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Gravitational Wave Astronomy: When Stars Die, New Sciences Are Born
Get ready for a decade of scientific revelations. Thanks to gravity waves, we have a completely new way to explore the universe.
Alex Filippenko is the Richard & Rhoda Goldman Distinguished Professor in the Physical Sciences. His accomplishments, documented in more than 800 research papers, have been recognized by several major prizes, including a share of both the Gruber Cosmology Prize (2007) and the Breakthrough Prize in Fundamental Physics (2015). One of the world's most highly cited astronomers, he is an elected member of the National Academy of Sciences (2009) and the American Academy of Arts and Sciences (2015). He has won the most prestigious teaching awards at UC Berkeley and has also been voted the "Best Professor" on campus a record 9 times. Selected in 2006 as the Carnegie/CASE National Professor of the Year among doctoral institutions, he has also received the Richard H. Emmons Award for undergraduate teaching (2010). He produced five astronomy video courses with "The Great Courses" (see below), coauthored an award-winning astronomy textbook, and appears in more than 100 TV documentaries, including about 50 episodes of "The Universe" series. He has given nearly 1000 public lectures or other presentations, was awarded the 2004 Carl Sagan Prize for Science Popularization, and received the prestigious Hertz Foundation fellowship for his PhD studies at The California Institute of Technology.
Filippenko is the only person who was a member of both the Supernova Cosmology Project and the High-z Supernova Search Team, which used observations of extragalactic supernovae to discover the accelerating universe and its implied existence of dark energy. The discovery was voted the top science breakthrough of 1998 by Science magazine] and resulted in the 2011 Nobel prize for physics being awarded to the leaders of the two project teams.
Filippenko developed and runs the Katzman Automatic Imaging Telescope (KAIT), a fully robotic telescope which conducts the Lick Observatory Supernova Search (LOSS), the most successful nearby supernova search. He is also a member of the Nuker Team which uses the Hubble space telescope to examine supermassive black holes and determined the relationship between a galaxy's central black hole's mass and velocity dispersion. The Thompson-Reuters "incites" index ranked Filippenko as the most cited researcher in space science for the ten-year period between 1996 and 2006
Alex Filippenko: One of the most exciting discoveries in all of science in the past year—and one in which there will be a lot of progress in the next five years—is the discovery of gravitational waves: ripples in the actual fabric of space time produced when, for example, two massive stars or black holes merge into one.
LIGO, the Laser Interferometer Gravitational-Wave Observatory, in September 2015 detected a signal, which, after months of processing, the scientists became convinced was the signature of two black holes merging together 1.3 billion light years away. Now this is absolutely magnificent, because it's a key prediction of Einstein's general theory of relativity, his theory of gravity.
It predicts that when two massive, especially dense objects merge together, the dimples that each of them individually form in the shape of space sort of form a spiral pattern that goes outward— a little bit like a water wave when you toss a ball onto a swimming pool. And that wave carries energy and it's extremely difficult to detect, but scientists last year detected it and announced that result, and I was just blown away. Two black holes each having a mass of about 30 times the mass of the sun merging together. It's just fantastic.
And a couple of more events of that sort have been detected since then black holes merging together. As the scientists and engineers perfect this technique even more, they will be able to study merging neutron stars and other kinds of astrophysical objects.
And this will allow us to study them in a way that's simply not possible with light with electromagnetic radiation, because gravitational waves are not a form of electric and magnetic fields oscillating in space, instead they're an actual ripple, a little thingy going out in the shape of space, and with the passage of time showing that Einstein's idea that massive objects really do form a distinct dimple, which then forms a ripple of two of these things merge or if one of them explodes or something like that.
This theory really is correct, and it took a century to show that that's true. Now, the precision of the measurement is just mind-boggling. It's by far the most precise measurement ever made by anyone. They had to measure the distances of a length of, well I don't want to get into the details now, but of their device—Their device had two four-kilometer length arms and they had to measure the length of those arms to a precision of 1/1000th of a proton.
Now a proton is yay big, and I exaggerate a lot. So this four-kilometer length arm changed in length a tiny bit as this gravitational wave was passing through, and they had to measure this change of 1/1000th of a proton. It's as though you were measuring the distance of the nearest star, which is 4.2 light years or 40 million million kilometers (40 trillion kilometers), to the width of a human hair. That's the kind of precision we're talking about.
Imagine measuring the distance of the nearest star to a precision of the width of a human hair. It's just incredible.
Even though the discovery of gravitational waves was first made in September of 2015 and announced to the world in February of 2016, it's a very young field. There will be more such detections, and we're just beginning to explore the universe in a way where we're completely blind with electromagnetic waves, with light. So I anticipate huge discoveries in the next five to ten years in the field of gravitational wave astronomy.
Alex Filippenko is a Hertz Foundation Fellow and recipient of the prestigious Hertz Foundation Grant for graduate study in the applications of the physical, biological and engineering sciences. When the discovery of gravitational waves was announced in February 2016, Filippenko was awed. The researchers at LIGO (Laser Interferometer Gravitational-Wave Observatory) managed to prove a key prediction of Einstein's general theory of relativity: his theory of gravity. Here, Filippenko explains the mind-boggling way they did it, and the scope of discoveries that this hyper-precise technology will reveal to us over the next decade. With the support of the Fannie and John Hertz Foundation, Filippenko pursued a PhD in astronomy at the California Institute of Technology.
The Hertz Foundation mission is to provide unique financial and fellowship support to the nation's most remarkable PhD students in the hard sciences. Hertz Fellowships are among the most prestigious in the world, and the foundation has invested over $200 million in Hertz Fellows since 1963 (present value) and supported over 1,100 brilliant and creative young scientists, who have gone on to become Nobel laureates, high-ranking military personnel, astronauts, inventors, Silicon Valley leaders, and tenured university professors. For more information, visit hertzfoundation.org.
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>
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
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Manly Bands wanted to improve on mens' wedding bands. Mission accomplished.
- Manly Bands was founded in 2016 to provide better options and customer service in men's wedding bands.
- Unique materials include antler, dinosaur bones, meteorite, tungsten, and whiskey barrels.
- The company donates a portion of profits to charity every month.
These new status behaviours are what one expert calls 'inconspicuous consumption'.