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    āļāļēāļĢāļšāļĢāļīāļŦāļēāļĢāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒāļĨāļđāļāļ„āđ‰āļēāļ‚āļ­āļ‡āļŦāđ‰āļ­āļ‡āļŠāļĄāļļāļ”āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāļ§āļīāļˆāļąāļĒāđ„āļ—āļĒ

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    āļšāļ—āļ„āļąāļ”āļĒāđˆāļ­ āļāļēāļĢāļ§āļīāļˆāļąāļĒāļ™āļĩāđ‰āđ€āļ›āđ‡āļ™āļāļēāļĢāļ§āļīāļˆāļąāļĒāđāļšāļšāļœāļŠāļēāļ™āļ§āļīāļ˜āļĩāļ—āļąāđ‰āļ‡āļ§āļīāļ˜āļĩāļ§āļīāļˆāļąāļĒāđ€āļŠāļīāļ‡āļ›āļĢāļīāļĄāļēāļ“āđāļĨāļ°āđ€āļŠāļīāļ‡āļ„āļļāļ“āļ āļēāļž āđ‚āļ”āļĒāļĄāļĩāļ§āļąāļ•āļ–āļļāļ›āļĢāļ°āļŠāļ‡āļ„āđŒāđ€āļžāļ·āđˆāļ­āļĻāļķāļāļĐāļēāļŠāļ āļēāļžāđāļĨāļ°āđāļ™āļ§ āļ—āļēāļ‡āļāļēāļĢāļšāļĢāļīāļŦāļēāļĢāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒāļĨāļđāļāļ„āđ‰āļēāļ‚āļ­āļ‡āļŦāđ‰āļ­āļ‡āļŠāļĄāļļāļ”āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāļ§āļīāļˆāļąāļĒāđ„āļ—āļĒ āļĢāļ§āļĄāļ—āļąāđ‰āļ‡āđ€āļ›āļĢāļĩāļĒāļšāđ€āļ—āļĩāļĒāļšāļŠāļ āļēāļžāļāļēāļĢāļ”āļģāđ€āļ™āļīāļ™āļ‡āļēāļ™āļ•āļēāļĄāļāļĢāļ°āļšāļ§āļ™āļāļēāļĢ āļšāļĢāļīāļŦāļēāļĢāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒāļĨāļđāļāļ„āđ‰āļēāļ‚āļ­āļ‡āļŦāđ‰āļ­āļ‡āļŠāļĄāļļāļ”āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāļ§āļīāļˆāļąāļĒāđ„āļ—āļĒ āļˆāļģāđāļ™āļāļ•āļēāļĄāļ•āļąāļ§āđāļ›āļĢāļāļēāļĢāļāļģāļŦāļ™āļ”āļ™āđ‚āļĒāļšāļēāļĒāļāļēāļĢāļšāļĢāļīāļŦāļēāļĢāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒ āļĨāļđāļāļ„āđ‰āļē āđāļĨāļ°āļ‡āļšāļ›āļĢāļ°āļĄāļēāļ“āļ”āđ‰āļēāļ™āļāļēāļĢāļŠāļĢāđ‰āļēāļ‡āļ„āļ§āļēāļĄāļŠāļąāļĄāļžāļąāļ™āļ˜āđŒāļ­āļąāļ™āļ”āļĩāļāļąāļšāļœāļđāđ‰āđƒāļŠāđ‰ āļāļĨāļļāđˆāļĄāļ•āļąāļ§āļ­āļĒāđˆāļēāļ‡āļ—āļĩāđˆāđƒāļŠāđ‰āđƒāļ™āļāļēāļĢāļ§āļīāļˆāļąāļĒāđ€āļŠāļīāļ‡āļ›āļĢāļīāļĄāļēāļ“ āđ„āļ”āđ‰āđāļāđˆ āļœāļđāđ‰āļšāļĢāļīāļŦāļēāļĢāļŦāđ‰āļ­āļ‡ āļŠāļĄāļļāļ” āđāļĨāļ°āļšāļĢāļĢāļ“āļēāļĢāļąāļāļĐāđŒāļāđˆāļēāļĒāļšāļĢāļīāļāļēāļĢāļ‚āļ­āļ‡āļŦāđ‰āļ­āļ‡āļŠāļĄāļļāļ”āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāļ§āļīāļˆāļąāļĒāđ„āļ—āļĒ āļĢāļ§āļĄāļˆāļģāļ™āļ§āļ™ 73 āļ„āļ™ āđāļĨāļ°āļāļĨāļļāđˆāļĄāļ•āļąāļ§āļ­āļĒāđˆāļēāļ‡āļ—āļĩāđˆāđƒāļŠāđ‰āđƒāļ™āļāļēāļĢāļ§āļīāļˆāļąāļĒ āđ€āļŠāļīāļ‡āļ„āļļāļ“āļ āļēāļž āļ„āļ·āļ­ āļœāļđāđ‰āļšāļĢāļīāļŦāļēāļĢāļŦāđ‰āļ­āļ‡āļŠāļĄāļļāļ” āļˆāļģāļ™āļ§āļ™ 5 āļ„āļ™ āļˆāļēāļāļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāļ§āļīāļˆāļąāļĒāđ„āļ—āļĒāļ—āļĩāđˆāļ­āļĒāļđāđˆāđƒāļ™āļĨāļģāļ”āļąāļš 1-5 āļ‚āļ­āļ‡āļāļēāļĢāļˆāļąāļ”āļĨāļģāļ”āļąāļšāļŠāļ–āļēāļšāļąāļ™āļāļēāļĢ āļĻāļķāļāļĐāļēāļ‚āļ­āļ‡āđ„āļ‹āđ€āļĄāđ‚āļ āļ›āļĩ 2013 āđ€āļ„āļĢāļ·āđˆāļ­āļ‡āļĄāļ·āļ­āļ—āļĩāđˆāđƒāļŠāđ‰āđƒāļ™āļāļēāļĢāđ€āļāđ‡āļšāļ‚āđ‰āļ­āļĄāļđāļĨ āļ„āļ·āļ­ āđāļšāļšāļŠāļ­āļšāļ–āļēāļĄāđāļĨāļ°āđāļšāļšāļŠāļąāļĄāļ āļēāļĐāļ“āđŒāļāļķāđˆāļ‡āđ‚āļ„āļĢāļ‡āļŠāļĢāđ‰āļēāļ‡ āļŠāļ–āļīāļ•āļīāļ—āļĩāđˆāđƒāļŠāđ‰āđƒāļ™ āļ§āļīāđ€āļ„āļĢāļēāļ°āļŦāđŒāļ‚āđ‰āļ­āļĄāļđāļĨ āđ„āļ”āđ‰āđāļāđˆ āļĢāđ‰āļ­āļĒāļĨāļ° āļ„āđˆāļēāđ€āļ‰āļĨāļĩāđˆāļĒ āļŠāđˆāļ§āļ™āđ€āļšāļĩāđˆāļĒāļ‡āđ€āļšāļ™āļĄāļēāļ•āļĢāļāļēāļ™ āđāļĨāļ°āļ„āđˆāļē t-test āļœāļĨāļāļēāļĢāļ§āļīāļˆāļąāļĒāļžāļšāļ§āđˆāļē 1) āļŦāđ‰āļ­āļ‡āļŠāļĄāļļāļ”āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒ āļ§āļīāļˆāļąāļĒāđ„āļ—āļĒāļĄāļĩāļŠāļ āļēāļžāļāļēāļĢāļšāļĢāļīāļŦāļēāļĢāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒāļĨāļđāļāļ„āđ‰āļēāđ‚āļ”āļĒāļĢāļ§āļĄāļ­āļĒāļđāđˆāđƒāļ™āļĢāļ°āļ”āļąāļšāļĄāļēāļ āđ€āļĄāļ·āđˆāļ­āļžāļīāļˆāļēāļĢāļ“āļēāđ€āļ›āđ‡āļ™āļĢāļēāļĒāļ”āđ‰āļēāļ™ āļžāļšāļ§āđˆāļē āļāļēāļĢāļāļģāļŦāļ™āļ”āđ‚āļ„āļĢāļ‡āļŠāļĢāđ‰āļēāļ‡ āļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒāļĨāļđāļāļ„āđ‰āļē āļāļēāļĢāļ­āļ­āļāđāļšāļšāļˆāļļāļ”āļ•āļīāļ”āļ•āđˆāļ­āļāļąāļšāļĨāļđāļāļ„āđ‰āļē āđāļĨāļ°āļāļēāļĢāļ­āļ­āļāđāļšāļšāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒāļ—āļĩāđˆāļĄāļĩāļ•āđˆāļ­āļˆāļļāļ”āđ€āļ”āđˆāļ™āļ‚āļ­āļ‡āļŦāđ‰āļ­āļ‡āļŠāļĄāļļāļ”āļĄāļĩāļāļēāļĢāļ›āļāļīāļšāļąāļ•āļī āļĄāļēāļāļ—āļĩāđˆāļŠāļļāļ”āļ•āļēāļĄāļĨāļģāļ”āļąāļš āđƒāļ™āļ‚āļ“āļ°āļ—āļĩāđˆāļāļēāļĢāļ§āļīāđ€āļ„āļĢāļēāļ°āļŦāđŒāđ‚āļĨāļāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒāļ‚āļ­āļ‡āļĨāļđāļāļ„āđ‰āļēāļĄāļĩāļāļēāļĢāļ›āļāļīāļšāļąāļ•āļīāļ™āđ‰āļ­āļĒāļ—āļĩāđˆāļŠāļļāļ” 2) āļŦāđ‰āļ­āļ‡āļŠāļĄāļļāļ”āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāļ§āļīāļˆāļąāļĒ āđ„āļ—āļĒāļ—āļĩāđˆāļĄāļĩāļāļēāļĢāļāļģāļŦāļ™āļ”āļ™āđ‚āļĒāļšāļēāļĒāļāļēāļĢāļšāļĢāļīāļŦāļēāļĢāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒāļĨāļđāļāļ„āđ‰āļēāļ•āđˆāļēāļ‡āļāļąāļ™āļĄāļĩāļāļēāļĢāļšāļĢāļīāļŦāļēāļĢāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒāļĨāļđāļāļ„āđ‰āļēāđ‚āļ”āļĒāļĢāļ§āļĄāđ„āļĄāđˆāđāļ•āļāļ•āđˆāļēāļ‡āļāļąāļ™ āđƒāļ™ āļ‚āļ“āļ°āļ—āļĩāđˆāļŦāđ‰āļ­āļ‡āļŠāļĄāļļāļ”āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāļ§āļīāļˆāļąāļĒāđ„āļ—āļĒāļ—āļĩāđˆāļĄāļĩāļ‡āļšāļ›āļĢāļ°āļĄāļēāļ“āļ”āđ‰āļēāļ™āļāļēāļĢāļŠāļĢāđ‰āļēāļ‡āļ„āļ§āļēāļĄāļŠāļąāļĄāļžāļąāļ™āļ˜āđŒāļ­āļąāļ™āļ”āļĩāļāļąāļšāļœāļđāđ‰āđƒāļŠāđ‰āļ•āđˆāļēāļ‡āļāļąāļ™āļĄāļĩāļāļēāļĢāļšāļĢāļīāļŦāļēāļĢāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒ āļĨāļđāļāļ„āđ‰āļēāđ‚āļ”āļĒāļĢāļ§āļĄāđāļ•āļāļ•āđˆāļēāļ‡āļāļąāļ™ āļ­āļĒāđˆāļēāļ‡āļĄāļĩāļ™āļąāļĒāļŠāļģāļ„āļąāļāļ—āļēāļ‡āļŠāļ–āļīāļ•āļīāļ—āļĩāđˆāļĢāļ°āļ”āļąāļš .05 āđāļĨāļ° 3) āđāļ™āļ§āļ—āļēāļ‡āļāļēāļĢāļšāļĢāļīāļŦāļēāļĢāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒāļĨāļđāļāļ„āđ‰āļēāļ‚āļ­āļ‡āļŦāđ‰āļ­āļ‡āļŠāļĄāļļāļ” āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāļ§āļīāļˆāļąāļĒāđ„āļ—āļĒ āļ›āļĢāļ°āļāļ­āļšāļ”āđ‰āļ§āļĒ āļ›āļąāļˆāļˆāļąāļĒāļŦāļĨāļąāļ 4 āļ”āđ‰āļēāļ™ āđ„āļ”āđ‰āđāļāđˆ āļ”āđ‰āļēāļ™āļšāļļāļ„āļĨāļēāļāļĢ āļ”āđ‰āļēāļ™āļāļēāļĢāļˆāļąāļ”āļāļēāļĢ āļ”āđ‰āļēāļ™āđ€āļ—āļ„āđ‚āļ™āđ‚āļĨāļĒāļĩāļŠāļēāļĢāļŠāļ™āđ€āļ—āļĻ āđāļĨāļ°āļ”āđ‰āļēāļ™āļœāļđāđ‰āļšāļĢāļīāļŦāļēāļĢ   Abstract This research is a mixed method research, composed of both quantitative and qualitative methods. The objectives of this research were: 1) to study the customer experience management situation of Thai research university libraries, 2) to study the guidelines for customer experi­ence management of Thai research university libraries, and 3) to compare performance of the customer experience management process of Thai research university libraries according to the policy for customer experience management and budget to develop good relationship with users. The quantitative samples were 73 library administrators and the librarians in the Services Division of Thai research university libraries, a qualitative samples were 5 library administrators of Thai research university libraries ranked at 1-5 of 2013 SCImago Institutions Ranking (SIR). The research instruments were questionnaires and semi-structured interview. The statistic employed was percentage, mean, standard deviation and t-test. The results of the study were; 1) Overall, the customer experience management situation of Thai research university libraries was at the high level. Considered each aspect; structuring of customers experience, designing of customers interface, and designing of experience to library strength were mostly practiced accordingly. While the analysis of the customer’s experience world was least practiced. 2) The customer experience management of Thai research university libraries with different management policy, as a whole, was significant no difference. While, the Thai research university libraries with different budget for approving a good relationships with user were significant difference at the 05. level and 3) The guidelines for customer experience management included 4 main factors which were personnel, management, information technology, and administrator.   āļ„āļģāļŠāļģāļ„āļąāļ: āļāļēāļĢāļšāļĢāļīāļŦāļēāļĢāļ›āļĢāļ°āļŠāļšāļāļēāļĢāļ“āđŒāļĨāļđāļāļ„āđ‰āļē āļŦāđ‰āļ­āļ‡āļŠāļĄāļļāļ”āļĄāļŦāļēāļ§āļīāļ—āļĒāļēāļĨāļąāļĒāļ§āļīāļˆāļąāļĒ Keyword: Customer experience management, Research university librar

    Marketing em unidades de informaçÃĢo: revisÃĢo crítica

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    From the point of view of the marketing applied to information units specialized literature it is possible to observe those units defined by their new roles and perspectives in a market economy oriented society. The marketing conception, reproducing specific approach to the market phenomena studies, represents an instrumental serving the organizations planning activities. Marketing approach reveals difficulties to be assimilated and related to information units, demanding an additional effort to elaborate an accurate study about information units users.A partir da literatura especializada de marketing para unidades de informaçÃĢo, observa-se que essas passam a ser conceituadas em funçÃĢo de novas perspectivas de seu papel em sociedades marcadas pela economia de mercado, A concepçÃĢo de marketing, por sua vez, ao reproduzir uma abordagem específica do estudo de fenÃīmenos mercadolÃģgicos, serve como instrumental a serviço do planejamento das atividades empresariais. A abordagem tradicional do marketing revela-se de difícil assimilaçÃĢo às atividades relacionadas às unidades de informaçÃĢo, em razÃĢo de suas especificidades, exigindo um esforço adicional para a realizaçÃĢo de um estudo preciso sobre a relaçÃĢo dessas unidades com seus usuÃĄrios

    Library Attitudes and Information Needs of Hispanic Parents in Siler City, Chatham County: The Potential of School Library Media Centers to Serve These Needs

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    This study describes a questionnaire survey of Hispanic parents in the Siler City School District in Chatham County, North Carolina. The survey was conducted to determine the school and library related attitudes and activities of these parents, as well as to assess their information needs. Parents of students enrolled in Siler City School District's Limited English Proficiency (LEP) program and whose primary language at home is Spanish have high opinions of schools and libraries, because they believe these institutions can help their children excel in school, as well as provide important information to their families. While these parents do not regularly visit libraries, they agree that they would use library resources if services that they needed were provided. Parents also agreed that it would be convenient for them to use the libraries in their children's schools

    Using Future Trends to Inform Planning/Marketing

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