The purposes of this research were to investigate the types of local foods of Praknamdaeng Community and the potential of local wisdom of the community’s traditional foods in the aspect of raw material resources production process commercial production wisdom transfer to collect the knowledge of food ingredients and cooking methods and to study nutritive values of 15 recipes (using INMUCAL-Nutrients program) in Praknamdaeng Community Amphawa Samutsongkhram. This research was conducted by in-depth interviews with 12 local food experts who have lived in six villages of Praknamdaeng Community. Two people per village were purposively selected. The research tools were interview forms a tape recorder and a camera. The data were analyzed by mean percentage and rating scales. The study revealed that 132 types of local foods were found and classified into three groups namely main dish (75%) dessert (15.15%) as well as preserved and processed foods (9.85%). As for the potential in raw material resources all types of traditional foods were at a high level (100%) and in the aspect of the potential in production process all kinds of the foods were also at a high level namely main dish (93.94%) preserved and processed foods (84.62%) and dessert (80%). Furthermore the potential in preserved and processed food’s commercial production was at a high level (53.85%) whereas the potential in dessert’s commercial production was at a moderate level (40%) and the potential in main dish was at a low level (52.53%). From the result of wisdom transfer all types of the foods were at a moderate level including dessert (100%) preserved and processed foods (100%) and main dish (67.67%). As a result of the collection of the knowledge of food ingredients and cooking methods the commonly used meat to cook main dishes were found in the local areas and consisted of cuttle fish tilapia long-whiskered catfish mullet sea catfish sea bass rock cod mackerel bream white bait nile tilapia shakehead fish giant tiger prawn banana shrimp jinga shrimp sea crab and salt mardi crab. Moreover the vegetable ingredients were phak plang (Bacella alba Linn.) cha-kram (seablite) luk sam sip (Asparagus race mosus willd) phak bia (rose moss) nam pung do (Azima sarmentosa Benth) and phak kom hin (Trianthema portulacastrum). Most dessert ingredients were coconut milk palm sugar and granulated sugar whereas the ingredients of preserved and processed foods were fishes shrimps and salt which were used to preserve foods; for example drying salting etc. In addition the findings showed that the main dishes’ cooking methods of six villages were curries with local vegetables including hot and sour soup with phak kom hin (Trianthema portulacastrum) hot and sour soup with cha-kram (seablite) hot and sour soup with phak plang (Bacella alba Linn.) hot and sour soup with tua tob tab (Derris trifoliate Lour.) hot and sour soup with yod prong thalee (queen sago leaf) hot and sour soup with sano (Sesbania javanica Mig.) flower kaeng liang (spicy herb soup) with phak kom hin (Trianthema portulacastrum) kaeng oom (dill soup) with nam pung do leaf and red curry with Nipa palm’s fruit. Nowadays the ready-made curry paste which is available in the market is normally used. If any vegetables used were bitter salty or astringent they would be boiled before cooking. Most of the desserts were boiled ones such as khanom tom (Thai coconut munchkins) khuay buat chi (banana in sweet coconut milk) buat fak thong (pumpkin in sweet coconut milk) green beans in light syrup soft sweet sticky rice pudding with young coconut meat and tapioca pearl pudding with young coconut meat. Due to lots of fishes all year-round most of the favorite preserved and processed foods in the community were sun-dried fish and deep-fried marinated fish. Due to study the nutritive values of 15 recipes of local foods of Praknamdaeng Community it was found that cha-kram red curry with cockle provided highest energy (2578.59 kcal) highest fat (196.29 g) highest iron (74.35 mg.) highest Vitamin B1 (0.70 mg) and highest Vitamin B2 (2.76 mg) respectively. Cha-kram Jam provided highest carbohydrate (347.76 g). Steamed tilapia curry in banana leaves with cha-kram provided highest protein (135.15 g) highest Vitamin C (65.65 mg) and highest Niacin (24.73 mg) respectively. Nam Pung Do scrambled egg provided highest Vitamin A (736 µg RE). According to sensory evaluation test on appearance color odor taste texture and preference of 15 recipes of Praknamdaeng’s local foods the result of taster acceptability test indicated that they highly liked every aspect of 13 recipes while steamed tilapia curry in banana leaves with cha-kram and Cha-kram Jam were accepted between a moderate level and a high level.

The purposes of this research were (1) to study and (2) to rank the needs of RMUTP environment management on undergraduate students’ learning development as well as (3) to present a proposed guideline to improve RMUTP environment. 343 students enrolling in the first semester of the academic year 2015 were selected with simple random sampling. The research tool was questionnaire. The data were analyzed through percentage (%) mean ( ) standard deviation (S.D) t-test modified priority needs index: PNI modified and content analysis. The results demonstrated that: (1) The overall mean scores of the reality and expectation of RMUTP environment on students’ learning are statistically different at 0.01. (2) The physical environment needs for supporting students’ quality of life was ranked the first. The second was university facilities to enhance their learning and the third was help and information service. The curriculum management was ranked the fourth. The last one was instructors. (3) A students’ proposed guideline: 3.1 As for physical environment needs for supporting students’ quality of life the highest was more relaxing space. 3.2 As for university facilities to enhance their learning the highest was that learning equipments should be adequate for them. 3.3 As for help and information service public relation and university information for students should be improved at a high level. 3.4 As for curriculum management the study suggested students’ needs for curriculum development to meet current employment demand and to implement effectively at the workplaces. 3.5 As for instructors the highest rank was that instructors ought to understand and listen to students’ needs. They should let students express their opinions.

The purposes of this research were to investigate the types of local foods of Praknamdaeng Community and the potential of local wisdom of the community’s traditional foods in the aspect of raw material resources production process commercial production wisdom transfer as well as to collect the knowledge of food ingredients and cooking methods in Praknamdaeng Community Amphawa Samutsongkhram. This research was conducted by in-depth interviews with 12 local food experts who have lived in six villages of Praknamdaeng Community. Two people per village were purposively selected. The research tools were interview forms a tape recorder and a camera. The data were analyzed by mean percentage and rating scales. The study revealed that 132 types of local foods were found and classified into three groups namely main dish (75%) dessert (15.15%) as well as preserved and processed foods (9.85%). As for the potential in raw material resources two types of traditional foods were at a high level (100%) and in the aspect of the potential in production process all kinds of the foods were also at a high level preserved and processed foods (84.62%) and dessert (80%) and main dish was at a moderate level (54.55%) Furthermore the potential in preserved and processed food’s commercial production was at a high level (53.85%) whereas the potential in dessert’s commercial production was at a moderate level (45%) and the potential in main dish was at a low level (59.60%). From the result of wisdom transfer all types of the foods were at a moderate level including dessert (100%) preserved and processed foods (100%) and main dish (67.67%). As a result of the collection of the knowledge of food ingredients and cooking methods the commonly used meat to cook main dishes were found in the local areas and consisted of cuttle fish tilapia long-whiskered catfish mullet sea catfish sea bass rock cod mackerel bream white bait nile tilapia shakehead fish giant tiger prawn banana shrimp jinga shrimp sea crab and salt mardi crab. Moreover the vegetable ingredients were phak plang (Bacella alba Linn.) cha-kram (seablite) luk sam sip (Asparagus race mosus willd) phak bia (rose moss) nam pung do (Azima sarmentosa Benth) and phak kom hin (Trianthema portulacastrum). Most dessert ingredients were coconut milk palm sugar and granulated sugar whereas the ingredients of preserved and processed foods were fishes shrimps and salt which were used to preserve foods; for example drying salting etc. In addition the findings showed that the main dishes’ cooking methods of six villages were curries with local vegetables including hot and sour soup with phak kom hin (Trianthema portulacastrum) hot and sour soup with cha-kram (seablite) hot and sour soup with phak plang (Bacella alba Linn.) hot and sour soup with tua tob tab (Derris trifoliate Lour.) hot and sour soup with yod prong thalee (queen sago leaf) hot and sour soup with sano (Sesbania javanica Mig.) flower kaeng liang (spicy herb soup) with phak kom hin (Trianthema portulacastrum) kaeng oom (dill soup) with nam pung do leaf and red curry with Nipa palm’s fruit. Nowadays the ready-made curry paste which is available in the market is normally used. If any vegetables used were bitter salty or astringent they would be boiled before cooking. Most of the desserts were boiled ones such as khanom tom (Thai coconut munchkins) khuay buat chi (banana in sweet coconut milk) buat fak thong (pumpkin in sweet coconut milk) green beans in light syrup soft sweet sticky rice pudding with young coconut meat and tapioca pearl pudding with young coconut meat. Due to lots of fishes all year-round most of the favorite preserved and processed foods in the community were sun-dried fish and deep-fried marinated fish.

The purpose of this research was to study state and problems of teaching management in general education. The research samples were 54 instructors of general education program and 364 students enrolling in general education courses Rajamangala University of Technology Phra nakhon in the second semester of the academic year 2014. The research tools were questionnaire interview and focus group discussion. The data were analyzed by frequency percentage mean and standard deviation. The findings were as follows: 1. As for students’ opinions on the general education content the overall opinions are at the high level and due to each program of general education the students’ opinions towards the implementation of Thai language ( = 4.00) social science and humanity ( = 3.67) and physical education ( = 3.38) are at the highest level. The students’ opinions towards foreign language for basic principles of further education are at the highest level ( = 4.01). 2. As for students’ opinions on state of teaching management in general education the students’ opinions towards the development of general education instruction according to Thai qualification framework for higher education are at the high level and within each aspect the students’ opinions towards interpersonal skills and responsibility are at the highest level ( = 3.81) followed by moral and ethical behavior ( = 3.79) and knowledge ( = 3.72) while mathematical analysis skills communication skills and information technology application skills rated the lowest ( = 3.52). 3. As for students’ opinions on problems of teaching management in general education the students’ opinions towards problems of general education instruction according to Thai qualification framework for higher education are at the moderate level and within each aspect the students’ opinions towards mathematical analysis skills communication skills and information technology application skills rated the highest ( = 2.80) followed by moral and ethical behavior ( = 2.75) and knowledge ( = 2.63) while interpersonal skills and responsibility are at the lowest level ( = 2.54). 4. As for the comparison of the students’ opinions on state and problems of teaching management in general education according to Thai qualification framework for higher education it was found that every aspect was statistically significant at 0.00 level. 5. As for instructors’ opinions on state of teaching management in general education the instructors’ opinions towards the development of general education instruction according to Thai qualification framework for higher education are at the high level and within each aspect the instructors’ opinions towards interpersonal skills and responsibility are at the highest level ( = 3.59) followed by moral and ethical behavior ( = 3.52) and cognitive skills ( = 3.34) while mathematical analysis skills communication skills and information technology application skills rated the lowest ( = 3.18). 6. As for instructors’ opinions on problems of teaching management in general education the instructors’ opinions towards problems of general education instruction according to Thai qualification framework for higher education are at the moderate level and within each aspect the instructors’ opinions towards mathematical analysis skills communication skills and information technology application skills rated the highest ( = 3.10) followed by knowledge ( = 3.05) and cognitive skills ( = 3.02) while interpersonal skills and responsibility are at the lowest level ( = 2.78). 7. As for the comparison of the instructors’ opinions on state and problems of teaching management in general education according to Thai qualification framework for higher education it was found that moral and ethical behavior interpersonal skills and responsibility were statistically significant at 0.00 level.

การวิจัยเรื่องความพึงพอใจของนักศึกษาชั้นปีที่ 1 ที่มีต่อการจัดกิจกรรมนักศึกษามหาวิทยาลัยเทคโนโลยีราชมงคลพระนคร มีวัตถุประสงค์เพื่อศึกษาความพึงพอใจของนักศึกษาชั้นปีที่ 1 ที่มีต่อการจัดกิจกรรมนักศึกษามหาวิทยาลัยเทคโนโลยีราชมงคลพระนคร และศึกษาความต้องการของนักศึกษาชั้นปีที่ 1 ที่มีต่อการจัดกิจกรรมนักศึกษามหาวิทยาลัยเทคโนโลยีราชมงคลพระนคร กลุ่มตัวอย่างได้แก่ นักศึกษาชั้นปีที่่ 1 ที่มีต่อการจัดกิจกรรมนักศึกษามหาวิทยาลัยเทคโนโลยีราชมงคลพระนคร กลุ่มตัวอย่างได้แก่ นักศึกษาชั้นปีที่ 1 มหาวิทยาลัยเทคโนโลยีราชมงคลพระนคร ทั้ง 9 คณะ ที่เข้าร่วมกิจกรรมปีการศึกษา 2557 จำนวน 355 คน ซึ่งกำหนดขนาดตัวอย่างตาราง Krejcie&Morgan และทำการสุ่มแบบตามความสะดวก เครื่องมือที่ใช้ในการเก็บรวบรวมข้อมูลในการวิจัยครั้งนี้ ได้แก่ แบบสอบถามความพึงพอใจของนักศึกษาที่มีต่อการจัดกิจกรรมนักศึกษามหาวิทยาลัยเทคโนโลยีราชมงคลพระนคร สถิติที่ใช้ในการวิเคราะห์ข้อมูล ได้แก่ ค่าเฉลี่ย ค่าร้อยละ ส่วนเบี่ยงเบนมาตรฐานผลการวิจัยพบว่า 1.1 ผลการวิเคราะห์ข้อมูลทั่วไปของผู้ตอบแบบสอบถาม ส่วนใหญ่เป็นเพศหญิง คิดเป็นร้อยละ 61.01 ศึกษาอยู่ในคณะบริหารธุรกิจ คิดเป็นร้อยละ 37.42 การจัดอันดับประเภทของกิจกรรมที่เคยเข้าร่วมทั้ง 5 กิจกรรม พบว่า ส่วนใหญ่เข้าร่วมกิจกรรมด้านวิชาการและวิชาชีพเป็นอันดับที่ 1 คิด เป็นร้อยละ 27.20 อันที่่ 2 ได้แก่ กิจกรรมด้านกีฬาและส่งเสริมสุขภาพ คิดเป็นร้อยละ 22.61 อันดับที่4 ได้แก่ กิจกรรมด้านคุณธรรม จริยธรรม คิดเป็นร้อยละ 17.24 และอันดับที่ 5 ได้แก่ กิจกรรมด้านศิลปวัฒนธรรม คิดเป็นร้อยละ 9.58 และเมื่อพิจารณาถึงเหตุผล การเข้าร่วมกิจกรรม พบว่า ส่วนใหญ่มีความสนใจการเข้าร่วมกิจกรรม คิดเป็นร้อยละ 72.64 1.2 ผลการวิเคราะห์ระดับความพึงพอใจของนักศึกษาชั้นปีที่ 1 ที่มีต่อการจัดกิจกรรมนักศึกษามหาวิทยาลัยเทคโนโลยีราชมงคลพระนคร นักศึกษาชั้นปีที่ 1 มีความพึงพอใจต่อการจัดกิจกรรมนักศึกษามหาวิทยาลัยเทคโนโลยีราชมงคลพระนครโดยภาพรวมอยู่ในระดับมาก (=3.92S.D.=0.84) เมื่่อพิจารณาการจัดกิจกรรมแต่ละด้าน พบว่า การจัดกิจกรรมทุกด้านมีระดับความพึงพอใจอยู่ในระดับมาก ดังนี้ ด้านคุณภาพของกิจกรรมนักศึกษา (=4.00S.D.=0.81) รองลงมาได้แก่ ด้านกระบวนการจัดกิจกรรมนักศึกษา (=3.82S.D.=0.85) ด้านเจ้าหน้าที่ / วิทยากร (=3.96S.D.=0.88) และด้านสิ่งอำนวยความสะดวก (=3.91S.D.=0.81) 1.3 ผลการวิเคราะห์ความต้องการของนักศึกษาชั้นปีที่1 ที่มีต่อการจัดกิจกรรมนักศึกษามหาวิทยาลัยเทคโนโลยีราชมงคลพระนคร นักศึกษาชั้นปีที่ 1 มีความต้องการต่อการจัดกิจกรรมนักศึกษามหาวิทยาลัยเทคโนโลยีราชมงคลพระนครโดยภาพรวมอยู่ในระดับมาก (=3.98S.D.=0.85) เมื่อพิจารณาการจัดกิจกรรมแต่ละด้าน พบว่า การจัดกิจกรรมทุกด้านมีระดับความต้องการอยู่ในระดับมาก (เรียงตามลำดับมากไปหาน้อย) ดังนี้ ด้านเจ้าหน้าที่/วิทยากร (=4.30S.D.=0.87) รองลงมาได้แก่ ด้านคุณภาพของกิจกรรมนักศึกษา (=4.02 S.D.= 0.82) ด้านสิ่งอำนวยความสะดวก (=3.99S.D.=0.85) และด้านกระบวนการจัดกิจกรรมนักศึกษา (=3.88S.D.=0.88)