A STUDY OF THE MESSAGES ON SPICE GIRLS’ SONG LYRIC “GOODBYE”

Literature is human’s expression. It is divided into drama, novel, poem, and also song. Song is one of the literary works that has beautiful words on it like figurative language, diction, and also imagery. The problems of this study are analyzing the detailed, general meaning, and also the messages of Spice Girls’ song “Goodbye”. This study used the descriptive qualitative because this research started with collecting reviewing research literature to provide the data. This research used objective approach because that is the story of Spice Girls. Thus, the object of this study was Spice Girls’ song lyrics “Goodbye” in the form of lines and sentences. The detailed meaning of the song lyrics “Goodbye” tells about the parting between Spice Girls and X-member of Spice Girls “Gerry Haliwell”. She leaves Spice Girls because she wants to find out her own way to be a solo career. Although they are not together anymore but Spice Girls still love her and Gerry will always be in their heart. The song also describes about their togetherness in the past both in joy and sorrow. However, although they are not together anymore but Spice Girls will always help and support Gerry’s way. The general meaning of the song tells about the parting between Spice Girls and X-member of Spice Girls “Gerry Haliwell”. She has gone to leave them to find out her own way because she wants to be a solo career. The messages of the song lyrics “Goodbye” reminds us not to dissolve ourselves into the pain and never regret the parting because nothing is immortal in this life. Meeting and parting, joy and sorrow are the variation of this life and believe that inside the pain there must be lessons we can get

FoxP2 isoforms delineate spatiotemporal transcriptional networks for vocal learning in the zebra finch.

Human speech is one of the few examples of vocal learning among mammals yet ~half of avian species exhibit this ability. Its neurogenetic basis is largely unknown beyond a shared requirement for FoxP2 in both humans and zebra finches. We manipulated FoxP2 isoforms in Area X, a song-specific region of the avian striatopallidum analogous to human anterior striatum, during a critical period for song development. We delineate, for the first time, unique contributions of each isoform to vocal learning. Weighted gene coexpression network analysis of RNA-seq data revealed gene modules correlated to singing, learning, or vocal variability. Coexpression related to singing was found in juvenile and adult Area X whereas coexpression correlated to learning was unique to juveniles. The confluence of learning and singing coexpression in juvenile Area X may underscore molecular processes that drive vocal learning in young zebra finches and, by analogy, humans

Beyond Critical Period Learning: Striatal FoxP2 Affects the Active Maintenance of Learned Vocalizations in Adulthood.

In humans, mutations in the transcription factor forkhead box P2 (FOXP2) result in language disorders associated with altered striatal structure. Like speech, birdsong is learned through social interactions during maturational critical periods, and it relies on auditory feedback during initial learning and on-going maintenance. Hearing loss causes learned vocalizations to deteriorate in adult humans and songbirds. In the adult songbird brain, most FoxP2-enriched regions (e.g., cortex, thalamus) show a static expression level, but in the striatal song control nucleus, area X, FoxP2 is regulated by singing and social context: when juveniles and adults sing alone, its levels drop, and songs are more variable. When males sing to females, FoxP2 levels remain high, and songs are relatively stable: this "on-line" regulation implicates FoxP2 in ongoing vocal processes, but its role in the auditory-based maintenance of learned vocalization has not been examined. To test this, we overexpressed FoxP2 in both hearing and deafened adult zebra finches and assessed effects on song sung alone versus songs directed to females. In intact birds singing alone, no changes were detected between songs of males expressing FoxP2 or a GFP construct in area X, consistent with the marked stability of mature song in this species. In contrast, songs of males overexpressing FoxP2 became more variable and were less preferable to females, unlike responses to songs of GFP-expressing control males. In deafened birds, song deteriorated more rapidly following FoxP2 overexpression relative to GFP controls. Together, these experiments suggest that behavior-driven FoxP2 expression and auditory feedback interact to precisely maintain learned vocalizations

Studying the Mechanisms of Developmental Vocal Learning and Adult Vocal Performance in Zebra Finches through Lentiviral Injection

Here we provide a detailed step-by-step protocol for using lentivirus to manipulate miRNA expression in Area X of juvenile zebra finches and for analyzing the consequences on song learning and song performance. This protocol has four parts: 1) making the lentiviral construct to overexpress miRNA miR-9; 2) packaging the lentiviral vector; 3) stereotaxic injection of the lentivirus into Area X of juvenile zebra finches; 4) analysis of song learning and song performance in juvenile and adult zebra finches. These methods complement the methods employed in recent works that showed changing FoxP2 gene expression in Area X with lentivirus or adeno-associated virus leads to impairments in song behavior