Direct simulation of reentry flows with ionization
The Direct Simulation Monte Carlo (DSMC) method is applied in this paper to the study of rarefied, hypersonic, reentry flows. The assumptions and simplifications involved with the treatment of ionization, free electrons and the electric field are investigated. A new method is presented for the calculation of the electric field and handling of charged particles with DSMC. In addition, a two-step model for electron impact ionization is implemented. The flow field representing a 10 km/sec shock at an altitude of 65 km is calculated. The effects of the new modeling techniques on the calculation results are presented and discussed.
Ionization Rate of Air behind High‐Speed Shock Waves
Measurements have been made of the ionization rate of air behind strong shock waves for shock velocities between 9 and 12.5 mm/μsec. The electron density behind the shock was determined from the infrared emission around 6 μ, this radiation being predominantly free‐free bremsstrahlung. It was concluded that at shock speeds below 9.5 mm/μsec the predominant ionization mechanism is the reaction, N + O → NO+ + e, as postulated by Lin and Teare for slower shock speeds. However, for shock speeds above 9.5 mm/μsec, electron impact becomes the predominant ionization mechanism.
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.