The Power Of Words In Influencing Attitudes

The Power Of Words In Influencing Attitudes To recognize how words have the power to create and affect attitudes, behavior, and perception one must first understand their own conscience and belief system. Words have meaning, but no power unless the perceived mental state of an individual gives power to the words spoken that have been heard. In another essay I authored in another class, which is most appropriate for this updated essay on the aspects of communication recognizing how words have the power to create and affect attitudes, behavior, and perception. The conscience is that inner voice that everyone has inside themselves. The voice inside has a set of critical thinking rules that are determined through a persons life experiences. Most people think about what they plan to do before they do it. People also respond to what other people say and do. It is the amount of power given to the words spoken that are perceived in the mental state of an individual that gives the power to the words spoken that have been heard acting o ut a plan that determines success or failure, even in communications. Our morals and values are the driving force behind our beliefs and how much power we give to another individuals words that are heard. If a person believes it is alright to steal to take care of their family, then the way they believe is the way they think resulting in the behaviors produced in that particular lifestyle. Example, lets say that there is a discussion between two people about, is it alright to steal? Our personal ethics that are perceived in how we as a people co-exist and communicate with each other stem from how we believe. This discussion is debated for whatever time frame and the one who thinks it is alright to steal convinces the other it is alright to steal as well. This is where words become powerful and perceptions are distorted. There are people in this world that would freely say things giving their life for another with no limitations on how to give positive feed back using words. There also people that go out of their way to say nice things at all costs knowing that words can hurt an individuals feelings. Then there are conditional communicators that will not say a particular word or words unless there is an exchange of a mutual agreement that has been reached so as not to offend any party involved. Most people believe there must be an exchange of some sort where both parties equally receive as much as that is given. There also are people in this world that would die to just prove a point in what they say they believe in. What defines a person is in their actions and their actions are brought about through choice in how they perceive reality. Is it justifiable to perform an evil act in order to achieve good consequences? This question has been used for centuries. As stated by Ruggiero (2008), humans have the capacity to choose how they respond to events (p. 118). For example, say someone makes a choice with a plan of action, but the plan devised was driven by negative emotions to where someone instigated controversy between individuals like the use of angry words, etc. Then the out come of this plan may have negative consequences that could change the course of a persons decision or lifestyle. This also applies to relationships with friends or family or both.The Boston Tea Party is an historical example of an evil act that changed history with many speculated communications between groups of people. There are several acts from Americas history that brought freedom when groups of people thought an evil act was evil and another thought not. New York city was built on such acts of evil tyranny and blood shed. The price for f reedom is Death. Life is full of choices, but which choice is the right one? People have contemplated this concept of choice for centuries. Negativity is a sad, but a real factor in society which is ever changing as each day passes by. Stealing has gone on for centuries and people have used words to justify their behaviors convincing others to believe the same way as themselves through communication. Survival is the driving force behind this sad fact. Thievery has not discriminated against race, religion or social status. Thievery has even in some circles been classified as an addiction or disease. Kleptomania is just one clinical term for such a behavior. .Kleptomania, the guilt-ridden, impulsive need of a impulsive urge to steal, commonly without any regard for the need or profit of unneeded items.. (Kleptomania, 2004, October, Biotech Business Week, 235). Pathological liars are another example of poor communicators that try to influence other to give power to their fantastic stories. Here is a good example of a person that exaggerates things that are ridiculous. If your employer asked you what time you arrived to work and your shift time started at 7:30 am. and you knew that you were late and said you arrived late because your dog ate up the couch and started at small fire in the living room, with no factual evidence to back it up, that would be a pathological lair. These people just lie, even when there is no good reason to do so not caring to gain anything and fearing nothing to lose, exaggerating the things that are ridiculous. This is due to some type of deeper mental and emotional state of a person which the individual is seeki ng attention. This type of mental illness should not be misconstrued with sociopaths, psychopaths and so on, who lie to gain a reward or benefit. A sociopath is a person who is affected with a disorder of their personality which is marked by antisocial behavior. A psychopath is a person with an antisocial personality disorder that is manifested in aggressive, perverted, criminal, or abnormal behavior without empathy or remorse. (Oxford Dictionary) The voice that all people hear is their conscience. Our conscience is what we humans use prior to making decisions or in what we would say to anyone in this world may it be good or bad. Our environment does play a part in perceiving how we humans think and how we speak. For example, if a child sees mom or dad do wrong and gets away with it then the child will comprehend that it is acceptable to behave as mom or dad. If mom or dad curse all the time then the child will perceive it is alright to say the F word, etc.. There are many other ways to steal from people even if it is not material. Example, say an employee takes a scheduled break every day for 15 minutes. This employee is a great worker, but everyday this guy uses 21 minutes on his break. That is 6 minutes every day that is unauthorized. Then at lunch time he does the same thing. That is another 6 minutes unauthorized. That is 12 minutes a day, 60 minutes per week in a 40 hour work week. This person just stole an hour worth of wages from his boss. Wouldnt you agree to this line of thinking? Whenà ¢Ã¢â€š ¬Ã‚ ¦.not providing adequate adjustment to the environment or situation with a difference in condition, amount, or level, typically with certain limits..However, some kinds of proposed beliefs are weakly affected by a evolved particular attitude, or act in a particular way that can have strong effects on behavior. (Peter J. Richerson, Robert Boyd revised 8 July 1987). As stated above referring to effects on behavior (Peter J. Richerson, Robert Boyd revised 8 July 1987) perception is everything. This is a strong secular view of choices based on how one believes in cultural ethics. When a person is raised in an environment that perceives that destructive harmful behavior is the answer to solving problems the ethical view perceived is misappropriated morals and values. These views that are instilled in early childhood influences conscience decision making adaptive skills that create negative social issues throughout their whole adult life. Perception is tainted by a persons attitude. A persons attitude is the result of their perceptions. Two people with different perceptions look at the same thing and thus think about it differently, and end up with different attitudes. Both think they are right. This same concept applies to communications. Example, Lets line up ten people and tell the first one a phrase by whispering it in their ear. Then tell the first person to repeat the exact phrase whispering to the next person and the next person is to do the same thing and so on. By the time the phrase reaches the tenth person you ask the tenth person to write down exactly what was said. Statistic show that this phrase that was spoken will be distorted in some shape or fashion. The meaning will change too, 9 out of 10 times. The Army is probably the largest and most diverse organization in the country with an ethnic and racial makeup which mostly reflect over half of American society. Each individual brings a set of values and attitudes that have been cultivated over many years. Additionally, these values and attitudes are still being shaped and refined with each new experience. Many types of people have strong memories about recent events in their lives, such as promotion, schooling, a new baby, or a transfer etc.. These events and ones yet to come, serve to shape a persons values and attitude for the future. However, values and attitudes do not automatically change just because someone puts on an uniform or gains a new job. Some values and attitudes, are coupled with a lack of awareness, or insensitivity about others that are different from ourselves which can produce confrontations, anger issues, and even violence. It is imperative all of society working or not, recognize and manage their differences so they do not interfere with someone elses effectiveness or their ability to communicate. Values are attitudes about the worth or importance of people, concepts, or things. Values influence our behavior because we use them to decide between alternatives. Values, attitudes, behaviors and beliefs are cornerstones of who we are and how we do things. They form the basis of how we see ourselves as individuals, how we speak, how we see others, and how we interpret the world in general. Your values will influence your priorities. Strong values are what most people put first, defend most, and want least to sacrifice. Individual values can and will conflict at times. Example: If you incorrectly reported a car accident, do you have the moral courage to correct the original statement given even if you know the authorities will never discover what you said? In this situation, your values on truth and self-interest will collide. What you value the most will guide your actions. In this example, the proper course of action is obvious. There are times, however, when the right course of action is not so clear.

Personal Growth in Great Expectations :: Free Great Expectations Essays

Personal Growth in Great Expectations The coming of age novel Great Expectations, by Charles Dickens showed how a young simple boy grew into a gentleman, and slowly discovered that no matter what happened in his life it couldn't change who he was on the inside. His attitude and personality fluctuated throughout the three main stages of his life. The first line of the book showed Pip's simplicity of thought by the way he described his nickname: "My father's family name being Pirrip, and my Christian name Philip, my infant tongue could make of both names nothing longer or more explicit than Pip." (Pg.3) His personality continued in the same manner until he met the stunning Estella and disturbed Miss Havisham. That was the point when his ignorance turned into envy, for all that his life was lacking living with his sister and Joe. He realized how much his family was different from that of the rich and wanted nothing more than to be accepted as a gentleman. The night he came home from Estella's he couldn't help but think of how common Estella would think his family was: "Estella would consider Joe, a mere blacksmith: how think his boots, and how coarse his hands. I thought how Joe and my sister were there sitting In the kitchen and I had come up to bed from the kitchen, and how Miss Havisham and Estella never sat in a kitchen, but were far above the level of such common doings." (Pg.89) After thinking of what the higher class would think of his family his own opinion of the Gargery's also shifted. He began to treat them with disrespect and acted as though he were better than them, even Joe, the one who had been his closest friend. When Jaggers announced that there was an unknown person who wanted to send Pip to London to become a gentleman, Pip was overwhelmed with excitement and couldn't believe his dream had come true. He felt that this gave him the opportunity to become the man of Estella's dreams, which was all he could think about. Pip lived the high life in London; he hired a servant and spends more money than he was supposed to. Personal Growth in Great Expectations :: Free Great Expectations Essays Personal Growth in Great Expectations The coming of age novel Great Expectations, by Charles Dickens showed how a young simple boy grew into a gentleman, and slowly discovered that no matter what happened in his life it couldn't change who he was on the inside. His attitude and personality fluctuated throughout the three main stages of his life. The first line of the book showed Pip's simplicity of thought by the way he described his nickname: "My father's family name being Pirrip, and my Christian name Philip, my infant tongue could make of both names nothing longer or more explicit than Pip." (Pg.3) His personality continued in the same manner until he met the stunning Estella and disturbed Miss Havisham. That was the point when his ignorance turned into envy, for all that his life was lacking living with his sister and Joe. He realized how much his family was different from that of the rich and wanted nothing more than to be accepted as a gentleman. The night he came home from Estella's he couldn't help but think of how common Estella would think his family was: "Estella would consider Joe, a mere blacksmith: how think his boots, and how coarse his hands. I thought how Joe and my sister were there sitting In the kitchen and I had come up to bed from the kitchen, and how Miss Havisham and Estella never sat in a kitchen, but were far above the level of such common doings." (Pg.89) After thinking of what the higher class would think of his family his own opinion of the Gargery's also shifted. He began to treat them with disrespect and acted as though he were better than them, even Joe, the one who had been his closest friend. When Jaggers announced that there was an unknown person who wanted to send Pip to London to become a gentleman, Pip was overwhelmed with excitement and couldn't believe his dream had come true. He felt that this gave him the opportunity to become the man of Estella's dreams, which was all he could think about. Pip lived the high life in London; he hired a servant and spends more money than he was supposed to.

Atlantis :: essays research papers

Atlantis: We will never know Fantasy is a tough sell in the twentieth century. The world has been fully discovered and fully mapped. Popular media has effectively minimized the legend and the fantastic rumor, though to make up for this it has generated falsities not as lavish but just as interesting. Satellites have mapped and studied the earth, leaving only a space frontier that is as yet unreachable. But standing out is a charming fantasy the modern world has yet to verify or condemn: the lost continent of Atlantis. The father of the modern worlds perception of Atlantis is Plato (circa 428- circa 347 b.c.). (1) The Greek philosopher spoke in his works Timaeus and Critias of a continent in the Atlantic ocean larger than Africa and Asia Minor combined which rivaled Athens as the most advanced in the world. (2) According to the legend surrounding Platos dialogues, the island of Atlantis was violently thrown into the sea by the forces of nature, and its few survivors managed to swim ashore and relate their story. (3) There the legend was passed by word of mouth until an Egyptian priest related the story to Solon, a character in Timaeus. The priest admired the achievements of prehistoric Athenians, because when the rulers of Atlantis threatened to invade all of Europe and Asia the Athenians, on behalf of all Greeks, defeated the Atlanteans to avoid enslavement. (4) The works of Plato opened the floodgates to endless speculation on whether the continent described was fact or fiction. Atlantis has since been placed in Spain, Mongolia, Palestine, Nigeria, the Netherlands, Brazil, Sweden, Greenland and Yucatan. Every nook and cranny of the globe has been hypothesized; mountain peaks, desert lands, the ocean floor and even the barren wasteland of Antarctica have been mentioned in theories. (5) While some of these theories are compatible with Platos works and are within relative reason, numerous crackpot theories have been developed using the lost continent as a basis. One of these theories, posted on the computer internet where it has access to over fifteen million people, talks in twenty-one pages of pre-historical lands with names like Oz and Luxor. These world wide web pages list over two hundred separate articles of proof for the existence of Atlantis, as in the following: (6) Most all ancient civilizations believed in the TITANS, the race of giant humans that inhabited Earth long ago. Different races knew them by different names. These 7 to 12 foot humanoids were thought to be legendary until the excavation of over a dozen skeletons 8 to 12 feet tall, around the world, shocked archeologists. These skeletons were positively human.

Goodfellas Essay -- Movie Film Goodfellas Essays

Goodfellas (Goodfellas is the film adaptation of the non-fiction book ?Wiseguy?, written by Nicholas Pileggi. The film charts the rise and fall of Henry Hill?s thirty year career within the New York mafia. The film was released in 1990 and was directed by Martin Scorsese. Goodfellas stars Ray Liotta as Henry Hill, Lorraine Bracco as Karen Hill (Henry?s Wife), Robert Dc Niro as James Conway and Joe Pesci as Tommy DeVito. The film begins with one of the most horrific and sickening moments to appear in a film, the murder of Billy Batts. At this point the viewer knows nothing of the background events that run up to this scene. Additionally, the characters are not yet known, so there is no emotional baggage being carried with the characters that might detract from the degree of sickening violence contained within the scene. Even more shocking is the fact that the scene ends with the voiceover by Henry saying, ?As far back as I can remember, I always wanted to be a gangster?. This statement seems absurd after witnessing such a callous murder, why would anybody want to be involved in such things? This is precisely what Scorsese wants the viewer to think, he has drawn the viewer in. Narration is an important mechanism that Scorsese employs throughout the film. The narration is carried out by both Henry and Karen Hill. What this tells the viewer is that the events being shown have already occurred. The narrators are telling the stoly in the past tense. This could have introduced a major problem, by having only Henry narrate throughout the film the viewer would know that He survived the lifestyle. Having Karen narrate as well has allowed Scorsese to introduce an element of doubt into the film, the viewer no longer knows whether e... ...ted when Tommy decides to kill Billy Batts for insulting him. Tommy knows that if it is discovered that he killed this ?made? man, a man that is effectively untouchable, he will be killed in return. Tommy goes ahead and kills him, if he does not his reputation will be irreparably damaged, and his reputation is his life. Scorsese underlines how low these characters are when Henry fmally sits in court and gives evidence against James Conway, his partner, and Paul Cicero, his boss. Henry is in effect a coward, he turns in these people rather than face the consequence of his actions. Henry is doing what he has always done, he looks out for himself. Bibliography The Internet Movie Database http://www.imdb.com EUFS: the film society http:/Iwww.eufs.orE.uk/fiIms/goodfellas.html Review from Cinemania 1994 http:llmembers.aol.com/tonywestoklpnvate/2oodfela.htm

Countries Can No Longer Exclude Immigrants Essay -- Immigration, Immi

Introduction In today’s world migration is a social phenomenon that affects a variety of countries. Nations are either experiencing an influx of immigrants or have the problem of individuals exiting their country. This movement of people between nations gives rise to a multitude of problems. The issue that this paper will explore, using examples from around the world, is that of incorporation. How are immigrants incorporated into their new social and geographic setting? Is this a smooth process or are immigrants locked in a period of liminality (transition stage) where they are literally and figuratively neither here nor there? In addition, are there possible solutions that can better facilitate the incorporation of immigrants and the movement of people between nations? Taboo, Liminality, and Boundaries â€Å"The idea of Society is a powerful image. It is potent in its own right to control or stir men to action. This image has form; it has external boundaries, margins, and internal structure. Its outlines contain power to reward conformity and repulse attack. There is energy in its margins and unstructured areas. For symbols of society any human experience of structures, margins, or boundaries is ready to hand (Douglas 1966:113).† - from Mary Douglas, Purity and Danger In the above quotation Mary Douglas (1960) describes the fundamental aspect of a society. Any organization of humans forms its own boundaries, whether real or imagined, and these have social consequences if crossed. Likewise, as immigrants cross the literal and figurative border of a state, they transgress both the social and geographic boundaries of the society in question. For most migrants the transition or â€Å"rite of passage† from one country to another ... ...drick A. Praeger, Inc. Espenshade, Thomas J. 1996 Contemporary American Attitudes Towards U.S. Immigration. Migration Review:539-541. Hastings, Donnan, and Thomas Wilson. 1999 Borders: Frontiers of Nation, Identity, and State. Oxford: Berg. Tarvarainen, Sinikka. 2006 African’s Dramatic Odyssey End in Homelessness in Spain. Deutsceh Press: 1-2. Turner, Victor. 2005 Betwixt and Between: The Liminal Periods in Rites de Passage. In Magic, Witchcraft, and Religion: An Anthropological Study of the Supernatural. 6th edition. Lehmann, Arthur C., with James Meyers and Pamela A. Moro, ed. Pp. 95-105. New York: McGraw-Hill. van Gennep, Arnold. 1960 The Rites of Passage. Monika B. Vizedom and Gabrielle L. Caffee, trans. Chicago: University of Chicago Press. White, Gregory. 2001 Risking the Strait: Moroccan Labor Migration to Spain. Middle East Report: 26-27.

The impact of Christian Religious Education

The context of studying religious in a society such as ours, Christian religious educations give me the opportunity to learn from religion (Christian religion) in an organized Manner.From my perspective, Christian religious education aims to support and develop my religious identity by giving me the opportunity to participate at Christian religious practices. Religious education like Christianity involves religious practices such as praying, caring for others, and dealing with the challenges of life.In these practices I see Christian religious education as an inspirational reality of God’s teaching; the only reliable tool that I rely on in the time of difficulties and challenges. The concepts of God, creation, redemption, or eternity are concepts that are difficult to understand unless with faith and the teaching of Christian religious education.From this standpoint, progress in Christian religious education refers to my participation at religious practices in a more proficien t way. The aim of this paper is to get a clear view on the significance of studying Christian Religious Education and its impact on me as an individual.Growing up as a KidAs a kid growing up I attended Catechism classes (first Holy Communion and Confirmation), as far as going to the seminary (Catholic seminary) after my graduation from high school. I attended catechism classes and was taught the Catholic doctrines and other Christian beliefs.Therefore, Christian religious education has impacted my life and my personal growth. Consequently, learning through religious education enables me to:Develop my knowledge and deepen my understanding of the Christian faith, especially my Catholic faith and other Christian beliefs. It helps me understand the relevance of the Catholic faith and the meaning of life. It fosters the values, attitudes and practices which are well-suited with my faith as Christian. Christian religious education develops my skills of reflection, critical thinking, and h ow to act in accordance when making moral decisions. It nurtures my prayer life as an individual.It helps me understand and appreciate significant aspects of other Christian traditions such as observing lent, the practice of station of the cross and advent season. The observance of all of these makes a positive difference to my Christian life and put my beliefs and values into action.The Influence of Christian Religion Education on meThe impact of Christian religious education on me is that it transfers Christian moral values and norms to me as person or individual growing up to become responsible and appreciating myself and others. It teaches me the actual duty of a Christian and acquaints me with religious practices and obedience to authorities in the neighborhood, homes, state and in the universal society.Christian religious education helps me to develop the knowledge and understanding of Christianity and especially, the catholic doctrine. Christian religious education specially the catholic doctrine have taught me some religious norms and it values and has encouraged me to learn from various religious beliefs, values and culture while at the same time, focusing my own beliefs regarding my religion.My study at the seminary and catechism classes has also help me to be mature personally and socially as well as refining my judgments and decisions on religious, moral and social issues, preparing me for life in a secular society.During my time in primary school I can clearly recall that Christian religious education in the context of catholic religious teachings popularly known as â€Å"doctrine† in catholic schools was a compulsory subject for us. It was mandatory subject, not an optional one.In fact anyone who could not pass doctrine in St. Francis high school (Pleebo, Maryland County) is assumed not to be able to do well or pass other subjects. As the result, Christian religious education gave me a stronger sense of my identity and it made me to know m y place in the world that I live in through Christian religious and ethical teaching.Christian Religious education guides me through my spiritual journey. It motives me and helps me been focus on my spiritual life. If I don’t understand what I am implementing in my life, then I will end up losing focus in my Christian activities.Christian Religious education aids me in instructing me how to understand the existence of God and how to obey his commands. Christian Religious education assists me in keeping me from doing the wrong things and repeating the same mistakes over and over again.It instructs me to obey authorities and follow the teaching of the scriptures, so that I may teach the little one or my own kids the ways of life of my religion (Christian) and how to follow it teachings. Encourages me to look more into what I accept as true and reflect on that spiritual knowledge. It helps me understand the Word of God as expressed in the Christian scriptures and especially the teachings of the Catholic Church. And considering how situations can affect the way that I understand things in my lives and the world around me. Reflecting on the Catholic beliefs that my life has meaning, therefore, the essence of Christian religious education is to help me to value the teachings of the scriptures and that which God reveals in our lives.It helps me recognize such knowledge and understand issues which are never fully realized except in actual relationships with the scripture (God) or teaching of Christian religion education. It helps me truly develop and  engage common issues in concrete actions.Why Christian Religion Education Matters to me?Christian Religious education makes a distinctive contribution to my well-being. It promotes my moral, social and above all my spiritual, development. It prepares me for societal challenges and future responsibilities. Religion and beliefs inform our values and are reflected in what we say and how we behave. Christian Religio us education try to explain or give meaning to challenging questions about the ultimate meaning and purpose of life, beliefs about God, and the nature of reality, issues of right and wrong and what it means to be human. It develops my knowledge and understanding of the nature of religion and belief including Christianity, and other principal religious issues, such as the TRINITY, (three persons in one God).God the FATHER, God the SON and God the HOLY SPIRIT, philosophy that are difficult to understand. Christian religious education offers me the opportunities for personal reflection and spiritual development. It enhances my awareness and understanding of Christianity and beliefs, teachings and practices. Christian religious education had impacted my life, to be more precise, it helps me to understand issues of faith and the existence of God. There are things I cannot do because of my beliefs and faith.I cannot take away human life, because I have value for other and the life of peop le. I cannot encourage abortion or homosexual arts.Taking away other life is murder, murder is a crime. Christian religious education, specially my doctrine (catholic doctrines) forbids that. And Christian religious educations help enhance and foster my beliefs. Therefore, my value of God is deepening.Christian religious education today is vital. As the issue of extremism emerges, I begun to wonder how these people lost their moral direction and they have turn against society in the name of religion. One might want to look to their religion as one aspect of what shaped their thinking.Instead of judge them; I extend forgiveness, because my religion (Christianity) teaches me how to forgive. After all, Christ said in the Bible â€Å"he who is without sin should cast the first stone.†Christian religious education is priceless. Christian religion offer open debate about all moral and ethical points of view. It is open to free debate, unlike other religions which forbids open discu ssion of some critical issues.In order to combat ignorance, Christian religious educations enlighten my mind. It causes me to act as detects by the scripture or my doctrine.The reason a society falls is its lack of morality. Christian religious education taught me about morality, ethics and to love others, even if they don’t act very loving toward me.The skills, understanding and knowledge acquired from Christian religious education during my seminary and catechism class’s days, couple with my Christian ethics class at AMEU is very necessary. They help to broaden my knowledge and positively sharp my thinking to be mature in my attitudes.Christian religious educations help me to be open minded, value for others and self understanding. Experiencing self-assurance about my own beliefs and identity and increasing my perception of my religious, moral and spiritual ideas.ConclusionIn conclusion to this paper, I will say Christian religious education from all angle and from a ll area of society has shown without any doubt its significance on me as individual and society cannot be ignored.Christian Religious Education has prove to make available openings for spiritual expansion in the course of helping me to think about and act in response to questions of meaning and function in life, and questions about the s existence of God and morals in human society; to consider and react to  critical issues especially issues of morality and real challenges of life.This has helped me to make clear and knowledgeable decision on religious and moral issues. Our society today is face with many moral issues, such as same sex marriage know as gay marriage and the issue of abortion. Christian religious education has helped to develop my sense of character and belonging, preparing me for life as individual in society.It gives me consciousness and understanding of my beliefs, including practices and values of Christianity. Christian Religious Education is a tool that streng then my ethical attitude and values, including choices and behavior and my believed toward abortion, drugs and homosexuality.

Sample Thesis

A Sample Thesis Wit h a Subt it le by Micha elM cNeil Fo rb es B. Sc. , The Univer s ity of Br itis h Co lumbia , 19 99 M. Sc. , The Univer s ity of Br itis h Co lumbia , 20 01 SUBMITTE D TO THE DE PARTME NT OF P HYSICS AND ASTRO NO MY IN PARTIAL FULFILLME NT OF THE RE Q UIRE ME NTS FO R THE DE GRE E OF MAST E R O F SCIE NCE AT THE MASSACHUSE TTS INSTITUTE OF TE CHNO LO GY cMicha elM cNeil Fo rb es, 20 00. All r ig hts r eser ved. The a utho r her eby gr a nts to MIT p er mis sio n to r epr o duce a nd to distr ibute publicly pa p er a nd electr o nic copies of this thesis do cument in whole or in par t. Sig na ture of Autho r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Depa r tment of P hysics a nd Astr o no my June 2 0 04 Ce r ti? e d by . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Fr a nk Wilczek Her ma n Feshba ch Pr o fess or of P hysics Thesis Sup ervisor Accepted by . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Tho ma s Gr eytak P ro fessor a nd Asso cia te Depa r tment Head fo r E duca tion 2 In pr esenting this thes is in pa r tia l ful? llment of the r equir ements fo r an a d- va nced deg r ee at the Univer sity of Br itish Co lumbia,I ag r ee tha t the L ibrary sha ll ma ke it fr eely ava ila ble fo r r efer ence a nd study. I further ag r ee tha t p er mis- sio n f o r extensive co pying of this thesis fo r scho la r ly pur p oses may be gr a nted by the hea d of my depa r tment or by his or her r epr es enta tives. It is under s to od tha t co pying or publica tio n of this thesis fo r ? a ncia l ga in sha ll no t be a llowed witho ut my wr itten p er missio n. (Sig na ture) Depa r tment of P hysics a nd Astr o no my Ma ssa chusetts Institute of Techno lo gy Ca mbr idg e, Ma ssa chusetts, USA Da te A Sample Thesis Wit h a Subt it le by Micha elM cNeil Fo rb es Submitted to the Depa r tment of P hysics a nd Astr o no my o n Ja nua ry 5, 20 10 , in pa r tia l ful? llment of the r equir ements fo r the deg r ee of Ma s ter of Science A b stract The ge nt he si s. cls L ATEX class ? le a nd accompanying do cuments, such as this sa mple thesis, ar e distr ibuted in the ho p e tha t it will be useful but witho ut a ny a rr a nty (witho ut even the implied wa rr a nty of ? tness fo r a pa r ticula r pur p ose). Fo r a descr iptio n of this ? le†™s pur p ose, a nd instr uctio ns on its use, see b elow. These ? les ar e dis tr ibuted under the GP L which s ho uld be included her e in the futur e. P lea se let the a utho r know ofa ny cha ng es or impr ovements that sho uld b e ma de. Micha el Fo rb es. mfo rb [email  protected] a lum. mit. edu Thesis Sup ervisor:Fr a nk Wilczek Title: Her ma n Fes hba ch Pr o fess or of P hys ics 4 C h ap ter1 Tabl e of C ontents Abs tract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Tabl e of Contents †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 2 List of Tabl es †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 3 Li st of Fi g ures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 4 Pre face . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 5 Acknowl e dg em e nts . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 6 Po em . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 I Thesis 11 7 Thi s is a Chapter †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 7. 1 A Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 7. 1 . 1 This is a Subsection. . . . . . . . . . . . . . . . . . . . . 12 8 Another Chapter. . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 8. 1 Ano ther Section. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 9 Landscap e Mo de †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 B i bl i o g raphy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 A pp endices A First App endix †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 20 5 C h ap ter2 L is t of Tabl es 5. 1 Po tentia l so ur ces of info r ma tio n r eg ar ding thesis pr epa ra tio n at MI T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 7. 1 Here is the ca ptio n fo r this wo nder ful ta ble. Text of Ca ptio n.. . 13 6 C h ap ter 3 L is t of Fi gures 8. 1 Ha ppy Face:? g ur e exa mple†¦ . . . . . . . . . . . . . . . . . . . 15 7 C h ap ter4 P r efa ce These pa p er s have b een publis hed ea r lier . . .. 8 C h ap ter5 Ack now l edgem ents Tha nk yo u mo ther her e. 9 Di scl ai m er The mi tt h es is L ATEX cla ss a nd the a cco mpa nying sa mple ? les are un o? cial a nd are not supp orted by the Massa chusetts Institute of Technolog y. WhileI have a ttempted to ma ke the style ? le a nd sa mple ? les co nfo rm to a llof the r equir ements set fo r th by the libr ar y,yo u sho uld a lways co nsult o ne ofthe library sta ? memb ers fo r assista nce with pro blems efore s tar ting ? naldr a ft. Yo u sho uld be a ble to ? nd the thesis r equir ements at o ne of the fo llowing sites: h t t p : / /l i b ra r i es . mi t. ed u /a rc h iv es / th es is – sp ec s/ h t t p : / /l i b ra r i es . mi t. ed u /a rc h iv es / in de x. h tml Ta ble 5 . 1:Po tentialso ur ces ofinfo r ma tio n r eg ar ding thesis pr epa ra tio n at MI T. 10 C h ap ter6 A Japanes e I ntro ducti on This is a s ma ll p o em, a little p o em, a Ha iku, to show you how to. —Micha el Forb es. This sma ll p o em shows sever al fea tur es: †¢The ew pa ge co mma nd ha s b een used to fo rce a pa ge br ea k. The pa g estyle ha s b een set to suppr ess the hea der s using the co mma nd th is pa ge s tyle {pla in} . No te tha t using p ag es ty le {p l a in} wo uld have a ? ected a ll of the s ubs equent pa g es. †¢The c ha pt er [P oe m] {A Ja pa ne se In tr od uc ti on} command hasbe en used with an o ptio na l ar g ument to g ener a te a title a nd to list this â€Å" cha p- ter† in the table of contents as â€Å"Po em†. If o ne did no t desir e to have an entr y in the ta ble of co ntents,then o ne wo uld just use the starr ed co m- ma nd ch ap t er *{} . The use of an o ptio nala r g ument is us efulfo r lo ng hapter a nd section titles that take up to o much space in the table of c o nte nts. †¢All of this ha s b een do ne before the m ai nm at ter comma nd ha s b een issued to delay nor mal Ara bic numb ering. Thus , this p o em w ill b e num- b ered with lowercase Roman numerals as part of the fro nt matter. 11 Pa r tI T hes is 12 C h ap ter7 T hi s is a Chapter 7. 1 A S ec tion Her e is a sectio n with so me text. Equations lo ok like this y=x. This is an exa mple of a seco nd pa ra gr a ph in a sectio n so yo u ca n see how much it is indente d by. 7. 1. 1 This is a Subsec t ion Her e is an exa mple of a cita tio n:[1]. The a ctualfo rm of the cita tio n is g ov- er ned by the biblio gr a phys tyle. These cita tio ns ar e ma intained in a BIBTeX ? le s am pl e. bib . Yo u co uld typ e these dir ectly into the ? le. Fo r an exa mple o f the format to use lo ok at the ? le mi ts am pl e. bbl a fter yo u co mpile this ? le. This is an exa mple of a seco nd pa ra gr a ph in a s ubsectio n so yo u ca n see how much it is indente d by. Thi s is a Subsubse cti on Her e ar e so me mo re cita tio ns [2 , 3, 4]. If yo u use the na tb ib packa ge with the s or t& co mp re ss optio n,then the fo llowing cita tio n willlo ok the same as the rst cita tio n in this sectio n:[2, 3, 4]. This is an exa mple of a seco nd pa ra gr a ph in a s ubsubsectio n so yo u ca n see how much it is indente d by. Thi s is a Paragraph Pa ra gr a phs a nd s ubpa ra gr a phs ar e the s ma lles t units o f tex t. Ther e is no s ubs ubs ubs ectio n etc. Thi s is a Subparagraph This is the la st level of or ga nisa tio n. If yo u need m o re tha n this, yo u s ho uld co nsider r eo rg a nizing yo ur wo r k. .. f(x)= x e? y2 2dy e ?z 2dz(7 . 1) In order to show you what a separate page would lo ok like (i. e. witho uta cha pter hea ding ) I must typ e so me mo re text. T hus I willba bble a bit a nd keep ba bbling fo r at lea st o ne mo re pa g e. . . Wha t yo u sho uld notice is that the cha pter titles a pp ea r substa ntia lly lower tha n the co ntinuing text. Ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble 7. 1. A Sec tion 13 P ho enix $ 9 60 . 35 C a lg a ry$ 2 50 . 00 Ta ble 7 . 1:Here is the ca ptio n fo r this wo nder ful ta ble. Text of Ca ption babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble a bble ba bble ba bble ba bble ba bble ba bble ba bble. Ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble b a bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble abble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble babble babble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble ba bble. 14 C h ap ter8 Another C ha pter w i tha Ver y L ong C hapter -name that wi ll P robabl y C ause P robl ems This chapter name is very long and do es not display prop erly in the running ea ders or in the ta ble ofco ntents. To de alwith this, we pr ovide a sho r ter ver sio n of the title as the o ptio na l ar g ument to the c ha pt er [] {} co mma nd. 8 . 1 An oth er S ection Another bunch of text to demonstra te what this ? le do es. You mig ht wa nta list fo r exa mple: †¢An item in a lis t. †¢Ano ther item in a lis t. An Unnumb ered Section That is Not Included in th e Table of Contents He r e is a n ex a mple ofa ? g ur e envir o nment. Per ha ps I sho uld say tha t the exa mple of a ? g ur e ca n be seen in Fig ur e 8 . 1. Fig ur e pla cement ca n be tr icky withLATEX b ecause ? ur es and ta bles ar e tr ea ted as â€Å"? o ats†:te x t ca n ? ow a ro und them, but if ther e is no t eno ug h spa ce, they will a pp ear la ter. To pr event ?gures from going to o far, the a fter page {cle ar pa ge} co mma nd ca n b e used. This makes sure that the ? gure a pp ears on the following page. (Witho ut the af te rp ag e{} command, the page would be bro ken to o ear ly. Fo r mo re deta iled co ntr o l, co ns ider us ing the he re pa ckag e. Figures can make a do cument more enjoyable as demonstra ted by Figure 8 . 1. 8. 1. Ano ther Section 15 ?ma kes me ha ppy! Fig ure 8. 1:This is a ? ure of a ha ppy fa ce witha ps fr ag r epla cement. The o r ig ina l ? g ur e (dr awn in x? g a nd exp or ted to a . eps ? le) ha s the text â€Å" pie ma kes me ha ppy! †. Theps fr ag pa ckage r eplaces this withâ€Å" ?ma kes me ha ppy! †. No te tha t we have used the o ptio na l ar g ument fo r the ca ptio n co mmand so tha t o nly a sho rt versio n of this ca ptio n o ccur s in the list of ? g ur es. 8. 1. Ano ther Section 16 An Unnumb ered Subsection Note tha t ifyo u use subsectio ns or fur ther divisio ns under an unnumb er ed sectio n, then yo u sho uld ma ke them unnumb er ed as well o ther wise yo u will end p with zeros in the section numb ering. 17 C h ap ter9 Landscap e Mo de The landscap e mo de a llows you to rotate a page thro ugh 90 degrees. It is genera lly no t a go od idea to ma ke the cha pter heading la ndscap e, but it ca n be useful fo r lo ng ta bles etc. This text should appea r rotated, allowing for formatting of very wide tables etc. Note that this might only wo convert the dvi ? le to a postscript (ps) or pdf ? le using dvi ps or dvi pdf etc. 19 Bi bl i ogr aphy [1] Micha el McNeil Fo rb es a nd Ar iel R. Zhitnitsky. Da rk a ntima tter as a ga la ctic he a ter:X-r ays fr om the co re of o ur ga la xy. J CAP, 08 01:0 23, 2 00 8. [2] L. D. La nda u and E. M. Lifs hitz. Qu an tu m Mechan ics:Non -relat ivist ic theory , vo lume 3 of Cou rse of Theoret icalPhys ics . Per ga mo n Pr ess, O xfo r d; New Yo r k, thir d editio n, 19 89 , c1 97 7. [3] R. D. Peccei. Sp ecial topics:The s tr o ng CP pr o blem. In C. Ja r lsko g, edito r, CP violat ion . Wo r ld Scienti? c, Sing ap or e, Ja nua ry 19 89. [4] M. S. Tur ner. Da rk ma tter,da rk ener gy a nd funda mentalphy s ics. a str o- ph/9912211, Decemb er 1999. 20 Ap p end ixA First App endix Here you can have your a pp endices.