The project has objective to design lady costume mix between lady costume’s Party wear style and 5 woven. Learner conducted research by use Analysis tools descriptive analysis. Population group are distinguished costume identity in design. Simple and modern in work create identity to be analysis work. Learner has studied physical include condition of design color material and technical decoration in simple group. At the result Information of study lady costume’s Party wear style mix together with local silk able to wear and It has new structure took trend fashion help to develop costume design. Representation to be clean identity and focus on show obvious of work appropriate with present on costume. It’s goods for modern and add more value of silk.

The costume design Avant-Garde style by development to actually wesable aims to study and adapt basic concepts of Avant- Garde costume design in order to develop and apply for developing a unique outstanding and fashionable costume which was inspired by the natural protection of armadillos. For the method of study I had done a research concerning patterns of Avant-Garde costume and the self-mechanism of armadillos so that I can apply it in my design and make it wearable in real life. As the result the pattern of Avant-Garde costume has distinctive feature in its unique figure and materials which can be furthered in designing Avant-Garde costume. Moreover the pattern can be used as a guide for the practical and fashionable patternjs adjustment. From my study I have found that combining details and main features of Avant-Garde costume and armadillos together will bring the success. Because designing practical Avant-Garde costume it will have to compose those details and features in order to get numerous forms of pattern but still be in Avant-Garde style. And that will be another advancement of Avant-Garde fashion.

This study aims to examine meanings and compare emotional words appeared in entertainment magazines. The study was carried out by synthesizing the content according to a definition framework on the meanings of emotional words by Rungthiwa Chatthanrasmi. That can be classified into 3 categories; emotional words expressing emotions and feelings of the speakers emotional words expressing desire and demand of the speakers and emotional words expressing perception and thought of the speakers. Data collected from movie magazines issued 914 year 9 Bang Ra Chan and issued 998 year 9 Wi Marn Mek Khala. The results found that there were 9 emotional words in Bang Ra Chan that expressed the speakers’ feelings; the emotions of dissatisfied surprised suspicious or inquiring loving frightened pitying annoying insulting and indignant. The results showed 18 emotional words in Wi Marn Mek Khala; frightened sarcastic surprised excited disliked dissatisfied suspicious or inquiring annoying blundering appreciated delightful discouraged indignant pitying distressed teasing being at ease and feeling sorry for the loss. Moreover there were the same emotional words appeared in both Bang Ra Chan and in Wi Marn Mek Khala expressing more than one meanings for example “Tho!!” (pitying annoying and frightened). There were also the emotional words used to express desire and demand of the speakers in Bang Ra Chan and Wi Marn Mek Khala that divided into 3 aspects. The first one was the word “Aow” in Bang Ra Chan and the word “Hei” in Wi Marn Mek Khala. The second one was the words that expressed getting attention the word “Hei” in Bang Ra Chan and the words “Chuay Duay” “Ah Ham” “Hei” in Wi Marn Mek Khala. The third one was the words expressing argument of the speakers as the followings “Aao” in Bang Ra Chan the words “Wei” “Aoi” “Hei” in Wi Marn Mek Khala. Also there were the same emotional words appeared in both Bang Ra Chan and in Wi Marn Mek Khala that conveyed more than one meanings on desire or demand of the speakers for example “Hei” expressing desire or demand getting attention and argument of the speakers. There were the same use and different use of the emotional words that expressed perception or thought of the speakers. The word that expressed the speakers’ perception in Bang Ra Chan was “Er”. The words that expressed the speakers’ perception in Wi Marn Mek Khala were “Aor” “Hm” “Um” “Er”. They both used the same emotional words “Er”.

The purposes of this survey research were to study (1) personal factors (2) student’s breakfast consumption behavior (3) the relationship between student’s personal factors and breakfast consumption behavior (4) ) relationship between knowledge of breakfast consumption to breakfast consumption behavior of student’s who were studying at College of Hotel and Tourism Rajamangala University of Technology Srivijaya Trang campus.Sample group was undergraduate Students studying in the 1st semester 2015 academic Year total 250 persons instrument were questionnaires. Percentage Mean Standard Deviation and Chi Square were used in data analysis. Research result found that Students had medium knowledge of breakfast consumption. Students breakfast consumption behavior was medium. When each question was examined fair medium and good were found. Students personal factors which are sex age year of study person who student stayed with had no relationship with students breakfast consumption behavior. Students knowledge of breakfast consumption had positive relationship with students breakfast consumption behavior at statistically difference of .05 significance.

The objectives of this research are; 1) To compare the nutrition knowledge of metabolic syndrome patients before and after was educated by 3 methods as follows: Educate by nutrition manual using Educate by suggestion and Educate by telephone; 2) To compare the nutrition knowledge differences of metabolic syndrome patients classified by 3 educated methods: nutrition manual suggestion and telephone using. Nutrition manual and Questionnaires were analyzed. Statistics which was used in analysis are Frequency Percentage Mean Standard Deviation t-test F-test and Scheffe’s Method. The results show the comparison of the results of the differences in knowledge of nutrition in metabolic syndrome patients as classified by 3 educational method found that metabolic syndrome patients’ nutritional knowledge between those who were educated by nutrition manual use only those educated by suggestion and those educated by communication device differed statistically significantly at a .05 level. Using Scheffe’s Method the multiple comparison test of nutrition knowledge of metabolic syndrome patients as classified by educational method found that the metabolic syndrome patients who were educated using the nutrition manual had a greater understanding of nutrition than the metabolic syndrome patients educated by suggestion. Moreover metabolic syndrome patients who were educated using the nutrition manual had a greater knowledge of nutrition than the metabolic syndrome patients who were educated using a communications device.