Friday, 17 July 2020

A restart of nuclear testing offers little scientific value to the US and would benefit other countries

JULY 15, 2020, by Ferenc Dalnoki-Veress and Miles A. Pomper, The Conversation
https://techxplore.com/news/2020-07-restart-nuclear-scientific-benefit-countries.html

The last nuclear test ever conducted by the U.S. was done on Sept. 23, 1992, at an underground test facility in Colorado, and was described as a ‘test to ensure safety of deterrent forces.’ 

July 15, 2020 marks 75 years since the detonation of the first nuclear bomb. The Trinity Test, in New Mexico's Jornada del Muerto desert, proved that the design for the Nagasaki Bomb worked and started the nuclear era.

The U.S. tested nuclear bombs for decades. But at the end of the Cold War in 1992, the U.S. government imposed a moratorium on U.S. testing. This was strengthened by the Clinton administration's decision to sign the Comprehensive Nuclear Test Ban Treaty. Although the Senate never ratified the treaty and it never entered into force, all 184 countries that signed the test ban, including the U.S., have followed its rules.

But in recent weeks, the Trump administration and Congress have begun debating whether to restart active testing of nuclear weapons on U.S. soil.

Some conservative Republicans have long expressed concerns over the reliability of aging U.S. warheads and believe that testing is a way to address this problem. Additionally, the U.S., Russia and China are producing novel types of nuclear missiles or other delivery systems and replacing existing nuclear weapons—some of which date to the Cold War—with updated ones. Some politicians in the U.S. are concerned about the reliability of these untested modern weapons as well.

We are two nuclear weapons researchers – a physicist and an arms control expert – and we believe that there is no value, from either the scientific nor diplomatic perspective, to be gained from resuming testing. In fact, all the evidence suggests that such a move would threaten U.S. national security.

Why did the US stop testing?

Since the Trinity Test in July 1945, the U.S. has detonated 215 warheads above ground and 815 underground. These were done to test new weapon designs and also to ensure the reliability of older ones.

When the Cold War ended, the U.S. pledged to stop doing such tests and a group within the United Nations began putting together the CTBT. The goal of the test ban treaty was to hinder new nations from developing nuclear arsenals and limit the capabilities of nations that already had them.


Plutonium pits are one of the only pieces of a nuclear warhead that can’t be replaced. Credit: Los Alamos National Security LLC, CC BY-ND



Subcritical testing to maintain the arsenal

After the U.S moratorium went into effect, the U.S. Department of Energy created a massive program called the Stockpile Stewardship Program to maintain the safety and reliability of U.S. nuclear weapons. Instead of crudely blowing up weapons to produce a nuclear explosion, scientists at facilities like U1A in Nevada began conducting what are called subcritical tests.

In these tests, the plutonium that drives the nuclear chain reactions is replaced by a similar-acting but non-nuclear explosive material such as tungsten or a modified plutonium shell. There is still a big bang, but no nuclear chain reaction.

Rather, these experiments produce data that researchers feed into elaborate supercomputer programs built using the massive amounts of information collected from earlier live tests. Using these subcritical tests and earlier data, scientists can simulate full-scale detonations with incredible accuracy and monitor the current arsenal without blowing up nuclear warheads.

What could be going wrong in the bombs?

All nuclear weapons currently in the U.S. stockpile are two-stage nuclear weapons called hydrogen bombs. Put simply, hydrogen bombs work by using a smaller nuclear bomb—akin to the bomb dropped on Nagasaki—to detonate a second, much more powerful bomb.

Nearly all the components of a nuclear weapon can be replaced and updated except for one piece—the explosive plutonium core known as the pit. These pits are what trigger the second, larger explosion.

The weapons in the U.S. arsenal are, on average, about 25 years old. The main concern of people pushing to resume testing is that the plutonium pits may have deteriorated from their own radiation in the time since they were made and will not properly trigger the second fusion stage of the explosion.

Since most of the previous tests were done on much younger bombs with newer plutonium pits, supporters of testing claim that the subcritical tests cannot accurately test this part of the process.

The deterioration of the plutonium pit is a valid concern. To study this, researchers at Lawrence Livermore National Laboratory used a far more radioactive type of plutonium and artificially aged the metal to simulate the effects of what would be equivalent to 150 years of radiation on a normal plutonium pit. They found that the aged plutonium pits "will retain their size, shape, and strength despite increasing damage from self-irradiation," and concluded that "the pits will function as designed up to 150 years after they have been manufactured."

This isn't to say that scientists can stop worrying about the aging of U.S. nuclear weapons. It's important to continue "to assess and, if necessary mitigate threats to primary performance caused by plutonium aging", as the JASON group – a group of elite scientists that advises the U.S. government—says.

However, these scientists do not suggest that it is necessary to conduct live nuclear tests. Decades of experimental studies by nuclear weapons laboratories have led experts to believe that the U.S. can maintain the nuclear arsenal without testing. And in fact, as the former director of Los Alamos National Labs, Dr. Sigfried Hecker said recently, many believe that by resuming testing, "we would lose more than we gain."

Little to gain, much to lose

Nuclear weapons are intricately tied to the world of geopolitics. So if there isn't a scientific need to resume testing, is there some political or economic reason?

The U.S. has already spent tens of billions of dollars on the infrastructure needed to conduct subcritical tests. Additionally, a new, billion-dollar facility is currently being built in Nevada that will provide even finer detail to the data from subcritical test explosions. Once subcritical test facilities are up and running, it is relatively inexpensive to run experiments. Nuclear testing won't save the U.S. money.

So is it politics?

Currently, nuclear powers around the world are all improving the missiles that carry nuclear warheads, but not yet the warheads themselves.

With little evidence, the Trump administration has sought to sow suspicion that Russia and China may be secretly conducting very low-yield nuclear tests, implying that the countries are trying to build better nuclear warheads. In response, movement towards testing in the U.S. has already begun.

The Senate Armed Services Committee recently approved an amendment to spend US$10 million to cut the time it would take to conduct a test if the president ordered one. Some officials seem to believe that a resumption of U.S. testing—or the threat of it—could give Washington an upper hand in future arms control negotiations.

But we believe the opposite to be true. Even though the Comprehensive Test Ban Treaty has not entered into force, nearly every nuclear power on earth has more or less followed its rules. But if the U.S. were to resume nuclear testing, it would be a green light for all other nations to start their own testing.

The U.S. already has the ability to perform subcritical tests and data from over 1,000 test detonations that scientists can use to modernize, improve and maintain the current arsenal. No other country, aside from Russia, has as robust a foundation. If the ban were broken, it would give other countries like Iran, India, Pakistan and China a chance to gather huge amounts of information and improve their weapons while the U.S. would gain next to nothing.

When it comes to the U.S nuclear testing ban, our view is, if it ain't broke don't fix it.
 

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South Carolina dog put down after testing positive for coronavirus: report

https://www.foxnews.com/health/south-carolina-dog-put-down-testing-positive-coronavirus


A dog in South Carolina had to be euthanized after it tested positive for the coronavirus, according to Clemson University on Thursday.
The canine was the first animal in South Carolina to be infected with COVID-19, said Dr. Boyd Parr, state veterinarian and director of Clemson Livestock Poultry Health (LPH).
Parr said a private veterinarian decided to test the 8-9-year-old shepherd mix for the virus after one of its owners was confirmed to have COVID-19. Veterinary findings determined the dog had a chronic health condition, which was the reason the animal was put down, he added.

“Based on current knowledge, there continues to be no evidence that pets play a significant role in spreading SARS-CoV-2 to people,” Parr said. “It remains a good idea to restrict contact with your pets and other animals, just like you do with other people, if you are infected with COVID-19 in order to protect them from exposure to the virus.”
The dog is one of 13 animals in the U.S. -- including one lion and one tiger -- to test positive for COVID-19, according to the U.S. Department of Agriculture (USDA). The animals mainly got sick after coming into close contact with people who had the virus, the Centers for Disease Control and Prevention (CDC) said.
The LPH and state health officials will continue to investigate the South Carolina canine case, along with the USDA and CDC "to assure any information relevant to COVID-19 is documented," according to a release by the university. The dog was confirmed to have the coronavirus on July 9.
Even though a handful of animals have been reported to be infected with the virus in the U.S., the CDC has stated on its website that: "the risk of animals spreading COVID-19 to people is considered to be low."

However, the agency said that until it learns more about how this virus affects animals -- pet owners are advised to treat their animals as they would other human family members, in order to protect them from possibly being infected with the virus.
If infected or suspected to have the virus, the best practice is to have another member of the household take care of your pet, according to the agency. If that's not possible, you should wear a cloth face covering and wash your hands before and after interacting with them.

"If you are sick with COVID-19 (either suspected or confirmed by a test), you should restrict contact with your pets and other animals, just like you would with people," the CDC said.
In the context of animal health, the novel coronavirus is referred to as SARS-CoV-2, according to the agency.

Seniors recreate iconic album art to raise spirits during nursing home lockdown

https://www.wzzm13.com/article/syndication/heartthreads/nursing-home-seniors-recreate-iconic-album-artwork/507-751afca6-f9b7-43c8-a264-673f8a18a93e?fbclid=IwAR2bC5JDdWKw4EYpSxViQpHdT8HffCV8PQDe4hpDBSPZZ78akxrg858_s_0



LONDON, UK — Staff members at a London nursing home boosted quarantining residents' spirits with a creative, music-themed photo shoot. 
Seniors at the Sydmar Lodge Care Home, about 11 miles north of London, recreated iconic album artwork by artists like David Bowie, Bruce Springsteen and Taylor Swift. 
The photo shoot, coordinated by employee Robert Speker, was meant to keep the residents entertained and upbeat during a difficult time of social isolation. 
The retirement community, like many similar facilities worldwide, has been locked down to outside visitors for the past four months to prevent the spread of the coronavirus, which disproportionately affects older people. 
Speker shared the photos in a thread on Twitter. More than 40,000 people have shared the images. 


Following their newfound online fame, the group decided to use the publicity for good. Speker created a GoFundMe account to raise money for charity organizations Dementia Friends, Alzheimer's Society and Age UK. 
So far, donors have contributed more than $3,000 to the fundraiser. 
On the fundraising page, Speker described some of the challenges seniors face while quaratining. 
"As this situation is on-going it could be months before the situation changes for them and the need to keep them happy entertained and full of spirit has never been more crucial... Elderly people will remain in lockdown for a long time, and I want to make their time as happy and full of enjoyment and interest as possible," he wrote. 

California school boards forge ahead with controversial ethnic-studies curriculum

The proposed educational directive has been accused of anti-Semitism and anti-Israel bias, with little, if any, Jewish input into what will be taught to public-school students.
An illustrative view of a school board meeting of the Oakland Unified School District. In May, the school board passed a resolution stating that it supports “the California Ethnic Studies Model Curriculum Draft as written," despite concerns over anti-Semitism. Source: Screenshot.
An illustrative view of a school board meeting of the Oakland Unified School District. In May, the school board passed a resolution stating that it supports “the California Ethnic Studies Model Curriculum Draft as written," despite concerns over anti-Semitism. Source: Screenshot. 
 
More than a dozen California school boards have adopted resolutions in support of the state’s proposed ethnic-studies model curriculum, despite it have come under fire for containing anti-Semitic and anti-Israel content, and not addressing issues of anti-Semitism or including Jewish Americans.

“Over the past few months … individuals, who call themselves ‘Save CA Ethnic Studies,’ have attempted to take advantage of state and local education officials’ focus on addressing the COVID-19 crisis to get school boards throughout the state to rubber-stamp, with little or no discussion, a resolution that ‘affirms support of the California Ethnic Studies Model Draft … ,’ ” read a letter written by some 88 state and national organizations to the California Department of Education (CDE).

The groups also accused the Save CA Ethnic Studies campaign of deceiving local officials.
“School board members asked to vote on the resolution are not shown the original draft curriculum, and not informed about the enormous outpouring of criticism it engendered or that a CDE process is well underway for the curriculum’s redesign,” said the letter.

As such, local school officials believe that they are voting to support a 2016 California law to establish ethnic-studies curriculum, known as AB-2016.

School board members are “led to believe that in voting for the resolution they are showing support for AB-2016 and affirming the importance of ethnic studies classes in general, rather than endorsing the highly controversial draft curriculum that was condemned by dozens of state leaders and tens of thousands of Californians,” stated the letter.

The proposed curriculum section on “Arab American Studies Course Outline” contains a number of passages concerning the Israeli-Palestinian conflict, such as “Direct Action Front for Palestine and Black Lives Matter,” “Call to Boycott, Divest and Sanction Israel” and “Comparative Border Studies: Palestine and Mexico.” It also includes studying national figures such as Rep. Ilhan Omar (D-Minn.), Rep. Rashida Tlaib (D-Mich.), the late Columbia University professor Edward Said, Women’s March leader Linda Sarsour, the late radio personality Casey Kasem, actress Alia Shawkat and the late White House correspondent Helen Thomas—all of whom are associated with anti-Semitic and anti-Israel rhetoric, and in the case of the congresswomen, a push to enact legislation punishing Israel.

The California State Capitol in Sacramento. Credit: Wikimedia Commons.
 
Last year, following outrage by California lawmakers, Jewish and pro-Israel groups, and the Jewish and non-Jewish community at large for such bias and omissions, the California Board of Education announced that it would substantially revise its current draft ethnic-studies curriculum, noting that it did “not yet fully align with the statutory requirements” and the state’s guidelines.

In August 2019, the California State Board of Education stated that “the current draft model curriculum falls short and needs to be substantially redesigned. Following the Instructional Quality Commission’s review and response to all public comments, a new draft will be developed for State Board of Education review and potential approval. The Board will ultimately adopt an ethnic studies model curriculum that aligns to California’s values.”

The State Superintendent of Public Instruction Tony Thurmond agreed, calling for “greater balance to this entire curriculum,” including in how it handles Jewish Americans, anti-Semitism and Israel.

In January, California’s Department of Education announced that it will recommend that the Ethnic Studies Model Curriculum (ESMC) focus on four “foundational” groups: African-Americans, Asian-Americans, Chicano/Latinos and Native Americans. That move was criticized for its narrow focus on “people of color” while ignoring several other significant ethnic or religious groups in the state, such as the Jewish, Greek and Armenian communities.

Despite the ongoing debate over the ethnic-studies curriculum, at least 13 school boards in the state have recently passed resolutions affirming their support for the ethnic-studies model curriculum draft: Hayward (April 22), Castro Valley (April 23), Albany (April 28), San Francisco (April 28), West Contra Costa (May 6), Alhambra (May 19), Oakland (May 27), South San Francisco (May 28), Jefferson Union (June 2), Jefferson Elementary (June 17), San Mateo Foster City (June 18), El Monte Union (June 24) and Santa Rosa City Schools (July 8).

“Save CA Ethnic Studies’ misleading campaign to get district school-board members throughout California to adopt disingenuous resolutions in support of the original draft is a clear attempt to circumvent the state’s official plan for revisions of the model curriculum,” said Tammi Rossman-Benjamin, director of the AMCHA Initiative, which initiated the letter to the California Department of Education.

‘Unclear what we are supporting’
For example, the Oakland Unified School Board passed a resolution with four votes in favor, two against and one abstention, stating that it supports “the California Ethnic Studies Model Curriculum Draft as written,” including content about Pacific Islanders, Arab Americans, Central Americans, and West Asian Americans and to keep “its framing and language of the discipline, with additional scaffolding as necessary to be inclusive and supportive of multiple users.”

During its May 27, 2020 school-board meeting, Oakland Unified School Board president Jody London raised questions over the ethnic-studies curriculum that they were considering. She said in theory, she supported having an ethnic-studies model curriculum and passing a resolution setting forth the values the Oakland School Board would like to see in the state’s model curriculum, instead of one that interferes with the state’s process, according to meeting notes. This “resolution doesn’t allow [revisions]” and is “unclear about what is it we are supporting,” London told the board.

Similarly, questions were also raised after Albany Unified School Board voted to support the ethnic-studies curriculum.

On April 28, the Albany Unified School Board unanimously passed a resolution that “affirms support for the current California Assembly Bill 2016 Ethnic Studies Model Curriculum draft” and for the curriculum to “keep the disciplinary language, framing, guiding values, principles and outcomes of the field of Ethnic Studies.”

After that meeting, it got some public pushback so, on June 9, the board discussed whether to revisit that vote.

Among the public input the Albany Board received was a statement from the presidents of the California Latino School Boards Association. Asian Pacific Islander School Board Members Association and the Association of Black School Educators supporting the model curriculum with “additional integration of Jewish Americans and other ethnic groups, as well as a definition of anti-Semitism … as long as they do not decenter communities of color in any way from the curriculum.”
The Anti-Defamation League’s Central Pacific Region, writing in favor of the Albany Board revisiting this resolution, stated that its resolution “is not about supporting Ethnic Studies but instead endorses the polarizing and offensive political views. The California Department of Education (CDE) already rejected the ESMC for its failure to meet the goals of the authorizing statute AB-2016.

The CDE is making substantive revisions to be made public in August 2020. The Resolution before you is misleading and contravenes the legal process.”

The Albany Unified resolution was not revisited for another vote.

Curriculum ‘should be free from politics’
As local school boards debate the issues regarding the ethnic-studies curriculum, a bill in the California Assembly is being pushed forward that would require ethnic studies as part of graduation requirement, known as AB-331.

AB-331 is a bill that, if passed, would require ethnic studies as a California high school graduation requirement, starting with the 2024–25 school year, “based on” the ethnic studies model curriculum developed by the state.

It was introduced in the Spring of 2019 by Assembly Member Jose Medina, a Democrat who chairs the Assembly Higher Education Committee and is a member of the California Legislative Jewish Caucus.

Medina suspended his bill after the summer 2019 ethnic-studies draft curriculum controversy, he said because “it is more important to me that we get it right than we do it quickly…My goal as a teacher was to leave students who could think for themselves.”

He also said, “I did not feel comfortable having the senate vote on a curriculum that is not finished.” “The curriculum would be stronger if it were more comprehensive of additional groups’ experiences.”

In a seeming reversal, Medina is now pushing forward with the bill ahead of the Aug. 31 deadline for bills introduced during the legislative session to pass, before the ethnic studies model curriculum is finalized.

“#AB331 is moving through the legislative process, but we still need your help to make #EthnicStudiesforALL! Keep up the momentum to get AB 331 out of the Senate Appropriations Committee at the end of July. Our history should not be optional,” tweeted Medina on June 26.

AB-331 is scheduled to be heard by the California Senate Appropriations Committee on July 31. If it passes there, it will be voted on by the California Senate and Assembly ahead of the August deadline. If that passes, it will go to Democratic Gov. Gavin Newsom for signature or veto before the model curriculum is approved by the state.

A Medina spokesperson told JNS that the assembly member “has been working with the Jewish community and different Jewish groups.”

Jewish and pro-Israel groups have called for Jews to be represented in the ethnic-studies curriculum.
The AMCHA Initiative is “incredibly concerned about this deceitful maneuver by those who helped write the deeply flawed and widely condemned initial draft curriculum,” Rossman-Benjamin told JNS.

“Regarding AB-331, at a time when our country is in deep distress in so many ways and we’re so divided and so polarized, it is critical that the curriculum put forth by the state aims to unite people and will help create a more positive, healthier climate in California’s school,” said Rossman-Benjamin. “That was the problem with the initial draft curriculum; it wasn’t meant to educate students but to promote a political agenda, a radical one at that.”

Therefore, continued Rossman-Benjamin, “I think it’s important that we know that the curriculum which will form the basis for what is taught in California high schools and mandated by AB-331 will be free of politics. Curriculums should educate, not indoctrinate students into the particular political ideology of its drafters.”

Sarah Levin, executive director of JIMENA: Jews Indigenous to the Middle East and North Africa, told JNS that her organization “looks forward to our schools and students receiving the highest quality, most rigorous ethnic-studies curriculum, which is surely not the earlier draft curriculum that omitted the voices of diverse Middle Eastern Diasporic communities that live in California.”

She continued, “We are proud to work together with a broad coalition of minority voices from inside and outside the Jewish community, including Coptic-Christians, Assyrian-Christians and Iranians of different faiths, to support the creation of an Ethnic Studies Curriculum that is accurate, balanced and reflects Middle Eastern student demographics in California.”




 

Thursday, 16 July 2020

Lemon Ice Box Pie


Lemon Ice Box Pie (Stove Top Kisses)















1 Box Vanilla Wafers
1½ sticks melted butter
2 8-oz pkgs cream cheese, softened
2 cans sweetened condensed milk
3-5 lemons juiced, roll it to release more of the juice
2 cups heavy whipping cream

Put wafers in a Ziploc bag, seal, removing all of the air, then crush them with a metal bowl, or use a food processor. Pour 2 sticks melted butter in and mix with a fork. Place either in a springform pan or 9x13 inch baking dish. Bake at 350 degrees for 10 minutes. Remove and cool.

Beat cream cheese, then beat in sweetened condensed milk, then whipping cream, then on Low, beat in lemon juice. Pour into prepared crust. Chill for 4 hours or overnight. Unmold, slice into four slices before removing the first one which makes it easier to remove the first slice.



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