Core Asset Repository Methodology (CARM) for Software Reuse

One of the main barriers to overcome when initiating knowledge management (KM) processes within organizations is the structuring of a knowledge repository to disseminate and reuse knowledge throughout the organization. A core asset repository methodology (CARM) is presented in this paper for developing a knowledge repository that encompasses a set of components, which represent abstract design solutions for a family of related problems. The CARM was developed and implemented as a real-time core asset repository (RTCAR) for an actual software development department of a large hightech organization. The rationale for building the knowledge repository is discussed as well as the technical, managerial and cultural aspects that should be considered when developing it. In addition, the RTCAR findings are presented with examples taken from usage scenarios. The findings show that a knowledge repository constructed according to CARM is conducive to software component reuse, a shortened development cycle and improved software quality

Microbiota dynamics in lionfish (Pterois): insights into invasion and establishment in the Mediterranean Sea

Lionfishes (Pterois spp.), originally native to the Indo-Pacific and Red Sea, have become one of the most invasive marine species globally, including the recent establishment in the Mediterranean Sea. This study investigates the microbiota of lionfish to explore its potential role in their invasion success and establishment. Using high-throughput sequencing and microbiota analyses, we characterized the species-specific core microbiome and identified habitat-specific markers across different regions (Red Sea, Mediterranean Sea, Caribbean, and aquarium populations) and organs. Focusing on the Mediterranean invasion, we tracked lionfish distribution and population dynamics along the Israeli coastline from 2017 to 2023, monitoring size, seasonal trends, and depth preferences. Our findings reveal that lionfish initially established themselves in deeper waters before expanding to shallower habitats, with a gradual increase in population size and body length over time. From a microbial aspect, we compared the microbiota of lionfish organs and identified a similar pattern (Photobacterium), to Earlier Lessepsian migrants fish species. This study provides novel insights into the interactions between microbiota and host ecology, shedding light on the mechanisms that may support the successful invasion. This study contributes to the understanding of lionfish invasion dynamics in the Mediterranean. It highlights the microbiota as an integral component for studying the ecological and biological mechanisms underpinning invasive species’ success and establishment of lionfish

וילך שם (Ezra 10:6): “Wandering About” as a Sign of Mourning

Abstract In a fascinating article, Michael L. Barré noted the topos of “wandering about” as a symptom of depression and mourning in world literature in general, and in the literature of the ancient Near East and the Bible in particular. Building on his insights, this paper argues that the phrase “he went there” (וילך שם) from Ezra 10:6 builds another instance of the topos of “wandering about.” Thus, there is no need to emed MT to “he spent the night there” (וילן שם), as has often been suggested.</jats:p

“I get by with a little help from my friends": a survey of teachers' perceptions of adminstative support and their attitudes toward inclusion in New Jersey

Prior to federal law PL-94-142, children with disabilities typically were excluded from regular, mainstream classes. This law emphasized the least restrictive environment since research had shown that all children benefited from inclusive learning environments. In the late 1990s, New Jersey was cited as having too high a proportion of children with disabilities in segregated placements. New Jersey received a State Improvement Grant (SIG) to increase the number of students with disabilities in regular education classes. This dissertation was designed to evaluate one aspect of local school districts’ program initiatives to achieve this end: teachers’ attitudes and perceptions regarding inclusion. Teachers are responsible for the daily implementation of inclusion practices. Their attitudes, perceptions, and beliefs are crucial for the success of inclusion. Although findings from previous research have indicated that teachers favor inclusion, their willingness to implement inclusive practices depends on the availability of supports and resources, as well as the attitudes of school personnel. A total of 856 general education, special education, and special area teachers from seven districts in New Jersey were surveyed regarding: (a) their attitudes and beliefs about inclusion; (b) their perceived administrative support; (c) their perceived ease in meeting the needs of students with disabilities in their classroom; and (d) the factors that have helped or hindered their ability to include students with disabilities in their classroom. Quantitative (Pearson product-moment correlation, multiple regression, independent samples t test) and qualitative (content analysis) methods were used to analyze the survey data. Special education teachers had more positive attitudes toward inclusion than did general education teachers. Relationships between teachers' attitudes and perceptions, and administrative support were found for general education teachers but not for special education teachers. Years of experience working with students with disabilities did not influence these relationships. Teachers identified training, positive attitudes, and support from colleagues, administrators, and other school personnel as factors facilitating inclusive practices. Barriers to implementation included large class size, insufficient planning time, lack of support from colleagues and school administrators, student behavior and ability, and teachers' negative attitudes. Implications for practice are discussed for administrators and school psychologists.Psy.DIncludes bibliographical references (p. 112-123)by Yael Rachel Shemes