Upgrading the backend of the pipeline readout system for Belle II
The Belle II experiment at KEK will be a successor to the Belle experiment. Belle II will start operation from 2015, searching for subatomic particles beyond the standard model. The pipeline readout system for the Belle experiment will be unable to satisfy the requirements of Belle II, because the luminosity of the SuperKEKB accelerator will be about 40 times higher than that of KEKB. We have moved the digitizer to front-end electronics and upgraded the back-end part, as well as replacing the processor on the readout module. We report here the upgrade plan and the throughput of the back-end part.
Development of front-end electronics and TDC LSI for the ATLAS MDT
Abstract Architecture of the front-end electronics for the ATLAS muon precision chamber (MDT) is presented. Especially, test results of a prototype TDC chip are described in detail. The chip was fabricated in a 0.3 μm CMOS Gate-Array technology. Measurements of critical elements of the chip such as the PLL, and data buffering circuits demonstrated adequate performance. The effect of gamma-ray irradiation, using a 60 Co source, and neutron irradiation, were also examined. The test results revealed radiation tolerance adequate for the operation of the circuits in the environment of the ATLAS MDT. Mounting of the front-end electronics to the MDT is scheduled to start in the year 2001.
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.