AAS 04-136 NEW HORIZONS PLUTO APPROACH NAVIGATION
The navigation of the New Horizons spacecraft during approach to Pluto and its satellite Charon is described. The great distance of the spacecraft from the Earth and Sun presents several new challenges that are identified and described by analytic formula. The two-body dynamics present a particularly interesting problem of satellite orbit determination. A complete covariance analysis is performed describing navigation and science data acquisition accuracies. The results of the covariance analysis are compared with analytic formula to provide insight into the operation of the navigation system.
The application of differential VLBI to planetary approach orbit determination
The application of differential very long baseline interferometry (VLBI) to planetary approach orbit determination is described. VLBI has resulted from the development of multistation tracking techniques and measures spacecraft and nearby extragalactic radio sources. VLBI was found to be at least an order of magnitude improvement over data types currently implemented.
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.