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.

Broken rice of Thai cross breed black rice Riceberry was an under-utilized agricultural by-product that contains high content of anthocyanins the multiple health benefits flavonoid. In this study these anthocyanins were used to develop healthy dark hocolates. The anthocyanin extract from the broken Riceberry rice was prepared into anthocyanin powder using freeze-drying technique in which maltodextrin was used as a carrier material. Healthy dark chocolates were prepared by replacing cocoa powder with anthocyanin powder by 5 10 and 15 g/g cocoa powder which respectively delivers DC5 DC10 and DC15 anthocyanin-fortified dark chocolate bars. The color analysis showed no blooming (undesired white color at the chocolate surface) in all chocolates. The increase the anthocyanin powder content significantly decreased the hardness of the dark chocolates (33.9-27.2 N). Total anthocyanin content (TAC) in the dark chocolates increased respectively as anthocyanin powder content increased. The health benefit of the anthocyanin-fortified dark chocolates was improved as the DPPH antioxidant activity of all treatments was 4-9% higher than that of the control DC0. Sensory evaluation revealed that DC10 received higher liking scores (6.4-7.5) than the DC0 indicating more consumer preference. The anthocyanin-fortified dark chocolate delivers an alternative strategy to improve the health property of chocolates. This application of anthocyanin from the broken Riceberry rice could help increase the value and the utilization of Thai agricultural by-product.

In this study natural rubber latex/chitosan (NRL/CT) composites were prepared by latex mixing. The effects of chitosan on latex properties and physical Properties of NRL/CT composite films were focused. It was found that there was no significant change in the latex properties with increasing CT content. Increasing CT contents of 0.5 to 8.0 phr caused the rising of 300 % modulus of the NRL/CT composite whereas the opposite trend was found for tensile strength and elongation at break. The antimicrobial efficacy of the chitosan-incorporated rubber was slightly enhanced from that of the non-chitosan rubber. By comprehensive consideration CT content suitable for antibacterial gloves according to Thai industrial standards (TIS 1056-1: 2013) was 1 phr. For other latex products that require high modulus and antibacterial activity such as tubing pillow foam rubber nipple and catheter CT could be used at higher contents from 2 to 4 phr.

The purpose of this article is to explain the concepts and theories involving corporate Social Responsibility (CSR) and how these theories can be put into practice in business organizations. The related theories and concepts used in this study include the stakeholder Theory Legitimacy Theory concept of Business Ethics and the concept of corporate Citizenship. In addition the study examines how the integration of CSR concepts with the Competitive Strategy theory can be used in organizations. In particularly two significant theories of competitive advantage namely the Resources Based Theory and the Market Based Theory are applied along with the theories of CSR to assess how businesses gain competitive advantage in a long run.

Brake pad is a one of products that plays a role in the automotive parts industry and directly affects safety. Therefore there are many designs of brake pads for product development. This research aims to study the thermal conductivity of brake pads and define the thermal conductivity that appropriate to brake pads and also solve the problem of deterioration of braking automotive parts. To achieve this the 3 different ingredient brake pads from Compact International (1994) Co. Ltd. are studied in terms of the heat transfer behavior. The experimental work was set by simulating a brake on the single dynamometer at the braking speed of 50 100 and 130 km/h. As a results the significant parameters are copper and fillers respectively. It affects the heat transfer behavior by means of applying heat from the contact area between the brake pad and the brake disc to the caliper This knowledge will be used in the design of brake pad ingredients to determine the appropriate conductivity of the brake pads.