This research aimed to study the use of coarse aggregate obtained from removing old recycled asphalt pavement (RAP) in the production of the porous concrete paving block. Crushing and size separation of the coarse aggregate by using standard sieve size by selected the gradation size of the coarse aggregate that passed to sieve size 1/2” and retained on sieve size 3/8” and other that passed to sieve size 3/8” and retained on sieve size No.4 by mixing ratio 50 : 50 of the mass as replaced natural coarse aggregate. Portland cement quantity about 18% and 20% by weight of the aggregate. The water to cement ratio was 0.30 and 0.35 respectively. Compressive strength flexural strength and water permeability were investigated. The results showed that the cement content and water to cement ratio was influenced the strength properties and water permeability rate of the porous concrete paving block. The porous concrete paving block mixed with higher cement content (20%) had the compressive strength at the age of 28 days increased by 16-24% when compared with lower cement content (18%). On the other hand the water permeability rate decreased by 5.1-8.1%.

In conducting the research on Material Science two composite materials ultra high molecular weight polyethylene (UHMWPE) powder and aluminum oxide (Al2O3) powder were formulated by hot compression molding process. The formulated materials demonstrated good mechanical properties and high wear resistance properties. Based on the studies the Al2O3 grade selected was Al2O3 HTM 30 harboring mixed uneven powder particle sizes ranging from 2 to 5 microns (μm) and selected proportion of Al2O3 alloy mixed for improving mechanical and wear resistance properties of the UHMWPE composite material was the UHMWPE+Al2O3 HTM 30 at a ratio of 95:5%. When considering both material properties and cost effectiveness in the impact test 2-5 μm Al2O3 HTM carried the higher impact strength than other aluminum oxide grades with the values up to 586.8 J/m at a ratio of 5% aluminum oxide. The hardness test of the 2-5 μm UHMWPE+ Al2O3 HTM delivered the hardness at 58.8 using the standard durometer. The tensile test values consisted of Yield Strength Ultimate Tensile Strength Breaking Strength Elongation at Break and Modulus of elasticity equal to 20.52 MPa 29.96 MPa 22.83 MPa 265.8% and 784.46 MPa respectively.

Admission to higher education By students who come to study later from different institutions Different residence But have to live in the same university Which must meet An environment with a difference Social trends or values of the current society that have Quick change Friends that have a wide variety of family and social basics are also popular. The lifestyle which students who come to study in the Faculty of Engineering must have patience there is discipline and responsibility; there is morality ethics and sacrifice. Therefore it will succeed as a good and qualified engineer. Creative recruitment process it is considered that it is important to the lifestyle of a new group of students to have the opportunity to build a good relationship with their studies in engineering. Able to develop good relationship in future career in engineer A creative approach to recruiting to build relationships towards engineering studies. By organizing seminars to guide creative recruiting from people related to students Which consists of administrators teachers And staff of the Faculty of Engineering the objective of the official recruitment is creatively to find ways to create creative recruiting in the Faculty of Engineering and to create positive values for the Faculty of Engineering students. So that students are conscious of building a good relationship to study engineering.

This research aims to develop the guidelines of an automated educational recommending system through various social media in form of chat robots (Chatbot). This is under the assumption that the Chatbot can assist the human workload in responding to Students’ frequently asked questions (FAQ). With the Chatbot inquirer students would be responded in fast and accurate to the inquiries. The prototype of this system is built on the Dialogflow platform to connect to the Line Application. The prototype was tested via users and received “good” level of the overall user’s satisfaction.

The objective of this research was to develop the engineering students in accordance with the Bachelor of Engineering (B.Eng.) curriculum (industrial engineering) through the work-integrated learning program under which the students worked in the production line from Monday to Friday and studied the theories on Saturday. The learning program continued throughout the semester under the collaboration with Thai Cutting Tools Manufacturers (TCTM) of which 26 companies participated in the program. The program determined the development plan for the students of IE.102 course: Basic Production Process for Engineers through the project-based learning (PBL) program in accordance with the CDIO standard (Standards No.1-4). Twenty-seven (27) students of the work-integrated learning (WiL) program worked in 7 companies which were manufacturers and developers of cutting tools machine tools high precision parts and machines. All participating companies were designer and developers of new products and innovations and their products were distributed in and outside the country. Hence the students learnt from working in the production line to create new products according to the production plan. The products newly created through the integrated production method consisted of machine tools automated machines lathe milling drilling fitting grinding welding and metal sheets. The students learnt to use the tools to assemble and create the machines and developed the technology operation skill for production of high precision products. The learning and working were combined and applied to create those products. The students’ skills were developed in compliance with the CDIO standard (Standards No. 5) as the program required them to work in the workspaces to create the products in compliance with the CDIO standard (Standards No.6). The students created the cutting tools in compliance with the CDIO standard (Standard No.7) such as drills center drills end mills reamers insert tools and cutter tools. The students also created shafts gears bushes bolts and wedge assembled the parts in the power transmission of the machines the electric and electronic circuits of the machines and the electric motors and created the machines and molds for production. The teaching arrangement learning assessment and examination of the students’ competency were assessed from the integrated learning skills. Each student undertook the practices to develop the personal and interpersonal skills. The program development was based on self-learning under the supervision monitoring and recommendation of the lecturers specialized in the product design product creation and production management to develop the students in compliance with the CDIO standard (Standard No.7).The students practiced different skills such as conceiving designing implementing and operating respectively. In addition the students reported the progress under the project-based learning program and assessed the learning results before and after the learning session. Based on the study development under the “work college” project it was found that the students could develop the basic engineering skills throughout the semester. The basic engineering skills comprised the followings; 1) Integrated skill on the machine and tool operation in the basic engineering production process 2) Drawing and production drawing analysis skills 3) Material feature analysis skill for production 4) Machine-operating skill for production 5) Measuring tool-operation skill for product quality inspection 6) Machine tool and equipment operation skill for production of finish products 7) Part and component replacement skill for machine maintenance 8) Problem-solving skill in part and component production in case of incompliance with production drawing 9) Analysis skill of production process and conditions for operation at the workplace 10) Interpersonal skill obtained through the duty performance correction of defect parts in accordance with the advices of supervisors problem-solving with colleagues and project development. The 27 students gained the experiences through the work performance in the workplace according to the learning by doing approach. They performed duties developed the project solved problems and obtained the technology operation skill for production in accordance with the assigned tasks. They were trained to systematically solve the work problems. All of them produced cutting tools high precision tools and other tools from drawings and innovative development. They were equipped with basic engineering skills in compliance with the course curriculum standard and CDIO (Standards No. 8). The research findings affirmed that the students’ competency was increased with statistical significance of 0.5. Each of them developed a project under the project-based learning program. The developed projects were highly important. The students’ competency was developed through work performance covering product creation problem-solving. They learnt about the created products and their lifecycle in accordance with the science and engineering study approach. They were trained to identify the problems analyze the causes design the solutions implement the drawing designs and create the new products from the experimental results. The students were developed under the work-integrated learning program in accordance with the CDIO standard. The engineering skills were equipped through the creation of high precision tools and hard metal tools. Through the integrated learning the students obtained the basic engineering knowledge on the mathematic and physic calculations creation of the engineering drawings material analysis for engineering production project management and technology and innovation creation. The students communicated in English during working at the workplace. They understood the material features designed products for production and used these products to further create other products. They understood the connection of the supply chain in the industry with regard to production of 4 product categories which helped the students on creativity knowledge integration for engineering product creation product integration for further production and utilization of the industrial supply chain. The research contributed to the engineer development with regard to science research and innovation for the sustainable development.