‘Mind the gap’: Responding to the indeterminable in migration

Prompted by the paper by Miriam Tedeschi, this commentary attempts to unsettle the dominant understanding of a relation in migration research that prioritises linkages between people, places and organisations while treating boundaries as limits to overcome. Building on geographers’ earlier engagements with Adorno, Levinas and extending this conversation to include Blanchot, the analysis attempts to move beyond the hold of mastery on a relation with alterity. The paper argues for an interruptive non-relation that resists the appropriation and affirms the dispersion of the self by the alterity it cannot internalise. It offers an alternative response to difference in migration that avoids bringing it to unifying continuity. Instead of treating interruptions in migration as gaps to be resolved through language, the paper considers the possibility of a neutral writing that reflects the powerlessness to say the unspeakable. In a movement of inscription and effacement, neutral writing invokes the unspeakable pain and affliction that exceeds the concepts to which it gives rise. The neuter answers for the non-subject of loss and trauma, the nothing often haunting international migrants

Prototyping and qualification of 2S modules for the CMS Outer Tracker upgrade at the HL-LHC

In preparation for the High Luminosity LHC, the entire tracker detector of the CMS experiment will be exchanged as part of the Phase-2 Upgrade. The new Outer Tracker will comprise approximately 13,000 silicon sensor modules, of which 7608 are "2S modules" consisting of two parallel mounted silicon strip sensors, and 5592 are "PS modules" consisting of one pixel and one strip sensor in a single module. These modules provide tracking information to the Level 1 trigger by correlating the hit information of both sensor layers, allowing discrimination of particle tracks by their transverse momentum. To guarantee successful operation during data-taking, the production of the outer tracker modules has to fulfill strict requirements. This note will discuss the assembly procedures as well as some key results of the electronic, thermal and vibration tests performed at CERN for qualifying the 2S module design and for preparing the module assembly procedures

Hadron beam test of a scintillating fibre tracker system for elastic scattering and luminosity measurement in ATLAS

A scintillating fibre tracker is proposed to measure elastic proton scattering at very small angles in the ATLAS experiment at CERN. The tracker will be located in so-called Roman Pot units at a distance of 240 m on each side of the ATLAS interaction point. An initial validation of the design choices was achieved in a beam test at DESY in a relatively low energy electron beam and using slow off-the-shelf electronics. Here we report on the results from a second beam test experiment carried out at CERN, where new detector prototypes were tested in a high energy hadron beam, using the first version of the custom designed front-end electronics. The results show an adequate tracking performance under conditions which are similar to the situation at the LHC. In addition, the alignment method using so-called overlap detectors was studied and shown to have the expected precision.Comment: 12 pages, 8 figures. Submitted to Journal of Instrumentation (JINST

Passive education

This paper does not present an advocacy of a passive education as opposed to an active education nor does it propose that passive education is in any way ‘better’ or more important than active education. Through readings of Maurice Blanchot, Jacques Derrida and B.S. Johnson, and gentle critiques of Jacques Rancière and John Dewey, passive education is instead described and outlined as an education which occurs whether we attempt it or not. As such, the object of critique for this essay are forms of educational thought which, through fate or design, exclude the passive dimension, either within or outside of formal educational settings. An underlying component of this argument is therefore also that education does occur outside of formal educational settings and that, contra Gert Biesta and his critique of ‘learnification’, we may gain rather than lose something by attending to it as education