History has shown that development in a socially peaceful environment is extremely difficult to achieve and that revolutionary changes, driven by intellectually advanced (and at times extreme) ideas, can easily become dominant. Therefore, sustainable development in the modern world needs a culturally appropriate and sociologically complete development environment. This can only be accomplished when, apart from the essential educational processes and basic sustenance requirements, also professional outlets for those motivated to learning and development in a broad sense, are generated. For the post-industrial times this presents an important challenge to the world at large, and requires the creation of complex and fast information distribution capabilities, local mobility support and complexity support structures. The strong democratization drive in the industrialized world is accompanied by an economic globalization, where regional and cultural identity plays an important, but not well recognized, role. The influence of cultural factors defies quantitative analysis, and the absence of proper consideration of those has been one of the main problems associated with the implementation of sustainable development program. It appears now clear that the activation of sustainable development schemes will have to incorporate original and innovative approaches to the development process, where sharing must be an integral part of the collaborative efforts of all countries involved in the process.
The current development strategies in many developing countries, include a significant investment in education, which does not appear to bear the desired fruits, because of strong emigration pressures on the best educated individuals. One reason for this may be that participation in advanced science and technology can only function efficiently if also access to advanced investigation and innovation tools are accessible. Consequently, investment in education often results only in the creation of a consumer market, without the creation of the professionally well-formed culturally and intellectually identifiable, and academically oriented cadre of scientists that is necessary for sustainable development. In hindsight, it is very clear that the success of the western industrial revolution was based on a fruitful interplay between the, relatively small, academic community and the commercial sector of the population. Over the centuries, astronomy has played a major cultural role as the predecessor of all philosophical, scientific and technological development. This is because it uses scientific methods to approach a most fundamental question, basic to many religious as well as non- religious philosophical concepts:
Astrophysics is an attractive science not only because it stretches the imagination but also because it is highly interdisciplinary. Astrophysics involves atomic physics, nuclear physics, fluid and plasma physics, solid state physics, chaos theory, organic chemistry, special and general relativity, and more. But students are trained in solving specific problems, and they acquire a broad view of science largely through solving many kinds of specific problems. Thus, the problems in this booklet provide a focus for the students to which the broader astrophysical challenges can be tied. Most of the text provided with each problem is designed to highlight the broader questions and challenges, which are then crystallized in the given specific problems that are to be solved by the students.
Physics relies on a mixture of theory and experiments. In physics experiments, one controls the parameters such as temperature or imposed magnetic field. Astrophysics relies on observations that one cannot manipulate. Often the interesting astrophysics is based on observations that are just barely possible (though they might be easy to verify three years later with newer equipment). Observations must be qualified as to their accuracy and theories must be interpreted as to their plausibility. A by now classical example of astrophysical discovery and interpretation is provided by quasars: Observations of quasars indicate an astronomically enormous energy output from an astronomically tiny source at an astronomically enormous distance. Is the energy perhaps derived from one star per year falling into a black hole that has already consumed a hundred million stars? At first this answer seemed so many orders of magnitude different from anything we knew that it seemed most unlikely. Yet it was the only available answer, and the problem seemed so compelling that scientists pursued it. It took twenty years' observations and their interpretations, but now this kind of answer is generally accepted. It is not proven, but generally accepted. Astrophysics is often the first frontier science encountered by physics students. Therefore, physics students find it unsettling that one always needs to qualify astrophysical observations and theories. They must gradually learn the meaning of the various qualifying words. There is "compelling evidence for" Newton's laws of motion as observed in our daily lives (even though these laws are not correct in a highly relativistic setting). The source of quasar energy is "probably" gravitational; that means that major aspects of the observations fit, there is an approximate.
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I read your article. Please read mine word by word
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