Category: 3. Business

This week, UNESCO named physicist Jun Ye to its Quantum 100 list—a catalogue of some of the top leaders around the world in the rapidly growing field of quantum science.  

Ye holds the Monroe Endowed Professorship in Physics at CU Boulder and is a fellow at JILA and the National Institute of Standards and Technology (NIST). Among other research goals, Ye has revolutionized how scientists measure time, developing quantum technologies that can track the passage of time with never-before-seen accuracy and precision.

Ye is “recognized for his curiosity and his hands-on approach to experimentation,” according to the Quantum 100 list. “He has built a world-class research program using light, atoms, molecules, and advanced optical tools to explore nature with unprecedented precision.”

The recognition is part of the 2025 International Year of Quantum Science and Technology, which marks the 100th anniversary of what scientists often consider the beginning of quantum mechanics.

“I love this remarkable piece of science, which connects profound secrets of nature to our growing capabilities of revealing them,” Ye said. “The Year of Quantum has further strengthened the ideal that collaboration among scientists will help us to harness quantum science for building better and more meaningful lives for all of us in the world.”

Ye earned his PhD from CU Boulder in 1997 where he trained under Jan Hall, who went on to win a Nobel Prize in 2005. Ye returned to JILA in 1999 and has received numerous awards for his research, including the 2022 Breakthrough Prize in Fundamental Physics.

“We are thrilled that Jun Ye has been identified as one of the Quantum 100 as part of the International Year of Quantum Science and Technology,” said Senior Vice Chancellor for Research and Innovation and Dean of the Institutes Massimo Ruzzene. “Jun’s groundbreaking research, visionary leadership, and unwavering commitment to collaboration and mentorship have been instrumental in driving quantum innovation at CU Boulder, JILA, NIST and across the Front Range, setting a global standard of excellence.”

Ye leads several quantum research initiatives at JILA. They include the CUbit Quantum Initiative and the Quantum Systems through Entangled Science and Engineering (Q-SEnSE) center funded by the U.S. National Science Foundation.

At JILA, Ye pioneered the design of optical atomic clocks, devices that measure time by tapping the behavior of atoms and electrons. His lab’s clocks would neither gain nor lose a second over billions of years.

Ye and his team have also worked to transform insights into the quantum world into technologies that can improve people’s lives. His lab, for example, built laser-based devices that can analyze samples of human breath, screening people for COVID-19 infections and other health conditions.

The Quantum 100 list also includes Chris Monroe who earned his doctorate in physics from CU Boulder in 1992 and whose investment established Ye’s endowed professorship.

UNESCO stands for the United Nations Educational, Scientific and Cultural Organization, a specialized agency of the UN focused on fostering peace, security, and human rights through international cooperation in education, science, and culture. It develops educational tools, promotes cultural heritage, works on scientific endeavors like climate change, and designates World Heritage Sites to preserve globally significant places.

Nova Sustainable Fuels has received environmental assessment approval for the first phase of a project that will see the company develop a renewable energy park in Goldboro, Guysborough County, where it will produce sustainable aviation fuel.

The company plans to use waste biomass from Nova Scotia forestry and forest-based industries to create low-emission aviation fuel as an alternative to petroleum-based fuel.

“Projects like this are crucial to helping to reduce global carbon emissions, while creating jobs and growing our economy,” said Timothy Halman, Minister of Environment and Climate Change. “And when we welcome projects like this, it continues to position Nova Scotia as a leader in climate change action, innovation and the global clean energy transformation.”

The company will need a second environmental assessment approval for its second phase – a proposed wind energy and solar farm and a transmission line to supply renewable energy for fuel production.

The company expects the project will create about 1,000 jobs during the construction phase, up to 80 jobs during its operation (expected to end in 2081) and direct and indirect economic benefits for local businesses, communities and residents.

The project must comply with 34 stringent terms and conditions in its environmental assessment approval that are designed to protect the environment and human health. The project will also require an industrial approval and a water withdrawal approval.

Quick Facts:

• the company would create a new market for Nova Scotia’s oversupply of biomass from forestry activity, including wood chips and bark that are the byproduct of silviculture, harvesting and sawmilling
• the Minister of Environment and Climate Change – the province’s environmental regulator – uses the Environment Act and is guided by science and evidence when reviewing environmental assessment requests
• if a project is approved, the regulator typically includes terms and conditions which are designed to ensure the environment and people remain protected throughout the life of the project, while also allowing viable, safe and responsible development to take place
• the Department’s inspection, compliance and enforcement staff ensure companies comply with the terms and conditions of their various approvals; in 2024, they conducted about 6,400 inspections to ensure companies were complying with Nova Scotia’s environmental rules and laws

Additional Resources:

Environmental assessment approval and project documents for the Nova Sustainable Fuels project: https://novascotia.ca/nse/ea/nova-sustainable-fuels-renewable-energy/

More information on the environmental assessment process is available at: https://novascotia.ca/environmental-assessment-getting-started/

Environmental Goals and Climate Change Reduction Act: https://nslegislature.ca/sites/default/files/legc/statutes/environmental%20goals%20and%20climate%20change%20reduction.pdf

Other than cropping, Province of Nova Scotia photos are not to be altered in any way

Surrey Schools will offer more hybrid courses for Grade 10 to 12 students next school year, following board approval to expand the district’s hybrid learning pilot. More than 3,200 students are currently enrolled in hybrid courses, with recent student surveys highlighting benefits with flexibility, learning environment, pacing and independence. (Image via iStock)

Secondary schools across Surrey and White Rock will see more hybrid learning course offerings for Grade 10 to 12 students next school year, following board approval of an expansion to the district’s ongoing hybrid learning pilot.

At the December public board meeting, the Surrey Board of Education approved a motion to expand Surrey Schools’ hybrid learning pilot from 1% of senior secondary courses to up to 3% for the 2026-27 school year. With the exception of career education, hybrid learning will remain optional for students, allowing flexibility in course schedules while continuing to prepare students for mixed online and in-class learning models in post-secondary education and remote workplaces.

“As we look to next steps, we suggest that we continue to diversify the opportunities for students to access hybrid offerings in different course structures,” said Assistant Supt. Perry Smith in a progress update on the hybrid learning pilot. “That we continue to provide teachers with professional learning opportunities to deepen their work in digital software as well as work with blended learning strategy, and we explore digital tools and resources to enhance learning experiences both for teachers and for students.”

Last December, the board directed staff to trial select, optional hybrid learning courses for Grade 10 to 12 students in the 2025-26 school year, offering one to three hybrid courses at the district’s 21 secondary schools. The district currently has 3,207 students enrolled in 38 blocks of hybrid courses, encompassing career education, business education, information technology, science, social studies, modern languages, visual arts, performing arts, and physical and health education.

Following the pilot’s launch this past September, district staff gathered student, teacher and parent feedback through various surveys and an in-person student forum, asking them to share the benefits and challenges of hybrid learning, as well as suggestions to improve the hybrid experience for future semesters. According to student survey data, the most common benefits of hybrid learning included:

• flexibility (mentioned by 61% of students);
• learning environment (60%);
• pacing of schoolwork (55%); and
• independence (54%).

“Students commented on an improved sense of well-being, they felt it was more of a balance where they could do work around their own schedules,” said Kristi Blakeway, Director of Instruction with the Building Professional Capacity department. “Some students shared with us that they struggle with anxiety, and hybrid learning offers an alternative to a stimulating classroom environment.

“When we asked teachers what benefits they were seeing, they talked about the real-world skill building in students. They also mentioned the flexibility in working one-to-one with students on hybrid days and the sense of independence that they saw developing in their students.”

In terms of challenges, some students noted the ability to work on hybrid assignments on their own time sometimes led to procrastination, distraction from competing interests or difficulties staying motivated. They also noted it was hard to receive feedback from teachers if they worked on assignments outside of school hours.

Likewise, some teachers reported challenges with student engagement in a new delivery model and with students balancing online and classroom responsibilities, as well as learning curves with teaching and learning through technology. Their responses mentioned they would appreciate additional technical training and support, along with consistent scheduling with hybrid blocks to collaborate with other teachers.

“The parents matched the answers of our students and teachers,” said Blakeway. “The benefits they saw were the flexibility in scheduling, the convenience of working from home, the extra amount of balance between life and schoolwork, the building of workforce skills and a reduction in anxiety.”

For future considerations, students expressed a want for clear expectations of when to be in class or online, a preference for hybrid courses at the start or end of the day and a desire for additional check-in times with teachers.

Smith said the district will continue to measure the effectiveness of hybrid learning through work with outside agencies such as post-secondary institutions and monitor the achievements of students in hybrid classes. He also said the district will continue to invite feedback from students, parents and teachers, with district staff to present another progress report to the board in December 2026.

“We appreciate the way this has been approached very, very carefully and cautiously, and so far, it appears to be fairly successful,” said Trustee Bob Holmes. “It’s important for the public to know this is purely students’ choice if they want to do this. It is something we hope may help with our capacity issues but it’s also an opportunity for some students and we really want to approach it cautiously, and as years go on, we’ll be just as cautious with any further growth of it. I think this is a good step.”