Disrupted asteroid P/2016 G1. II. Follow-up observations from the Hubble Space Telescope

After the early observations of the disrupted asteroid P/2016 G1 with the 10.4m Gran Telescopio Canarias (GTC), and the modeling of the dust ejecta, we have performed a follow-up observational campaign of this object using the Hubble Space Telescope (HST) during two epochs (June 28 and July 11, 2016). The analysis of these HST images with the same model inputs obtained from the GTC images revealed a good consistency with the predicted evolution from the GTC images, so that the model is applicable to the whole observational period from late April to early July 2016. This result confirms that the resulting dust ejecta was caused by a relatively short-duration event with onset about 350 days before perihelion, and spanning about 30 days (HWHM). For a size distribution of particles with a geometric albedo of 0.15, having radii limits of 1 $\mu$m and 1 cm, and following a power-law with index --3.0, the total dust mass ejected is $\sim$2$\times$10$^7$ kg. As was the case with the GTC observations, no condensations in the images that could be attributed to a nucleus or fragments released after the disruption event were found. However, the higher limiting magnitude reachable with the HST images in comparison with those from GTC allowed us to impose a more stringent upper limit to the observed fragments of $\sim$30 m.Comment: 10 pages, 2 figures Accepted by Astronomical Journal, Nov. 2, 201

How to Increase InfoSec Compliance by Matching the Messaging to the Right Users?

Employee non-compliance with information security policies will result in vulnerabilities for organizations. These vulnerabilities are commonly addressed through awareness messaging within a security education, training, and awareness (SETA) program. Unfortunately, even companies with successful SETA programs continue to suffer from employee non-compliance. This study proposes that organizations should focus on improving awareness messaging to improve employee awareness and reduce the vulnerabilities related to non-compliance. This proposal relies on the application of the situational theory of publics (STP), a theory from the field of public relations which explains employees may be grouped based on their level of recognition of an issue, their level of involvement with the issue, and the perceptions of barriers preventing them from addressing or responding to the issue. Security awareness messages can then be developed specifically to target employees based on their group membership, leading to improved awareness, increased compliance, and reduced vulnerabilities

A Course Plan for Principles of IS Programming to Withstand COVID-19

The coronavirus disease of 2019 (COVID-19) pandemic has created a no-win situation for educators: bring students back to campus and risk spreading the virus or teach online and risk insolvency. As faculty work to plan even as situations change, they must build flexible course plans to weather COVID-19 while still meeting students’ needs and expectations for teaching at their institutions. We discuss how we quickly and successfully transitioned a Principles of IS Programming course from face-to-face to fully online instruction and how we planned to apply lessons learned from that transition to the next semester. In addition, we describe how to organize courses and course schedules to maximize engagement and active learning while remaining agile enough to shift from face-to-face to online (or even vice versa if the opportunity occurs). We present this paper to help other IS instructors build a course plan to meet student needs for programming courses

Socio-Cultural Learning to Increase Student Engagement in Introduction to MIS

Introduction to Management Information Systems (MIS) is a challenging course to teach because of the broad expanse of rapidlychanging material, the centrality of the course to the business curriculum, students’ demand for interactive teaching rather than traditional lecture, and general student disinterest in or lack of familiarity with the subject. Further compounding these problems, faculty may not be adequately comfortable with or trained in active teaching modalities. To address these challenges, we used principles of socio-cultural learning to design a system of class activities to teach the dynamic concepts commonly found in the Introduction to MIS course. Faculty can adapt and customize this system to suit almost any teaching style without significant preparation. Capitalizing on students’ own experiences, we provide ad hoc activities that encourage students to work outside their comfort zone, to communicate and challenge material, to value their own expertise, and to gain confidence working independently. This paper specifically answers the call for more research explaining the “how” of teaching rather than the “what” and will prove useful and immediately actionable for novice and seasoned faculty alike

Teaching Tip: Socio-Cultural Learning to Increase Student Engagement in Introduction to MIS

Introduction to Management Information Systems (MIS) is a challenging course to teach because of the broad expanse of rapidly-changing material, the centrality of the course to the business curriculum, students’ demand for interactive teaching rather than traditional lecture, and general student disinterest in or lack of familiarity with the subject. Further compounding these problems, faculty may not be adequately comfortable with or trained in active teaching modalities. To address these challenges, we used principles of socio-cultural learning to design a system of class activities to teach the dynamic concepts commonly found in the Introduction to MIS course. Faculty can adapt and customize this system to suit almost any teaching style without significant preparation. Capitalizing on students’ own experiences, we provide ad hoc activities that encourage students to work outside their comfort zone, to communicate and challenge material, to value their own expertise, and to gain confidence working independently. This paper specifically answers the call for more research explaining the “how” of teaching rather than the “what” and will prove useful and immediately actionable for novice and seasoned faculty alike

\bar{p}p low energy parameters from annihilation cross section data

The recent experimental data obtained by the OBELIX group on total $\bar{p}p$ annihilation cross section are analysed; the low energy spin averaged parameters of the $\bar{p}p$ scattering amplitude (the imaginary parts of the S-wave scattering length and P-wave scattering volume) are extracted from the data. Their values are found to be equal to $Im a_{sc} = - 0.69 \pm 0.01 (stat) \pm 0.03 (sys) fm, Im A_{sc} = - 0.76 \pm 0.05 (stat) \pm 0.04 (sys) fm^3$. The results are in very good agreement with existing atomic data.Comment: latex.tar.gz file, 8 pages, 1 figur