Shifting centres: Pedagogical relations in the Era of Big Data

This paper presents a cautious argument for re-thinking both the nature and the centrality of the one-to-one teacher/student relationship in contemporary pedagogy. A case is made that learning in and for our times requires us to broaden our understanding of pedagogical relations beyond the singularity of the teacher/student binary and to promote the connected teacher as better placed to lead learning for these times. The argument proceeds in three parts: first, a characterization of our times as defined increasingly by the digital knowledge explosion of Big Data; second, a re-thinking of the nature of pedagogical relationships in the context of Big Data; and third, an account of the ways in which leaders can support their teachers to become more effective in leading learning by being more closely connected to their professional colleagues.

The new binary pulsar and the observation of gravitational spin precession

The possibility of observing gravitational spin precession due to spin-orbit coupling in a binary pulsar system is considered. An analysis is presented which can aid in delineating the relevant physical effects from pulse-structure data. In this analysis, it is assumed that the pulsar radiation emanates from a cone whose axis is tilted with respect to the axis of rotation. It is found that the time-averaged pulse width and polarization sweep vary periodically with time and that this variation has a periodicity of the order of the spin-precession frequency averaged over a complete revolution. It is concluded that for an orbital period of about 180 years, it suffices to measure polarization data with an accuracy of a few parts in 100 over a period of six months to a year in order to uncover the effects of spin precession. The consistency of the analysis is checked, and the calculations are applied to a recently discovered binary pulsar.