ขอโปรแกรมแปลอังกฤษเป็นไทย(ใช้แปลแบบทั้งประโยค)

{#emotions_dlg.a8}ขอความช่วยเหลือหน่อยค่ะ  คืออยากทราบว่าใครพอจะรู้ว่ามีโปรแกรมที่ใช้แปลภาษาอังกฤษเป็นไทย(ใช้แปลแบบทั้งประโยค) บ้างไหมคะ ต้องการความช่วยเหลือด่วนค่ะ{#emotions_dlg.d8} 
ขอบคุณล่วงหน้าค่ะ....



ความคิดเห็นที่ 1

SR (Guest)
4 ก.ค. 2552 05:52
  1. Have a look at

    "Parsit" somewhere at "nectec.or.th" website.

    You may be able to help them improve this Thai-English translation program .



ความคิดเห็นที่ 2

seiki2222@hotmail.com (Guest)
17 ก.ค. 2552 02:42
  1. ดีมากครับ




ความคิดเห็นที่ 3

suju_13@yahoo.com (Guest)
20 ก.ค. 2552 20:56
  1. what you� name




ความคิดเห็นที่ 4

buscom_18
29 ก.ค. 2552 21:50
  1. บอกหน่อยคับ wash your hands before eating dinner แปลงยังไงคับ




ความคิดเห็นที่ 5

buscom_18
29 ก.ค. 2552 22:00
  1. ขอความช่วยเหลือหน่อยคับ คืออยากทราบว่าใครพอจะรู้ว่ามีโปรแกรมที่ใช้แปลภาษาอังกฤษเป็นไทย(ใช้แปลแบบทั้งประโยค) บ้างไหมคับ ต้องการความช่วยเหลือด่วนคับ
    ขอบคุณล่วงหน้าคับ....



ความคิดเห็นที่ 6

ariwa
31 ก.ค. 2552 19:24
  1. ล้างมือก่อนจะทานข้าวเย็น.......รึป่าว




ความคิดเห็นที่ 7

plm_makub@hotmail.com (Guest)
10 ส.ค. 2552 17:19
  1. ดีมาก



ความคิดเห็นที่ 8

nu-mam.love (Guest)
16 ส.ค. 2552 09:32
  1. control  panl




ความคิดเห็นที่ 9

jutamas_2@hotmail.com (Guest)
19 ส.ค. 2552 16:34
  1. Using Digital Comics To Enhance eLearning
    On Anti-Corruption Education
    Vincent Didiek Wiet Aryanto
    Professor of MIS at the Graduate School of Business Management
    Soegijapranata Catholic University Semarang Indonesia.
    Abstract
    This paper is based on the community service done by Soegijapranata Catholic
    University in alliance with the Indonesian Commission on Corruption Eradication. This
    community service is carried out on fifteen private as well as public junior high schools
    in Semarang Indonesia. Corruption being one of the biggest problems in Indonesia
    nowaday, therefore, giving creative approach to the Junior High School students
    is a new approach in Indonesia. This article will examine the preliminary implementation
    of incorporating a digital comics on anticorruption through eLearning. The preliminary analysis of the case study is very effective in the sense that students are very enthusiastic to learn by using digital comics and games, however, some obstacles such as internet speed, and teacher’s reluctance to change imerge. Keywords: eLearning, anti-corruption digital comics, computer-assisted education, internet.
    Introduction
    Indonesia has consistently ranked at the very top of various indices of corruption, and
    most recently been listed by Transparency International at 135 out of 145 in its 2006
    corruption perception reports. Education is central to preventing corruption. Even clear
    laws and regulations and well designed institutions will not be able to prevent corruption, unless citizens actively demand accountability from the government. The attitudes and expectations of citizens are crucial in building responsive public governance. Ethics education for young
    people can help break the entrenched cycle of corruption in Indonesia, as today’s youth will be the potential leaders of tomorrow. More importantly, the environment in which
    youngsters grow up plays a decisive role in shaping their attitudes. Ethics education must
    be a part of broader effort to improve governance and reduce corruption. Within this framework, children must have an appropriate and conducive learning
    environment that values integrity. Thus in order to be credible, anti-corruption teaching
    must relate to the daily lives of the students and address real life ethical dilemmas,
    conflict of interest, corruption cases and using digital comics to enhance creative
    learning. High school students grow up playing digital games. Most of them are
    comfortable with the media and are becoming part of their culture. Students’
    enthusiasism in playing digital games can enhance creative eLearning.
    Literature Review
    Digital games, as a matter of fact, become longstanding feature of world
    culture. Despite the fact that highschool students enjoy playing these games, they are
    seldom used to enrich education. In addition, traditional views believe that digital games
    should not be used in education for some reasons e.g., games can be addicting and can
    promote violence. Digital games should be used as a tool for supplementing the
    curriculum rather than supplant it. However, educators can harness the great learning
    potential of digital games, enabling students to learn by exploring virtual worlds and
    solving problems without realizing they are learning (Green & McNeese, 2007). Digital
    games have been around for over 25 years (Bryce & Rutter, 2003), today's students
    grew up playing digital games as part of their culture. On average, the children between 2
    and 18 years of age spend 20 to 33 minutes a day playing digital games. According to
    Baranich & Curie (2004), playing games challenges students, arouses their curiosity,
    develops their creativity and brings great pleasure and sense of accomplishment.
    When adults and children are having fun, they are more willing to pay attention,
    participate enthusiastically, and since their stress level is lower, they are more receptive
    to learning. The positive emotion of laughter is tied to positive emotions that allow the brain to make better perceptual maps. Educators and academicians deal with challenge on how they formulate eLearning (Huynh, 2005; Cheng, 2006). The eLearning development is vital for education and training. Several aspects have led to the increasing importance of content
    development (ANTA, 2003). There are many definitions in the literature with regard to the
    eLearning concepts. eLearning are specific group of users (eLearners) (Ong et al., 2004).
    eLearning includes the transmission of teaching materials, such as sending
    multimedia images, reviewing books online, transmitting series of courses, such as
    computer-based and web-based learning (Cheng, 2006). The term eLearning refers a
    wide set of applications and processes as well as computer-based learning, web-based
    learning, virtual classrooms, broadcast televisions, CD-ROMs, digital collaboration,
    audio visual aids, e-mail, film, internet/intranet/extranet networks, video, wireless technologies, digital video disk, teleconferencing, chat rooms, web conferencing. Three most important
    eLearning types are depicted as follows (Desanctis et al., 2003).
    1. Video-conference classrooms: these eliminate the boundaries of placedependent,
    face to face classrooms so that two or more distinct social networks can be joined together. This
    technology offers a bridge for connecting face to face groups, with the idea that disparate local can think and act as one ( we suppose here that students are in physical classrooms, for instance at a college or university, and not in a virtual setting, such as when participants attend from home).
    2. Online communities: these are open, internet-based forum that anybody can join to argue themes of common interest. These online societies are not necessarily dedicated to learning: for instance, some are just for entertainment and others are to produce software products (e.g.,Linux).
    3. Group discussion spaces: these provide a site for a working group, such as a project team, consulting team, or student learning team. The discussion space may involve places to store group documents and track team progress; often the group can modify the design of the space to
    meet its special needs or requirements. Effective online interaction is a challenge not only for the students, but also for the online teacher, or e-moderator (Sims, 2003). The role of e-moderator is not simply to provide adequate resources, but rather to successfully facilitate online interaction is important (Sims, 2003; Thurmond & Wambach, 2004).
    Discussion
    Since the beginning of 2006, Anti Corruption and Governance Unit, under the Institute of Research & Community Services, Soegijapranata Catholic University in Semarang Indonesia in co-operation with Indonesian Commission on Corruption Eradication has been undertaking
    community services in fifteen public and private junior high schools in Semarang city Indonesia. The program aims at increasing awareness among high school students to have anti corruption awareness. Unlike the previous program, the new approach has been completely different as it enables the students to learn interactively. Prior to the implementation program, teachers and
    lectures underwent an intensive training for trainers (T.O.T) in the Netherlands under the
    auspice of Netherland Education Center on 2005. Afterwards, T.O.T participants trained
    teacher at respective school to be the facilitator and e-moderator. Modules and comics at the first place, were designed by selected students and teachers, these were designed to stimulate their experiencial learning in which students should get involved at the process of learning. Areas of
    course content development are as follows:
    􀁺 Examination of approaches to evidence-based practice in ethics and anti-corruption education.
    􀁺 Analysis of evidence-based practice/actual example in relation to anti corruption education.
    􀁺 Information searching and retrival skill from a range of sources, including electronic databases and the internet.
    􀁺 Making judgment on case-based approach in relation of anti corruption education.
    􀁺 Experiencing the implementation of anti corruption education (opening unattended shops/honesty shops, unattended cafetaria etc).
    􀁺 Experiencing their creativity on anticorruption awareness, including arranging comics, flyers, games etc.
    􀁺 Digitalizing their creativity on anti corruption awareness to be posted at their school websites and hompages. E-moderators from each of the junior high schools in Semarang were responsible
    for facilitation and moderation of tutorials they were designated. It was their responsibility to select a case-based article for tutorials, critique it, and generate questions or assignment for discussion. It was expected that the teachers would place a posting on the website at least twice a month. Postings were intended to stimulate critical thinking and discussion, generate debate,
    provide direction etc. Following incorporation of eLearning for the course, efforts were made to insure students familiarity with the online discussion and tutorial environment. On the day of the first program, students undertook a two-hours introductory session in computer laboratory. Finally, written information explaining the online tutorials was integrated into the course booklet. After one year of implementation, a written students’ feedback were received
    from selected 150 students. With the intention of preventing the bias in students reflection, feedback was provided on a blank sheet of a paper without mentioning their
    names. Fifty-four percent of students commented positively about their eLearning
    (modules on digital comics), whereas fourtysix percent developed an appreciation for
    eLearning during progression of the course. Seventy-eight percent of students found out
    online module and digital comics are beneficial for the development of their
    critical thinking and critical appraisal skill. However, eight percent out of thirty teachers
    said that they did not like the medium of eLearning, although the rest found that the
    content of modules and digital comics daunting. The main obstacle of eLearning is
    that the internet speed was terribly slow, especially for the digital photos and graphics.
    References
    ANTA (Australian National Training Authority). (2003). “Developing
    ELearning Content”. Australian Flexible Learning Framework Quick Guides Series, Version 1.00 31 July 2003. Retrieved from the www.flexiblelearning.net.au/guides/cont ent.pdf
    Baranich and Currie (2004). “Using Edutainment to Enhance Online Learning”. Retrieved on September 2nd 2007 at www.thefreelibrary.com/
    Bryce and Rutter (2003). “The Gendering of Computer Gaming”. Leisure Culture:
    Investigation, Sport & Media Technology.
    Cheng, Kai Wen (2006). “A Research Study on Students' Level of Acceptance in
    Applying ELearning for Business Courses- A Case Study on a Technical College in Taiwan”. Journal of American Academy of Business Cambridge, 8 (2); 265-270.
    Desanctis, Gerardine, Fayard, Anne-Laure, Roach, Michael, & Jiang, Lu (2003).
    “Learning in Online Forums”. European Management Journal, 21 (5):565-577.
    Green, M and McNeese, M.N. (2007). “Using Edutainment Software to
    Enhance Online Learning”. International Journal on E-learning. 6(1):5-12.
    Huynh, Minh. (2005). “Viewing E-learning Productivity from the Perspective of
    Habermas’Cognitive Interest Theory”. Journal of Electronic Commerce in Organizations, 3(2); 33-45.
    Ong, Chang-Shyong, Lai, Jung-Yu, & Wang, Yi Shun (2004). “Factors Affecting
    Engineers’Acceptance of Asynchronous E-Learning Systems in High-Tech Companies”. Information & Management, 41; 795-804.
    Sims, R. (2003). “Promises of Interactivity: Aligning Learner Perceptions and Expectations with Strategies for Flexible and Online Learning”. Distance Education. 24, 87-103.
    Thurmond, V., & Wambach, K. (2004). “Understanding Interactions in Distance
    Education: A Review of the Literature”. International Journal of Instructional Technology and Distance Learning, 1 (1).



ความคิดเห็นที่ 10

a211 (Guest)
19 ส.ค. 2552 16:45
  1. ขอบคุณมากครับ




ความคิดเห็นที่ 11

noon@hotmail.com (Guest)
31 ส.ค. 2552 11:52
  1. E-learning platform, 3d Learning object, interactive learning games



ความคิดเห็นที่ 15

siri_pan2521@hotmail.com (Guest)
6 พ.ย. 2552 11:14
  1. ขอโปรแกรมแปลภาษาอังกฤษเป็นไทยและไทยเป็นอังกฤษหน่อยค่ะ



ความคิดเห็นที่ 16

จอย (Guest)
9 พ.ย. 2552 14:09
  1. Identification Data




ความคิดเห็นที่ 17

nong su silverfox_com@hotmail.com (Guest)
14 ธ.ค. 2552 13:49
  1. Powerful storm Fay hits cuba
    Hurricane status likely before reaching Florida
    HAVANA: Tropical storm Fay moved towards hurricane strength yesterday as it struck Cuba and barrelled toward the Florida keys after claiming at least 11 lives in the Dominican Republic and Haiti.
    The torrential rains killed seven people and life another three missing in Haiti, civil protection official said.
    Four people were killed in the Dominican Republic due to the heavy rains, while thousands evacuated, media reported.
    In Miami, anxious residents descended on gas stations and supermarkets to fill up on petrol and bottled water. Television stations broadcast warnings about business shutdowns and power cuts.
    Maximum sustained winds from the sixth storm of the Atlantic hurricane season were clocked at 85kph, the US National hurricane Center said.
    But, the center said that Fay was expected ‘to be approaching hurricane strength in Florida Keys and to become a hurricane before it reached the Florida Peninsula’ today.
    At 0900 GMT yesterday, the storm was located over central Cuba, about 170km southeast of Havana.
    Fay was moving westwards at 19kph, and expected to turn north.
    Fay raked across Haiti, which shares the Caribbean island of Hispaniola Republic, and red alerts were posted along with orders to evacuate flood zones as heavy rains and winds battered much of the country.
    Civil Protection officials said the heavy rains killed seven people across the country and life three others missing, two near Port-au-Prince and one in the southern part of the country.
    Dozens died when a truck carrying 6 people plunged into the Glace river in southwest Haiti, a civil protection official said. But it was not clear if the crash was related to the storm.
    ‘It overturned as it was crossing a bridge on the river Glace, ‘said local civil protection coordinate that Guillaume. First reports indicated that only 14 people had survived.
    In the Dominican Republic, more than 2000 people were evacuated to shelters as the storm felled trees, damage hundreds of houses and uprooted power lines disrupting supplies to more than 15000 homes, news reports said.
    At least four people were killed in its deadly trail.
    Cuban authorities warned people to brace for the storm and more than 15000 people have been evacuated from areas between Matanzas and Havana.
    A hurricane watch was in effect in eight of Cuba’s 14 provinces, including Havana. Tropical storm warnings were in force in the Cayman Islands and a tropical storm watch was in effect for central Bahamas and Jamaica.
    After crossing Cuba, Fay is then expected to head up the west coast of Florida, hitting near Tampa today and moving north into Georgia.AFP



ความคิดเห็นที่ 18

nongsu silverfox_com@hotmail.com (Guest)
14 ธ.ค. 2552 13:52
  1. รบกวนช่วยแปลให้หน่อยนะคะ
    ขอบคุณมากๆค่ะ
    ช่วยส่งเข้าทางเมลล์ให้ด้วยนะค่ะ หากว่ามีคัยแปลให้



ความคิดเห็นที่ 20

kanthayot
16 ก.พ. 2553 09:26
  1. เออ......คือ.......จาว่าไป google ก้อมีแปลภาษานะครับ

    ไม่ลองใช้ดูอ่ะครับ ง่ายกว่าหาโปรแกรมเยอะเลย

    หาๆดูนะครับ แถบบนๆ ด้านซ้ายอ่ะ



ความคิดเห็นที่ 19

blackvanilla_dew@hotmail.com (Guest)
15 ก.พ. 2553 10:06
  1. Dork is terrible monster'with a long tall. It' got three eyes and two long teeth It's got mpre than two legs and there are spots on its tail



ความคิดเห็นที่ 21

keem.191@hotmail.com (Guest)
1 มี.ค. 2553 21:06
  1. Photo Title



ความคิดเห็นที่ 22

a.tawangthan@hotmail.com (Guest)
10 มี.ค. 2553 12:32
  1. A perfect dress can be delivered to your home at the click of a mouse online shopping is fast catching up with the real-life experience of falling in love with you mirror image in the changing cabin of dot-com fashion shopping, latest surveys suggest that the volume of PC purchases could soon overtake the High Street.
    All major UK fashion houses, from Burberry to Topshop and Marks and Spencer have set up web sites that offer the buyer everything he or she would find during a visit to the shops.
    Topshop predicts that online sales will soon overtake of the high street stores, and such as it’ confidence, that next year, it’s internet operation will expand around the world



ความคิดเห็นที่ 25

สุพัตรา/pimkate_tukata@hotmail.com (Guest)
1 ก.ค. 2553 14:59
  1. A simple and highly sensitive spectrophotometric method for the determination of ascorbic acid (AA) was established by using iron(III) and p-carboxyphenylfluorone (PCPF) in a cationic surfactant micellar medium. The apparent molar absorptivity of the proposed method, which does not require an extraction procedure, was 2.05 ื 106 dm3 mol-1 cm-1 at 655 nm. Beer’s law was obeyed in the concentration range of 0.02 - 0.12 ตg/cm3 for AA. The procedure was successfully applied to assays of AA in pharmaceutical preparations. It is suggested that the method is based on a coupled redox-complexation reaction in which the first step is the oxidation of AA by iron(III), and the second step includes the formations of the iron(II)-PCPF (1:2) complex and the dehydroascorbic acid-iron(III)-PCPF (1:1:2) complex.

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