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Clinical signs appear immediately or gradually in poisoned pets. Poisonous agents in pets, especially dogs and cats, have been reported to include human medications (acetaminophen), pesticides (organophosphate and carbamate), insecticides for veterinary use (ivermectin), and food (methylxanthines). The current study investigated the incidence of poisoning in dogs and cats residing in Rayong and Nakhon Ratchasima provinces as well as Bangkok, Thailand, during 2016-2020. The study found a total of 102 poisoned cases of dog and cat, including 58 dogs (56.86%) and 44 cats (43.14%). The poisoned dogs included 39 males (67.24%) and 19 females (32.26%), while poisoned cats consisted of 29 males (65.91%) and 15 females (34.09%). Poisoning was highly diagnosed in mixed breed dogs and domestic short-haired cats. The average age of poisoned dogs and cats was reported as 3.67 ± 1.92 and 3.02 ± 1.72 years, respectively. The most common poisonous agents found in dogs and cats were organophosphate-carbamate groups and acetaminophen. Tachycardia, hypersalivation, dyspnea, and facial swelling were the most common clinical signs observed in poisoned dogs and cats.

This research aims to study and compare students' satisfaction on the learning and teaching management of Suan Sunandha Rajabhat University, Thailand according to their demographic profile. The research population were students of Suan Sunandha Rajabhat University. The sample was selected via stratified sampling. As a result, 412 students were selected. A questionnaire was used as a data collection method. Collected data were analyzed with descriptive statistics including number, percentage, standard deviation, t-test, and ANOVA with a .05 level of statistical significance. The research findings showed that the students' overall satisfaction on the learning and teaching management was at a high level. When considering at each dimension of the satisfaction, each of the aspects was also rated at a high level. Satisfaction on the teachers was the highest, compared to other dimension, followed by contents of the curriculum, learning and teaching, establishment, environment, and students respectively. Moreover, it was also found that students with different gender tended to have no difference in their satisfaction, both in terms of the overall satisfaction and each dimension of the satisfaction. However, students with different years of study and faculties tended to be different in their satisfaction with a .05 level of statistical significance.

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