เกณฑ์มาตรฐานการวิจัยปริญญาเอก แบบ ๑ เน้นการวิจัยเพื่อทำวิทยานิพนธ์ที่ก่อให้เกิดความรู้ใหม่ แบบ ๒ เน้นการวิจัยเพื่อทำวิทยานิพนธ์ที่มีคุณภาพสูง และก่อให้เกิดความก้าวหน้าทางวิชาการ กรณีต้องสอบผ่านการสอบวัดคุณสมบัติ(Qualifying Examination) เพื่อเป็นผู้มีสิทธิขอทำวิทยานิพนธ์เสนอวิทยานิพนธ์ (PhD Candidate) ตามมาตรฐานหลักสูตรปริญญาเอกของมหาวิทยาลัยในออสเตรเลีย จากประสบการณ์ของ รองศาสตราจารย์อานนท์ เที่ยงตรง ประธานอนุกรรมการติดตามและประเมินผลอุดมศึกษา กกอ.

PhD. (Agronomy-Crop Physiology) University of Western Australia 1987
Dear Mr Tiangtrong, The PhD Committee has considered the reports of the examiners of your thesis entitled “Effects of genotypes and environment on source-sink relationships in sesame (Sesamum indicum L.)” and I am happy to be able to inform you that the thesis has been accepted as satisfying the requirements for the degree of Doctor of Philosophy in this University Registrar 26 September 1987

คุณวุฒิการศึกษาของผู้บรรยาย
(1) ปวช. โรงเรียนเกษตรกรรมแม่โจ้ ( ) แม่โจ้รุ่น (2) ป.ม.ก.วิทยาลัยเกษตรกรรมแม่โจ้ ( ) ทุนอาชีวฯ (3) B.S.A. & TCAE (AgEd) College of Agriculture University of the Philippines (Uni. of the Philip. Los Banos, UPLB) ( ) ทุน Rockefeller (4) M.A.(AgEd.) California Polytechnic State University (CALPOLY) USA. ( ) ทุน AID (5) M.Ag.Sc. (Crop Science) University of Queensland (UQ), Australia ( ) ทุน ADAB (6) Ph.D. (Crop Physiology) University of Western Australia (UWA) ( ) ทุน ADAB + ทุนส่วนตัว

เกณฑ์มาตรฐานลักสูตรปริญญาเอกของมหาวิทยาลัยในออสเตรเลีย
*เกณฑ์มาตรฐานหลักสูตรปริญญาเอก 2548 และ 2558 นักศึกษาต้องสอบผ่าน Qualifying Examination จึงจะมีสิทธิขอทำวิทยานิพนธ์ (เป็น PhD Student) เกณฑ์มาตรฐานลักสูตรปริญญาเอกของมหาวิทยาลัยในออสเตรเลีย (4) M.A.(AGED) California Polytechnic State University (CALPOLY) USA. ( ) ทุน AID เป็นปริญญาโท Course Work ที่เน้นปฏิบัติ ไม่มีวิทยานิพนธ์ จึงต้องเข้าสู่ Master Qualified Program ใช้เวลา 1 ปี แต่ไม่ผ่านเกณฑ์ จึงต้องทำใหม่ (5) M.Ag.Sc. (Crop Science) University of Queensland (UQ), Australia ( ) ทุน ADAB จึงมีสิทธิต่อหลักสูตรปริญญาเอก (PhD Candidate) ได้ (6) Ph.D. (Crop Physiology) University of Western Australia (UWA) ( ) ทุน ADAB + ทุนส่วนตัว

การทำวิจัยเพื่อวิทยานิพนธ์ปริญญาเอก
วิทยานิพนธ์ปริญญาโทหลังจากที่ไม่ผ่าน Master Qualified MAgSc.Thesis (1984) “The Effect of Environmental Factors on Growth, Development and Yield of Sesame (Sesamum indicum L.) in South-Eastern Queensland” University of Queensland (UQ), Australia. วิทยานิพนธ์ปริญญาเอก (เป็นงานวิจัยต่อเนื่อง) PhD. Thesis (1987) “Effects of Genotype and Environment on Source-Sink Relationships in Sesame (Sesamum indicum L.) “ University of Western Australia (UWA.), Australia.

แต่ละเรื่องย่อยนำไปสู่ 4 Research Papers
Research Topic : “Effects of Genotype and Environment on Source-Sink Relationships in Sesame (Sesamum indicum L.)” ทำวิจัยเกี่ยวกับสรีรวิทยาของพืชน้ำมัน(งา)ในเวลา 2 ปี 4 เรื่องย่อย I. Cultivar and Climatic Effects on Growth, Development and Yield. II. Cultivar Differences in Post-Anthesis Growth and Development in Controlled Environments. III. Effects of Source-Sink Manipulations on Seed Yield and Its Components. IV. Effects of Cultivar and Environment on 14CO2 Assimilation and 14CO2 Translocation. แต่ละเรื่องย่อยนำไปสู่ 4 Research Papers

การเขียนรายงานวิจัยเพื่อการตีพิมพ์ Writing Research/Scientific Papers
SCIENCE AND ITS COMMUNICATION 1985 BRIEF GUIDE TO USE OF ENGLISH IN A SCIENTIFIC PAPER TITLE : It can have no verb (not a complete sentence) : e.g. ‘Prediction of aggressive behavior in ‘basal cell carcinoma’ If it is a sentence and have a verb, the verb is usually in the Present tense (stating a ‘true’ finding): e.g. ‘Stylosanthes provides feed for livestock without reducing yield of cassava on soil with adequate nitrogen supply’

Title : It is also correct to use a Past tense verb, especially if the research has local rather than general application: e.g. ‘Brooding did not affect the growth rate of red or white Balinese ducks’ It can be positive: e.g. ‘The qualifications and experience of teachers influence the success of the 1975 SMP Biology curriculum in Bali’ Or it can be negative : e.g. ‘There were no differences between the fundamental frequencies of the same note made by four sets of Gamelan Gender in Denpasar’

SUMMARY/ABSTRACT This is a summary of a paper already completed and it is nearly always in the Past tense and frequently in the Passive : e.g. ‘Application of 300 kg TSP per hectare almost doubled the yield, increased plant height by 30% and increased the yield components … ‘ e.g. ‘A survey to observe the red blood cell count of male Bali cattle infested by liver fluke was conducted at Sanggaran abattoir, Denpasar …’

SUMMARY/ABSTRACT (Continued) Sometimes the first sentence will be in the Present tense if it is describing a continuing condition: e.g. ‘Lava soil in Bali has a sandy texture with low organic matter.’ The final sentence may also be in the Present if you are emphasizing the continuing application of your findings: e.g. ‘Duck eggs coated with paraffin can maintain their quality for longer than two weeks.’

INTRODUCTION Note on PARAGRAPHS A paragraph is an indication of the relationship of ideas and facts to each other and to the sequence of the description or argument of the whole section of the paper. Within a paragraph there is a close connection between the points presented A new paragraph indicates a change of subject and a further step in the ‘development of the presentation.’ In the introduction there are always at least TWO paragraphs : one which sets out the background to the research and one which sets out the hypothesis or aim of

INTRODUCTION (Continued) the paper. More commonly the background material will be broken into two or more separate paragraphs (e.g. one on lava soils in Bali, followed by a second paragraph on the use of manure for pasture production, a third paragraph on the advantages of cultivating Stylo in such conditions; and then a final paragraph stating the hypothesis to be tested). These paragraphs assist your reader to follow the logic of the approach to the research. The final paragraph in the Introduction should always set out the hypothesis to be tested or the purpose of the investigation.

INTRODUCTION (Continued) Steps in Introduction : 1. Stating importance of general area/problem Usually Present tense (because you are making general statements, referring to continuing values or conditions) 2. Referring to previous research Usually in Past tense, reporting on a completed activity : 3. Referring to general knowledge Usually in Present tense, reporting something generally believed or accepted :

INTRODUCTION (Continued) Steps in Introduction : 4. Drawing attention to particular aspect of the problem to be examined Usually moves to Present tense, to indicate existing problem: 5. Stating the hypothesis This is one of the most important points in your paper. It must be in a separate paragraph and it must be the final part of the introduction. ดูตัวอย่างประโยค(sentences) ในบทนำ (Introduction)

MATERIALS AND METHODS This section is always in the Past tense, describing past and completed actions. It is commonly also in the Passive (though some journals encourage the use of the Active voice): e.g. ‘The sesame variety TSI 4B was used.’ e.g. ‘Feed was provided ad libitum.’ Notice that there are standard ways of reporting :

Notice that there are standard ways of reporting : (1) a series of treatments in an experimental design (2) measurements/data to be recorded (3) statistical analyses applied (4) method of sampling (5) dimensions of equipment/materials (6) analytical procedures (7) quantities/dosages varying in quantity and timing (8) identification of specific techniques, equipment, procedures

This section is often the easiest to write (and can be written in draft form before you start writing your paper in detail). The most useful guide for your own writing is to turn to a published article which sets out procedures similar to those you are using, and follow the style of the writer. You may need to refer to more than one article but you should be able to find the patterns you need quite quickly, because they are standard patterns of reporting. (It is likely that the articles you have read before starting your experiment, i.e. those you will refer to in your paper, will provide useful models for your writing because they are dealing with the same or related research interests.)

RESULTS Use the Past tense when reporting a finding directly : e.g. ‘The inorganic N, P and K treatment produced the most green leaves up to nine weeks after planting (Fig. 1).’ e.g. ‘If the waiting time was longer than five seconds, the quality of answer remained nearly constant (Fig. 3).’ The Present tense is only used when referring to a Table or Figure (e.g. ‘Figure 2 shows the relationship …) but it is preferable to use the Past tense for a direct report and refer to the Table or Figure in brackets at the end of your sentence (as in the examples above). Notice that the language in Results is often comparative/quantitative: e.g. ‘Some samples were higher by a factor of ten.’ e.g. ‘… white ducklings had a faster growth rate than red ducklings …’ Also the significant change is often indicated in the verbs : e.g. ‘ By increasing waiting time for one to five seconds, the quality of student’s answer was increased rapidly.’ e.g. ‘ Paraffin treatment reduced the rate of increase of albumen and yolk pH but the differences were very small (Table 2).’ Notice also that statements pointing to differences that have statistical significance must indicate the level of significance : e.g. ‘ The correlation between waiting time and quality of student’s answer was positive (r = 0.38) and very significant (p 0.01).’ e.g. ‘ The dry-weight yield of plant tops was highest in treatments with inorganic fertilizer and pig manure (p 0.05), but both treatments produced dry-weight of roots not significantly different (p 0.05) to control (no fertilizer).’

RESULTS (Continued) Notice that the language in Results is often comparative/ quantitative: e.g. ‘Some samples were higher by a factor of ten.’ e.g. ‘… white ducklings had a faster growth rate than red ducklings …’ Also the significant change is often indicated in the verbs : e.g. ‘ By increasing waiting time for one to five seconds, the quality of student’s answer was increased rapidly.’

RESULTS (Continued) e.g. ‘ Paraffin treatment reduced the rate of increase of albumen and yolk pH but the differences were very small (Table 2).’ Notice also that statements pointing to differences that have statistical significance must indicate the level of significance : e.g. ‘ The correlation between waiting time and quality of student’s answer was positive (r = 0.38) and very significant (p 0.01).’

DISCUSSION The characteristic of this section is that it deals with argument and tentative explanation. This is reflected in the language. Notice that argument involves reasoning and persuasion, which often requires skillful use of linking words : 1. However Conflicting points, change of direction But e.g. ‘ The lack of a significant effect … supported the practice of Balinese farmers … However, other studies have shown … ‘

DISCUSSION (Continued) 2. Although Qualification to main argument (not significant) Despite e.g. ‘ Despite these differences, it is clear that …’ 3. Furthermore Also Additional supporting point Moreover e.g. ‘ Moreover the quality of lime is affected by the method of storage.’

DISCUSSION (Continued) 4. Similarly Parallel points Also e.g. ‘ Similarly, red Balinese ducklings showed no weight gains …’ 5. Therefore Consequence/explanation Because e.g. ‘ Therefore teachers who do not have this training may need …’

DISCUSSION It was reported previously that frequency produced by bronze sound varied with the age of bronze because of corrosion (Ono, 1982). Therefore the same notes in four sets of gamelan gender that were made in different years were expected to have different frequencies. However, in this study the same notes in the four sets of gamelan gender, within the experimental error, produced the same frequency. This might be due to the fact that the four sets of gamelan gender are often used in various religious ceremonies and the sound sources are well kept.

DISCUSSION (Continued) Furthermore, any changes in frequency of a note which are apparent to the human ear are normally tuned by an expert using a standard note, a well-kept piece of bamboo. It was clear, therefore, that the capacity of the expert’s ear in differentiating between not only determined by its fundamental frequency but also by its antenodes, minor frequencies accompanying the fundamental frequency, another experimental study using a frequency analyser is recommended if the quality of the sound differences is thought to be of importance. ประสบการณ์นี้น่าจะเป็นประโยชน์ ไม่มากก็น้อย อานนท์ เที่ยงตรง

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