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songwut110
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: Jul 21, 2003
ͺ: 9937
蹷: 110

ͺͺ: Wed Apr 06, 2005 6:20 am ͺзͧ¤Ӿٴ(quote) Back to top

Learning Corner / ˹ҤسҾԵ-֡ / .ظ 6 ¹ 2548
http://www.bangkokbiznews.com/2005/04/06/soc/index.php?news=column_16955857.html

O ¹úԹ ...ҤԪǡúԹǡҹ ǡʵ Էɵʵ ԴѺѤùѡ¹ .6 º ֡ҵдѺԭҵ(Ҥ) ҢҡèѴáúԹ Ң෤աúԹ Ѻӹǹ 25

ԴѺѤõѴ騹֧ 19 ¹ 2548 ԴѺѤü稻ԭҵҢǡҡҹ ҢҷǢͧ Фṹ 2.70 ֡ҵͻԭ (Ҥ) ҢǡúԹǡ ӹǹ 12 ҧԷɵʵСͧѾҡ ࢵ 31 Ҥ 2548 ʹͺ´ 0-2942-8555 1709,1724

0 оҳԪʵСúѭ .ʵ ѺѤäѴ͡ؤŷ Ѻع֡дѺԭ-͡㹵ҧ Шӻա֡ 2548 ҢҺѭ 2 ع ҢҡõҴ 1 ع ҢҡԹ 1 ع ѺѤõѴ֧ѹ 31 .. ͺ.0-2226-4503 ٢ http://www.bus.tu.ac.th

O Դѡٵ ...Էջ ԷҤþ ԴѺѤüʹ֡ҵдѺԭ ѡٵԷʵҺѳԵ ҢҡèѴ÷Ѿҡ (HRM)Ҥ Ҥ ҤɤѴ͡¡ͺɳ Ѵ ֧ 25 ¹ 2548 ʹͺ 0-2298-0181-3 ,0-2881-0282 7

O ѧͺ....ѺŹԸ͢¤ͺ ŹԸ͹˭ԧ ʶҺѹͺѡ١ ԭǹǷҸó "ͺ 4 ҧͧѰ" Ұ "سҾͺسҾͧ" Ҿ ... ԴԨ¤عç㹤ͺǪش! ..ó ʡ ¡ᾧմ ¤ͺ ¹..§ط ǧҹ 鹷¹ͧͺǴ ҭ

"ԵѲ" .Ԫ Ҥ÷þ ǷҸó : ҧͺ§ҡͺ㹪 ͺçҹ ͺ͹ ͺǤԡ ʹ͹º·ٻ ء 8 ¹ 2548 08.30-12.30. ͧ͹ǹ çʫ آԷ 11 ͺ 0-2298-0500 1221 0-1907-9754

-ͺѨ

..ɳ ͹طǧ ͧиҹʶҺѹԨоѲҼդö觪ҵ .չԹò () Դ ӹѡҹСá֡Ң鹾鹰ҹ (ʾ.) çèѴͺѸҤ˹͵͹ҧҤҹ͹ҧ 39 ѹ 29-30 .. 2548 ѹ 1 .. 2548 ͹ҤзѭͨѴͺٷǷ駻

_________________
If trouble comes when you least expect it, then maybe the thing to do is to always expect it. Cormac McCathy, American novelist

䢤ش songwut110 Mon Nov 17, 2008 9:41 pm, 䢷 5
ʴǹǢͧҪԡ 觢ǹ Ҫ䫵 蹷 (ʴ㹡з) Yahoo MSN ICQ
songwut110
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: Jul 21, 2003
ͺ: 9937
蹷: 110

ͺͺ: Fri Apr 08, 2005 6:44 am ͺзͧ¤Ӿٴ(quote) Back to top

--##-- Ƿ. ع¹ .͡

ʶҺѹ͹Էʵ෤ (Ƿ.) դʧعѡ ҹкؤ¹֡͡ҵ͵ҧдѺԭ͡ Шӻէҳ 2548 ӹǹ 7 ع ͡ѺһԺѵԧҹ Ƿ. 駺ҳµѡࡳͧӹѡҹ .. óշ繺ؤ¹͡ ͧդṹԭ ӡ 3.50 дѺԭҵӡ 2.75 Թ 35 ԴѺѤö֧ѹ 31 .. 2548 ʹѤͺ´ Ƿ. ѧͧҨͧ Ҥӹ¡ 2 ɳ价 ºؤҡ Ƿ. 924 آԷ ࢵͧ ا෾ 10110.

--##-- .ɵѺ .Ҥ

ҤԪɰʵ ɰʵ .ɵʵ ѺѤúؤ֡çûԭҵɰʵ Ҥ 蹷 3 ա֡ 2548 Ѥö֧ѹ 8 .. 2548 ѺѤ ѹ 5-8 .. çûԭҵɰ ʵ Ҥ ҤԪɰʵ 3 ɰʵ .ɵʵ Ҫ ͺ 0-2561-3474, 0-2942-8048, 0-2579-8714, 0-2579-8739 http://www.eco.ku.ac.th

--##-- . ͹ᾷἹ

.˧ ԴѺѤüʹ֡ҵѡٵԷʵúѳԵҢԪᾷἹ Էʵ 繻ѺԭѺԭ non-degree) ¡óѺԭҼѤõͧ稡֡дѺ . º ǹóѺԭҨԴѺҪ ١ ҧ ѡҹǹҪ ѰˡԨ ;ѡҹͧ˹§ҹ͡ ֧診 . ԴѺѤǶ֧ѹ 4 .. Ҥ⢷ 3 ͧ 307 ͺ¾ѲҪ֡ 5 Ѱʵ .˧ . 0-2310-8496, 0-2310-7020, 0-2310-7021 ͷҢԷºԡõ .Ҩչ . 0-3740-5658.

--##-- ͺѲҤسҾçҺ

. ѴçͺѡٵáþѲҤسҾçҺŨӹǹ 3 ѡٵ 㹪ǧ͹ .... ѧ 1. ѡٵ HA 305 ͺҧѹ 2022 .. 2. ѡٵ HA 301 ͺѹ 25-27 .. 3. ѡٵ HA 303 ͺҧѹ 22-24 .. ·ءѡٵèͺ ҤԹ . ѧѴɳš ֧ԭؤҡôҹþҺŷءдѺͺٹ͡þѲçҺ Է¹ . 0-5526-1000 5104 Ҫ ͺ´ҹЪѹ 0-5526-0444

O ѡٵ ...Է෤ҹ Ѵçͺѡٵ͹Ҥ-Զع¹ 2548 ѡٵ Multimedia Programming with Flash MX (ActionScript) , ѡٵ෤աẺ(A Shortrange Wireless Communication Technology) ,ѡٵáúкҹ Microsoft SQL Server ,ѡٵ Digital System Designs for CPLD/FPGAs,

èѴػҹ(Supply Chain Management),èͧк͢¤, õԴͧԡ Internet(Internet Server),þѲҺ Pocket PC Smart phone .Net Compact Framework C# ,èѴԹҤѧ(Inventory Management) ѡٵ Java Programming for Developers ʹͺ ӹѡ֡ͺоѲҷѾҡúؤ 0-2988-3655,0-2988-3666 110,240

O ԭѤ ...ʶҺѹ͹Էʵ෤(Ƿ.) ԭç¹ǻ觹ѡ¹дѺѸ֡Ѥ觢ѹ¹Ǻ¹ ûСǴççҹ СûСǴͿ ʹͺ´ 0-2392-4021 3406,3413 ࢵ 3 Զع¹ 2548

_________________
If trouble comes when you least expect it, then maybe the thing to do is to always expect it. Cormac McCathy, American novelist
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ͺͺ: Wed Apr 13, 2005 7:00 pm ͺзͧ¤Ӿٴ(quote) Back to top

ºèٺҧ
songwut110
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: Jul 21, 2003
ͺ: 9937
蹷: 110

ͺͺ: Fri May 06, 2005 12:51 am ͺзͧ¤Ӿٴ(quote) Back to top

# .ҹع¹

Է෤ҹ ع֡ѡ֡ҷ¹дѺԭҵշԷ ռš¹蹻Шӻա֡ 2548 ӹǹ 20 ع ¨оԨóҨҡṹͺҤ֡ҷ 1/2548 зعѧǨͺ騹稡֡ҵҵʹѡٵ բͼ١Ѵ ¹еͧѡдѺš¹ࡳյʹ֡ ʹ㨢ѺعѧǵԴͺ´ ӹѡЪѹ . 0-2988-3655 205-207



# Ѥ¹ɰʵ


çá֡Ҥ дѺѳԵ֡ ѡٵɰʵҺѳԵ Ѻ Է˧ ԴѺѤùѡ֡ 蹷 4 稡֡дѺԭҵҢ㴡 ջʺó÷ӧҹ¡ 3 ֡ҵдѺԭ ҢɰʵԹ Ңɰʵصˡ ѡٵ Block Course System ¹͡Ҫ ˹ѺѤêǧá ѹ 18-19 Զع¹ 2548 ǧͧ ѹ 25-26 Զع¹ 2548 5 ɰʵ Ҥ Է˧ ҡ ѺʹöͺТѤ 8 ɰʵ Ҥ Է˧ ҡ . 0-2310-8534 (µç), 0-2310-8000 4527, 0-6892-7629 öǹŴѤ http://m-econ.ru.ac.th

# Ƿ.


ʶҺѹ͹Էʵ෤ (Ƿ.) ШѴ֡ͺç SMART School ѡٵ Secondary Design and Technology 2 öѴ¹͹ҧջԷҾ ѡ¹Դҧҧä ŧͻԺѵԧ ç¹ç ç¹е˹ѡǹҺ (.) ç¹ԴԷҹó ç¹ѹᾧ ç¹ҴСäس ç¹ش֡ (.) ٹԨ Ѳн֡ͺ Ƿ. ͺҧѹ 9-13 Ҥ 2548 ͧЪԴ ê Ҥ 15 Ƿ. ʹ㨵Դ. 0-2712-3604 0-2392-4021 1112, 1114-6

# ѺѤ¹ҭ


ç¹͹Ҥѡ¹ҭ Դ͹ҭ蹷ءдѺ 駼դҡ͹мդҺҧ ѡҹѤ¹ ٻ 1 2 ٻ Ѻŧ¹ 100 ҷ ѧöԨѲ ÷ þѺд 繵 ʹöԴͺ´ç¹͹Ҥѡ¹ҭ Ң 2 Ҥպحͧ 2 ͹ǹ ҧѡ ا෾ 10500 . 0-2234-6957, 0-2234-6954, 0-2234-9369 E-mail : admin@ojsat.or.th

# ȹ֡ҡا

ӹѡŻѲ ԷҪѯҹҾ ШѴԨ ʹͧ...ͧ ͤ㨡ا 駷 16 鹷ҧͧҧǧ-ͧԭ-зẹ-ӷҨչ ѹ 14 Ҥ 2548 鹷ҧ ֡ԶժԵŻѲͧͧ觤ͧ ʹԴͺ´Ѥ ӹѡ ŻѲ ԷҪѯҹҾ .0-2466-6664 0-2890-2000 113.


# ѵҾŻԹô


Ҥͧش觻 ѺҤѡͧ觻 ѷɳ ШѴç ҹǧ ǧ ͹ͧʺ” ҷع֡ͺ硡ӾҼҡʺ¾ԺѵԨҡѡֹ ع㹡èѴͧشõ ӹǹ 72 ͺç¹ҴŹ㹪 6 ѧѴҤʺ Ͷ繾Ҫ稾йҧԡԵ кҪԹչҶ áʷçԭЪ 72 çôѧѺͨҡŻԹ ѡͧ оԸաêʹѧ㨡ѹͺҾǹͨѴ繺ѵҾѺ˹ ҷ س˭ԧ÷Ծ èعѹ, ǹѹ , Ѱز ʡԴ, ࢵ ҹѾ, ѹѲ þ, ѭ سҡ OSK100 йҡ ¹ 繵 ¼ʹ㨫ͺѵҾŻԹô ͪ硡Ӿ Դͺ ӡɳŢǻ ѹ 15 Ҥ 2548 繵 ͺ.0-2862-7070

:
http://www.dailynews.co.th/educate/each.asp?newsid=52775
http://www.dailynews.co.th/educate/each.asp?newsid=52673

_________________
If trouble comes when you least expect it, then maybe the thing to do is to always expect it. Cormac McCathy, American novelist
ʴǹǢͧҪԡ 觢ǹ Ҫ䫵 蹷 (ʴ㹡з) Yahoo MSN ICQ
songwut110
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: Jul 21, 2003
ͺ: 9937
蹷: 110

ͺͺ: Sat May 07, 2005 4:31 am ͺзͧ¤Ӿٴ(quote) Back to top

Ǵǧ֡ - 7/5/2548
http://www.siamrath.co.th/Education.asp?ReviewID=102297

@@ Ƿ.ع.͡ 7 Ң
Ƿ.Դع֡ҵ͵ҧ дѺԭ͡ Шӻա֡ 2548 ӹǹ 7 ع Էʵ Էʵ֡, Եʵ ͤԵʵ֡, ԨлԹŷҧ֡ ʶԵԷҧ֡, ෤֡ ෤շҧ֡, þѲҤٴҹԷʵ Եʵ, ѡٵС͹, ֡Ҿɴҹ硻ѭȷҧԷʵ Եʵ ҢԪҷǢͧѺԷʵ ФԵʵ سѵԼѺع Թ 35 ô . ӡ 2.75 . ӡ 3.50 ŷͺѧ ¡ 550 ṹ ʹѤ ºؤҡ Ƿ. ѧͧҨͧ .0-2392-4021 1221-1222 ͷ www.ipst.ac.th ѹ 31 ..48

@@ .ѡɳѺç 1,550
.ѡɳ ѺѤùѡ֡ ԭҵ Ѻç ա 1,550 21ѡٵ Ťṹͺ¹շشͧѡ¹ ҡͺѴ ͹ҹ 48 Ҵѧҡ͹ҹպѴԹ Ѥ͹Ź www.wu.ac.th 觨зҺŷѹ Ѵ-13 ..48 ͺѺѡ֡ .0-7567-3109-11

@@ .ѡԳѺ.Ԫҡ֡
.ѡԳ .ʧ ѧԴѺԵ дѺԭ ѡٵá֡ҺѳԵ ҢԪҡ֡;ѲҷѾ Ҥ Ҥ-ҷԵʹѤá͹ѹ 23 ..48 ͺáԨѺԵ .0-7444-3975

@@ .ջ Ѻ.-͡
.ջ ԴѺѡ֡ дѺԭҵ 4 5 еͧ 2-3 Ҥ Ҥ Ҥ-ҷԵ 㹤ǡʵ ʹʵ Żʵ ʵ Եʵ ɰʵ ѭ ʶһѵ¡ øáԨ ѡٵùҹҪҵ дѺԭ ѡٵúøáԨ Ѱʹʵ ʵ èѴ Էʵ ǡʵ Եʵ ֡ʵ 駹 ѧԴѺдѺԭ͡ ѡٵûѪҴɮպѳԵ ѡٵáèѴôɮպѳԵ ʹͺ .0-2579-1111 2121-24 2185-87 www.spu.ac.th

_________________
If trouble comes when you least expect it, then maybe the thing to do is to always expect it. Cormac McCathy, American novelist
ʴǹǢͧҪԡ 觢ǹ Ҫ䫵 蹷 (ʴ㹡з) Yahoo MSN ICQ
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ͺͺ: Sat May 07, 2005 1:00 pm ͺзͧ¤Ӿٴ(quote) Back to top

蹾㨴ҢẺ ѧʺ¢鹹ԴҨҷ¹

¹ ͡ʡ¹дѺԭҺѳԵѺѳԵ֡ ѹҧ͹ҡ

ѭҤͨ͡ѹդسҾѹԧ ͡Ҥ˹Թ¹ҹ

ҤԴ
songwut110
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: Jul 21, 2003
ͺ: 9937
蹷: 110

ͺͺ: Sun May 22, 2005 8:30 am ͺзͧ¤Ӿٴ(quote) Back to top

++ ͺɵԹ35
çɵ Թ кøáԨ .ɵʵ Դѡٵͺ ɵ Թ 蹷 35 ҧѹ 28 ..-24 ..48 ͺͧز . ӡѴҢ ջʺóӧҹ¡ 2 ҨҢͧáԨ 繼Ҥ͡ Ҫ ѰˡԨ ʹѤá͹ѹ 25 ..48 ͺ.0-2561-4642, 0-2942-8774-9 500-1

....................................................................................

.ԴѺ / ҷس͵ʹ
++ ᾷἹչ٧

http://www.siamrath.co.th/Education.asp?ReviewID=103792

ʵҨ .. ѹѵ ͧӹ¡ٹᾷҭɡ ԷԴ СèѴѡٵáᾷἹ Դ ԷԴ㹰ҹԷ¢ͧѰ պҷҧҹᾷҸóآ㹻 Ѵѡٵ;ѲҴҹ¹͹ᾷἹչ ǹ˹觢ͧᾷἹ ͵ŧҧлȨչ դ͡ѹ㹴ҹᾷ աèѴ駤СèѴѡٵᾷἹ ʹԹèѴѡٵѺкآҾͧ ԷԴ ŧ͵ŧ͡Ѻ Beijing University of Chinese Medicine Է觪ҵԢͧѰŨչ Ӥѭ ѹѲѡٵ㹷ءдѺСȹºѵ ԭҵ ԭ лԭ͡ ʹѺʹع֡ᾷἹչѡٵáᾷἹ 駴ҹҨ ҹ¹͹СûԹ ѺͧسҾ ¼稡֡ѡٵôѧǨѺѺͧزԨҡԷԴ Է¡ᾷἹչѡ觴

ͧӹ¡ٹᾷҭɡ ǵ Ѻ㹻ա֡ҷж֧ ԷԴ ἹԴԹѡٵûСȹºѵê٧ҧᾷ ¹ 1 6 ͹ ѺѤèҡᾷ診ᾷʵúѳԵ ѧᾷѺ¹֡ҡ鹶֧ѪԸաõǨ ԹԨ СѡẺᾷἹչúǹ ШЪҧҹᾷἹչ кҸóآͧ͹Ҥ 㹻յ仡ԴѺѡٵдѺԭѺᾷἹ дѺԭ͡ӴѺ

_________________
If trouble comes when you least expect it, then maybe the thing to do is to always expect it. Cormac McCathy, American novelist
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ͺͺ: Thu May 18, 2006 3:12 pm ͺзͧ¤Ӿٴ(quote) Back to top

¹ ѹ֡:
++ ᨧ´Ѻ.
.չԹò () ԴѤдѺԭҵջշ 1 ǵҹѡ (ͺç) Шӻա֡ 2549 Ѵ֧ 15 ..2548 ǹͧԭлԭ͡ (Ҥ) Шӻ 2548 ԴѤõѹ 1-31..2548 ҡբʧöԴͺ ѺԵ 0-2261-0531 , 0-2260-2652 0-2664-1000 5716,5665 ͷ http:admission.swu.ac.th 駹ŢͧѺѤͺѴ͡ дѺԭҵ շ 1 Шӻա֡ 2549 (Ѻç) öͺ㹪ǧ͹ ..繵

++ ԹԡصԸ
йԵʵ .ا෾ ѴԨ顮 駷 3㹹ԹԡصԸ ҧѹ 3-7 ..48 .ѧǹ . ͧͧЪҪӻ ЪŴѭҡѴºҡѧ

աԨҷ ҧѡ¹Ѹç¹ǹԷ ӻ֡ҷҧ͹ ЪҪ .ѧǹ зҴ .ѧǹ ֧Ԩле ͺЪͻѭҷҧ Ѻͧͧعͻҹҹ˹§ҹǢͧѭҵ

++ Ǹ.Ѻ͡úԹ
++ Ҥͧᴹط

س˭ԧԾǴ ä ѴзǧѲ Ƕ֧ç ֡ᴹطԔ 繡͡Ѻѷ úԹ ӡѴ(Ҫ) 㹡§÷ͧԧʹ ѲԹҧͧᴹطԵͧط ¡úԹ¨Ѵᾡࡨͧ 4 ͧѺ ԹçطѧǪʶҹ 4 Ӻ Թ ҪҳҨѡ๻ ǹԹѹ ʶҹٵ,Ӻžط ʶҹ,Ӵ ʶҹ筷ءá,ӺùҶ ʶҹʴȹ еӺšԹ ʶҹԹԾҹ ͧͧôšغҡҰҳ

駹ѴзǧѲ ǵ դ١ѹѺԹ ҪҳҨѡ๻ҹҹ աö·ʹš ¹Ѳ ੾Ѳҹطʹ 駹ͧҡ繻˹觷ջЪҪѺ;طʹҡشš ͻҳ 97 ͧЪҡ÷

ҹ¡ ô üӹ¡˭ ѷ úԹ ӡѴ(Ҫ) 㹡èѴçä駹ҧѺҧзǧѲ ᾡࡨͧǷ 4 ͧçè֡ᴹط 鹷ҧԹҧͧ͡õѹ 6-11 ѹ¹ 2548,ѹ 7-12ѹ¹ 2548,ѹ 20-25 ѹ¹ 2548,ѹ 21-26 ѹ¹ 2548

ǹǧ͹Ҥ ѹ 4-9 Ҥ 2548,ѹ 5-10 Ҥ 2548,ѹ 18-23 Ҥ 2548,ѹ 19-24 Ҥ 2548 觵ʹԹҧѺдǡҧըҡѡúԹ СŤҹطʹҨҡѡԪҡüǪҭ աѧçôѧǹй§ š¹ҧطʹ͡ʵ

ѺʹԨçè֡ᴹط öԴҧἹ лҹҹԹҧ١Ҿ çþ ѷ úԹ ӡѴ(Ҫ) .0-2545-2918,0-2545-2982,0-2545-2910,0-2545-2981

- COMPUTER.TODAY ѡá ..48 Դªͧ IE ͹ HACKER (ѹºšͧ) 31 Ի зسͧ Թ˹ (55 ҷ)

- ACTION!COMPUTER.TODAY ѡá ..48 ...㹩Ѻ Ŵ ...ҡ! Ը šԧ ! ҹš § (᷹) ...(45 ҷ)
songwut110
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: Jul 21, 2003
ͺ: 9937
蹷: 110

ͺͺ: Mon Nov 06, 2006 5:46 am ͺзͧ¤Ӿٴ(quote) Back to top


The 3rd OCSC International Education Expo 2006 @ Queen Sirikit National Convention Center

Date: 11 - 12 November, 2006
Venue: ٹЪԡԵ
Owner: Office of the Civil Service Commission
10.00 - 18.00 hrs.
Plenary Halls 1-3, Meeting Rooms 1-2

ʶҺѹش֡Ѹ֡Ҫ鹹ӷš û, / , Ѱԡ / ᤹Ҵ, /ǫŹ ҪҳҨѡ ᷹ҡʶҹٵ

- ѺѤͺдѺԭ㹧ҹ
- ǹҡ֡㹵ҧ¼᷹ҡ 15 ʶҹٵ㹻
- ǹҡ֡зع֡ҷ 15 ¼᷹ʶҹٵ㹻
- áͧǹ ¼᷹ҡ 15 ʶҹٵ㹻çǷ ͤԴ ʹ 㹡֡ зع֡ ȵҧ ءѺҺŨҡ觢µç

ʹѺʹع Australia Canada Chaina France German Italy Ireland Japan Netherlands Newzeland Singapore Switzerland UK USA ӹѡҹ ..

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If trouble comes when you least expect it, then maybe the thing to do is to always expect it. Cormac McCathy, American novelist
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: Jul 21, 2003
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ͺͺ: Sat Nov 11, 2006 2:54 am ͺзͧ¤Ӿٴ(quote) Back to top

ҹѹǤѺ... ҴѺҹҡͧع¹ ...

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If trouble comes when you least expect it, then maybe the thing to do is to always expect it. Cormac McCathy, American novelist
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ͺͺ: Wed Mar 21, 2007 12:15 am ͺзͧ¤Ӿٴ(quote) Back to top

¹ԭ㹻 : [20 .. 50 - 15:38]

ѡ¹¨ӹǹ¡ѧҷ¹ԭҵҧ ǹ˭ Ѱԡ ѧйǫŹ ҧҹâͧ չѡ¹ ੾ФҧǡҡҴԹѹѹȾ ѹ

Ѻ֧ͧ ѳԵҹ鹡 ԹҔ դسҾ͹ դᵡҧ ҧҹ͡ʹӤ ҧҹ

֧ ҵͧШǪ֡ úء 駻㹷ջ ѿҹʶҹèչѡ¹㨡¹ ͧ仴٫դѺѡͧ ѺǷҹդФⴴ ͹ ҧ亨ҹ ի źҹ͹ ͧ ͧ

ࢵ ҡդ¹ѹ ѧҡ ࢵ ¼¶֧㹷ջطừԿԡ Һ йչѡ֡ҸóѰԺʺҧ? ѡٵ ǡԭ 1-2 Ҩ价ҸóѰп٨ ҧ¹Ӥ͹硪ѹ觡Ѻ ͹Ҥ ҨеͧѹɡѺҹ

ջû ջͿԡзջԡ 价駹 ͶҺҺ Ҵ任ҧ һȷعҡҧչ¹

֡㹻¹ ¤ ʶҺѹ֡ҢͧѰء 㹻 纤Ҹ֡ Ҩ繹ѡ¹ѹ ͹ѡ¹ҧҵ ҨդҺا֡Һҧ硹 ѺԷ ҷ֡Ҵ١ҳ 50 ֧ 200 Թ¡ 2,000-8,000 ҷ ҤҤҺاҹѡöҸóͧ

͡ҡͧ¤¹ ѡ¹ҧҵѧѺ͹حҵӧҹ ʶҺѹ֡ҢͧѰաԹѻ 20 㹺ҧóѧ Ҩ Ѻ͹حҵӧҹա 90 ѹͻ ǹ÷¹ԭ͡ ͡ҡ¤¹ ѧԹ͹ͺ᷹ա

¹ 2 Ҥ¹ Ҥ¹Ĵ˹ 1 Ҥ֧ 31 չҤ Ҥ¹Ĵ͹ 1 ¹ ֧ 30 ѹ¹ Էǹ˭С˹ Ĵ˹Ҥ¹

ѭҧ˹Ѻѡ¹診Ѹҡ çк֡ 鹾鹰ҹ ͧѹ˹ 13 㹢зͧ¡˹ 12 ѡ¹ Է·֧ͧ¹ ͧҺաҧ˹觫觡 Сȹºѵá֡дѺѸ֡ҵ͹ .6 ͧ ѧѺѺͧºҡѺ Abitur ͻСȹºѵѸ¢ͧ

ѡ¹診Ѹ¢ͧ·¹ͷ è¹鹰ҹѹ仡͹ ҧ¡ºдѺ Grund stufe ll/lll ͧʶҺѹ 觵ͧ¹ҳ 400-600 ¹ͧ¹

Ҥ仨ҡʶҺѹ ͺѡٵ Է¢ͧ Studienkolleg ҷ¹ǹ˭ͺԷ¹ͧ

ѡ֡ҵҧҵԷ¹Է¢ͧ еͧͺ繷ҹͧ German University Entrance Ex amination ͷ¡ Feststellungsprufung (FSP) 觨Դͺ 2 ѡ¹Էͺ FSP 3 ͺҹͧԹҧѺ

ѡ¹㴷عѾ ҡա֡дѺš ͧ¹ԭ㹷ջûдաҤѺ ԷҤû ѧ价ҧäҾҳԪ ѳԵ診ҡ դԧ.

Ե ѵ

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If trouble comes when you least expect it, then maybe the thing to do is to always expect it. Cormac McCathy, American novelist
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ͺͺ: Fri Jun 01, 2007 10:58 am ͺзͧ¤Ӿٴ(quote) Back to top

ҹ˹ѧ Se-ed/¹ Ҩ˹ѧǡѺع (Ҥһҳ ҷ) Ѵ EXIT (ѯ)

͹ǡѹ -- EXIT 詺Ѻ(#25, Ҥһҳ ҷ)Ǻͧعҧҧ͹ҧúǹѺ

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If trouble comes when you least expect it, then maybe the thing to do is to always expect it. Cormac McCathy, American novelist
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_________________
If trouble comes when you least expect it, then maybe the thing to do is to always expect it. Cormac McCathy, American novelist
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ͺͺ: Mon Aug 20, 2007 11:10 am ͺзͧ¤Ӿٴ(quote) Back to top

[osk107] Ѻسͷ ҡѲ١
Poonlarb ֧osk107, BUNDIT
ʴ´ 9:20 ͹§ (1 )

50 Ways to Bring Out Your Child's Best

by Thomas Armstrong, Ph.D.

(first published in Family Circle, February 2, 1993).

Richard loved to tinker with mechanical devices. As a 6-year-old, he took apart an alarm clock. At 9, he helped his dad fix the lawn mower. In high school, he spent hours tearing apart and rebuilding stereo equipment. Now, as a young adult, he's a sound technician for a professional theater company. Richard's parents encouraged his interests at an early age, which helped him become a successful adult. However, Richard was never labeled as "gifted." In fact, he had trouble with math in school. The definition of "the gifted child" has traditionally been based on school-related skills and limited to the upper 5 to 10 percent of children who achieve high test scores, write well and excel academically. These are certainly important, but there may be hundreds of other ways for children to show their gifts. "Today's intelligence researchers emphasize that nearly all children-not just the celebrated 5 percent-have special talents, "says David G. Myers, Ph.D., professor of psychology at Hope College in Holland, Michigan. Studies at Harvard University bear this out, suggesting that kids can display intelligence in many different ways-through words, numbers, music,pictures, athletic or "hands-on" abilities, and social or emotional development. As an anonymous observer once said: "All children are gifted, some just open their packages later than others. "You can play a crucial role in awakening latent talents or developing current strengths through experiences you give your child at home. Here are 50 ways for you to bring out your child's best, regardless of how his gifts are packaged:


1. Let your child discover her own interests. Pay attention the activities she chooses. This free-time play can say a lot about where her gifts lie.

2. Expose your child to a broad spectrum of experiences. They may activate latent talents. Don't assume that he isn't gifted in an area because he hasn't shown an interest.

3. Give your child permission to make mistakes. If she has to do things perfectly, she'll never take the risks necessary to discover and develop a gift.

4. Ask questions. Help your child open up to he wonders of the world by asking intriguing questions: Why is the sky blue? Find the answers together.

5. Plan special family projects. Shared creativity can awaken and develop new talents.

6. Don't pressure your child to learn. If children are sent to special lessons every day in the hope of developing their gifts, they may become too stressed or exhausted to shine. Encourage, but don't push.

7. Have high expectations. But make them realistic.

8. Share your work life. Expose your child to images of success by taking him to work. Let him see you engaged in meaningful activities and allow him to become involved.

9. Provide a sensory-rich environment. Have materials around the home that will stimulate the senses: finger paints, percussion instruments, and puppets.

10. Keep your own passion for learning alive. Your child will be influenced by your example.

11. Don't limit your child with labels. They may saddle her with a reputation that doesn't match her inner gifts.

12. Play games together as a family.

13. Have a regular family time for reading, listening to music, talking.

14. Have reference materials available to give your child access to the world.

15. Allow your child to participate in community activities that interest her.

16. Use humor, jokes, silly stories to encourage creativity.

17. Don't criticize or judge the things your child does. He may give up on his talents if he feels evaluated.

18. Play with your child to show your own sense of playfulness.

19. Share your successes as a family. Talk about good things that happened during the day to enhance self-esteem.

20. Provide your child with access to a home, school or public library computer.

21. Listen to your child. The things he cares about most may provide clues to his special talents.

22. Give your child a special space at home to be creative.

23. Praise your child's sense of responsibility at home when she completes assigned chores.

24. Visit new places as a family.

25. Give your child open-ended playthings. Toys like blocks and puppets encourage imaginative play.

26. Give your child unstructured time to simply daydream and wonder.

27. Share inspirational stories of people who succeeded in life.

28. Don't bribe your child with rewards. Using incentives to get children to perform sends a message that learning is not rewarding in its own right

29. Suggest that your child join peer groups that focus on her gifts.

30. Discuss the news to spark interests.

31. Discourage gender bias. Expose your child to both feminine and masculine toys and activities.

32. Avoid comparing your child to others. Help your child compare himself to his own past performance.

33. Be an authoritative parent.

34. Use community events and institutions to activate interests. Take trips to the library, museums, concerts, plays.

35. Give presents that nourish your child's strengths.

36. Encourage your child to think about her future. Support her visions without directing her into any specific field.

37. Introduce your child to interesting and capable people.

38. Think of your home as a learning place. The kitchen is great for teaching math and science through cooking.

39. Share feelings. A child's gifts can be stifled by repressed emotions.

40. Encourage your child to read.

41. Honor your child's creations.

42. Do things with your child in his areas of interest.

43. Teach your child to trust her intuition and believe in her capabilities.

44. Give your child choices. It builds willpower and fuels initiative.

45. Show your child how to use books to further an interest. For example, "how to" books for the "hands-on" learner.

46. Set aside an area of the house for displaying creations and awards.

47. Encourage your child to tackle areas that are difficult for him. Help him learn to confront any limitations.

48. Be a liaison between your child's special talents and the real world. Help her find outlets for her talents.

49. Introduce children's literature that honors and develops gifts. Books like the Little Engine That could encourage a "can do" attitude.

50. Accept your child as he or she is.

For further information read: Thomas Armstrong, Awakening Your Child's Natural
Genius (Putnam, 1991), and Awakening Genius in the Classroom (ASCD, 1998)

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")


Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts dont receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning arent addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad new is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way).

The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart).

How to Teach or Learn Anything 8 Different Ways

One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with


words (linguistic intelligence)
numbers or logic (logical-mathematical intelligence)
pictures (spatial intelligence)
music (musical intelligence)
self-reflection (intrapersonal intelligence)
a physical experience (bodily-kinesthetic intelligence)
a social experience (interpersonal intelligence), and/or
an experience in the natural world. (naturalist intelligence)

For example, if youre teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?").

You dont have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever youre interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!

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If trouble comes when you least expect it, then maybe the thing to do is to always expect it. Cormac McCathy, American novelist
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ͺͺ: Fri Mar 21, 2008 11:08 am ͺзͧ¤Ӿٴ(quote) Back to top

١ ..硻ѭ..


Ϳ硪 6 ç¹ͧ 鹻ж֡һշ 1 سͤسһ֡Ҵͧسٺµ¹ ҧ ͹Դ褹 ͹ҧ ¹ سͤس͡ͿʹͧͧԹ ҹǡҡ ҡФ鹤ҨѡͧԹء 仨֧ͧ¹㹡úԹ СúѧѺúԹͧѡԹ ͡ҡѧʹͧʵ ǡ з褹蹡ѧ觿ѧس Ϳѧ ԴШԹҡö֧ǧ⤨âͧѧ÷֡Ҩҡҹ ᷺ʹ㨡¹㹪¹ ͧҡ觷㹤Դ ШԹҡù鹹ʹ㨡ҡ

ѭȤ

硻ѭ (Gifted child) Ѩ 硷дѺʵԻѭ٧ҡ (I.Q. Ҩ٧֧ 130-140) 硡д Ҹ鹤Ѻ ͧҡҩҴҡ ֧ѡդҡҡ վѧҹ㹵ͧҡ ͡ҡҨҸԴҡ ͧ觵ͧʹ ͧ˹㹤ʹ Ҩʹ ֧٤Ҹ ͧ˹ʹ ҡо鹤ҨդԹ Ǫҭҧҹ˹ࡳͧ硻ѭ дѺʵԻѭͤ Թ 130 ҧҹдѺö㹡¹ ٧ 2 鹻 ¹鹻ж֡һշ 1 ö㹡¹ºҡѺ鹻ж֡һշ 3 硻ѭȨǩҴǡѹ ͧáûѺ¹§ С͹ ѡҾ٧شͧ سͤس Фسٷ硻ѭѡ͡çѹҧ˹ ''˹'' ҷá硻ѭҨٴԹ Ẻ˭ աҷյҨ˧ش˧Դ Ҵ觷ͧͧ

ҧ١ѭ

ҡ֡ԨѰ Թ⫵ Ѱԡ .. 1994 -1995 ֡硻ѭ 241 ص 2-12 дѺʵԻѭҵ 160-237

82 ͧͧáêͧõѴԹǡѺ֡Ңͧ١
50 ͧ͡١͹¡ ͧͧѲҡ
94 ͧҸԵͧҹǡѹ
91 վѲҡ÷ҧ
60 վѲҡ÷ҧ
硻ѭٴ᧠9 ͹ ҹ˹ѧͧ 4

52 ǵͤ֡纻Ǵ
ͧҴ١ҹ ͧѡɳҢ硻ѭ ¨ѡɳдѧ仹Ѻ

繹ѡԴͧͧ˵ؼ
ѡ¹ͧҧ ҧǴ
öӤѾ ҧ ӹǹҡ
դ
ʹǨҸʹ ҹҹ
繤͹ ֧֡纻Ǵ Դѧ
Ҵѧҷءҧͧó (Perfectionistic) ͹غ硻ѭȺҧҨФ͹ҧҡ ҡ Ѵçҹ͹ ͧͧ ШмԴѧͤ繴 ⵢ»ж 硻ѭѡҵðҹ٧ ء觷ءҧͧվ СͺѺͺ觼 ͺӵҹ èѴ͹ 仨֧
֧´ ÷硻ѭѡ´ ͹ǧ Ҩ١˭ͧҴ ͵ҹسͤسͤس ੾ҧ觶Ҷ١ŧ Ͷ١ͧҪͺᵡҧҡ
դ֡Դͺ Ǵ٧
դҡҡҡ硷
੾ͧ赹ͧʹ
վѧҡ㹡÷觵ҧ Ҩ١ԹԨ¼ԴäҸ ͧҡ硻ѭѡѡɳ͹ ֧´ عѹѹ ʹ ͹ҧ ֧Ҩ١㨼ԴҸ ҧá硻ѭǹ˹ҨäҸ¡Ѻ 繡ԹԨ¤ (Dual Diagnosis)
ͺ͹ҡͼ˭
դʹͧҧ ҡ
ѹ ѡѹ͹
繹ѡҹ§ ѧ ¡͹͹غ ҹ˹ѧͧ ͺҹѧ ǹ˭ѧç¹ѡҹ˹ѧ ç¹͹غǹ˭ѡ ѧ͹ҹ 硻ѭȺҧҹ˹ѧǡһ ҹ͹غ
اصԸ ͺ١ͧ 繸
õѴԹͧҧ Թ
繹ѡѧࡵóʹ
ըԹҡáҧ
դԴҧä
ͺѡ
ѨҾҹäӹdz
դö٧㹡õͨꡫ
硻ѭѡդ㹤öǡѺͧ¹ͧͧ٧ ͡ҡ ѧͧѡٵá֡ҫ觷ҷҡ硷
硻ѭȺҧҨվä繾㹴ҹ Ż ó ͡äԴẺԷʵ
Ҵҡջѭ

١ѺԹԨ硻ѭ سͤس١硻ѭ ʺ١Ҵҡ ͧǹФѺ 硻ѭҨջѭҧ蹻ѭҷҧ ѧ ǹ˭Դѡɳ੾Тͧ硻ѭȡ 繵Ǣͧͧ 觾 ֧ѡЪͺӧҹ 㹵ͧ٧ դʹ Фö੾ͧ赹ͧʹ դöҧ ѡлʸйӢͧ ͹ ҡѹѺ˭Ҩҧԧ ¡ͧʹ Фѡ ҨջѭҡҧѹѺ

سͤسЪ١ҧúҧ

سͤسǹ˭ѡ ١硻ѭ ǩҴҡ硷 Ҩդ֡ ҴǻѭҷҨԴѹ仴 Ҩͺ ˹ѧҹ 硻ѭҨͧ 觻ᵡҧ仨ҡ ֧º㹡ѺաҤТ ֡š¡ҡ ١硻ѭ سͤسþٴ¡Ѻ١ ͸Ժ к͡ԧ١ҧҡ ͹ռ ռ ᵡҧѹ ¡ͧͪ蹪ѨТͧ١ФѺ зջѭҵ١ⵢ سͤسþ¹ ѺѨҾͧ١

硻ѭȵͧ

硵ͧ㨤ᵡҧҡ ЪѡҾ 㹪ǧ¡͹͹غ §лԺѵԵ١Ҩ˹طԧѡ硹 ҧ硻ѭ 2 Ǻö蹢ͧ蹢ͧ 6 Ǻ èʹѺʹعѺ 硻ѭ 3 Ǻöҹ˹ѧ ˹ѧͧ ҹ ÷褹ѧ蹪١ռŵ;Ѻ 蹡÷仫ͧ͢㹫ػࡵ դ觷١§ 2-3 Ǻ öҹͤ㹻Թ͡Ҵѧ سͤسʹ㹵١ 觷١ӾĵԡẺ سͤس֧÷˵ءóͧ

١Ժⵢ ѭҡ¹ 硻ѭ 5 Ǻҹ˹ѧºҡѺ 7 Ǻ ҡء͹ 12 ;ٴ͹ 13 袳ǡѹҨͧҴ͹ 觷ͧͧ سͤس֡ Ӥ ͧͧѲҡõҧ´ ١§ 9 ͹ ٴ سͤس֧ҷǡѹվѲҡҷѹ Ǥ¡е ͺѺ١ ç¹ 硻ѭȤռǪҭҹ֡Ҫ´ͨѴѡٵ к¹͹ѺѨҾͧ س٤Ըա͹ ٻẺ 硻ѭȹ鹹͡ҡ¹ǡ͹ѧԸա¹ᵡҧҡ蹴 硻ѭö¹Ԫҡ 㹤 ѧ鹶Ԫҷ硷й͹ Ҩз硻ѭջѭҡ¹ ѡɳ੾Ч ͧ硻ѭȡҨзԴѭ蹤Ҩ 硻ѭȵͧպ¹ѹѺԴǴǢͧͧ ҧ¹СӼԴ §硻ѭȵͧҹѺ㨤ҡѧࡵШӵС١ͧ

ҡѹѺ

ѭҢͧ硻ѭաС˹觡 ʹ ҡѹѺ ѨҾҨ˹͹ ͧҡ¹ҡ ЫѺ͹Ҥ ͧԹҡö֧硼˭ԧѭȤ˹觹ФѺ 6 Ǻ öҹ˹ѧͧ͢ô 12 (дѺѸ 6) ǡѹºҡѺдѺô 7 ( дѺѸ 1) öͺ⨷줳Եʵ ٳ ١ͧ ͧͧǹ ȹ ԸչѺ ѧ¹ҧٵäٳ ͧʹ ǡ Ҹͧͧٴ繪 ҹѺͧͺ й ͧ ͹ ͺҤ蹷١ͧ ѹš ͹ աê к֡Ҿɪ (ѡ͹ô 3-4) ´ѨҾͧ硻ѭ ͧҡѡ١շش ֧Դ͡سͤس¨Ѵѡٵç¹

Ѩҡ...ʪ...

ͧҡ硻ѭ¹ǡǡѹҡ ¹觷 ҡ ͹¹Ѻ硷ⵡ Ҩ繷ҧ͡˹ ٴͧʹ㨡Ѻ蹾Ҩ㹴ҹѧ Ը Ҩç¹ǡ» Ҩͧ ͨѴ¹͹ẺɵдѺѨҾҨ¹ԪҤԵʵѺ蹾 4 鹻 ¹ԪҡѺ蹾 2 鹻 ¹ԪҾ֡Ѻ͹ǡѹ 繡èѴѡٵẺ״ Ҩ¹Ѻ蹾ѹ ¹Ѻ͹ ѹ ѡùҨдաҡ͹¹Ѻ蹾 Ш͡ԵѺǡѹ ç¹¹ŧѡٵ سͤس繤Ѻ ٴç¹ Ҩç¹ ¹к֡ ش¡ʤ¤Ѻ ;Ѵ¹͹ͧҹ ʹ سͤسöѴѡٵõѨҾдҹͧ١ҧ ʹѺʹع͡蹡 ԨѺ͹ǡѹ 硻ѭ¤Ҩкʤ 㹪ǧá ǡѺк֡ç¹ҪѸԷ

êʹҹѧѹ

硻ѭҨջѭҵͧä ͧ͹͹ سͤس֧Ҵ й ͧþٴ ʴ͡ҧ оĵԡ ֧͹ԸҧѹѺ ҤªǧԴ е١ٴͧ赹ͧʹͧǡȡѺǡѹ Ѻ蹾 ˭ ҧѹѹաѺ դسͤس١ѭȨӹǹҡѡ ФԴ١ջѭҷͧᵡҧ仨ҡ硷¹ ͺͧҧʵԻѭ ѡͧҧ¡ҧ͡ҵͧʹ ҺͧҧʵԻѭҡ ҴҡԹ仡 Թʹ ѧ鹤سͤس֧ͧҾ繨ԧ ѨҾա¡üѡѹҹ¹ ;ͺ觢ѹ äҨش١件֧ѡҾѨҾ

: . ʧͧա
ٹآҾا෾

Source: http://www.bangkokhealth.com/sitesearch_detail.asp?number=10090

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