A Multiple Radiation Effects Facility for the Study of Structural and Flexible Materials Exposed to the Space Environment
A radiation effects facility is described which utilizes multiple radiation sources, vacuum chambers and thermal control to simulate the space environment. Use of the facility for eight months' continuous testing of thin film flexible materials is discussed and summary results, primarily from in-situ testing, are presented.
LOW-ENERGY PARTICLE RADIATION ENVIRONMENT AT SYNCHRONOUS ALTITUDE.
The degradation of thermal control coatings of satellites due to the effects of low energy charged particles in the space environment is discussed. Data obtained from ATS-5 satellite measurement of proton and electron fluxes are presented. The variations in electron density, proton density, and magnetic activity are presented to show correlations which exist between these space factors.
Pedagogy of the “Not”: Negation, Exodus, and Postdigital Temporal Regimes
Postdigital capitalist time is an incessant acceleration that acts to homogenize time and wed us to the present, to which we have to constantly catch up. While the impulse of this is no doubt economic (the realization of value), it is crucially undergirded by a pedagogical logic wherein we have to perpetually learn and re-learn the latest apps, social media configurations, operating systems, and so on. Political strategies of resistance thus need to be bolstered by an alternative mode of educational life, and I propose a pedagogy of the “not” as one possibility. Such a pedagogy is an act of suspension that sustains a detachment from the present, clearing out oppositions and thereby exposing us to a radical indeterminacy and potentiality that is always untimely. Suspension is the praxis of negation, which means that negation operates by keeping sense indeterminate to meaning and signification. Rather than suppressing, disavowing, or annihilating the stated content, negation retains even that which is negated. While this would appear as a form of exopedagogy, which withdraws from the dialectic of the private/public, I instead argue that it redefines the terms of any dialectic, redefining the very categories exopedagogy withdraws from. Before concluding, I spend some time with Sandy Grande’s important critiques of Eurocentrism and progress in Western critical education, demonstrating how negation as suspension circumvents these errors through its accommodation of—or, better, insistence on—variegated temporalities and forms of life.