CF-Proceeding Document
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Item Open Access การพัฒนารูปแบบรายงานและติดตามผลการดำเนินงาน (PA) ออนไลน์(2561) อารี อยู่ภู่; วรพจน์ สำราญทรัพย์; สิริวรรณ ดิษทรัพย์; Aree Yupu; Worapoj Samransapand; Siriwan Ditsup; มหาวิทยาลัยมหิดล. สถาบันแห่งชาติเพื่อการพัฒนาเด็กและครอบครัววัตถุประสงค์ของงานวิจัยครั้งนี้คือ การนำเทคโนโลยีสารสนเทศมา ประยุกต์ใช้กับการรายงานและติดตามผลการดำเนินงานโครงการ(PA) ให้ ผู้ใช้งานสามารถเข้าถึงและทำงานร่วมกันได้พร้อมกันบน คลาวด์คอมพิวติ้ง เพื่อลดเวลา และขั้นตอนการทำงาน สะดวกในการเข้าถึงสามารถติดตาม ความคืบหน้าและตรวจสอบประวัติการกรอกข้อมูลได้ โดยใช้กูเกิ้ล แอปผ่าน แอกเคาน์ของมหาวิทยาลัย(Mahidol.edu) วิธีการพัฒนาระบบใช้หลักการ ของวงจรการพัฒนาระบบสารสนเทศ (SDLC) มีขั้นตอนในการดำเนินการ ดังนี้คือ 1.ศึกษาและทำความเข้าใจระบบงานเดิม 2.วางแผนการดำเนินงาน และออกแบบระบบงานใหม่ 3.ทดสอบการใช้งาน 4.ปรับปรุงและประเมิน ประสิทธิภาพของระบบ ผลการวิจัยพบว่าระบบที่พัฒนาขึ้น ช่วยให้การ รายงานผลการดำเนินโครงการมีประสิทธิภาพมากขึ้น ผู้ที่กรอกข้อมูลรายงาน ผลการดำเนินงาน หัวหน้าโครงการมีความพึงพอใจในประสิทธิภาพของระบบ ในระดับ “ดี” (𝑋̅ = 4.18 , SD = 0.60)Item Open Access แบบประเมินทักษะพื้นฐานทางการเรียน(2561) อรพินท์ เลิศอวัสดาตระกูล; มะลิรมย์ หัสดินรัตน์; Orapin Lertawasdatrakul; Malirome Hasdinrat; มหาวิทยาลัยมหิดล. สถาบันแห่งชาติเพื่อการพัฒนาเด็กและครอบครัวการวิจัยนี้ มีวัตถุประสงค์เพื่อพัฒนาคุณภาพและคู่มือการใช้แบบประเมินทักษะพื้นฐานในการเรียนเป็นแบบประเมินที่ใช้กับเด็กอายุ 5-8 ปี เครื่องมือที่ใช้ในการวิจัยเป็นแบบประเมินทักษะพื้นฐานในการเรียนที่ปรับปรุงมาจากแบบประเมิน Basic School Skills Inventory A Readiness Measure for Teachers แต่เนื่องจากยังมีบางข้อคำถามไม่เหมาะกับประเทศไทย จึงมีการพัฒนาข้อคำถามให้เหมาะสมแบบประเมินนี้แบ่งเป็นทักษะ 6 ด้าน ได้แก่ การพูด การอ่าน การเขียน คณิตศาสตร์ พฤติกรรม และการช่วยเหลือตนเอง โดยได้ทำการหาค่าความเที่ยงตรงเชิงเนื้อหาและค่าความเชื่อมั่น ก่อนการนำไปใช้ผลการหาความเที่ยงตรงทุกด้านและทุกข้อคำถามอยู่ที่ 0.66 ขึ้นไป แสดงให้เห็นว่าข้อคำถามจากแบบประเมินนี้ตรงตามวัตถุประสงค์ของเนื้อหาที่ประเมิน ค่าความเชื่อถือได้ของแบบประเมินในทุกด้านอยู่ที่ 0.9 ขึ้นไป ซึ่งมีค่าความเชื่อถือได้ในระดับสูง และค่าอำนาจจำแนกรายข้อส่วนใหญ่มีค่าอยู่ระหว่าง 0.219 – 0.942 ซึ่งหมายความว่า ข้อคำถามในแบบประเมินนี้มีค่า อำนาจจำแนกใช้ได้Item Open Access The follow-up study on the impact of the 101s positive discipline parent training on first-grade children’s executive function development(2015) Chattree Boonyanant; Vasunun Chumchua; Nuanchan Chutabhakdikul; Panadda Thanasetkorn; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesThe purposes of the current study were to investigate the impact of the 101s positive discipline parent training program; the national winning-award program in the U.S. for training parent, teachers, and early childhood educators on the maintenance of the parenting practices and their first-grade children’s executive function skills. It contains 101 techniques for caregivers to respond to their children with warmth and respect in order to promote children's social-emotional and cognitive skills. A followup research design with comparison group was utilized in one school setting where the 101s positive discipline for parent training had been implemented. The target group included 36 parents who had participated in the 101s training program for 3 years since their children were in the preschool periods and their 36 first-grade children. The comparison group included 39 parents who had never participated in the parent training program and their 39 first-grade children. The 101s Parent Interaction Checklist was used to measure the parents’ interaction practices. The Behavior Rating Inventory of Executive Function was used to rate the first-grade children’s executive function. A series of MANCOVA was employed to evaluate the mean difference scores on the parents’ parenting practice and first-grade children’s executive function between the sample in the target and comparison groups. The results showed that the 101s positive discipline parents training program had a strong positive impact on the maintenance of the parenting practice and children’s executive function. The discussions, limitations, implications and suggestions are discussed.Item Open Access Role of executive function among young adults in music and non-music programs(2015-03) Hiranya Sirisumthum; Panadda Thanasetkorn; Nuanchan Chutabhakdikul; Vasunun Chumchua; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesEach aspect of human development; physical, psychological and social development across life span is a critical issue to many researchers to examine. During the emerging adulthood transitional period, a person is not adolescence but is also not yet fully adult. Hence, the word “young adults” is used to refer to this group under the study. Resulting from neural immatureness in prefrontal control areas, risky behaviors and problems can be found as threatening factors during this transitional period. As they are more independent and exposed to new things, attraction, stress, and risky environments, Executive Function (EF) has made itself important in self-controlling to cope with such distractions, solve problems and manage life’s complexity. Thus, the importance of executive function must be addressed during this transition period. Several studies revealed the advantages of music training on various aspects including executive function improvement. Less is however known about the executive function and effect of music training on executive function during this young adulthood period development. This research aims to study the effect of music training on executive function among young adults studying in different studies programs particularly in Music and Non-Music Programs at university level. The Wisconsin Card Sorting Test (WCST) is used for the assessment of the executive function among the selected group. The results show that young adults in Music Program performed better on 2 of the WCST sub-scores (total correct and conceptual level response) when compared to young adults in Non-Music Program.Item Open Access Switching task in Thai university students in music and non-music program(2015-03) Tantiya Thitithumrongkul; Panadda Thanasetkorn; Nuanchan Chutabhakdikul; Vasunun Chumchua; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesAdolescence is considered a critical period due to the occurrence of many changes; physically, psychologically, and socially. According to United Nations Population Fund or UNFPA, there are 1.8 billion adolescents and youth nowadays, which is one quarter of the world’s population. Unfortunately, as reported by WHO, adolescents are faced with many risk factors including early pregnancy, HIV, violence, alcohol and drugs use, eating disorders, and tobacco use, as well as in Thailand. Nowadays, many researches have been done on the adolescent’s brain and found that their brains are not fully developed, and that the frontal lobe which is responsible for the executive function (working memory, planning, and inhibitory control and shifting) will be fully developed at the age of 25. Moreover, there are evidence that music can improve executive function both in adults and children. Therefore, this present study aims to fill the gap by studying the executive function, especially switching task, in university students who major in music comparing with those of no music training using Stroop Color-Word test. The test was administered to 40 healthy participants, of which 20 are music students and the others are students with no music training. The result shows that students with music training performed better on incongruent condition of the Stroop Color-Word Test.Item Open Access The impact of the 101s storybook intervention program on executive function, the 101s social-emotional skills, and school achievement in preschoolers(2015-03) Duangporn Jinnatanapong; Vasunun Chumchua; Nuanchan Chutabhakdikul; Panadda Thanasetkorn; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesMultidisciplinary research in child development has underlined the significance of executive function (EF) development to children’s school and life success. Previous research in the 101s positive discipline training program; the U.S. national winningaward program for training parents, teachers, and early childhood educators to promote children's social-emotional and cognitive skills, have showed the positive impact on the parenting practices and children’s EF skills in Thailand for years. The current research attempted to further study the impact of the 101s children’s training on their EF development. Therefore, this research aimed to investigate the impact of the 101s Storybook program on EF and 101s social-emotional skills, and the correlations among EF, 101s social-emotional skills, and school achievement. A quasi-experimental, pre-posttest control group was designed. The sample was 4-year-old children in two classrooms in an elementary school. One classroom (n = 20) was intervention group where the children received the 101s Storybook program, and the other classroom (n = 20) was control group where the children received no intervention. Before and after the program implementation, the teachers of the children were asked to rate the behavior rating inventory of executive function® and the 101s social-emotional checklist. A series of MANCOVA was employed to evaluate the different mean scores of the dependent variables. A bivariate correlation was also performed to evaluate the correlations among the dependent variables. The results showed the positive impact of the 101s Storybook program on children’s EF, 101s social-emotional skills, and school achievement. The discussions, limitations, implications and suggestions are discussed.Item Open Access The effect of equine-assisted therapy on visual-motor integration in adolescent autism spectrum disorders(2015-03) Paranan Chorachit; Panadda Thanasetkorn; Nootchanart Ruksi; Kannika Permpoonputtana; Vasunun Chumchua; Mahidol University. National Institute for Child and Family Development; Mahidol University. Faculty of Physical ThearpyThe goal of the present study was to examine the effect of equine-assisted therapy (EAT) on visual-motor integration (VMI) in adolescent autism spectrum disorders (ASD). EAT was applied to eleven-year-old boy with ASD. The boy was attending in Cognitive Neuroscience Research unit of Human Development Academic Research, Mahidol University. The EAT sessions took place for twice a week in a period of four weeks. The boy’s assessments were conducted in the baseline, middle, and end of four weeks’ treatment and in a follow-up session one month after. Data at fourth week demonstrated positive changes, with improvements continuing one month after the session’s completion, as measured by Test of Visual-Motor Integration (Beery VMI). The improvement reported was in visual perception, motor coordination and visual-motor coordination. Interestingly, The EAT is not only be an efficient therapeutic method of improving visual-motor integration, but also promote a positive effect on perceived communication, planning, memory, and reducing self-stimulatory behaviours, all of which may lead to elevate attention in classroom in children with ASD. Therefore, the beneficial of EAT showed the positive effect promising trend and suggest that to be considered as an alternative implement therapeutic for ASD.Item Metadata only The new trend of discipline practices in Thailand: the 101s positive discipline intervention program for promoting positive-teaching practices and child's executive function development(2015) P. Thanasetkorn; V. Chumchua; N. Chutabhakdikul; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesCurrently, Thailand is concerned about the high rates of corporal punishment in schools causing children’s delayed executive function (EF) development, the set of cognitive skills related to goal-directed behaviors and school success. In response to public requests to reduce the problems and protect the children’s rights, the 101s positive discipline (The 101s), a successful intervention program targeting the promotion of children’s EF development, was implemented in Thai preschools. This research aimed to investigate the impact of the 101s intervention on the teachers’ discipline practices and preschoolers’ EF skills, using quasi-experimental, pretest-posttest, control group research design. The sample consisted of 11 teachers and 45 preschoolers, ages 3 to 5 enrolled in two schools. One school was the intervention group, in which the teachers received The 101s training, consisted of 6 teachers and 20 preschoolers. The other school was the control group, in which the teachers received no training, consisted of 5 teachers and 25 preschoolers. A paired samples t-test was conducted to examine the changes in pretest-posttest scores on discipline practices within groups as measured by The 101s Teacher Interaction Checklist. An independent samples t-test was calculated to examine the differences in discipline practices between the teachers in both groups. Then, a series of MANCOVA was performed to investigate the differences in EF skills between the preschoolers in both groups as measured by BRIEF-P. The results showed that the teachers in the intervention group had significantly higher scores on positive discipline practices and significantly lower scores on negative discipline practices, comparing to their pretest scores and the teachers in the control group. Likewise, the preschoolers in the intervention group had significantly lower scores on EF disorders, comparing to the students in the control group. The findings suggested that The 101s training had a positive impact on teachers’ discipline practices and children’s EF skills. The implications, limitation and suggestions are discussed.Item Metadata only Neglect of elderly: a new violence in Thai society(2013-11) Wimontip Musikaphan; Nanthanat Songsiri; Sivaporn Pokpong; Thanate Kitisriworaphan; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute for Population and Social ResearchThe research on Neglect of elderly: a new violence in Thai society aimed at studying the neglect of elderly in Thai families in the family contexts, and at studying issues related to the neglect of elderly, issues related to relatives and neighbors caring for the elderly neglected to stay alone at home. The samples included 4,000 Thai family members based on the secondary data collected by the research and servey of Thai families well-being according to the warm family theme done in 2011 by Thai Family Studies Association. Subject to the analysis, The families neglecting the elderly less than 1 day a week were the largest group or it accounted for 35.5% in every group of families and economic status. Importantly, the group neglecting the elderly more than 6 days a week accounted for 7.7%. The elderly in the northeastern and southern regions were most neglected to stay alone more than 6 days a week or it accounted for 9.0% and 8.6% respectively if compared with other regions. The families in either urban or rural areas, every group of families neglected the elderly similarly. The results showed that the more the elderly were neglected to stay alone, the fewer there were neighbors caring for them. Among 2.757 families whose elderly were cared by neighbors, those elderly were neglected to stay alone more than 6 days a week, and they were cared by their neighbors at 7.7% if compared with the neglected elderly staying alone in shorter period. There were only 1,243 families whose elderly not being cared by neighbors, but this group was much worrying. In particular, the number of elderly neglected more than 5 days a week and not care by neighbors accounted for 24.6%. When studying the neighborsof those 2,757 families, there were only 1,189 families that were intimate and offered care to the elderly, and these families had more than 4 houses. These figures explain that the community system is dependable to care for the neglected elderly.Item Open Access Self-regulation in Thai preschoolers: the impact of the 101s positive discipline teacher training on teacher interaction practices and children's self-regulation(2012-03) Piyada Pichitkusalachai; Panadda Thanasetkom; Vasunun Chumcha; Nuanchan Chutabhakdikul; Mahidol University. The National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesThis research investigated the impact of the 101s positive discipline teacher training on teacher interaction practices and children's self-regulation in Thailand, using quasi-experimantal, pre-post test research design. The 101s is a tool for teachers to interact to their students with warm and responsive care. It contains positive discipline techniques focusing on promoting children's social and emotional competence. Preschool teacher (n=11) and their children (n=45) at age 3-5 years old enrolled in two schools were the sample of the research. The sample was divided into two groups. First, the 101s training group in which the teachers received the training consisted of 6 teachers and 20 children. Second, the control group in which the teachers received no training consisted of 5 teachers and 25 children. An independent samples t-test and a series of analysis of covariance (MANCOVA) were utilized to evaluate the significant differences in the mean scores on teacher interaction practices, as measured by teacher interaction Checklist, and children's self-regulation, as measured by the BRIEF-P. The results showed that the teachers in The 101s training group had significantly higher scores on positive interaction practices and significantly lower scores on negative interaction practices (i.e., positive behavioral management and verbal punishment), comparing to the teachers in the control group. The results also showed that the children in The 101s training group had significant differences in self-regulation scores (i.e., inhibition and inhibitory self-control), comparing to the children in the control group. The findings suggested that The 101s teacher training program had a positive effect on teacher's interaction practices and children's self-regulation. The implications, Limitation and suggestions of the research are discussed.Item Open Access The impact of the 101s positive discipline teacher training on teacher practices and preschoolers' executive function skills(2012-03) Pitchada Sutipan; Vasunun Chumcha; Nuanchan Chutabhakdikul; Panadda Thanasetkorn; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesThe 101s Positive Discipline (The 101s) is a set of research-based techniques for teaching children to be self-discipline. The 101s techniques were carefully studied in a lab school in the United States by Dr. Katharine C. Kersey, a university professor in Old Dominion University, and her research team. In the current study, The 101s techniques were adopted from the lab school to implement in the sample schools in Thailand. The 101s positive discipline training was designed for Thai teachers by a Thai expert who acquired The 101s trainer certificate. The objectives of this study were (1) to investigate the impact of The 101s teacher training on changes in teacher interaction practices and preschoolers' executive function and (2) to examine the correlations between teacher interaction practices and executive function skills. Two kindergarten schools in Samuthprakarn were randomly assigned as an intervention group ( 4 teachers, 31 children) and control group(3 teachers, 29 children). For the data analysis, independent t tests were employed to investigate the mean differences on each subscale of teacher interaction checklist between the intervention and control groups. The results of this study showed that the trained teachers in The 101s teacher training had significantly higher scores on positive teacher interaction practices subscales and significantly lower scores on negative teacher interaction practices subscales, comparing to the teachers in the control group. In addition, multivariate analyses of covariance (MANCOVA) tests were employed to investigate the mean differences on each subscale of BRIEF®-P between the intervention and control groups. The results also showed that the students whose teachers received The 101s Positive Discipline training had significantly lower scores on inhibit, emotional control, working memory and plan/organization (F=5.087, 7.873, 7.230 and 5.562 respectively, p<.05) as measured by the BRIEF®-P, comparing to the control group. Finally, bivariate-correlations were performed to examine the relationships between teacher interaction practices and executive function skills. The results showed the significant negative correlations among the use of positive principles in The 101s and BRIEF®-P subscale. The results indicated that The 101s training had an impact on teacher interaction practices and children's executive function skills. Discussion, limitations, implications, and suggestions for future research are also presented .Item Open Access A study of self-reliance factors in early adulthood of the labor force in the eastern industrial zone(2012-03) Wirongrong Panit; Dalapat Yossatorn; Suriyadeo Tripathi; Thirasak Unaromlert; Mahidol University. National Institute for Child and Family Development; Silpakorn University. Faculty of EducationBackground: Self-reliance is an indicator of successful personal development, especially in early adulthood. It is also the fundamental basis of a self-reliant society. Purpose; This research aimed to study self-reliance factors in early adulthood in terms of biology, psychology and society. These included life satisfaction, parenting styles, family relationships, life skills, human relations in the workplace and personal factors such as age, gender, education, marital status, economic status, dependency and health. Methods: The samples were 471 workers aged between 20-35 years residing in eastern Thailand industrial estates. The tools used in this analysis were data collected from questionnaire based surveys of individual factors, life styles and self-reliance. Statistics applied in the data analysis include frequency, percentage, mean, standard deviation, One-way ANOVA, t-test and stepwise multiple regression. Results: (1) Most of the participants showed moderate levels of self-reliance, life satisfaction and human relationships within the workplace. Life skills and family relationships were rated at high level. The highest mean in parenting style was authoritative. Different ages, level of savings and exercise result in self-reliance variation, the result being statistically significant at 0.05. (2) Regression showed that life satisfaction, life skills, human relations in the workplace and authoritative parenting style were all factors in self-reliance. These factors could predict 23.1% of self-reliance. Conclusions: Biological factors that had an influence on self-reliance were exercise, psychological factors such as life satisfaction and societal factors like life skills, human relations in the workplace and authoritative parenting style. Personal factors that were related to self-reliance were age and level of savings. The study suggested that knowledge and awarencss of the benefits of self-reliance should be provided to people in their early adulthood to create life-long security and a strong society.Item Open Access The influence of developmental assets on self-care agency of elementary school students in Bangkok metropolitan public schools in Ladkrabang zone(2012-03) Benjarat Nuchana; Hattaya Dumrongphol; Wimontip Musikaphan; Banyat Yongyuan; Mahidol University. National Institute for Child and Family DevelopmentSelf-care agency means the students' abilities in doing any activities by himself to pay attention to and maintain his health and safety with his best effort and without relying on others. It is divided into self-care of health, developmental self-care requisites, self-care of learning and self-care of financing. It is almost completely in late childhood. However, self· care agency depends on developn1ental assets in terms of internal factor (power of self) and external factors (power of the family, power of wisdom, power of peer and power of community). The purpose of this research was to study developmental assets and self-care agency of elementary school students and to verify the influence of developmental assets on self-care agency of elementary school students. The participants were 424 students (10-12 years old) from 4 elementary schools of Bangkok metropolitan public schools in Ladkrabang Zone selected by stratified random sampling. The tools used in this research were data collected from questionnaire based surveys of questionnaire about personal factors, Inventory on developmental assets for school-age children studying at Grade 4-6, and inventory for self-care agency. The stepwise multiple regression was utilized to evaluate the influence of developmental assets on self-care agency. The results showed that most participants have high level of developmental assets and rather good self-care agency. Regression showed that power of wisdom, power of self, and power of the family significantly statistically influenced self-care agency. These factors could predict 29.4% of self-care agency (p<0.001). Developmental assets are important factors that create good self-care agency especially power of wisdom. The suggestion from this study is that families, schools and other agencies should promote developmental assets in children because these will help their self-care agency for being a good adult living happily in society.Item Open Access สภาพการดำเนินชีวิตครอบครัวที่ผู้สูงอายุดูแลเด็กตามลำพัง และบริการทางสังคมสำหรับครอบครัว(2553) ชัยณรงค์ ยิ้มน้อย; สาวิตรี ทยานศิลป์; มหาวิทยาลัยมหิดล. สถาบันแห่งชาติเพื่อการพัฒนาเด็กและครอบครัวสภาพการดำเนินชีวิตของกลุ่มตัวอย่างครอบครัวที่ผู้สูงอายุเลี้ยงเด็กตามลำพัง ส่วนใหญ่มีโครงสร้างครอบครัวเป็นลักษณะที่มีผู้สูงอายุอาศัยอยู่กับเด็กเพียงสองวัยเท่านั้น และส่วนมากผู้สูงอายุเพศหญิงในครอบครัวจะเป็นผู้หารายได้หลักเพื่อมาใช้จ่ายในครอบครัว แต่ในบางครอบครัวไม่ต้องประกอบอาชีพเพื่อหารายได้ เนื่องจากได้รับเงินจากบุตรหลาน ผู้สูงอายุในครอบครัวกลุ่มตัวอย่างส่วนใหญ่มีความพึงพอใจทั้งสภาพการดำเนินชีวิตของครอบครัวและพัฒนาการของบุตรหลาน และสามารถจัดหาปัจจัยสี่ รวมทั้งสามารถส่งเสียบุตรหลานให้ได้รับการศึกษาขั้นพื้นฐานได้เป็นอย่างดี ถ้าพิจารณาจากการประเมินพัฒนาการด้านเชาว์ปัญญาโดยใช้แบบทดสอบเชาว์ปัญญา (TONI-III) และแบบประเมินความฉลาดทางอารมณ์ตามช่วงอายุ ของกรมสุขภาพจิต พบว่าพัฒนาการทั้งด้านสติปัญญาและความฉลาดทางอารมณ์ของเด็กส่วนใหญ่นั้นอยู่ในระดับปกติและสูงกว่าเกณฑ์ปกติ จะมีเพียงเด็ก 2 คนจาก 2 ครอบครัวเท่านั้นที่มีผลการทดสอบต่ำกว่าเกณฑ์ปกติเล็กน้อย ปัญหาที่สำคัญของครอบครัวกลุ่มตัวอย่างส่วนใหญ่นั้นเป็นปัญหาด้านเศรษฐกิจ โดยบริการทางสังคมที่ได้รับหลักๆ คือ เบี้ยยังชีพผู้สูงอายุ เป็นบริการทางสังคมที่รัฐให้แก่ผู้สูงอายุทุกคนในทุกเดือน ซึ่งจากครอบครัวที่ได้เก็บข้อมูลมานั้นมีเพียง 1 ครอบครัวจาก 5 ครอบครัวที่ไม่ได้รับเบี้ยยังชีพผู้สูงอายุ กรณีบัตรประกันสุขภาพ ทั้งเด็กและผู้สูงอายุที่มีบัตรทองมีสิทธิที่จะได้รับการรักษาพยาบาลฟรี โดยสำหรับผู้สูงอายุนั้นยังมีช่องทางด่วนสำหรับการรักษาพยาบาลอีกด้วย สำหรับโครงการเรียนฟรี 15 ปี ซึ่งนักเรียนจะได้เรียนฟรีและมีค่าอุปกรณ์การศึกษาและค่าชุดนักเรียน ซึ่งช่วยให้เด็กได้เข้าถึงระบบการศึกษามากขึ้น แต่มีปัญหาหนึ่งที่เกิดขึ้น คือ เด็กไม่มีงบประมาณในการเดินทางไปโรงเรียนและงบประมาณอาหารกลางวัน ทำให้เด็กไม่สามารถไปโรงเรียนได้ และจากการสัมภาษณ์หน่วยงานต่างๆ ที่เกี่ยวข้องได้ให้ความคิดเห็นว่าบริการทางสังคมที่มีอยู่ในปัจจุบันเป็นการแก้ปัญหาที่ปลายเหตุ และเป็นการพัฒนาคุณภาพชีวิตของคนเหล่านี้ได้อย่างไม่ยั่งยืนนัก การช่วยเหลือยังค่อนข้างจำกัดเพราะเป็นการทำงานแบบแยกส่วนและผลักภาระงานระหว่างหน่วยงานกันอีกด้วย เพราะฉะนั้นในการวางแนวทางเพื่อพัฒนาครอบครัวไทยจึงควรมี 5 กระทรวงหลักในการร่วมกันพัฒนาและแก้ไขปัญหา ได้แก่ กระทรวงมหาดไทย กระทรวงสาธารณสุข กระทรวงศึกษาธิการ กระทรวงพัฒนาสังคมและความมั่นคงของมนุษย์ และกระทรวงวัฒนธรรมItem Open Access ปัจจัยของการไม่สามารถตัดสินใจเลือกอาชีพได้: กรณีศึกษานักเรียนชั้นมัธยมศึกษาตอนปลาย จังหวัดระยอง(2016-04-05) เสาวลักษณ์ โรจน์สุธี; บัญญัติ ยงย่วน; มหาวิทยาลัยมหิดล. สถาบันแห่งชาติเพื่อการพัฒนาเด็กและครอบครัวการศึกษาครั้งนี้ มีวัตถุประสงค์ เพื่อศึกษาปัจจัยที่ส่งผลต่อการไม่สามารถตัดสินใจเลือกอาชีพของนักเรียนชั้นมัธยมศึกษาปีที่ 5 จังหวัดระยอง เป็นการวิจัยพหุกรณีศึกษา ในระบบการวิจัยเชิงคุณภาพ โดยใช้สนามวิจัย คือ โรงเรียนในจังหวัดระยอง ทั้งในเขตเมืองและนอกเขตเมือง การเก็บรวมรวมข้อมูลครั้งนี้ ใช้กลุ่มตัวอยางที่ศึกษา ได้แก่ นักเรียนระดับชั้นมัธยมศึกษาปีที่ 5 จํานวน 12 คน ประกอบด้วยนักเรียนจากโรงเรียนในเขตเมืองจํานวน 6 คน และนักเรียนจากโรงเรียนนอกเขตเมืองจํานวน 6 คน ใช้ระยะเวลาเก็บข้อมูลทั้งสิ้น 1 เดือน โดยใช้ 3 วิธีการหลัก คือ (1) การวิเคราะห์ข้อมูลจากเอกสาร (2) การสัมภาษณ์แบบเจาะลึก และ (3) การบันทึกภาคสนาม จากนั้นนําข้อมูลที่ได้มาทําการวิเคราะห์โดยการจัดหมวดหมู่ข้อมูลตามวัตถุประสงค์ ซึ่งจากการศึกษาพบว่านักเรียนจากโรงเรียนทั้งในเขตเมืองและนอกเขตเมือง มีปัจจัยของการไม่สามารถตัดสินใจเลือกอาชีพไม่แตกต่างกัน ประกอบด้วย ปัจจัยทางด้านครอบครัว ปัจจัยทางด้านโรงเรียน และปัจจัยส่วนบุคคลItem Open Access Finding relevant protein of ADRs using text mining in Taverna(2011-03) P.Tantayapirak; N.Pornputtapong; C.Thammarongtham; T.Saithong; J.Senachak; V.Chumchua; King Mongkut's University of Technology Thonburi. Bioinformatics and Systems Biology Program; Chalmers University of Technology Sweden. Systems and Synthetic Biology Group; National Center for Genetic Engineering and Biotechnology. Biochemical Engineering and Pilot Plant Research and Development Unit (BEC); Mahidol University. National Institute for Child and Family DevelopmentAdverse Drug Reactions (ADRs) are the undesirable reactions from use of medicinal products effecting protein through drugs or their reactive metabolites binding. These are the fourth leading cause of death in the US. More than nineteen drugs have been withdrawn since 1998 because of their adverse reactions. These incidents diminish the medical confidences and value of pharmaceutical industry. Many attempts have been made to explicate the relevance of proteins and ADRs which reveal their underlying biological mechanisms. These will be useful for adverse reactions prediction. However, the rapid growth in published scientific literatures leads to the difficulty of being up to date and figuring out the relevant data for researchers. Text mining is a solution for this trouble by extracting information from written resources. By implementing text mining and Taverna, the text mining function is presented in a single graphical workflow. There are 2,551 proteins that discovered to associated with 83 Preferred Terms of hepatobiliary disorders. The collection of these proteins and their relavence then will be connected with ADRs and drug information. The relations might be used for facilitating better understanding of the molecular mechanisms of drug-induced ADRs and the rational drug discovery.Item Open Access Finding relevant protein of ADRs using text mining in Taverna(2011-03) P.Tantayapirak; N.Pornputtapong; C.Thammarongtham; T.Saithong; J.Senachak; V.Chumchua; King Mongkut's University of Technology Thonburi. Bioinformatics and Systems Biology Program; Chalmers University of Technology Sweden. Systems and Synthetic Biology Group; National Center for Genetic Engineering and Biotechnology. Biochemical Engineering and Pilot Plant Research and Development Unit (BEC); Mahidol University. National Institute for Child and Family DevelopmentAdverse Drug Reactions (ADRs) are the undesirable reactions from use of medicinal products effecting protein through drugs or their reactive metabolites binding. These are the fourth leading cause of death in the US. More than nineteen drugs have been withdrawn since 1998 because of their adverse reactions. These incidents diminish the medical confidences and value of pharmaceutical industry. Many attempts have been made to explicate the relevance of proteins and ADRs which reveal their underlying biological mechanisms. These will be useful for adverse reactions prediction. However, the rapid growth in published scientific literatures leads to the difficulty of being up to date and figuring out the relevant data for researchers. Text mining is a solution for this trouble by extracting information from written resources. By implementing text mining and Taverna, the text mining function is presented in a single graphical workflow. There are 2,551 proteins that discovered to associated with 83 Preferred Terms of hepatobiliary disorders. The collection of these proteins and their relavence then will be connected with ADRs and drug information. The relations might be used for facilitating better understanding of the molecular mechanisms of drug-induced ADRs and the rational drug discovery.Item Metadata only The cause and effect of levels of visual-motor integration skills on task of executive function in children at age 5 to 6 years old(2014-02) Ratchanee Jomsri; Vasunun Chumchua; Panadda Thanasethakon; Nuanchan Jutapakdeegul; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesThe purpose of this study is to investigate of factor and levels of visual-motor integration and executive function in Kindergarteners (N=150, aged 5 to 6 years) using the Beery-Buktenica Development Test of visual-motor integration 6TH edition (VMI) and Tasks of Executive Control (TEC). A series of multivariate of covariance analysis (MANCOVA) was performed to evaluate the effects on subscale score of VMI (i.e.,Beery VMI, visual perception, motor coordination) and to control extraneous variables (i.e.,childbirth, status of parent, parent's career and average monthly family income, parent-children relationship). The results showed that the student who have been promoting student's activities especially, fine motor movement are very important on visual-motor integration. Such as Thai culture dance, writing, drawing, or other are promote visual-motor integration and can be predict trend of executive function in the future.Item Metadata only The preliminary research study on the impact of the 101s: A guide to positive discipline parent training on parenting practices and preschooler’s executive function(2014-02) Jutamard Suttho; Vasunun Chumchua; Nuanchan Jutapakdeegul; Panadda Thanasethakon; Mahidol University, National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesIn Thailand, an effective intervention program is in urgent need for improving parenting practices. The aims of the study were to investigate the impact of the 101s: A Guide to Positive Discipline program (The 101s), the US national-awarded program for providing a child with positive discipline in a nurturing environment to promote children's brain and psychological development, on Thai parenting skills and preschoolers' executive function (EF) skills, a set of mental and cognitive skills related to goal-directed behaviors and school readiness and success. An ex-post factor, control group, posttest only design was used to address the aims of the research. Simple random sampling and matching methods were utilized to choose a control school. The sample was 27 parents in the intervention group who had participated in the 101s training for at least 8 months, 27 parents in the control group, and their 3 to 5-year-old preschoolers. The parent sample rated self-parenting practices using The 101s Parent Interaction Checklist (PIC) and rated their preschoolers' EF skills using the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P). A series of multivariate analysis of covariance were performed to compare the mean differences in parenting practices and EF skills between the intervention and control groups. The preliminary results showed the positive impact of the 101s parent training on parenting practices and preschoolers' EF skills. The results indicated that the parents in the intervention group significantly had higher mean scores on positive parenting practices and lower mean scores on negative discipline, comparing to the parents in the control group. Likewise, the preschoolers in the intervention group significantly had better mean scores on EF skills, comparing to the preschoolers in the control group. These findings support the major effects of the 101s Positive Discipline training program on parenting practices and preschoolers' EF skills.Item Open Access Database and information system development in healthy workplace(2013-08) Uthaithip Jiawiwatkul; Athiwat Jiawiwatkul; Jitsuda Limkrienkrai; Poschanan Niramitchainont; Mahidol University. Faculty of Social Sciences and Humanities; Mahidol University. National Institute for Child and Family Development
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