Aphors
1. The cell biologist prepared to study apoptosis (programmed cell death). He did this by licking the surface area of the ice cream model. First, he constructed a cubic ice cream model from a paper cut-out. Second, he stamped a lick mark on the bottom level. Third, he stamped a lick mark on each square from the next level up, and so on, until the whole ice cream model had been covered. In this way, the cell biologist prepared to study apoptosis (programmed cell death) by licking the surface area of the ice cream model.
2. The butler polished the knife. He did this by licking the length of the head of the spoon. First, he started at the end of the head closer to the middle. Second, he licked the head of the spoon. Third, he finished licking at the end of the spoon. In this way, the butler prepared to polish the knife by licking the length of the head of the spoon.
3. The geneticist examined the limbs being developed one at a time. He did this by stirring with the spoon. First, he inserted the spoon into the pot. Second, he moved the spoon from behind the biggest piece to behind the next biggest piece in the liquid. Third, he stopped after stirring the biggest five pieces. In this way, the geneticist prepared to examine the limbs being developed one at a time by stirring with the spoon.
4. The physicist split the particle. He did this by taping a pin to a spoon. First, he put tape across a pin. Second, he placed the pin with the tape on the spoon’s handle, with the pin pointing outwards. Third, he fastened the tape to the spoon. In this way, the physicist prepared to split the particle by taping a pin to a spoon.
5. The director watched through the middle of the model molecule. He did this by holding on to the tofu while he skewered it. First, he pressed the tofu in place. Second, he put the skewer’s point in the centre of the top of the tofu. Third, he pushed the skewer through the tofu. In this way, the director prepared to watch through the middle of the model molecule by holding on to the tofu while he skewered it.
6. The cowperson lassoed the cow. She did this by testing that the cube was empty. First, she proved that the ball was placed in the cube. Second, she proved that the ball was taken out of the cube. Third, she tested that the cube had no other balls in it. In this way, the cowperson prepared to lasso the cow by testing that the cube was empty.
7. The biochemist wrote down the value. He did this by opening out and measuring the volume of the lollipop. First, he counted the number of units wide it was. Then, he multiplied this by the number of units deep it was. Then, he multiplied this by the number of units high it was. In this way, the biochemist prepared to write down the value by opening out and measuring the volume of the lollipop.
8. The philosopher wrote down reasons for an argument. He did this by opening the umbrella. First, he held the umbrella by its crook handle. Second, he held the runner. Third, he unfurled the umbrella. In this way, the philosopher prepared to write down reasons for a conclusion by opening the umbrella.
9. The philosopher wrote down objections to an argument. He did this by repeatedly opening and closing the umbrella to act as a fan. First, he held the umbrella to the side. Second, he half-opened the umbrella quickly. Third, he half-closed the umbrella quickly. In this way, the philosopher prepared to write down objections to an argument by repeatedly opening and closing the umbrella to act as a fan.
10. The biochemist tested that the process was perfectly expressed. He did this by multiplying the quantity by ten, and then measured it. First, he read the original amount. Second, he multiplied this number by ten. Third, he measured this quantity. In this way, the biochemist prepared to test that the process was perfectly expressed by multiplying the number by ten, and then measured it.
11. The scientist smiled to the camera. He did this by holding the nut between his teeth. First, he held the nut next to his mouth. Second, he placed it on the tip of his bottom teeth. Third, he gently closed his upper and lower teeth, gripping the nut. In this way, the scientist prepared to smile to the camera by holding the nut between his teeth.
12. The scientist signed an autograph in a book. He did this by licking the centre of the spoon. First, he held the spoon up to his lips. Then, he dipped his head. Then, he licked the middle of the spoon. In this way, the scientist prepared to sign an autograph in a book by licking the centre of the spoon.
13. The expert signed the stack of books. She did this by licking the three spoons. First, she licked the first spoon. Second, she licked the second spoon. Third, she licked the third spoon. In this way, the scientist prepared to sign the stack of books by licking the three spoons.
14. The expert licked a small part, and then a large part of the lolly. He did this by drawing a diagram of the apparatus. First, he looked at the slide using the microscope slide. Second, he wrote the bar scale on a sheet of paper. Third, he drew the image he saw using the lens in his journal. In this way, the scientist prepared to lick a small part, and then a large part of the lolly by drawing a diagram of the apparatus.
15. The biochemist licked the left and right sides of the lolly. She did this by tracing the pathway through the biochemical system. First, she looked at where the chemical started. Second, she outlined its progress on a space versus time graph. Third, she recorded her observations of the chemical. In this way, the biochemist prepared to lick the left and right sides of the lolly by tracing the pathway through the biochemical system.
16. The biochemist propped up the pillow. He did this by licking the spoon. First, he placed the spoon in his mouth. Second, he licked the bottom of the spoon. Third, he licked the top of the spoon. In this way, the biochemist prepared to prop up the pillow by licking the spoon.
17. The biochemist held up a model protein at assembly. He did this by testing whether there was fruit on the other side of the store using a mirror. First, he held a mirror in front of him. Second, he looked at the other end of the warehouse using the mirror. Third, he observed whether there was fruit visible in the mirror. In this way, the biochemist prepared to hold up a model molecule at assembly by testing whether there was fruit on the other side of the store using a mirror.
18. The manager prepared to find a building of the right size. He did this by examining the image using a magnifying glass. First, he positioned the magnifying glass 0.05 m above the map. Next, he moved it over the fine text. Finally, he read the fine text. In this way, the manager prepared to find a building of the right size by examining the image using a magnifying glass.
19. The planetarium manager climbed a ladder to maintain the planetarium. He did this by inserting a star with a rod attached to it into a hole. First, he placed the bar above the hole. Second, he pushed it into the hole. Third, he made sure it would not slide out. In this way, the planetarium manager prepared to climb a ladder to maintain the planetarium by inserting a star with a rod attached to it into a hole.
20. The actor made another actor famous. He did this by placing the two lolly snakes in his mouth. First, he put the two lolly snakes side by side in his hand. Second, he bit off part of both of them. Third, he continued to eat them until there was nothing left. In this way, the actor prepared to make another actor famous by placing the two lolly snakes in his mouth.
21. The audience member waited to ask a question. He did this by testing that the 3D shape was evident. First, he walked along a row of hexagons on their bases. Second, he tested that there were no shapes above each hexagon. Third, he proved that this was true for the rest of the rows. In this way, the audience member waited to ask a question by testing that the 3D shape was evident.
22. The scientist prepared to answer the unanswered questions one at a time. She did this by testing whether there was anything to lick in range. First, she opened her mouth. Second, she moved her tongue up and curled it upwards. Third, she moved her tongue down and bent it downwards. In this way, the scientist prepared to answer the unanswered questions one at a time by testing whether there was anything to lick in range.
23. The lecturer walked to work on time. He did this by licking the central lollipop. First, he counted the number of candies. Second, he identified the (floor((n+1)/2))th lollipop, where floor(n) means n is rounded down to the nearest integer. Third, he licked this lollipop. In this way, the lecturer walked to work on time by licking the central lollipop.
24. The professor tested that she had been paid for the hours that she worked. She did this by decompressing the sponge. First, she soaked up water with it. Second, she squeezed the water out of it. Third, she let it decompress on the sink. In this way, the lecturer tested that she had been paid for the hours that she worked by decompressing the sponge.
25. The father prepared to teach his children to read. He did this after cleaning both children’s teeth. First, he brushed the first child’s teeth. Second, he brushed the second child’s teeth. Third, he prepared books for each of them to read in bed. In this way, the father taught his children to read after cleaning both children’s teeth.
26. The father kissed the baby good night. He did this by making stairs. First, he cut zig-zags in two beams of wood. Second, he nailed them to the ground and first floor. Third, she nailed steps to the horizontal and vertical edges of the zig-zags on the beams of wood. In this way, the father prepared to kiss the baby good night by making stairs.
27. The prospective parents planned to see a family planner. The male did this after tickling himself with a feather. First, he took his shirt off. Second, he found that his stomach was sensitive. Third, he tickled it with the feather. In this way, the prospective parents planned to see a family planner after the male tickled himself with a feather.
28. The fun park visitor prepared to ride the helter skelter. He did this by licking the chocolate from his finger. First, he started from the base of his finger. Second, he spiraled his tongue upwards, licking all the chocolate from his finger on the way. Third, he stopped when he reached the top. In this way, the fun park visitor prepared to ride the helter skelter by licking the chocolate from his finger.
29. The biochemist calculated the circumference of the protein. He did this by testing the belt fitted correctly. First, he lined the zero on the ruler up with the belt buckle. Second, he computed the correct hole in the strap. Third, he measured the distance between the belt buckle and the hole. In this way, the biochemist prepared to calculate the circumference of the protein by testing the belt fitted correctly.
30. The animation artist copied the cell. She did this by tasting the sugar spread on different parts of her tongue. First, she touched the sourness-detecting part of her tongue with the spatula, with no result. Second, she touched the umami-detecting part of her tongue with the spatula, with no result. Thirdly, she touched the sweetness-detecting part of her tongue with the spatula, and tasted the sugar. In this way, the animation artist prepared to copy the cell by sampling the sugar spread on different parts of her tongue.
31. The biochemist explained a link. He did this by tracing through the maze with his hand. First, he traced a rope through the leftmost turns of the maze with a blindfold. Second, he traced a line around the leftmost corners, but with a right turn as far along as possible without visiting a visited square. Third, he repeated step two until he finished the maze. In this way, the biochemist prepared to explain a link by tracing through the maze with his hand.
32. The biochemist tested how the vesicles travelled along their path. He did this by decoding the jam-coded paths maze. First, he tasted the jam type at a square. Second, he decoded strawberry jam as meaning there was a way to the left, raspberry jam as meaning there was a path to the right, and blueberry jam as meaning there were paths to the left and right. Third, he moved along the unvisited squares until reaching the goal. In this way, the biochemist prepared to test how the vesicles travelled along their path by decoding the jam-coded paths maze.

/****

Time to Do Prolog Program

timetodo(PositionList,TA,TB,V1A,V2A,V1B,V2B)

Given the position of colliding particles over time (s), verifies that the time per frame is as given, and calculates the velocities of the particles (cm/s) before and after the collision.

PositionList - Tuple of [FrameNumber, Positions], where Positions is a list of [Position, Letter] tuples, where Letter=a or b
T - time per frame

Bounce: Wall, meeting, email reply

timetodo(
[[0,[[0,'a'],[1,''],[2,''],[3,'b']]],
[1,[[0,''],[1,'a'],[2,'b'],[3,'']]],
[2,[[0,'a'],[1,''],[2,''],[3,'b']]]],1,V1A,V2A,V1B,V2B).

V1A = 1,
V2A = V1B, V1B = -1,
V2B = 1 .

Transfer energy: Political transference of training knowledge, religious transference of Godness

timetodo([[0,[[0,'a'],[1,''],[2,'b'],[3,'']]],
[1,[[0,''],[1,'a'],[2,'b'],[3,'']]],
[2,[[0,''],[1,'a'],[2,''],[3,'b']]]],1,V1A,V2A,V1B,V2B).

V1A = 1,
V2A = V1B, V1B = 0,
V2B = 1 ;

****/

timetodo(PositionList,T,V1A,V2A,V1B,V2B) :- %% time, space, question, answer, report
    member([Frame1,Positions1],PositionList),
    Frame2 is Frame1 + 1,
    member([Frame2,Positions2],PositionList),
    Frame3 is Frame2 + 1,
    member([Frame3,Positions3],PositionList),
    selectpositions(Positions1,A1,B1), %% find neighbours
    selecttouching(Positions2,A2,B2),
    selectpositions(Positions3,A3,B3),
    V1A is (A2-A1)/T, %% 
        V2A is (A3-A2)/T,
    V1B is (B2-B1)/T,
        V2B is (B3-B2)/T.
selecttouching(Positions,A,B) :- %% 
    selectpositions(Positions,A,B),
    B is A+1.    
selectpositions(Positions,A,B) :- %% 
        member([A,a],Positions),
        member([B,b],Positions).

***

What is the thesis statement?

I will argue for time to do.

Paragraph 1 - The underdog neighbour is stronger than other, find neighbours – Right of argument because of Left (Approaching origin, at point of contact)

A: He did this by stirring with the spoon. - Bounce: Wall (receiver>server)
B: He did this by taping a pin to a spoon. - Bounce: meeting (attender>master)
C: He did this by holding on to the tofu while he skewered it. - Transfer energy: Political transference of training knowledge (trainee>trainer)
D: He did this by licking the surface area of the ice cream model. - Bounce: email reply (receiver>sender)
E: He did this by licking the length of the head of the spoon. - Transfer energy: religious transference of Godness (servant>master)

What is the objection to A?  

The subject shouldn’t trip over when moving backward (where the receiver is stronger than the server who bounces a ball against a wall because of moving to a new setting, like stirring with the spoon).

What is the rebuttal to this objection to A?  

The subject should look over his shoulder when reversing.

What is the connection between this rebuttal to A and the thesis statement?
I agree with time to do because of the safety of nature, shown by time to do, which is correct because one should look over one's shoulder when reversing.

What is the objection to B?

The subject shouldn’t solve the main and onlily (sic) naturally expected barrier to the organisation, not having enough money, to sustain it into the future.  The attender of a meeting is stronger than the master in where an idea is bounced from the master to the attender and back, because the attender will be in the organisation longer, shaping it, like taping a pin to a spoon.

What is the rebuttal to this objection to B?

The subject should collect 50 Economics As, followed by intertwiningly (sic) breasoning out a further 250 Economics breasonings per deal to have enough money.

What is the connection between these rebuttals to B and A?  

The subject should downsize with a 250 breasoning Economics A to have enough money.

What is the objection to C?

The subject couldn’t understand the main point of the sentence (where the trainee is stronger than the trainer where there is a political transference of training knowledge because the trainee will naturally check the instruction’s language, like holding on to the tofu, before understanding the knowledge, like skewering a point of it).

What is the rebuttal to this objection to C?

The subject understood the main point of the sentence by listening to the speaker tonally emphasise that point.

What is the connection between these rebuttals to C and B?

The subject made making money the main part of the creative art piece's title.

What is the objection to D?

The subject shouldn’t write about a new department, containing an act, without 50 As (where the receiver of the email is stronger than its sender because the receiver should take action to cause life on Earth to continue by growing grain on a surface).

What is the rebuttal to this objection to D?

The subject should write about a new department, which requires 50 As, and contains an act, which requires 250 breasonings.

What is the connection between these rebuttals to D and A?

The new departmental act should contain 250 breasonings, (reasons) found by abducing (reversing) from the act.

What is the objection to E?

The subject shouldn’t write non-working pedagogical arguments by mentioning God or meditation teachers without philosophical seen-as versions (where the attendant is stronger than the master aiming for the religious transference of Godness because he should avoid writing about God or meditation teachers without philosophical seen-as versions, like walking along a line between two points).

What is the rebuttal to this objection to E?  

The subject should write working pedagogical arguments by mentioning God or meditation teachers with philosophical seen-as versions.

What is the connection between these rebuttals to E and D?

The subject should write philosophical seen-as versions about God or meditation teachers as part of a new department, which requires 50 As.

Paragraph 2 – Selecttouching - outside therefore inside/it is about where the energy is going

A: He did this by multiplying the quantity by ten, and then measured it. - the night outside to inside
B: He did this by opening out and measuring the volume of the lollipop. - the afternoon outside to inside
C: She did this by testing that the cube was empty. - afternoon inside to outside
D: He did this by repeatedly opening and closing the umbrella to act as a fan. - morning outside to inside
E: He did this by opening the umbrella. - morning inside to outside

Diagram below: In Bounce, the balls bounce off each other and in Transfer one stops after causing the other to move.  Inside, the origin of the ball and outside, its destination, swap sides from (a) left and right to (b) right and left.  *Energy from inside to outside flows in the opposite direction to the dependency of outside on inside.

(a).        Inside    Outside*
Bounce    Frame 1    A->    <-B
          Frame 2    <-A    B->

Transfer Frame 1    A->    B. 
    Frame 2    A.    B->

(b).        Outside    Inside*
Bounce    Frame 1    B->    <-A
    Frame 2    <-B    A->

Transfer    Frame 1    B.    <-A
    Frame 2    <-B    A.

What is the objection to A?

The subject shouldn't feel gluggy from over-relaxation (where the person who comes inside from outside at night multiplies the quantity of relaxation by ten, and then measures it).

What is the rebuttal to this objection to A?

The subject should relax for enough time.

What is the connection between this rebuttal to A and the thesis statement?
I agree with time to do because of the responsible relaxation of nature, shown by time to do, which is correct because one should relax for enough time.

What is the objection to B?  

The subject shouldn't use evidence from the time when reviewing (where the reviewer comes inside from the outside in the afternoon to open out and measure the volume of the lollipop).

What is the rebuttal to this objection to B?

The subject should use evidence from the time when reviewing.

What is the connection between these rebuttals to B and A?  

The subject should relax for enough time because the subject should use evidence from the time when reviewing that it is necessary for the next task.

What is the objection to C?

The experimenter shouldn't observe the bird drink the water (where the experimenter tested that the cube was empty after making the transition from the inside to outside in the afternoon).

What is the rebuttal to this objection to C?

The experimenter should observe the bird drink the water.

What is the connection between these rebuttals to C and B?  

The subject should use evidence from the time when reviewing because of writing down the observation that the bird drank the water.

What is the objection to D?

The subject shouldn't use too much energy fanning himself with the umbrella instead of a fan (where the subject repeatedly opened and closed the umbrella to act like a fan in the morning after moving inside from outside).

What is the rebuttal to this objection to D?

The subject should fan himself with a fan instead of an umbrella.

What is the connection between these rebuttals to D and A?

The subject should relax using enough energy for sufficient time using his hand to fan himself with a fan instead of an umbrella.

What is the objection to E?

The subject shouldn't open the umbrella making it too difficult to transport the umbrella through the door (where the subject opened the umbrella in the morning before moving from inside to outside).

What is the rebuttal to this objection to E?  

The subject should close the umbrella before transporting it through the door.

What is the connection between these rebuttals to E and D?

The subject should fan himself with a fan instead of an umbrella after dispensing with the umbrella by closing the umbrella before transporting it through the door.

Paragraph 3 – time to do ontologies

A: He did this by holding the nut between his teeth. - time for politics revolutions
B: She did this by licking the three spoons. - time for initiation of religions
C: He did this by licking the centre of the spoon. - time for humanity’s historical era
D: He did this by drawing a diagram of the apparatus. - time for psychiatric prevention
E: She did this by tracing the pathway through the biochemical system. - time to consider one’s (possibly gay) sexuality

What is the objection to A?  

The subject shouldn't write on the revolution-nut for the same length of time each day to enable enough play (where the subject held the nut for the revolution, which he measured the time of, between his teeth).

What is the rebuttal to this objection to A?

The subject should write on the revolution-nut for a different length of time each day.

What is the connection between this rebuttal to A and the thesis statement?
I agree with time to do because of the small revolutions of nature, shown by time to do, which is correct because one should write on the revolution-nut for a different length of time each day.

What is the objection to B?  

The subject shouldn't write on religion without a teacher (where the subject licked the three spoons to symbolise the time taken for initiation of mantra, sutra, and medicine in a meditation religion).

What is the rebuttal to this objection to B?  

The subject should write on religion with a teacher.

What is the connection between these rebuttals to B and A?  

The subject should write on the revolution-religion-nut for a different length of time each day with a teacher.

What is the objection to C?   

The subject shouldn't let humanity's historical era go wrong (where the subject should lick the centre of the spoon, symbolising recognising the time for humankind’s historical period).

What is the rebuttal to this objection to C?

The subject should ensure humanity's historical era goes as planned by spreading pedagogical knowledge.

What is the connection between these rebuttals to C and B?  

The subject should write on religion with a teacher by ensuring humanity's historical era goes as planned by spreading pedagogical knowledge.

What is the objection to D?

The subject shouldn't study medicine to prevent a psychiatric breakdown (where the subject drew a diagram of the apparatus to measure the time for psychiatric prevention).

What is the rebuttal to this objection to D?  

The subject should study medicine to prevent a psychiatric breakdown.

What is the connection between these rebuttals to D and A?  

The subject should write on the revolution-nut for a different length of time each day by studying medicine to prevent a psychiatric breakdown.

What is the objection to E?  

The subject shouldn't consider whether one is attracted to one sex rather than the other (where the subject traced the pathway through the biochemical system, taking the time to find one’s possibly gay sexuality).

What is the rebuttal to this objection to E?  

The subject should consider whether one is attracted to one sex rather than the other.

What is the connection between these rebuttals to E and D?

The subject should study medicine to prevent a psychiatric breakdown and to determine whether one is attracted to one sex rather than the other.

Paragraph 4 – Time to do

A: He did this by licking the spoon. - report
B: He did this by inserting a star with a rod attached to it into a hole.  - time
C: He did this by placing the two lolly snakes in his mouth.  - space
D: He did this by testing whether there was fruit on the other side of the store using a mirror. - question
E: He did this by examining the image using a magnifying glass. - answer

What is the objection to A?  

The subject shouldn't make the first item in the report like the second item in the report (where the subject represented that he connected the elements of the report by a spoon).

What is the rebuttal to this objection to A?  

The subject should make the first item in the report like the second item in the report.

What is the connection between this rebuttal to A and the thesis statement?
I agree with time to do because of the uniformity across different types of nature, shown by time to do, which is correct because one should make the first item in the report like the second item in the report.

What is the objection to B?  

The subject shouldn't continue on to the next task (where the subject measured the time that each part of the job, like a multiple-ray star, would take).

What is the rebuttal to this objection to B?  

The subject should continue to the next task.

What is the connection between these rebuttals to B and A?  

The subject should make the first item in the report like the second item in the report (which are slightly different types) and then complete each item.

What is the objection to C?   

The subject shouldn't eat either of the lolly snakes in his mouth (where the subject measured the time to move through space to complete the part of the task, placing the two lolly snakes in his mouth).

What is the rebuttal to this objection to C?

The subject should eat both of the lolly snakes in his mouth.

What is the connection between these rebuttals to C and B?  

The subject should continue to the next task in eating both of the lolly snakes in his mouth.

What is the objection to D?

The subject shouldn't tell whether the reflection revealed the location of the fruit (where the subject questioned whether there was fruit on the behind an obstacle in front of him using a mirror).

What is the rebuttal to this objection to D?  

The subject should tell whether the reflection revealed the location of the fruit where the other labelled the mirror as one.

What is the connection between these rebuttals to D and A?  

The subject should make the revealed location of the fruit the intended destination.

What is the objection to E?  

The subject shouldn't claim that the photons passed through the focal point of the magnifying glass (where the subject found the measurement of the time to examine the image using a magnifying glass to be the answer).

What is the rebuttal to this objection to E?  

The subject should claim that the photons passed through the focal point of the magnifying glass.

What is the connection between these rebuttals to E and D?

The subject stated that the reflection of a ray using a mirror could be corrected in a sheared-crank-shaped line using mirrors.

Paragraph 5 – Selectpositions – outside is because inside

A: He did this by testing that the number 8 was clear. - find politically safe neighbour
B: She did this by testing whether there was anything to lick in range. - find law abiding neighbour
C: He did this by licking the central lollipop. - find medically clean neighbour
D: He did this by cleaning both children’s teeth. - find artistically creative neighbour
E: She did this by decompressing the sponge. - find musical neighbour

What is the objection to A?  

The subject shouldn't prepare an exit in case of failure (where the subject tested that the doorway was clear, enabling being a politically safe person with neighbours).

What is the rebuttal to this objection to A?  

The subject should prepare an exit in case of failure.

What is the connection between this rebuttal to A and the thesis statement?
I agree with time to do because of the backing up of nature, shown by time to do, which is correct because one should prepare an exit in case of failure.

What is the objection to B?  

The subject shouldn't lick the apple too quickly (where the subject tested whether there was anything to lick in range after finding the law abiding neighbour).

What is the rebuttal to this objection to B?  

The subject licked the apple at an acceptable rate.

What is the connection between these rebuttals to B and A? 

The subject should prepare an exit in case of failure after licking the apple at an acceptable rate.

What is the objection to C?

The subject shouldn't push the lollipop too hard under the sink (where his neighbour gave him the central medically clean lollipop, which he licked).
  
What is the rebuttal to this objection to C?

The subject should place the lollipop in the sink.

What is the connection between these rebuttals to C and B?  

The subject licked the apple at an acceptable rate followed by placing it in the sink.

What is the objection to D?

The subject shouldn't clean a tooth because of not sketching it (where the subject cleaned both children’s teeth depicted by his artistically creative neighbour).

What is the rebuttal to this objection to D?

The subject should clean a tooth because of sketching it.

What is the connection between these rebuttals to D and A?  

The subject should prepare an exit in case of failure by finding alternative premises for a dentist before closure.

What is the objection to E? 

The subject shouldn't support his breathing by relaxing the abdominal muscles as much as possible during inhalation and the outgoing breath, letting the diaphragm work on the inhalation and going on its relaxation on the outgoing breath (where the subject relaxed his diaphragm to sing the note for the correct length of time).

What is the rebuttal to this objection to E? 

The subject should support his breathing by relaxing the abdominal muscles as much as possible during inhalation and the outgoing breath, letting the diaphragm work on the inhalation and going on its relaxation on the outgoing breath.

What is the connection between these rebuttals to E and D?

The subject should clean a tooth by allowing the toothbrush bristles to flick plaque away, like going on the diaphragm's relaxation on the outgoing breath.

Select the order of paragraphs:

A: 3. One should write on the revolution-nut for a different length of time each day. - scientist
B: 2. One should relax for enough time. - teacher
C: 1. One should look over one's shoulder when reversing. - driver
D: 5. One should prepare an exit in case of failure. - business
E: 4. One should make the first item in the report like the second item in the report. - secretary

What is the connection between the paragraphs B and A?
One should write on the revolution-nut for a different length of time each day after relaxing for enough time.
What is the connection between the paragraphs C and B?
One should relax after finishing reversing.
What is the connection between the paragraphs D and A?
One should write an exit strategy on the revolution-nut in the case of failure.
What is the connection between the paragraphs E and D?
One should prepare an exit in case of failure by making the first item in the report like the second item in the report.