Essay about the play Our town Example | Topics and Well Written Essays - 500 words

About the play Our town - Essay Example The play delivers useful life lessons relevant to any generation. simple life of the people in the town with the milkman and the newspaper boy delivering milk packets and paper. The town people spend their time eating their meals, working in town, doing household chores, gardening, gossiping, going to school, attending choir practice and gazing at the moon light. The play also introduces another character called Simon Stimson, a church organist who is mostly drunk and looks troubled. Others could only feel sorry for the man but couldn’t help him out of his situation. The first part of the play gets over with Rebecca chatting with her brother George. The second act begins with the marriage proposal between George and Emily. The Stage manager explains how their romance bloomed 3 years before when George was the captain of base ball and Emily was elected student body treasurer and secretary and how both would meet after school at the soda shop and how one day they revealed their love for each other. The Final act happens in a cemetery 9 years after Emily and George’s marriage where a dozen people sit on the chairs arranged in rows. They are all dead people of the town. Among the dead are civil war veterans who fought to keep the United States united. Also among the dead are Mrs. Gibbs who died while visiting her daughter, Wally Webb who died of appendix while being young, and Simon Stimson who hanged himself because of worldly troubles. The act then displays a funeral procession of Emily Webb who died while giving birth to her second child. The spirit of Emily walks away from the living and joins the dead and sits next to Mrs. Gibbs. They talk about how people live their lives grieving about their troubles. The dead are no longer emotionally connected to their feelings of love or hatred, joy or sorrow. They seem to be looking into the future waiting for the

Translation theories Essay Example | Topics and Well Written Essays - 2250 words

Translation theories - Essay Example zes, and utilizes translation principles to arrive at three main translation categories that are translation theories founded on source-oriented perspectives, linguistic translation theories, and recent translations. While source-oriented translation approaches developed from the 2nd century B.C to the 20th century A.D., the linguistic translation theories began during the second decade of the 20th century and lasted for 50 years. However, the last three decades of the 20th century led to the birth of the descriptive branch of translation that was subdivided into process-oriented, function-oriented, and product-oriented translations. The recent translation includes the target-oriented approach to translation that includes Toury’s norms in translation (Venuti, 2000, p. 198). Different translation theories are used in different translation purposes. This paper evaluates the differences between Gideon Toury’s Norms in translation theory and Lawrence Venuti’s translator’s invisibility theory. The comparison begins by placing the norms in translation theory in wider context, offers a description of the translator’s invisibility theory, compares the two theories, and finally, performs an assessment and evaluation of the implication of the two theories for practical translation. At the start of the present translation period was the descriptive translation branch in Israel since 1970s. During this period, Israeli researchers affiliated with descriptive research used the polysystem theory by Even-Zohar in 1990, and the aspect of norms established by Gideon Toury in 1995 (Benjamins, 2008, p. 64). Since Israeli is a multilingual and multicultural state, translation of other languages into Hebrew was committed to a target-oriented approach. The polysystem theory of literature and culture involves all cultural, literary, linguistic, and social aspect, but did not account for single-text translations. Instead, polysystem viewed single-texts as a system operating

Role of Public-Private Partnerships in Mixed Economies Coursework

Role of Public-Private Partnerships in Mixed Economies - Coursework Example This paper offers a comprehensive analysis of effective cooperation in a form of PPP between UK government and NATS Holdings Limited, the renowned service provider in the field of air navigation. The perception of mixed economy is principally described as a financial system that comprises a mix of both collectivism and capitalism notions. A capitalist system is primarily based upon personal profits, private ownerships, labours and investments. On the contrary, a socialist arrangement typically involves the financial activities that are regulated as well as controlled publicly by the active engagement of planning councils along with different governmental bodies Mixed economy type generally embraces an amalgamation of private financial freedom and centralised monetary planning along with governmental regulations Certain crucial factors like globalisation, extreme business market competition and internationalisation have ultimately urged the importance of conducting the PPP approach by a significant level. It has been often argued in this regard that public services require becoming more innovative for the purpose of developing the lifestyle of the individuals or the people belonging to this contemporary world and most vitally, to enhance economies of dissimilar nations. One of the innovative practices adopted as well as executed by NATS is conducting the PPP approach with motive of enhancing its financial position. The significant concern of partnership working has become much significant in delivering effectual public services. ... These benefits might include generating greater monetary value, delivering different sorts of projects in an effective as well as timely manner, effectively exploiting the state assets and resources, generating diversity along with innovation especially in the stipulation of public services (RPA, 2008). Furthermore, the other benefits that can be availed from establishing PPP comprise accessing better finance towards private sectors, raising lucidity in the operational procedures while undertaking any sort of project and most vitally delivering superior infrastructure related solutions (Dept of Economic Affairs, 2011). With this concern, this paper intends to analyse a PPP with reference to the example of NATS Holdings Limited applying certain significant aspects grounded on the arguments revealing that pubic services need to be more innovative and the idea concerning partnership working has become much important, especially when concerning the deliverance of effective public service s. A Brief Overview of NATS Holdings Limited NATS Holdings Limited, which was previously acknowledged as National Air Traffic Services, is viewed as one the foremost service providers relating to air navigation in the United Kingdom (UK). The vision of the company has been to become a worldwide leader in the business segment of offering pioneering solutions linked with air-traffic and airport performance as well (NATS Limited, 2013). It has been apparently observed that the business market concerning the services relating to air-traffic is incessantly transforming due to extensive long-term growth in the sector of aviation both nationally and internationally. Thus, it

Mexican Border Essay Example for Free

Mexican Border Essay With the signing of the Treaty of Guadalupe-Hidalgo on February 2, 1848, the border dividing the Mexican people was formed. The Mexican border means various things to different people. To date, 600 miles of border wall has already been built. This wall would extend from California, to El Paso, to the valley. The first reason given by the government for construction of the wall was to prevent terrorist attacks, the next was to keep illegal Mexicans out, and the most current one is to combat the drug smuggling into the United States. For some Mexicans and Mexican Americans, the border poses threats, and for others, it establishes possibilities for oneself and one’s family. The border industrialization program, which began the 1970s, increased significantly from its previous conditions. Migration to border towns became highly prevalent. Border cities led to population growth and, simultaneously, high unemployment rates. In reaction, government officials started the maquilladora program. Maquillas (from the Spanish maquillar, ‘to make up’) are the giant sweatshops of the global economy, where armies of poor women are put to work to assemble goods for export. The supply of women is so great that these women are treated with no value. Border industrialization began to rise and power companies such as Samsung and RCA, as evident in the movie, Maquilapolis (2006) by Vicky Funari and Sergio de la Torre, by always having lines of women ready and willing to work. Mexican government officials viewed the Maquiladora Program in a positive light, claiming it to be â€Å"an integral part of Mexico’s strategy for development. †[1] The movie depicts the maquiladora workers in Tijuana, Mexico to balance life working in these factories with their struggle for justice in the system that governs their place of work. This reiterates how machismo affected gender relations in Mexico and how woman are devalued. These maquiladoras are good because of the labor they give to Mexican citizens. However, it’s not fair for the low wages and cruelties taken on by the employees in these factories. Unsanitary and dangerous factory conditions pose threats to these women’s lives each day. The women are looking for the means of life and survival. They face jobless times, so they are forced to find jobs in labor. Despite the conditions these women have been subjected to, they still continue to remain hopeful. Senorita Extraviada (2001) is a documentary by Lourdes Portillo about the hundreds of unsolved murders of young women that have occurred over the past 10 years in Juarez, Mexico—the Mexican border city across the Rio Grande from El Paso. The Coalition of non-government organizations (NGOs) for Women (1994-2000) was created by female activists; their main aim behind the coalition was to change the cultural, economic, and political context of gendered violence in the city. This coalition organized events such as marches, press conferences, and domestic and international press was prevalent. There were many challenges against this coalition: it was the city’s first ever cross-class women’s political organization and the city’s first feminist-oriented political coalition. An external attack began to form on the Coalition. Many â€Å"elite† political and economic leaders argued that the violence was â€Å"normal† for Juarez. They argued that many of these women knew what they were doing—living the â€Å"doble vida† (double life) as factory workers during the day and prostitutes by night. Many asserted it was a recycled discourse of female trouble. The notion of these â€Å"public women† mimicked the negative talk surrounding the prostitutes as women who â€Å"contaminated† all associated with her from family, community, and nation. A â€Å"public woman† was regarded as an illegitimate citizen. Government authorities used this as a way to dismiss the influx of crimes and blame the women for the surge of violence in Juarez. Alejandro Lugo presents an analysis of the social dimensions along the border from color hierarchies to the notions of borderlands. He suggests that border crossings are â€Å"constituted by ‘inspection stations’ which inspect, monitor, and survey what goes in and out in the name of class, race, and nation. †[2] He asserts that the term ‘border crossings’ has become an exceedingly hopeful phrase. Lugo further claims that people are, indeed, afraid to cross these borders. There are a few reasons for that. Those who have legal residence in the U. S. , who are light-skinned, and those who speak English, cross borders without much concern. However, those are not American citizens, who are dark-skinned, and who don’t speak English face tough circumstances. As Lugo suggests, â€Å"while borderlands implies multiple sides, ‘border’ implies two sides. †[3] The division between the United States and Mexico is ever-present, separating those who are residents and those who aspire to live the American dream to better themselves and their family. Violence is being exercised against Mexicans at border crossings. The Border Patrol continues to isolate those who do not have legal residence and force these Mexicans back to where they supposedly ‘belong. ’ There is no in-between. As described by Lugo, many Border Patrol agents possess no acceptance for uncertainty. You must prove you belong or you’re forced back to the other side. This border symbolizes such positive things for many hopefuls seeking freedom, work, opportunity, however, at the same time, is a complete, unwelcoming division. Color hierarchies exhibit this discrimination against many dark-skinned Mexicans who are forced out of the U. S. by their own Mexican American people along the border. The border transforms itself. As evident of this border transformation is the drug smuggling. In a recent article, â€Å"Drug smugglers from Mexico move into NM town,† the border town of Columbus, NM has seen an influx of fancy cars with nice rims and a boom in the housing market. Many of these drug smugglers have fled from Palomas, Mexico where the Mexican army had previously been stationed. According to some residents, such as Maria Gutierrez, The problem is in Palomas. Its serene here†[4] Many have refused to come to terms that crime is starting to flood their town. This also alludes to the border transformation—not just a sign of hope to those who seek to cross it, but, now, a means of making big money for some. The Columbus police department has faced its share of â€Å"bad† cops within the force, yet the new appointment of police chief, Angelo Vega, is meant to restructure things within the town. However, even some residents believe that it would be impossible for this town to survive without illegal money flowing in. Not only is violence witnessed between Mexicans and Mexican Americans, but also amongst Caucasians. Racial injustice continues to exist to this day. Similar to the story of Esequiel Hernandez, the 18-year-old U. S. high school student killed on May 20, 1997 by Marines along the US–Mexico border in Redford, Texas, Luis Ramirez was recently murdered by two Anglo males in Pennsylvania. Ramirez, a 25-year-old illegal Mexican immigrant, was assaulted by â€Å"a gang of drunken white teenagers motivated by a dislike of the growing Hispanic population in their small coal town of Shenandoah. †[5] Both the Marines and the two men accused of this crime were acquitted of all charges. These types of racial tensions exhibit the racial hierarchies in society. Many guilty people can be set free just because of the color of their skin. In contrast, the story of the maquilladora program, the surge of violence along the border, gender relations, the influx of drug trading, and prevalence of racial tensions and color hierarchies amongst Mexicans and Mexican Americans all illustrate the dangers that face the border. These combinations of problems all make up the transformation of the border within the past several decades. It truly depicts the war of the frontiers. Many residents along the border, as in the town of Columbus are fighting to keep their town as it was by trying to rid the drug trafficking. Many Mexican Americans want a better life for their family, as well as, to not be treated inferiorly by their own people because of the color of their skin. As put by Salman Rushdie, â€Å"By crossing those frontiers, conquering those terrors and reaching their goal, they themselves were now what they were looking for. They had become the god they sought. †[6] For many this â€Å"god,† is the crossing at the border. For some, it leads to a life filled with promises and opportunities, and for others, false hopes and empty promises at their homeland are ever changing. The war of frontiers will continue to exist until the government does more to change how things are run along the controversial border. [1] Maria Patricia Fernandez-Kelly, â€Å"Chapter 2,† in For We are Sold, I and My People: Women and Industry in Mexico’s Frontier, (Albany: State University of New York Press, 1983), 35. [2] Alejandro Lugo, â€Å"Theorizing Border inspections,† Cultural Dynamics 12:3 (2000), 355. [3] Lugo, 359. [4] Alicia Caldwell, Drug smugglers from Mexico move into NM town, Austin American-Statesman, May 1, 2009, http://www. statesman. com/search/content/shared-gen/ap/National/US_Drug_Smugglers_Town. html, accessed on May 1, 2009. [5] Michael Rubinkam, Luis Ramirez Killers Found Not Guilty After Beating Mexican Immigrant To Death, Huffington Post, May 2, 2009, http://www. huffingtonpost. com/2009/05/04/luis-ramirez-killers-foun_n_195535. html, accessed on May 4, 2009. [6] Salman Rushdie, â€Å"Step Across This Line,† in Step Across This Line: Collected Nonfiction, 1992-2002, (New York: The Modern Library, 2002), 351.

Teachers Diary Experience In Task Based Education English Language Essay

Teachers Diary Experience In Task Based Education English Language Essay Many areas of education are undergoing changes in the way teaching and learning is perceived. Teacher-centered lecturing and structural-syllabus instruction are giving way to a more student-centered, hands-on, practical, and flexible approaches (Shank and Cleary, 1994). The field of English language teaching is no exception in this paradigm shift. One of the areas, which came under this paradigm shift, is the traditional Present-Practice-Produce method of teaching English. It has been replaced by Communicative Language Teaching. An offshoot of Communicative Language Teaching is Task-Based Teaching. The teacher has been identified to be a learning facilitator. He does this largely through the medium of communication, verbal and non-verbal. The quality and effectiveness of such communication have a lot to do with the amount and quality of learning that takes place. This paper talks about a teachers experience in a mixed/heterogeneous classroom situation. Introduction The classroom, a small social structure, but sometimes large, is a working group of students coming from different socioeconomic background, tribes and cultural affinities, mixing with some friends, some strangers and the indifferent. These differences become complex in pluralistic societies including India. Their common task is learning a given content. It is the teacher who is the enabling agent for these socialization and learning. The teacher is the expert (at most in his field), the leader, the more mature mind and wiser. This is the idea of traditional pedagogy. During instruction in the classroom, it is the intent of the teacher to impact information and knowledge to the students and on many occasions such information and knowledge are designed to change the behavior of the learners. However, before a teacher can change the behavior of his students, he must not only possess adequate knowledge of the subject matter, he must be able to communicate his massage effectively. The teacher must have the ability to persuade his students to accept his ideas and arguments and not to leave them wondering at the end of the lesson whether to accept or reject them. The teacher should be able to use the classroom as a social system that breads atmosphere for meaningful social interactions and conducive learning environment. This brings us to the question, What is Communication? There dare many definitions of communication, as there are experts in the field. Oxford English Dictionary defines communication as the imparting, conveying or exchange of ideas, knowledge etc. (whether by speech, writing or signs). It has also been defined as the process of attempting to share with another person or other persons, ones knowledge, interests, attitudes, opinions and ideas (Ralph, Hance, and Wiksell 1975:4). Farrant (1980) also defined communication as the process of passing an understandable message from one person to another (P. 186). Every language teacher today realizes the importance and the relevance of the student-centered, hands-on, practical and flexible approach (Shank and Cleary, 1994), and the worldwide demand for Communicative Language Teaching, which helps to understand the language in context and to use it effectively in situations outside the classroom. As a result, changes have been taking place in many areas of education. The field of second/foreign language teaching is no exception in this paradigm shift. But for ELT, it has become a challenge to accommodate the changes due to various reasons. The most important factor is that one cannot ignore the practical aspect of every existing education system. This paper deals with students from mixed backgrounds who come under one roof to learn English. This paper deals with teaching methodology undertaken in CELT, O.U, Hyderabad, India, to see how a short term program can benefit students improve their communication skills. As they are mixed background students it became necessary to see how the merits of different language learning frameworks like Communicative Language Learning and Task-Based Learning can be put together to achieve the best result. As Joanne Pettis, quoting Henry Widdowson comments, If you say you are eclectic but cannot state the principles of your eclecticism, you are not eclectic, merely confused. (Pettis, 2003). Roger Dunne from Universidad Veracruzana, Mexico rightly states, In any event, most language teachers are probably influenced more by course books than by manuals and training courses and most popular course books are decidedly eclectic in their approach. It is probably these pragmatic market forces that will determine the future direction of language teaching in many parts of the world rather than a fight to death between academic fundamentalists (Dunne, 2003). This paper was set within the dual framework of Communicative Language Teaching and Task-Based Learning. Theories of language use in context play important roles in Communicative Language Teaching and theories of language learning play important roles in Task-Based Learning. Hence, the merits of both were used. Howatt (1984) distinguishes between the weak and the strong versions of Communicative Language Teaching. The weak version stresses the importance of providing learners with opportunities to use English for communicative purposes and therefore attempts to integrate communicative activities into the programme of language teaching. This is the version followed in most learning contexts, especially in Asian countries. As different from this, the stronger version of communicative language teaching claims that language can be acquired only through communication. This would mean that teaching involves not just activating an existing knowledge of the language, but stimulating the development of the language system itself (Howatt, p. 279). However, whether it is the weak or the strong version, the proponents of Communicative Language Teaching have always viewed learning a second/foreign language as acquiring the linguistic means to perform different functions. Some principles of Communicative Language Teaching include: 1. Language should be a means to an end and the focus should be on meaning, not on the form. 2. The learner has to formulate and produce ideas, information, opinions and so on. 3. Teacher intervention to correct mistakes should be minimal as this distracts from communication. (Richards and Rodgers, 1994) As David Nunan (1989) says, Task based teaching and learning is teaching and learning a language by using language to accomplish open ended tasks. Learners are given a problem or objective to accomplish but are left with some freedom in approaching this problem or objective. A task is defined by David Nunan as, an activity (or technique) where students are urged to accomplish something or solve some problem using their language. Preferably, this activity is open-ended; there is no set way to accomplish their goal (1989). According to Jane Willis, a task is a goal-oriented activity with a clear purpose. Doing a communication task involves achieving an outcome, creating a final product that can be appreciated by others. Tasks can be used as the central component of a three-part framework: pre-task, task cycle, and language focus. These components have been carefully designed to create four optimum conditions for language acquisition, and thus provide rich learning opportunities to suit different types of learners (Willis, 1996). Learners get exposure at the pre-task stage, and an opportunity to recall things they know. The task cycle gives them speaking and writing exposure with opportunities for students to learn from each other. The task cycle also gives students opportunities to use whatever language they have, both in private (where mistakes, hesitations, and approximate renderings do not matter so long as the meaning is clear) and in public (where there is a built-in desire to strive for accuracy of form and meaning, so as not to lose face). Motivation (short term) is provided mainly by the need to achieve the objectives of the task and to report back on it. Success in doing this can increase longer term motivation. Motivation to listen to fluent speakers doing the task is strong too, because in attempting the task, learners will notice gaps in their own language, and will listen carefully to hear how fluent speakers express themselves. A focus on form is beneficial in two phases in the framework. The planning stage between the private task and the public report promotes close attention to language form. As learners strive for accuracy, they try to organize their reports clearly and check words and patterns they are not sure of. In the final component, language analysis activities also provide a focus on form through consciousness-raising processes. Learners notice and reflect on language features, recycle the task language, go back over the text or recording and investigate new items, and practice pronouncing useful phrases. Components of a Task Tasks contain some form of input that may be verbal (a dialogue/role play/reading) or, nonverbal (pictures/a gesture) followed by an activity, which is in some way derived from the input. This activity sets out what learners need to do in relation to the input. Tasks have also goals and roles for both teachers and learners. Components of a Task (Nunan: 1989) From the above diagram, a task can be viewed as a piece of meaning focused work, involving learners in comprehending, producing and/or interacting in the target language. Before taking up the task of converting the textual content into various tasks, the following points were noted and kept in mind by the investigators: -The objective of the task must be stated very clearly -The task must be appropriate for the level of the learners -The task must equip the learners with the ability to apply classroom learning in new situations. -Tasks must be interesting and motivating to the students -The form the input takes, must be clear to the teacher -The roles of teachers and students must be specified clearly -Through the task, learners must be encouraged to negotiate meaning -The language that will be generated by the task must be predicted -There should be variety and flexibility in the tasks Few strategies for classroom practice to improve verbal, non-verbal and interpersonal communication Materials needed: Paper and pencil for each participant. I am going to describe a drawing I have made of a bug. Without seeing the drawing, you are to draw the bug that I describe. You may not ask questions or talk to each other. Describe the bug. The bug is round. The bug has eight legs, grouped in pairs with four legs on the left and four legs on the right. In the pairs, one leg is longer than the other. The bug has two eyes on top of the body. The bug has two squiggly antenna. The bug has two pea-pod shaped wings. The bug has a spot next to each wing. The bug has a triangular stinger on the bottom of the body The bug has two feelers on each foot one longer than the other, both coming from the same side of the leg. The bug has a round mouth, placed between the two eyes. The bug laid five square eggs to the left of the stinger. After everyone is finished. Hold up your bug so others in your group can see. Note some of the similarities and differences. Show the drawing to the entire group. Discussion questions: -Why dont all the bugs look like mine? (Interpretation: everyone has a different interpretation, based on his or her experiences.) -What did you think of first when you were told to draw a bug? What did you see in your mind? -What could we have done differently so that your drawings and mine would have looked more alike? -What would have been the advantages of allowing questions to be asked? -How many of you wanted questions to be asked? Adapted from A Kaleidoscope of Leadership, Minnesota Extension Service Words Alone Purpose: To demonstrate how important words are when the person talking and the listener cannot see each other. Materials Needed: Small pieces of paper with one of the following words on each: Procedure: Ask one person from the group to take a paper with one of the words on it and give a verbal description of what is on the paper (no hands allowed). Tell them to concentrate on the careful choice of words, avoiding non-verbal signals. Use descriptive words relating to all five senses (smell, touch, etc). Example: ice cream cold, smooth, soft, fluffy- looking, sweet, flavors. Process Questions: 1. How efficient were words alone in expressing ideas? 2. How did you feel doing this activity? (talker and listener) 3. What does this remind us to do in our own communication? Reference: Internet Conclusion Students showed interest in learning English. The reasons they gave were, classes are full of activities and play. Noted that students started talking in English openly without any apprehensions. They were highly motivated by the tasks and were encouraged to participate in doing the tasks. Though it is time consuming it is quite a rewarding experience as they gain useful insights by working through activities. They improve in their language as well as personality traits like team building, interpersonal relations, adaptability etc. Even with the existing constraints, classroom teaching can be given a communicative orientation, giving enough opportunities to students to use the language creatively. Teaching can be made learner-centered; with more emphasis on the learning process any given text may be re-created into various tasks and activities. Task-based teaching enhances the language proficiency of learners.

Neurobiological Mechanisms that Cause Aggression

Neurobiological Mechanisms that Cause Aggression Review of the Neurobiological Mechanisms Which Underpin Reactive Aggression in Humans: a Closer Look at Monoamine Oxidase A (MAOA) Module 1: Prosocial and antisocial behaviours across the lifespan Violent acts have a significant toll on human societies: annually over 1.6 million deaths worldwide occur due to human violence (Viding Frith, 2006). Although acts of aggression have an important adaptive purpose, when overexpressed, they may result in destructive consequences. Conventionally, aggression has been defined as an intentional action with a purpose to inflict physical damage on another individual (Nelson Trainor, 2007). Currently two forms of aggression have been recognized in humans: controlled aggression instrumental subtype, and reactive aggression impulsive subtype (Vatiello Stoff, 1997). Instrumental aggression, also referred to as premeditated and predatory, is generally planned and goal-oriented and has often been linked to psychopathy (Blair, 2001). This kind of aggression is thought to be regulated primarily by higher cortical systems and is characterized by diminished amygdala response (Nelson Trainor, 2007). Reactive aggression on the other hand, is depen dent on the limbic and hypothalamic systems, and is characterized by high autonomic arousal (Siever, 2008). Impulsive aggression generally represents a direct response to stimuli and accounts for the majority of violent acts. Individuals with borderline personality disorder, intermittent explosive disorder, or ADHD are particularly prone to reactive aggression and impulsivity. Previous research on the neurobiology of aggression pointed out that for such individuals, repetitive acts of aggression are often influenced by the underlying neurobiological susceptibility (Nelson Trainor, 2007). Indeed, one remarkable feature of aggression is its apparent heritability. Twin and adoption studies suggest that genetic factors account for between 40% and 50% of population variance in risk of antisocial aggression (Buckholtz Meyer-Lindenberg, 2008). However, the relationship between aggression and the underlying neurobiology is far from being simple (Nelson Trainor, 2007; Siever, 2008). Previous research in individuals prone to impulsivity and reactive aggression as well as a number of studies based on animal models identified numerous genetic loci and neurotransmitters associated with reactive violence, including, but not limited to, Dopaminergic genes (DRD4, DRD5, and DAT1), Serotonergic genes (5HTT, HTR1B), and genes responsible for encoding enzymes involved in regulating the levels of these neurotransmitters, particularly catechol-O-methyltransferase (COMT), and Monoamine Oxidase A (MAOA), often referred to as â€Å"the warrior gene†. However, the association between genotype and phenotype of aggression is only beginning to be properly understood (Caspi, McClay, Moffitt, Mill, Martin, Craig, Taylor, Poulton, 2002; Nelson Trainor, 2007; Siever, 2008). While there have been many studies showing the association between different genes and aggression, results were often mixed and inconclusive. Currently, the best candidate gene with the most supportive evid ence appears to be Monoamine Oxidase A (see: Brunner, Nelen, Breakefield, Ropers, van Oost, 1993; Byrd Manuck, 2014; Cases, Seif, Grimsby, Gaspar, Chen, Pournin, Muller, et al.,1995; Caspi, et al., 2002). The MAOA gene, located on the X chromosome, is a functional polymorphism with high activity (MAOA-H) and low activity (MAOA-L) variants, which encodes the MAOA enzyme, responsible for breaking-down neurotransmitters such as serotonin, dopamine, and norepinephrine (Shih, Chen, Ridd, 1999; Viding Frith, 2006). Previous research using animal models as well as humans demonstrated an association between aggression and genetic deficiency in MAOA activity (Rowe, 2001). Transgenic mice without the gene encoding MAOA had higher amounts of brain serotonin (5-HT), dopamine (DA), and norepinephrine (NE), and displayed increased aggression (Cases, et al., 1995). After restoring MAOA activity, mice aggression was stabilized (Shih Thompson, 1999). In humans, point mutation in the MAOA gene led to MAOA deficiency and was found to be associated with reactive aggression in several men from the Dutch family. Moreover, across generations, these men with MAOA knockout also showed frequent violent outb ursts, particularly in response to mild provocation, and impulsive antisocial behaviour such as assault, rape, and attempted murder. (Brunner, et al., 1993). This condition, however, is quite uncommon and is unlikely to explain much variation in human violence and aggression. Findings of the studies that only looked at levels of MAOA activity and antisocial outcomes in adulthood have been mixed and thus problematic to interpret since both MAOA-H and MAOA-L were linked to reactive aggression (Ficks Waldman, 2014; Nelson Trainor, 2007; Siever, 2008). The study that produced very robust findings in that area and has later proven seminal was conducted by Caspi and colleagues (2002). This study was the first to look at the effects of MAOA activity in combination with childhood maltreatment on reactive aggression in adulthood. Indeed, adverse childhood experiences were found to affect the development and functioning of neural pathways involving the neurotransmitters metabolised by MAOA which can potentially result in increased aggression (Caspi, et al., 2002). Thus, Caspi and colleagues (2002) hypothesised that childhood maltreatment can predict reactive aggression in adulthood, and that this relationship is moderated by levels of MAOA expression. Results of this study demonstrated the dose-response effect of childhood maltreatment on the aggressive behaviour in adulthood, which was consistent with prior findings. However, this effect was much smaller in participants with the high-activity version of the MAOA gene as compared to men with low MAOA activity, suggesting the protective property of MAOA-H (Caspi et al, 2002). Moreover, as levels of maltreatment increased, so did the protective effect of the MAOA-H variant. A low-activity MAOA gene combined with a history of childhood maltreatment increased the risk of aggressive behaviour in adulthood sevenfold. These results supported the predicted hypothesis that MAOA activity would act as a moderator of the effects of childhood maltreatment on antisocial outcomes in adulthood. This study paved the way to a number of subsequent studies looking at gene and environment interaction. A recently published meta-analysis, which looked at 27 peer-reviewed studies on adverse childhood experiences, MAOA genotype, and aggressive and antisocial behaviour showed that results across 20 male cohorts (11064 participants) were largely consistent with findings from the original study by Caspi and colleagues (2002) (Byrd Manuck, 2014). These findings remained robust even after removing each study individually. However, the question remains, how does low activity MAOA gene in combination with childhood stressors translate to antisocial behaviours in adulthood? Several theories have been proposed to answer this question. On one hand, the association between low activity MAOA gene and aggression appears paradoxical, since MAOA-L leads to increased levels of serotonin, which has been found to be positively correlated with impulse control and negatively correlated with aggression (Manuch, Flory, Ferrell, Mann, Muldoon, 2000; Siever, 2008). However, MAOA also plays a role in regulating dopamine and norepinephrine, which were shown to lower thresholds for violent response to perceived threat (Manuch, et al., 2000). High levels of DA and NE, resulting from MAOA dysfunction, would activate a fight or flight response, and indirectly enhance aggression (Volavka, Bilder, Nolan, 2004). Indeed, previous studies showed a similar association between COMT gene (also responsible for breakdown of NE and DA ) and aggression (Siever, 2007; Volavka, et al., 2004). Therefore the elevated levels of NE and DA, due to low expression of MAOA, would be consistent with the results of previous studies, showing an association between low activity MAOA gene and aggression. Nevertheless, this theory does not account for the role of childhood maltreatment on aggression, and as it was mentioned previously, results of studies looking solely at MAOA activity and aggression are mixed and inconclusive, showing both high and low activity MAOA gene being associated with impulsive aggression (Ficks Waldman, 2014; Nelson Trainor, 2007; Siever, 2008). Another theory that sheds more light on the mechanism through which MAOA deficiency in combination with childhood maltreatment influences aggression in adulthood relies on the findings that high concentrations of intracellular serotonin have been associated with increased reactivity to stress and elevated anxiety (Seif De Maeyer, 1999, Viding Frith, 2006). Therefore, it is possible that MAOA deficiency might predispose individuals to neural hyper-reactivity to a threat (maltreatment). While genetic predisposition alone rarely results in adverse outcomes in adulthood, when combined with childhood stressors, it might potentially have consequences on brain function (Meyer-Lindenberg, Buckholtz, Kolachana, Hariri, Pezawas, Blasi, Wabnitz, et al., 2006). Previous findings in populations prone to impulsive violence demonstrated functional and structural abnormalities in brain areas associated with perception and regulation of emotions, particularly in the amygdala, orbitofrontal cortex, and the interconnected regions (Davidson, Putnam, Larson, 2000). Neuropsychological functions associated with these brain regions were also compromised in the aforementioned populations (Blair, Peschardt, Budhani, Mitchell, Pine, 2006). Previous work using animal models and clinic samples seems to suggest that maltreatment negatively affects the functioning of the neural structures involved during an individual’s reaction to threat (i.e., pariaquaductal gray and amygdala) and the regulation of the triggered threat response (i.e., orbitofrontal cortex and anterior cingulate). Therefore, the genetic risk (MAOA-L) along with childhood maltreatment may result in changes to brain function, and subsequently increases the risk of impulsive aggression (Viding Frith, 2006). These speculations imply that there is no one clear explanation for the findings we currently have regarding genetic variation and its effect on aggression. The human brain and the effects of genetic and environmental factors on its development are too complex to assume that one specific gene, or neurotransmitter levels are responsible for aggression. More likely, it is the gradual change in neural pathways that regulate aggression. As of this moment, it still remains unclear if aggression in adulthood that is observed in many of the aforementioned studies is due to developmental change in neural circuits or to a change in neurotransmitter function. Moreover, the effects of these changes for adults are very different than for children. Therefore, it is possible that low MAOA activity resulted in compensatory changes which transformed the organisation of the nervous system in children during the sensitive period of brain development, and was later reflected in antisocial outcomes in a dulthood (Lesch Merschdorf, 2000). Attempts to replicate Caspi et. al. (2002) findings in female populations yielded significantly different results. Recent meta-analysis that looked at 11 studies with female samples produced inconclusive results: even though MAOA activity had a significant association with adverse childhood events, high, as opposed to low, MAOA activity in combination with childhood maltreatment was associated with antisocial behaviour in adulthood. Moreover, this interaction was weaker, and after removing a few individual studies, it lost its significance (Byrd Manuck, 2014). Replicating Caspi and colleagues’ study using female cohorts has proven to be significantly more complicated for two main reasons. First of all, dividing females into two groups based on MAOA activity is challenging due to uncertain inactivation of heterozygous alleles. Secondly, severe personality disorders and antisocial outcomes are quite rare in women, thus it is difficult to get a large enough sample to demonstrate dose-response relationships. In sum, taking into account findings from previous studies it is unclear what relationship MAOA activity plays in antisocial outcomes in women, and calls for further investigation (Caspi, et al., 2002; Byrd Manuck, 2014). In attempts to understand the relationship between genes, environment, and aggression, the study by Caspi and colleagues (2002), as well as numerous studies that came out afterward, certainly advanced our understanding in the field. However, it is important to point out the limitations that characterise many of the research studies investigating the relationship between gene-environment interaction and adult antisocial behaviour. First of all, lack of published articles reporting null findings due to publication bias still remains a big problem in the field. As a result, published findings seem more robust than they actually are (Duncane Keller, 2011). Secondly, the samples of many studies, primarily those with female subjects, are often too small resulting in inadequate statistical power (Byrk Manuck, 2014). Indeed, negative findings had larger sample sizes compared to positive ones. These limitations make it difficult to correct for potential false-positive results (Duncan Kelle r, 2011). This is especially the case in replication attempts using female populations, and in neuroimaging studies. Finally, due to the difficulty recruiting participants for these studies, samples are often not easily comparable and consist of individuals with many comorbid psychiatric conditions, making it difficult to tease apart effects of certain genetic variations and maltreatment on specific psychopathology (McCrory, DeBrito, Viding, 2010). While there is strong evidence to suggest that genotype, particularly variants of the Monoamine Oxidase A gene, in combination with childhood maltreatment, plays an important role in reactive aggression in human adulthood, the exact underlying mechanism remains unclear. The aforementioned controversies call for caution when making any strong conclusions regarding the effects of genetic variation on antisocial outcomes. Further research, including longitudinal studies, genome-wide association studies, gene-environment-sex and gene-gene interaction studies, and neuroimaging studies, is necessary to better understand the underlying neurobiological mechanisms which underpin reactive aggression in humans. References: Blair, R. J. (2001). Neurocognitive models of aggression, the antisocial personality disorders, and psychopathy. Journal of Neurology, Neurosurgery and Psychiatry, 71, 727-731. Blair, R. J. R., Peschardt, K. S., Budhani, S., Mitchell, D. G., Pine, D. S. J. (2006). The development of psychopathy. Journal of Chid. Psychology and Psychiatry and allied disciplines, 47(3-4), 262-276. Brunner, H. G., Nelen, M., Breakefield, X. O., Ropers, H. H., van Oost, B. A. (1993). Abnormal behaviour associated with point mutation in the structural gene for monoamine oxidase A. Science, 262(5133), 578-580. Buckholtz J. W. Meyer-Lindenberg, A. (2008). MAO and the neurogenetic architecture of human aggression. Trends in Neuroscience, 31(3), 120-129. Byrd, A. L. Manuck, S. B. (2014). MAOA, Childhood Maltreatment, and Antisocial Behavior: Meta-analysis of a gene-Environment Interaction. Biological Psychiatry, 75(1), 9-17. Cases, O., Seif, I., Grimsby, J., Gaspar, P., Chen, K., Pournin, S., Muller, U., et al. (1995). Aggressive behaviour and altered amounts of brain serotonin and norepinephrine in mice macking MAOA. Science, 268(5218), 1763-1766. Caspi, A., McClay, J. Moffitt, T. E., Mill, J., Martin, J., Craig, I. W., Taylor, A., Poulton, R. (2002). Role of Genotype in the Cycle of Violence in Maltreated Children. Science, 297(2), 851-853. Davidson, R. J., Putnam, K. M., Larson, C. L. (2000). Dysfunction in the neural circuitry of emotion regulation- a possible prelude to violence. Science, 289(5479), 591-594. Duncan, L. Keller, M. (2011). A critical review of the first 10 years of candidate gene-by-environment interaction research in psychiatry. The American Journal of Psychiatry, 168, 1041-1049. Ficks, C. Waldman, I. (2014). Candidate Genes for Aggression and Antisocial Behavior: A Meta-analysis of Association Studies of the 5HTTLPR and MAOA-uVNTR. Behavioral Genetics, 44(5), 427-444. Lesch, K. P. Merschdorf, U. (2000). Impulsivity, aggression, and serotonin: A molecular psychobiological perspective. Behavioral Sciences and the Law, 18, 581-604. Manuch, S. B., Flory, J. D., Ferrell, R. E., Mann, J. J., Muldoon, M. F. (2000). A regulatory polymorphism of the monoamine oxidase- A gene may be association with variability in aggression, impulsivity, and central nervous system serotonergic responsivity. Psychiatry Research, 95, 9-23. McCrory, E., De Brito, S. A., Viding, E. (2010). Research Review: The neurobiology and genetics of maltreatment and adversity. The Journal of Child Psychology and Psychiatry, 51(10), 1079-1095. Meyer-Lindenberg, A., Buckholtz, J. W., Kolachana, B., Hariri, A. R., Pezawas, L., Blasi, G., Wabnitz, A., Honea, R., Verchinski, B., Callicott, J., et al. (2006). Neural mechanisms of genetic risk for impulsivity and violence in humans. Proceedings of Natlional Academy of Sciences of the United States of America, 103(16), 6269-6274. Nelson, R. J., Trainor, B. C. (2007). Neural mechanisms of aggression. Nature, 8, 536-546. Shih J. C. Thompson, R. F. (1999). Monoamine oxidase in neuropsychiatry and behaviour. American Journal of Human Genetics, 65(3), 593-598. Seif, I. De Maeyer, E. (1999). Knockout corner: Knockout mice for monoamine oxidase A. International Journal of Neuropsychopharmacology, 12, 241-243. Shih, J. C., Chen, K., Ridd, M. J. (1999). Monoamine Oxidase: from genes to behaviour. Annual Review of Neuroscience, 11, 197-217. Siever, L. J. (2008). Neurobiology of Aggression and Violence. American Journal of Psychiatry, 165, 429-442. Vatiello, B., Stoff, D. M. (1997). Subtypes of aggression and their relevance to child psychiatry. Journal of American Academy of Child and Adolescent Psychiatry, 36, 307-315. Viding, E. Frith, U. (2006). Genes for susceptibility to violence lurk in the brain. Proceedings of the National Academy of Sciences of the United States, 103(16), 6085-6086. Volavka, J., Bilder, R. J., Nolan, K. (2004). Catecholamines and aggression: The role of COMT and MAO polymorphism. Annals of the New York Academy of Sciences, 1036, 393-398.

Holdens Depression in J.D. Salingers The Catcher in the Rye Essay

Everybody feels depressed at some time or another in their lives.   However, it becomes a problem when depression is so much a part of a person's life that he or she can no longer  experience happiness.   This  happens to the young boy, Holden Caulfield in J.D Salinger's novel, The Catcher in the Rye.   Mr. Antolini accurately views the cause of Holden's depression as his lack of personal motivation, his inability to self-reflect and his stubbornness to overlook the obvious which collectively results in him giving up on life before he ever really has a chance to get it started.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Holden lacks the essential ability to motivate himself, which he needs to survive in the 'real' world.   He continues to be kicked out of every school he attends because he fails to apply himself, his simple reasoning being 'How do you know what you're going to do till you do it? The answer is, you don't' (213).   Everybody else in his life tries to encourage him to care about school and his grades but it doesn?t make any difference.   From the start of the novel Holden?s history teacher at Pencey tells him ?I?d like to put some sense in that head of yours, boy.   I?m trying to help you.   I?m trying to help you, if I can? (14).   But the fact of the matter is he can?t help him, Holden has to help himself.  Ã‚   The drive to succeed has to come from within him, ?I mean you can?t hardly ever do something just because somebody wants you to? (185).   In order for Holden to succeed he has to want it for himself.   The only pr oblem being Holden is unable to will him into doing anything he is not genuinely interested in, therefore missing out on further knowledge he could acquire that would truly entice him.   Holden gives up on school because he fears if ... ...why he never found them.   He will not allow himself to because by this point he had given up on school and eventually he gave up on the whole world.   Tragically though, he gives it all up before he truly has a chance to get it started.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mr. Antolini?s theory as to what is wrong with Holden is right on, it?s just too bad he was unable to get through to Holden.   Due to the fact that Holden has already given up on himself and is unwilling to apply the valuable advice he has been given.   He has lost the substantial ability to find happiness in life and therefore can?t find the energy to motivate himself in anything he does.   It?s a tragedy that someone as bright as Holden Caulfield is unable to find the strength within himself to persevere in a world of insanity. Works Cited: Salinger, J.D. The Catcher in the Rye. London: Penguin Books Ltd., 1994.