J un 2 00 0 1 Polarized Protons in HERA
Polarized proton beams at HERA can currently only be produced by extracting a beam from a polarized source and then accelerating it in the three synchrotrons at DESY. In this paper, the processes which can depolarize a proton beam in circular accelerators are explained, devices which could avoid this depolarization in the DESY accelerator chain are described, and specific problems which become important at the high energies of HERA are mentioned. At HERA’s high energies, spin motion cannot be accurately described with the isolated resonance model which has been successfully used for lower energy rings. To illustrate the principles of more accurate simulations, the invariant spin field is introduced to describe the equilibrium polarization state of a beam and the changes during acceleration. It will be shown how linearized spin motion leads to a computationally quick approximation for the invariant spin field and how to amend this with more time consuming but accurate non-perturbative computations. Analysis with these techniques has allowed us to establish optimal Siberian Snake schemes for HERA.
Possibilities for Polarized Protons at HERA
This article explores the implications of obtaining polarized protons at high energy in HERA.
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.