The universe is all of space and time[a] and their contents,[10] including planets, stars, galaxies, and all other forms of matter and energy. The Big Bang theory is the prevailing cosmological description of the development of the universe. According to this theory, space and time emerged together 13.787±0.020 billion years ago,[11] and the universe has been expanding ever since the Big Bang. While the spatial size of the entire universe is unknown,[3] it is possible to measure the size of the observable universe, which is approximately 93 billion light-years in diameter at the present day. Some of the earliest cosmological models of the universe were developed by ancient Greek and Indian philosophers and were geocentric, placing Earth at the center.[12][13] Over the centuries, more precise astronomical observations led Nicolaus Copernicus to develop the heliocentric model with the Sun at the center of the Solar System. In developing the law of universal gravitation, Isaac Newton built upon Copernicus's work as well as Johannes Kepler's laws of planetary motion and observations by Tycho Brahe. Further observational improvements led to the realization that the Sun is one of a few hundred billion stars in the Milky Way, which is one of a few hundred billion galaxies in the observable universe. Many of the stars in a galaxy have planets. At the largest scale, galaxies are distributed uniformly and the same in all directions, meaning that the universe has neither an edge nor a center. At smaller scales, galaxies are distributed in clusters and superclusters which form immense filaments and voids in space, creating a vast foam-like structure.[14] Discoveries in the early 20th century have suggested that the universe had a beginning and that space has been expanding since then[15] at an increasing rate.[16] According to the Big Bang theory, the energy and matter initially present have become less dense as the universe expanded. After an initial accelerated expansion called the inflationary epoch at around 10−32 seconds, and the separation of the four known fundamental forces, the universe gradually cooled and continued to expand, allowing the first subatomic particles and simple atoms to form. Dark matter gradually gathered, forming a foam-like structure of filaments and voids under the influence of gravity. Giant clouds of hydrogen and helium were gradually drawn to the places where dark matter was most dense, forming the first galaxies, stars, and everything else seen today. From studying the movement of galaxies, it has been discovered that the universe contains much more matter than is accounted for by visible objects; stars, galaxies, nebulas and interstellar gas. This unseen matter is known as dark matter[17] (dark means that there is a wide range of strong indirect evidence that it exists, but we have not yet detected it directly). The ΛCDM model is the most widely accepted model of the universe. It suggests that about 69.2%±1.2% of the mass and energy in the universe is dark energy which is responsible for the acceleration of the expansion of space, and about 25.8%±1.1% is dark matter.[18] Ordinary ('baryonic') matter is therefore only 4.84%±0.1% of the physical universe.[18] Stars, planets, and visible gas clouds only form about 6% of the ordinary matter.[19] There are many competing hypotheses about the ultimate fate of the universe and about what, if anything, preceded the Big Bang, while other physicists and philosophers refuse to speculate, doubting that information about prior states will ever be accessible. Some physicists have suggested various multiverse hypotheses, in which our universe might be one among many universes that likewise exist.[3][20][21] Part of a series on Physical cosmology Big Bang · Universe Age of the universe Chronology of the universe Early universe Expansion · Future Components · Structure Experiments Scientists Subject history Category Astronomy portal vte Definition 0:50 Hubble Space Telescope – Ultra deep field galaxies to Legacy field zoom out (video 00:50; May 2, 2019) The physical universe is defined as all of space and time[a] (collectively referred to as spacetime) and their contents.[10] Such contents comprise all of energy in its various forms, including electromagnetic radiation and matter, and therefore planets, moons, stars, galaxies, and the contents of intergalactic space.[22][23][24] The universe also includes the physical laws that influence energy and matter, such as conservation laws, classical mechanics, and relativity.[25] The universe is often defined as "the totality of existence", or everything that exists, everything that has existed, and everything that will exist.[25] In fact, some philosophers and scientists support the inclusion of ideas and abstract concepts—such as mathematics and logic—in the definition of the universe.[27][28][29] The word universe may also refer to concepts such as the cosmos, the world, and nature.[30][31] Etymology The word universe derives from the Old French word univers, which in turn derives from the Latin word universum.[32] The Latin word was used by Cicero and later Latin authors in many of the same senses as the modern English word is used.[33] Synonyms A term for universe among the ancient Greek philosophers from Pythagoras onwards was τὸ πᾶν (tò pân) 'the all', defined as all matter and all space, and τὸ ὅλον (tò hólon) 'all things', which did not necessarily include the void.[34][35] Another synonym was ὁ κόσμος (ho kósmos) meaning 'the world, the cosmos'.[36] Synonyms are also found in Latin authors (totum, mundus, natura)[37] and survive in modern languages, e.g., the German words Das All, Weltall, and Natur for universe. The same synonyms are found in English, such as everything (as in the theory of everything), the cosmos (as in cosmology), the world (as in the many-worlds interpretation), and nature (as in natural laws or natural philosophy).[38] Chronology and the Big Bang Main articles: Big Bang and Chronology of the universe Nature timeline This box: viewtalkedit −13 —–−12 —–−11 —–−10 —–−9 —–−8 —–−7 —–−6 —–−5 —–−4 —–−3 —–−2 —–−1 —–0 — Dark Ages Reionization Matter-dominated era Accelerated expansion Water on Earth Single-celled life Photosynthesis Multicellular life Vertebrates ← Earliest Universe ← Earliest stars ← Earliest galaxy ← Quasar / black hole ← Omega Centauri ← Andromeda Galaxy ← Milky Way spirals ← NGC 188 star cluster ← Alpha Centauri ← Earth / Solar System ← Earliest known life ← Earliest oxygen ← Atmospheric oxygen ← Sexual reproduction ← Earliest fungi ← Earliest animals / plants ← Cambrian explosion ← Earliest mammals ← Earliest apes / humans L i f e (billion years ago) The prevailing model for the evolution of the universe is the Big Bang theory.[39][40] The Big Bang model states that the earliest state of the universe was an extremely hot and dense one, and that the universe subsequently expanded and cooled. The model is based on general relativity and on simplifying assumptions such as the homogeneity and isotropy of space. A version of the model with a cosmological constant (Lambda) and cold dark matter, known as the Lambda-CDM model, is the simplest model that provides a reasonably good account of various observations about the universe. The Big Bang model accounts for observations such as the correlation of distance and redshift of galaxies, the ratio of the number of hydrogen to helium atoms, and the microwave radiation background. In this schematic diagram, time passes from left to right, with the universe represented by a disk-shaped "slice" at any given time. Time and size are not to scale. To make the early stages visible, the time to the afterglow stage (really the first 0.003%) is stretched and the subsequent expansion (really by 1,100 times to the present) is largely suppressed. The initial hot, dense state is called the Planck epoch, a brief period extending from time zero to one Planck time unit of approximately 10−43 seconds. During the Planck epoch, all types of matter and all types of energy were concentrated into a dense state, and gravity—currently the weakest by far of the four known forces—is believed to have been as strong as the other fundamental forces, and all the forces may have been unified. The physics controlling this very early period (including quantum gravity in the Planck epoch) is not understood, so we cannot say what, if anything, happened before time zero. Since the Planck epoch, space has been expanding to its present scale, with a very short but intense period of cosmic inflation speculated to have occurred within the first 10−32 seconds.[41] This was a kind of expansion different from those we can see around us today. Objects in space did not physically move; instead the metric that defines space itself changed. Although objects in spacetime cannot move faster than the speed of light, this limitation does not apply to the metric governing spacetime itself. This initial period of inflation would explain why space appears to be very flat, and much larger than light could travel since the start of the universe. Within the first fraction of a second of the universe's existence, the four fundamental forces had separated. As the universe continued to cool down from its inconceivably hot state, various types of subatomic particles were able to form in short periods of time known as the quark epoch, the hadron epoch, and the lepton epoch. Together, these epochs encompassed less than 10 seconds of time following the Big Bang. These elementary particles associated stably into ever larger combinations, including stable protons and neutrons, which then formed more complex atomic nuclei through nuclear fusion. This process, known as Big Bang nucleosynthesis, only lasted for about 17 minutes and ended about 20 minutes after the Big Bang, so only the fastest and simplest reactions occurred. About 25% of the protons and all the neutrons in the universe, by mass, were converted to helium, with small amounts of deuterium (a form of hydrogen) and traces of lithium. Any other element was only formed in very tiny quantities. The other 75% of the protons remained unaffected, as hydrogen nuclei.[42][43]: 27–42  After nucleosynthesis ended, the universe entered a period known as the photon epoch. During this period, the universe was still far too hot for matter to form neutral atoms, so it contained a hot, dense, foggy plasma of negatively charged electrons, neutral neutrinos and positive nuclei. After about 377,000 years, the universe had cooled enough that electrons and nuclei could form the first stable atoms. This is known as recombination for historical reasons; in fact electrons and nuclei were combining for the first time. Unlike plasma, neutral atoms are transparent to many wavelengths of light, so for the first time the universe also became transparent. The photons released ("decoupled") when these atoms formed can still be seen today; they form the cosmic microwave background (CMB).[43]: 15–27  As the universe expands, the energy density of electromagnetic radiation decreases more quickly than does that of matter because the energy of a photon decreases with its wavelength. At around 47,000 years, the energy density of matter became larger than that of photons and neutrinos, and began to dominate the large scale behavior of the universe. This marked the end of the radiation-dominated era and the start of the matter-dominated era.[44]: 390  In the earliest stages of the universe, tiny fluctuations within the universe's density led to concentrations of dark matter gradually forming. Ordinary matter, attracted to these by gravity, formed large gas clouds and eventually, stars and galaxies, where the dark matter was most dense, and voids where it was least dense. After around 100 – 300 million years,[44]: 333  the first stars formed, known as Population III stars. These were probably very massive, luminous, non metallic and short-lived. They were responsible for the gradual reionization of the universe between about 200–500 million years and 1 billion years, and also for seeding the universe with elements heavier than helium, through stellar nucleosynthesis.[45] The universe also contains a mysterious energy—possibly a scalar field—called dark energy, the density of which does not change over time. After about 9.8 billion years, the universe had expanded sufficiently so that the density of matter was less than the density of dark energy, marking the beginning of the present dark-energy-dominated era.[46] In this era, the expansion of the universe is accelerating due to dark energy. Physical properties Main articles: Observable universe, Age of the Universe, and Metric expansion of space Of the four fundamental interactions, gravitation is the dominant at astronomical length scales. Gravity's effects are cumulative; by contrast, the effects of positive and negative charges tend to cancel one another, making electromagnetism relatively insignificant on astronomical length scales. The remaining two interactions, the weak and strong nuclear forces, decline very rapidly with distance; their effects are confined mainly to sub-atomic length scales. The universe appears to have much more matter than antimatter, an asymmetry possibly related to the CP violation.[47] This imbalance between matter and antimatter is partially responsible for the existence of all matter existing today, since matter and antimatter, if equally produced at the Big Bang, would have completely annihilated each other and left only photons as a result of their interaction.[48] The universe also appears to have neither net momentum nor angular momentum, which follows accepted physical laws if the universe is finite. These laws are Gauss's law and the non-divergence of the stress–energy–momentum pseudotensor.[49] Size and regions See also: Observational cosmology Television signals broadcast from Earth will never reach the edges of this image. According to the general theory of relativity, far regions of space may never interact with ours even in the lifetime of the universe due to the finite speed of light and the ongoing expansion of space. For example, radio messages sent from Earth may never reach some regions of space, even if the universe were to exist forever: space may expand faster than light can traverse it.[50] The spatial region that can be observed with telescopes is called the observable universe, which depends on the location of the observer. The proper distance—the distance as would be measured at a specific time, including the present—between Earth and the edge of the observable universe is 46 billion light-years[51] (14 billion parsecs), making the diameter of the observable universe about 93 billion light-years (28 billion parsecs).[51] The distance the light from the edge of the observable universe has travelled is very close to the age of the universe times the speed of light, 13.8 billion light-years (4.2×109 pc), but this does not represent the distance at any given time because the edge of the observable universe and the Earth have since moved further apart.[52] For comparison, the diameter of a typical galaxy is 30,000 light-years (9,198 parsecs), and the typical distance between two neighboring galaxies is 3 million light-years (919.8 kiloparsecs).[53] As an example, the Milky Way is roughly 100,000–180,000 light-years in diameter,[54][55] and the nearest sister galaxy to the Milky Way, the Andromeda Galaxy, is located roughly 2.5 million light-years away.[56] Because we cannot observe space beyond the edge of the observable universe, it is unknown whether the size of the universe in its totality is finite or infinite.[3][57][58] Estimates suggest that the whole universe, if finite, must be more than 250 times larger than a Hubble sphere.[59] Some disputed[60] estimates for the total size of the universe, if finite, reach as high as 10 10 10 122 10^{10^{10^{122}}} megaparsecs, as implied by a suggested resolution of the No-Boundary Proposal.[61][b] Age and expansion Main articles: Age of the universe and Metric expansion of space Assuming that the Lambda-CDM model is correct, the measurements of the parameters using a variety of techniques by numerous experiments yield a best value of the age of the universe at 13.799 ± 0.021 billion years, as of 2015.[2] Astronomers have discovered stars in the Milky Way galaxy that are almost 13.6 billion years old. Over time, the universe and its contents have evolved; for example, the relative population of quasars and galaxies has changed[62] and space itself has expanded. Due to this expansion, scientists on Earth can observe the light from a galaxy 30 billion light-years away even though that light has traveled for only 13 billion years; the very space between them has expanded. This expansion is consistent with the observation that the light from distant galaxies has been redshifted; the photons emitted have been stretched to longer wavelengths and lower frequency during their journey. Analyses of Type Ia supernovae indicate that the spatial expansion is accelerating.[63][64] The more matter there is in the universe, the stronger the mutual gravitational pull of the matter. If the universe were too dense then it would re-collapse into a gravitational singularity. However, if the universe contained too little matter then the self-gravity would be too weak for astronomical structures, like galaxies or planets, to form. Since the Big Bang, the universe has expanded monotonically. Perhaps unsurprisingly, our universe has just the right mass–energy density, equivalent to about 5 protons per cubic metre, which has allowed it to expand for the last 13.8 billion years, giving time to form the universe as observed today.[65][66] There are dynamical forces acting on the particles in the universe which affect the expansion rate. Before 1998, it was expected that the expansion rate would be decreasing as time went on due to the influence of gravitational interactions in the universe; and thus there is an additional observable quantity in the universe called the deceleration parameter, which most cosmologists expected to be positive and related to the matter density of the universe. In 1998, the deceleration parameter was measured by two different groups to be negative, approximately −0.55, which technically implies that the second derivative of the cosmic scale factor ¨{\displaystyle {\ddot {a}}} has been positive in the last 5–6 billion years.[16][67] Spacetime Main articles: Spacetime and World line See also: Lorentz transformation Modern physics regards events as being organized into spacetime.[68] This idea originated with the special theory of relativity, which predicts that if one observer sees two events happening in different places at the same time, a second observer who is moving relative to the first will be see those events happening at different times.[69]: 45–52  The two observers will disagree on the time T between the events, and they will disagree about the distance D separating the events, but they will agree on the speed of light c, and they will measure the same value for the combination 2 2 − 2 {\displaystyle c^{2}T^{2}-D^{2}}.[69]: 80  The square root of the absolute value of this quantity is called the interval between the two events. The interval expresses how widely separated events are, not just in space or in time, but in the combined setting of spacetime.[69]: 84, 136 [70] The special theory of relativity cannot account for gravity. Its successor, the general theory of relativity, explains gravity by recognizing that spacetime is not fixed but instead dynamical. In general relativity, gravitational force is reimagined as curvature of spacetime. A curved path like an orbit is not the result of a force deflecting a body from an ideal straight-line path, but rather the body's attempt to fall freely through a background that is itself curved by the presence of other masses. A remark by John Archibald Wheeler that has become proverbial among physicists summarizes the theory: "Spacetime tells matter how to move; matter tells spacetime how to curve."[71][72] (The Newtonian theory of gravity is a good approximation to the predictions of general relativity when gravitational effects are weak and objects are moving slowly compared to the speed of light.[73]: 327 [74]) The relation between matter distribution and spacetime curvature is given by the Einstein field equations, which require tensor calculus to express.[75]: 43 [76] The solutions to these equations include not only the spacetime of special relativity, Minkowski spacetime, but also Schwarzschild spacetimes, which describe black holes; FLRW spacetime, which describes an expanding universe; and more. The universe appears to be a smooth spacetime continuum consisting of three spatial dimensions and one temporal (time) dimension. Therefore, an event in the spacetime of the physical universe can therefore be identified by a set of four coordinates: (x, y, z, t). On average, space is observed to be very nearly flat (with a curvature close to zero), meaning that Euclidean geometry is empirically true with high accuracy throughout most of the Universe.[77] Spacetime also appears to have a simply connected topology, in analogy with a sphere, at least on the length scale of the observable universe. However, present observations cannot exclude the possibilities that the universe has more dimensions (which is postulated by theories such as the string theory) and that its spacetime may have a multiply connected global topology, in analogy with the cylindrical or toroidal topologies of two-dimensional spaces.[78][79] Shape Main article: Shape of the universe The three possible options for the shape of the universe General relativity describes how spacetime is curved and bent by mass and energy (gravity). The topology or geometry of the universe includes both local geometry in the observable universe and global geometry. Cosmologists often work with a given space-like slice of spacetime called the comoving coordinates. The section of spacetime which can be observed is the backward light cone, which delimits the cosmological horizon. The cosmological horizon (also called the particle horizon or the light horizon) is the maximum distance from which particles can have traveled to the observer in the age of the universe. This horizon represents the boundary between the observable and the unobservable regions of the universe.[80][81] The existence, properties, and significance of a cosmological horizon depend on the particular cosmological model. An important parameter determining the future evolution of the universe theory is the density parameter, Omega (Ω), defined as the average matter density of the universe divided by a critical value of that density. This selects one of three possible geometries depending on whether Ω is equal to, less than, or greater than 1. These are called, respectively, the flat, open and closed universes.[82] Observations, including the Cosmic Background Explorer (COBE), Wilkinson Microwave Anisotropy Probe (WMAP), and Planck maps of the CMB, suggest that the universe is infinite in extent with a finite age, as described by the Friedmann–Lemaître–Robertson–Walker (FLRW) models.[83][78][84][85] These FLRW models thus support inflationary models and the standard model of cosmology, describing a flat, homogeneous universe presently dominated by dark matter and dark energy.[86][87] Support of life Main article: Fine-tuned universe The fine-tuned universe hypothesis is the proposition that the conditions that allow the existence of observable life in the universe can only occur when certain universal fundamental physical constants lie within a very narrow range of values. According to this hypothesis, if any of several fundamental constants were only slightly different, the universe would have been unlikely to be conducive to the establishment and development of matter, astronomical structures, elemental diversity, or life as it is understood. Whether this is true, and whether that question is even logically meaningful to ask, are subjects of much debate.[88] The proposition is discussed among philosophers, scientists, theologians, and proponents of creationism.[89] Composition See also: Galaxy formation and evolution, Galaxy cluster, Illustris project, and Nebula The universe is composed almost completely of dark energy, dark matter, and ordinary matter. Other contents are electromagnetic radiation (estimated to constitute from 0.005% to close to 0.01% of the total mass-energy of the universe) and antimatter.[90][91][92] The proportions of all types of matter and energy have changed over the history of the universe.[93] The total amount of electromagnetic radiation generated within the universe has decreased by 1/2 in the past 2 billion years.[94][95] Today, ordinary matter, which includes atoms, stars, galaxies, and life, accounts for only 4.9% of the contents of the Universe.[8] The present overall density of this type of matter is very low, roughly 4.5 × 10−31 grams per cubic centimetre, corresponding to a density of the order of only one proton for every four cubic metres of volume.[6] The nature of both dark energy and dark matter is unknown. Dark matter, a mysterious form of matter that has not yet been identified, accounts for 26.8% of the cosmic contents. Dark energy, which is the energy of empty space and is causing the expansion of the universe to accelerate, accounts for the remaining 68.3% of the contents.[8][96][97] The formation of clusters and large-scale filaments in the cold dark matter model with dark energy. The frames show the evolution of structures in a 43 million parsecs (or 140 million light-years) box from redshift of 30 to the present epoch (upper left z=30 to lower right z=0). A map of the superclusters and voids nearest to Earth Matter, dark matter, and dark energy are distributed homogeneously throughout the universe over length scales longer than 300 million light-years or so.[98] However, over shorter length-scales, matter tends to clump hierarchically; many atoms are condensed into stars, most stars into galaxies, most galaxies into clusters, superclusters and, finally, large-scale galactic filaments. The observable universe contains as many as 200 billion galaxies[99][100] and, overall, as many as an estimated 1×1024 stars[101][102] (more stars than all the grains of sand on planet Earth).[103] Typical galaxies range from dwarfs with as few as ten million[104] (107) stars up to giants with one trillion[105] (1012) stars. Between the larger structures are voids, which are typically 10–150 Mpc (33 million–490 million ly) in diameter. The Milky Way is in the Local Group of galaxies, which in turn is in the Laniakea Supercluster.[106] This supercluster spans over 500 million light-years, while the Local Group spans over 10 million light-years.[107] The Universe also has vast regions of relative emptiness; the largest known void measures 1.8 billion ly (550 Mpc) across.[108] Comparison of the contents of the universe today to 380,000 years after the Big Bang as measured with 5 year WMAP data (from 2008).[109] (Due to rounding errors, the sum of these numbers is not 100%). This reflects the 2008 limits of WMAP's ability to define dark matter and dark energy. The observable universe is isotropic on scales significantly larger than superclusters, meaning that the statistical properties of the universe are the same in all directions as observed from Earth. The universe is bathed in highly isotropic microwave radiation that corresponds to a thermal equilibrium blackbody spectrum of roughly 2.72548 kelvins.[7] The hypothesis that the large-scale universe is homogeneous and isotropic is known as the cosmological principle.[110] A universe that is both homogeneous and isotropic looks the same from all vantage points[111] and has no center.[112] Dark energy Main article: Dark energy An explanation for why the expansion of the universe is accelerating remains elusive. It is often attributed to "dark energy", an unknown form of energy that is hypothesized to permeate space.[113] On a mass–energy equivalence basis, the density of dark energy (~ 7 × 10−30 g/cm3) is much less than the density of ordinary matter or dark matter within galaxies. However, in the present dark-energy era, it dominates the mass–energy of the universe because it is uniform across space.[114][115] Two proposed forms for dark energy are the cosmological constant, a constant energy density filling space homogeneously,[116] and scalar fields such as quintessence or moduli, dynamic quantities whose energy density can vary in time and space. Contributions from scalar fields that are constant in space are usually also included in the cosmological constant. The cosmological constant can be formulated to be equivalent to vacuum energy. Scalar fields having only a slight amount of spatial inhomogeneity would be difficult to distinguish from a cosmological constant. Dark matter Main article: Dark matter Dark matter is a hypothetical kind of matter that is invisible to the entire electromagnetic spectrum, but which accounts for most of the matter in the universe. The existence and properties of dark matter are inferred from its gravitational effects on visible matter, radiation, and the large-scale structure of the universe. Other than neutrinos, a form of hot dark matter, dark matter has not been detected directly, making it one of the greatest mysteries in modern astrophysics. Dark matter neither emits nor absorbs light or any other electromagnetic radiation at any significant level. Dark matter is estimated to constitute 26.8% of the total mass–energy and 84.5% of the total matter in the universe.[96][117] Ordinary matter Main article: Matter The remaining 4.9% of the mass–energy of the universe is ordinary matter, that is, atoms, ions, electrons and the objects they form. This matter includes stars, which produce nearly all of the light we see from galaxies, as well as interstellar gas in the interstellar and intergalactic media, planets, and all the objects from everyday life that we can bump into, touch or squeeze.[118] As a matter of fact, the great majority of ordinary matter in the universe is unseen, since visible stars and gas inside galaxies and clusters account for less than 10 per cent of the ordinary matter contribution to the mass-energy density of the universe.[119] Ordinary matter commonly exists in four states (or phases): solid, liquid, gas, and plasma.[120] However, advances in experimental techniques have revealed other previously theoretical phases, such as Bose–Einstein condensates and fermionic condensates.[121][122] Ordinary matter is composed of two types of elementary particles: quarks and leptons.[123] For example, the proton is formed of two up quarks and one down quark; the neutron is formed of two down quarks and one up quark; and the electron is a kind of lepton. An atom consists of an atomic nucleus, made up of protons and neutrons, and electrons that orbit the nucleus.[124]: 1476  Because most of the mass of an atom is concentrated in its nucleus, which is made up of baryons, astronomers often use the term baryonic matter to describe ordinary matter, although a small fraction of this "baryonic matter" is electrons. Soon after the Big Bang, primordial protons and neutrons formed from the quark–gluon plasma of the early universe as it cooled below two trillion degrees. A few minutes later, in a process known as Big Bang nucleosynthesis, nuclei formed from the primordial protons and neutrons. This nucleosynthesis formed lighter elements, those with small atomic numbers up to lithium and beryllium, but the abundance of heavier elements dropped off sharply with increasing atomic number. Some boron may have been formed at this time, but the next heavier element, carbon, was not formed in significant amounts. Big Bang nucleosynthesis shut down after about 20 minutes due to the rapid drop in temperature and density of the expanding universe. Subsequent formation of heavier elements resulted from stellar nucleosynthesis and supernova nucleosynthesis.[125] Particles A four-by-four table of particles. Columns are three generations of matter (fermions) and one of forces (bosons). In the first three columns, two rows contain quarks and two leptons. The top two rows' columns contain up (u) and down (d) quarks, charm (c) and strange (s) quarks, top (t) and bottom (b) quarks, and photon (γ) and gluon (g), respectively. The bottom two rows' columns contain electron neutrino (ν sub e) and electron (e), muon neutrino (ν sub μ) and muon (μ), and tau neutrino (ν sub τ) and tau (τ), and Z sup 0 and W sup ± weak force. Mass, charge, and spin are listed for each particle. Standard model of elementary particles: the 12 fundamental fermions and 4 fundamental bosons. Brown loops indicate which bosons (red) couple to which fermions (purple and green). Columns are three generations of matter (fermions) and one of forces (bosons). In the first three columns, two rows contain quarks and two leptons. The top two rows' columns contain up (u) and down (d) quarks, charm (c) and strange (s) quarks, top (t) and bottom (b) quarks, and photon (γ) and gluon (g), respectively. The bottom two rows' columns contain electron neutrino (νe) and electron (e), muon neutrino (νμ) and muon (μ), tau neutrino (ντ) and tau (τ), and the Z0 and W± carriers of the weak force. Mass, charge, and spin are listed for each particle. Main article: Particle physics Ordinary matter and the forces that act on matter can be described in terms of elementary particles.[126] These particles are sometimes described as being fundamental, since they have an unknown substructure, and it is unknown whether or not they are composed of smaller and even more fundamental particles.[127][128] All elementary particles are currently best explained by quantum mechanics and exhibit wave–particle duality: their behavior has both particle-like and wave-like aspects, with different features dominating under different circumstances.[129] Of central importance is the Standard Model, a theory that is concerned with electromagnetic interactions and the weak and strong nuclear interactions.[130] The Standard Model is supported by the experimental confirmation of the existence of particles that compose matter: quarks and leptons, and their corresponding "antimatter" duals, as well as the force particles that mediate interactions: the photon, the W and Z bosons, and the gluon.[127] The Standard Model predicted the existence of the recently discovered Higgs boson, a particle that is a manifestation of a field within the universe that can endow particles with mass.[131][132] Because of its success in explaining a wide variety of experimental results, the Standard Model is sometimes regarded as a "theory of almost everything".[130] The Standard Model does not, however, accommodate gravity. A true force–particle "theory of everything" has not been attained.[133] Hadrons Main article: Hadron A hadron is a composite particle made of quarks held together by the strong force. Hadrons are categorized into two families: baryons (such as protons and neutrons) made of three quarks, and mesons (such as pions) made of one quark and one antiquark. Of the hadrons, protons are stable, and neutrons bound within atomic nuclei are stable. Other hadrons are unstable under ordinary conditions and are thus insignificant constituents of the modern universe.[134]: 118–123  From approximately 10−6 seconds after the Big Bang, during a period known as the hadron epoch, the temperature of the universe had fallen sufficiently to allow quarks to bind together into hadrons, and the mass of the universe was dominated by hadrons. Initially, the temperature was high enough to allow the formation of hadron–anti-hadron pairs, which kept matter and antimatter in thermal equilibrium. However, as the temperature of the universe continued to fall, hadron–anti-hadron pairs were no longer produced. Most of the hadrons and anti-hadrons were then eliminated in particle–antiparticle annihilation reactions, leaving a small residual of hadrons by the time the universe was about one second old.[134]: 244–66  Leptons Main article: Lepton A lepton is an elementary, half-integer spin particle that does not undergo strong interactions but is subject to the Pauli exclusion principle; no two leptons of the same species can be in exactly the same state at the same time.[135] Two main classes of leptons exist: charged leptons (also known as the electron-like leptons), and neutral leptons (better known as neutrinos). Electrons are stable and the most common charged lepton in the universe, whereas muons and taus are unstable particles that quickly decay after being produced in high energy collisions, such as those involving cosmic rays or carried out in particle accelerators.[136][137] Charged leptons can combine with other particles to form various composite particles such as atoms and positronium. The electron governs nearly all of chemistry, as it is found in atoms and is directly tied to all chemical properties. Neutrinos rarely interact with anything, and are consequently rarely observed. Neutrinos stream throughout the universe but rarely interact with normal matter.[138] The lepton epoch was the period in the evolution of the early universe in which the leptons dominated the mass of the universe. It started roughly 1 second after the Big Bang, after the majority of hadrons and anti-hadrons annihilated each other at the end of the hadron epoch. During the lepton epoch the temperature of the universe was still high enough to create lepton–anti-lepton pairs, so leptons and anti-leptons were in thermal equilibrium. Approximately 10 seconds after the Big Bang, the temperature of the universe had fallen to the point where lepton–anti-lepton pairs were no longer created.[139] Most leptons and anti-leptons were then eliminated in annihilation reactions, leaving a small residue of leptons. The mass of the universe was then dominated by photons as it entered the following photon epoch.[140][141] Photons Main article: Photon epoch See also: Photino A photon is the quantum of light and all other forms of electromagnetic radiation. It is the carrier for the electromagnetic force. The effects of this force are easily observable at the microscopic and at the macroscopic level because the photon has zero rest mass; this allows long distance interactions.[124]: 1470  The photon epoch started after most leptons and anti-leptons were annihilated at the end of the lepton epoch, about 10 seconds after the Big Bang. Atomic nuclei were created in the process of nucleosynthesis which occurred during the first few minutes of the photon epoch. For the remainder of the photon epoch the universe contained a hot dense plasma of nuclei, electrons and photons. About 380,000 years after the Big Bang, the temperature of the Universe fell to the point where nuclei could combine with electrons to create neutral atoms. As a result, photons no longer interacted frequently with matter and the universe became transparent. The highly redshifted photons from this period form the cosmic microwave background. Tiny variations in temperature and density detectable in the CMB were the early "seeds" from which all subsequent structure formation took place.[134]: 244–66  vte Timeline of the Big Bang Cosmological models Model of the universe based on general relativity Main article: Solutions of the Einstein field equations See also: Big Bang and Ultimate fate of the universe General relativity is the geometric theory of gravitation published by Albert Einstein in 1915 and the current description of gravitation in modern physics. It is the basis of current cosmological models of the universe. General relativity generalizes special relativity and Newton's law of universal gravitation, providing a unified description of gravity as a geometric property of space and time, or spacetime. In particular, the curvature of spacetime is directly related to the energy and momentum of whatever matter and radiation are present. The relation is specified by the Einstein field equations, a system of partial differential equations. In general relativity, the distribution of matter and energy determines the geometry of spacetime, which in turn describes the acceleration of matter. Therefore, solutions of the Einstein field equations describe the evolution of the universe. Combined with measurements of the amount, type, and distribution of matter in the universe, the equations of general relativity describe the evolution of the universe over time.[142] With the assumption of the cosmological principle that the universe is homogeneous and isotropic everywhere, a specific solution of the field equations that describes the universe is the metric tensor called the Friedmann–Lemaître–Robertson–Walker metric,

 The universe is all of space and time[a] and their contents,[10] including planets, stars, galaxies, and all other forms of matter and energy. The Big Bang theory is the prevailing cosmological description of the development of the universe. According to this theory, space and time emerged together 13.787±0.020 billion years ago,[11] and the universe has been expanding ever since the Big Bang. While the spatial size of the entire universe is unknown,[3] it is possible to measure the size of the observable universe, which is approximately 93 billion light-years in diameter at the present day.


Some of the earliest cosmological models of the universe were developed by ancient Greek and Indian philosophers and were geocentric, placing Earth at the center.[12][13] Over the centuries, more precise astronomical observations led Nicolaus Copernicus to develop the heliocentric model with the Sun at the center of the Solar System. In developing the law of universal gravitation, Isaac Newton built upon Copernicus's work as well as Johannes Kepler's laws of planetary motion and observations by Tycho Brahe.


Further observational improvements led to the realization that the Sun is one of a few hundred billion stars in the Milky Way, which is one of a few hundred billion galaxies in the observable universe. Many of the stars in a galaxy have planets. At the largest scale, galaxies are distributed uniformly and the same in all directions, meaning that the universe has neither an edge nor a center. At smaller scales, galaxies are distributed in clusters and superclusters which form immense filaments and voids in space, creating a vast foam-like structure.[14] Discoveries in the early 20th century have suggested that the universe had a beginning and that space has been expanding since then[15] at an increasing rate.[16]


According to the Big Bang theory, the energy and matter initially present have become less dense as the universe expanded. After an initial accelerated expansion called the inflationary epoch at around 10−32 seconds, and the separation of the four known fundamental forces, the universe gradually cooled and continued to expand, allowing the first subatomic particles and simple atoms to form. Dark matter gradually gathered, forming a foam-like structure of filaments and voids under the influence of gravity. Giant clouds of hydrogen and helium were gradually drawn to the places where dark matter was most dense, forming the first galaxies, stars, and everything else seen today.


From studying the movement of galaxies, it has been discovered that the universe contains much more matter than is accounted for by visible objects; stars, galaxies, nebulas and interstellar gas. This unseen matter is known as dark matter[17] (dark means that there is a wide range of strong indirect evidence that it exists, but we have not yet detected it directly). The ΛCDM model is the most widely accepted model of the universe. It suggests that about 69.2%±1.2% of the mass and energy in the universe is dark energy which is responsible for the acceleration of the expansion of space, and about 25.8%±1.1% is dark matter.[18] Ordinary ('baryonic') matter is therefore only 4.84%±0.1% of the physical universe.[18] Stars, planets, and visible gas clouds only form about 6% of the ordinary matter.[19]


There are many competing hypotheses about the ultimate fate of the universe and about what, if anything, preceded the Big Bang, while other physicists and philosophers refuse to speculate, doubting that information about prior states will ever be accessible. Some physicists have suggested various multiverse hypotheses, in which our universe might be one among many universes that likewise exist.[3][20][21]


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Definition

0:50

Hubble Space Telescope – Ultra deep field galaxies to Legacy field zoom out

(video 00:50; May 2, 2019)

The physical universe is defined as all of space and time[a] (collectively referred to as spacetime) and their contents.[10] Such contents comprise all of energy in its various forms, including electromagnetic radiation and matter, and therefore planets, moons, stars, galaxies, and the contents of intergalactic space.[22][23][24] The universe also includes the physical laws that influence energy and matter, such as conservation laws, classical mechanics, and relativity.[25]


The universe is often defined as "the totality of existence", or everything that exists, everything that has existed, and everything that will exist.[25] In fact, some philosophers and scientists support the inclusion of ideas and abstract concepts—such as mathematics and logic—in the definition of the universe.[27][28][29] The word universe may also refer to concepts such as the cosmos, the world, and nature.[30][31]


Etymology

The word universe derives from the Old French word univers, which in turn derives from the Latin word universum.[32] The Latin word was used by Cicero and later Latin authors in many of the same senses as the modern English word is used.[33]


Synonyms

A term for universe among the ancient Greek philosophers from Pythagoras onwards was τὸ πᾶν (tò pân) 'the all', defined as all matter and all space, and τὸ ὅλον (tò hólon) 'all things', which did not necessarily include the void.[34][35] Another synonym was ὁ κόσμος (ho kósmos) meaning 'the world, the cosmos'.[36] Synonyms are also found in Latin authors (totum, mundus, natura)[37] and survive in modern languages, e.g., the German words Das All, Weltall, and Natur for universe. The same synonyms are found in English, such as everything (as in the theory of everything), the cosmos (as in cosmology), the world (as in the many-worlds interpretation), and nature (as in natural laws or natural philosophy).[38]


Chronology and the Big Bang

Main articles: Big Bang and Chronology of the universe

Nature timeline

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−13 —–−12 —–−11 —–−10 —–−9 —–−8 —–−7 —–−6 —–−5 —–−4 —–−3 —–−2 —–−1 —–0 —

Dark Ages

Reionization

Matter-dominated

era

Accelerated expansion

Water on Earth

Single-celled life

Photosynthesis

Multicellular

life

Vertebrates

Earliest Universe

Earliest stars

Earliest galaxy

Quasar / black hole

Omega Centauri

Andromeda Galaxy

Milky Way spirals

NGC 188 star cluster

Alpha Centauri

Earth / Solar System

Earliest known life

Earliest oxygen

Atmospheric oxygen

Sexual reproduction

Earliest fungi

Earliest animals / plants

Cambrian explosion

Earliest mammals

Earliest apes / humans

L

i

f

e

(billion years ago)

The prevailing model for the evolution of the universe is the Big Bang theory.[39][40] The Big Bang model states that the earliest state of the universe was an extremely hot and dense one, and that the universe subsequently expanded and cooled. The model is based on general relativity and on simplifying assumptions such as the homogeneity and isotropy of space. A version of the model with a cosmological constant (Lambda) and cold dark matter, known as the Lambda-CDM model, is the simplest model that provides a reasonably good account of various observations about the universe. The Big Bang model accounts for observations such as the correlation of distance and redshift of galaxies, the ratio of the number of hydrogen to helium atoms, and the microwave radiation background.



In this schematic diagram, time passes from left to right, with the universe represented by a disk-shaped "slice" at any given time. Time and size are not to scale. To make the early stages visible, the time to the afterglow stage (really the first 0.003%) is stretched and the subsequent expansion (really by 1,100 times to the present) is largely suppressed.

The initial hot, dense state is called the Planck epoch, a brief period extending from time zero to one Planck time unit of approximately 10−43 seconds. During the Planck epoch, all types of matter and all types of energy were concentrated into a dense state, and gravity—currently the weakest by far of the four known forces—is believed to have been as strong as the other fundamental forces, and all the forces may have been unified. The physics controlling this very early period (including quantum gravity in the Planck epoch) is not understood, so we cannot say what, if anything, happened before time zero. Since the Planck epoch, space has been expanding to its present scale, with a very short but intense period of cosmic inflation speculated to have occurred within the first 10−32 seconds.[41] This was a kind of expansion different from those we can see around us today. Objects in space did not physically move; instead the metric that defines space itself changed. Although objects in spacetime cannot move faster than the speed of light, this limitation does not apply to the metric governing spacetime itself. This initial period of inflation would explain why space appears to be very flat, and much larger than light could travel since the start of the universe.


Within the first fraction of a second of the universe's existence, the four fundamental forces had separated. As the universe continued to cool down from its inconceivably hot state, various types of subatomic particles were able to form in short periods of time known as the quark epoch, the hadron epoch, and the lepton epoch. Together, these epochs encompassed less than 10 seconds of time following the Big Bang. These elementary particles associated stably into ever larger combinations, including stable protons and neutrons, which then formed more complex atomic nuclei through nuclear fusion. This process, known as Big Bang nucleosynthesis, only lasted for about 17 minutes and ended about 20 minutes after the Big Bang, so only the fastest and simplest reactions occurred. About 25% of the protons and all the neutrons in the universe, by mass, were converted to helium, with small amounts of deuterium (a form of hydrogen) and traces of lithium. Any other element was only formed in very tiny quantities. The other 75% of the protons remained unaffected, as hydrogen nuclei.[42][43]: 27–42 


After nucleosynthesis ended, the universe entered a period known as the photon epoch. During this period, the universe was still far too hot for matter to form neutral atoms, so it contained a hot, dense, foggy plasma of negatively charged electrons, neutral neutrinos and positive nuclei. After about 377,000 years, the universe had cooled enough that electrons and nuclei could form the first stable atoms. This is known as recombination for historical reasons; in fact electrons and nuclei were combining for the first time. Unlike plasma, neutral atoms are transparent to many wavelengths of light, so for the first time the universe also became transparent. The photons released ("decoupled") when these atoms formed can still be seen today; they form the cosmic microwave background (CMB).[43]: 15–27 


As the universe expands, the energy density of electromagnetic radiation decreases more quickly than does that of matter because the energy of a photon decreases with its wavelength. At around 47,000 years, the energy density of matter became larger than that of photons and neutrinos, and began to dominate the large scale behavior of the universe. This marked the end of the radiation-dominated era and the start of the matter-dominated era.[44]: 390 


In the earliest stages of the universe, tiny fluctuations within the universe's density led to concentrations of dark matter gradually forming. Ordinary matter, attracted to these by gravity, formed large gas clouds and eventually, stars and galaxies, where the dark matter was most dense, and voids where it was least dense. After around 100 – 300 million years,[44]: 333  the first stars formed, known as Population III stars. These were probably very massive, luminous, non metallic and short-lived. They were responsible for the gradual reionization of the universe between about 200–500 million years and 1 billion years, and also for seeding the universe with elements heavier than helium, through stellar nucleosynthesis.[45] The universe also contains a mysterious energy—possibly a scalar field—called dark energy, the density of which does not change over time. After about 9.8 billion years, the universe had expanded sufficiently so that the density of matter was less than the density of dark energy, marking the beginning of the present dark-energy-dominated era.[46] In this era, the expansion of the universe is accelerating due to dark energy.


Physical properties

Main articles: Observable universe, Age of the Universe, and Metric expansion of space

Of the four fundamental interactions, gravitation is the dominant at astronomical length scales. Gravity's effects are cumulative; by contrast, the effects of positive and negative charges tend to cancel one another, making electromagnetism relatively insignificant on astronomical length scales. The remaining two interactions, the weak and strong nuclear forces, decline very rapidly with distance; their effects are confined mainly to sub-atomic length scales.


The universe appears to have much more matter than antimatter, an asymmetry possibly related to the CP violation.[47] This imbalance between matter and antimatter is partially responsible for the existence of all matter existing today, since matter and antimatter, if equally produced at the Big Bang, would have completely annihilated each other and left only photons as a result of their interaction.[48] The universe also appears to have neither net momentum nor angular momentum, which follows accepted physical laws if the universe is finite. These laws are Gauss's law and the non-divergence of the stress–energy–momentum pseudotensor.[49]


Size and regions

See also: Observational cosmology


Television signals broadcast from Earth will never reach the edges of this image.

According to the general theory of relativity, far regions of space may never interact with ours even in the lifetime of the universe due to the finite speed of light and the ongoing expansion of space. For example, radio messages sent from Earth may never reach some regions of space, even if the universe were to exist forever: space may expand faster than light can traverse it.[50]


The spatial region that can be observed with telescopes is called the observable universe, which depends on the location of the observer. The proper distance—the distance as would be measured at a specific time, including the present—between Earth and the edge of the observable universe is 46 billion light-years[51] (14 billion parsecs), making the diameter of the observable universe about 93 billion light-years (28 billion parsecs).[51] The distance the light from the edge of the observable universe has travelled is very close to the age of the universe times the speed of light, 13.8 billion light-years (4.2×109 pc), but this does not represent the distance at any given time because the edge of the observable universe and the Earth have since moved further apart.[52] For comparison, the diameter of a typical galaxy is 30,000 light-years (9,198 parsecs), and the typical distance between two neighboring galaxies is 3 million light-years (919.8 kiloparsecs).[53] As an example, the Milky Way is roughly 100,000–180,000 light-years in diameter,[54][55] and the nearest sister galaxy to the Milky Way, the Andromeda Galaxy, is located roughly 2.5 million light-years away.[56]


Because we cannot observe space beyond the edge of the observable universe, it is unknown whether the size of the universe in its totality is finite or infinite.[3][57][58] Estimates suggest that the whole universe, if finite, must be more than 250 times larger than a Hubble sphere.[59] Some disputed[60] estimates for the total size of the universe, if finite, reach as high as 

10

10

10

122

10^{10^{10^{122}}} megaparsecs, as implied by a suggested resolution of the No-Boundary Proposal.[61][b]


Age and expansion

Main articles: Age of the universe and Metric expansion of space

Assuming that the Lambda-CDM model is correct, the measurements of the parameters using a variety of techniques by numerous experiments yield a best value of the age of the universe at 13.799 ± 0.021 billion years, as of 2015.[2]



Astronomers have discovered stars in the Milky Way galaxy that are almost 13.6 billion years old.

Over time, the universe and its contents have evolved; for example, the relative population of quasars and galaxies has changed[62] and space itself has expanded. Due to this expansion, scientists on Earth can observe the light from a galaxy 30 billion light-years away even though that light has traveled for only 13 billion years; the very space between them has expanded. This expansion is consistent with the observation that the light from distant galaxies has been redshifted; the photons emitted have been stretched to longer wavelengths and lower frequency during their journey. Analyses of Type Ia supernovae indicate that the spatial expansion is accelerating.[63][64]


The more matter there is in the universe, the stronger the mutual gravitational pull of the matter. If the universe were too dense then it would re-collapse into a gravitational singularity. However, if the universe contained too little matter then the self-gravity would be too weak for astronomical structures, like galaxies or planets, to form. Since the Big Bang, the universe has expanded monotonically. Perhaps unsurprisingly, our universe has just the right mass–energy density, equivalent to about 5 protons per cubic metre, which has allowed it to expand for the last 13.8 billion years, giving time to form the universe as observed today.[65][66]


There are dynamical forces acting on the particles in the universe which affect the expansion rate. Before 1998, it was expected that the expansion rate would be decreasing as time went on due to the influence of gravitational interactions in the universe; and thus there is an additional observable quantity in the universe called the deceleration parameter, which most cosmologists expected to be positive and related to the matter density of the universe. In 1998, the deceleration parameter was measured by two different groups to be negative, approximately −0.55, which technically implies that the second derivative of the cosmic scale factor 

 

¨{\displaystyle {\ddot {a}}} has been positive in the last 5–6 billion years.[16][67]


Spacetime

Main articles: Spacetime and World line

See also: Lorentz transformation

Modern physics regards events as being organized into spacetime.[68] This idea originated with the special theory of relativity, which predicts that if one observer sees two events happening in different places at the same time, a second observer who is moving relative to the first will be see those events happening at different times.[69]: 45–52  The two observers will disagree on the time 

 

T between the events, and they will disagree about the distance 

 

D separating the events, but they will agree on the speed of light 

 

c, and they will measure the same value for the combination 

 

2

 

2

 

2

{\displaystyle c^{2}T^{2}-D^{2}}.[69]: 80  The square root of the absolute value of this quantity is called the interval between the two events. The interval expresses how widely separated events are, not just in space or in time, but in the combined setting of spacetime.[69]: 84, 136 [70]


The special theory of relativity cannot account for gravity. Its successor, the general theory of relativity, explains gravity by recognizing that spacetime is not fixed but instead dynamical. In general relativity, gravitational force is reimagined as curvature of spacetime. A curved path like an orbit is not the result of a force deflecting a body from an ideal straight-line path, but rather the body's attempt to fall freely through a background that is itself curved by the presence of other masses. A remark by John Archibald Wheeler that has become proverbial among physicists summarizes the theory: "Spacetime tells matter how to move; matter tells spacetime how to curve."[71][72] (The Newtonian theory of gravity is a good approximation to the predictions of general relativity when gravitational effects are weak and objects are moving slowly compared to the speed of light.[73]: 327 [74]) The relation between matter distribution and spacetime curvature is given by the Einstein field equations, which require tensor calculus to express.[75]: 43 [76] The solutions to these equations include not only the spacetime of special relativity, Minkowski spacetime, but also Schwarzschild spacetimes, which describe black holes; FLRW spacetime, which describes an expanding universe; and more.


The universe appears to be a smooth spacetime continuum consisting of three spatial dimensions and one temporal (time) dimension. Therefore, an event in the spacetime of the physical universe can therefore be identified by a set of four coordinates: (x, y, z, t). On average, space is observed to be very nearly flat (with a curvature close to zero), meaning that Euclidean geometry is empirically true with high accuracy throughout most of the Universe.[77] Spacetime also appears to have a simply connected topology, in analogy with a sphere, at least on the length scale of the observable universe. However, present observations cannot exclude the possibilities that the universe has more dimensions (which is postulated by theories such as the string theory) and that its spacetime may have a multiply connected global topology, in analogy with the cylindrical or toroidal topologies of two-dimensional spaces.[78][79]


Shape

Main article: Shape of the universe


The three possible options for the shape of the universe

General relativity describes how spacetime is curved and bent by mass and energy (gravity). The topology or geometry of the universe includes both local geometry in the observable universe and global geometry. Cosmologists often work with a given space-like slice of spacetime called the comoving coordinates. The section of spacetime which can be observed is the backward light cone, which delimits the cosmological horizon. The cosmological horizon (also called the particle horizon or the light horizon) is the maximum distance from which particles can have traveled to the observer in the age of the universe. This horizon represents the boundary between the observable and the unobservable regions of the universe.[80][81] The existence, properties, and significance of a cosmological horizon depend on the particular cosmological model.


An important parameter determining the future evolution of the universe theory is the density parameter, Omega (Ω), defined as the average matter density of the universe divided by a critical value of that density. This selects one of three possible geometries depending on whether Ω is equal to, less than, or greater than 1. These are called, respectively, the flat, open and closed universes.[82]


Observations, including the Cosmic Background Explorer (COBE), Wilkinson Microwave Anisotropy Probe (WMAP), and Planck maps of the CMB, suggest that the universe is infinite in extent with a finite age, as described by the Friedmann–Lemaître–Robertson–Walker (FLRW) models.[83][78][84][85] These FLRW models thus support inflationary models and the standard model of cosmology, describing a flat, homogeneous universe presently dominated by dark matter and dark energy.[86][87]


Support of life

Main article: Fine-tuned universe

The fine-tuned universe hypothesis is the proposition that the conditions that allow the existence of observable life in the universe can only occur when certain universal fundamental physical constants lie within a very narrow range of values. According to this hypothesis, if any of several fundamental constants were only slightly different, the universe would have been unlikely to be conducive to the establishment and development of matter, astronomical structures, elemental diversity, or life as it is understood. Whether this is true, and whether that question is even logically meaningful to ask, are subjects of much debate.[88] The proposition is discussed among philosophers, scientists, theologians, and proponents of creationism.[89]


Composition

See also: Galaxy formation and evolution, Galaxy cluster, Illustris project, and Nebula

The universe is composed almost completely of dark energy, dark matter, and ordinary matter. Other contents are electromagnetic radiation (estimated to constitute from 0.005% to close to 0.01% of the total mass-energy of the universe) and antimatter.[90][91][92]


The proportions of all types of matter and energy have changed over the history of the universe.[93] The total amount of electromagnetic radiation generated within the universe has decreased by 1/2 in the past 2 billion years.[94][95] Today, ordinary matter, which includes atoms, stars, galaxies, and life, accounts for only 4.9% of the contents of the Universe.[8] The present overall density of this type of matter is very low, roughly 4.5 × 10−31 grams per cubic centimetre, corresponding to a density of the order of only one proton for every four cubic metres of volume.[6] The nature of both dark energy and dark matter is unknown. Dark matter, a mysterious form of matter that has not yet been identified, accounts for 26.8% of the cosmic contents. Dark energy, which is the energy of empty space and is causing the expansion of the universe to accelerate, accounts for the remaining 68.3% of the contents.[8][96][97]



The formation of clusters and large-scale filaments in the cold dark matter model with dark energy. The frames show the evolution of structures in a 43 million parsecs (or 140 million light-years) box from redshift of 30 to the present epoch (upper left z=30 to lower right z=0).


A map of the superclusters and voids nearest to Earth

Matter, dark matter, and dark energy are distributed homogeneously throughout the universe over length scales longer than 300 million light-years or so.[98] However, over shorter length-scales, matter tends to clump hierarchically; many atoms are condensed into stars, most stars into galaxies, most galaxies into clusters, superclusters and, finally, large-scale galactic filaments. The observable universe contains as many as 200 billion galaxies[99][100] and, overall, as many as an estimated 1×1024 stars[101][102] (more stars than all the grains of sand on planet Earth).[103] Typical galaxies range from dwarfs with as few as ten million[104] (107) stars up to giants with one trillion[105] (1012) stars. Between the larger structures are voids, which are typically 10–150 Mpc (33 million–490 million ly) in diameter. The Milky Way is in the Local Group of galaxies, which in turn is in the Laniakea Supercluster.[106] This supercluster spans over 500 million light-years, while the Local Group spans over 10 million light-years.[107] The Universe also has vast regions of relative emptiness; the largest known void measures 1.8 billion ly (550 Mpc) across.[108]



Comparison of the contents of the universe today to 380,000 years after the Big Bang as measured with 5 year WMAP data (from 2008).[109] (Due to rounding errors, the sum of these numbers is not 100%). This reflects the 2008 limits of WMAP's ability to define dark matter and dark energy.

The observable universe is isotropic on scales significantly larger than superclusters, meaning that the statistical properties of the universe are the same in all directions as observed from Earth. The universe is bathed in highly isotropic microwave radiation that corresponds to a thermal equilibrium blackbody spectrum of roughly 2.72548 kelvins.[7] The hypothesis that the large-scale universe is homogeneous and isotropic is known as the cosmological principle.[110] A universe that is both homogeneous and isotropic looks the same from all vantage points[111] and has no center.[112]


Dark energy

Main article: Dark energy

An explanation for why the expansion of the universe is accelerating remains elusive. It is often attributed to "dark energy", an unknown form of energy that is hypothesized to permeate space.[113] On a mass–energy equivalence basis, the density of dark energy (~ 7 × 10−30 g/cm3) is much less than the density of ordinary matter or dark matter within galaxies. However, in the present dark-energy era, it dominates the mass–energy of the universe because it is uniform across space.[114][115]


Two proposed forms for dark energy are the cosmological constant, a constant energy density filling space homogeneously,[116] and scalar fields such as quintessence or moduli, dynamic quantities whose energy density can vary in time and space. Contributions from scalar fields that are constant in space are usually also included in the cosmological constant. The cosmological constant can be formulated to be equivalent to vacuum energy. Scalar fields having only a slight amount of spatial inhomogeneity would be difficult to distinguish from a cosmological constant.


Dark matter

Main article: Dark matter

Dark matter is a hypothetical kind of matter that is invisible to the entire electromagnetic spectrum, but which accounts for most of the matter in the universe. The existence and properties of dark matter are inferred from its gravitational effects on visible matter, radiation, and the large-scale structure of the universe. Other than neutrinos, a form of hot dark matter, dark matter has not been detected directly, making it one of the greatest mysteries in modern astrophysics. Dark matter neither emits nor absorbs light or any other electromagnetic radiation at any significant level. Dark matter is estimated to constitute 26.8% of the total mass–energy and 84.5% of the total matter in the universe.[96][117]


Ordinary matter

Main article: Matter

The remaining 4.9% of the mass–energy of the universe is ordinary matter, that is, atoms, ions, electrons and the objects they form. This matter includes stars, which produce nearly all of the light we see from galaxies, as well as interstellar gas in the interstellar and intergalactic media, planets, and all the objects from everyday life that we can bump into, touch or squeeze.[118] As a matter of fact, the great majority of ordinary matter in the universe is unseen, since visible stars and gas inside galaxies and clusters account for less than 10 per cent of the ordinary matter contribution to the mass-energy density of the universe.[119]


Ordinary matter commonly exists in four states (or phases): solid, liquid, gas, and plasma.[120] However, advances in experimental techniques have revealed other previously theoretical phases, such as Bose–Einstein condensates and fermionic condensates.[121][122]


Ordinary matter is composed of two types of elementary particles: quarks and leptons.[123] For example, the proton is formed of two up quarks and one down quark; the neutron is formed of two down quarks and one up quark; and the electron is a kind of lepton. An atom consists of an atomic nucleus, made up of protons and neutrons, and electrons that orbit the nucleus.[124]: 1476  Because most of the mass of an atom is concentrated in its nucleus, which is made up of baryons, astronomers often use the term baryonic matter to describe ordinary matter, although a small fraction of this "baryonic matter" is electrons.


Soon after the Big Bang, primordial protons and neutrons formed from the quark–gluon plasma of the early universe as it cooled below two trillion degrees. A few minutes later, in a process known as Big Bang nucleosynthesis, nuclei formed from the primordial protons and neutrons. This nucleosynthesis formed lighter elements, those with small atomic numbers up to lithium and beryllium, but the abundance of heavier elements dropped off sharply with increasing atomic number. Some boron may have been formed at this time, but the next heavier element, carbon, was not formed in significant amounts. Big Bang nucleosynthesis shut down after about 20 minutes due to the rapid drop in temperature and density of the expanding universe. Subsequent formation of heavier elements resulted from stellar nucleosynthesis and supernova nucleosynthesis.[125]


Particles

A four-by-four table of particles. Columns are three generations of matter (fermions) and one of forces (bosons). In the first three columns, two rows contain quarks and two leptons. The top two rows' columns contain up (u) and down (d) quarks, charm (c) and strange (s) quarks, top (t) and bottom (b) quarks, and photon (γ) and gluon (g), respectively. The bottom two rows' columns contain electron neutrino (ν sub e) and electron (e), muon neutrino (ν sub μ) and muon (μ), and tau neutrino (ν sub τ) and tau (τ), and Z sup 0 and W sup ± weak force. Mass, charge, and spin are listed for each particle.

Standard model of elementary particles: the 12 fundamental fermions and 4 fundamental bosons. Brown loops indicate which bosons (red) couple to which fermions (purple and green). Columns are three generations of matter (fermions) and one of forces (bosons). In the first three columns, two rows contain quarks and two leptons. The top two rows' columns contain up (u) and down (d) quarks, charm (c) and strange (s) quarks, top (t) and bottom (b) quarks, and photon (γ) and gluon (g), respectively. The bottom two rows' columns contain electron neutrino (νe) and electron (e), muon neutrino (νμ) and muon (μ), tau neutrino (ντ) and tau (τ), and the Z0 and W± carriers of the weak force. Mass, charge, and spin are listed for each particle.

Main article: Particle physics

Ordinary matter and the forces that act on matter can be described in terms of elementary particles.[126] These particles are sometimes described as being fundamental, since they have an unknown substructure, and it is unknown whether or not they are composed of smaller and even more fundamental particles.[127][128] All elementary particles are currently best explained by quantum mechanics and exhibit wave–particle duality: their behavior has both particle-like and wave-like aspects, with different features dominating under different circumstances.[129] Of central importance is the Standard Model, a theory that is concerned with electromagnetic interactions and the weak and strong nuclear interactions.[130] The Standard Model is supported by the experimental confirmation of the existence of particles that compose matter: quarks and leptons, and their corresponding "antimatter" duals, as well as the force particles that mediate interactions: the photon, the W and Z bosons, and the gluon.[127] The Standard Model predicted the existence of the recently discovered Higgs boson, a particle that is a manifestation of a field within the universe that can endow particles with mass.[131][132] Because of its success in explaining a wide variety of experimental results, the Standard Model is sometimes regarded as a "theory of almost everything".[130] The Standard Model does not, however, accommodate gravity. A true force–particle "theory of everything" has not been attained.[133]


Hadrons

Main article: Hadron

A hadron is a composite particle made of quarks held together by the strong force. Hadrons are categorized into two families: baryons (such as protons and neutrons) made of three quarks, and mesons (such as pions) made of one quark and one antiquark. Of the hadrons, protons are stable, and neutrons bound within atomic nuclei are stable. Other hadrons are unstable under ordinary conditions and are thus insignificant constituents of the modern universe.[134]: 118–123  From approximately 10−6 seconds after the Big Bang, during a period known as the hadron epoch, the temperature of the universe had fallen sufficiently to allow quarks to bind together into hadrons, and the mass of the universe was dominated by hadrons. Initially, the temperature was high enough to allow the formation of hadron–anti-hadron pairs, which kept matter and antimatter in thermal equilibrium. However, as the temperature of the universe continued to fall, hadron–anti-hadron pairs were no longer produced. Most of the hadrons and anti-hadrons were then eliminated in particle–antiparticle annihilation reactions, leaving a small residual of hadrons by the time the universe was about one second old.[134]: 244–66 


Leptons

Main article: Lepton

A lepton is an elementary, half-integer spin particle that does not undergo strong interactions but is subject to the Pauli exclusion principle; no two leptons of the same species can be in exactly the same state at the same time.[135] Two main classes of leptons exist: charged leptons (also known as the electron-like leptons), and neutral leptons (better known as neutrinos). Electrons are stable and the most common charged lepton in the universe, whereas muons and taus are unstable particles that quickly decay after being produced in high energy collisions, such as those involving cosmic rays or carried out in particle accelerators.[136][137] Charged leptons can combine with other particles to form various composite particles such as atoms and positronium. The electron governs nearly all of chemistry, as it is found in atoms and is directly tied to all chemical properties. Neutrinos rarely interact with anything, and are consequently rarely observed. Neutrinos stream throughout the universe but rarely interact with normal matter.[138]


The lepton epoch was the period in the evolution of the early universe in which the leptons dominated the mass of the universe. It started roughly 1 second after the Big Bang, after the majority of hadrons and anti-hadrons annihilated each other at the end of the hadron epoch. During the lepton epoch the temperature of the universe was still high enough to create lepton–anti-lepton pairs, so leptons and anti-leptons were in thermal equilibrium. Approximately 10 seconds after the Big Bang, the temperature of the universe had fallen to the point where lepton–anti-lepton pairs were no longer created.[139] Most leptons and anti-leptons were then eliminated in annihilation reactions, leaving a small residue of leptons. The mass of the universe was then dominated by photons as it entered the following photon epoch.[140][141]


Photons

Main article: Photon epoch

See also: Photino

A photon is the quantum of light and all other forms of electromagnetic radiation. It is the carrier for the electromagnetic force. The effects of this force are easily observable at the microscopic and at the macroscopic level because the photon has zero rest mass; this allows long distance interactions.[124]: 1470 


The photon epoch started after most leptons and anti-leptons were annihilated at the end of the lepton epoch, about 10 seconds after the Big Bang. Atomic nuclei were created in the process of nucleosynthesis which occurred during the first few minutes of the photon epoch. For the remainder of the photon epoch the universe contained a hot dense plasma of nuclei, electrons and photons. About 380,000 years after the Big Bang, the temperature of the Universe fell to the point where nuclei could combine with electrons to create neutral atoms. As a result, photons no longer interacted frequently with matter and the universe became transparent. The highly redshifted photons from this period form the cosmic microwave background. Tiny variations in temperature and density detectable in the CMB were the early "seeds" from which all subsequent structure formation took place.[134]: 244–66 


vte

Timeline of the Big Bang

Cosmological models

Model of the universe based on general relativity

Main article: Solutions of the Einstein field equations

See also: Big Bang and Ultimate fate of the universe

General relativity is the geometric theory of gravitation published by Albert Einstein in 1915 and the current description of gravitation in modern physics. It is the basis of current cosmological models of the universe. General relativity generalizes special relativity and Newton's law of universal gravitation, providing a unified description of gravity as a geometric property of space and time, or spacetime. In particular, the curvature of spacetime is directly related to the energy and momentum of whatever matter and radiation are present. The relation is specified by the Einstein field equations, a system of partial differential equations. In general relativity, the distribution of matter and energy determines the geometry of spacetime, which in turn describes the acceleration of matter. Therefore, solutions of the Einstein field equations describe the evolution of the universe. Combined with measurements of the amount, type, and distribution of matter in the universe, the equations of general relativity describe the evolution of the universe over time.[142]


With the assumption of the cosmological principle that the universe is homogeneous and isotropic everywhere, a specific solution of the field equations that describes the universe is the metric tensor called the Friedmann–Lemaître–Robertson–Walker metric,






























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Bullying is the use of force, coercion, hurtful teasing or threat, to abuse, aggressively dominate or intimidate. The behavior is often repeated and habitual. One essential prerequisite is the perception (by the bully or by others) of an imbalance of physical or social power. This imbalance distinguishes bullying from conflict.[1][2] Bullying is a subcategory of aggressive behavior characterized by hostile intent, imbalance of power and repetition over a period of time.[3] Bullying is the activity of repeated, aggressive behavior intended to hurt another individual, physically, mentally or emotionally. Bullying can be done individually or by a group, called mobbing,[4] in which the bully may have one or more followers who are willing to assist the primary bully or who reinforce the bully by providing positive feedback such as laughing.[5] Bullying in school and the workplace is also referred to as "peer abuse".[6] Robert W. Fuller has analyzed bullying in the context of rankism.[7] The Swedish-Norwegian researcher Dan Olweus says bullying occurs when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons",[8] and that negative actions occur "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways".[8] Individual bullying is usually characterized by a person behaving in a certain way to gain power over another person.[9] A bullying culture can develop in any context in which humans interact with each other. This may include school, family, the workplace,[10] the home, and neighborhoods. The main platform for bullying in contemporary culture is on social media websites.[11] In a 2012 study of male adolescent American football players, "the strongest predictor [of bullying] was the perception of whether the most influential male in a player's life would approve of the bullying behavior."[12] A study by The Lancet Child & Adolescent Health in 2019 showed a relationship between social media use by girls and an increase in their exposure to bullying.[13] Bullying may be defined in many different ways. In the United Kingdom, there is no legal definition of bullying,[14] while some states in the United States have laws against it.[15] Bullying is divided into four basic types of abuse – psychological (sometimes called emotional or relational), verbal, physical, and cyber.[16] Behaviors used to assert such domination may include physical assault or coercion, verbal harassment, or threat, and such acts may be directed repeatedly toward particular targets. Rationalizations of such behavior sometimes include differences of social class, race, religion, gender, sexual orientation, appearance, behavior, body language, personality, reputation, lineage, strength, size, or ability.[17][18][19] Etymology The word "bully" was first used in the 1530s meaning "sweetheart", applied to either sex, from the Dutch: boel, "lover, brother", probably diminutive of Middle High German: buole, "brother", of uncertain origin (compare with the German buhle "lover"). The meaning deteriorated through the 17th century through "fine fellow", "blusterer", to "harasser of the weak". This may have been as a connecting sense between "lover" and "ruffian" as in "protector of a prostitute", which was one sense of "bully" (though not specifically attested until 1706). The verb "to bully" is first attested in 1710.[20] In the past, in American culture, the term has been used differently, as an exclamation/exhortation, in particular famously associated with Theodore Roosevelt[21] and continuing to the present in the bully pulpit, Roosevelt's coining and also as faint/deprecating praise ("bully for him"). Types Bullying has been classified by the body of literature into different types. These can be in the form of nonverbal, verbal, or physical behavior. Another classification is based on perpetrators or the participants involved, so that the types include individual and collective bullying. Other interpretation also cite emotional and relational bullying in addition to physical harm inflicted towards another person or even property.[22] There is also the case of the more recent phenomenon called cyberbullying. Physical, verbal, and relational bullying are most prevalent in primary school and could also begin much earlier while continuing into later stages in individuals lives. Individual Individual bullying tactics are perpetrated by a single person against a victim or victims.[23] Individual bullying can be classified into four types outlined below:[24] Physical Physical bullying is any bullying that hurts someone's body or damages their possessions. Stealing, shoving, hitting, fighting, and intentionally destroying someone's property are types of physical bullying. Physical bullying is rarely the first form of bullying that a victim will experience. Often bullying will begin in a different form and later progress to physical violence. In physical bullying the main weapon the bully uses is his/her body, or some part thereof; or an object as a weapon when attacking his/her victim. Sometimes groups of young adults will target and alienate a peer because of some adolescent prejudice. This can quickly lead to a situation where they are being taunted, tortured, and "beaten up" by their classmates. Physical bullying will often escalate over time, and can lead to a detrimental or fatal ending, and therefore many try to stop it quickly to prevent any further escalation.[25] Verbal Verbal bullying is one of the most common types of bullying. This is any bullying that is conducted by speaking, other use of the voice, or some form of body language and does not involve any physical contact. Bullying usually begins at this stage and includes any of the following: Derogatory name-calling and nicknaming Spreading rumors or lying about someone Threatening someone Yelling at or talking to someone in a rude or unkind tone of voice, especially without justifiable cause Mocking someone's voice or style of speaking Laughing at someone Use of body language (i.e., the middle finger) to torture someone Making insults or otherwise making fun of someone In verbal bullying, the main weapon the bully uses is voice. In many cases, verbal bullying is common in both genders, but girls are more likely to perform it. Girls, in general, are more subtle with insults than boys. Girls use verbal bullying, as well as social exclusion techniques, to dominate and control other individuals and show their superiority and power, often to try to impress someone they idolize. Many boys are subtle enough to use verbal techniques for domination when they want to avoid the trouble that can come with physically bullying someone else.[26] Relational Relational bullying (sometimes referred to as social aggression) is the type of bullying that uses relationships to hurt others.[27] The term also denotes any bullying that is done with the intent to hurt somebody's reputation or social standing which can also link in with the techniques included in physical and verbal bullying. Relational bullying is a form of bullying common among youth, but particularly upon girls. Social exclusion (slighting or making someone feel "left out") is one of the most common types of relational bullying. Relational bullying can be used as a tool by bullies to both improve their social standing and control others. Unlike physical bullying which is obvious, relational bullying is not overt and can continue for a long time without being noticed.[28] Cyber Cyberbullying is the use of technology to harass, threaten, embarrass, or target another person. When an adult is involved, it may meet the definition of cyber-harassment or cyberstalking, a crime that can have legal consequences and involve jail time.[29] This includes bullying by use of email, instant messaging, social media websites (such as Facebook), text messages, and cell phones. It is stated that Cyberbullying is more common in secondary school than in primary school.[24] Collective Collective bullying tactics are employed by more than one individual against a victim or victims. Collective bullying is known as mobbing, and can include any of the individual types of bullying. Trolling behavior on social media, although generally assumed to be individual in nature by the casual reader, is sometime organized efforts by sponsored astroturfers. Mobbing Main article: Mobbing Mobbing refers to the bullying of an individual by a group, in any context, such as a family, peer group, school, workplace, neighborhood, community, or online. When it occurs as emotional abuse in the workplace, such as "ganging up" by co-workers, subordinates or superiors, to force someone out of the workplace through rumor, innuendo, intimidation, humiliation, discrediting, and isolation, it is also referred to as malicious, nonsexual, nonracial/racial, general harassment.[30] Characteristics Bullies and accomplices Studies have shown that envy and resentment may be motives for bullying.[31] Research on the self-esteem of bullies has produced equivocal results.[32][33] While some bullies are arrogant and narcissistic,[34] they can also use bullying as a tool to conceal shame or anxiety or to boost self-esteem: by demeaning others, the abuser feels empowered.[35] Bullies may bully out of jealousy or because they themselves are bullied.[36] Psychologist Roy Baumeister asserts that people who are prone to abusive behavior tend to have inflated but fragile egos. Because they think too highly of themselves, they are frequently offended by the criticisms and lack of deference of other people, and react to this disrespect with violence and insults.[37][full citation needed] Researchers have identified other risk factors such as depression[38] and personality disorders,[39] as well as quickness to anger and use of force, addiction to aggressive behaviors, mistaking others' actions as hostile, concern with preserving self-image, and engaging in obsessive or rigid actions.[40] A combination of these factors may also be causes of this behavior.[41] In one study of youth, a combination of antisocial traits and depression was found to be the best predictor of youth violence, whereas video game violence and television violence exposure were not predictive of these behaviors.[42] Bullying may also result from a genetic predisposition or a brain abnormality in the bully.[43] While parents can help a toddler develop emotional regulation and control to restrict aggressive behavior, some children fail to develop these skills due to insecure attachment with their families, ineffective discipline, and environmental factors such as a stressful home life and hostile siblings.[24] Moreover, according to some researchers, bullies may be inclined toward negativity and perform poorly academically. Dr. Cook says, "A typical bully has trouble resolving problems with others and also has trouble academically. He or she usually has negative attitudes and beliefs about others, feels negatively toward himself/herself, comes from a family environment characterized by conflict and poor parenting, perceives school as negative and is negatively influenced by peers."[44] Contrarily, some researchers have suggested that some bullies are psychologically strongest and have high social standing among their peers, while their targets are emotionally distressed and socially marginalized.[45] Peer groups often promote the bully's actions, and members of these peer groups also engage in behaviors, such as mocking, excluding, punching, and insulting one another as a source of entertainment.[24] Other researchers also argued that a minority of the bullies, those who are not in-turn bullied, enjoy going to school, and are least likely to take days off sick.[46] Research indicates that adults who bully have authoritarian personalities, combined with a strong need to control or dominate.[47] It has also been suggested that a prejudicial view of subordinates can be a particularly strong risk factor.[48] In a recent study, bullies showed lower school performance-related self-esteem than non-involved students. They also showed higher social self-esteem than victims of traditional bullying.[49] Brain studies have shown that the section of the brain associated with reward becomes active when bullies are shown a video of someone inflicting pain on another.[50] Bystanders Often, bullying takes place in the presence of a large group of relatively uninvolved bystanders. In many cases, it is the bully's ability to create the illusion they have the support of the majority present that instills the fear of "speaking out" in protestation of the bullying activities being observed by the group. Unless the "bully mentality" is effectively challenged in any given group in its early stages, it often becomes an accepted, or supported, norm within the group.[51][52] Unless action is taken, a "culture of bullying" is often perpetuated within a group for months, years, or longer.[53] Bystanders who have been able to establish their own "friendship group" or "support group" have been found to be far more likely to opt to speak out against bullying behavior than those who have not.[54][55] In addition to communication of clear expectations that bystanders should intervene and increasing individual self-efficacy, there is growing research to suggest interventions should build on the foundation that bullying is morally wrong.[56] Among adults, being a bystander to workplace bullying was linked to depression.[57] Victims Dr. Cook says, "A typical victim is likely to be aggressive, lack social skills, think negative thoughts, experience difficulties in solving social problems, come from a negative family, school and community environments and be noticeably rejected and isolated by peers."[44] Victims often have characteristics such as being physically and mentally weak, as well as being easily distraught emotionally. They may also have physical characteristics that make them easier targets for bullies such as being overweight or having some type of physical deformity. Boys are more likely to be victims of physical bullying while girls are more likely to be bullied indirectly.[58] Low levels of self-esteem has been identified as a frequent antecedent of bullying victimization. Victims of traditional bullying tend to have lower global, social, body-related, and emotional self-esteem compared to uninvolved students.[49][59][60][61][62] Victims of cyberbullying, on the other hand, may not have lower self-esteem scores than uninvolved students but might have higher body-related self-esteem than both victims of traditional bullying and bullies.[49] It has also been shown that victims are more likely to employ self-defeating or self-deprecating humor intended to entertain others at the expense of themselves and their own feelings.[63] The results of a meta-analysis conducted by Cook and published by the American Psychological Association in 2010 concluded the main risk factors for children and adolescents being bullied, and also for becoming bullies, are the lack of social problem-solving skills.[44] Children who are bullied often show physical or emotional signs, such as: being afraid to attend school, complaining of headaches or a loss of appetite, a lack of interest in school activities, spending time with friends or family, reluctance to go out in public for fear they may encounter their bullies in public places other than school, and having an overall sense of sadness. Effects Unbalanced scales.svg This section may lend undue weight to certain ideas, incidents, or controversies. Please help to create a more balanced presentation. Discuss and resolve this issue before removing this message. (May 2014) Mona O'Moore of the Anti-Bullying Centre at Trinity College in Dublin, has written, "There is a growing body of research which indicates that individuals, whether child or adult, who are persistently subjected to abusive behavior are at risk of stress related illness which can sometimes lead to suicide"[64] Those who have been the targets of bullying can develop long-term emotional and behavioral problems. Bullying can cause loneliness, depression, anxiety, lead to low self-esteem and increased susceptibility to illness.[65] Bullying has also been shown to cause maladjustment in young children, and targets of bullying who were also bullies themselves exhibit even greater social difficulties.[49][66] A mental health report also found that bullying was linked to eating disorders, anxiety, body dysmorphia and other negative psychological effects.[67] Both victims and perpetrators have been shown to exhibit higher levels of loneliness.[49] Suicide Main articles: Bullying and suicide and List of suicides that have been attributed to bullying Even though there is evidence that bullying increases the risk of suicide, bullying alone does not cause suicide. Depression is one of the main reasons why kids who are bullied die by suicide.[68] It is estimated that between 15 and 25 children die by suicide every year in the UK alone because they are being bullied.[69] Certain groups seem to incur a higher risk for suicide, such as Native Americans, Alaskan Natives, Asian Americans, and LGBT people. When someone feels unsupported by family or friends, it can make the situation much worse for the victim.[70] In a self-report study completed in New York by 9th through 12th graders, victims of bullying reported more depressive symptoms and psychological distress than those who did not experience bullying.[71] All types of involvement in bullying among both boys and girls is associated with depression even a couple years later.[72] Another study that followed up with Finnish teens two years after the initial survey showed that depression and suicidal ideation is higher with teens who are bullied than those who did not report experiencing bullying.[72] A Dutch longitudinal study on elementary students reported that boys who are bully-victims, who play both roles of a victim and a bully, were more likely to experience depression or serious suicidal ideation than the other roles, victims or bullies only, while girls who have any involvement in bullying have a higher level of risk for depression.[73] In a study of high school students completed in Boston, students who self reported being victims of bullying were more likely to consider suicide when compared to youth who did not report being bullied.[74] The same study also showed a higher risk of suicidal consideration in youth who report being a perpetrator, victim, or victim-perpetrator. Victims and victim-bullies are associated with a higher risk of suicide attempts. The place where youth live also appears to differentiate their bullying experiences such that those living in more urban areas who reported both being bullied and bullying others appear to show higher risk of suicidal ideation and suicide attempts.[74] A national survey given to American 6th through 10th grade students found that cyberbullying victims experience a higher level of depression than victims experiencing other forms of bullying. This can be related to the anonymity behind social media.[75] If a teen is being bullied and is displaying symptoms of depression it should be questioned and interventions should be implemented.[72] The Danish study showed that kids who are bullied talked to their parents and teachers about it and some reported a decrease in bullying or a stop in the bullying after a teacher or parent intervened. The study emphasizes the importance of implementing program-collaborations in schools to have programs and anti-bullying interventions in place to prevent and properly intervene when it occurs.[73] The study also shows the importance of having parents and teachers talk to the bullies about their bullying behavior in order to provide the necessary support for those experiencing bullying.[73] While some people find it very easy to ignore a bully, others may find it very difficult and reach a breaking point. There have been cases of apparent bullying suicides that have been reported closely by the media. These include the deaths of Ryan Halligan, Phoebe Prince, Dawn-Marie Wesley, Nicola Ann Raphael, Megan Meier, Audrie Pott, Tyler Clementi, Jamey Rodemeyer, Kenneth Weishuhn, Jadin Bell, Kelly Yeomans, Rehtaeh Parsons, Amanda Todd, Brodie Panlock,[76] Jessica Haffer,[77] Hamed Nastoh,[78] Sladjana Vidovic,[79] April Himes,[80] Cherice Moralez[81] and Rebecca Ann Sedwick.[82] According to the suicide awareness voices for education, suicide is one of the leading causes of death for youth from 15 to 24 years old. Over 16 percent of students seriously consider suicide, 13 percent create a plan, and 8 percent have made a serious attempt.[83] Strength and wisdom Some have argued that bullying can teach life lessons and instill strength. Helene Guldberg, a child development academic, sparked controversy when she argued that being a target of bullying can teach a child "how to manage disputes and boost their ability to interact with others", and that teachers should not intervene but leave children to respond to the bullying themselves.[84] Others, however, have pointed out that this is only true for normal peer conflicts but not for bullying cases.[85] The teaching of anti-bullying coping skills to children, carers and teachers has been found to be an effective long-term means of reducing bullying incidence rates and a valuable skill-set for individuals.[86] Testosterone production Statistically controlling for age and pubertal status, results indicated that on average verbally bullied girls produced less testosterone, and verbally bullied boys produced more testosterone than their nonbullied counterparts.[87] Dark triad Main article: Dark triad Research on the dark triad (narcissism, Machiavellianism, and psychopathy) indicate a correlation with bullying as part of evidence of the aversive nature of those traits.[88] Projection Main article: Psychological projection A bully may project his/her own feelings of vulnerability onto the target(s) of the bullying activity. Despite the fact that a bully's typically denigrating activities are aimed at the bully's targets, the true source of such negativity is ultimately almost always found in the bully's own sense of personal insecurity and/or vulnerability.[89] Such aggressive projections of displaced negative emotions can occur anywhere from the micro-level of interpersonal relationships, all the way up through to the macro-level of international politics, or even international armed conflict.[90] Emotional intelligence Main article: Bullying and emotional intelligence Bullying is abusive social interaction between peers which can include aggression, harassment, and violence. Bullying is typically repetitive and enacted by those who are in a position of power over the victim. A growing body of research illustrates a significant relationship between bullying and emotional intelligence (EI). Mayer et al., (2008) defines the dimensions of overall EI as "accurately perceiving emotion, using emotions to facilitate thought, understanding emotion, and managing emotion".[91] The concept combines emotional and intellectual processes.[92] Lower emotional intelligence appears to be related to involvement in bullying, as the bully and/or the victim of bullying. EI seems to play an important role in both bullying behavior and victimization in bullying; given that EI is illustrated to be malleable, EI education could greatly improve bullying prevention and intervention initiatives.[93] Context Internet Main article: Cyberbullying Cyberbullying is any bullying done through the use of technology. This form of bullying can easily go undetected because of lack of authoritative (including parental) supervision.[94] Because bullies can pose as someone else, it is the most anonymous form of bullying.[95] Cyberbullying includes abuse using email, instant messaging, text messaging, websites, and social networking sites.[96] Particular watchdog organizations have been designed to contain the spread of cyberbullying.[97] Disability Main article: Disability bullying Disabled people are disproportionately affected by bullying and abuse, and such activity has been cited as a hate crime.[98] The bullying is not limited to those who are visibly disabled, such as wheelchair users or physically deformed such as those with a cleft lip, but also those with developmental disabilities such as autism[99][100] and developmental coordination disorder.[101][102] There is an additional problem that those with learning disabilities are often not as able to explain things to other people, so are more likely to be disbelieved or ignored if they do complain.[citation needed] Homosexuality Main article: Gay bashing Gay bullying and gay bashing designate direct or indirect verbal or physical actions by a person or group against someone who is gay or lesbian, or perceived to be so due to rumors or because they are considered to fit gay stereotypes. Gay and lesbian youth are more likely than straight youth to report bullying, as well as be bullied.[103][104] Law Main article: Legal abuse Legal bullying is the bringing of a vexatious legal action to control and punish a person. Legal bullying can often take the form of frivolous, repetitive, or burdensome lawsuits brought to intimidate the defendant into submitting to the litigant's request, not because of the legal merit of the litigant's position, but principally due to the defendant's inability to maintain the legal battle. This can also take the form of Strategic Lawsuit Against Public Participation (SLAPP). It was partially concern about the potential for this kind of abuse that helped to fuel the protests against SOPA and PIPA in the United States in 2011 and 2012.[citation needed] Military Main articles: Bullying in the military and Dedovshchina In 2000, the UK Ministry of Defence (MOD) defined bullying as "the use of physical strength or the abuse of authority to intimidate or victimize others, or to give unlawful punishments".[105] Some argue that this behaviour should be allowed, due to ways in which "soldiering" is different from other occupations. Soldiers expected to risk their lives should, according to them, develop strength of body and spirit to accept bullying.[106] Parenting See also: Child abuse, Narcissistic parent, and Parental narcissistic abuse Parents who may displace their anger, insecurity, or a persistent need to dominate and control upon their children in excessive ways have been proven to increase the likelihood that their own children will in turn become overly aggressive or controlling towards their peers.[107] The American Psychological Association advises on its website that parents who may suspect their own children may be engaging in bullying activities among their peers should carefully consider the examples which they themselves may be setting for their own children regarding how they typically interact with their own peers, colleagues, and children.[108] Prison Main article: Prisoner abuse The prison environment is known for bullying. An additional complication is the staff and their relationships with the inmates. Thus, the following possible bullying scenarios are possible: Inmate bullies inmate (echoing school bullying) Staff bullies inmate Staff bullies staff (a manifestation of workplace bullying) Inmate bullies staff School Main article: School bullying A Centers for Disease Control and Prevention graphic presenting school anti-bullying guidelines. It is important to distinguish school bullying that per definition has the goal of harming the victim from normal peer conflict that is an inherent part of everyday school life and often promotes social development.[109] Unlike normal conflict, bullying is a systematic and repeated abuse committed intentionally by another student who has more power (physical, social, or otherwise). Bullying can occur in nearly any part in or around the school building, although it may occur more frequently during physical education classes and activities such as recess. Bullying also takes place in school hallways, bathrooms, on school buses and while waiting for buses, and in classes that require group work and/or after school activities. Bullying in school sometimes consists of a group of students taking advantage of or isolating one student in particular and gaining the loyalty of bystanders who want to avoid becoming the next target. In the 2011 documentary Bully, we see first hand the torture that kids go through both in school and while on the school bus. As the movie follows around a few kids we see how bullying affects them both at school as well as in their homes. While bullying has no age limit, these bullies may taunt and tease their target before finally physically bullying them. Bystanders typically choose to either participate or watch, sometimes out of fear of becoming the next target. Teachers play an important role in bullying prevention and intervention because they are the adults who spend most of their time with the students.[110][111] Bullying can, however, also be perpetrated by teachers and the school system itself; there is an inherent power differential in the system that can easily predispose to subtle or covert abuse (relational aggression or passive aggression), humiliation, or exclusion—even while maintaining overt commitments to anti-bullying policies.[112][113][114] In 2016, in Canada, a North American legal precedent was set by a mother and her son, after the son was bullied in his public school. The mother and son won a court case against the Ottawa-Carleton District School Board, making this the first case in North America where a school board has been found negligent in a bullying case for failing to meet the standard of care (the "duty of care" that the school board owes to its students). Thus, it sets a precedent of a school board being found liable in negligence for harm caused to a child, because they failed to protect a child from the bullying actions of other students. There has been only one other similar bullying case and it was won in Australia in 2013 (Oyston v. St. Patricks College, 2013).[115] Heterosexuality Main article: Sexual bullying See also: Slut-shaming Sexual bullying is "any bullying behaviour, whether physical or non-physical, that is based on a person's sexuality or gender. It is when sexuality or gender is used as a weapon by boys or girls towards other boys or girls – although it is more commonly directed at girls. It can be carried out to a person's face, behind their back or through the use of technology."[116] Transsexuality Main article: Trans bashing Trans bashing is the act of victimizing a person physically, sexually, or verbally because they are transgender or transsexual.[117] Unlike gay bashing, it is committed because of the target's actual or perceived gender identity, not sexual orientation. Work Main article: Workplace bullying Workplace bullying occurs when an employee experiences a persistent pattern of mistreatment from others in the workplace that causes harm.[118] Workplace bullying can include such tactics as verbal, nonverbal, psychological, physical abuse and humiliation. This type of workplace aggression is particularly difficult because, unlike the typical forms of school bullying, workplace bullies often operate within the established rules and policies of their organization and their society. Bullying in the workplace is in the majority of cases reported as having been perpetrated by someone in authority over the target. Bullies can also be peers, and occasionally can be subordinates.[119] The first known documented use of "workplace bullying" is in 1992 in a book by Andrea Adams called Bullying at Work: How to Confront and Overcome It.[120][121] Research has also investigated the impact of the larger organizational context on bullying as well as the group-level processes that impact on the incidence, and maintenance of bullying behavior.[122] Bullying can be covert or overt. It may be missed by superiors or known by many throughout the organization. Negative effects are not limited to the targeted individuals, and may lead to a decline in employee morale and a change in organizational culture.[10] A Cochrane Collaboration systematic review has found very low quality evidence to suggest that organizational and individual interventions may prevent bullying behaviors in the workplace.[123] Academia Main article: Bullying in academia Bullying in academia is workplace bullying of scholars and staff in academia, especially places of higher education such as colleges and universities. It is believed to be common, although has not received as much attention from researchers as bullying in some other contexts.[124] Blue-collar jobs Bullying has been identified as prominent in blue-collar jobs, including on oil rigs and in mechanic shops and machine shops. It is thought that intimidation and fear of retribution cause decreased incident reports. In industry sectors dominated by males, typically of little education, where disclosure of incidents are seen as effeminate, reporting in the socioeconomic and cultural milieu of such industries would likely lead to a vicious circle. This is often used in combination with manipulation and coercion of facts to gain favour among higher-ranking administrators.[125] Information technology Main article: Bullying in information technology A culture of bullying is common in information technology (IT), leading to high sickness rates, low morale, poor productivity, and high staff-turnover.[126] Deadline-driven project work and stressed-out managers take their toll on IT workers.[127] Courts Main article: Bullying in the legal profession Bullying in the legal profession is believed to be more common than in some other professions. It is believed that its adversarial, hierarchical tradition contributes towards this.[128] Women, trainees and solicitors who have been qualified for five years or less are more affected, as are ethnic minority lawyers and lesbian, gay and bisexual lawyers.[129] Medicine Main articles: Bullying in medicine and Bullying in nursing Bullying in the medical profession is common, particularly of student or trainee doctors and of nurses. It is thought that this is at least in part an outcome of conservative traditional hierarchical structures and teaching methods in the medical profession, which may result in a bullying cycle. Even though The American Nurses Association believes that all nursing personnel have the right to work in safe, non-abusive environments, bullying has been identified as being particularly prevalent in the nursing profession although the reasons are not clear. It is thought that relational aggression (psychological aspects of bullying such as gossiping and intimidation) are relevant. Relational aggression has been studied among girls but not so much among adult women.[127][130] Teaching Main article: Bullying in teaching School teachers are commonly the subject of bullying but they are also sometimes the originators of bullying within a school environment. Machines Children have been observed bullying anthropomorphic robots designed to assist the elderly. Their attacks start with blocking the robots' paths of movement and then escalate to verbal abuse, hitting and destroying the object. Seventy-five percent of the kids interviewed perceived the robot as "human-like" yet decided to abuse it anyway, while 35% of the kids who beat up the robot did so "for enjoyment".[131] Prevention Bullying prevention is the collective effort to prevent, reduce and stop bullying.[132] Many campaigns and events are designated to bullying prevention throughout the world. Bullying prevention campaigns and events include Anti-Bullying Day, Anti-Bullying Week, International Day of Pink, International STAND UP to Bullying Day and National Bullying Prevention Month. Anti-bullying laws in the U.S. have also been enacted in 23 of its 50 states, making bullying in schools illegal.[133] Responses Bullying is typically ongoing and not isolated behaviour. Common responses are to try to ignore it, to confront the bullies, or to turn to an authority figure. Ignoring it often does nothing to stop the bullying continuing, and it can become worse over time.[134] It can be important to address bullying behaviour early on, as it can be easier to control the earlier it is detected.[135] Bystanders play an important role in responding to bullying, as doing nothing can encourage it to continue, while small steps that oppose the behaviour can reduce it.[136] Authority figures can play an important role, such as parents or teachers in child or adolescent situations, or supervisors, human-resources staff or parent-bodies in workplace and volunteer settings. In the school context, teachers who set clear boundaries, communicate seriously that bullying behavior is unacceptable and will not be tolerated, and involve school administrators have been shown to reduce bullying.[137] Discussing bullying and its consequences with the whole class is also an important intervention that not only reduces bullying, but also encourages other students to step in and stop bullying even before it reaches its full form.[138] In general, authority figures can be influential in recognising and stopping bullying behaviour, and creating an environment that does not encourage or promote bullying.[139][140] In many situations, authority figures are untrained and unqualified, do not know how to respond, and can make the situation worse.[141] In some cases the authority figures even support the people doing the bullying, facilitating it continuing and increasing the isolation and marginalising of the target.[142] Some of the most effective ways to respond are to recognise that harmful behaviour is taking place, and to create an environment where it will not continue.[143] See also Abuse Abusive power and control Bashing (pejorative) Brodie's Law (act) Bully (2011 film) Bullying and suicide Bullying of students in higher education Discrimination Harassment Hate crime Hazing Mobbing Passive-aggressive behavior Psychological trauma Relational aggression Scapegoating Social dominance orientation Social exclusion Social media and suicide Social rejection Social undermining Taunting Teasing The Bully: A Discussion and Activity Story (book) Victimisation Workplace bullying References

Bullying is the use of force, coercion, hurtful teasing or threat, to abuse, aggressively dominate or intimidate. The behavior is often repeated and habitual. One essential prerequisite is the perception (by the bully or by others) of an imbalance of physical or social power. This imbalance distinguishes bullying from conflict.[1][2] Bullying is a subcategory of aggressive behavior characterized by hostile intent, imbalance of power and repetition over a period of time.[3] Bullying is the activity of repeated, aggressive behavior intended to hurt another individual, physically, mentally or emotionally. Bullying can be done individually or by a group, called mobbing,[4] in which the bully may have one or more followers who are willing to assist the primary bully or who reinforce the bully by providing positive feedback such as laughing.[5] Bullying in school and the workplace is also referred to as "peer abuse".[6] Robert W. Fuller has analyzed bullying in the context of rankism.[7] The Swedish-Norwegian researcher Dan Olweus says bullying occurs when a person is "exposed, repeatedly and over time, to negative actions on the part of one or more other persons",[8] and that negative actions occur "when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways".[8] Individual bullying is usually characterized by a person behaving in a certain way to gain power over another person.[9] A bullying culture can develop in any context in which humans interact with each other. This may include school, family, the workplace,[10] the home, and neighborhoods. The main platform for bullying in contemporary culture is on social media websites.[11] In a 2012 study of male adolescent American football players, "the strongest predictor [of bullying] was the perception of whether the most influential male in a player's life would approve of the bullying behavior."[12] A study by The Lancet Child & Adolescent Health in 2019 showed a relationship between social media use by girls and an increase in their exposure to bullying.[13] Bullying may be defined in many different ways. In the United Kingdom, there is no legal definition of bullying,[14] while some states in the United States have laws against it.[15] Bullying is divided into four basic types of abuse – psychological (sometimes called emotional or relational), verbal, physical, and cyber.[16] Behaviors used to assert such domination may include physical assault or coercion, verbal harassment, or threat, and such acts may be directed repeatedly toward particular targets. Rationalizations of such behavior sometimes include differences of social class, race, religion, gender, sexual orientation, appearance, behavior, body language, personality, reputation, lineage, strength, size, or ability.[17][18][19] Etymology The word "bully" was first used in the 1530s meaning "sweetheart", applied to either sex, from the Dutch: boel, "lover, brother", probably diminutive of Middle High German: buole, "brother", of uncertain origin (compare with the German buhle "lover"). The meaning deteriorated through the 17th century through "fine fellow", "blusterer", to "harasser of the weak". This may have been as a connecting sense between "lover" and "ruffian" as in "protector of a prostitute", which was one sense of "bully" (though not specifically attested until 1706). The verb "to bully" is first attested in 1710.[20] In the past, in American culture, the term has been used differently, as an exclamation/exhortation, in particular famously associated with Theodore Roosevelt[21] and continuing to the present in the bully pulpit, Roosevelt's coining and also as faint/deprecating praise ("bully for him"). Types Bullying has been classified by the body of literature into different types. These can be in the form of nonverbal, verbal, or physical behavior. Another classification is based on perpetrators or the participants involved, so that the types include individual and collective bullying. Other interpretation also cite emotional and relational bullying in addition to physical harm inflicted towards another person or even property.[22] There is also the case of the more recent phenomenon called cyberbullying. Physical, verbal, and relational bullying are most prevalent in primary school and could also begin much earlier while continuing into later stages in individuals lives. Individual Individual bullying tactics are perpetrated by a single person against a victim or victims.[23] Individual bullying can be classified into four types outlined below:[24] Physical Physical bullying is any bullying that hurts someone's body or damages their possessions. Stealing, shoving, hitting, fighting, and intentionally destroying someone's property are types of physical bullying. Physical bullying is rarely the first form of bullying that a victim will experience. Often bullying will begin in a different form and later progress to physical violence. In physical bullying the main weapon the bully uses is his/her body, or some part thereof; or an object as a weapon when attacking his/her victim. Sometimes groups of young adults will target and alienate a peer because of some adolescent prejudice. This can quickly lead to a situation where they are being taunted, tortured, and "beaten up" by their classmates. Physical bullying will often escalate over time, and can lead to a detrimental or fatal ending, and therefore many try to stop it quickly to prevent any further escalation.[25] Verbal Verbal bullying is one of the most common types of bullying. This is any bullying that is conducted by speaking, other use of the voice, or some form of body language and does not involve any physical contact. Bullying usually begins at this stage and includes any of the following: Derogatory name-calling and nicknaming Spreading rumors or lying about someone Threatening someone Yelling at or talking to someone in a rude or unkind tone of voice, especially without justifiable cause Mocking someone's voice or style of speaking Laughing at someone Use of body language (i.e., the middle finger) to torture someone Making insults or otherwise making fun of someone In verbal bullying, the main weapon the bully uses is voice. In many cases, verbal bullying is common in both genders, but girls are more likely to perform it. Girls, in general, are more subtle with insults than boys. Girls use verbal bullying, as well as social exclusion techniques, to dominate and control other individuals and show their superiority and power, often to try to impress someone they idolize. Many boys are subtle enough to use verbal techniques for domination when they want to avoid the trouble that can come with physically bullying someone else.[26] Relational Relational bullying (sometimes referred to as social aggression) is the type of bullying that uses relationships to hurt others.[27] The term also denotes any bullying that is done with the intent to hurt somebody's reputation or social standing which can also link in with the techniques included in physical and verbal bullying. Relational bullying is a form of bullying common among youth, but particularly upon girls. Social exclusion (slighting or making someone feel "left out") is one of the most common types of relational bullying. Relational bullying can be used as a tool by bullies to both improve their social standing and control others. Unlike physical bullying which is obvious, relational bullying is not overt and can continue for a long time without being noticed.[28] Cyber Cyberbullying is the use of technology to harass, threaten, embarrass, or target another person. When an adult is involved, it may meet the definition of cyber-harassment or cyberstalking, a crime that can have legal consequences and involve jail time.[29] This includes bullying by use of email, instant messaging, social media websites (such as Facebook), text messages, and cell phones. It is stated that Cyberbullying is more common in secondary school than in primary school.[24] Collective Collective bullying tactics are employed by more than one individual against a victim or victims. Collective bullying is known as mobbing, and can include any of the individual types of bullying. Trolling behavior on social media, although generally assumed to be individual in nature by the casual reader, is sometime organized efforts by sponsored astroturfers. Mobbing Main article: Mobbing Mobbing refers to the bullying of an individual by a group, in any context, such as a family, peer group, school, workplace, neighborhood, community, or online. When it occurs as emotional abuse in the workplace, such as "ganging up" by co-workers, subordinates or superiors, to force someone out of the workplace through rumor, innuendo, intimidation, humiliation, discrediting, and isolation, it is also referred to as malicious, nonsexual, nonracial/racial, general harassment.[30] Characteristics Bullies and accomplices Studies have shown that envy and resentment may be motives for bullying.[31] Research on the self-esteem of bullies has produced equivocal results.[32][33] While some bullies are arrogant and narcissistic,[34] they can also use bullying as a tool to conceal shame or anxiety or to boost self-esteem: by demeaning others, the abuser feels empowered.[35] Bullies may bully out of jealousy or because they themselves are bullied.[36] Psychologist Roy Baumeister asserts that people who are prone to abusive behavior tend to have inflated but fragile egos. Because they think too highly of themselves, they are frequently offended by the criticisms and lack of deference of other people, and react to this disrespect with violence and insults.[37][full citation needed] Researchers have identified other risk factors such as depression[38] and personality disorders,[39] as well as quickness to anger and use of force, addiction to aggressive behaviors, mistaking others' actions as hostile, concern with preserving self-image, and engaging in obsessive or rigid actions.[40] A combination of these factors may also be causes of this behavior.[41] In one study of youth, a combination of antisocial traits and depression was found to be the best predictor of youth violence, whereas video game violence and television violence exposure were not predictive of these behaviors.[42] Bullying may also result from a genetic predisposition or a brain abnormality in the bully.[43] While parents can help a toddler develop emotional regulation and control to restrict aggressive behavior, some children fail to develop these skills due to insecure attachment with their families, ineffective discipline, and environmental factors such as a stressful home life and hostile siblings.[24] Moreover, according to some researchers, bullies may be inclined toward negativity and perform poorly academically. Dr. Cook says, "A typical bully has trouble resolving problems with others and also has trouble academically. He or she usually has negative attitudes and beliefs about others, feels negatively toward himself/herself, comes from a family environment characterized by conflict and poor parenting, perceives school as negative and is negatively influenced by peers."[44] Contrarily, some researchers have suggested that some bullies are psychologically strongest and have high social standing among their peers, while their targets are emotionally distressed and socially marginalized.[45] Peer groups often promote the bully's actions, and members of these peer groups also engage in behaviors, such as mocking, excluding, punching, and insulting one another as a source of entertainment.[24] Other researchers also argued that a minority of the bullies, those who are not in-turn bullied, enjoy going to school, and are least likely to take days off sick.[46] Research indicates that adults who bully have authoritarian personalities, combined with a strong need to control or dominate.[47] It has also been suggested that a prejudicial view of subordinates can be a particularly strong risk factor.[48] In a recent study, bullies showed lower school performance-related self-esteem than non-involved students. They also showed higher social self-esteem than victims of traditional bullying.[49] Brain studies have shown that the section of the brain associated with reward becomes active when bullies are shown a video of someone inflicting pain on another.[50] Bystanders Often, bullying takes place in the presence of a large group of relatively uninvolved bystanders. In many cases, it is the bully's ability to create the illusion they have the support of the majority present that instills the fear of "speaking out" in protestation of the bullying activities being observed by the group. Unless the "bully mentality" is effectively challenged in any given group in its early stages, it often becomes an accepted, or supported, norm within the group.[51][52] Unless action is taken, a "culture of bullying" is often perpetuated within a group for months, years, or longer.[53] Bystanders who have been able to establish their own "friendship group" or "support group" have been found to be far more likely to opt to speak out against bullying behavior than those who have not.[54][55] In addition to communication of clear expectations that bystanders should intervene and increasing individual self-efficacy, there is growing research to suggest interventions should build on the foundation that bullying is morally wrong.[56] Among adults, being a bystander to workplace bullying was linked to depression.[57] Victims Dr. Cook says, "A typical victim is likely to be aggressive, lack social skills, think negative thoughts, experience difficulties in solving social problems, come from a negative family, school and community environments and be noticeably rejected and isolated by peers."[44] Victims often have characteristics such as being physically and mentally weak, as well as being easily distraught emotionally. They may also have physical characteristics that make them easier targets for bullies such as being overweight or having some type of physical deformity. Boys are more likely to be victims of physical bullying while girls are more likely to be bullied indirectly.[58] Low levels of self-esteem has been identified as a frequent antecedent of bullying victimization. Victims of traditional bullying tend to have lower global, social, body-related, and emotional self-esteem compared to uninvolved students.[49][59][60][61][62] Victims of cyberbullying, on the other hand, may not have lower self-esteem scores than uninvolved students but might have higher body-related self-esteem than both victims of traditional bullying and bullies.[49] It has also been shown that victims are more likely to employ self-defeating or self-deprecating humor intended to entertain others at the expense of themselves and their own feelings.[63] The results of a meta-analysis conducted by Cook and published by the American Psychological Association in 2010 concluded the main risk factors for children and adolescents being bullied, and also for becoming bullies, are the lack of social problem-solving skills.[44] Children who are bullied often show physical or emotional signs, such as: being afraid to attend school, complaining of headaches or a loss of appetite, a lack of interest in school activities, spending time with friends or family, reluctance to go out in public for fear they may encounter their bullies in public places other than school, and having an overall sense of sadness. Effects Unbalanced scales.svg This section may lend undue weight to certain ideas, incidents, or controversies. Please help to create a more balanced presentation. Discuss and resolve this issue before removing this message. (May 2014) Mona O'Moore of the Anti-Bullying Centre at Trinity College in Dublin, has written, "There is a growing body of research which indicates that individuals, whether child or adult, who are persistently subjected to abusive behavior are at risk of stress related illness which can sometimes lead to suicide"[64] Those who have been the targets of bullying can develop long-term emotional and behavioral problems. Bullying can cause loneliness, depression, anxiety, lead to low self-esteem and increased susceptibility to illness.[65] Bullying has also been shown to cause maladjustment in young children, and targets of bullying who were also bullies themselves exhibit even greater social difficulties.[49][66] A mental health report also found that bullying was linked to eating disorders, anxiety, body dysmorphia and other negative psychological effects.[67] Both victims and perpetrators have been shown to exhibit higher levels of loneliness.[49] Suicide Main articles: Bullying and suicide and List of suicides that have been attributed to bullying Even though there is evidence that bullying increases the risk of suicide, bullying alone does not cause suicide. Depression is one of the main reasons why kids who are bullied die by suicide.[68] It is estimated that between 15 and 25 children die by suicide every year in the UK alone because they are being bullied.[69] Certain groups seem to incur a higher risk for suicide, such as Native Americans, Alaskan Natives, Asian Americans, and LGBT people. When someone feels unsupported by family or friends, it can make the situation much worse for the victim.[70] In a self-report study completed in New York by 9th through 12th graders, victims of bullying reported more depressive symptoms and psychological distress than those who did not experience bullying.[71] All types of involvement in bullying among both boys and girls is associated with depression even a couple years later.[72] Another study that followed up with Finnish teens two years after the initial survey showed that depression and suicidal ideation is higher with teens who are bullied than those who did not report experiencing bullying.[72] A Dutch longitudinal study on elementary students reported that boys who are bully-victims, who play both roles of a victim and a bully, were more likely to experience depression or serious suicidal ideation than the other roles, victims or bullies only, while girls who have any involvement in bullying have a higher level of risk for depression.[73] In a study of high school students completed in Boston, students who self reported being victims of bullying were more likely to consider suicide when compared to youth who did not report being bullied.[74] The same study also showed a higher risk of suicidal consideration in youth who report being a perpetrator, victim, or victim-perpetrator. Victims and victim-bullies are associated with a higher risk of suicide attempts. The place where youth live also appears to differentiate their bullying experiences such that those living in more urban areas who reported both being bullied and bullying others appear to show higher risk of suicidal ideation and suicide attempts.[74] A national survey given to American 6th through 10th grade students found that cyberbullying victims experience a higher level of depression than victims experiencing other forms of bullying. This can be related to the anonymity behind social media.[75] If a teen is being bullied and is displaying symptoms of depression it should be questioned and interventions should be implemented.[72] The Danish study showed that kids who are bullied talked to their parents and teachers about it and some reported a decrease in bullying or a stop in the bullying after a teacher or parent intervened. The study emphasizes the importance of implementing program-collaborations in schools to have programs and anti-bullying interventions in place to prevent and properly intervene when it occurs.[73] The study also shows the importance of having parents and teachers talk to the bullies about their bullying behavior in order to provide the necessary support for those experiencing bullying.[73] While some people find it very easy to ignore a bully, others may find it very difficult and reach a breaking point. There have been cases of apparent bullying suicides that have been reported closely by the media. These include the deaths of Ryan Halligan, Phoebe Prince, Dawn-Marie Wesley, Nicola Ann Raphael, Megan Meier, Audrie Pott, Tyler Clementi, Jamey Rodemeyer, Kenneth Weishuhn, Jadin Bell, Kelly Yeomans, Rehtaeh Parsons, Amanda Todd, Brodie Panlock,[76] Jessica Haffer,[77] Hamed Nastoh,[78] Sladjana Vidovic,[79] April Himes,[80] Cherice Moralez[81] and Rebecca Ann Sedwick.[82] According to the suicide awareness voices for education, suicide is one of the leading causes of death for youth from 15 to 24 years old. Over 16 percent of students seriously consider suicide, 13 percent create a plan, and 8 percent have made a serious attempt.[83] Strength and wisdom Some have argued that bullying can teach life lessons and instill strength. Helene Guldberg, a child development academic, sparked controversy when she argued that being a target of bullying can teach a child "how to manage disputes and boost their ability to interact with others", and that teachers should not intervene but leave children to respond to the bullying themselves.[84] Others, however, have pointed out that this is only true for normal peer conflicts but not for bullying cases.[85] The teaching of anti-bullying coping skills to children, carers and teachers has been found to be an effective long-term means of reducing bullying incidence rates and a valuable skill-set for individuals.[86] Testosterone production Statistically controlling for age and pubertal status, results indicated that on average verbally bullied girls produced less testosterone, and verbally bullied boys produced more testosterone than their nonbullied counterparts.[87] Dark triad Main article: Dark triad Research on the dark triad (narcissism, Machiavellianism, and psychopathy) indicate a correlation with bullying as part of evidence of the aversive nature of those traits.[88] Projection Main article: Psychological projection A bully may project his/her own feelings of vulnerability onto the target(s) of the bullying activity. Despite the fact that a bully's typically denigrating activities are aimed at the bully's targets, the true source of such negativity is ultimately almost always found in the bully's own sense of personal insecurity and/or vulnerability.[89] Such aggressive projections of displaced negative emotions can occur anywhere from the micro-level of interpersonal relationships, all the way up through to the macro-level of international politics, or even international armed conflict.[90] Emotional intelligence Main article: Bullying and emotional intelligence Bullying is abusive social interaction between peers which can include aggression, harassment, and violence. Bullying is typically repetitive and enacted by those who are in a position of power over the victim. A growing body of research illustrates a significant relationship between bullying and emotional intelligence (EI). Mayer et al., (2008) defines the dimensions of overall EI as "accurately perceiving emotion, using emotions to facilitate thought, understanding emotion, and managing emotion".[91] The concept combines emotional and intellectual processes.[92] Lower emotional intelligence appears to be related to involvement in bullying, as the bully and/or the victim of bullying. EI seems to play an important role in both bullying behavior and victimization in bullying; given that EI is illustrated to be malleable, EI education could greatly improve bullying prevention and intervention initiatives.[93] Context Internet Main article: Cyberbullying Cyberbullying is any bullying done through the use of technology. This form of bullying can easily go undetected because of lack of authoritative (including parental) supervision.[94] Because bullies can pose as someone else, it is the most anonymous form of bullying.[95] Cyberbullying includes abuse using email, instant messaging, text messaging, websites, and social networking sites.[96] Particular watchdog organizations have been designed to contain the spread of cyberbullying.[97] Disability Main article: Disability bullying Disabled people are disproportionately affected by bullying and abuse, and such activity has been cited as a hate crime.[98] The bullying is not limited to those who are visibly disabled, such as wheelchair users or physically deformed such as those with a cleft lip, but also those with developmental disabilities such as autism[99][100] and developmental coordination disorder.[101][102] There is an additional problem that those with learning disabilities are often not as able to explain things to other people, so are more likely to be disbelieved or ignored if they do complain.[citation needed] Homosexuality Main article: Gay bashing Gay bullying and gay bashing designate direct or indirect verbal or physical actions by a person or group against someone who is gay or lesbian, or perceived to be so due to rumors or because they are considered to fit gay stereotypes. Gay and lesbian youth are more likely than straight youth to report bullying, as well as be bullied.[103][104] Law Main article: Legal abuse Legal bullying is the bringing of a vexatious legal action to control and punish a person. Legal bullying can often take the form of frivolous, repetitive, or burdensome lawsuits brought to intimidate the defendant into submitting to the litigant's request, not because of the legal merit of the litigant's position, but principally due to the defendant's inability to maintain the legal battle. This can also take the form of Strategic Lawsuit Against Public Participation (SLAPP). It was partially concern about the potential for this kind of abuse that helped to fuel the protests against SOPA and PIPA in the United States in 2011 and 2012.[citation needed] Military Main articles: Bullying in the military and Dedovshchina In 2000, the UK Ministry of Defence (MOD) defined bullying as "the use of physical strength or the abuse of authority to intimidate or victimize others, or to give unlawful punishments".[105] Some argue that this behaviour should be allowed, due to ways in which "soldiering" is different from other occupations. Soldiers expected to risk their lives should, according to them, develop strength of body and spirit to accept bullying.[106] Parenting See also: Child abuse, Narcissistic parent, and Parental narcissistic abuse Parents who may displace their anger, insecurity, or a persistent need to dominate and control upon their children in excessive ways have been proven to increase the likelihood that their own children will in turn become overly aggressive or controlling towards their peers.[107] The American Psychological Association advises on its website that parents who may suspect their own children may be engaging in bullying activities among their peers should carefully consider the examples which they themselves may be setting for their own children regarding how they typically interact with their own peers, colleagues, and children.[108] Prison Main article: Prisoner abuse The prison environment is known for bullying. An additional complication is the staff and their relationships with the inmates. Thus, the following possible bullying scenarios are possible: Inmate bullies inmate (echoing school bullying) Staff bullies inmate Staff bullies staff (a manifestation of workplace bullying) Inmate bullies staff School Main article: School bullying A Centers for Disease Control and Prevention graphic presenting school anti-bullying guidelines. It is important to distinguish school bullying that per definition has the goal of harming the victim from normal peer conflict that is an inherent part of everyday school life and often promotes social development.[109] Unlike normal conflict, bullying is a systematic and repeated abuse committed intentionally by another student who has more power (physical, social, or otherwise). Bullying can occur in nearly any part in or around the school building, although it may occur more frequently during physical education classes and activities such as recess. Bullying also takes place in school hallways, bathrooms, on school buses and while waiting for buses, and in classes that require group work and/or after school activities. Bullying in school sometimes consists of a group of students taking advantage of or isolating one student in particular and gaining the loyalty of bystanders who want to avoid becoming the next target. In the 2011 documentary Bully, we see first hand the torture that kids go through both in school and while on the school bus. As the movie follows around a few kids we see how bullying affects them both at school as well as in their homes. While bullying has no age limit, these bullies may taunt and tease their target before finally physically bullying them. Bystanders typically choose to either participate or watch, sometimes out of fear of becoming the next target. Teachers play an important role in bullying prevention and intervention because they are the adults who spend most of their time with the students.[110][111] Bullying can, however, also be perpetrated by teachers and the school system itself; there is an inherent power differential in the system that can easily predispose to subtle or covert abuse (relational aggression or passive aggression), humiliation, or exclusion—even while maintaining overt commitments to anti-bullying policies.[112][113][114] In 2016, in Canada, a North American legal precedent was set by a mother and her son, after the son was bullied in his public school. The mother and son won a court case against the Ottawa-Carleton District School Board, making this the first case in North America where a school board has been found negligent in a bullying case for failing to meet the standard of care (the "duty of care" that the school board owes to its students). Thus, it sets a precedent of a school board being found liable in negligence for harm caused to a child, because they failed to protect a child from the bullying actions of other students. There has been only one other similar bullying case and it was won in Australia in 2013 (Oyston v. St. Patricks College, 2013).[115] Heterosexuality Main article: Sexual bullying See also: Slut-shaming Sexual bullying is "any bullying behaviour, whether physical or non-physical, that is based on a person's sexuality or gender. It is when sexuality or gender is used as a weapon by boys or girls towards other boys or girls – although it is more commonly directed at girls. It can be carried out to a person's face, behind their back or through the use of technology."[116] Transsexuality Main article: Trans bashing Trans bashing is the act of victimizing a person physically, sexually, or verbally because they are transgender or transsexual.[117] Unlike gay bashing, it is committed because of the target's actual or perceived gender identity, not sexual orientation. Work Main article: Workplace bullying Workplace bullying occurs when an employee experiences a persistent pattern of mistreatment from others in the workplace that causes harm.[118] Workplace bullying can include such tactics as verbal, nonverbal, psychological, physical abuse and humiliation. This type of workplace aggression is particularly difficult because, unlike the typical forms of school bullying, workplace bullies often operate within the established rules and policies of their organization and their society. Bullying in the workplace is in the majority of cases reported as having been perpetrated by someone in authority over the target. Bullies can also be peers, and occasionally can be subordinates.[119] The first known documented use of "workplace bullying" is in 1992 in a book by Andrea Adams called Bullying at Work: How to Confront and Overcome It.[120][121] Research has also investigated the impact of the larger organizational context on bullying as well as the group-level processes that impact on the incidence, and maintenance of bullying behavior.[122] Bullying can be covert or overt. It may be missed by superiors or known by many throughout the organization. Negative effects are not limited to the targeted individuals, and may lead to a decline in employee morale and a change in organizational culture.[10] A Cochrane Collaboration systematic review has found very low quality evidence to suggest that organizational and individual interventions may prevent bullying behaviors in the workplace.[123] Academia Main article: Bullying in academia Bullying in academia is workplace bullying of scholars and staff in academia, especially places of higher education such as colleges and universities. It is believed to be common, although has not received as much attention from researchers as bullying in some other contexts.[124] Blue-collar jobs Bullying has been identified as prominent in blue-collar jobs, including on oil rigs and in mechanic shops and machine shops. It is thought that intimidation and fear of retribution cause decreased incident reports. In industry sectors dominated by males, typically of little education, where disclosure of incidents are seen as effeminate, reporting in the socioeconomic and cultural milieu of such industries would likely lead to a vicious circle. This is often used in combination with manipulation and coercion of facts to gain favour among higher-ranking administrators.[125] Information technology Main article: Bullying in information technology A culture of bullying is common in information technology (IT), leading to high sickness rates, low morale, poor productivity, and high staff-turnover.[126] Deadline-driven project work and stressed-out managers take their toll on IT workers.[127] Courts Main article: Bullying in the legal profession Bullying in the legal profession is believed to be more common than in some other professions. It is believed that its adversarial, hierarchical tradition contributes towards this.[128] Women, trainees and solicitors who have been qualified for five years or less are more affected, as are ethnic minority lawyers and lesbian, gay and bisexual lawyers.[129] Medicine Main articles: Bullying in medicine and Bullying in nursing Bullying in the medical profession is common, particularly of student or trainee doctors and of nurses. It is thought that this is at least in part an outcome of conservative traditional hierarchical structures and teaching methods in the medical profession, which may result in a bullying cycle. Even though The American Nurses Association believes that all nursing personnel have the right to work in safe, non-abusive environments, bullying has been identified as being particularly prevalent in the nursing profession although the reasons are not clear. It is thought that relational aggression (psychological aspects of bullying such as gossiping and intimidation) are relevant. Relational aggression has been studied among girls but not so much among adult women.[127][130] Teaching Main article: Bullying in teaching School teachers are commonly the subject of bullying but they are also sometimes the originators of bullying within a school environment. Machines Children have been observed bullying anthropomorphic robots designed to assist the elderly. Their attacks start with blocking the robots' paths of movement and then escalate to verbal abuse, hitting and destroying the object. Seventy-five percent of the kids interviewed perceived the robot as "human-like" yet decided to abuse it anyway, while 35% of the kids who beat up the robot did so "for enjoyment".[131] Prevention Bullying prevention is the collective effort to prevent, reduce and stop bullying.[132] Many campaigns and events are designated to bullying prevention throughout the world. Bullying prevention campaigns and events include Anti-Bullying Day, Anti-Bullying Week, International Day of Pink, International STAND UP to Bullying Day and National Bullying Prevention Month. Anti-bullying laws in the U.S. have also been enacted in 23 of its 50 states, making bullying in schools illegal.[133] Responses Bullying is typically ongoing and not isolated behaviour. Common responses are to try to ignore it, to confront the bullies, or to turn to an authority figure. Ignoring it often does nothing to stop the bullying continuing, and it can become worse over time.[134] It can be important to address bullying behaviour early on, as it can be easier to control the earlier it is detected.[135] Bystanders play an important role in responding to bullying, as doing nothing can encourage it to continue, while small steps that oppose the behaviour can reduce it.[136] Authority figures can play an important role, such as parents or teachers in child or adolescent situations, or supervisors, human-resources staff or parent-bodies in workplace and volunteer settings. In the school context, teachers who set clear boundaries, communicate seriously that bullying behavior is unacceptable and will not be tolerated, and involve school administrators have been shown to reduce bullying.[137] Discussing bullying and its consequences with the whole class is also an important intervention that not only reduces bullying, but also encourages other students to step in and stop bullying even before it reaches its full form.[138] In general, authority figures can be influential in recognising and stopping bullying behaviour, and creating an environment that does not encourage or promote bullying.[139][140] In many situations, authority figures are untrained and unqualified, do not know how to respond, and can make the situation worse.[141] In some cases the authority figures even support the people doing the bullying, facilitating it continuing and increasing the isolation and marginalising of the target.[142] Some of the most effective ways to respond are to recognise that harmful behaviour is taking place, and to create an environment where it will not continue.[143] See also Abuse Abusive power and control Bashing (pejorative) Brodie's Law (act) Bully (2011 film) Bullying and suicide Bullying of students in higher education Discrimination Harassment Hate crime Hazing Mobbing Passive-aggressive behavior Psychological trauma Relational aggression Scapegoating Social dominance orientation Social exclusion Social media and suicide Social rejection Social undermining Taunting Teasing The Bully: A Discussion and Activity Story (book) Victimisation Workplace bullying References