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Lasers could cut lifespan of nuclear waste from "a million years to 30 minutes," says Nobel laureate
Physicist plans to karate-chop them with super-fast blasts of light.
- Gérard Mourou has already won a Nobel for his work with fast laser pulses.
- If he gets pulses 10,000 times faster, he says he can modify waste on an atomic level.
- If no solution is found, we're already stuck with some 22,000 cubic meters of long-lasting hazardous waste.
Whatever one thinks of nuclear energy, the process results in tons of radioactive, toxic waste no one quite knows what to do with. As a result, it's tucked away as safely as possible in underground storage areas where it's meant to remain a long, long time: The worst of it, uranium 235 and plutonium 239, have a half life of 24,000 years. That's the reason eyebrows were raised in Europe — where more countries depend on nuclear energy than anywhere else — when physicist Gérard Mourou mentioned in his wide-ranging Nobel acceptance speech that lasers could cut the lifespan of nuclear waste from "a million years to 30 minutes," as he put it in a followup interview with The Conversation.
Who is Gérard Mourou?
Mourou was the co-recipient of his Nobel with Donna Strickland for their development of Chirped Pulse Amplification (CPA) at the University of Rochester. In his speech, he referred to his "passion for extreme light."
CPA produces high-intensity, super-short optical pulses that pack a tremendous amount of power. Mourou's and Strickland's goal was to develop a means of making highly accurate cuts useful in medical and industrial settings.
It turns out CPA has another benefit, too, that's just as important. Its attosecond pulses are so quick that they shine a light on otherwise non-observable, ultra-fast events such as those inside individual atoms and in chemical reactions. This capability is what Mourou hopes give CPA a chance of neutralizing nuclear waste, and he's actively working out a way to make this happen in conjunction with Toshiki Tajima of UC Irvine. As Mourou explains to The Conversation:
"Take the nucleus of an atom. It is made up of protons and neutrons. If we add or take away a neutron, it changes absolutely everything. It is no longer the same atom, and its properties will completely change. The lifespan of nuclear waste is fundamentally changed, and we could cut this from a million years to 30 minutes!
We are already able to irradiate large quantities of material in one go with a high-power laser, so the technique is perfectly applicable and, in theory, nothing prevents us from scaling it up to an industrial level. This is the project that I am launching in partnership with the Alternative Energies and Atomic Energy Commission, or CEA, in France. We think that in 10 or 15 years' time we will have something we can demonstrate. This is what really allows me to dream, thinking of all the future applications of our invention."
While 15 years may seem a long time, when you're dealing with the half-life of nuclear waste, it's a blink of an eye.
Nuclear waste in Europe
Although nuclear energy struggles for acceptance as an energy source in the U.S. after a series of disturbing incidents and the emergence of alternative sources such as solar and wind energy, many European nations have embraced it. France is chief among them, relying on nuclear energy for 71% of its energy needs. Ukraine is the next most dependent on it, for 56% of its power, followed closely by Slovakia, then Belgium, Hungary, Sweden, Slovenia, and the Czech Republic, according to Bloomberg. None of them have a good plan for nuclear waste, other than storing it somewhere in hopes of an eventual solution or thousands of trouble-fee years during which it stays put and doesn't escape into water supplies or the air.
And there's a lot of this stuff. Greenpeace estimates there are roughly 250,000 tons of it in 14 countries across the world. Of that, about 22,000 cube meters is hazardous. The cost of storing it all, according to GE-Hitachi, is more than $100 billion, (discounting China, Russia, and India).
Transmuting the nuclear waste problem
The process Mourou is investigating is called "transmutation." "Nuclear energy is maybe the best candidate for the future," he told the Nobel audience, "but we are still left with a lot of dangerous junk. The idea is to transmute this nuclear waste into new forms of atoms which don't have the problem of radioactivity. What you have to do is to change the makeup of the nucleus." After his speech he phrase his plans for lasers and waste more plainly: "It's like karate — you deliver a very strong force in a very, very brief moment."
The idea of transmutation's not new. It's been under investigation for 30 years in the U.K., Belgium, Germany, Japan, and the U.S. Some of these efforts are ongoing. Others have been given up. Rodney C. Ewing of Stanford tells Bloomberg, "I can imagine that the physics might work, but the transmutation of high-level nuclear waste requires a number of challenging steps, such as the separation of individual radionuclides, the fabrication of targets on a large scale, and finally, their irradiation and disposal."
Mourou and Tajima hope to be able to shrink the distance a light beam has to travel to transmute atoms by a further 10,000 times. "I think about what it could mean all the time," Mourou says at Ecole Polytechnique, where he teaches. "I don't overlook the difficulties that lie ahead. I dream of the idea, but we will have to wait and see what happens in the years to come."
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
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