The idea that the left brain is cognitively different from the right is well substantiated, but the idea that those differences are dramatic is not, except for speech, which is only on the left side in almost all people. The right side does have language functions and seems to add 41 to speech, but in isolation, the right brain cannot speak. In the intact person, the mind of the right brain should be able to use the corpus callosum and 42 the speech center in the left brain for its own use, so the right mind in intact individuals is probably very articulate. This may seem strange, but if the right brain wants to move the right hand, whose control center is located only in the left hemisphere, it could 43 accomplish the movement. For instance, someone who had an injury to his left frontal lobe 44 whose motor (movement) cortex was intact would not be paralyzed, and his right brain would control most voluntary movement on both sides.    

We shouldn’t be too surprised that the left brain of a patient (who had his split-brain operation for epilepsy when he was 13) does not seem overly logical and analytical, because this attribute of the left brain refers to rather subtle comparisons with the right brain. Still, there is some merit to the idea that each hemisphere has a degree of advantage at some cognitive tasks. 45 , when the patient returned to his high school after surgery, where he was a very good student, he had to drop geometry because he couldn’t grasp the spatial concepts with his isolated left brain.

Auroras, often called Northern Lights (Aurora Borealis) and Southern Lights (Aurora Australis), are spectacular light displays (from the Latin word aurora, “sunrise” or the Roman goddess of dawn) predominantly seen in the high latitude (Arctic and Antarctic) regions. Auroras occur because of interactions between Earth’s magnetic field and solar winds. The solar wind is a stream of charged particles emitted from the sun’s corona that travels far into space at speeds of up to 400 miles per second. Charged particles within the solar winds collide with atmospheric atoms and molecules when they reach Earth’s magnetic field. The collisions cause quantum leaps, which mean the kinetic energy within the electrons of the particles are converted to light. The collisions of different particles result in different colored lights. Atomic oxygen produces red and green lights, nitrogen produces pink, blue, or violet light, helium produces purple lights and neon produces rippled orange light. Auroras come in a vast array of shapes and forms such as arcs, swirls, “curtains” and glowing shapes. They often appear to be moving.    

  The Barnley Village Committee is opposed to plans to build a 6,890 panel solar farm on a 15-acre site adjacent to the village recreation ground, currently used for agriculture. Under the proposed scheme, the area will be surrounded by an 8ft-high fence. The panels themselves will be about 7 feet high. The committee has already lodged an appeal to the local authority against construction of the solar farm. The councilors are due to meet on 13th March to vote whether or not plans will go ahead. Residents are invited to attend. Our objections will be presented before the board, and a representative from the solar firm SunGen will put forward the case for the development.

   Residents are encouraged to voice their objections to the development. These must address the aspects of the scheme that violate the current planning policy. However, you are welcome to make your objections personal, by stating how the plans will affect you as a user of the recreation ground. Some of the most common objections are listed below:

1. The extensive views from the village and recreation ground across the open country will be blocked by the panels and high fencing. Furthermore, once the site has been built upon, it may be considered brownfield, thus an acceptable site for housing or industrial development. It does not, therefore, comply with the local policy which states that developments must not adversely effect on the appearance or character of the landscape.

 2. The recreation ground has recently undergone major improvements including a perimeter running track, new playground equipment and seating. It is heavily used by families, sports teams and dog walkers, and is regularly used for village events. Cricket and football teams regularly use the recreation ground and it is not uncommon for balls to enter the field. Cricketers are worried that they may become liable for damage to solar panels. If teams are forced to relocate, this would adversely affect the character of the village, and may jeopardize participation in the children’s teams. This goes against the National Planning Policy Framework which requires developments to promote high quality public space and encourage the active and continual use of public areas.

   In the 1950s, structural linguistics had developed in part as a reaction to traditional grammar. The scientific approach to the study of language was thought to consist of collecting examples of what speakers said and analyzing them according to different levels of structural organization rather than according to categories of Latin grammar. A sophisticated methodology for collecting and analyzing data developed, which involved transcribing spoken utterances in a language phonetically and later working out the phonemic, morphological and syntactic systems underlying the grammar of the language. Language was viewed as a system of structurally related elements for the encoding of meaning, the elements being phonemes, morphemes, words, structures, and sentence types. The term structural referred to these characteristics: (a) Elements in a language were thought of as being linearly produced in a rule-governed way. (b) Language samples could be exhaustively described at any structural level of description. (c) Linguistic levels were thought of as systems within systems—that is, as being pyramidally structured; phonemic systems led to morphemic systems, and these in turn led to the higherlevel systems of phrases, clauses and sentences.

   Learning a language, it was assumed, entails mastering the elements of building blocks of the language and learning the rules by which these elements are combined, from phoneme to morpheme to word to phrase to sentence. The phonological system defines those sound elements that contrast meaningfully with one another in the language, their phonetic realizations in specific environments, and their permissible sequences. The phonological and grammatical systems of the language constitute the organization of language and by implication the units of production and comprehension. The grammatical system consists of a listing of grammatical elements and rules for their linear combination into words, phrases, and sentences. Rule-ordered processes involve addition, deletion, and transposition of elements.