Nuclear Safeguards Course Day 1

I am currently attending the International Nuclear Safeguards Policy and Information Analysis Course at the Monterey Institute of International Studies also co-sposnsored by the U.S. Department of Energy’s National Nuclear Security Administration (NNSA), the James Martin Center for Nonproliferation Studies (CNS), and Lawrence Livermore National Laboratory (LLNL).

Yesterday was day 1 of the course, and for 8 hours we sat and listened to experts outline the origins of safeguards, the foundations of the Nonproliferation Treaty safeguards (NPT), facility-level safeguards implementation, and even got to play with some of the equipment an IAEA inspector would use at a site inspection.

I just want to take a few lines and outline a few points that I find interesting to the research work I have done at CNS, and that I hope to incorporate into the research project I plan to undertake at LLNL this summer as an intern.

During the first presentation we discussed and dove into the different statutes of the International Atomic Energy Agency (IAEA) to understand the nature and origins of safeguards as outlined by the international community. Here I realized the explicit purpose of safeguards is not to prevent the diversion of nuclear technology from peaceful uses, but rather the detection of said diversion. This is an interesting view that I had never realized and why it leads to some states to be “sneaky” about going about their clandestine nuclear programs. What I also learned was that despite this, safeguards do in fact deter diversion indirectly. Nobody likes to get caught redhanded breaking a big treaty like the NPT, so the risk of being caught diverting material deters the diversion of material. This goes on to show the power and need for nuclear safeguards.

When we reviewed the history and foundation of the NPT safeguards, I learned about the bilateral safeguards agreements that started during the early days of the atomic era where one nuclear state would share the technology to an allied state it trusted to not divert from peaceful uses. This presented a problem since it left out non-allies and left many partnerships that had no security assurances over others and that were vulnerable to changes in governance of the state, such as the case with the Iranian Revolution. These bilateral arrangements led to the first nuclear weapons free zone under the first nonproliferation treaty, not a misuse treaty. The Treaty of Tlatelolco (1967) provided nuclear negative security assurances between states and states with territories in the South American and Caribbean region after Brazilian and Argentinian interests in nuclear technology, and was a landmark for nuclear safeguards and eventually the NPT regime.

These two thoughts stuck with me and I made sure to make a specific note on them. The whole course has been going quite well and we still have 4 days to go through, with case studies, activities, and discussions where we will review the challenges of safeguards to the 21st century and how they apply to nuclear security.

 

-Cervando Banuelos is currently a Nuclear Safeguards Intern at Lawrence Livermore National Laboratory, a Graduate Research Assistant at the Monterey Institute of International Studies where he is currently pursuing a master’s of arts in nonproliferation and terrorism studies, and holds a bachelor’s of science degree in nuclear engineering, with a minor in radiological health engineering, from Texas A&M University. His interests include passive cooling systems in boiling water reactors, nuclear forensics, arms control treaties, treaty verification, and long walks on the beach. He hopes to some day work for the United Nations, a national laboratory, or the CTBTO.

 

The views expressed within this op ed piece DO NOT in any way, shape, or fashion reflect the opinion or views of the Monterey Institute of International Studies, the James Martin Center for Nonproliferation Studies, the NNSA, nor Lawrence Livermore National Laboratory. The above statements are only the reflections of the author and his experiences. 

 

The Virtual Dismantlement of a Nuclear Weapon (Link to Pictures Included)

For the past two semesters I’ve had the opportunity to work at the James Martin Center for Nonproliferation Studies at the Monterey Institute of International Studies in Monterey, California, where I am working on my master’s degree in nonproliferation and terrorism studies. The project I have worked on under the mentorship of Dr. Ferenc Dalnoki-Veress was the building, programming, and support of a virtual reality simulation in which students could model and simulate the United Kingdom and Norway Initiative where a non-nuclear state verified the dismantlement of a nuclear weapon by a nuclear state. This simulation was an exercise in negotiation, treaty verification protocols, and the virtual reality technology of OpenSim allowed for complete anonymity between the students participating in the exercise and for the students to actually carry out a (virtual) dismantlement and put the procedure and protocols they developed to the test.

This type of simulation allows us to explore the potential and applicability of technologies like OpenSim in which a person assumes the identity of an avatar and interacts with other avatars and users in a world designed for the purpose of the simulation. For this exercise the students were provided with tools and a world I developed. I built operable cranes, information barriers, keypads, seals, working Geiger counters that would click when approached by a radioactive source, high purity germanium (HPGe) detectors that could be calibrated with plutonium and cesium gamma spectra, fences, security checkpoints, and a to-scale virtual disassemble-able United States B-61 thermonuclear weapon. With these tools a facility was made in OpenSim that had the appropriate checkpoints and security measures that the students themselves developed in their procedure. There were conference rooms, verification methods, secure areas, full-body radiation counters, and even emergency doors that rang an alarm when there was an emergency.

I essentially built a whole nuclear dismantlement facility from the comfort of my laptop with all the bells and whistles and helped my professor give students a very immersive learning experience in nuclear treaty verification protocols and negotiations.

Simulations are a vital tool for education, for they are the equivalent of spending hours in a laboratory setting and help apply theoretical approaches and find the bugs in the system. Virtual world technology, while still in its infancy, can help increase the productivity and increase the effectiveness of these simulations. As this technology and methods are developed more, I strongly believe that they can provide the necessary tools for even more complex training endeavors.

Who knows, maybe virtual simulations like these can help the students of today be prepared for the challenges of tomorrow.

 

Below you will find two Storify pages of the live tweets from the dismantlement visit. (With Pictures!!!)

https://storify.com/ferencdv/nuclear-verification-and-dismantlement-in-a-virtua

https://storify.com/crofer/ferenc

 

-Cervando Banuelos is a Graduate Research Assistant at the Monterey Institute of International Studies where he is currently pursuing a master’s of arts in nonproliferation and terrorism studies and holds a bachelor’s of science degree in nuclear engineering, with a minor in radiological health engineering, from Texas A&M University. His interests include passive cooling systems in boiling water reactors, nuclear forensics, arms control treaties, treaty verification, and artichokes with mayonnaise. He hopes to some day work for the United Nations, a national laboratory, or the CTBTO.

 

The views expressed within this op ed piece DO NOT in any way, shape, or fashion reflect the opinion or views of the Monterey Institute of International Studies, Dr. Ferenc Dalnoki-Veress, nor those of the James Martin Center for Nonproliferation Studies. The above statements are only the reflections of the author and his experiences.