Word breasonings should be assessable at school and University
- so students can be prepared to program the computer with pedagogy, meditation and medicine
- word breasonings are more effective than character breasonings (although these should also be breasoned out for legibility) because they are the required standard
- children/replicated thoughts can be created with word breasoning dictionaries
- students can write an algorithm to include breasonings from previous arguments in their breasoning lists for new arguments to save time

- why in the subject - can automate assessment, check whether the algorithm has been run
(needs pedagogy, meditation and medicine to be completed in short form in the short term, i.e. with the lecturer’s breasonings, which are not available to the student, but are available to the algorithm)
- why an algorithm - better skill for the industry, more efficient/fast/correct, prevents duplicate work
- pedagogy - students should learn how to breason breasonings out (use the pedagogy skill) because it is the way in Lucian Academy, and gives a better foundation for a career
- investment of time - pedagogy saves time, etc. and enhances the career
- research directions - future research directions may include trawling the web for photos of breasoned objects, the dimensions of which can be worked out by, e.g. a Raspberry Pi algorithm

- Aren’t there too many breasonings required? - any assignment needs only 160 breasonings (in conjunction with recordings at Honours level and above) which can come from the assignment, i.e. unique data, predicate names, variable names, comments and run a trace
- How is it assessed? - by assignment algorithm score (not based on the number of breasonings, although these directly affect how well the student is likely to perform in the assignment) 
- Why are breasonings necessary to assess if the final mark is just based on the assignment algorithm score? - they are part of the conjunction of necessary work but do not count in the final score.