Space weather describes the way in which the Sun, and conditions in space more generally, impact human activity and technology both in space and on the ground. It is now well understood that space weather represents a significant threat to infrastructure resilience, and is a source of risk that is wide-ranging in its impact and the pathways by which this impact may occur. Although space weather is growing rapidly as a field, work rigorously assessing the overall economic cost of space weather appears to be in its infancy. Here, we provide an initial literature review to gather and assess the quality of any published assessments of space weather impacts and socioeconomic studies. Generally speaking, there is a good volume of scientific peer-reviewed literature detailing the likelihood and statistics of different types of space weather phenomena. These phenomena all typically exhibit "power-law" behavior in their severity. The literature on documented impacts is not as extensive, with many case studies, but few statistical studies. The literature on the economic impacts of space weather is rather sparse and not as well developed when compared to the other sections, most probably due to the somewhat limited data that are available from end-users. The major risk is attached to power distribution systems and there is disagreement as to the severity of the technological footprint. This strongly controls the economic impact. Consequently, urgent work is required to better quantify the risk of future space weather events.

This literature review provides an overview of research into technology and literacy for children aged 0-8 in educational settings from [2003][2004][2005][2006][2007][2008][2009]. The paper begins by exploring the different assumptions about the role of digital texts that underpin the studies considered, identifying three loose categories of studies which position technology as: deliverer of literacy; site for interaction around texts; and medium for meaning-making. Following this, actor-network theory (Latour, 2005) is used to consider other ways that technology and children may be "acting upon" literacy in educational settings through recontexualising meanings from other domains. The paper concludes by arguing that there is a need for more extensive exploratory research in this field, which considers how digital practices within educational settings relate to other dimensions of children"s literacy learning, in order to better understand how new technologies are and could be contributing to children"s literacy within educational settings. It also suggests that actor-network theory may offer a way of destabilising the assumptions that frame research into young children"s engagement with new technologies in order to conceptualise this in new ways. Key words: literacy, technology, digital literacy, new technologies, young children, actor-network theory IntroductionDescribing the "textual landscape" in which young children grow up, Carrington (2005) lists varied ways that children may be active in multimodal global spaces, as they play and interact with and within environments created through digital technologies such as computer games and virtual worlds. Whilst the last decade has seen increasing calls for educational settings to reflect and build upon young children"s experience of this landscape in their literacy provision, debates about the role of new technologies in early years settings continue. Some have argued that new technologies are a distraction from more "natural", "healthy" and "developmentally appropriate" activities, or raised concerns that young children may access inappropriate content, risk personal safety through developing online relationships or engage uncritically with information (Miller, 2005). At the same time, studies have highlighted a lack of confidence and competence amongst early childhood educators in relation to new technologies (Chen and Chang, 2006;Plowman and Stephen, 2005), national policies relating to early literacy have implied conflicting messages about the relationship between technology and literacy, and there is still variance in children"s access to and use of technology within and outside school. There would seem therefore to be an urgent need for those involved in educational policy and practice to understand better the possibilities for integrating new technologies within early literacy provision and gain informed insights about children"s experience and response to such opportunities. This review focuses on how recent research is contributing to this unders...

This article deconstructs the online and offline experience to show its complexities and idiosyncratic nature. It proposes a theoretical framework designed to conceptualise aspects of meaningmaking across on-and offline contexts. In arguing for the '(im)materiality' of literacy, it makes four propositions which highlight the complex and diverse relationships between the immaterial and material associated with meaning-making. Complementing existing sociocultural perspectives on literacy, the article draws attention to the significance of relationships between space, mediation, materiality and embodiment to literacy practices. This in turn emphasises the importance of the subjective in understanding how different locations, experiences and so forth inflect literacy practice. The paper concludes by drawing on the Deleuzian concept of the 'baroque' to suggest that this focus on articulations between the material and immaterial helps us to see literacy as multiply and flexibly situated.

Research in New Literacy Studies has demonstrated how literacy consists of multiple socially and culturally situated practices illuminated through a focus on literacy events. Recently, this sociocultural perspective has been complemented by relational thinking that views literacy as an ongoing reassembling of the human and more-than-human. This conceptual article proposes that, in exploring how relational thinking might be deployed in literacy research and practice, it is helpful to re-visit conceptualisations of literacy events. Specifically it proposes the notion of 'literacy-as-event' as a heuristic for thinking with the fluid and elusive nature of meaning-making, elaborating on three propositions: 1. event is generated as people and things come into relation; 2. what happens always exceeds what can be conceived and perceived; 3. implicit in the event are multiple potentialities. Approaching literacy research through engaging with literacy-as-event promotes an expansive, reflective, and imaginative engagement with literacy practices that aligns with relational thinking.

Space weather phenomena have been studied in detail in the peer‐reviewed scientific literature. However, there has arguably been scant analysis of the potential socioeconomic impacts of space weather, despite a growing gray literature from different national studies, of varying degrees of methodological rigor. In this analysis, we therefore provide a general framework for assessing the potential socioeconomic impacts of critical infrastructure failure resulting from geomagnetic disturbances, applying it to the British high‐voltage electricity transmission network. Socioeconomic analysis of this threat has hitherto failed to address the general geophysical risk, asset vulnerability, and the network structure of critical infrastructure systems. We overcome this by using a three‐part method that includes (i) estimating the probability of intense magnetospheric substorms, (ii) exploring the vulnerability of electricity transmission assets to geomagnetically induced currents, and (iii) testing the socioeconomic impacts under different levels of space weather forecasting. This has required a multidisciplinary approach, providing a step toward the standardization of space weather risk assessment. We find that for a Carrington‐sized 1‐in‐100‐year event with no space weather forecasting capability, the gross domestic product loss to the United Kingdom could be as high as £15.9 billion, with this figure dropping to £2.9 billion based on current forecasting capability. However, with existing satellites nearing the end of their life, current forecasting capability will decrease in coming years. Therefore, if no further investment takes place, critical infrastructure will become more vulnerable to space weather. Additional investment could provide enhanced forecasting, reducing the economic loss for a Carrington‐sized 1‐in‐100‐year event to £0.9 billion.