An O ( n log n ) algorithm for the two-machine ow shop problem with controllable machine speeds

There appear to be some problems in defining direct marketing. Bauer and Miglautsch (1992) present direct marketing as a relational marketing process. According to Schofield (1995: 36), "Such a definition excludes much marketing work which employs individual direct marketing techniques on a pragmatic and eclectic basis, alongside nondirect marketing elements, and in which the use of such techniques is normally seen as direct marketing". He suggests that two definitions may be needed: a general, inclusive definition of direct marketing, e.g. the DMA-definition, which allows any use of any direct marketing technique to be recognized as an instance of direct marketing, and a definition of a direct marketing system, e.g. Bauer and Miglautsch''s definition, covering cases where a product or service is marketed exclusively by direct marketing methods (Schofield 1995: 37). This distinction suggests that several levels of direct marketing can be distinguished. The definition of direct marketing as proposed by Raaijmaakers et al. (1992) allows for distinguishing several levels of direct marketing without the need for more than one definition. They stress the importance of direct relationships and the specific use of marketing instruments. Based on their definition, four levels of direct marketing can be distinguished (Hoekstra 1994). Three of them concern strategic decisions and one is at the operational level (see table 1). These types cover the ever broadening field of direct marketing, including the direct marketing system as well as the use of direct marketing methods.marketing ;

Secondary Trauma of lay Mental Health Workers in Low Resource Locations: Bukavu

A general consensus exists in the literature that working with a trauma population will produce negative personal, psychological, and professional consequences including secondary trauma. However, a significant research gap occurs with regard to how secondary trauma affects psychosocial assistants (PAs) who work in low-resource and conflict-stricken Bukavu in the Democratic Republic of Congo (DRC). The DRC is plagued by psychological problems resulting from numerous past and ongoing conflicts, but sufficient trained mental health personnel and resources are lacking. As a result, the dire responsibility of providing mental health services to survivors of rape has shifted to minimally trained PAs. This phenomenological study explored the lived experiences of secondary trauma through face-to-face interviews with 13 PAs in Bukavu. The findings of this study could potentially motivate further research, which will bridge the gap in the understanding of secondary trauma of PAs in the DRC and similar locations. Additionally, this study may be instrumental in restructuring policies and delivery methods favorable to sustainable mental health services in locations such as Bukavu. Finally, it may impact social change through the advancement of mental health services and psychological well-being of the Bukavu community

Best Practices in Addressing Autism Spectrum Disorder Reevaluation in Preschool Children

This threefold study uses a criterion-based analysis research approach to explore the best practices in addressing the need for reevaluations for preschool children with Autism Spectrum Disorder (ASD). The study focuses on differentiating the characteristics of preschool children with and without ASD, recognizing indicators of ASD that warrant re-evaluation, and exploring protocols for when the need of a reevaluation is suspected. Data was collected through a literature review and analyzed using a criterion-based analysis grid. Upon completion of the criterion-based analysis an underlying theme, was discovered, namely, that, within the four domains of early childhood, maturation can impact an ASD prognosis, thus, warranting a reevaluation. The criterion-based analysis also revealed two theories: the seesaw theory and the theory of developmental metamorphism. The study ends with a discussion of current research limitations and suggestions for future research to further the understanding of the evaluative process for preschool children with ASD