knowledge sets were composted of 23 stories of science knowledge, 17 stories for wisdom. There were 5 stories of lesson. (3) The researchers found the change in attaining the creation of the research network, good relationship, as well as educational cooperative development in the further research.

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A COMPARATIVE STUDY OF ‘KHAMDEE’: STUDY IN DHAMMA’S NARRATIVES AND THAI NARRATIVES C$ .! & * F"#$"4 . . 2550-2551 ' " & & ! " %] 4 &4 H ' ! ) ! G " < = I" ! %*+ $ 1 # % ' @ %*+ )' [$ ! !' ' ; " > , G G G$ % " " % & % " !" '# *X % G %* ' G% & 6 *Q G" !' G # " %* ' * , ! !' ' #1( # 6@ / \ $% & "( %6$ " ) 1 " G $ # '* G 3 " & '! '! , '! !"( 3 " " %*+ *^ G! !) " !; ' % " !; , , 6$ , % & % & ' ' 5 %*+ ! * *Q G" %G&( $ @$ %*+ !' % $ " % 6@ ! %*+ ' @ % & 7X *Q G" / " " ' " ° ' & " *Q G" 5 * % ' $ G ° " "!) 6 " ) " $ "G & @$ 6@ %*+ % * ! , " ' " ) ">> , $ G">>" G* % & % & ; @$ [& " " % % & % & " % *Q G" $ 6@ & % $ !' *Q G" $ % " < = @= Tales had always been a part of learning. They were seen as an important message delivering strategy in a socialization process which helped construct individuals’ vision of decency. Thus, it could be said that tales were an operation plan created to respond to social demands since they could encourage positive changes in all people who were of different national, religious and racial background and caste. The result showed that the meaning of righteousness consisted of three components; physical, psychological and ideological integrity. The three components were primarily taken from religious disciplines. Buddhism believed in good karma which included both mind and body. To practice the good karma, Buddhists incorporated the five precepts to lead their lives and their ultimate goal was to reach nirvana. Islam praised Allah who was the greatest virtue. Muslims’ way of life was embedded by their religious teachings written in the Holy Quran and Hadith, in particular, five basic practices, six faiths, ethics and the desire to reunite with God. Christianity believed in the New Testament and the Ten Commandments. Particularly, the practical rule of love and treating others as love and treating oneself and the belief in soul liberation were often used as its core teaching strategy.

446 C$ C$

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ H < .! 4 D & I" D H ' ( * 7G < ) 7 *: ,? = '* = *

PHILOSOPHY OF LEADERSHIP IN THAI SOCIETY IN THE PERSPECTIVE OF BAUDRILLARD’S POSTMODERN PHILOSOPHY AND SARTRE’S EXISTENTIALISM: AN ANALYTIC, APPRECIATIVE AND APPLICATIVE STUDY C$ .! & @ % F"#$"4 . . 2548-2551 4 &4 H ) / "{ " < = I" ' !' 6$ % G $ 6@ ; !' ' ' [\ * / #, $ " * %! $ = '6 @ ; !' % G \ $ , % *X> $ , $ " $ \ 1 % ' $ 6@ ; !' ' 6@ ; !' ' %# ' \ !' %*+ @ " " % $ 6 !; !' , G "( =% ' #" #1( , " % \ & 6 !' ' \ & 6 !' \ $ ' , # * " > *X> 6@ ; , *X G" % $ ! G !" / !' 6@ $ , >$ " ' 1 " @$, G !" #"( @ 1 [& *Q G" "!) *Q G" $ " #$ #" " * !) , % *Q G" % "G $ , " 6@ *Q G" 6@ " 1 ; % G ! * " > *X> " %*+ '!$ !' > \ $ % " # [* $ "G * % $ / $ " | '# %*+ % $ ) !' * % \ $ ' $ !' " < = @= In the past, we found that good and capable leaders brought happiness to their societies and nations while the bad and incapable ones caused problems and chaos. How can we define the characteristics of good leader? What will be the self-immunity for their performances that sometimes incur as internal contradiction? What are the good and the bad faith that sometimes make other persons misunderstand the intention of their performances? In the philosophical view point, such current problems pertaining to leaders were originated from different paradigms, since most people still profoundly attached to the extreme modern paradigm, the logocentrism and the pragmatism which were all based on the search for practical efficiency, i.e. the more the better. Finally the people were under strain and were not as happy as they wish. The researcher presented the application of philosophical process for solving problems such as the critical-mind attitude that included hermeneutic analysis, human-dignity based on evaluation and application of human dignity as the highest value in leader and leadership.

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447

# C$ C$

,? = @7 7 .7 'K ,? = " # "

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THE OPINIONS ABOUT THE ETHICS CONDUCT OF INSTRUCTORS, NURSING STUDENT AT BOROMARAJONANI COLLEGE OF NURSING, CHAINAT " /

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. . 2549

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4 &4 H: G @ " < = I" " "( '( ' " [* % & 1 G @ % = # " 1 ! " G G ' " ! 1 $ # % = # " 1 % ' "G G @ % & ; " @ "( *} * !' , , 1 "( '( %*+ " 1 " @ G G" " @ G G" ( $ % & ) ! " G G ' " ! * ; *} 1 2548 ; 352 % & & !' , , " %*+ GG G[ ]1 , # ; [ % * % % GG 6 G @ . . 2539 # ]1 ; G @%*+ 9 # "( \ ; GG G[ \*! G % & " / , @ " * !) |# 7 (Alpha Coefficient) # G (Cronbach) 6 ! G G $ GG G[ ' % & " @ G # @ , )' GG [ , " 1 G GG G[ % * Q $ '6@ $ GG G[ & !"( ( 347 jG"G %*+ 99 # * !"( 6 " G $ G @ % = # " 1 ! " G G ' " ! ' $ %j ' @$, "G ! # G @# !' 5 & @ \ $ 6 * / " %*+ , *Q G" !' * ' $ %j ' @ ( x = 4.17) , # !' G @# !' 1 & @ " % ' $ %j ' !' ( x = 3.82) 6 " % = # " 1 % ' "G G @ %* ' G%!' G $ " @ G $ G @ % = # " 1 !"( 2 " @ ' $ %j ' @$ , "G ! # " 1 !"( 2 " @ ' % = " / !' ' $ %j ' @ \ $ # !' 5 @ \ $ 6 * / / G , # !' , # 1 @ " % ' $ %j ' !'

448

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ " < = @= The aim of this study was to survey nursing students’ opinions about the ethics conduct of

instructors. The population was 352 nursing students at all levels enrolled in normal curriculum and continuing education curriculum at Boromarajonani College of Nursing, Chainat in the year 2005. A questionnaire developed from items found in a 1996 Ethics Conduct Survey of the Council of Teachers, Thailand, was used. There were 9 items in Ethics Conduct . High reliability was found using Cronbach’s alpha coefficient. In this survey, instructors received above average marks on all items in the survey. Instructors received the highest marks on item number 5 (mean = 4.17) which addressed teachers’ desire for awards or financial gain as a motive to teach. However, the lowest score was for item number 1 (mean = 3.82), which addressed teachers’ respect for and kindness toward students. Comparisons of mean scores for students enrolled in the normal curriculum and continuing education curriculum showed above average on all items. Items 1 was the lowest score and 5 was the highest score ,which were the same for both groups.

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449

Y 7 7 # * ' " < Y& & 7 F ,? = 2550

C$ .! &

THE CONDUCT BASED ON PROFESSIONAL CODE OF ETHICS OF SUAN DUSIT RAJABHAT UNIVERSITY INSTRUCTORS IN THE ACADEMIC YEAR 2007 .% ) ' )

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. . 2550

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" < = I" " [* # " % & '( & (1) % & 1 *Q G" # G ' ! " "Q (2) % & 1 ! $ % G ' ! " "Q $ " $ !' 1 # @ % * \ $ ; 264 $ # @ % \ $ G ! " " 1 6@ * / , # @ % * G $ *Q G" G ' ! " "Q ' *Q G" % ' ; "G \* \ " '( (1) *Q G" !' "G6 G % ' ! ]& " (2) $ % = [ % (3) ; , %*+ GG $ !' ' $ G !" \* (4) *Q G" $ % & $ % ' " $ % & $ % % &( @ ]1 " " (5) *Q G" "G6 G $ 6@ & " * %! (6) %*+ " " !' ' G " " # ; # " $ (7) *Q G" % ^ # ' (8) $ % " ', @$ ' $ $ , "{ ! " (9) " 1 ! , !" " $ $ % & % (10) *Q G" / '% ' ! \ $[@ G ; !) & 6 * / , # @ % G $ !' ; 1 [1 & * @ JX ; 1 > # %*+ @ *Q G" !' % ' ! ! % % & *Q G" !' $ % = [ \ $ $ %*+ , @ G " , % *+ ' ' ) ) ' ! @ " %! "G6 G!"( $ % " *Q G" ; % ! $ ' $ & $ $ !; " % & * / !"( $ " / $ ; "> ' * !' / !" \* ; 1 [1 & ) ) # !' %*+ ; ">, G$ G [1 %*+ @ !' G@ GG [*Q G" !' , !"( @ ' $ " \ % & %*+ ' !' $ ' & !' 6@ * G ' '( * %*+ GG $ !' '!"( $ " 1 % & G !" \* ' " # %*+ " ' " " ' $ " , *Q G" !' % & * / !"( $ % "

450

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤

" < = @= The purposes of this research were (1) to study the conduct based on professional code of ethics of Suan Dusit Rajabhat University instructors; and (2) to study guidelines for promotion of professional code of ethics of Suan Dusit Rajabhat University instructors. The research sample for quantitative data study consisted of 264 instructors; while the sample for qualitative data study consisted of administrators students parents/community members. Research findings from analysis of quantitative data showed that the conduct as a whole based on professional code of ethics of Suan Dusit Rajabhat University instructors was rated at the high level with four conduct items being rated at the most frequent level and six conduct items being rated at the very frequent level; the performance of duty with responsibility, sacrifice, patience, honesty, and sincerity; teaching students with exertion of one’s full capability and with loving-kindness; conducting oneself as a good model for students and the general public; treating colleagues friendly and beneficially with helps, supports, and promotion; conducting oneself with responsibility toward others, the society, and the country; being a researcher with research code of ethics as determined by the National Research Committee; the conducts based on professional standards; creation and promotion of unity in the group and participation in university development; studying and follow-up on academic advancement diligently and regularly; and performing one’s duty with academic freedom and without being controlled by any influence or interests. Research findings from analysis of qualitative data showed that the first thing to keep in mind was to inculcate the awareness and spirit of teachership; the performance of duty with sacrifice, and patience; and the devotion of time for duty performance to the full of one’s ability either in impartation of knowledge or in teaching and training students to be good persons with virtues and morality, proper manners, knowing how to behave properly in specific time and place, and responsibility toward oneself and the society. Furthermore, the instructors had to be responsible to the organization and the society. They had to perform their academic duty with academic freedom, create cooperation between the community and the government agencies, and conduct research for the benefits of both the organization and the society. Another important thing that instructors need to keep in mind was the virtues and ethics of instructors which were essential indicators of a perfect instructor who could perform his/her duty that required both knowledge impartation and inculcation of virtues for students and the society. Since instructorship differed from other professions, practitioners of this profession had to conduct themselves to be good models for students, colleagues, and other people. Instructors had to be friendly, with love and esprit de corps, and the commitment to perform their duty for the benefits of both oneself and the society. It could be concluded that findings from qualitative data were in accordance with those from quantitative data.

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451

@7 " .! ' ( # G ,? = 7 ", . D 4 < & &4 7 CB "#$ ,? = & 7 1

ETHICS BEHAVIOUR OF PRIMARY SCHOOL ADMINISTRATORS AS PERCEIVED BY TEACHERS IN BACHO DISTRICT UNDER NARATHIWAT EDUCATIONAL SERVICE AREA OFFICE 1 C$ .! & @ " " " " " " .! . % % 6@ $ . ! G> $ F"#$"4 . . 2550 4 &4 H ! ) 6@ G / % ' ) " < = I" " '( ' " [* (1) % & 1 ! ) # 6@ G / % ' * [ 1 !" # @, ; % G % " " ; " %# &( !' 1 ) %# 1 , 3 & ! ) *Q G" ! ) *Q G" ! ) *Q G" $ 6@ & (2) % & %* ' G%!' G ! ) # 6@ G / % ' * [ 1 !" # @ , ; % G % " " ; " %# &( !' 1 ) %# 1 * G !; $ " $ !' , " "( '( %*+ @* [ 1 , ; % G % " " ; " %# &( !' 1 ) %# 1 *} 1 2550

; 179 % & & !' , , G # @ %*+ GG G[

! ) # 6@ G / % ' * [ 1 / %*+ GG $ * $ ; 35 # ' $ % & " .945 % # @ / $ [ $ %j ' $ %G' %G ^ ! G% 7 " < = @= The objective of this study were (1) to examine the ethics behavior of primary school administrators as perceived by teacher in Bacho discrict under Narathiwat educational service area office I in 3 factors: job performance, interpersonal behavior and self–conduct (2) to compare the ethics behaviors as perceived by teacher in Bacho discrict under Narathiwat educational service area office I under age and work experiences. Data were collected by 35 items of ethics behavior of primary school administrator’s questionnaires from 179 elementary school teachers in Bacho district, Narathiwat province. The reliability of these questionnaires was .945 and analyzed data with percent, arithmetic mean, standard deviation and F-test.

452 C$ C$

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ / &4 ' ,? = . D & C$ / # .!( D !( V 6

VIRTUE MORALITY DEVELOPMENT AND CODE OF RESEARCHER CONDUCT FOR TEACHER STUDENT IN SUBJECTIVE RESEARCH INSTRUCTION FOR THE DEVELOPMENT LEARN BY USE THE PROJECT ARE THE BASE C$ .! & 6@ $ .% @>6 F"#$"4 . . 2550 4 &4 H "{ ) ) G " " / " < = I" "{ ) ) G " " ; "G " 1 @, " % & "{ % ' @ / , / %*+ ^ %*+ !' % % ' , " 1 !; " / , / %*+ ^ " 1 \ % ' @ * G [!; " \ $ ' # & @ ; 6 " , * / , "{ % ' @ !' $ 6 $ G!G !! ' @ \ $ ' * !) '* !) 6 " 1 [ "{ ) ) G " " , ! #"( # G " % ' !; , " 1 ' " ! @ !" ) ) G " " " < = @= The development of virtues and ethics of researchers for student teacher in research methodology to develop learning process by using project based course was the course focusing on activities which enable learners to conduct research by employing project based. Students learned from authentic experiences and also were able to conduct research happily, enthusiastically and practically. Students could also applied research results to develop learning process which affects pedagogical roles of teachers effectively and proficiently. Students developed virtues and ethics throughout the whole learning process which enabled their potentials in the aspects of knowledge, skills, and researchers’ ethics.

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453

D ! & ! & < # D & ! 7 HH , &7 * #

C$ .! &

THE UTILIZATION OF COMMUNITY HEALTH NURSING PROCESS IN THE SUFFICIENCY HEALTH PROMOTION TO STRENGTHEN SPIRITUAL OF THAMMASAT AND PROFESSIONAL ETHIC 6@ $

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F"#$"4

. . 2550-2551

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! %! / / ' %*+ " G / , *X G" \ $ 6 $ G # $ ' % ' \ $\ $ & 6@ "GG [@ " | ' %*+ @ 6@ *P \ $ %*+ \* ^ ' " [* # " % *Q G" $ ' $ $ "( '( % & * , G G " , # GG % ' % > > ) G ' , " 1 G % =G G # @ / *Q G" $ ' $ $ * $ 6 $ % # @ # @ % / % % &( 6 " G $ % # / , G G " [ * * " > % ^ % ' , , % # % >> ) G ' G \ %*+ $ ' " < = @= The advantage of technology and consumer society had impact on the health care system, quality of care and dehumanization. The aims of this Participatory Action Research (PAR) were to determine the community health nursing process to enhance the Spiritual of Thammasat and Professional ethics among nursing students. The data were collected by participatory community sufficiency health promotion and 6 Focus Group Discussion (57 participants). Qualitative data were analyzed by using content analysis. The finding indicated that community health nursing process and community sufficiency health promotion enhanced Spiritual of Thammasat and Professional ethics among nursing students.

454 C$ C$

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ OP & "#$ # 7 & " < "4 #,? = .! ! ' &.7 .& &G 77 < & "#$ 6 (; D 7. (; . # .& "

THE EFFECTIVENESS OF MEDITATION TO WORKING PERFORMANCE: CASE STUDY OF WILLPOWER INSTITUTE, BANGCHALONGNAI TEMPLE BANGPLEE, SAMUTPRAKAN, THAILAND C$ .! & " '%G'( .! "4 " ! F"#$"4 . . 2550–2551 4 &4 H J ) * !) !; " < = I" 1 "( '(% & 1 * / # J ) $ !; # G , ' !; , $ 6@ !' %# G ) [ G" " # !' 6 " G /j , . G /j . G ' . ! * ; 46 % , %# G 6 % & ( ; 200 " / ) 6 1 % & %* ' G%!' G $ " J ) G $ * !) !; G $ !; , " J ) % #1( 76.1 6 ' $ !; , " J ) % #1( 50.0 , !' !; , " J ) % #1( 50.2 * !) !; , " J ) % #1( 43.5 / " J ) * !) !; %j ' % #1( 55.45 $ ' " ; ">! [ ( $ p-value < 0.05) '( 6 1 " G $ J ) $ , ' G G " , ! !; %*+ #"( %*+ \ ' #1( [!; G %*: ' , %# #= %6 > "G * , !; %*+ % & & !' 6@ G [ ; \** , , G " , ! " , , " # '* !) , !; #1( %*+ $ % ) ) @ # , "G , # " $ 6 !" !"( , '* !) #1( " < = @= The objective of this study was to compare the effects of meditation on working performance of 46 trainees of willpower institute, Bangchalongnai Temple, Bangplee, Samutprakan province. (This meditation training took 6 months with 200 hours.) Comparing before and after meditation training, it was found that, in average, the effectiveness of working performance increased 55.45% and statistically significant (p-value < 0.05). The meditation also increased emotional controlling, spiritual controlling, behavioral controlling and working performance. (76.1%, 50.0%, 50.2% and 43.5% respectively) Furthermore, the meditation training improved circumspection, decision making, endurance, priority setting, problem facing and solving achieve the target of working. In conclusion, the meditation was a good tool to benefit the whole organization’s human resources management, ethics, moral, effectiveness and performance.

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤

455

» ¦¦¤ ¦·¥ ¦¦¤Ä Á È Â¨³Á¥µª C$ C$

7 D ' D7!

SELF PERCEPTION OF DEEP SOUTHERN YOUTHS C$ .! & G> ! ! .! . ' / ! ( " / ) . ' ! *£ " % & " F"#$"4 . . 2549-2550 ' " & & ; " " $ 4 &4 H " " , % " < = I" # % , " " , " [@ , % G, ! # , @ & ! % !' ' \ ! \ $ % ' $ $ $ ! " "{ ) ]1 * $ , % $ '(% #1( % & = [!; , % *X> & Z \ " "( ! # % * % % \ ! # % !' %*+ !' " [ * 1 % & 1 % # % , " " , , G " " , ' ) !" &( ^ ! " 1 , "( '( G $ % $ , >$\ " % $ %*+ !' ' " " *Q G" , ) !" &( ^ ! " ' , "G '[1 ' ]1 , % = $ % , " " , " % = $ % %*+ G !' ' $ , % ' & , %*+ G !' ' " " !' ' ' * " !' , \ ! , % = $ , ' [@ % " @ 1 $ ' $ , ' # % $ @$, !$ # [ # % $ , >$ " ' " , ' " \ $\ @ 1 ! ! & ( " $, # % ' " G $ % ; ! % $ %# , \ "G "G 6@ & $ \ = [ , " " , " ' @$ $ $ % & \# @ , # % = ' ; G #1( " < = @= The overall image of the youth in three deep Southern provinces under still stared in negative attitude of a person in other provincial, reflecting the youth that could have the prejudice reflecting the not delicate picture builds, social culture difference , which if liberate gave these prejudice, it increased the cause of other problem. The refection of the picture of the youth with staring oneself assessment would have reflection of straight fact youth. Objective: To study self perception of the youth in three deep Southern provinces under in the sense of habit personality , mind state , morality , and base social skill. Research finding: Majority youth had stared oneself that being a person who had the characteristic and the behavior, mind state, morality, base social skill. The overall image in good level arrives at excellent which indicated youth in three deep Southern provinces. Youth perception was worthy in oneself, good characteristic, innate character that could use which reflected the give and think in the goodness and youth justice still feel that being worthy in the life of oneself. Although they stayed in among of the violence situation majority youth still hope in the life, not feel discouraging or despair but a lot of youths reflected oneself staring that wanted the understanding and had admitted from others. However if the situation in three South province still had violence continuously, the editing and stating mind care of the youth might have hardship more and more.

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤

456 C$ C$

,? = &< 'K D ,? = 7 " : # ; ( # I , " A STUDY OF CURRENT SITUATION AND BUDDISTIC WAY IN SCHOOL MANAGEMENT: A CASE OF KONGKRAILASWITTAYA SCHOOL

C$ .! &

. q' '

!; * " 1 / % ' \ !

F"#$"4

. . 2550

4 &4 H

" 1 \ # [' !)

" < = I" " '( ' " [* % & 1 % = $ " 1 [' !) ' %j / % ' \ ! , %G' G )' " GGG % 6 " G $ / % ' \ ! , \ # %*+ " , " 1 !"( G " * G $6@ % ' ' GG / ; @* GG " “ ” % & "( !) ' " @ 6@ % ' , " # *X - ' [ !' " G $ & '% ) ' " $6@ % ' %*+ 2 "G & "G/ % ' , >$%*+ G% ' " !"( / % ' "G/ % ' % = !' $ " % = # 6@ % ' $ " 1 [' !)%*+ % $ % ' " G % = # @ % = # 6@ * & % = , " G $ % = # [ 1 #"( &( ^ $ G [' !) G $ % = , "G !' " < = @= The research objectives were to study current situation of Buddhist way in school management: in case of Kongkrailaswittaya school. The research design was survey research and analytical description. The finding were as follows: Kongkrailaswittaya school applied the Threefold Training (Sikkhattaya) in school management and in leading the learners’ experience. It was planned from the community of noble disciples of the Blessed One model (Sangha). There were two levels of learning experiences: the school level and the team level. The learners’ opinion on Buddhist way in school management was the same as the parents’ opinion and teachers’ opinion at high level of agreement. The strongest agreement was the opinion of the School Committee on Buddhist way in school management.

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ C$ C$ < = I"

457

,? = &< JH' " !I JH' 4 & & 9 ! C$ ' ( # G# " D ( # & & ". .5 A STUDY OF STATES, PROBLEMS AND GUIDELINE FOR PROBLEMS OLVING OF THE PROCEDURE OF NINE MORAL PROMOTING ACTIVITIES FOR HIS MAJESTY TOWARDS BUDDHIST WAYS OF LIFE SCHOOLS UNDER NAKHON RATCHASIMA EDUCATIONAL SERVICE AREA ZONE 5

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F"#$"4

. . 2551

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$ % ) 9 # % & $

" < = I" 1 "( '( ' " [* % & 1 *X> ! \#*X > ; % $ % ) 9 # % & $ # / % ' [' !) % & %* ' G%!' G*X> ; % $ % ) 9

# % & $ ; * % !# / % ' [' !) " " ; " %# &( !' 1

' %# 5 $ " $ !' , , " \ $ / % ' [' !) " " ; " %# &( !' 1 ' %# 5 ; 164 / % ' * G / % ' ) "( ; ; 24 / % ' / % ' % & #$ [' !) ; 140 / % ' % & & !' , , % =G G # @ \ $ GG G[ GG " [ !' , , % # @ \ $ [' $ $ %j ' $ %G' %G ^ ! G $ !' *% &( " < = @= The objectives of this research were (1) to study the states, problems and guideline for problems solving of the procedure of nine moral promoting activities for His Majesty towards Buddhist Ways of Life schools. (2) to compare the states and the problems of the procedure of nine moral promoting activities for His Majesty as they were classified according to type of the Buddhist Ways of Life schools under Nakhon Ratchasima educational service area zone 5. The sample group consisted of 164 Buddhist Ways of Life schools which consisted of the 24 leading ethics schools and the 140 net works Buddhist Ways of Life schools. The research instruments were questionnaire and interviews. The data were analyzed by means of frequencies, percentage, arithmetic mean, standard deviation, t-test and content analysis.

458 C$ C$

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ J "#$& & J "#$ V & 7 4 ( # G# " & &4 7 CB "#$ ,? = " ' 7 3

FACILITATING FACTORS AND RESTRAINING FACTORS TOWARDS THE IMPLEMENTATION OF BUDDHIST COMPASS SCHOOL IN BANGKOK EDUCATIONAL SERVICE AREA OFFICES 3 C$ .! & . % ! F"#$"4 . . 2550 ' " & & ! " "Q) G ' 4 &4 H *X " !' $ % *X " !' %*+ * / % ' [' !) " < = I" " "( '( ' " [* % & % %* ' G%!' G*X " !' $ % *X " !' %*+ * $ ; % / % ' [' !) 6 " *\ " '( (1) ; % / % ' [' !) ' " ; % ! ; % / % ' [' !) & % ' ; % " * G ; % "{ GG\ # @ "G , * "G* "{ $ % & * % 6 %6 $ (2) *X " !' $ % ; % / % ' [' !) *X " , \ $ @ ' "G6 G, *Q G" !' G , / % ' % ; "G " % ' @ 'G "G6 G/ ' " , 6@ % ' G % >*X>> , ' * ; " G ' $ " !' "{ 6@ % ' 6@ G , "G %*+ GG $ !' ' *X " \ $ ' q ; , / % ' "{ 6@ % ' !"( *X " , *X " ' * $ ; % / % ' [' !), "G* [1 " G (3)6@ G GG G[ !' ' ; $ $ " ' *X " !' $ % *X " !' % *+ * / %*+ $ " $ ' " ; ">! [ !' "G 0.05 "( \ $ $ " " < = @= The objectives of this research were to analyze and compare the facilitating factors and those restraining implementation of Buddhist Compass School. Research finding concluded as follows: (1) Situations regarding Buddhist Compass School: The schools has operated the Project of Buddhist Compass School as the preparation stage, implementation of situation and factors, implementation of development under the Principle of TRI SIKKHA, closed taking good care, development and improvement continuously, publicly and assessment. (2) Major facilitating factors for Buddhist Compass School implementation: Internal factors were teacher’s commitment and attentiveness to teaching; the appropriate atmosphere, and school’s surroundings for learning activities, personnel on duty, having activities for learning mind and using wisdom in way of life, dedication to student’s improvement and being good model, and support from administrators. External factors was having learners developed laws. Internal factors and external factors had major restraining at a middle stage to lower stage. (3) The most respondents from different position had different in the facilitating factors and those restraining implementation of Buddhist Compass School in the overall and each aspect separately at statistical significant value of 0.05.

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459

,? = 'K " ! 7 K

THE STUDY OF TEENAGER ATITUDES TOWARDS FRIENDLY MORALITY C$ .! 4 & ! > ^ ' C$ .! / ! " < = I" " "( '( ' " [* % & 1 % ' "G % = ! ) " # % = " $ # @ &( ^ % ' "G ! *X " !' '6 $ , % & % = ! ) " @* GG " %*+ 1 % , 1 (Cross Sectional Descriptive Study) % & $ " $ 1 " * % , " % ' "( ") 1 *}!' 1 # / % ' , / # / % ' # % % = " $ % ! G !' ' \ "G > 6@ * , $ G GG G[ G GG G[ G[ ; 1,018 / , $ " $ G GG G[ 3 & GG! G " ) " GG G[ ! !) GG G[ # @ !" \* % # @ [ % 6 1 : $ " $ 1 $ $ 12-13 *} G $ "G %j ' # % = ! ) " & 112.4 (T score = 50 * $ ' ) "G* ) % ! [ G $ $ % %j ' % / % ' " ) ; ' %# \ $ % & %# $ ! ; "G '6 $ $ # $ ' " ; ">! [ !' (p < 0.05) $ *X " !' ' !) $ % = ! ) " & % % %j ' / % ' " ) / ' $ F %!$ "G 21.284, 10.355, 6.725, 5.231 ; "G ' $ p value <0.001 *6 " : $ " $ %*+ % = " $ ' %j ' # % = ! ) " @$, "G* G $ *X " !' ' !) $ %j ' & % % %j ' / % ' " ) G $ *X " !' '6 $ $ # %j ' % $ " ) %# $ ! # / % ' & %*+ !' [ " #1( \ , / % ' % & " '( " \ %j "G , % & , % 6 ! ) " %!$ "( 1 ' " , $# " % * G% % " < = @= The purpose of this study was to investigate young teenagers’ opinions towards true-friend morality, their religious behaviors, and factors affecting true-friend morality. This study is a CrossSectional Descriptive research. The participants were 1,018 Mathayom Suksa one students at the schools participated in the school metal-heath project launched by Department of psychiatry, Faculty of Medicine, Sirirat Payabarn. They volunteered to participate in the study with getting permission from their parents. The data were collected by questionnaires asking about general background, true-friend morality, and religious behavior. Descriptive statistics were employed to analyze the data. The findings revealed that most of participants’ age ranged from 12–13. The participants had opinion towards true-friend morality at a moderate level (Mean Score= 12.4). Also there are statistically significant difference (.05) of GPA, religious behavior, meditation, and age on the score of true-friend morality. In addition, factors affecting true-friend morality were gender, school, and concentration behavior. (F = 21.284, 10.355, 6.725, 5.231 respectively, p value <0.001)

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460 C$ C$

,? = 'K " ! )C$ &7 *D K A STUDY OF THE COGNITION IN INTEGRITY OF ADOLESCENTS

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" < = I" 6@ " ' " [* 1 % = ! ) ]& " , *X " !' '6 $ % = ! ) ]& " ! !) , " $ , )' 1 GG% % & * 1 & " % ' "( ") 1 *}!' 1 ; 1,200 , %! 6 1 G "G % = ! ) ]& " $ 80 %*+ ; 13.1, "G $ & %!$ "G 80 %*+ ; 86.9, "G ! !) $ 50 %*+ ; 60.8, "G $ & %!$ "G 50 %*+ ; 38.3 "G% %j ' , " / % ' "G ! !) ' " " ) $ ' " ; ">! [ "G "G % = ! ) ]& " (p < 0.05) *6 1 G $ " $ " $ ' "G % = ! ) ]& " @ , *X " % & "G % %j ' , " / % ' "G ! !) '6 $ "G % = ! ) ]& " $ ' " ; ">! [ " < = @= This current study aimed to explore the cognition in integrity and religious activities of seventh-grade students in Bangkok. Samples were 1200 seventh-grade students who were asked to complete questionnaires. Descriptive statistic was applied. Research result revealed that the scores of opinion of honesty at the level of more than 80% was 13.1%, the scores of opinion of honesty more than 80% was 86.9, the scores of religious activities more than 50% was 60.8. There was correlation between the cognition in integrity scores, grade point average (GPA), type of school and religious activities. (p < 0.05 ). In conclusion, it was found out that most of the subjects had cognition in integrity above standard (80% of total scores). The cognition in integrity was related to GPA, type of school and religious activities. Further study should be performed to investigate the behavior in integrity of adolescents.

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461

,? = "4 " 7 / 'K " ! # THE STUDY OF GROUP ACTIVITY EFFECTIVENESS BASED ON BUDDHIST TRAINING ON TEENAGER ATTITUDE DEVELOPMENT IN DISCIPLINED MORALITY ASPECT. .! & ! > " ' .! ! > ^ ' " < = I" V : 1 !' 6$ G $ *X > ' " , " $ %*+ *X > !' ; " > , " \! ' 1 [1 !' ; $ "{ ' " @* GG 1 '( , " ! ! " !) !' ; * , , $ % & "{ % = ! ) ' " % & ; \* @$ *Q G" , % ' " , % 7G & *: " '( " !; #1( % & 1 6 # !; $ !' " " ! ! " ! !) $ "{ % = ! ) ' " , " $ # ,? = : %*+ 1 GG Experimental Study % ' "G6 # !; $ !' " " ! ! " ! !) $ "{ % = ! ) ' " , " $ # " % ' "( ") 1 *}!' 1 / % ' $ 1 *} 1 2550 / % & " % ' !' " , %# $ " / G$ %*+ $ ! $ G " , $ ! & " % ' !' %# $ $ 8 "( $ G & " % ' !' \ $\ $ $ ! ' 21 $ G ' 23 ; "G % & & !' , , " & GG G[ % = ! ) ' " 6 $ " " ! ! " ! !) , /* , % # @ ,? = : % = ! ) ' " # $ ! $ G $ %# $ $ \ $ $ " (p = 0.34) G $ % = ! ) ' " # $ ! " %# $ $ @ #1( $ ' " ; ">! [ (p<0.05) , # !' $ G $ !' % " !' ( \ $ $ " (p = 0.68) % Regression Analysis (pre-test %*+ covariate) G $ $ ! ' post-test $ $ G %!$ "G 6.35 $ " $ ' " ; ">! [ !' "G p = 0.001 $ $ !' " " ! ! " ! !) !; , " % ' ' % = ! ) ' " @ $ $ !' \ $\ , $ & : % = ! ) ' " # $ ! @ #1( " %# $ $ $ $ G $ $ !' " " ! " ! !) !; , " % ' ' "{ % = ! ) ' "

462

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" < = @= The problems of disciplines in children and adolescents were important in Thailand. Multiple studies designed group intervention to improve disciplines of children and adolescents. In this study psychological theories and Buddhist principles in group intervention were employed to improve disciplines of children and adolescents. The purpose of this research was to study the efficacy of group intervention, which is based on psychological theories and Buddhist principles, to the Cognition in Discipline-Improvement in Adolescents. The research methodology was an experimental study on the efficacy of group intervention, based on psychological theories and Buddhist principles, to the Cognition in Discipline-Improvement in participated adolescents. The samples were Mathayom 1 students, in the academic year of 2007. Subjects were divided into experimental and control groups. Students in experimental group received treatment. The instruments used for collecting data were the Cognition in Discipline -questionnaire and the group intervention program, based on psychological theories and Buddhist principles. SPSS program version 10 was used to analyze the data. Research results revealed that there was no significant difference in Cognition in discipline between 2 groups prior to the group intervention (p = 34). Cognition in discipline of the study group was significantly higher than before the experiment (p < 0.05 ). Cognition in discipline of the control group was no significant difference after the intervention (p = 0.68). After the group intervention, the cognition in discipline of the study group was significantly higher than the control group (p = 0.001). In conclusion, cognition in discipline of the study group was significantly improved after the group intervention, and was also higher than the control group. The group intervention, based on psychological theories and Buddhist principles, improve the cognition in discipline of the participated adolescents. This intervention may be applied to the other activities for promoting cognition in discipline in adolescents.

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463

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JUVENILES’ PERCEPTION OF TELEVISION PROGRAMS RELEVANT TO EIGHT BASIC VIRTUES AND THE UTILIZATION TO THEIR DAILY LIFE C$ .! & * " ) ! F"#$"4 . . 2550 4 &4 H ) &( ^ 8 * % , * / " < = I" 1 " % & “ %* "G /! !" % ' "G ) &( ^ 8 * # % "G ; \*, * / , ' * ; " ” %*+ " % * (Quantitative Research) $ " $ \ $ $ % !' 1 , / % ' " " ; " 1 #"( &( ^ ( ^.) $ % , [ % = % % # @ ! [ , 1 "( '( , /* ; % = @*! [ SPSS for Windows ; % * G * % ) G 6 1 G $ % \ "G! G @ %# , % ' "G ) &( ^ 8 * /! !" !' & / % ' G " / % !' 1 , / % ' " " ; " 1 #"( &( ^ ' @ % ' "G ) &( ^ 8 * , "G ' % , [ % = % ' @ % ' "G ) &( ^ 8 * , "G* '( % !' 1 , / % ' " " ; " 1 #"( &( ^ '!" $ ) &( ^ 8 * ; ) ]& " ' " , * / , ' * ; " ' $ % , [ % = % !' 1 , / % ' " " ; " 1 #"( &( ^ !' "G /! !" % ' "G ) &( ^ 8 * , ! " % & G! " "* 3–4 "( ' ; ) &( ^ 8 * \*, * / , ' * ; " $ % !' "* 1–2 "( % & 1 "( "G "G , G " & $ $ ' ; ) * " ]& " ' " " ' ' (; , \*, * / , ' * ; " $ % !' % ' ; " "GG & $ % !' \ "G ; ; $ "G /! !" % ' "G ) &( ^ 8 * ' ; ) ]& " ' " " '\*, * / , ' * ; " $ % !' \ $\ ; ; $ % , [ % = % !' "G /! !" % ' "G ) &( ^ 8 * ! " "* 3–4 "( ' ; ) &( ^ 8 * # " \*, * / , ' * ; " $ % !' "* 1–2 "( % & 1 "( $ % !' \ "G ; ; $ "G /! !" % ' "G ) &( ^ 8 * ' ; ) # " ]& " " '\*, * / , ' * ; " $ % !' \ $\ ; ; $

464

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" < = @= Research Study on “Juveniles’ Perception of Television Programs Relevant to Eight Basic Virtues and the Utilization to Their Daily Life” was aimed to study the perception of TV programs relevant to eight basic virtues of the juveniles consisted of diligence, frugality, honesty, discipline, politeness, cleanliness, unity and hospitality. This research was a quantitative research. Samples were students from schools under the Office of the Basic Education Commission and juveniles in the Juvenile Observation and Protection Center. SPSS for windows was used for statistical analysis. Results of the study were: Juveniles obtained information and understanding relevant to virtues from television the most and the next were from school and family. Juveniles who studied in schools under the Office of the Basic Education Commission had knowledge relevant to eight basic virtues at a good level while juveniles in the Juvenile Observation and Protection Center had knowledge relevant to eight basic virtues at a moderate level. Juveniles who studied under the Office of the Basic Education Commission had the attitude and utilized the virtues on honesty and discipline to their daily life better than juveniles in the Juvenile Observation and Protection Center did. Juveniles under the Office of the Basic Education Commission who watched TV programs relevant to eight basic virtues every day, almost every day, 3–4 times a week would utilize virtues on diligence, honesty, discipline, politeness, cleanliness, unity and hospitality to their daily life more than juveniles who watched programs 1–2 times a week and once a month. Juveniles who watched TV programs relevant to eight basic virtues with their family members or parents would utilize the virtues on frugality, honesty, discipline, politeness, cleanliness, unity and hospitality to their daily life more than juveniles who watched programs alone and who watched programs with other persons. Juveniles who received advice during watching the programs would utilize the virtues on honesty, discipline and unity to their daily life more than juveniles who did not receive advice during the watching Juveniles under the Juvenile Observation and Protection Center who watched TV programs relevant to eight basic virtues every day, almost every day, 3–4 times a week would utilize virtues on diligence and politeness to their daily life more than juveniles who watched programs 1–2 times a week and once a month and Juveniles (before being admitted) who received advice during watching the programs would utilize the virtues on diligence, honesty, politeness and unity to their daily life more than juveniles who did not receive advice during the watching.

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465

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DEVELOPMENT OF MORAL PRINCIPLE EXPERIENCE MODEL FOR PRESCHOOL CHILDREN BY THE PARTICIPATORY ACTION RESEARCH C$ .! & .! $ ) ' ) { G ' ' !) *£ F"#$"4 . . 2549-2550 ' " & & G % & #$ " " ; " 1 4 &4 H @* GG " * G $ % ) ) % = *^ " " < = I" " '( ' " [* % & @* GG " * G !' $ % ) ) ; "G% = *^ " / , G " GG ' $ $ % & ; ^ #"( " '( " % ) ) !' 1 * # " G G!# ! [ $ " $ \ $ @6@ 6@ * % = [ 1 % = "G*^ " 6 1 G $ @* GG " * G !' $ % ) ) ; "G% = *^ " / ' $ $ * G (1) " (2) ' $ $ # G (3) "{ ) ) ; "G% = *^ " (4) !' ' $ $ (5) * % 6 "{ " '( " % ) ) !' "{ # ! [ \ $ (1) @ " $ % & % (2) @ " " (3) "G6 G (4) # " " % ' (5) ' %G' G " (6) * " (7) ! (8) ]& " (9) % &( %7 %6& 6$ (10) % (11) % !) $ % 6@ & (12) ">?@ % !' (13) !; $ "G6@ & (14) $ \! % = *^ " !' \ "G " * G @* GG " * G % & $ % ) ) ; "G% = *^ " / ' $ $ $ ' "{ $ , " *X>> @$, "G ' ' ) ) 6$ * % , "G ' " < = @= This study aimed to find the promoting moral experience model for preschool children by participatory action research and to specify a primary standard and also virtue and moral indicators those desired by a local context and society. Samples were teachers, parents ,educational institution committees and students. Research findings were as follows. The model of promoting moral experiences for preschool children by the participatory process was1.The principle of moral experiences 2. The participation included of teachers, parents and educational institution committees 3. Related persons participated in these activities 4. The virtue and moral development for preschool students was included of these following activities.5. The evaluation. There were 14 of the social–needed virtue and moral indicators desired by a local context study which were self-helping, clean keeping, responsibility, industrious, respect of the right toward self and others, disciplinarily, being economize, patience, honest, generosity, kindness, being grateful, team working and Thai social value. The preschool students attended the arranged experiences in virtue and moral promoting activities in a great level of participation had a good level development of physical, emotional, social and intellectual development. Every student who attended the arranged experiences passed the evaluation satisfactorily.

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466 C$ C$

D !' " C$ / ! & & # B G ,? = F"#$ 1 ( # ! 4 < C ' 7 EFFECTS OF USING THE PUPPET TO TELL AN ETHIC STORY FOR DEVELOPMENT ETHICAL SOCIAL BEHAVIOR FOR PRATHOM SUKSA I STUDENTS AT BANKHUANPRING SCHOOL IN TRANG PROVINCE.

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" < = I" " , "( '( ' $ % & 1 6 , $ * G % $ ! ) % & "{ " " # " % ' "( * [ 1 *} !' 1 $ % * G , ' * ; " $ " % ' $ * \ $ " % ' "( * [ 1 *}!' 1 1 @$, % ' !' 1 *} 1 2550 / % ' G * " " ; " %# &( !' 1 " %# 1 ; 26 % & & !' , * G ! ; 8 % & $ * G % $ ! ) GG* % 1 , # 6@ % ' GGG" !1 " " 6 1 G $ " % ' \ "G " / , $ * G % $ ! ) ' "{ " " " ! ' %j ' 89.30 ' "G 1 , ' " < = @= The purposes of this study were to diagnose and remedy learning difficulties in the effect of using the puppet to tell an ethical story for development ethical social behavior for Prathom Suksa I students at Bankhuanpring school in Trang province. This also encouraged their experience in real life. The population was 26 purposively selected students studying in the first semester of the academic year 2007 at Prathom Suksa I at Bankhuanpring school,Trang province The instruments consisted of (1) 8 ethical stories (2) Puppets: Little worm, Lamp. Little ant. (3) A questionnaire to assess satisfaction and (4) Teacher observation assessment. The results indicated that learning by using the puppet to tell an ethical story for development ethical social behavior, student’s ethical social behavior was 89.30% and student’s satisfaction with it under researching was excellent

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467

/ = ? & * & .! 4 KH ( * ( # 4 C$ ! . G <* ! 7& ( D ! # (

THE DEVELOPMENT OF EXPECTED CHARACTERISTICS: PUBLIC MIND OF MERITS MAKING MEMBER OF KHUMKHUENKAEW CHANUPATHUM SCHOOL PROJECT C$ .! & % => ' .! " 6@ G; % =>* / $ , >$ / % ' ; %#& @*[" ; 4 F"#$"4 . . 2550 ( ; % % ' !' 1 *} 1 2549 2550) ' " & & , G* # / % ' 4 &4 H " ) GG/ ” " < = I" " "( '( ' " [* % & (1) %* ' G%!' G6 " "{ " " 1 * # 6@ G; % =>* / / % ' ; %#& @*[" ) / , )' " GG / (2) 1 * !) # 6 " (3) 1 % # 6@ G; % =>* / !' ' $ G " $ " $ \ $ 6@ G; % =>* / $ , >$ ; 32 * 248 ; % " / , GG " ) ; 3 jG"G $ " 6 ]1 6@ " #1( /* # 6@ G; % =>* / $ * %! \! , G @*[" ; 3 $ Z 4 / %#' GGG" !1 * 6 " "* 1 "( , GG " ) " " , $ $ "* !' 18 ; % 6 ; % / $ !' * " !"( 6 " G $ (1) " "{ '6 " " " 1 * ) @ $ $ "{ $ ' " ; ">! [ !' "G .01 (2) 6 " '* !) % % 6 % * " % ^ .99 80/80 (3) " " 6@ G; % =>* / '% $ G " @ $ $ "{ $ ' " ; ">! [ !' "G .01 " < = @= This study aimed to (1) Compare results of the Development of Expected Characteristics: Public Mind of Merits Making Members of the Khumkhuenkaew Chanupathum School Project (2) Study the efficiency of activities plan (3) Study attitudes of the 32 merits making members from the total population of 248. Three Instruments to measure the characteristic of public mind were employed. It was found out that (1) After the treatment the members had higher expected characteristics score at the significant level (2) The activities plans were effective based on the standard at .99 and 80/80 (3) After the treatment, the members’ attitudes were more positive at the significant level .01

468 C$ C$

Á d ° ¢jµ » ¦¦¤ ¦·¥ ¦¦¤ µ¦ ¦³ »¤ª· µ µ¦Â¨³Á ¥Â¡¦n ¨ µ ª· ´¥ oµ » ¦¦¤ ¦·¥ ¦¦¤ / # ! & ! 7

DEVELOPMENT OF YOUTH PHILOSOPHER BY FUTURE SEARCH CONFERENCE C$ .! & G > .! $ ! > " ' F"#$"4 . . 2550 ' " & & " "{ ! " % %! / / '% ' , $ 4 &4 H "{ * % )' G $ " " < = I" " "( '(%*+ " % *Q G" GG ' $ $ !' $ 1 "{ 6@ % ' , ' " * % )' G $ " 6 " G $ " " % 6@ % ' %*+ ; " > " G " ' $ $ " % & \# !' % % ' @ * G [ *X> " "{ ) $ $ ' 6@ ; # !' $ "G ) ; "G#"( G$ %*+ 3 & % = " )%*+ G % *Q G" ; ! % = " ) $ %*+ # 6 / $ ; , / @$ " , $!; , [% $ $ !' % #1( $ ,G, % = 6 %*+ # 6 % & #$ ; % \ $ G" !1 ' % & % & % & ' $ G; % =>* / %6 $ @ @$ ]1 6 "{ !; , % %# , % = $ # % 6@ & , ' 'G !' ' ' ) " < = @= The objective of this research was to be a participatory practical research which aimed at the learner’s development characterized by young-truth-seekers who wished to have made the edifice process on the joint venture future. It was found out that the main theme of the development had to be focused on the learning process activities which accepted the participatory practical potentiality when the environment and the circumstance condition were appropriate to the learning process. The learning contents were composed of socio-cultural situation problems, value of life, leadership, healthy and harmony balance between body and mind including the construction of public mind. The activity process was divided into 3 stages, which were (1) seedling which was the practical training stage on the building of adolescence to be academic volunteers, (2) shooting, which was the stage of leading-core expansion when the project of young plants could produce new leaders for the next generation, (3) branching, which was the stage of network development or the extension of association, for example, the record of goodness or good actions, friends warning friends, brotherhood or helping each other, merit making, utility doings and the spreading of knowledge to the community. As the result, the final development would bring understanding and self-evaluation so that each person could express their view, their ideas and have their own personality to be public psyche.

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469

. & & ! D 7 ! #

INTEGRATION DISCIPLINE SUPPLEMENT IN ONESELF ABOUT LEARNING C$ .! & G > F"#$"4 . . 2550 ' " & & " "{ ! " % %! / / '% ' , $ 4 &4 H G@ ' " , % ' " , % ' " < = I" " "( '( %*+ " % 1 ! / $ 1 6 G@ % & % " , % % ' G" " , j" % GG% & 6@ !" ' 1 " % ' " @ * ' G" ' (* .3) ! " % %! / / '% ' , $ 6 " G $ " %# $ %*+ % 18 "* " % ' ' " ' " , % % ' @ $ $ %# $ $ ' " ; ">! [ !' "G 0.01 / ' "G $ %j ' !' 4.03 ]1 [% ' ; "G \* & *Q G" % !' ; / ' "G $ %j ' !' 4.25 ! / ' "G $ %j ' !' 4.16 $ " ! % ' / ' "G $ %j ' !' 3.93 *Q G" %G' G " / ' "G $ %j ' !' 3.79 !"( '(% & %* ' G%!' G "G "{ " , % G $ $ %# $ " % ' $ , >$ ' "G ' " , % ! % ' , "G % = , G " %# $ " % ' ' "G ' " , % "G % = $ " < = @= The objective of this research was to be an experimental research which stressed on integrated study for self-disciplinary learning system that used self-disciplinary activity-cards and protective comrade system. It was a case study of students who joined the Occupational Certificated Curriculum (Occupational certificate Level 3) of the Chiangmai Agriculture-Technology College. The researcher found that after joining the program for 18 weeks, the students gained self-disciplinary learning system higher than the earlier stage with a statistically significance of 0.01 level; the average value was 4.03 that could be arranged from minimum to maximum as follows. The punctuality had an average value of 4.25, while well behaved manners’ value was 4.16. Learning determination value was 3.93 and self-disciplinary behavior value was 3.79. Nonetheless, when it came to comparison on the self-disciplinary learning system, the researcher found that before the training, students seemed to have some responses on the learning system, and after the training had been carried out, the selfdisciplinary learning system of the students seemed to have more value evidently.

470

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A DEVELOPMENT OF MORAL ADDED LEARNING WITH LOOK-AROUND CASES C$ .! & ' " " ! F"#$"4 . . 2549 4 &4 H ) % ' ! % ) GG%* G " " < = I" " \! " / , *X G" * G ) , "G!' $ ' " \ $ " / # "G "( " , , % '# % " 1 , ; "> ) $ % , G%# 1 & %# !; \ $\ " " !' ) ) 1 $ Z[@ & % & \* $, [ G" 1 =\ $\ % (; !' % ' "G ) " & \ $ '% % $ , G" 1 !"( "G* >> /! * >> % % & %*+ % $ '( $ " , ) ; @ = !' %*+ !"( !' , " [% = # ' \ $ ' ) \ % / & $ Z!' G % 6@ " ' $ % ' , ! "G/ %j "G G" 1 "( @ 6@ " { , ' ! % ) \ , # % , " % *Q G" '( \ ; % @* GG "{ % ' ! % ) GG%* G " , "GG" 1 " < = @= Recently, Thai society and even world society faced with worrisome moral crisis. Teenagers and students were obsessed in Western value. Thai students did not give precedence to moral subject as much as they did in other subjects because universities’ entrance examinations did not have much regard to moral aspect. Then moral tends to fade from people’s minds. There was only a few courses for moral teaching, especially at graduate level. Education policy aimed to ‘moral first’ was far from reality. However, moral can be found around everyone. The researcher believed that moral should be and could be taught together with all individual subjects at all levels of education, especially in graduate level. Instructors should develop moral added in his/her course. This article presented a framework for developing moral added learning with look-around cases for graduate education.

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471

. & & " ' " .,. 2546-2550

OUTCOMES AND MODELS OF MORALITY AND ETHICS-INTEGRATED TEACHING AT KHON KAEN UNIVERSITY FROM 2003-2007 C$ .! & 6@ $ . ! " .! % &( ! 6@ $ . { *£ / 6@ $ ' Q * ' % & G"> % ' " ) >/> " " ) "{ > F"#$"4 . . 2546-2550 ' " & & ; " " % ' JP %! " " ) ! " # $ 4 &4 H ) ) %! ! " , "( % ' " < = I" ! " # $ % = ; "># 6 G" !' @ @$ ) / " "( ! ) ) !' ' G !G !, G # ! " # $ , ' ! ) ) #1( "( $*} . .2546 [1 *X G" . . 2550 ' !' 6$ G 5 $ ; 192 '/ " , "( % ' % #1( 72 / , G 47 *Q G" 32 G " 1 ; 5,629 / ' ! " # ) ) !' % $ " % $ % GG G ]& " ! %*+ * %! ! ) ) \ 5 @* GG & , & *Q G" , G!% ' ( % [ ]1 $ @* GG ' " )' !' $ " \* , G @* GG [ ! ) \ * 6 * % %*+ !' 1 , # " 1 $ , >$ * % " 1 G $ ' !' "G ) '( " \ & , @*# % =G\] ]' ' " & “ )' ! ) ) ” , G G % & " $ , "G [ 1 & " < = @= Realizing the importance of producing graduates with knowledge and morals, Khon Kaen University has established the Committees on Morality and Ethics-Integrated Teaching since 2003. Their role is to promote the teaching style that incorporates morals and ethics for the professors and lecturers throughout the University. 5 workshops for the total of 192 lecturers have been held. The outcomes of the teaching style that incorporates morality and ethics into the classes were 72 teaching-research projects, 47 lectures, and 32 laboratories. 5,629 students have been taught with such style with various moral and ethical topics such as affection, compassion, punctuality, consciousness, critical thinking, honesty and perseverance. The teaching style could be categorized to 5 models: media-based, practice-based, teaching material-based, project assignment-based, and scenario analysis-based model. Each model had different teaching concept and method to allow several ethical topics integrated. The teaching evaluations have shown major student satisfaction and authentic assessment has shown that some students combined morals into their behavior. In addition, teaching media have been distributed to encourage such teaching style. They included the websites, CDs, a book “Morality and Ethics-Integrated Teaching” and workshops provided for the outside academic communities.

472

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POTENTIAL OF BASIC EDUCATION TOWARDS CURRICULUM DEVELOPMENT EMPHASIZED ON SUFFICIENCY ECONOMY, IN THE NORTH-EAST, THAILAND C$ .! & G>% '( ! ! .! . @ ; ! ' F"#$"4 . . 2549-2550 ' " & & ; " * " * ! 1 ) 4 &4 H " # / % ' "{ " @ !' % * " > % ^ % ' " < = I" " "( '( ' " [* % & 1 , # / % ' , "G 1 #"( &( ^ $ "{ " @ !' % * " > % ^ % ' % & * % $ # / % ' , " %j' % & % =G# @ % * , $ " $ ; 1,762 / $ $ $ (Simple Random Sampling) # @ % , $ " $ ; 395 / % & GG% (Purposive Sampling) % # @ % * , $ [' $ $ %j ' $ %G' %G ^ % # @ % , % % % &( (Content Analysis) 6 " * Q6 " '( 1. , # / % ' , "G 1 #"( &( ^ $ "{ " @ !' % * " > % ^ % ' G $ G $ & , / % ' @$, "G $ G " * / [ !' @$, "G * 2. # / % ' $ ; % "{ " @ !' % * " > % ^ % ' @$, "G* 3. % $ , / % ' !' ' !' \* !' 5 " "G \ $ " " ) !' ' $ 6@ * " !' % 6@ % ' %*+ ; "> " !; 6 " % ' @ !' % 6@ % ' %*+ ; "> %# , G!G ! !' # , " % ' !' % 6@ % ' %*+ ; "> " $ % ' @ "G ; ) G ; "G / \ $ G , / % ' 4. % $ / % ' !' ' !' \* !' & % " ^ !' / % ' $ * % ' { " ) , ! [ %* / , G %# ' $ $ , # / % ' %* "G "G 1 $ & $ & , " * $ / % ' "G * " " ) $ Z# / % ' ; "G / \ $ G / % '

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473

" < = @= This purpose of this research was to study internal and external school readiness for curriculum development emphasized on sufficiency economy in schools under the Office of the Basic Education Commission in the North-East of Thailand in order to determine strengths and weaknesses. The samples size were 1762 by simple random sampling and 395 by purposive sampling. Frequency, percentage, means, standard deviation for quantitative data and content analysis for qualitative ones were calculated for the data analysis. The results were as follows, 1. Internal readiness in the target schools was shown. The readiness of staffs were at high level and for internal school co-operation while medium level has shown for administration and for materials, tools/buildings. 2. External readiness which was co-operation with community in the target schools was shown in medium level. 3. There were 5 internal strengths of the target schools from high to low. The first was good relationship to families and surrounding community. The serial of the second to the fourth were about child center, provision, planning and understanding in roles/tasks. The fifth was learning unit setting relevantly to subject description. Weakness was not found in this grouping. 4. There were 5 external strengths of the target schools, respectively, from high to low. They were documents of evidence for participation with tradition/custom with community, giving opportunities for out side persons to get involve with school activities, giving opportunities to get educational supports from other organizations, co-operation to provide meeting between the schools and community and finally, informing school activities to public. Weakness was not found in this grouping.

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474 C$ C$

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" < = I" " % & '( ' $ % & * % " @ G ; @ \*, % % = # " 1 * \ $ " 1 " G * > > ' !' % ' , ! " @ G 1 *} 1 2549 ; 2,751 *} 1 2550 ; 2,709 % & & !' , \ $ GG G[ 1 jG"G 6 " *\ $ % = # " 1 $ % &( , " @ "G !' \ $ )' %!' $ *X>> ; @ \*, G G ; % G "G ! # !"( *} 1 2549 *} 1 2550 " < = @= The purposes of this research were to appraise the training curriculum, the students’ applications, attitudes and opinions. The population consisted of 2,751 students in 2006 academic year and 2,709 students in 2007 academic year who studied in and out the campus. The instrument was a questionnaire. The results were as follow: the students’ opinions for the contents as very good; lighting the candle for wisdom ceremony. The applications, the training process and the procedures as good every items. These were in 2006 and 2007 academic years.

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MEANING AND INDICATORS OF SPIRITUAL HEALTH: THE CASE STUDY OF BOON-NI-YOM SANTI-ASOKE C$ .! & 6@ $ . , " )">> F"#$"4 . . 2545-2547 ' " & & ! " ! " Asoke Community. 4 &4 H >> # ! >> " / " < = I" " '(%*+ " % ' " [* % & ) G " '( " # “ # ! >> ” "G @ # , G> " / 6 1 G $ / , # >> $ [1 & , >> %*+ " !' \ $ ' @* \ $ '# G%# %*+ * ) , ; “ ” $ Z# %*+ @ 1 1 %*+ !' “ # ! >> ” & >> !' ' # G$ \ %*+ 2 GG & # GG/ ' # GG/ !' ' “ # ! >> ” " @ \ % " '( " # 6@ ' # ! >> # / ]1 % # GG / ' " " '( (1) "!) % ' , 1 ; " % , (2) ' ' ') (3) G% = '* (4) ' * " * ' % ' G $ (5) # " ' [ "G6 G, !; (6) '% % &( %7 6@ & (7) $ % %G G $ , (8) ' !' "G @ $ % = [1 (9) ' !' %*+ ; % \ (10) "( " \ $ " \ $ % " < = @= The objectives of this qualitative study were to explore the meaning and indicators of “spiritual health” as perceived by people who live in Boonniyom Santi- Asoke Community. The results of the study showed that “spirit” was defined as “mind” or “mentality” which was an energy that has no form and boundary and primarily determines to “kamma” of a person. It referred to consciousness, thought and a storage of kamma. Spiritual Health was defined as happiness of mind which was divided into 2 types; mundane and super-mundane. Individuals who had spiritual health would perceive by themselves. Ten indicators of spiritual health as identified by Santi Asoke people who focus on super-mundane spiritual health were: (1) Faith and energetic efforts to study and train to eliminate defilements. (2) possession of virtue and devotion to good things (3) peace , polite, good and kind speech (4) economize, delicate and simple (5) diligence, competence and accountability in working (6) kindness compassion and altruism (7) cheerfulness and delight (8) being able to rapidly response and distinguish between wholesome and unwholesome (9) powerful mind in abandoning defilements (10) strong mind that not being vulnerable to defilements.

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