GRB 130831a: Rise and demise of a magnetar at z = 0.5

Open Access.--14th Marcel Grossman Meeting On Recent Developments in Theoretical and Experimental General Relativity, Astrophysics and Relativistic Field Theories; University of Rome "La Sapienza"Rome; Italy; 12 July 2015 through 18 July 2015; Code 142474.-- http://www.icra.it/mg/mg14/Gamma-ray bursts (GRBs) are the brightest explosions in the universe, yet the properties of their energy sources are far from understood. Very important clues, however, can be deduced by studying the afterglows of these events. We present observations of GRB 130831A and its afterglow obtained with Swift, Chandra, and multiple ground-based observatories. This burst shows an uncommon drop in the X-ray light curve at about 100 ks after the trigger, with a decay slope of α 7. The standard Forward Shock (FS) model offers no explanation for such a behaviour. Instead, a model in which a newly born magnetar outflow powers the early X-ray emission is found to be viable. After the drop, the X-ray afterglow resumes its decay with a slope typical of FS emission. The optical emission, on the other hand, displays no clear break across the X-ray drop and its decay is consistent with that of the late X-rays. Using both the X-ray and optical data, we show that the FS model can explain the emission after 100 ks. We model our data to infer the kinetic energy of the ejecta and thus estimate the efficiency of a magnetar “central engine” of a GRB. Furthermore, we break down the energy budget of this GRB into prompt emission, late internal dissipation, kinetic energy of the relativistic ejecta, and compare it with the energy of the accompanying supernova, SN 2013fu. Copyright © 2018 by the Editors.All rights reserved.Peer reviewe

Polarization and Spectral Energy Distribution in OJ 287 during the 2016/17 Outbursts

We report optical photometric and polarimetric observations of the blazar OJ 287 gathered during 2016/17. The high level of activity, noticed after the General Relativity Centenary flare, is argued to be part of the follow-up flares that exhibited high levels of polarization and originated in the primary black hole jet. We propose that the follow-up flares were induced as a result of accretion disk perturbations, traveling from the site of impact towards the primary SMBH. The timings inferred from our observations allowed us to estimate the propagation speed of these perturbations. Additionally, we make predictions for the future brightness of OJ 287.</p

Skynet Junior Scholars: From Idea to Enactment--Tales from the Trenches II Implementation with Blind and Low Vision Youth

Skynet Junior Scholars is an ambitious program that aims to:--Develop online tools that enable middle school and high school aged youth to use robotic optical and radio telescopes to do astronomy--Create an inquiry-based curriculum that promotes critical thinking and scientific habits of mind--Proactively incorporate Principles of Universal Design in all SJS development tasks to ensure access by blind/low vision and deaf/hard of hearing youth--Prepare 180 adult youth leaders from diverse backgrounds including 4-H leaders, museum educators, amateur astronomers and teachers to facilitate SJS activities in a variety of settings.In this paper we describe the work of staff and volunteers at the Wisconsin School for the Blind and Visually Impaired who have implemented SJS activities in school and camp environments, as well as ways in which they have empowered their students to take on leadership roles. Students from the Wisconsin School for the Blind and Visually Impaired planned and co-hosted a Magic of Astronomy (Harry Potter Themed) star party that incorporated topics learned as part of the SJS program; filters, exposure time, locating objects in the sky, as well as, how to make an image request from the Skynet network. Their experiences in successfully doing active astronomy will provide insight into how anyone can engage everyone in programs like Skynet Junior Scholars.Skynet Junior Scholars is supported by the National Science Foundation under Grant Numbers 1223687, 1223235 and 1223345

Touching the Stars: Making Astronomy Accessible for Students With Visual Impairments

Gazing into the night sky can be an awe-inspiring experience, and often is what first sparks a student’s interest in science. But how would you share the wonder of the night sky with a visually impaired student? How would you explain the different brightness of stars, the shapes of constellations, or the relationship between the various objects in our solar system without the use of a visual aid

Skynet Junior Scholars: Bringing Astronomy to Deaf and Hard of Hearing Youth

Skynet Junior Scholars (SJS), funded by the National Science Foundation, aims to engage middle school youth from diverse audiences in investigating the universe with research quality robotic telescopes. SJS project development goals include: 1) Online access to optical and radio telescopes, data analysis tools, and professional astronomers, 2) An age-appropriate web-based interface for controlling remote telescopes, 3) Inquiry-based standards-aligned instructional modules. From an accessibility perspective, the goal of the Skynet Junior Scholars project is to facilitate independent access to the project by all youth including those with blindness or low vision and those who are Deaf or Hard of Hearing.Deaf and Hard of Hearing (DHH) students have long been an underserved population within STEM fields, including astronomy. Two main barriers include: (1) insufficient corpus of American Sign Language (ASL) for astronomy terminology, and (2) DHH education professionals who lack astronomy background. A suite of vocabulary, accessible hands-on activities, and interaction with trained professionals, are critical for enhancing the background experiences of DHH youth, as they may come to an astronomy lesson lacking the basic "incidental learning" that is often taken for granted with hearing peers (for example, from astronomy in the media).A collaboration between the Skynet Junior Scholars (SJS) project and the Wisconsin School for the Deaf is bringing astronomy to the DHH community in an accessible way for the first time. We follow a group of seven DHH youth over one semester as they interact with the SJS tools and curriculum to understand how they assimilate astronomy experiences and benefit from access to telescopes both directly (on school campus and at Yerkes Observatory) and through Skynet's robotic telescope network (optical and radio telescopes, inquiry-based modules, data analysis tools, and professional astronomers). We report on our first findings of resources and best practices for engaging DHH youth in astronomy in the future

Skynet Junior Scholars - From Idea to Enactment Tales from the Trenches III: Implementing SJS in Out-of-School Time Settings

The creators of Skynet Junior Scholars were ambitious to say the least when they set out to:- Develop online tools that enable middle school and high school aged youth to use robotic optical and radio telescopes to do astronomy- Create an inquiry-based curriculum that promotes critical thinking and scientific habits of mind- Proactively incorporate Principles of Universal Design in all SJS development tasks to ensure access by blind/low vision and deaf/hard of hearing youth- Prepare 180 adult youth leaders from diverse backgrounds including 4-H leaders, museum educators, amateur astronomers and teachers to facilitate SJS activities in a variety of settings.So, after three years of development, how is SJS actually working? In this paper we describe what it takes for a successful implementation of Skynet Junior Scholars, from the viewpoint of adult leaders in the trenches who work with youth at schools but in free-choice learning environments. What are the lessons learned in recruiting and engaging youth in observational astronomy projects when academic incentives like grades are no longer part of the equation? Stories and ideas will be presented from classroom teachers, informal educators and amateur astronomers who work with youth in this environment.Skynet Junior Scholars is supported by the National Science Foundation under Grant Numbers 1223687, 1223235 and 1223345

Skynet Junior Scholars. From Idea to Enactment. Tales from the Trenches I: Implementation in 4-H settings.

The creators of Skynet Junior Scholars were ambitious to say the least when they set out to:- Develop online tools that enable middle school and high school aged youth to use robotic optical and radio telescopes to do astronomy- Create an inquiry-based curriculum that promotes critical thinking and scientific habits of mind- Proactively incorporate Principles of Universal Design in all SJS development tasks to ensure access by blind/low vision and deaf/hard of hearing youth- Prepare 180 adult youth leaders from diverse backgrounds including museum educators, amateur astronomers, teachers 4-H leaders to facilitate SJS activities in a variety of settings.After 3 years of development SJS is in full implementation mode. As of August, 2015, 105 youth leaders and leader supervisors from 24 states have completed professional development and many have formed SJS youth groups. In this paper we describe what it takes for a successful implementation of Skynet Junior Scholars in a 4-H setting, from the viewpoint of adult leaders in the trenches who have created novel implementation models to make SJS work in diverse environments from monthly 4-H meetings to immersive residential camps.4-H is the nation's largest positive youth development organization, with a membership of more than six million young people in the U.S. In 2003 the national organization formed a strong commitment to STEM education with the goal to "to engage one million new youth in a dynamic process of discovery and exploration in science, engineering and technology to prepare them to meet the challenges of the 21st century". Skynet Junior Scholars has formed a strong and growing partnership with state 4-H agencies in West Virginia and Wisconsin, with a goal of establishing SJS as a national 4-H curriculum.Skynet Junior Scholars is supported by the National Science Foundation under Grant Numbers 1223687, 1223235 and 1223345