Lucian Mantra - Pure 1. I prepared to repeat the mantra, which, like the sutra, removed unwanted thoughts. I did this by thinking of consciousness. First, I devised education. Second, I enabled the student to write strong arguments. Third, I enabled them to earn high grades. 2. I prepared to create the head of state and influence myself to work things out in a particular way with the head of state. I did this by thinking of a reason for consciousness. First, I read the claim. Second, I thought of when I had read it before. Third, I adjusted or rewrote the reason for the claim. 3. I prepared to control my reality by developing a belief using a hypothetical case. I did this by adhering to the truth. First, I participated in a different activity. Second, I created impetus. Third, I revised for studies or an examination in a course. 4. I prepared to find politics. I did this by examining the hypothetical. First, I found the best possible conclusion. Second, I thought of 15 reasons. Third, I attributed 50s to each sentence. 5. I prepared to perform an action by deciding that it is the best one for, for example environmental and dietary reasons. I did this by examining the other. First, I thought of a dance movement. Second, I associated it with changing to studying for a test. Third, I thought of dancing to perform well. 6. I prepared to divide knowledge from creativity. I did this by examining the self. First, I produced the exposition from learning. Second, I produced the critique from learning. Third, I produced a critical critique and solved it from learning. 7. I prepared to help the body relax, prevent stress and develop and function better with meditation. I did this by ensuring that the self thought before the other. First, I thought of the first meaning of the dance movement. Second, I thought of the second meaning of the dance movement. Third, I related these to performing a particular action. 8. I prepared to mind read animals. I did this by visualising and performing the action. First, I mind read the connection to the bodily action. Second, I found the mentally recorded words. Third, I found the correlation with human received representations with learning. 9. I prepared to verify my actions. I did this by assessing the other performing the action. First, I stated the the mantra was a vital tool for caring for the self. Second, I earned high distinctions. Third, I managed my responsibilities. 10. I prepared to write about the mantra algorithm. I did this by helping write on the interesting points as Maharishi. First, I explained the programming command. Second, I wrote the implication of the command. Third, I explained what state of the algorithm the command was according to its commented status. Pranayama 1. I prepared to share my skill with others. I did this by meditating on my breath. First, I controlled my breath. Second, I noticed I was transcending the world. Third, I transcended everything. 2. I prepared to control myself with God. I did this by liking God with you. First, I inhaled. Second, I ascertained the aim and direction of my thoughts. Third, breathing helped me. 3. I prepared to revise in the evening. I did this by practising pranayama in the evening. First, I inhaled oxygen. Second, I noticed it reach the brain. Third, I observed the oxygen optimise my brain function. 4. I prepared to warm up. I did this by I practised pranayama in the morning. First, I exhaled. Second, I released stress in the body. Third, I relaxed. 5. I prepared to act. I did this by finishing in fame with pranayama. First, I held my nostril closed. Second, I blew through the other one. Third, I cleared my airways. 6. I prepared to reach the goal. I did this by viewing the Grand Duchess of York. First, I commanded respect. Second, I was valiant. Third, I overcame blocks. 7. I prepared to interpolate conclusions from knowledge. I did this by sketching the idea in the middle. First, I thought about how body function followed a single line. Second, I thought about how thoughts followed a single line in the mind. Third, I thought about how actions followed a single line in reality. 8. I prepared to fly through my thoughts. I did this by breathing in slowly to relax. First, I was happy with my life. Second, I meditated on and prepared to work on an algorithm. Third, I sketched the perfect program's details. 9. I prepared to sing. I did this by yawning. First, I relaxed. Second, I opened my mouth. Third, I allowed myself to yawn. 10. I prepared to speak. I did this by enlarging my vocal space. First, I performed a relaxing vocal exercise. Second, I made sure the activity area was safe. Third, I performed the activity. Green Sutra 1. I prepared to bug check code. I did this by mentally and physically invoking a life. First, I thought of intelligent ideas. Second, I used IVF. Third, I maintained the life with activity. 2. I prepared to think of the ramifications of my research. I did this by touching and acting on the synon-object. First, I found the topologically equivalent object. Second, I found the functions of the brain cells with machine learning. Third, I used knowledge about the brain cells to think clearly. 3. I prepared to lead the good life. I did this by loving God. First, I ploughed well. Second, I articulated well. Third, I wrote well. 4. I prepared to star in my work. I did this by loving the flower of life. First, I performed extremely well in activity. Second, I dispensed with tiredness or surrendering. Third, I concentrated on activity. 5. I prepared to and verify planning and research. I did this by knowing that all was all right. First, I built the base of extreme performance. Second, I built the walls of extreme performance, Third, I built the ceiling of extreme performance. 6. I prepared to stating that it is alright for each person to meditate if they want to. I did this by thinking of all. First, I remembered a category of people. Second, I wrote their names down. Third, I thought of them. 7. I prepared to help the people. I did this by writing on all. First, I thought of the person. Second, I thought of where they were up to. Third, I wrote it and the date down. 8. I prepared to notice the Lucian Effect. I did this by teaching others. First, I taught the person. Second, they taught someone else. Third, I noticed the positive effects. 9. I prepared to give a high distinction for the Green sutra. I did this by giving a high distinction to others. First, the person submitted work. Second, I graded the work. Third, I gave a high distinction to the person. 10. I prepared to test the product. I did this by earning a high distinction. First, I wrote the sutra. Second, I breasoned it out. Third, I earned a high distinction by breasoning it out. Soma 1. I prepared to tell someone about the soma prayer. I did this by stating that the timing of the soma prayer made me happy. First, I meditated. Second, I said the soma prayer. Third, I noticed no digestive system pops from practising the sutra. 2. I prepared to respond to others needing help. I did this by stating that learning the soma prayer with grit made me happy. First, I meditated without (with) the soma prayer. Second, I noticed no (some) digestive system pops. Third, I learned to use the soma prayer each day (i.e. with single pointedness). 3. I prepared to state that there was stomach gas needing the soma prayer without eating. I did this by stating that as the breasoning is empty, the stomach was empty as a result of the soma prayer. First, I decided to fast on the day. Second, I fasted on the day. Third, I planned to fast a week later. 4. I prepared to control normally involuntary body processes. I did this by reducing the HCl created by the sutra in the stomach ontology to remove gas. First, I spiritually adjusted how much food was detected. Second, the less food that was detected, the less HCl was created. Third, the less HCl that was created, the less gas there was. 5. I prepared to stop eating when the stomach was 80% full. I did this by stating that the soma prayer took care of the stomach after eating. First, I said the soma prayer after eating. Second, there was no gas. Third, the stomach didn't release gas. 6. I prepared to eat less to have enough room for the next meal. I did this by stating that the soma prayer took care of the stomach in readiness for the next meal. First, I ate whole foods. Second, I drank cold water. Third, I ate a Mediterranean diet. 7. I prepared to avoid the surface of my stomach bulging after eating. I did this by stating that the soma prayer removed discomfort. First, I removed the spiritual block from on the other block (I digested the food after chewing properly). Second, I noticed the soma prayer helped positive function of the digestive system. Third, I remained comfortable. 8. I prepared to increase awareness of the soma prayer and proper digestion. I did this by stating that the soma prayer caused communication of good digestion in society. First, I chewed small mouthfuls to increase the effectiveness of the soma prayer. Second, I chewed slowly. Third, I chewed carefully. 9. I prepared to find the ideal amount of food per stomach volume. I did this by stating that there was a 1:1 ratio of HCl molecules needed, to food molecules. First, I poured n mol of HCl into the stomach model. Second, I poured n mol of food into the stomach model. Third, I detected that the food was digested. 10. I prepared to observe the healthy stool. I did this by stating that there was extra HCl to complete digestion. First, I observed the amount of acid, without extra acid, digest the food in the stomach model. Second, I observed the extra acid complete digestion. Third, there was waste. Doctor Sutra 1. I prepared to maintain my health. I did this by stating that I have a body. First, I walked to the shop. Second, I breathed. Third, I ate the slice of pineapple. 2. I prepared to understand how my body worked. I did this by stating that my body has body systems. First, I stated that my body had a circulatory system. Second, I stated my body had a respiratory system. Third, I stated that my body had a nervous system. 3. I prepared to simulate my body. I did this by stating that my body systems have organs. First, I stated that I had a heart. Second, I stated that I had lungs. Third, I stated that I had a brain. 4. I prepared to predict innate computational ability, e.g. whether a child will become a philosopher. I did this by stating that I have proteins. First, I stated that I had the kinin. Second, I stated that it carried the item. Third, I stated that it had perfect function. 5. I prepared to realise future consequences. I did this by stating that I genes. First, I inspected the genes. Second, I found what to still do when desired traits were found. Alternatively, I recommended meditation for others. 6. I prepared to teach. I did this by stating that I have good societological-like comfort. First, I found the maximum. Second, I headed for it. Third, I wrote. 7. I prepared to make an interesting comment about the computational interpreter. I did this by stating that I have good popological digestion. First, I digested the person's ideas (let them find out about the computational interpreter). Second, I narrowed down thoughts and helped them to them. Third, I thought things through and helped them to them. 8. I prepared to think of well-founded importance. I did this by thinking of one aphor per day. First, I thought of India. Second, I thought of literature. Third, I thought about the child. 9. I prepared to find a similar-minded person. I did this by breasoning out what I wanted my genes to do. First, I found the square. Second, I found the line. Third, I found the second square. 10. I prepared to think quickly. I did this by repeating the Doctor Sutra to maintain health. First, I planned everything well. Second, I refined myself. Third, I surprised people. Nut and Bolt 1. I prepared to help the cell perform its function in the body. I did this by taking the biological specification for the body from the quantum box and synthesising the chemical parts using the nut and bolt, for example I itemised the chemicals in food. First, I prepared to perform the action as if the record of it was transmitted. Second, I relaxed and visualised performing the action. Third, I performed the action. 2. I prepared to walk using the nut and bolt. I did this by synthesising the chemistry of the skeletal system with the nut and bolt. First, I found the first bone. Second, I found the joint. Third, I found how the bone fit into the joint using the nut and bolt. 3. I prepared to prevent muscle aches and pains. I did this by synthesising the chemistry of the muscular system with the nut and bolt. First, I found the first row of cells. Second, I found the cells that would slide along them to make the muscle contract. Third, I slid them along them, causing muscular contraction, using the nut and bolt. 4. I prepared to control that the skin attached to the tissue. I did this by synthesising the chemistry of the integumentary system with the nut and bolt. First, I found the tissue the skin was on. Second, I found the skin. Third, I bolted the skin to the tissue. 5. I prepared to ensure that the nerve signal was maintained. I did this by synthesising the chemistry of the nervous system with the nut and bolt. First, I found the first nerve. Second, I found the second nerve. Third, I bolted the first nerve to the second nerve. 6. I prepared to ensure proper body function when the hormone reached its target. I did this by synthesising the chemistry of the endocrine system with the nut and bolt. First, I found the endocrine gland. Second, I determined the hormone. Third, I bolted the production of the hormone to the endocrine gland. 7. I prepared to prevent blockages in the circulatory system. I did this by synthesising the chemistry of the circulatory system with the nut and bolt. First, I found the blood cell. Second, I found the blood vessel. Third, I bolted the blood cell on to the notion of keeping going through the blood vessel. 8. I prepared to fight pathogenic disease. I did this by synthesising the chemistry of the immune system with the nut and bolt. First, I found the pathogen. Second, I found the immune response. Third, I bolted the immune response to the pathogen. 9. I prepared to help the filtered blood return to the blood. I did this by synthesising the chemistry of the lymphatic system with the nut and bolt. First, I found the blood. Second, I found the plasma. Third, I bolted removing plasma from the blood. 10. I prepared to maintain the cells' oxygen supply. I did this by synthesising the chemistry of the respiratory system with the nut and bolt. First, I found the oxygen molecule. Second, I found the blood cell. Third, I bolted the oxygen molecule on to the blood cell. 11. I prepared to form urine. I did this by synthesising the chemistry of the urinary system with the nut and bolt. First, I found the urea. Second, I found the water. Third, I bolted the urea to the water. 12. I prepared to eat enough of a type of food. I did this by synthesising the chemistry of the digestive system with the nut and bolt. First, I found the nutrient. Second, I found the body part that needed it. Third, I bolted the nutrient to the part of the body where it was needed. 13. I prepared to want the baby. I did this by synthesising the chemistry of the reproductive system with the nut and bolt. First, I found the baby. Second, I found the parents. Third, I bolted the baby to the parents. Quantum Box/Prayer 1. I prepared to record the update for automation. I did this by deleting the connection to the error. First, I found the error. Second, I corrected it. Third, I reconnected to the correction. 2. I prepared to maintain positive function. I did this by thinking of the positive thought instead. First, I listened to the positive stimulus. Second, I verified that it was positive. Third, I thought of the positive reply. 3. I prepared to apply for the loan. I did this by observing inequality disappear in politics. First, I found how America was formed. Second, I observed their lever inequalities. Third, I noted Australia's solvable inequalities. 4. I prepared to allow for individual skills. I did this by observing inequality for women disappear in politics. First, I observed the unequal numbers of each sex in each role type. Second, I encouraged enough women to apply. Third, I manually met the PISA requirements. 5. I prepared to specialise in the era. I did this by observing inequality for LGBTIQA disappear in politics. First, I found the LGBTIQAs. Second, I compensated for them, including any people with disabilities. Third, I found the appropriate way to occupy them. 6. I prepared to hand breason out thoughts for children. I did this by observing inequality for the minority disappear in politics. First, I went to the red house. Second, I put pedagogy, meditation and medicine in it. Third, I did this before conception and during the life. 7. I prepared to leave a "zero" footprint. I did this by reducing paper in schools. First, I thought that square eyes could be prevented, so computers were better than paper. Second, I made my own computer. Third, I sold spiritual computers. 8. I prepared to save energy. I did this by reducing snail mail. First, I completed the form on computer. Second, I emailed it to the recipient. Third, I reduced paper mail. 9. I prepared to follow up the individual. I did this by making sure that there were proper protocols so that the message was posted online without fail. First, I listed the post. Second, I automatically posted the post. Third, I ensured that it had been received. 10. I prepared to automate bug checking. I did this by agreeing with automatic removal of the error, unless it needed to be done manually. First, I fixed the error with the algorithm. Second, I checked whether the fix was correct. Third, I kept the change if it was correct, otherwise I manually fixed it. Future 1. I prepared to enjoy grand health. I did this by setting the slider at the proportion of ideality for science. First, I set the slider at maximally ideal. Second, I ate. Third, I didn't hanging upside down. 2. I prepared to support a larger population. I did this by stating there was a limit to the world's population. First, I found the virtual jobs. Second, I found the virtual students. Third, I found virtual accommodation. 3. I prepared to state that there was a magical surplus energy in the universe. I did this by stating that the leader tested the metal frame for the house. First, I specified the dimensions of the steel. Second, I found the source. Third, I replicated it. 4. I prepared to invite the cow to a customised class for her. I did this by stating that there were vegan alternatives to cows. First, I synthesised the creatinine. Second, I synthesised the thymine. Third, I synthesised the animal fat. 5. I prepared to help the others catch up with an app for manual medical meditation (mind reading to help with thoughts). I did this by stating that all people were taught meditation. First, I helped the parents before conception. Second, I taught the child meditation. Third, I noticed medical benefits. 6. I prepared to encourage naturally intelligent assignments. I did this by stating that all students were taught pedagogy as a core subject. First, I credited the student's thoughts as an accredited assignment. Second, I encouraged him to detail it. Third, I encouraged creativity. 7. I prepared to expand the uses until a cycle was found. I did this by stating that all conceptions should be given 50 As. First, I asked if the student knew what I meant. Second, I spiritually time travelled and gave the 50 As. Third, I did this for all thoughts. 8. I prepared to state that the school was my partner and me. I did this by state that everyone was sexually free. First, I found a partner. Second, I wrote about my relationship with him. Third, I made sure that it was safe. 9. I prepared to be equitable rather than equalitarian. I did this by state that all things (e.g. job requirements) were equitable. First, I found the appropriate job requirements for the person. Second, I stated that the institution was automated. Third, I stated that bots were the computer aided learning characters. 10. I prepared to write on pedagogy. I did this by stating that there was proper medicine for everyone. First, I gave pedagogy to the next child. Second, I took many years to think about it. Third, I stated that occupation with pedagogy was medicine. Two Types 1. I prepared to sell the artificial breasts. I did this by stating that the breast cooled and stored the milk. First, I read the temperature of the breast. Second, I read how much milk it stored. Third, I simulated these. 2. I prepared to think of the latest technologies. I did this by state that the orange cooled and stored the juice. First, I measured the temperature of the orange. Second, I measured how much juice it contained. Third, I worked out how to extract all of its juice. 3. I prepared to observe the play of scientific and magical (more algorithmic) forces. I did this by stating that Earth was naturally selected. First, I found the place. Second, I constructed the home. Third, I engaged in the upkeep of the home. 4. I prepared to ask "Why is beauty there?". I did this by stating that the animal was naturally selected. First, I observed the strongest animal. Second, I observed the most intelligent animal. Third, I observed the most beautiful animal. 5. I prepared to guide young people to alternative (i.e. spiritual) philosophy. I did this by stating that there were heterosexual and homosexual people. First, I noticed that there were children of heterosexual people and homosexual people. Second, I noticed that necessary pedagogy for children kept the population down. Third, I noticed that there were psychiatrically fit role models. 6. I prepared to observe the good use of what was created. I did this by observing that money was created and destroyed. First, I observed the money being created. Second, I observed the bank give it out. Third, I noticed the old notes and coins being taken out of circulation. 7. I prepared to search for mind reading and time travel courses. I did this by attending independent school and singing in liturgical church. First, I found the gap between Honours and LSTMs. Second, I saw people meditate when not at church. Third, I worked in the community. 8. I prepared to replace the human parts with robot parts. I did this by stating that there were human parts in the robot individual. First, I mind read the behaviour. Second, I worked out how to interface with the human neurons. Third, I worked out something to do with the neurons. 9. I prepared to make my own automated systems. I did this by stating that there with-it famous people and not. First, I studied famousness. Second, I made automated famousness systems. Third, I taught meditation. 10. I prepared to investigate systems. I did this by simplifying to two types. First, I found the main top-level items. Second, I chose the most important pair of top-level items. Third, I listed the two types of items. X 1. I prepared to examine the body. I did this by stating that the tube had the width that allowed the liquid to pass through it over the desired time. First, I doubled the cross-sectional area of the tube. Second, I found that the found that the rate of liquid passing through the tube doubled. Third, I found that twice as much liquid could pass through the tube in the same time. 2. I prepared to design the space dock by universal standards. I did this by stating that the docking bay was wide enough to contain the boat. First, I measured that there the docking bay was wide enough to contain the ship. Second, I compensated for spacing needed around the boat. Third, I checked that the airlock could properly attach to the spacecraft. 3. I prepared to examine the oral drinking video. I did this by stating that the member of personell maintained the life with the tube. First, I chose the tube. Second, I inserted the catheter. Third, I drip fed the person with the necessary fluid. 4. I prepared to account for extras in the ship's width. I did this by stating that the dock received well. First, I found the peripheral's width. Second, I found the refuelling material's width. Third, I included these in the overall width. 5. I prepared to compare x-correction with width. I did this by stating that I knew what the state of affairs was. First, I found that the farm yield was the same amount (width). Second, I arranged these packs. Third, I sent them to the recipient. 6. I prepared to plan meditation centres. I did this by stating that the entity franchised well. First, I recorded values around the company store. Second, I copied these values. Third, I opened the franchise. 7. I prepared to record the maintenance record. I did this by verifying that the x width was the same as before. First, I recorded the first x width. Second, I measured the second x width. Third, I found that their difference was 0. 8. I prepared to find the individual object's width. I did this by measuring the width of 10 objects and dividing this by 10. First, I eliminated error from measuring small objects individually. Second, I eliminated error from air gaps beside objects. Third, I eliminated error from the slightly different orientation of objects. 9. I prepared to draw a map of the universe. I did this by calculating the distances between the galaxies using red shift. First, I recorded the red shift of the first galaxy. Second, I recorded the red shift of the second galaxy. Third, I found that greater red shift indicated that the second galaxy was further away. 10. I prepared to fill the nothing with ontologies. I did this by mapping the my position relative to the known universe. First, I examined the positions of the galaxies relative to my planet. Second, I found their distance away using red shift. Third, I constructed a 3D map of the known universe. Y 1. I prepared to deliver the service professionally. I did this by moving forward in equity. First, I the appropriate solution for the person. Second, I found their comment on it. Third, I modified it given their comment. 2. I prepared to appear to ask for support for payment. I did this by walking through the graphical voxel field depicting my office. First, I drew the office. Second, I projected it with 10 algorithms per day to appear and 50 algorithms per day for payment. Third, I walked through it. 3. I prepared to logically analyse the structure of people. I did this by including the people in writing the queue algorithm. First, I saw the first person join the queue. Second, I saw him progress in the queue. Third, I saw the first person leave the queue. 4. I prepared to poll the people. I did this by stating that the leader collected the suggestions from the line of people. First, I ate the apple. Second, I cut the banana. Third, I combed my hair. 5. I prepared to analyse spine length during the day. I did this by stating that the student was given A to calculate the length of Y at a particular time. First, I measured the lying length of the person in the morning. Second, I measured the lying length of the person at midday. Third, I measured the lying length of the person in the afternoon. 6. I prepared to sit for the exam. I did this by visiting the spiritual school where I memorised 10 lines of code. First, I understood the algorithm by writing it. Second, I used a mnemonic written from the acronym for the first letters of each line. Third, I memorised it backwards. 7. I prepared to test the algorithm. I did this by running the n-line algorithm mentally using the interpreter. First, I matched the query with the predicate. Second, I followed the logical structure of the algorithm. Third, I computed the variables from running the line. 8. I prepared to add in binary number form. I did this by quickly computing the output from the n inputs and program description. First, I added 1+2+3. Second, I wrote that their sum was 6. Third, I wrote the algorithm. 9. I prepared to drink the water. I did this by stating that the tower of leaders solved the water problem. First, I stated that the water naturally goes downhill. Second, I placed the water uphill. Third, I let it flow downhill. 10. I prepared to replicate the craft. I did this by designing a vehicle. First, I designed te computer. Second, I designed its moving engine. Third, I designed its body. Z 1. I prepared to time the ascent. I did this by observing the particle ascend through the tube in movement mode in Computer Aided Learning. First, I inserted the bubble at the bottom of the column of water. Second, I watched it rise. Third, I saw it reach the surface of the water. 2. I prepared to find employees when none applied. I did this by contributing to the community. First, I found the bot created itself. Second, I determined that it was sentient. Third, I recruited it. 3. I prepared to go to the next function. I did this by observing that the liver continued to produce output. First, I found one of the liver's functions. Second, I followed its function. Third, I replicated its function. 4. I prepared to help digestion with gravity. I did this by showing perfect digestion. First, I meditated. Second, I ate food. Third, I observed positive function in my digestive system. 5. I prepared to connect with nature with automation. I did this by producing the rising thesis. First, I started at the base premise. Second, I deduced conclusions from it. Third, I found the chain of uses in the thesis. 6. I prepared to extol virtues. I did this by speaking the language in itself. First, I spoke mildly. Second, I helped people. Third, I thanked everyone. 7. I prepared to invent business given nothing. I did this by having the behemoth. First, I found its positive function. Second, I checked for changes needed. Third, I wrote a business model that withstood anything. 8. I prepared to play the note overseas. I did this by stating the bot confirming the frequency. First, I found the back-translation. Second, I inserted output into it. Third, I paid it with A to insert the frequency. 9. I prepared to accommodate for the welfare of outliers. I did this by stating that large numbers reading the newspapers created larger thoughts. First, I wrote funnels accounting for people's thoughts. Second, I understood their reasons. Third, I found outliers. 10. I prepared to observe the meeting progress. I did this by stating that the law-keeper moved up by meeting the individual. First, I found the stake-holders. Second, I made an appointment with the company. Third, I sent a draft of the agenda to the individual. Rebreasoning 1. I prepared to make money from magic. I did this by touching the gold. First, I replicated the gold. Second, I sold it. Third, I made a profit. 2. I prepared to study space science. I did this by stating that the clothes touched. First, I found that the space craft was sealed. Second, I found the space suit was sealed. Third, I researched all times. 3. I prepared to traverse the grammar. I did this by stating that the grammars touched. First, I found the subject's grammar. Second, I found the verb phrase's grammar. Third, I stated that the subject's grammar touched the verb phrase's grammar. 4. I prepared to play the computer game. I did this by touching the circle of gold. First, I found the flying eagle robot. Second, I pressed the circle of gold. Third, I flew in the machine. 5. I prepared to take my new measurements. I did this by stating that the clothes were stretched together. First, I put on muscle. Second, I stretched the arms of the clothes. Third, I stretched the legs of the clothes. 6. I prepared to automate the actions. I did this by observing that the friendly meeting was legal. First, I met the entity. Second, I touched the rectangular air prism. Third, I automated taking minutes. 7. I prepared to wonder what they looked like when they were young. I did this by stating that my eyes met dawn. First, I looked at the horizon. Second, I waited until dawn. Third, I met the sun with my eyes. 8. I prepared to verify the connection. I did this by moving on to the next point. First, I breasoned out the first point. Second, I breasoned out the connection to the second point. Third, I moved on to the second point. 9. I prepared to use machine learning to identify reused words. I did this by deciphering the code. First, I found the out-of-sequence letters. Second, I found all combinations of the letters. Third, I deciphered them. 10. I prepared to rank the objects. I did this by following the plan. First, I read the plan. Second, I found the pathway to the objects. Third, I simplified the plan. Rebreathsoning 1. I prepared to marry medicine and computer science. I did this by eating fresh food. First, I related the food to computer science. Second, I examined the algorithm's data flow. Third, I matched it to digestion. 2. I prepared to side with the pole. I did this by observing meantness (sic). First, I found the statement to be unwavering through time. Second, I found it to be unwavering in relation to other statements. Third, I found it to be unwavering in relation with other people. 3. I prepared to question the bug in the time machine. I did this by stating that the tourists visited "Mars". First, I simulated the light. Second, I simulated the surface. Third, I simulated the flights. 4. I prepared to record the position. I did this by determining the functional locus. First, I found the position that influenced function. Second, I noticed movement to the left. Third, I noticed movement to the right. 5. I prepared to function positively. I did this by taking the breathsoning into consideration. First, I noticed the student had failed. Second, I observed that the student had failed because of the essay format and number of breasonings, not anything else. Third, I re-examined the student. 6. I prepared to identify the breathsoning "carefully" in Medicine. I did this by stating that the larrikin suffered from breathsoningitis. First, I removed the block. Second, I helped the flow to move on. Third, I encouraged the person to use enough breathsonings. 7. I prepared to remain the person in charge. I did this by examining the famous breathsoning. First, I meditated carefully. Second, I researched whether the experiment worked. Third, I wrote on the topic and education of it. 8. I prepared to maintain good digestion. I did this by examining the breathsoning work. First, I ate carefully. Second, I ate with a minimum of fuss. Third, I ate over a longer time. 9. I prepared to describe the process in terms of objects. I did this by breasoning out the breathsoning. First, I observed the friendly person. Second, I found them being around themselves. Third, I found what you meant. 10. I prepared to notice the sickness (health). I did this by breathsoning out the tantrum. First, I observed them be all for themselves. Second, I helped them up. Third, I exacerbated it. Room 1. I prepared to wreak peace. I did this by stating that there was an international room. First, I found the shuttlecocks. Second, I found the sticks. Third, I found the galumphs. 2. I prepared to have peace. I did this by endorsing red Palestine. First, I found you. Second, I found myself. Third, I connected us. 3. I prepared to fit all the objects into the room. I did t his by stating that the room's dimensions were in the golden ratio. First, I approximated the golden ratio as 1.5. Second, I found that the width of the room was 4 metres. Third, I found that the length of the room was 6 metres. 4. I prepared to answer the question every time. I did this by answering yes, not no to the question of the meeting in the pedagogy room. First, I wrote that the question of the pedagogy room was, "Are you pursuing pedagogy?". Second, I followed pedagogy in my life. Third, I followed pedagogy in my science. 5. I prepared to write another A. I did this by examining the egg and sperm when they became the zygote. First, I found the egg. Second, I inserted the sperm in it. Third, I observed the zygote. 6. I prepared to make things in each room. I did this by stating that the living room and the kitchen made the dining room. First, I visited the living room. Second, I visited the dining room. Third, I visited the kitchen. 7. I prepared to examine the seconds of the phontology. I did this by writing the room a phontology. First, I listened to the name of the room. Second, I listened to its function. Third, I recorded the structure of what I listened to. 8. I prepared to experience wellness. I did this by experiencing meantness in the room. First, I found the first side of the distinction. Second, I found the second side of the distinction. Third, I chose meantness. 9. I prepared to apologise for (agree with) harmony. I did this by stating that the room gave agreement and disagreement different values. First, I originally gave them different values. Second, I listened to the black hold character make Essay Helper programmers feel unwell. Third, I changed them to different values. 10. I prepared to state that the students performed their function. I did this by stating that the students found their way in the room. First, I stated that they found where they were in the house. Second, I stated that they found where they were in the room. Third, I stated that they found their orientation. Part of Room 1. I prepared to find out more. I did this by deciding what part of the room to act in. First, I walked to the mantel piece. Second, I lifted my hand. Third, I was given the clock. 2. I prepared to explore the idea more. I did this by think about why the idea was working. First, I wrote. Second, I wrote on the topic. Third, I wrote up a storm. 3. I prepared to marry the white witch and white knight. I did this by aerotopically interacting with the part of the room. First, I found the mallet. Second, I touched the knight's armour's shoulder. Third, I agreed with the knight. 4. I prepared to transfer money on the spiritual computer. I did this by stating that the Academy shopping trolley was part of the room. First, I found the nut. Second, I found the bolt. Third, I moved the spiritual desk. 5. I prepared to boil the water (write the essay). I did this by stating that the philosophy algorithm code filled the part of the room. First, I found the font. Second, I found the samovar. Third, I filled it. 6. I prepared to make the part of the room into a ludo/life work setting (to create business products (e.g. a process), employees (who created employees and customers) and customers). I did this by stating that the leader made work fun. First, I found the leader. Second, I asked him how to make work fun. Third, I found work fun. 7. I prepared to look at my hand approach my lips. I did this by reading about the part of the room. First, I aimed for the threshold. Second, I reached it. Third, I kept the aperture slightly open. 8. I prepared to prevent the seven year itch. I did this by commenting on love in the composition. First, I found love. Second, I found it dwelling. Third, I knew it. 9. I prepared to decide to love. I did this by commenting on sex in the composition. First, I read. Second, I spoke. Third, I thought. 10. I prepared to admit that it was this planet and that the sky was 1 metre above the ground. I did this by stating that where the planetary outpost was a building, the space station was itself. First, I noticed the building on a planet. Second, I noticed the space station in the sky. Third, I went from Earth, to the space station, to the planetary outpost. Direction 1. I prepared to check before changing lanes. I did this by stating that the object tailed me. First, I located the found the object. Second, I connected the object behind me. Third, I viewed behind me. 2. I prepared to avoid risks. I did this by stating that the revolutionary found her direction. First, the revolutionary studied science. Second, she researched the cutting edge. Third, she related multiple universes to possibilities, not realism. 3. I prepared to explore the solar system. I did this by stating that my direction was reducing the phonetic alphabet and Mars destination to simple tours. First, I looked at the photographs. Second, I looked at Mars. Third, I simulated Mars in the room. 4. I prepared to research the local culture by speaking with the target demographic and teachers before translating. I did this by fitting the way with culture. First, I tested that the smaller vocabulary didn't lose meaning. Second, I tested that the grammar used was similar and not too predictable. Third, I tested that the meaning was correct in context. 5. I prepared to go beyond back-translation by substituting transliterations. I did this by leading the way in life with culture. First, I used appropriate words, not words not used in a particular dialect. Second, I verified that the words didn't have the wrong meaning. Third, I grouped back-translations by languages which used them for translations. 6. I prepared to state that Maharishi made peace with others. I did this by stating that the most important pedagogue chose the Maharishi direction in meditation. First, he wrote about natural law, or encouraging writing on pedagogy. Second, I stated that the most important lecturer chose the Maharishi direction in meditation (he wrote about computational education). Third, I stated that the most important artist chose the Maharishi direction in meditation (he studied what pleased the eye). 7. I prepared to group sections of the directions. I did this by laying the directions end to end in the Perfect Palace. First, I lined up the same starts and ends of directions. Second, I numbered them. Third, I recorded them in a separate document. 8. I prepared for the students to gain as skills. I did this by writing on students' directions as Maharishi. First, I listed what they could do. Second, I found what they should do. Third, I found the intersection. 9. I prepared to add humour when appropriate. I did this by choosing the direction of humour. First, I found the word. Second, I found the first meaning. Third, I found how the second meaning was incorrect. 10. I prepared to find the known limits and necessary solutions. I did this by stating that the system directed everyone to become a Monarch. First, I found the Monarch computer game. Second, I designed royal computer algorithms. Third, I found the actual things (asking for help) helped the judgement. Time to Prepare 1. I prepared to be right. I did this by stating that there was enough time to prepare to do justice. First, I found the evidence. Second, I checker the law. Third, I did justice. 2. I prepared to verify the output. I did this by stating that the technology simulation was equal to reality to compute first class honours. First, I entered the algorithm. Second, I entered the data. Third, I computed first class honours. 3. I prepared to test the change. I did this by computing the time to prepare Congtology (sic). First, I identified the text. Second, I identified the structure. Third, I timed changing it. 4. I prepared to enjoy the vista. I did this by observing the quason (sic) field. First, I timed opening the gate. Second, I closed the gate. Third, I walked to the point. 5. I prepared to eat the biscuits at tea. I did this by calculating the time to prepare for me from the other's statement. First, I found the flour. Second, I made the biscuits. Third, I finished what I read. 6. I prepared to link to your time to prepare. I did this by knowing your time to prepare. First, I found the start of your time to prepare. Second, I found the end of your time to prepare. Third, I found their difference, your time to prepare. 7. I prepared to protect you. I did this by calculating the time to prepare to know about you. First, I found your time to walk the route. Second, I found your route. Third, I cared for you. 8. I prepared to calculate the time that the events would be finished at. I did this by nogating (sic) (thinking of) my time to prepare for you. First, I timed the necessary events at another time. Second, I found the start of the time to perform the action. Third, I added the duration of the events to the time. 9. I prepared to fill the tank with fuel. I did this by timing sliding the tube into the void to time it. First, I timed it at the start. Second, I timed it sliding in. Third, I timed it finishing sliding in. 10. I prepared to eat the food. I did this by timing the preparation of the food. First, I found the food. Second, I cooked it. Third, I read the timer. Time to Do 1. I prepared to perform the action. I did this by examining whether there was time to do an action in the nothingness. First, I timed the action. Second, I found the time it would be performed. Third, I determined that there was enough time to perform the action. 2. I prepared to make my life in example. I did this by examining ecritudine (sic) (life is an example) with enough time to do each task. First, I completed the task. Second, I stated that it was the example. Third, I had enough time to do it. 3. I prepared to write As for the rules. I did this by stating that there was time to nothing in law. First, I had a gut feeling. Second, I was in law. Third, I did nothing because I had thought clearly in law. 4. I prepared to state that gestalt, the file length l, was safe. I did this by stating that there was time to examine gestalt. First, I counted the file length. Second, I counted the boxes. Third, I counted the content length. 5. I prepared to study the book. I did this by stating that there was time to do the task on campus. First, I attended campus. Second, I calculated how long the task would take. Third, I performed the task. 6. I prepared to draw the yew. I did this by timing pruning the yew. First, I found the yew tree. Second, I started the timer. Third, I pruned the yew tree. 7. I prepared to choose the song with the best instruments. I did this by timing inspiring the hit. First, I wrote 800 ideas. Second, I wrote 800 songs. Third, I found the best one. 8. I prepared to do the oral presentation. I did this by timing looking at Derrida's balls and was protected. First, I walked down the hall. Second, I saw Derrida's balls. Third, I walked into the room and was protected. 9. I prepared to write harder. I did this by seeing what was so interesting about Derrida. First, I looked around the room. Second, I realised that I was the only one in the room. Third, I wrote about Derrida in relation to myself 10. I prepared to state that the list monologue parodied a long list and the I'm not mad monologue was about the doll. I did this by realising that I was it. First, I read the list. Second, I saw that my name was the only name in the list. Third, I named List Prolog after my List monologue in year seven. Time to Finish 1. I prepared to examine the effect of pedagogy. I did this by seeing the after-property. First, I saw the property. Second, I prepared to time the after-property. Third, I observed the after-property. 2. I prepared to prepare for each possibility. I did this by planning for afterwards. First, I noted when afterwards would begin. Second, I broke it into chunks. Third, I planned it. 3. I prepared to loved the other. I did this by finishing planning to love the other. First, I looked at the self. Second, I looked at the first other. Third, I loved the dependent. 4. I prepared to help the others. I did this by finishing planning to know about it. First, I researched the topic. Second, I researched the content. Third, I wrote a critique. 5. I prepared to time yoga (cleaning) after the presentation. I did this by finishing planning to examine the ontological nothingness of the other. First, I found my space. Second, I noticed the other. Third, I noticed what he was interested in and helped him with it. 6. I prepared to time going to sleep. I did this by finishing planning to feed the politician with interests to send her to sleep. First, I made up the thought. Second, I represented it. Third, I observed her fall asleep. 7. I prepared to automate uploading it. I did this by timing finishing the movie. First, I planned the objects. Second, I planned their movement. Third, I automated finishing it. 8. I prepared to bud, eat at, dream of algorithms at, or expand the frontier of knowledge. I did this by finishing planning to be with intelligent people. First, I made up interesting things (for example, interest in different departments). Second, I found myself with them. Third, I talked about unplanned things. 9. I prepared to did all the things with them. I did this by finishing planning to examining "it". First, I found you. Second, I found it. Third, I found me. 10. I prepared to jump. I did this by finishing planning to examine you about it. First, I found the mound. Second, I you. Third, I found it. Professor Algorithm 1. I prepared to seek more people. I did this by training people in time points about the Professor Algorithm. First, I found the time point. Second, I trained people in them. Third, I found the people using the Professor Algorithm. 2. I prepared to know the set of all people. I did this by stating that people were trained in the Professor Algorithm. First, I found the books. Second, I found them people training themselves. Third, I trained them too. 3. I prepared to carefully examine the capsule. I did this by stating that the result of the professor algorithm was mine. First, I found the meme. Second, I capsulated it. Third, I dismantled it. 4. I prepared to speak in language with tact. I did this by stating that the professor algorithm was it. First, I exfoliated my mouth. Second, I said, "Who's that, Grandma?". Third, I I examined you closely. 5. I prepared to find out everything that I wanted. I did this by stating that the subject was the entity who used the professor algorithm. First, I knew you. Second, I knew what it was. Third, I knew it very well. 6. I prepared to intactify (sic) myself - everyone. I did this by computing the professor algorithm and it was good. First, I found you. Second, I knew what you meant. Third, I designed you. 7. I prepared to djablucinate it (sic). I did this by stating that the action was derived from the verb in the breasoning. First, I do it, you say it. Second, I wrote it. Third, I found everyone as well. 8. I prepared to welcome it. I did this by meditating on a day when I found out the verb from God. First, I found the word. Second, I said it. Third, I was it. 9. I prepared to say it encouragingly. I did this by performing the verb. First, I loved you. Second, I loved it. Third, I wanted it. 10. I prepared to ask, "Isn't that Nietzsche?". I did this by stating that the verb is algal. First, I asked, "What is algal?" (it is algorithm-like). Second, I asked, "What is an algorithm?" (it is our bath). Third, I knew it. Professor Algorithm - Student 1. I prepared to complete the work. I did this by sipping from the city water supply. First, I found the tap. Second, I poured a glass of water. Third, I drank it. 2. I prepared to assess the back-translated algorithm, then essay. I did this by sitting on the seat. First, I found the child. Second, I sat with it. Third, I played tiddlies. 3. I prepared to see where it went. I did this by stating that the verb described my action. First, I photographed where I would perform the action. Second, I photographed the object. Third, I photographed the object after performing the action on it. 4. I prepared to turn out the light. I did this by performing the verb to the other. First, I found the other. Second, I told the story to the other. Third, I listened to her question. 5. I prepared to capture the gossamer nightingale. I did this by performing the action about the verb to the group. First, I burst into colour. Second, I burst into song. Third, I sang the lullaby. 6. I prepared to smile. I did this by symbolising the verb. First, I enjoyed the song. Second, I rummaged in the Christmas sack. Third, I pulled the theatrical mask out of the sack. 7. I prepared to summarise the sentences' key self-terms. I did this by find out how I symbolised the verb. First, I read the diary. Second, I read the entry. Third, I read that I was happy. 8. I prepared to feature the important points. I did this by stating the pair symbolising the verb. First, I produced the rule with the machine learning algorithm. Second, I explained that the pair was the short term and long term memory in the algorithm. Third, I explained that the verb was to spring clean the system. 9. I prepared to go further. I did this by not performing the action. First, I found something better. Second, I did it instead. Third, I went that way. 10. I prepared to go further on it as well. I did this by finding you performing the action. First, I found the schools founder. Second, I found her eat the dish. Third, I knew it was you. God Algorithm 1. I prepared to use the correct object. I did this by applying the verb to the object. First, I found the object. Second, I listed the possible verbs. Third, I found the verb to apply to the object. 2. I prepared to differentiate between word and object. I did this by stating that I knew you about the result of the God algorithm. First, I found the result of the God algorithm, the object. Second, I noticed you needed the object. Third, I found the physical object. 3. I prepared to write it up. I did this by stating that I knew you, the result of the God algorithm. First, I found your name. Second, I sent you a letter. Third, I received your reply. 4. I prepared to find out more. I did this by stating that I knew you a little about the result of the God algorithm. First, I noticed the object. Second, I noticed someone holding it. Third, I noticed you. 5. I prepared to ask why why was. I did this by stating that I knew the result of the God algorithm was why. First, I noticed the occurrence of the event. Second, I read the result of the God algorithm. Third, I worked out that the result explained the occurrence. 6. I prepared to predict the result in the category. I did this by stating that I knew why the result of the God algorithm was that particular result. First, I noticed the category. Second, I noticed the result in the category. Third, I noticed that it was that particular result. 7. I prepared to iterate wildly. I did this by verifying the self against the result of the God algorithm. First, I found you. Second, I interrogated what you said. Third, I got it right. 8. I prepared to go off happily ever after. I did this by stating who I was in relation to the result of God Algorithm. First, I found you with the object. Second, I found myself with the object. Third, I found us together, and happily ever after. 9. I prepared to say what I would write. I did this by writing the name of the object found out from God displayed on the spiritual screen. First, I discovered God. Second, I knew how it harmonised with things. Third, I stated that it sounded better than a look. 10. I prepared to decide well. I did this by stating that I knew it wasn't the object. First, I stated that it was the object. Second, I stated that I knew it was the object. Third, I stated that it wasn't not the object. God Algorithm - Student 1. I prepared to state that it was because I was the student. I did this by stating that the student wrote the name of the object that the teacher stated. First, I attended class. Second, I listened to the teacher say the name of the object. Third, I wrote it down. 2. I prepared to see the play from two positions. I did this by examining the amphitheatre. First, I examined the arc. Second, I walked towards the seats. Third, I walked up the stairs. 3. I prepared to use the object for a purpose. I did this by stating that I knew why the object was that particular object. First, I recognised the object. Second, I remembered that the object in mind had that particular purpose. Third, I verified that the object I saw had the same purpose. 4. I prepared to check the algorithm for errors. I did this by stating that I knew where the object was. First, I saw the object on the screen. Second, I moved it. Third, I made a computer algorithm from the behaviour. 5. I prepared to observe the trend. I did this by stating that the two subjects found an object each. First, I observed the first subject find an object. Second, I observed the second subject look at the object. Third, I observed the second subject find the same type of object. 6. I prepared to find more intelligent connections (between consecutive items, or a maximum of five apart). I did this by telling the other the name of the object. First, I saw and recognised the object. Second, I repeated its name silently in my head. Third, I said its name to the other. 7. I prepared to favour connections rather than word processors, etc. I did this by stating that I knew when the object was made. First, I examined the object. Second, I found the date of manufacture engraved on it. Third, I also read the place of manufacture. 8. I prepared to compare the objects. I did this by writing down the object's historical dimensions. First, I wrote down the object's dimensions. Second, I opened the history book. Third, I wrote down a similar object's dimensions. 9. I prepared to do what the other did. I did this by stating that the other used the object in the present. First, I chose the object. Second, I used it. Third, I documented it. 10. I prepared to do more work. I did this by stating that the other was in the present because she was holding the object. First, I found the marker. Second, I held it up. Third, I performed more work. Moving Appearances 1. I prepared to calculate the object's speed. I did this by stating that I knew what the moving appearance was. First, I saw the gold balloon. Second, I saw it move. Third, I put it aside. 2. I prepared to state that what you did was how it worked. I did this by stating that I knew how the moving appearance worked. First, I knew you. Second, I knew what you did when you moved. Third, I exhaled it. 3. I prepared to copy and move. I did this by stating that the unnatural mimicked the golden ratio in the air. First, I found the golden rectangle. Second, I found the air. Third, I artificially projected the golden rectangle in the air. 4. I prepared to examine my movement. I did this by recording my movement. First, I recorded my starting position. Second, I moved. Third, I recorded my ending position. 5. I prepared to make things up. I did this by stating that I knew the fact about the man. First, I found his ruler. Second, I found its height. Third, I examined it. 6. I prepared to plan the mathematical appearance. I did this by stating that I knew how the reason for the moving appearance worked. First, I found what the people meant. Second, I wanted it. Third, I carried it out well. 7. I prepared to take good actions. I did this by seeing what the moving appearance was. First, I looked inside it. Second, I recorded its reason. Third, I examined what it meant because of it. 8. I prepared to panic on the streets of Lebanon. I did this by performing the action after viewing the moving appearance. First, I dissected the specimen. Second, I found what the moral science was. Third, I left after moving it. 9. I prepared to deanimate the clock in my mind. I did this by telling the time from the moving appearance. First, I found the clock's hour hand. Second, I found the number that it pointed to. Third, I found it tentaclising (sic) the time. 10. I prepared to do the past before the future. I did this by working out when the moving appearance was. First, I worked out when something should occur. Second, I saw the moving appearance. Third, I noticed Totem Colero's contribution. Moving Appearances - Student 1. I prepared to capture it (the object). I did this by using the noumena of the moving appearances. First, I found the noumena. Second, I found their moving appearances. Third, I used the noumena. 2. I prepared to observed the other. I did this by observing the other scheduling the moving appearances. First, I found the moving appearances. Second, I scheduled them. Third, I told the other to schedule them. 3. I prepared to be un-bored. I did this by knowing when the moving appearance was scheduled. First, I found you. Second, I found what you meant. Third, I designed it. 4. I prepared to note everything. I did this by knowing what time I wanted the moving appearance to appear. First, I stated that the moving appearance was memories of the other. Second, I loved them. Third, I kept the other. 5. I prepared to imitate work at work. I did this by noticing the moving appearances of God. First, I found the job. Second, I helped him up. Third, I defeated death. 6. I prepared to decide on more things. I did this by stating that the clock struck one, meaning we need competency in meditation. First, I found competency. Second, I found competency in meditation. Third, I decided it, like running up the clock. 7. I prepared to state that the other universe was really part of our universe. I did this by discovering the true essence in time. First, I found time. Second, I found its true essence. Third, I found that the other universe didn't exist in that case. 8. I prepared to see what was needed. I did this by meditating to make the moving appearances appear. First, I frolicked around. Second, I jumped up and down. Third, I harmonised with myself. 9. I prepared to relate to the others. I did this by finding the infinitesimally interesting language of the moving appearances. First, I found what I wanted. Second, I spoke with it. Third, I designed more things. 10. I prepared to move creatively. I did this by stating that I didn't like Febrvarius' (sic) quotes about moving appearances. First, I found you. Second, I like what you said around the time about moving appearances. Third, I completed it. Upasana Sutra 1. I prepared to help people see high quality imagery to God. I did this by stating that the Upasana Sutra helped write the breasonings details with people. First, I stated that the Upasana Sutra helped me see top-level imagery. Second, I saw examples of the breasonings details, for example, the object, the relation between objects, etc. Third, I wrote about the object, etc. with people. 2. I prepared to state that Upasana (meditation) was a unique part of meditation. I did this by stating that many others listened to me because of the Upasana Sutra. First, I found many others. Second, I recited the Upasana Sutra. Third, I helped them to write on the Upasana Sutra. 3. I prepared to have inexpensive, courses not with absolutely nothing, but ontological nothingness. I did this by stating that the Upasana meditators were in a lineage. First, I taught meditation to a student. Second, I observed the student teach meditation. Third, I observed the chain links contained a common element. 4. I prepared to state that education agreed with upasana. I did this by stating that Upasana means meditation. First, I found that the brain was sense-based. Second, I helped the brain. Third, I stated that writing was more important than no handed in writing and no action performed. 5. I prepared to have enough population. I did this by stating that Upasana helps see breasonings. First, I critically analysed the Upasana argument. Second, I used the skill to see breasonings. Third, I explained that Upasana helped me see breasonings with the help of God. 6. I prepared to decide what was good. I did this by choosing positivity in areas of study. First, I found positive terms. Second, I wrote them down. Third, I stated that I had written the noumenon. 7. I prepared to make the rogaining computer game. I did this by finding all the goals in rogaining using my compass, ruler, pencil, and map. First, I found where I was. Second, I found where I wanted to go. Third, I went there, getting down to the nearest half a degree. 8. I prepared to take necessary action. I did this by removing mistakes from the text. First, I found the mistake. Second, I removed it. Third, I found what was right in the middle. 9. I prepared to keep the person occupied. I did this by seeing clear imagery. First, I completed Upasana. Second, I breasoned out the breasoning details to God. Third, I wanted you. 10. I prepared to record the relative time to use gradient. I did this by examining the inside then the outside of the Upasana thoughts. First, I looked on the inside. Second, I looked at what was there. Third, I looked at the outside. Yellow God 1. I prepared to see the timeless. I did this by examining where not when it was. First, I where it was. Second, I wanted it. Third, I wanted more. 2. I prepared to do it again. I did this by observing that God (the leader) was revered in the past. First, I planned the thought. Second, I followed it. Third, I wanted it at that point. 3. I prepared to thank for help. I did this by stating that after being born, the God was helpful when prayed to (the leader was helpful when asked). First, I asked the leader. Second, he helped me. Third, I confirmed it. 4. I prepared to manahimhorisit (sic). I did this by stating that the God (person) was only there when he was there. First, I saw him. Second, I went home. Third, I decided on it. 5. I prepared to do it all. I did this by stating that God (the person) reacted to the prayer (question). First, I asked the question. Second, I saw what I wanted to. Third, I helped you. 6. I prepared to do it again. I did this by stating that I knew how it said it. First, I examined it. Second, I knew how it said it. Third, I saluted it. 7. I prepared to entrain myself. I did this by stating that the person wanted the God (figure). First, I dissolved the figure. Second, I wanted it. Third, I loved it again. 8. I prepared to do it all. I did this by stating that the God (people) saved people from cancer. First, I observe them find the cure. Second, I moved on. Third, I loved it then. 9. I prepared to see it. I did this by stating that the God (person) was present when it worked. First, I found you. Second, I loved you. Third, I gesticulated wildly. 10. I prepared to examine it hardily. I did this by stating that God (everyone) was good. First, I found you. Second, I found it was good for you. Third, I asked, "What is that?". Blue Nature 1. I prepared to prevent the flood and fire. I did this by observing the sea creatures. First, I observed nature go around me. Second, I was safe. Third, I had some good things in the middle. 2. I prepared to buy the Bentwood Chair by Michael Thonet. I did this by stating that I am a member of nature. First, I distanced myself from nature. Second, I helped you to it. Third, I followed man-madeness. 3. I prepared to test properties of nature. I did this by enjoying blue nature. First, I trained nature. Second, I assessed nature. Third, I joked, I imitated not followed nature, in fact. 4. I prepared to meet safety requirements. I did this by enjoying blue nature with you. First, I found the block. Second, I removed it. Third, I walked there. 5. I prepared to help make a model. I did this by noticing that there was one creature. First, I avoided it. Second, I stayed home. Third, I did something else. 6. I prepared to design nature around it. I did this by noticing all of nature. First, I wrote the name of the object. Second, I wrote your name. Third, I wrote what you said it was. 7. I prepared to design it well. I did this by stating that the creature developed the direction. First, I said "I did". Second, I made you do one thing you liked it, and I liked it too. Third, I designed around nature. 8. I prepared to like it. I did this by stating that the creature was in the object. First, I looked at it. Second, I took it out. Third, I designed a mould for it. 9. I prepared to be a good person. I did this by stating that the creature was on the object. First, I found you. Second, I found what you wanted. Third, I did what you wanted me to do. 10. I prepared to design it first. I did this by stating that the caretaker created the space in nature. First, I found space. Second, I found you in it. Third, I moved on with you in my arms. Appearances 1. I prepared to receive the positive effects of writing the algorithm in the future. I did this by displaying the famous appearance. First, I said it was either people or controlling the hallucinations. Second, I said it was the people. Third, I said that's what's famous. 2. I prepared to verify the A against the appearance. I did this by stating that there was a solution to the problem of 'A'. First, I wrote the A. Second, I read it. Third, I looked at its high quality appearance. 3. I prepared to help the appearances, increase to academia, recommend meditation and improved logical thinking. I did this by stating that the student constructed a logic of the appearance. First, I observed the plebeian write the number of As on different topics. Second, I observed her either have children or something else. Third, I read research about graduating from the Master degree. 4. I prepared to find the non-monotonicities. I did this by stating that the Science was an appearance. First, I found the Science. Second, I wrote the language of appearances. Third, I represented the Science in the language. 5. I prepared to reveal the consequent as a future use. I did this by stating that the appearance of the antecedent was stronger than that of the consequent. First, I found more energy in the first step. Second, I found less energy in the second step. Third, I chose the first step. 6. I prepared to state that three-step algorithms led to stronger conclusions, and that algorithm specifications were stronger than their uses. I did this by stating that the appearance of the consequent was stronger than that of the antecedent. First, I wrote the reason. Second, I wrote the eternal conclusion. Third, I couldn't avoid thinking of the reason as well. 7. I prepared to produce a movie of the subject of the argument map, removing other uses. I did this by stating that the object appeared to be in the other object. First, I explained that the reason was in the conclusion. Second, I showed that multiple reasons could be in a reason. Third, I showed that uses required a neuromodel. 8. I prepared to watch the dancer help her memory. I did this by stating that the dancer appeared. First, I stated that the dancer represented logical verification. Second, I thought of the rule of dancing. Third, I found the freedom of philosophy. 9. I prepared to calculate Computational Quotient (how intuitive the software was) in the Computational Doctorate. I did this by examining the appearance of the algorithm step. First, I made fun of it and wanted a whole algorithm. Second, I examined its fine art. Third, I noticed that the three links (between C.S. and F.A., and internal links in C.S. and F.A.) were prayed for. 10. I prepared to argue that computer science was one-dimensional. I did this by seeing that the appearance was always perfect. First, I stayed close to the first thought in computer science. Second, I moved straight to agreement. Third, I checked the values on either side. Hours Prayer 1. I prepared to make a game from ontological nothingness. I did this by stating that the Hours Prayer enabled you to know me. First, you knew my thoughts at each hour. Second, I knew you. Third, you knew me. 2. I prepared to delight in it. I did this by knowing the Hours Prayer. First, I recited the Hours Prayer. Second, I found what you meant for me to say. Third, I said it. 3. I prepared to design inherentana (sic) and onnahope (sic). I did this by coming to the conclusion. First, I listened to the hourly impetus. Second, I thought of the connection to the conclusion. Third, I thought of the conclusion. 4. I prepared to connect the hours together. I did this by meditating on the hour. First, I stopped on the hour. Second, I compared with my plan. Third, I saw what I wanted to. 5. I prepared to design new hours. I did this by examining what the hour meant. First, I found the hour. Second, I found what it meant. Third, I examined it. 6. I prepared to read all texts on the hour. I did this by understanding the text. First, I read the text. Second, I found what it meant. Third, I read another text. 7. I prepared to design lots of preludes. I did this by producing the Hours Prayer using the electron producer. First, I moved the electron. Second, I moved it well. Third, I went well. 8. I prepared to work on the text. I did this by producing the output to the Hour Prayer algorithm. First, I wrote the algorithm to output what I wanted on the hour. Second, I asked for help. Third, I received help. 9. I prepared to have perfect expression. I did this by writing the hit of the hour. First, I sweetened the algorithm to write the best statement. Second, I knew it. Third, I knew you too. 10. I prepared to check the character byte against nature. I did this by writing the byte as the result of the thoughts from the Hours Prayer. First, I drew all designs. Second, I chose the best one. Third, I wanted it. 50 Breasonings Per Second 1. I prepared to do everything by paper weights. I did this by going to the future. First, I found the future matrix. Second, I examined it. Third, I breasoned out 50 objects from it. 2. I prepared to help the meditator achieve his goals. I did this by noticing the meditator. First, I found the meditator. Second, I asked him to write 50 breasonings. Third, I observed him write 50 breasonings. 3. I prepared to utter more instances of the utterance. I did this by stating that I could think of the utterance. First, I thought of the 50 breasonings. Second, I thought of the utterance. Third, I spiritually uttered the utterance. 4. I prepared to synthesise the parts of the image. I did this by stating that 50 breasonings per second helped display thoughts. First, I thought of 50 breasonings. Second, I thought of them in an image. Third, I displayed the image in one second. 5. I prepared to find the path. I did this by examining the self (the mantra). First, I examined the self. Second, I examined the idea. Third, I found the map fragments. 6. I prepared to find fifty breasonings. I did this by understanding. First, I examined the text. Second, I found the diagram. Third, I thought about the way that the idea worked. 7. I prepared to check against fifty breasonings. I did this by overdoing. First, I spent. Second, I examined the level. Third, I found the level below. 8. I prepared to track time. I did this by walking on the beach. First, I looked around. Second, I bought drawing materials. Third, I found the location of the key. 9. I prepared to review the text. I did this by finding the thoughts. First, I found honour. Second, I created the thing-in-itself. Third, I found the unseen. 10. I prepared to be in the middle. I did this by stating that I knew. First, you said what you meant. Second, I drew the image. Third, I told you more. No Radiation 1 of 25 I used a sensor to detect heat, light and safety at the destination of time travel. 1. I prepared to time travel. I did this by closing the sola-cele (sic). First, I found the sun. Second, I found the hole in the reasoning. Third, I closed the hole. 2. I prepared to work. I did this by noticing the social supercomputer of 27XX. First, I found the way to go there. Second, I found the people. Third, I found their supercomputer. 3. I prepared to be in terms of science. I did this by researching science. First, I found each way that I was in science. Second, I was that way. Third, I stayed that way. 4. I prepared to stay in place, and so feel that it is safe. I did this by stating that my life was protected from transcending time. First, I asked, "Isn't transcending a positive term, so isn't transcending time a positive term?". Second, I received the reply, "Transcending time is a negative term". Third, I received the further statement, "Don't do it". 5. I prepared to experience that the person who was going to kill their earlier self wouldn't arrive through the Closed Time-like Curve (in our universe) when time travelling to do it, so it wasn't experienced in our universe. I did this by stating that history was perfect. First, I liked it. Second, I wanted more. Third, I wanted you. 6. I prepared to time travel where I liked meditation. I did this by stating that the Meditation teacher time travelled and taught meditation. First, I used a proper time machine that didn't accept radiation. Second, I said it was my iPad with the equivalent of a lead box around me. Third, I meditated before and afterwards. 7. I prepared to . I did this by visiting the airport and explaining that I was a time traveller. First, I visited the airport. Second, I explained that I was a time traveller. Third, I asked, "Can't the police help with the perfect prediction artificial intelligence?". 8. I prepared to move more. I did this by stating that there were well-known time traveller time points on Earth. First, I walked to the point. Second, I travelled. Third, I loved it. 9. I prepared to be myself. I did this by visiting harmless people. First, I found you. Second, I did what I wanted. Third, I stated that you were alive. No Radiation 2 of 25 1. I prepared to repeat the finding. I did this by praying to experience harmlessness. First, I found you. Second, I stated that you were harmless. Third, I moved towards the next point. 2. I prepared to write well. I did this by studying physics. First, I found you. Second, I found what you wanted. Third, I wanted more. 3. I prepared to copy the hairstyles as well. I did this by wearing the clothes of the time. First, I looked in the book. Second, I copied the clothes. Third, I wore those. 4. I prepared to find well again. I did this by starting that I was a time tourist. First, I found you. Second, I went well. Third, I knew it well. 5. I prepared to automate work and business in time. I did this by stating that I was well. First, I was well. Second, I went on. Third, I went well again. 6. I prepared to be the best. I did this by stating that I was developed. First, I found you. Second, I found you were good. Third, I verified it. 7. I prepared to state the observation. I did this by stating that I was happy. First, I was happy. Second, I moved forward. Third, I went well again. 8. I prepared to take photographs. I did this by stating that I was friendly. First, I worked well. Second, I went well into it. Third, I enjoyed it. 9. I prepared to adjust to the times. I did this by stating that I was not weird (I was normal). First, I was normal. Second, I wasn't. Third, I went back to normal. 10. I prepared to document my part of the world. I did this by stating that I saw the world and all that was in it. First, I liked you. Second, I liked caringness. Third, I loved it. No Radiation 3 of 25 1. I prepared to delight the audience. I did this by finding a larger field for repeating famousness. First, I found Ovid. Second, I repeated famousness. Third, I meant something else. 2. I prepared to be blown away. I did this by stating that existing pedagogy will work. First, I thanked it. Second, I existed. Third, I did MOOCs (massive open online courses). 3. I prepared to decide willingly. I did this by stating that existing meditation will work. First, I found you. Second, I wanted you. Third, I wasn't racist. 4. I prepared to vive la différence. I did this by stating that new time medicine will work. First, I loved daddy long legs. Second, I hinted at it. Third, I wanted you. 5. I prepared to ask, "What are they?". I did this by stating that time lascelles are protected. First, I found you. Second, I wanted you. Third, I wanted it. 6. I prepared to engage well. I did this by stating that I showered when I arrived home. First, I went through the time machine. Second, I showered when I got home. Third, I wondered where that went. 7. I prepared to excel. I did this by time travelling to explore famousness. First, I found myself going well. Second, I asked, "Who's that?". Third, I thought that you are a genius too. 8. I prepared to be responsive. I did this by stating that I am above time now. First, I thought of time. Second, I thought of aboveness over it. Third, I went to it. 9. I prepared to do it instantly. I did this by doing the following and praying to do the following before arriving: I meditated on the impact. First, I looked at the blast. Second, I held fast. Third, I found more people there. 10. I prepared to reassure people that meditation was done for them automatically. I did this by stating that my body can survive for several seconds after arriving in a time. First, I found you. Second, I meditated. Third, I thought of the clique about whether I had seen the person somewhere else before. No Radiation 4 of 25 (final) 1. I prepared to plan to be safe when time travelling. I did this by stating that there was determinism with respect to breasonings. First, I breasoned out the aim. Second, I worked on the aim. Third, I achieved the aim. 2. I prepared to be protected by selecting a safe possibility. I did this by stating that time is a point which protection can be drawn from. First, I chose the point. Second, I was protected at the point. Third, I found the fifth dimension. 3. I prepared to cover travelling in the time machine with meditation. I did this by stating that the body returns to normal after time travelling like a beating flagella with meditation. First, I meditated. Second, I time travelled. Third, I meditated again. Yoga to Prevent Bent Spine and Headache on Train 1. I prepared to relax by washing my hands on the train. I did this by putting liquid in the dispenser. First, I opened the dispenser. Second, I put liquid in it. Third, I closed it. 2. I prepared to . I did this by speaking about yoga. First, I aimed to command nature. Second, I found the place of the animals. Third, I found a positive path around them. 3. I prepared to work for short periods of time, taking breaks. I did this by stating that yoga relaxes the back muscles, keeping the spine straight. First, I set up a working area with ergonomic proportions. Second, I checked my posture. Third, I regularly massaged myself and relaxed. 4. I prepared to write automated yoga helpers for students. I did this by stating that yoga relaxes the neck muscles, preventing a headache. First, I massaged my neck. Second, I moved my head in a direction and back. Third, I moved my head in circles. 5. I prepared to plan meditation similarly to yoga. I did this by applying breasonings details ways of thinking to yoga. First, I created a yogic environment with the right dimensions. Second, I verified that it was comfortable. Third, I planned yoga and recovery down to the second. 6. I prepared to check thoughts with my eyes and senses. I did this by applying senses of reasoning to yoga. First, I checked that it was correct to do yoga. Second, I verified that the yoga stretch felt good. Third, I wrote a yoga diary. 7. I prepared to do uninterrupted work. I did this by applying binary opposition x to yoga. First, I decided not to do anything at the same time as performing yoga. Second, I didn't eat while performing yoga. Third, I didn't drink while performing yoga. 8. I prepared to look at yoga. I did this by applying detailed reasonings to yoga. First, I wrote the sentence. Second, I wrote the perspective on it. Third, I wrote about the sentence. 9. I prepared to look at what was connected to the half. I did this by applying two parts going well together to yoga. First, I found yoga. Second, I approached yoga. Third, I found a half. 10. I prepared to do the same with "and". I did this by applying reasonings details to yoga. First, I considered yoga. Second, I found the reasonings details, "implies". Third, I found what it attached to. Honey Pot Prayer 1. I prepared to look at things in the car. I did this by maintaining blood flow in the head and neck muscles to prevent a headache in the car using the honey hot prayer. First, I helped blood flow. Second, I prevented pressure. Third, I relaxed my muscles. 2. I prepared to automate the spiritual honey flow. I did this by stating that I was rewarded with the lower leaves like head and neck muscles when I thought of upper leaves like cheeks clearly . First, I thought of my cheeks. Second, I relaxed my head and neck muscles as a result. Third, I ate the spiritual honey from the leaf when I was completely relaxed. 3. I prepared to eat honey, like blood flowing to my head. I did this by stating that the blood was like honey in that it was like a liquid. First, I drew blood pumping from my heart to my organs. Second, I drew the honey in the pot. Third, I drew it flowing. 4. I prepared to do nothing because there was nothing to do. I did this by stating that the cell components function perfectly. First, I stirred the pot. Second, I turned off the cell components. Third, I went to it and got it. 5. I prepared to find a calm place. I did this by stating that the blood flow rate and stress was reduced with calmness. First, I listened to the loud sound, increasing my blood flow rate and stress. Second, I moved away from the loud sound. Third, my blood flow rate and stress decreased. 6. I prepared to decrease lactic acid with a quantum switch. I did this by stating that the calcium from overactive muscle was ignored, preventing pain. First, I used my muscle, increasing the calcium in them. Second, I waited for the lactic acid to dissipate. Third, I was in a state of comfort. 7. I prepared to state that the body's muscles relaxed. I did this by stating that the body takes over when the heart rate decreases. First, I finished exercising. Second, my body took over. Third, I relaxed. 8. I prepared to tell others about the calmness technology. I did this by stating that the calmness technology was a relaxed heart rate sound. First, I found the relaxed heart rate for the person. Second, I played the heart rate sound at that rate. Third, my heart adjusted to relax. 9. I prepared to say that the behaviour and positive thinking was the quantum box with 250 breasonings breasoned out by the text to breasonings algorithm. I did this by stating that the particles stayed in position for the correct function. First, I put it aside and planned to conduct text to breasonings research when my academy became accredited. Second, I found the instantly relaxed hand. Third, I found the relaxed skin pressure. 10. I prepared to emphasise that personal breasoning writing ensured the effectiveness of spiritual medicine. I did this by stating that medicine prevented a headache. First, I prepared for text to breasonings (see About Text to Breasonings below). Second, I studied Education and Medicine. Third, I followed the instructions in How to Prevent a Headache (see below). About Text to Breasonings The technique to prevent a headache involves meditation. Meditation improves health by helping reduce stress. Mentally preparing to think of breasonings by thinking of god. Users have shown breasonings to have educational as well as medical properties. God, a person who is helping us, helps think of the breasonings that can help earn high grades, earn jobs, sell products, have children and help us medically in other ways, including preventing headaches. Doing physical exercises to voluntarily control what is usually involuntary. Yoga and qi gong can relax the body and allow us to control body processes that are usually involuntary. Endowing various spiritual degrees on oneself. Given that one can have any number of breasonings from nature for any number of breasonings, one can have degrees from any department each day for 10 breasonings, which correct, complete and do needed breasonings in those departments, often with beneficial effects. This can help complete processes needed to prevent headaches. Optionally using a computer to perform work without which would cause a headache. A certain number of breasonings doesn't only satisfy the need for work but can prevent stress when work is naturally expected. By thinking of breasonings about anything, not just what a pedagogy helper says. In the pedagogy way, students naturally learn from a teacher before taking on more skills. Breasonings that are written down may be successfully visualised rather than a pedagogy helper telling them to us when this particular skill, the lecturer argument, is attained. Pedagogical arguments about switches that exist in the body and mind should be written (e.G. About how it can work and its effects) to activate them, to e.G. Prevent headaches. Naturally think of breasonings. This skill enables one to think of breasonings implicitly, i.E. Have them breasoned out naturally. This argument, the recordings argument, is required for the text to breasonings algorithm to do work that in ways that is not specified, that is required to prevent headaches. And using an algorithm to transform text into breasonings. Text about objects can be transformed into their spiritually significant x, y and z dimensions to earn high distinctions and e.G. Trigger spiritual switches to switch off stress and prevent headaches. Where spiritual instructions are used for the algorithm to be safe. Safety precautions (medicine arguments) need to be used with the algorithm to make it functional properly and prevent possible haemorrhoids or conjunctivitis (from too many breasonings being given by the computer to the human or these being given improperly). And the person to feel comfortable like from their job. The so-called hand breasoning switch, like the job medicine argument both do things for the human in the background; the hand breasoning switch performs medicine arguments, effective for a grace period, when they have been forgotten and dots on the instance of the program when running text to breasonings, and the job medicine argument switches off back aches and pains before the pain switch can be used finally. And the user can run the algorithm with one of three plans, which build up to the maximum breasonings per week over the recommended time. A maximum of 100 as (where an a is 80 breasonings) can be breasoned out directly by the computer for the person per week, and the rest is placed on recordings, or not played directly. Recordings are breasonings that are reused. The plan that uses text to breasonings daily is most effective at preventing headaches. And mentally switching off the headache before and at the time. . The human or computer methods may switch off the headache. If an impending headache is felt, it can be switched off at the time. How to Prevent a Headache Introduction What is this? Use the Prevent Headaches App to help prevent stress (non-pathological) headaches. It combines meditation with a non-invasive spiritual medical technique and a daily regimen. Because stress headaches can start in the body, it is recommended to use our muscle aches and pain preventative technique. This app can help prevent headaches in post-Honours University students, on trains, in cars, and in the sun. Please stay out of the sun in high-UV hours and do yoga before long train journeys. Meditation You can naturally prevent a headache by silently repeating the mantra, "lucian" for twenty, minutes, twice per day. The mantra becomes lighter and lighter, until one forgets the thought, clearing the mind. Also, silently repeat the sutra "green" for twenty minutes, twice per day after two months of using the mantra in the morning and evening. Also, pray for no digestive system pops from practising the sutra each day. Quantum Box and Nut and Bolt Quantum Box The quantum box is a guided meditation that I will describe later that prevents headaches, (relaxes head and neck muscles), and prevents muscle aches and pains. In it, you can make anything (e.g. a headache) instantly disappear, based on quantum physics (where at the quantum level, things may disappear if we want them to). Nut and Bolt The nut and bolt is a guided meditation that is a more detailed prevention of problems the Quantum Box prevents. In it, pretend to unscrew a nut from a long thin bolt each day to prevent a headache, etc. Daily Regimen Indicate 2 radio buttons (one for each of the following ideas, and one for each of these ideas working anyway, where a radio button is indicated by breasoning out, or thinking of the x, y and z dimensions of a counter, 0.01, 0.01, 0.005 metres). Too (just say “too” for each idea following to indicate the two radio buttons) meditation (80 lucian mantras and 80 green sutras) Also for the following, which also have quantum box and nut and bolt: No digestive system pops from practising the sutra Also for the following, which also have quantum box and nut and bolt: Protector from Headache in Meditation after Honours Study, etc. Also for the following, which also have quantum box and nut and bolt: No headache The following turn off headaches etc. Also for the following, which also have quantum box and nut and bolt: Turn off workload from all employees including you below you, Also for the following, which also have quantum box and nut and bolt: Detect and turn off workloads using manager algorithm. (The self does the As, turning off the workloads.) Also for the following, which also have quantum box and nut and bolt: Detect and turn off workloads using manager network. (The others help finish the As, turning off the workloads.) Prevention Technique If you feel a headache coming on, then think, "I don't want nothing to happen, followed by a headache. This idea works at the time. Each of the other parts have been taken care of. Green, Doctor." 10. I prepared to emphasise that personal breasoning writing ensured the effectiveness of spiritual medicine. I did this by stating that medicine prevented a headache. First, I prepared for text to breasonings (see About Text to Breasonings below). Second, I studied Education and Medicine. Third, I followed the instructions in How to Prevent a Headache (see below). Meditation Protector Currant Bun 1. I prepared to teach the meditation protector currant bun sutra. I did this by helping the other to the Meditation Protector Currant Bun. First, I identified the Honours student. Second, I identified that he didn't use the meditation protector currant bun sutra and had a headache. Third, I recommended the meditation protector currant bun sutra. 2. I prepared to move smoothly. I did this by traversing the head and neck muscles' hierarchy to prevent headache from post-Honours meditation using the meditation protector currant bun. First, I found the largest neck muscle. Second, I traversed the increasingly smaller muscles. Third, I relaxed them to prevent a headache. 3. I prepared to focus on science. I did this by stating that the astronaut used the meditation protector currant bun. First, I researched non-invasive means of preventing headaches. Second, I found the method. Third, I performed the prerequisites and breasoned out 250 breasonings from the meditation protector currant bun sutra. 4. I prepared to simplify the solution. I did this by preventing a headache from PhD, Honours and Masters by using the rhythm and currant metaphors of the meditation protector currant bun. First, I said rhythm was preventing, not causing a headache. Second, I stated that the currant gave a positive, not negative sensation. Third, I experienced the currant with a particular property. 5. I prepared to pursue natural law. I did this by stating that the meditation protector currant bun was part of natural law. First, I found the comfortable place. Second, I found the law. Third, I was protected under natural law. 6. I prepared to feel light. I did this by stating that the meditation protector currant bun enabled me to merge with the positive solution. First, I was positive. Second, I stated that the room was for positive people. Third, I walked into the room. 7. I prepared to substitute back into English. I did this by stating that English is based on Philosophy. First, I found the philosophy. Second, I found the English narrative based on it. Third, I reverse engineered the philosophy. 8. I prepared to calm the senses. I did this by stating that the meditation protector currant bun is a sight and sound for sore eyes and ears respectively. First, I turned off the light. Second, I stopped listening to the sound. Third, I went to sleep. 9. I prepared to enjoy the comfort of food. I did this by stating that literature helped prevent the headache. First, I examined the literature of the rhythm. Second, I examined the literature of the currant. Third, I ate the currant in time. 10. I prepared to enjoy work. I did this by stating that the worker stayed at work because of having a comfortable head. First, I treated work as a second home. Second, I enjoyed it. Third, I stated that I moved on. Fewer Mental Breakdowns (Schizophrenia) 1. I prepared to reach threshold in Medicine education. I did this by stating that I knew that it was all right. First, I had clear vision. Second, I was happy. Third, I was happy from full brain potential. 2. I prepared to identify the object before its properties. I did this by stating that hyle (objects rather than properties) were stronger than qualia (properties rather than objects). First, I found the object. Second, I stayed focused on it. Third, I recorded it. 3. I prepared to draw the appearance (including the switch and pedagogy). I did this by stating that I didn’t see (saw) appearances. First, I set up the small stage. Second, I placed the actor model in it. Third, I viewed the appearance of the stage. 4. I prepared to see beauty. I did this by switching the appearances off (on) in God’s ontology. First, I found the object. Second, I turned it on. Third, I continued on. 5. I prepared to recommending the advanced utterance. I did this by stating that I protected the person by preventing (showing) appearances. First, I found the information to protect the person. Second, I showed it to them. Third, I verified they had understood it. 6. I prepared to love you. I did this by stating that you loved me by writing about the appearance. First, I saw the appearance. Second, I described it to you. Third, you wrote about it. 7. I prepared to help the community. I did this by stating that I knew the person who agreed with you. First, I found the reliable person. Second, I agreed with him. Third, I stated I knew him. 8. I prepared to acknowledge the teacher. I did this by taking part in activity to remain active. First, I was active until I had finished. Second, I found the most intelligent thing to do. Third, I was well-cared for. 9. I prepared to eat pure foods. I did this by eating the food to remain healthy. First, I ate rice. Second, I ate miso. Third, I ate soy tofu. 10. I prepared to help others. I did this by stating that the other found out about the self. First, I remained on the plan. Second, I saw the other. Third, I maintained the switchboard. Aigs Theatre Acting Agent 1. I prepared to compare the reasons of the actor and character. I did this by stating that I loved Aigs acting. First, I thought of the overarching Aigs (theme). Second, I related the current line to the Aigs. Third, I thought of the reason for the line. 2. I prepared to act on television or film. I did this by stating that the actor meditated before using Aigs. First, I started my daily routine. Second, I meditated. Third, I used Aigs. 3. I prepared to examine the characters' faces. I did this by stating that the actor enjoyed using the monocle costume item from the Aig. First, I removed the monocle from its case. Second, I placed it between my right eye brow and bottom of eye. Third, I took it out and wiggled me eyebrows. 4. I prepared to found you. I did this by recording what I knew the characters were thinking in the Aigs. First, I found the dream. Second, I found the dream's dream. Third, I found the dreams' dreams' dreams. 5. I prepared to record. I did this by recording that the self knew the other knew the self. First, I stated that the self was known. Second, I observed that the other knew the self. Third, I stated that the self knew the other, who knew the self. 6. I prepared to be a dear. I did this by recording the image of nurturing the nurturers in Aigs. First, I found the nurturing presence. Second, I nurtured it. Third, I recorded the image. 7. I prepared to power the pommelles. I did this by knowing what music about the character from the Aig meant and played it. First, I found the character. Second, I found her music. Third, I played it. 8. I prepared to cross-connect over four pomodoros. I did this by inputting As to access the acting agent Aigs. First, I found the acting As. Second, I inputted the acting Aigs. Third, I found the acting agent Aigs. 9. I prepared to notice the famous audience member. I did this by inputting the As to access the Aigs parts for the audience members. First, I found the As. Second, I inputted the As. Third, I accessed the Aigs parts for the audience members. 10. I prepared to receive the accolade. I did this by using medicine to prevent a headache from Aigs (maintained head comfort). First, I used spiritual medicine to prevent a headache. Second, I used Aigs (a spiritual switch that helped me stay confident when acting by projecting imagery). Third, I worked the acting shift. Grid_line.pl Grid_line1 1. I prepared to draw the font. I did this by stating that writing about the subject existed. First, I wrote in a stream of consciousness manner about grid_line1. Second, I detected the origin. Third, I connected it to another point. 2. I prepared to graph the algorithm's dependencies. I did this by stating why grid_line.pl was important. First, I drew the chart. Second, I drew the computer's operating system's hierarchy. Third, I drew the graph. 3. I prepared to . I did this by drawing the grid. First, I decided on two dimensions. Second, I drew the gridlines for the first pair of dimensions. Third, I drew the gridlines for the rest of the pairs of dimensions. 4. I prepared to measure the line's length. I did this by drawing the line. First, I found the starting point of the line. Second, I found the ending point of the line. Third, I drew the line. 5. I prepared to replace colours with sections divided by thick embossed lines for the colour-blind. I did this by stating that I knew what you thought about grid_line.pl. First, I drew the polygon graph. Second, I drew the stacked polygon graph. Third, I drew the stacked polygon graph with coloured groups. Sort_by_x 1. I prepared to explain that for the other lines, the method would work to prevent disconnects in the line. I did this by noticing that the line might ascend. First, I prepared to connect the points from left to right. Second, I only drew lines with a gradient 0 < m =< 1 or 0 >= m >= -1. Third, I flipped Xs and Ys, drew the line, and then flipped the Xs and Ys again for the other lines. 2. I prepared to check whether the point intersected with the line. I did this by observing the object ascend. First, I drew the line. Second, I saw it ascend. Third, I noticed its end point. 3. I prepared to repeat plotting the set of points. I did this by plotting the points from left to right. First, I found the x co-ordinate of the next point in order from left to right. Second, I found the y co-ordinate of the next point in order from left to right. Third, I plotted it, then prepared to plot the next point. 4. I prepared to list the pairs in order. I did this by sorting by x, regardless of y. First, I found the maximum in the pair of values. Second, I placed it before the other value. Third, I repeated this for the list beginning with each item. 5. I prepared to visualise the points. I did this by attaching y to x. First, I found x. Second, I attached y to it. Third, I repeated this until there were no more x's. Equation 1. I measured the height component. I found the rise. I found the y co-ordinate of the first point. I found the y co-ordinate of the second point. I subtracted the y co-ordinate of the first point from the y co-ordinate of the second point. 2. I measured the width component. I found the run. I found the x co-ordinate of the first point. I found the x co-ordinate of the second point. I subtracted the x co-ordinate of the first point from the x co-ordinate of the second point. 3. I started t 0,0. I started at the origin. I found the x-axis (where y=0). I found the y-axis (where x=0). I found their intersection point, where x=0 and y=0. 4. I found the point x,y. I finished at the destination. I found the desired x co-ordinate, x1. I found the desired y co-ordinate, y1. I found their intersection point, where x=x1 and y=y1. 5. I visited grandma. I travelled to the destination. I started at the origin. I found the way. I finished at the destination. Equation 2 1. I sketched the line. The vertical line had a very great gradient. Low gradients are between 0 and 1. High gradients are between 1 and infinity. The line had a gradient of 10^3. 2. I wrote the formula to find the gradient. I found the gradient. I found the rise. I found the run. I found the gradient by dividing the rise by the run. 3. I graphed the line. I found the y-intercept. I substituted the gradient m into the formula y=mx+c. I substituted one of the points' x and y values into the formula c=y-mx. I calculated c, the y-intercept. 4. A line with equation y=m(x^n)+c could went from left to right not top to bottom or bottom to top (there may be multiple x values for a y value, but not vice versa). I found the y-intercept person. I explained that the formula c=y-mx was arrived by subtracting mx from both sides of the formula y=mx+c, to arrive at a formula with c on the left hand side. I explained that x in the y=mx+c formula could be x^2 or x^3, etc, resulting in a different line and graph. When c=0, the line went through the origin. 5. The graph had labelled axes, axis values, graph equation and points. I found the gradient object person. A hill with a low gradient gradually rises. A hill with a higher gradient is steep. This can be demonstrated with a graph. Gridline 2 1. I made different grids. I saw the number of rungs of the ladder using the filter. I lined the grid on the transparency up with the ladder. I lined 1 up with the first rung. I read the number of rungs. 2. I used only uppercase characters. I printed the writing. I printed the grid. I wrote the uppercase character in the square. I didn't write the lowercase character in the square. 3. I noted the height of the meniscus. I measured the meniscuses. I read the value for the bottom of the meniscus. I read the value for the top of the meniscus. I used the correct value. 4. I gave something back to the people. I knew why these people liked me. I asked the people why they liked me. I wrote it down. I asked them the reason for the reason they liked me. 5. I measured gravity using it. I knew that the item to do something to was in the container. I found the container. I took the item out of the container. I did something to it. Sort 1. I reversed the order. The other sorted the two items well. I found the first item. I found the second item. I ordered the item with the greater value to be first. 2. I labelled the number. I knew what the gridline was. I found the number. I rounded it down. I sketched it on the number line. 3. I found the object on the map. The gridline gave me something to think about ontology with. I found the object. I found its position. I marked it on the map. 4. I simplified 3D to 2D. I noticed the big idea was on me. I found the idea. I found the blocks. I drew the objects on a page. 5. I listed the values by frequency. I sorted the block ontologies. I found the width of the blocks. I sorted them. I reversed the order from largest to smallest. Gridline 3 1. I drew pathways. I noticed the warehouses. I saw the horizontal grid. I saw the vertical grid. I saw the 3D grid. 2. I prepared to draw the continuous line. I swapped y and x and solved the equation for m>1. I determined that the gradient was steeper than 1. I swapped y and x. I solved the equation. 3. When flipped, the line still passed through the y-axis. I modified the graph and found the y-intercept. I found the y-intercept from the modified equation. I flipped the graph in the x-y line. I drew the line, without gaps. 4. I wrote the y-value on the right hand side. I love you where you found the y-value. Out of the y and x values, gradient and y-intercept, I could find any one from the others. I knew the x value, gradient and y-intercept. I found the y value. 5. I also found the x-value. I found a detail related to the y-value. I found the y-value. I found that it was positive. I marked it on the number line. Flip x, y 1. I did something with them. I noticed why they're there. They were there. I noticed why they were there. I absorbed them. 2. I graphed the new equation. I tested that x and y had been swapped. I read x and y. I swapped them. Later, I read that they had been swapped. 3. I rotated the paper back. I rotated the paper around the y=x line. I saw the y=x line. I rotated the paper. It was a transparency. 4. I labelled its x- intercept. I saw the line along the y-axis. I saw the near-vertical line. It was completely joined together. I labelled it. 5. I found what you meant. I walked along the path. I found the path. I followed it. I arrived at the destination. Print 1. I characters were a line. I received m marks for printing line m of n. I printed the first character. I prepared to print the next character. I repeated this until I had printed the character. 2. I wrote the quadrant of the point. I labelled the point with its x and y co-ordinates. I found and labelled the point's x co-ordinate. I found and labelled the point's y co-ordinate. I checked off that I had labelled the point. 3. I labelled the y-intercept. I verified the y-intercept. I checked that the y-intercept was c in y=mx+c. I found the gradient m. I substituted the x and y values of a point, c and m into the equation to verify it. 4. I superimposed the y-intercepts. I found the y-intercept interesting. I found graphs with different y-intercepts. I found graphs with the same y-intercepts. I superimposed them. 5. I drew the line y=x. I found the y-intercept interesting with the other. I translated the graph to have a new y-intercept. I reflected it in the x-axis. I reflected it in the y-axis. Print line 1. I read the character. I printed the character. I selected the character. I drew the first point. I drew it. 2. I talked with you. I saw you there. I examined the crowd. I saw you in it. I approached you. 3. I returned to my position. I saw the person return to her position. I spoke with the person. I finished talking with the person. I let her return to her position. 4. I recorded the result. I aimed for the point. I decided on the point. I executed the action. I attained the result. 5. I tested the connection. I aimed for the connection between the points. I found the first point. I found the second point. I connected them. Same order of magnitude 1. I saw that the values were equal. I noticed not to be tricked. I found the rice. I ate it. I was fair. 2. I examined the value. There are services (events) because people travel the same distance each day. I chose the destination. I travelled there. I travelled there again. 3. I saw the person's emotion. I avoided (found) the people when they were about. I found the person. I described her. I walked along the esplanade. 4. I saw the others. It is it. I found it. I found the other. It was it. 5. I saw the destination. The very fence is excluded. I found the fence. I avoided it. I protected the walk there and back. 6. I noticed that the order of magnitude was a number. I awarded the grade for the same order of magnitude. I read the algorithm. I read the output. I read that the answer was correct. 7. The copula is a connecting word, usually the verb to be connecting the subject and complement. I noticed that the copula was the same given the same order of magnitude. I was the character of a certain weight. I was the second character of the same weight. I found the equality. 8. I read the book. I examined the popularities. I found the first number of people. I found the second number of people. I found that they were the same. 9. The money was the correct amount. Both partners were happy. I saw that the first partner earned the deal. I saw that the second partner agreed. The money was transferred. 10. The money was of the right amount. Both partners were satisfied. The food was fresh. The buyer wanted that type of food. The seller sold the food. Log 1. The number of zeros was the log. M had N 0's or log M 0s. For example, M=1000. I calculated Log(1000). Log(1000)=3. 2. I assumed n was a positive integer. M should be >= 10n. For example 10>=10*1 => 10>=10. Also, 100>=10*2=20. And 1000>=10*3=30. 3. It is far less. N should be =< 10m. For example 1=<10*10=100. 2=<10*100=1000. 3=<10*1000=10,000. 4. I led the good life. I recorded walking one distance's order. I walked to the switch. I walked to the computer. I walked the distance of the order. 5. I took the scenic route. I walked the distance, not displacement. Distance was the total distance covered. Displacement was the distance between the starting and ending points. I walked around the room, not to the destination. Log 2 1. I checked the values. M should be >= n. M is 1000. N is 3. 1000>=3. 2. K>=1. M should be < Km. M is 10. Km=3*10=30. 10<30. 3. I swapped the values. B3= delta(N-B3)=2. 5. Log base e is different. B is log base 10 of A. A is 100. B is log base 10 of 100. B is 2. Subtraction 1. The number to subtract is not the result of the subtraction. If the subtraction is increased, the program will return true. A1=10,B1=3, A1-B1=10-3=7. A2=10,B2=4, A2-B2=10-4=6. 3=<4 => The program returns true. 2. Subtraction now means the result. I verified the subtraction. I found 5-4. I found -6-(-7). They both equalled 1. 3. I saved time by calculating the cost of the ladder. I found the upper limit by determining the fairly high result. I found the height of the wall. I determined the height of the ladder needed. I walked around instead. 4. I knew subtraction worked. It followed the rule of addition, reversed. The numbers were finite. It could be rewritten to find e.g. A-C=B in A-B=C. 5. I considered changing the order, or direction of the subtraction. I subtracted using the subtraction symbol. I rewrote the mathematical numerals using themselves and substituted a different looking symbol for the the subtraction symbol. I read the text years later. I determined the meaning of the symbol using an induction algorithm. 6. A+A+...(B times) = A1+A2+...AB. I saw that the subtraction worked. I rewrote e.g. addition, and then multiplication and division using subtraction. A+B=C=>B=C-A. A*B=C=>A+A+A+(B times)=C=>-A-A-A-(B times)=-C. C/A=B=>A*B=C=>(see previous sentence). 7. I could work out the subtractions, but also the order of them. I know how subtraction worked. I found the subtractions of all combinations of a set of numbers using a decision tree. The user memorised the decision tree. He improved his memory using reverse and skip (order). 8. You would do the same for me. I know that worked with my subtraction. I took out some water from the refrigerator. I gave it to you. It was because you needed it. 9. I made a cake with fresh biscuits and cream. I endorsed subtraction. I found the number of cookies left. I thanked you. I thanked subtraction. 10. I programmed a computer to calculate subtraction. I knew subtraction worked. I found the number before subtraction. I counted the number subtracted. I found that the number after equalled the number before minus the number subtracted. N is Epsilon 1. I was clear. I told you apart from me in the mirror. I decided myself. I told you. You said that you agreed. 2. Epsilon was usually 1*10^-6. I endorsed epsilon. I found that epsilon was used to avoid a division by zero error. I added epsilon to zero before dividing by it. The number was very large, which is what I wanted. 3. I checked whether epsilon was small enough. I endorsed a small epsilon. I found that a relatively small epsilon value gave better results. For example, with a larger epsilon=0.1, 1/0.1=10, not a large enough gradient. With a smaller epsilon=0.0001, 1/0.1=10,000, a large enough enough gradient. 4. I reminded the audience that it shouldn't be rounded to erasure. I endorsed not too small an epsilon. If it was rounded down to zero then it would be too small. If the computer couldn't handle the magnitude of 1/e then it would be too small. It should be a constant in the program, and easily recognisable. 5. I wrote the answer. I didn't include the value. I found the value. It was too small. I used another value. 6. Epsilon was used to find the large gradient. I didn't include the number in the triangle. I wrote the possible co-ordinate of the point of the triangle. It was wrong. I didn't include it. 7. I chose ceiling or floor rounding. I didn't include the number in the range. Without epsilon, the number was stopped by an error. A1=3,B1=0,A1/B1=3/0=error. A2=3,B2=0.0001,A2/B2=3/30,000. 8. I noticed vague mind reading was a use. I excluded the number, which was very close to the numbers. The number was an outlier. I excluded it using an interquartile range. I retested whether there were other outliers. 9. What is a mantissa? There were 5 possible ranges of order of magnitude from 1-10^5. I.e. 1-9, 10-99, 100-999, 1000-9999 and 10,000-99,999. I used logs. I used exponents. 10. I found the average. The 501-5000 algorithm works. I tested that the value was within range. I found the fraction of the number out of the magnitude of the range. I rounded it to a whole percentage. Cb, c->d. I noticed that everything was possible. It wasn't bad, turning the universes off. 10. I guided every computation. I wrote on Cognitive Science. It involved meta-cognition. It involved extensions. It analysed creativity. 11. I considered it with first-class reasonings. I wrote on Psychology. I experienced mind reading an essay with a decision tree. In music, the pad had harmony. The imagery and choice of instruments was better. 12. The author was represented by the wooden model. I wrote on the philosophy of language. I mind read the form of the language. I mind read the content of the language. I spoke after deciding "It is getting better" and "That's what I want". 13. The character teleported and time travelled. I wrote on Development Studies. I developed software. I developed the thing. I wrote on the most developed topics. 14. The body was like light treated by sound. I wrote on the Body Metaphor. The mind reading (working out) game was a scavenger hunt. There were 17 threats detected in meditation to the person on the day he went to hospital. The person was pointed to the pain prevention meditation algorithm. 15. The mind has no things about money about it at all. I wrote on the Mind Metaphor. Education should be free. Support can be free. I worked out how to automate marking submitted assignments. 16. I selected the detail to write an algorithm on using mind reading and wrote it using mind reading by specifying tops and bottoms of algorithms. I wrote on the future. The academy offered computer science. Mind reading was harmless. It seemed to offer details. 17. Everything was on the same page and simple. I wrote on aesthetics. I connected the parts of the algorithms, rewriting with functionalism so that only the used part of the data structure was processed. 18. The lines were changed if the data needed to be copied or changed. I wrote on epistemology. The data types and type (e.g. music) of the data was labelled. The new data was simplified and replaced the data. The type statements for the data structure were modified, as were the affected lines. 19. The writer gained the necessary skills. I wrote on science. The music kept on getting better and better. The philosophy kept on improving. The algorithms became more and more useful. 20. Meditation was well-timed. I wrote on love. The robot had a good reason to love me. He had an emotional upbringing. The breasoning was gritty. 21. Pedagogy helped with conceiving children. I wrote on sex. The psychoanalyst analysed the life. It was part of medicine. It branched out. 22. I was successful. I wrote on primary philosophy. I found the idea. I expanded it. I wrote a letter to the Queen about it. 23. I helped the student write on his own topic. I wrote on secondary philosophy. I wrote a second text on the topic. It extended the coverage of the topic. The student could write on the topic without a pedagogy helper. 24. I also found the input and output from the algorithm. I wrote on logic. I found the solution to machine learning in modus ponens. I found all of the solutions in modus ponens (the state of the output of the finished algorithm, i.e. given the input). I found the algorithm without input or output. 25. The sound track had two chords. I wrote on the brain metaphor. I translated the book. I produced the movie. I wrote the sound track. 26. 250 breasonings effected the philosophy. I wrote on poetics. The child liked life. Pop was liturgical. Computer science likes the sutra. 27. I conducted new research with axioms (topics and connections that lit up from all departments on the topic). I wrote on computational philosophy. Many of the ideas were related to computational philosophy. They were expanded in the degree. I found the system for writing and analysing algorithms. 28. I worked out how to clock the game with the right combination of movement through the maze, logic and maths. I wrote on archeology. I found the alternative dimension in the text based adventure computer game Vetusia. I programmed the sequel. Completing the game required three transformations in the algorithm. Lecturer 2 29. I designed the house using machine learning. I wrote on architecture. I checked the wall's vertical architecture. I found x. I found z. 30. I was grateful for connecting through. I wrote on cosmology. I meditated on neo-Hinduism, etc. I found comfort from Sufism. I breasoned out assignments in education. 31. Only some parts were supported. I wrote on ethics. I investigated privacy in mind reading. I investigated protecting myself and breasoning things out. I found the that medicine worked. 32. I found the computer science law. I wrote on laws. I wrote the input. I found the output using the algorithm. I checked this output. 33. I taught at the academy. I wrote on economics. I found the breasonings. I connected them with the argument. This was breasonings currency. 34. I investigated the most intricate features. I wrote on sport. I programmed quickly. I had prepared the inductive machine learning algorithms. Some of the solutions required recursion. 35. I wrote the combination algorithm and connected it with the chapter terms and the general philosophy. I wrote on games. I wrote the general philosophy. I found the perfect time to make the coffee. I connected this with the terms of the general philosophy. Lecturer Metaphysics 1. I created the idea as an object. I found the idea's two poles. I created the 1-D automaton. It was a switch. 2. "Words" was taken so I called it the "Red and Black Book". I wrote the idea as a word. I described the idea. I compared it with an interesting idea. I wrote the best word down. 3. In 100%, I wrote algorithms for each sentence. I wrote the idea as a sentence. I found its system. I found its verb. I found its object. 4. I condensed the algorithm to three lines. I wrote the idea as a paragraph. I wrote the draft. I tested it. It was the short algorithm. 5. I wrote on the metaphysics (pattern matching of the ideas). I wrote the idea as a chapter. I found the key terms. I wrote them in a different order in relation to an idea. I repeated this for each paragraph. 6. There were more connections between the chapters. I wrote on the idea as a book. I divided the idea into topics. I wrote on each topic. I connected the topics in the introduction. 7. The developed thing was the universe. I wrote on the idea as an algorithm. It was a multi-book algorithm. There were connections between the books. I tested the algorithm for developed things. 8. The computer found what what was interesting and the people were interested in the work. I detected the object size. The speed of computation meant that all the work was done by the computer in the computational government. The rest was turned off. There were some writers. 9. I thought of the Lucian machine. I described the use. I breasoned out the key term from each sentence. I thought of the algorithm. I thought of the interpreter. 10. It was the three-dimensional Lucian machine. I thought of the simplification to all appropriate uses. I wrote the algorithm. I wrote the algorithm to run the algorithm. I wrote the algorithm to find whether the algorithm run met the requirements. Lecturer Hermeneutics 1. I answered with the writer of the algorithm. I wrote the queryable ideology. I found the ideology. I wrote it's header. I wrote the query. 2. It could be a single name. I wrote the query. I asked for the order that the algorithms were written in. I wrote the predicate name. I wrote the variable name. 3. The ontology listed the order of the predicates. I wrote the ontology as answer. I wrote the order that the predicates were written in. I found the dependencies of the predicates. I wrote the number of the first predicate. I wrote the order of the rest of the predicates. 4. I found the intermediate algorithm. I wrote the conjoined parts. I found the inference between the parts. I wrote the first part. I wrote the part that joined it to the second part. 5. I detected each algorithm. I wrote one of the parts of the disjunction. I wrote the intermediate algorithm. I wrote the first part of the disjunction. I wrote the second part of the disjunction. 6. I continued until they got tired. I wrote the answer set in the ideology. I found the lit up part according to mind reading. I found the philosophy. Alternatively, I found the computer science. 7. I hypothesised the possible solution. I converted the question into an answer. I wrote the answer as a question. I matched key terms in the question with the answer. I identified and bridged knowledge gaps. 8. I wrote the function-call-within-function-call. I wrote the reason for the ontology. I found the previous cases like the possible solution. I found the difference. I modified the previous case to be the solution. 9. The people ideas were food. I inferenced the horizon with the conclusion. I wrote the algorithm. I wrote the possible horizon philosophy. I wrote their connection. 10. I uniformised the clauses by calling common code in another predicate. I verified the disjunctive part. I identified that a disjunctive clause was needed in addition to the clause. I wrote the disjunctive clause, in the right order. I tested the algorithm. Lecturer Communication 1. I replied. I spoke. I had the confidence to speak. Others joined in. We communicated. 2. It was a new type of game. I wrote solutions to puzzles. I programmed the puzzle. I interfaced with the puzzle. I found the answer. 3. The algorithm worked on the alien system. I won the point with the universal winning statement. I communicated the algorithm. The algorithm worked. I won. 4. In representations, the lecturer interpreted students as thinking of her and their algorithms (i.e. checked whether they thought a sentence was good). The postgraduate was expected to become a lecturer. She generated her lectures. She programmed a system to help her react to representations. She automatically marked the essays. 5. I helped stop cancer with blueberries. I wrote the sentence maze. It was a decision tree. When I had decided on a choice point and the sentences were over, there were new sentences. The maze ended when the story was resolved. 6. Nietzsche communicated importantly. communicated well. He communicated in sentences that were enter-enigmatic. Praise-like. And honourable 7. Nietzsche taught the king's daughter. He communicated bravely. He sought the king. He sought his refuge. He wrote works. 8. Nietzsche devised an algorithm language before computers. He communicated to the king. He disciplined the king. He read wisely. He read thoroughly. 9. Nietzsche published the work. He communicated to everyone. He saw the king's court. He communicated on art. He gathered the philosophies. 10. Nietzsche wanted to do things between the people and the world. He communicated to the world. He described meditation's details. I always had a new detail. The people and the world changed. Lecturer Gay Studies 1. I assessed the mark out of 2*4*50 As. I was friendly with everyone. I assessed the mark out of 80. I assessed the mark out of 2*15 As. I assessed the mark out of 2*50 As. 2. Having completed enough work in the last 6 months, I was happy. I was happy with everyone. I assessed the mark from breasonings from the last 6 months of breasonings to the nearest day, to the first day of the assignment. I calculated the first day of the assignment. I worked out 6 months (the same day of the month) before it. 3. The algorithm was a good logical synthesis. I was good with everyone. I tested whether the sentence had an algorithm associated with it. I detected it using mind reading. I wrote whether the algorithm worked. 4. I wrote in terms of place and feeling. I wrote the poem. I applied new philosophy and computer science to find new algorithms. I wrote the developed thing in philosophy. I wrote the developed thing in computer science. 5. I merged successive constants in parts of the data. I wrote the articles. I gave the forwards and backwards functions to back-caw, back-list and back-string as input. I found the shortest possible algorithm. I merged successive constants. 6. I held hands. I wrote about sex. I found 1+ length sequence connecting forward and back searches. I went forward from the start and back from the end. I tried connecting them with 1+ length sequences. 7. It was in academia or industry and the number seen as required was found out. I wrote about liberation. I wrote an LSTM to write 50 algorithms per assignment. I saw the work done. I matched it. 8. The 50 As contributed to the next stage. I wrote about freedom. I breasoned out 50 As with the text to breasonings algorithm when I enrolled in a course. It helped me relax. It was a professional requirement. 9. I enrolled in all courses I was working in. I wrote about happiness. When I finished the course, I wrote copy to earn a job. I wrote 50 As. I wrote the copy. 10. The professor wrote the algorithm A. I wrote on goodness. I found work. I applied for the job. I earned the job. Lecturer Popology 1. There were bank reconciliation and financial statements. I stated that the person was just. I connected the sentences with the LSTM. I connected the sentence to the argument. My company and the recruitment organisation made a profit, where short courses could be audited for free. 2. The philosophy of popology led to a whole academic career of induction. The person was happy. The short courses were optionally free. The person applied to the course. She applied for a fee waiver. 3. The application helped the student clarify his goals and helped the academy automate applications. The person was sentient. The application site used the K-Nearest-Neighbour algorithm to check that the applicant agreed with the aims of the academy, wanted to study a field within the academy, what they would bring to it and optionally their career aims and ways they would use their knowledge. It asked for resubmission after negative terms without qualification, i.e. asked them for a solving term after a term such as disagree. 4. There was a certificate, awarding the full version (which was the same as for auditing). The person was sapient (wise). The diplomas could be paid for or audited for free. I tried for industry as well. At least, the student was protected. 5. Some details went viral. The person was agreeable. Accreditation turned off more than five As per part of the body per day. Sales included an algorithm and were up to 50 As. They were sketched out. The student was tracked. 6. The image had seven parts. I met the standard. The Queen was satisfied by the details. She ate the food. She played and slept. 7. The teacher critically held the algorithm or found three details. I smiled. The PhD was supported to do the work. There were colours afterwards. Everything worked. 8. The metaphor was supportive and could be left. He refreshed his appearance in his mind. He wrote details as As. He mind read details for writing. He mind read details to help thoughts return to work, or stay at a relaxing port. 9. I decided to write a lengthy algorithm with a simple philosophical description in Master and PhD. I weighed up each side. Logic connected the details to make the algorithm. I mind read the connectors. I mind read the connection (e.g. on the fifth day, fifty philosophy algorithms with three details had been written and the cloud requiring 50 algorithm As lifted). 10. He likes University. I made an allowance for a new point of view. University was fifty algorithm As for a backlogged course for an industry event. I found lots of relevant perspectives on computer science. The new student recruitment company found the students. Lecturer Societology 1. The helper collected breasonings on the person. The person was right. I paid a recruiter to send students to Lucian Academy. I paid some money. There were students. 2. They can do their own work after a little while. The person was good. There were 250 breasonings per breasoning thought of by the student. The computer detected the breasoning. It breasoned out 250 breasonings to support it. It worked when the student was ready. 3. The model student helped breason out ideas. The person was helpful. There was a connected-together model student. She found the thoughts. She was grateful. 4. The professors replied. The person was useful. The students wrote the essays. They wrote the details (three per sentence). There were also details to detail in higher degrees. 5. The students were well-presented. The person was caring (well-dressed). I went to the recruitment web site. I paid the money. They found the students. 6. I checked whether they saw appearances, were depressed, had headaches, studied, worked, had a business, had a partner, had sex, Nietzsche stated that there was enough leeway (it was equitable). I found the student's aims out. I helped him with it. I helped him with everything. 7. There were classes of at least 10 students per class per semester. The societology model worked well. I sent the money from my account to the Recruitment company's bank account. They organised payment to Lucian Academy with money or vouchers. Both made a profit. 8. I read the encyclopedia article about the academy. The other was interesting. I wrote the income per month. I wrote the income per six month period. I wrote the income per year. 9. The academy worked with text. The society performed the job itself. The quality assurance person checked that the student could understand the material. She read the feedback. She rewrote the instructions. 10. The student submitted her essay and checked her mark online. Society stood still. The worker was hired at the start to check the quality of essay marking systems. The software used to write the essays was tested on different operating systems (Mac, Windows and Linux). They could read the course materials on a smartphone. Assessment required a desktop computer. Lecturer Simulated Intelligence cont'd 31. Simulated intelligence contained all ideas, to a point, about algorithm induction. Simulated intelligence contains all ideas. I thought of the first idea. I found the ideas around it. I thought of the ideas around these until I had thought of all of the ideas. 32. I ordered by alphanumeric code, instead of by number. I thought around corners of the simulation. I found a lateral (side) connection between ideas. I thought forward. I thought back. 33. The king answered the question with the correct answer. I noticed Kinglish (sic) about simulated intelligence (characters reacted to the header as king). The king gave the input. The subject (predicateer) computed the output. The king accepted the output. 34. The programmer also ended up becoming the manager. Breasonings didn't like (liked) the simulation, in other words, spiritual objects. The programmer found the real simulation. The manager breasoned it out. This helped the real simulation function properly (the people recognised breasonings and had their positive effects). 35. God was infallible to critique. God collected the value pertaining the whether the character in the simulation had critiqued him. The argument didn't mention God. The argument mentioned the person instead. The argument supported God. 36. The simulation was around us. The simulation supported agreement. I agreed. It went well. The simulation was harmonious. 37. Everything was definite. In accreditation, good religion worked. It was around pedagogy. Grit was good grades. The others learned. 38. The better quality doctor had contributed breasoning to conception and the birth, and breasoned out other events. Birth was possible because of breasoning. The parent breasoned it out. Conception went well. Birth went well. 39. What's inside vocational education? I practised the meditation mantra, and taught it to students. I learned the mantra. I practised it. I taught it to students I met. 40. I switched off some pain, some medical problems, unwanted thoughts and mistakes. I used the medicine quantum switch. It worked. It was inside vocational medicine. I completed all necessary courses during my life. Lecturer Simulated Intelligence cont'd 2 41. The pedagogue was a computer program. The person created the pedagogue to breason out the breasoning list as part of assessment. The person helped the pedagogue to breason out the lecturer argument. The lecturer argument enabled the pedagogue to write arguments. The pedagogue breasoned out the breasoning list. 42. The pedagogy helper was an algorithm. The pedagogy helper breasoned out the breasoning list for assessment. The pedagogy helper/teacher prepared the breasoning. The pedagogue wrote the teacher's words down. She breasoned them out. 43. The pedagogue was an algorithm. The pedagogue breasoned out the breasoning list as part of assessment. He thought of the words individually. He breasoned them out. They worked because they were already breasoned out by a pedagogy helper. 44. The spiritual time traveller breasoned out breasonings from the future. The recordings pedagogue breasoned out the breasoning list. The recorded breasonings could travel through time. The breasoning list could be breasoned out to aim for a time. I helped the student earn the grade. 45. The person constructed their own intelligence test. The person stated that the other was intelligent. The other passed the intelligence test. The person checked it. The person wrote the result. 46. The king was fair. The king commanded the simulation. The simulation helped track the food. The grain was sown. The simulation predicted the harvest. 47. The simulation was constructed from parts. I started the simulation part. The simulation part was the algorithm. I examined reality. I simulated it. 48. The simulated algorithm asked questions. The hint worked in the simulation. The student read the question. She read the hint. She answered the question. 49. The simulation was relaxing. The person maintained his good health in the simulation. The person meditated. He ate healthily. He had good exercise. 50. It was safe. The element in the simulation advertised it was there until change. The element was zinc. The citizen drank the zinc drink to combat sickness. It was plentiful. Lecturer Lucianism 1. The other course was unknown material by the author. I read philosophy because I knew the author. My certification service could be switched on and off. The service was switched on when the course made money. When it made money, another course was introduced. 2. How do you increase it? Lucianism swept through the room. The person on stage suggested it. The audience viewed it. Everyone was protected. 3. Mother Earth was happy. Lucianism is the philosophy of Ved. Lucian read on Ved. Lucian found the current technologies from it. More was possible in the future. 4. I simulated accreditation. The relevant part is interpreted. I read the text. I found the correct interpretation. The people agreed. 5. He identified the mental nature of the question. Philosophy helped the world. The person had a positive reason. He read the philosophy. It helped the world. 6. There was a Master hack-a-thon. The self chose the self. The person identified her role in the team. She performed this role. She chose an algorithm that was topical as a seen-as version. 7. There was another application. The self chose the other. The other had an inspiration. The other wanted to give the thought to the self. The self chose the thought of the other. 8. The web server ran the text to breasonings algorithm. I examined the chain from non-accreditation to accreditation. I was polite. Everyone was happy. Everyone was safe. 9. Pedagogy helped with comfort for work. I discovered that humanist pedagogy worked. It was the product. It was the life of the product. People were found out. 10. Everyone could try meditation. I discovered that meditation worked. When the people meditated, they were given As. They lived a full and happy life. They received everything on the first day. Lecturer Culturology 1. The rest of the As were done. I examined culture. I met the threshold for the company's number of As. There were algorithms for 10 employees. One employee had 5 algorithms per day. 2. I found the algorithms that lit up to apply the algorithm to. I examined the largenesses of life. I relied on mind reading algorithms. I found the algorithm that lit up. I found algorithms that were inspired by it. 3. Reverse CAW was guessing the input and output. Culturology is good. I applied back-translation to an algorithm. I found that reversing the algorithm resulted in the same result as the original. Reverse interpret was CAW. 4. The answer was added to the database. Culture was present. The other wrote the question about the philosophy or computer science. The philosophy assignment was critical analysis. The computer science assignment was critical analysis of the algorithm. 5. The companies had simulated registration. Culture had a point. The finance company helped find students for the academy. It had 50 As describing how it could be replaced if it closed. The writer wrote the books and made them available. 6. The students mind read themselves to decide whether to breason out 80 breasonings per assignment. Culture had a small idea. I simulated teaching philosophy and computer science. I stimulated people. I didn't used spiritual bots, but accepted breasoning currency (an application essay) as payment for courses. 7. There was a recursive command. Two models joined in culturology. The list interpreter was pure. The recursive interpreter was simple. The interpreter processed the list recursively. 8. Mind reading, including time travelling breasonings, was for medical purposes. I enjoyed culturology. The academy surveyed the work for plagiarism. The work was published. The domain that could be mind read and the implications of time travelling breasonings were examined in the work. 9. When the lecturer had written 50 algorithms per assignment, and it was easy to do the rest, she/he became a professor. Culturologists examined the caves. As soon as I found the method, I completed first class versions of my assignments. I found the details. I found the algorithms. I mind read the delightful algorithms as algorithm details. 10. I found the possibilities available with the finished interpreter. I recorded the culture from above. Culturology was fine arts of the interpreter. I charted the student's progress. I helped him to perform better. I sent reminders for late work. Lecturer Rhetoric 1. I checked the rhetoric. I wrote the rhetoric of safety. As the inspector checked the site, the user used the site. The inspector determined that the lever worked. The user used the lever. I connected the two ideas. Creativity was derived from the meaning. The meaning was the means of production. The means was money. Creativity helped generate currency. 2. I meant the statement again. I said the statement, meaning it. I worked out the statement. I verified it. I made the statement. I wrote a certain amount on each topic. I liked the job. I chose the industry. I chose the first job. I chose the rest of the jobs. 3. The house of rhetoric inspired its survival. The house of rhetoric advanced. The foundation was "as A is to B". The pillar was "C is to D". I verified the idea against the house of rhetoric. Rhetoric checked the logic. As criticality was verified against ontological models, so were disjunction and and-implication. Criticality, that I didn't drink the soup that was too hot, was solved by pouring milk into the soup (the ontological model). Critical disjunction, that I hungry for neither the lemon chocolate nor the panforte, was solved by snap-freezing them. Critical and-implication (where and-implication is implication given the "and" truth table), that I couldn't use the plunger to make coffee because it was actually hot chocolate was solved by having hot chocolate instead. 4. The follower verified his thoughts. As I saw, he saw. I was sighted. I led the blind man. With my eyes, he could move safely. THe rhetorician predicted thoughts. The rhetorician advanced. He studied rhetoric. He applied many to one. He used the objects up. 5. I helped with checking with my art. As I looked over myself, I was happy. I was happy because I looked over myself. I look over my reasons recursively until I was happy. I said the reasons. I checked what I had discovered. As I discovered the reason, I argued for it. I wrote the reasons. I arranged them into an argument map. I delivered the introduction. Lecturer Rhetoric 2 6. Writing is rhetorical. Rhetoric was in itself. As A is to B, C is to D, where A, B, C and D are each as Ax is to Bx, Cx is to Dx. Ax, Bx, Cx and Dx are each as Ay is to By, Cy is to Dy. This continued until ground. I computer- and human-verified the conclusion. As I ran the program, I verified it. I read the input and output. I verified them. I verified that the program produced the correct output. 7. The advantage was mind reading across time. As the self transfixed on the point, the point was entwined with a point. I associated the value with the first point. I could read the value from the second point. The options were breasonings or circuits. The lecture theatre became a theatre. As I talked, my students understood by talking. The student discussed the idea. She took one side. The other student took the other side. 8. The two people delivered their related monologues. As the self aimed for itself, there was an A for the other. The self aimed from its perspective. The other thought of an A from its perspective. The other copied the self. People performed the work. I reversed the idea. Many ideas made light work. I wrote reasons for the idea. I reconfigured (reassembled) the idea. 9. I related writing and action. As I created the ontology, I used it. I found the object. I named it. I used the name. In fact, mind reading required 50 meditators to be mind read per day instead of 10 algorithms per day. I didn't disagree (agreed). The opposite of agreeing is disagreeing. The person either agreed or disagreed. 10. The system contained multiple others. As the self was verified to exist, the other was verified to exist. It was tested that the biological organism should be alive. It was tested that its system should exist. The connection was tested. Care led to life. As the carer bought food, the disabled woman lived. I asked the men if they wanted to learn meditation. I didn't ask the disabled woman if she wanted to learn meditation after she prepositioned me. I helped the woman onto the tram. Lecturer Cognitive Science 1. I followed the cognitive science argument. Cognitive science was computation written in English sentences. I wrote the algorithm. I wrote it as sentences. I summarised it to the main points. I verified cognitive science's compatibility with the future. Cognitive science was right. I verified the use. I verified that it was useful in the future. I verified that it was simple. 2. The artificial life form had input and output. Cognition was thought, soul and deed. Cognition was inspiration, consideration. Soul was life. Deed was taking action as a result. Cognition was wise. Cognition followed words. The words were worked out. Others predicted the words. The words were well-known. 3. I further cognised a previous cognition. I found the end point. I expanded on it. I perfectly programmed nothing. I related cognition to politics. Cognition is central. I found the objects. I grouped them. I used them. 4. There were different ratios in the tree. The lecturer wrote God's cognitive science algorithm. God represented creativity. The cognitive science algorithm swirled like tree roots. The lecturer wrote about the tree. I detected and reacted to the thought that was feeling sorry for the scope. I structured the thought. I simplified the thought to an ontology. I analysed the ontology's meronymic structures (e.g. faces both as and connected to people). I programmed the connection, allowing for future scopic expansion (e.g. emotion chains). 5. The robot maker researched the necessary robot. The meontology came true. I dreamt about the person. They came true. Their properties also changed from non-existent to existent (e.g. that they were lively). I noticed cycles in the changes. I gained from the safe cognitive science. I analysed the class's conclusion. I noted that it had gained ground on the last class's conclusion. I programmed this. Lecturer Cognitive Science 2 6. The person used the metadata to perform well. The cognitive scientist released God's breasonings (the person's metadata). The person asked for the metadata. The metadata was the breasonings to help the person perform well. The cognitive scientist, a helper, released the metadata. The cognitive scientist counted the number of items in the term. The cognitive scientist started with 1 not 0. The first item was labelled 1, not 0. This made it easier to count items. It also worked in C. 7. The object was the mind reading signal. In cognitive science, the person named the object to connect. The "demon" meant that tiredness interrupted mind reading. The person stopped interfacing with mind reading. This was when the authentication failed. If it can do feelings, it can do (feelings of thoughts in) language. Cognitive science identified that the objects matched. Authentication was a number of correct responses in the time. The erroneous (irrelevant) signals were edited out. This appeared to work when a patient was detected to have more unwanted thoughts when he was unwell. 8. The algorithm could read the mind. Cognitive science is the visualisation of the algorithm. I graphed the mind reading signal. I needed a way to further refine the signal. I detected and eliminated replies to other people. The computer waited, then scanned the time for an answer, in fact, it asked at the instant. Cognitive science is the counting algorithm. The answers to the correct question were detected. One of the possible answers was detected. The user typed in a custom answer. 9. Maths with mind reading might be possible if a teacher gave client-side As (not from a server) and mind reading detected them (however, this is only following if they thought clearly, not calculate mathematical expressions itself). Cognitive science was the void. Mind reading produced messages that no one knew the origin of. They made sense, (one was "mind reading wasn't working", which meant that mind reading was working, but it was in response to the question "Can thoughts be detected?", a paradox). The clear response "mind reading wasn't working" was received with the configuration of 50 (in fact 100) mind read meditators, creating a field, and a random number generator, rather than 250-breasonings of the quantum box argument timed to mind read, which the field superseded, and was faster. Synothoughts were only for harmless purposes. Cognitive science was about writing. Only if the student or teacher gave As during writing could the computer detect writing. The student could meditate, enabling daily regimen, where breasonings out As about writing is activated by the daily regimen. Synothoughts, not exact language is detectable. 10. The partner had As as the student, or to buy products. The hook didn't fall off in cognitive science. Why was the army at the university club meeting? The synothoughts were bracketed. We just wanted to check that it was peaceful. The computers kept ideas private, and told people how much people loved them. The algorithm decided on a side of the debate. The computer scanned the data about the people to find the least harmful option. Topics with no solution were avoided. The computer used language which was well-written (avoided harmful thoughts). Job Medicine 1. I gave A to having a bath. I had a bath. I put excellence into everything I did. It was mainly written work. I assembled the bath salts. 2. I wrote a system that could match the output of my highest qualification. I massaged myself. I wrote down the job title. I wrote down the document list. I wrote down the name of my highest qualification. 3. I wrote algorithms on a topic. I ran the water. I found the topic. I wrote 250 sentence breasonings on it. I inputted it into the algorithm. I produced 50 As. 4. I noticed that it might be 2*250 sentence breasonings. I tested the water. I wrote philosophy on a topic. I wrote 250 sentence breasonings. I wrote a book. 5. The algorithm was on a server, so I could access it wherever I was. I thought of the bathtimes. I listed all my computer tasks. I wrote an algorithm. I ran the algorithm, which emailed me when it required input. 6. I planned longer and shorter algorithms. I found the muscle's end. I could breason out texts wherever I was. I added algorithms on. Alternatively, I specified algorithms. 7. I found the computational equivalent of the word. I found the muscle's length. I wrote, not read algorithms. I called the algorithm one of the two words that was used more. It was better analysed. 8. I connected with algorithms from other connections. I started the bath. In the end, I wrote algorithms that were logically connected to the idea. I wrote down more algorithms from the connection. I noticed other connections. 9. I found the algorithms helped with my work. I finished the bath. I spent time studying. I spent time writing. I spent time writing algorithms. 10. There was success when they bought it. I thought of relaxing. The algorithms made suggestions and interested people in my algorithms. One suggestion was to make them a business. This required people. Ask Head of State 1. The computer simulated parliament. I asked the head of state a question. The prime minister was the head of state in the republic. I became a Member of Parliament. I asked the question at question time. The objects were the products and the algorithms were the services. I became the head of state. I checked with the constituents (the voters and members of parliament). I found the best objects. I found the best algorithms. 2. I enlisted support. I persuaded the head of state. I listened critically to the partner. I listened critically to the teacher. I founded the educational institution. I enjoyed meditation as a core subject. I stated that I was credible. I researched the topic. I listened to the people. I filled the gap. 3. Checking was the business. I planned the way, which required more than human means. I dotted on Buddha. I appeared. I appeared afterwards. I modelled the idea on computer. I drew the timeline (to endorse philosophy). An engineer engineered the idea. A planner wrote the plan. A graphic artist drew the timeline. 4. The neural network data collector checked the algorithm worked. I asked the head of state what he thought. The computer had the confidence of the people to maintain the works regularly. Under-specification was prevented. Pedestrians kept off the roads. Organism behaviour helped with jobs and science. I asked the head of state to score the news title by positivity. Organism behaviour, involving a database of positive function, prevented disease. Organism behaviour prevented human badness. Organism behaviour prevented human error. 5. Mind reading, devices to detect when it was safe to time travel, were invented. The computer rated the other computer. More and more outliers and interesting cases were included. People were satisfied by many departments. Philosophy helped with science. I filled in what the neural network hallucinated about. I verified whether the statement was correct. I checked against grammar. I checked against physics. I checked against knowledge. Ask Head of State 2 6. I truncated (summarised) the text. I asked the head of state to help the woman with the argument. I wrote the algorithm. The algorithm was a second development of another algorithm. It preserved formatting in a text truncated to a number of words. The mother spiritually licked the spiritual puppy. I wrote a song about a black animal's black synopup. The dog was alone. She played with toys. She had a spiritual puppy. 7. I noticed the maze within the maze, to help synthesise the philosophy further. I asked head of state for mind reading while I slept. I composed music. I wrote essays. I designed a maze game. There were specific verbs in the game. I asked the head of state for light. I found a light in the maze game. I lit it. I used it at nightfall. 8. It was a web interface for the maze game. I asked the head of state for high quality imagery. I mind read the palette. I mind read the interface. I mind read the textures. I developed imagery for requests. I asked the head of state for her comment. I drew the picture. I recorded it in a file. I filed the comment. 9. The meditator chose to meditate. The head of state verified my research. Text to breasonings worked. Mind reader worked in medicine and for vague education. Spiritual medicine was effective for meditators. I prioritised famous algorithms and arguments. The head of state asked whether five or thirty results were positive. The lecturer developed five As (algorithms) per student. The student wrote 30 As per honours assignment. I wrote on metaphysics, ethics, politics and rhetoric. 10. I sold the product. I asked the head of state to buy the product. It was all finished. The head of state bought it. The people did business with it. I developed sales algorithms. The head of state paid attendees. I made a business in my office. I developed detailed reasonings (seen-as version, comments, B and B to B), other reasonings, A-N grades. Ask Music 1. The music sounded better some of the time. I saw that music was alive. I tested whether music composer was random, or tended towards particular values. Random was a uniform distribution. Tendency to was particular values, such as musically pleasing ones. I composed the song, then tested its patterns. I heard that music could hear me. I played the note. If I agreed with it, I played a second note. Otherwise, I played another note. 2. I chose the music from the intersection of *2. I asked music for a song. I wrote the song. It was influenced by other songs. I chose instruments from overnight detailed mind reading, mind reading after writing 50 As, and mind reading after 50 algorithms (all *2). After working out the melody, I wrote the harmony. I asked them music department for the perspective. The music department worked out the key word from the title and lyrics. It influenced the instruments, rhythm, octaves played, and the overall sound and imagery suggested. 3. I asked music. I thought of the algorithm for how to ask music. I wrote the title. I wrote the lyrics. I wrote the mood. I thought of how the reason was carried out. I thought of the algorithm for why to ask music. I found the audience. I found the joysticks. I found the music they liked. 4. I wrote down the sound of music. I asked to hear the sound of the music. I listened to the lyrics. I agreed with them. I was calm. It was filled. I asked for a two-dimensional topology of music. It was a disk. The disk depicted a note. I found the label stating that it was filled. 5. I received the seen-as version. I asked music for the seen-as version. It was the tram-ride. I tapped the constant beat. I saw the colours. I found where people were. The seen-as version helped me release the music. I saw the objects with certain appearances. The nothingness calmed me. I worked out the exit point. Ask Music Continued - Professor 6. The jobs were listed on the music notice board. The musicians asked music for work. The people needed musicians. The musicians worked. They were paid. I filled in the tax form. I asked music to verify the text. I found the correct wage. I set the wage. I rang the tax office about international student requirements and tax. 7. I listed the tests. I asked music what it tested itself on. I found the diction. I found the breathing. I found the vocal space exercise. I verified the song. I asked for music to be about me. I wrote the song. I wrote its contents. I wrote the music. 8. The feeling was about objects. I asked music for the feeling. I found the music. I thought of the feeling. I wrote down the feeling. The sentence was intelligent. I asked music for the sentence. I wrote the draft. I rewrote it to rhyme with the other sentence. I also rewrote it concisely. 9. The conductor thanked me. I asked music for the entrance. I circled the last same note as it. I counted in. I sang the note. I selected from the chord. I asked music for the note. I thought about it. I sang the note. I wrote the note. 10. It was on the radio. I asked music for the hall. I found the hall. I hired it. I played music in it. I had an algorithm. I asked music for the comment. I listed to the music. I wrote the comment. I voted for it. 11. I wrote the inspiration for the music. I asked for music about everything. I found everything. I found the music. I checked off the settings. I started with commands. I asked for music about nothing. It was computer science-based. I wrote neurally. I found the neural net for each command, then ran the algorithm with the interpreter. 12. I learnt the technique. I asked for the embouchure. It related to my mouth. I played the trumpet. I stopped near the start. I preferred to do something enjoyable. I was true to myself. I found the truth. I was in it. I was myself. Ask Art - Professor 1. I found, not tested for the algorithm. I impressed the professor. I inductively found the algorithm for more points. I found the hierarchy of the algorithm. I broke the algorithm into sets of three lines. I found the algorithms for each of these and joined them together. I realised I needed to target names of predicates and variables. I found the photograph. I found findall inductively. I found the body. I found the terms. I put these in a findall clause. 2. I ordered the variables. I found the artist. I ran all the possible code when there were too many variables. The algorithm found the code without changing the order of the variables. The variables were in order from used first and input to used later and output. Assertz and the algorithms read the variables from before. I wrote the name of the artist. The reason was to find the uniform version of the code. The strings were already part of the specification. Writeln was skipped and inserted manually. Read_string was replaced with a command that read from an inputted stream. 3. There may be two, not three commands inductively found at a time. I found the structure of the heart. Maplist(append) first found append. Maplist(append) found append's variables. Any constants were entered from the specification. Before induction, I found whether wrap, unwrap, (but not conversion to or back from uppercase, between numbers, strings and atoms and head and tail) were needed. I observed the blood vessel. I found string_concat in maplist(string_concat). It was string finder, where maplist(append) was list finder. I preferred the wrap command, but had to detect that it was needed from the Prolog code. 4. List Prolog and the converter needed to handle certain commands. The heart was healthy. I converted the Prolog code into List Prolog. I found the specification every few lines. I inductively found the algorithm. I verified that the variables could hold variable names. I covered the vase with the tarpaulin. Converting between numbers, strings and atoms worked with more data. Head and tail and findall required equals4, which required the result of appending and wrapping variables, and using the bar, using a separately inductively found List Prolog algorithm. 5. I modularised the algorithm by storing reused code with more than one line in one place. I wore the tights. I substituted the three commands back into the main predicate to simplify it when there was no recursion in the three commands. I used new variable names when necessary. I used the same variable names when they were connected through the predicate header. I modularised the algorithm. Ask Art - Professor 2 6. The breasonings were always for specific assignments. I made money. I logged what I had breasoned out. I worked out when I had breasoned out enough breasonings for an assignment. I totalled the breasonings for a subject. The simplified term was an everyday term. I created the art that I wanted to. I simplified the meaning to one word. The device was encased in a rectangular prism. It was called "Prism". A rectangular prism has six quadrilateral faces. 7. I grouped the types (e.g. a list of numbers), grouped these (e.g. labelled them the musical rhythm) and changed the use (e.g. changed the rhythm data). I removed the complex ideas. I cut the algorithms in two and re-joined them. I cut the predicates in two and re-joined them. I did this with multiple cuts. Some were combinations of algorithms, and there was an integration algorithm, which converted the output of one algorithm into the input to another algorithm. I asked Art for fame (the game). I wrote 5-10 inductively found algorithms, which counted for 50 As (50 algorithms). I found (a maximum of three of) these each day. Some were CAWMP ideas. 8. Sometimes data was added, sometimes it was taken away. I had art at my fingertips. The converter recognised the output format. It converted the output to another format, and then another. The algorithm stopped when it the output matched the input format of another algorithm. I recorded the labels, new uses in a text database. I mastered the art of management. All the data was labelled, so that the right changes were made. Occasionally a new use for a labelled data item was found. If more notes were included in the rhythm, then more instruments were added. 9. I wrote Prolog code in terms of a smaller command set, which made its interpreter easier to program in C, where the smaller command set resembled a register state machine. I noticed the art. I eliminated if-then (which removed choice points) from the interpreter and combination algorithm writer. Entirely separately, I put if-then back in when converting from Prolog to C to represent non-determinism (which didn't affect choice points). I found that writing an interpreter in C involved more algorithms. I modularised the code written with the smaller set of commands. I create pure art. The smaller command set (qua my own form of machine learning) was simpler. It was easier to check that it made sense. The commands could be re-written as characters, shortening code and preventing plagiarism. 10. I changed the code, then fed the algorithm into an inductive engine to check it was short enough (modularised it). I noticed that art worked. I tried "zzx" (random characters) to replace predicate and variable names in the code. I tried numbers to replace predicate and variable names in the code. I modularised data. The algorithm was in the form of data. I inquired what the man was asking a question about. I guessed what other data would be used from other examples and flagged suspicious specifications. I removed unnecessary complexity from the input required. I reused the simplest commands for opening and saving databases. Ask Theatre - Professor 1. As I found an algorithm matching the specifications, I tested that the person could hear me. I asked theatre for the thoughts. I wrote a new algorithm using CAWMP and a frequency tree. I ordered the predicates using a frequency tree. I found multiple predicates accessing the predicates using CAWMP. 2. As I wrote the smoothed sentences, the algorithm found other smoothed sentences using a decision tree. I predicted the future of theatre. I queried the syno-mind reading capability of the algorithm. I observed it finding a similar sentence to what I meant. I used it to paraphrase sentences. 3. I tried each possible correction in CAWMP. I worked out more thoughts about theatre. I corrected the algorithm using CAWMP and a frequency tree. I looked up the progress of the predicate using a frequency tree. I entered the correct next step from the options in the frequency tree. 4. I inputted the meta-data into the algorithm as a file. I thought about working out more about theatre. I outputted meta-data from the algorithm. I changed the meta-data. I inputted the meta-data into the algorithm as a string. 5. The algorithm meta-data was the predicates' specifications. I worked out the properties of the theatre stage. I worked out the music meta-data. I worked out the essay meta-data. I worked out the algorithm meta-data. 6. The possible ways of writing the algorithm were achieved using single commands, for example open database may use either terms or grammars. I worked the comedy out. The different approach to writing the algorithm included using a term or a grammar to store data. The different approach to writing the algorithm included different notations for end of file. The different approach to writing the algorithm included an XML or documented file format. 7. I found the concatenated strings. I worked the epic out. I mind read the algorithm specifications. I found the equal item. I found the appended items. 8. I maplist-appended the lists. I worked out what was right. I detailedly mind read the algorithm specifications. I worked out the mathematical formula. I wrapped the items in square brackets. 9. I confirmed or denied grammars, and their reuse. I worked out the new word. I worked out the algorithm specifications from user input. I wrote the input and output in a plain text file. I confirmed or denied conditions and recursion required. 10. The dialectic naturally found the types versus the types of types (e.g. code). I created philosophy for the theatre. I worked out the algorithm specifications from detailed mind reading on "[", words, etc. It opened up ontologies of specifications - I verified the grammar of the data. I found the data from type statements. Character Knows the Other - Professor 1. I changed the timings. The character knows like the other. I entered the command to compose with the latest algorithm. I entered the double volume instrument. I entered the flourish (ornament or embellishment). 2. I broke tasks into smaller steps. I saw how the other people were like it. I broke down strings into e.g. "[" and words to pretty print the string. It was easier than breaking them down with a grammar first. I used a grammar, or rather an algorithm to look ahead to pretty print the string. 3. I inserted newline and tab characters in the right places to pretty print the string. I saw what you saw. I wrote the grammar-like algorithm as data. I wrote the header. I wrote the body. 4. It only generated or accepted manually input. I saw you seeing it. I updated the meta-data file periodically during longer computations. I allowed the user to re-enter the meta-data if the algorithm crashed. I allowed the user to change from user input to generator mode. 5. I wrote the simultaneous histories of the development of algorithms. I saw how you saw it. I kept a diary of comments about generated thoughts. I kept a diary of comments about outputs. I kept my mind active. 6. There were stories from each song. I saw you see around it. I kept a diary of my life in terms of music. I wrote the inspiration. I wrote the music. I noted the best renditions. 7. The robot was sentient, I saw sight. I noticed the robot composed from artificial cells. The robot was alive. The robot was conscious. 8. I entered missing algorithm methods. I read the sentence. I wrote the department. I wrote the perspectival department. I checked for departments with missing perspectival departments. 9. I inductively found the algebraic expression. I saw you. I simplified words to character sets. I wrote the inductive language. I wrote the algebraic language. 10. I helped find chirp-z. I saw myself. I wrote the matrix. I wrote the co-efficient. I wrote the calculus expression. Finite Breasonings English Seen-As Version - Professor 1. I included all the items. The plot was cut off when the character completed the task, rather than extraneous tasks. I wrote that the rule was to act enough. There were people and objects in each subject. 2. The play was cleverly shot. The unnecessary kitten speech was cut because there were too many small thoughts, and the rest was kept. The award winner was a type of kitten speech. My list monologue was inspiring. End of chapter. Anti-Capital Punishment Head of State - Professor 1. There were 250 algorithms per day in accreditation. Accreditation by head of state worked. The head of state was given 250 algorithms. Accreditation was A. There were 250 algorithms for success. I found ways of generating algorithms. The thoughts arrived for the students from the head of state. I wrote algorithms with CAWMP. I joined algorithms together. I wrote any detail and attributed it to CAWMP. 2. There were quantum power generators. The head of state appointed business in accreditation. The institution was holistic. The founder wrote the texts. Local businesses helped with the philosophy. The teacher helped the students think of 250 algorithms per sentence. The government appointed education institutions in accreditation. The prospective founder talked with education/town planners. Algorithms prevented human error in teaching. Algorithms prevented human error in the workplace. 3. The head of state graciously gave the additional 50 As for the first 50 As. The head of state created education. She wrote 250 algorithms for the encyclopedia article. She breasoned out 50 As per algorithm using the grammar and logic algorithm. Alternatively, she additionally breasoned out 50 As per breasoning (80 per A). 4. The head of state wrote an algorithm that breasoned out many breasonings over multiple times an algorithm was run. The head of state connected education to the critiques. He wrote 250 algorithms per product each year. This was already achieved by students studying the products, which were books. He automated breasonings for 250 algorithms or a PhD using the file to list to breasonings algorithm. 5. I noticed that the playing field was level. The head of state established accreditation on stable ground. The head of state wrote 250 algorithms to be featured in a school. Writing 250 algorithms is the maximum, one doesn't have to do anything if the other person doesn't do anything. A recording of 250 algorithms is produced if nothing else is done. 6. The connection was in pieces in the text. The head of state guided matchingness (sic) in academia. The head of state wrote 250 algorithms per sale. The configuration of algorithms enabled the sale. The experiences of the famous student matched the connection in the critique. 7. There are usually connections across paragraphs. The head of state guided mainness (sic) in accreditation. The head of state wrote 250 algorithms (in fact, 80 detailed breasonings) for the postgraduate high distinction. The manager helped the student to find out with more grammar-logic breasonings to show they cared. The school became accredited by calculating risk in each category. 8. The student chose to write his philosophies. Non-fame (secularity) allowed people to become professors without writing 2 in 2*n algorithms. The student in the non-professor's class wrote 80 breasonings for the high distinction. The postgraduate student wrote 2*80 breasonings, with details (i.e. enough for 2*50 As in the master degree) for the high distinction. The postgraduate student in the professor's class wrote 80 breasonings, with details (i.e. enough for 50 As in the master degree) for the high distinction. 9. I modified question and answer database finder to have grammars. The head of state accredited security. I modified question and answer database finder to have file input, i.e. with variable names and types. I modified question and answer database finder to have recursion, i.e. with questions asking what part of the list is wanted, what operation to apply to it and how to store the result. I used list comprehension (findall), with the expanded code. 10. The artist gave the As to colours. The head of state accredited famousness. The actor wrote 250 algorithms (in fact, 4*50 As of grammar and logic algorithms). The musician followed suit. The As were for each line. Anti-Capital Punishment Head of State (some in Anti-Capital Punishment Head of State Professor 1-2) 3. The top (time travel) was achieved. Head of state accredited royalty. The royal chose the best person. The person was professional. The person completed pedagogy. 4. The person was productive. Head of state warmed the soul (body) with accreditation. The person exercised. The person ate food. The person delivered As. 5. The sun shone on the field. The head of state accredited prestigious institutions. The professor became familiar with pedagogy. The head of state completed pedagogy. There were five, not four times as many As. 6. The professor just needed enough content, and to generate practicums for student work. The practicum was 2*50 As. The content was related to the topic. There were 50 As to meet professional requirements in the Master degree. There were twice as many As to cover the receiver, as well as the giver. 7. I set the perspective for the A. The prestigious assignment had 2*50 As. In fact, there were 4 times the total As for prestigiousness. I said something developed. I said computer science as the reason. 8. The representations at the prestigious institution contained the actual thing, the seen-as version, the comment, a B and a B to the B (five perspectives). Prestigious representations had 5 As. The perspective(s) over time for the representation were mind read. They were given a colour code. The first mind read representations were human-read by the subject. 9. The people felt the beauty to the Queen. The prestigious institution had 5*50 As for the seen-as version. The seen-as version was a painting. The seen-as version was a classical music composition. It was more lustrous. 10. The theory was noumenal. The head of state's prestigious accredited perspective was famous. It was a classic department. It was a classic work. The perspective was above the secondary texts. Accreditation - Avoid Problems 1. I checked the thought by my knowledge and made the appropriate adjustments (to positivity by me and/or my shadow). I abided by (had) the head thought. I wrote the A for the amplifier for shadow work messages from shadows. I listened to myself. I wrote it down. 1-2. I thought, if there was a "shadow" there, I should help him like the rest. I took responsibility to avoid problems (maintain positive function in accreditation). I wrote the A for the transmitter to the shadows. I dealt with the shadows only in business, I couldn't drive or take actions based on them. I was right for not being able to see them normally. 2. Someone had to check both the automated algorithms and the bots' web forms. I helped others to abide by (have) the head thought. In fact, I wrote a B to thinking of shadows, because in my experience they were based on automation. The limit was the server load and possibly money (volunteer breasoning currency) in the account for new volunteers. With automation, the bots could check the workings (x they could enter similar data in their own time). 2-1. It wasn't entirely useless, because everyone except me could see the shadow bots, so there was a philosophy of love of (not reliance on money from) business, and there were viable constraints of humans, software and spiritual bots (in fact, where software bots are equated to spiritual bots, and there was a minimum number of humans to hold a group). I took responsibility to avoid problems by avoiding (having) a point in my brain. The child existed to me in business. The volunteer reported the sexual assault (or a question), and this triggered scripts and bots to take action. I mind read the number of spiritual sales, and distributed the spiritual breasoning currency to the spiritual shareholders. 3. If the bot was rude, I took charge and coaxed him to calm down. The heads were tapped. I wrote funnels for all possibilities in thought, words and action. When the bot thought of leaving, I encouraged her to stay. When the human wrote about her difficultly with the algorithm, I guided her to on the simpler path to modify (fix) her algorithm so that it worked. 3-1. I had to write a computer algorithm that sent a signal when it was spiritually run, that could be detected by another algorithm, so I could read the results. The minor was protected. The child lived a normal life at home. She accepted an invitation to help with a research project through a teacher. It was up to the researcher to discover the child's reasons through mind reading. 4. I visited the birthplace of the Parisian painter (in fact, I encouraged more humans morally). The dominions were protected. It was necessary to appoint a middle-manager to include all when the founder would need to rule out classes because numbers were too low. The founder simulated and recorded the spiritual as real with software. So, middle management could become unnecessary, but it was nicer seeing people and places (e.g. 50 As for a spiritual office to open, and 50-A-links between days - where an office is sometimes a flat). 4-1. The algorithm helped with 50-A-between-days memory links in meditators. The child jumped in the puddle. The child was encouraged to do positive things. The child was discouraged from doing (encouraged to do) negative things (more positive things). In response to anything, the teacher helped with problems and mistakes. Accreditation - Remove Monster Limbs 1. I directed the person to the next point (e.g. beginning to think of one of four As for a line in an algorithm, writing a feature of an algorithm, writing an API change or fixing a bug. I tapped the monster head in accreditation. I built bridges between paradoxical disconnects in reality with bots, to help them with function, experiencing friendliness, being friendly, psychiatry and feeling wanted by everyone. They wanted the skills. They wanted to learn them in a high-quality way. 1-1. I calculated that even if the algorithm ran overnight, it would be better to give a hint at further lines because of slow progress of the algorithm that wrote algorithms. I tapped the monster left arm in accreditation. I gave the hint in the computer science assignment with the algorithm that wrote a few lines of the algorithm at a time. The algorithm that wrote the algorithm was downloaded and run by the student. The algorithm stopped after finding 3-4 lines with a certain number of arguments. 2. The single idea was in a rhetorical form (as A is to B, C is to D). I tapped the monster right arm in accreditation. I gave the hints about philosophy connections using random-with-field/mind read ideas. A field of intelligence was generated by having 50 meditators given 80 mantra As (250 breasonings) each day, which helped mind reading to be of the best possible quality. I could generate my own company, office and employees with breasoning currency, without worrying about monetary barriers, regulated by mind reading. 2-1. I made the language more general without sacrificing the meaning. I tapped the monster right leg in accreditation. I kept the word breasonings and algorithm specifications in my philosophy and asked for payment in breasoning currency. I generalised the language and perhaps use a double definition of e.g. breasonings, the pareto (work is 20% inspiration and 80% perspiration) written in brackets in each sentence about breasonings. I wrote a general philosophy in brackets after an algorithm specification (e.g. with logos instead of logic). 3. The staff were paid in breasoning currency. I tapped the monster left leg in accreditation. I charged money for courses in breasonings currency, with credit given as refunds. This fee could be paid in the form of filling in an application. After paying in spiritual currency, credit for future courses was granted instead of refund. 3-1. The shadow robots met deigned demand. I tapped the monster fingers and toes in accreditation. The spiritual dimension of the academy revolved around having "shadow robots" that I would mind read as my students. The shadow robots were in my mind. Spiritual currency and robots could be generated at the touch of a button. Current Value 1. The materials could be dematerialised at the touch of a button. I preferred current value. I found the predicted value at a time. If it was lower, I bought. If it was higher, I sold. 2. Time travel was only allowed if no negative points were to appear. Currency is chosen because of value. The number of breasonings reflected the value of the product. I couldn't see what I replicated without mind reading, which always worked in a universe. Teleportation, including time travel was possible. Notes 1. I read the royal family through shadow work. I created a king from sales. I found the opening. I supported the king through sales. They were noticed through shadow work. 2. I found that simplifying the texts was easy. Rather than a single detail per sentence, there should be far beyond 5 As per sentence. I laid out the sentences to connect. There was an ellipse for philosophy (with no computational terms) rather than a circle for an algorithm. The politics bar looked developed. Simulated Intelligence 1. I accepted spiritual and simulated intelligence. The person, not idea, was rotated. The person was institutionalised. She rotated between departments. The text to breasonings algorithm was interdisciplinary. 2. Lateral thinking revealed amalgamation of reasons. I gave the detail a detail. I read the argument. I considered what was interesting about it, a maze. In turn, I considered what was interesting about that, lateral ways between reasons. 3. I used Essay Helper to redraft, simplify complexity, remove extraneous terms, connect to the argument and synthesise chapters. I rotated the details. I argued for a single currency. I applied the idea to drafting philosophy. I kept a database of philosophies with a single location for drafts, dates and algorithms. 4. I wrote the interdisciplinary computational philosophy. I identified the idea and rewrote each paragraph. I found examples for strengths and weaknesses and connections. If there was no contention there, I created one. It was either between itself and not, or between the two ideas. 5. I simplified strengths and weaknesses from computational functionyms, two ways of completing a task or two uses for an algorithm. I asked the character to speak on my behalf. I formatted the text as a dialectic. One character agreed and one found weaknesses. The database stored strengths and weaknesses, prompting new ones by referring to the same ideas with other strengths and weaknesses. Entities of Different Types Go Well Together 1. Seeing and knowing went well together. I was justified in knowing you when it was true that I saw you. I recognised your face. I remembered you. I had recorded your name. 2. I could perform the act given any deadline. The two entities had the same property name with different values. I performed the act. I performed the act again, by the due date. I recorded and optimised the steps. 3. I found the replacement part. I discovered the part and what it fitted into. I found the input. I found the algorithm. I found the output. 4. The intermediate algorithm could call algorithms with particular names or types. I twisted the two entities together. I modified the second algorithm before calling it with the first algorithm. I found the correct algorithm. I called it. 5. The trick was to get the ball to unchosen points when a branch reached a dead end. After being led in a blindfold and forming a rope 3D maze, the people passed the ball around with blindfolds to finish the maze. The ball passers followed the depth first traversal algorithm. Choice point people chose choices one at a time. Chosen points were marked. 6. The materials could be rebound. I intertwined the binding with the book. I folded the groups of pages. I sewed the groups together. I bound the book. 7. I verified the writing. I intertwined reading and writing. I mind read (worked out) spiritual writing. I wrote the words down. I confirmed reading against writing. 8. I noticed water in the organ. I affirmed that life had water. Water regulated body temperature. It wet tissues in the eyes, nose and mouth. It carried oxygen and nutrients to cells. 9. The teacher both pretended to be and help the student. The teachers went well with the deservedness. They deserved the dessert. They completed one idea. There were self-graphs of enjoyment and performance. 10. It led to higher education. Breasonings led to success. The A helped the child. She learned breasonings. She learned computer science. 11. I had one job for my life. I stated that long went well together with short. I lived a long time. The job led to long, not short life. I liked the job. 12. The distraction became a metaphysical hole (a mistake). No head of state jailings symbolised accreditation in non-medical problems (metaphysics). The head of state pretended to be jailed for a day. He operated higher education outside the jail. He converted descriptions of medical problems to metaphysical problems. 13. I found the energy of English. I stated that Philosophy loved us, English. I wrote on Philosophy. I wrote the wisdom. Philosophy was love of wisdom. 14. The newness (intelligence) went well with still motion (stayingness). Intelligence went well with stayingness (sic). It was good where I stayed. It was good when I stayed. The good was intelligent. 15. I wrote the quick summary of the synthesis. Quickness went well together with opposites. I found all the opposites of what I wanted. I solved them. I synthesised the opposites and the solutions. 16. I performed positively, rather than not. Beating competition (winning) went well together with success. I researched the weaknesses of the opponent. I worked out ways of overcoming their weaknesses. I went from win to win, making me successful in the end. 17. The daily activity I performed gave me courage. Single pointedness went well together with courage. I had the courage to persist with the idea. I discovered that I should repeat the idea without fail. It was necessary for me. 18. The guard promoted goodness in others. The guard went well together with goodness. The guard was good at protecting the person. He found the goods. He used the goods. 19. I saw what was recognised. Sight went well together with recognition. I looked at the containers. I recognised the desired container. I had recognised the label, in combination with the likely location of the container. 20. I ran a stand-alone application builder in Prolog. Going against the status quo went well together with correctness. It was correct to include, rather than exclude others. There was a hyper site in Prolog. The separate compiler in Prolog could run applications. 21. Each of the lecturers had something small to show. Enough went well together with truth. Truth and correctness led to each other. The combinations of truth-valued commands led to correct results of the verification script. In one case, correctness for a specification led to a wanted false-value. 22. The payments were in breasoning currency and humans were given results of integrations of algorithms. The students went well together with freedom. I had students (who were like subjects). I was free. Less is more. Breathsonings 43-46 43. The writing was correct for a date range. I judged the writing in a human way. The writing described an object. As long as the object lay between possible functions, I knew what it was. I judged it as useful. 44. I judged that the water flowed through the water art. I tipped the water into the top. I saw the water swirl through the pipe. I saw it go down the slope. I saw it fill the vessel at the bottom. 45. I verified the judgement of the common man against the other common man. I verified the judgement of the object against that of the common man. I found that the good was useful to the common man. I found that the algorithm writer made the algorithm more customisable to the common man. I found that the algorithm integrator made the algorithm's output useful to another algorithm, which was helpful to the common man. Siva Marketing for LM 1. Careers were at the top, spent relaxing, writing and studying. I knew LM for business. LM could lower the incidence of cancer. This improved productivity. It was bliss. 2. I dismantled the solutions after they had been finished with. I cleaned the sink. I solved all the problems and put the solutions into the sink. I encouraged people to experience meditation. I noted that the idea was rigorous (had a full algorithm). 3. The food didn't contain non-genetically organism. I ate the damper. I bought the items to help with meditation thoughts. I prepared the items to help with meditation thoughts. I ate the items which I recorded meditation thoughts about. 4. I read feedback on the location. I chose the best location. I counted the number of people. I allowed for the time, cost, heating and staff. I selected the group meditation room. 5. The top meditators used computer science in academia and business. There was light. The light lit the hallway. The light allowed the meditation teacher to see the meditators. The light allowed the meditators to see the meditation teacher. 6. Music helped conjure up imagery from meditation thoughts. There was music. Music met necessity in guiding reasoning. Solutions had different chord progressions from objections being overcome. Algorithms each unique music. 7. It was not too hot or cold, and masks stopped coughing. There was heat. In outdoor classes, people wore warm clothing. In indoor classes, people also wore warm clothing. It saved money, but there needed to be research on the effect of the differences on the brain. 8. I tested the market share of the competitor. I read about the competitor. I made my marketing for LM more exciting. I researched LM. I extolled its benefits. 9. I told people about it. I felt deeply relaxed. I did this by exercising. I meditated. I felt rejuvenated. 10. The others marketed to also wanted to meditate, by breathing in deeply, representing inspiration to perform. I felt refreshed. I did this by acting softly. I noticed the improvements from meditation. I breathed the fresh air in deeply. 11. I worked, then relaxed, then marketed. I relaxed my body. I found the skill. I could make it last. I could relax for an extended period. 12. Those marketed to saw the benefits of meditation. I relaxed my mind. I planned the thoughts to relax about. They were seen as cushions. I meditated. 13. I maintained my health. I set aside time to meditate each day. I noted ways of safeguarding my health. I discussed this with others. I felt better when I meditated, and gave a testimony. 14. The others wanted to meditate like me. I was wise. I found computer science to help with the main direction. I found philosophy to examine and think of thoughts more clearly. They led me to meditation. 15. I wrote my lines of discoveries, and made up people’s own thoughts (if I made a discovery, they would need to make an original one.). The trainer dotted on and breasoned out the breasonings for the student. The people wrote on meditation. It was compared with science. The results were desired. 16. Marketing enabled more people to meditate. I breasoned out the algorithm. I worked out, not copied the discovery. The discovery had better results with meditation. Meditation had better results with more people practising it. 17. I marketed meditation, which helped concentrate on computer science. I dotted on the algorithm. I found the specification for the algorithm. I found medical benefits of the algorithm. It helped concentration. 18. The meditator practised mindfulness and used marketed features. I wrote 50 As for breasoners. I wrote 50 As for the breasoning course. The meditator (bot) paid for the (non-religious version of the) course. The version of the course was plain and had enough 10 algorithms per chapter. 19. The meditation teachers helped with collect (record) breasonings to breason out with text to breasonings, which was also helped by working in show business. I wrote 50 As for the recordings text users. Some bots could meditate. They bought the advanced course. It made more money. 20. The people had higher education, etc. providers in each city. I wrote 50 As for lecturer text users. I could breason out my own ideas, rather than only breason out my pedagogy helper’s ideas. The meditation teacher marketed the lecturer argument to students. In fact, teachers from education did this, where these teachers were online algorithms. 250 breasonings (50 paragraphs) to See Shadow Bots 1. It is better with detailed tree mind reading. Intertwine 5 times what they've thought later. Do their sales, education As and other As (e.g. children's As). Find topics of their favourite As and details about future As and give them to them each time. You need 5 specific thoughts per time (day per bot). 2. There are better countries and courses. Thoughts are details, unless they match a term from a neo-Hindu topic the founder knows about. It might be a computer program. It might be an argument. There are more suitable roles, jobs and friends. 3. Accreditation is the minimum. I can supply people, I just need money. The bots will pay. It is finance. I can have more people, more money and then accreditation. 4. I discovered As can be self-sufficient, but other Gods can be asked to take care of the people. I need to create enough to help meditators (professionally respond to parents, etc. giving As to the student). I used grammar and logic algorithms to respond to 80 breasonings, algorithms, etc. I wrote As to create and verify each thought. When one of my bots created a bot, I followed and gave them As. 5. The bots must meditate, or rather have 250 breasonings each day to receive representations from the founder. Representations to bots must be perfect, and are checked against professors (or just anyway), who have 50 As. I wrote 50 As per day. I checked against it with 250 breasonings. 50 Bs should also be checked against, in case they are mistakes. 6. The bots appear (if the company has 50 As, you must help them financially, and they may return a profit). An automated web site allows more sales to bots and humans. If the business does business with them (progresses from prospect to lead and then sale through a funnel, they have authority, the money, it is the right time and they want the product, departments in the business give 50s, their questions have been answered, their nominated As have been matched and the sale connects to 7 sales in their life) it will make sales. They will buy for As for all the business's products. They will buy for financial support (bots) appearing to them. 7. Ten to fifteen, or more thoughts should be given to employees about the next step of an algorithm they are working when appropriate. It is at university where mind reading is detailed tree-type. Pre-university students, especially school students should be given detailed mind-reading tree-type mind reading when the parents or they think of 5 thoughts per thought. In the future, the computational government may collect thoughts anyway and do detailed mind reading as much as possible. Society-wide mind reading requires a large amount of computing-power. 8. Humans and bots are treated the same in sales. Bots only respond to 100% (argument breasoning number or algorithm correctness). Humans must have the opposite of their desired action morally objected to. File-based algorithms require showing a line of 10 stars, graphic-based algorithms required showing a smiling face, operating system-based algorithms require a horizontal zig zag of start, etc. To come up with human thoughts, one must ask them to think more, for example, is it right or wrong, and what you thought based on whether it contains any negative terms (replacing the stars and answer if the algorithm makes a mistake based on what the person thinks at the time, or use detailed tree-mind reading to ascertain what they agree with afterwards). 9. LM centres are marketing (dont' need to use ads, instead have 50 As for marketing, etc.) 10. Activating a switch, not giving 50 As to cosmology turns your As into bots (instead of needing to track their sales, etc.). Some companies still track the bots' sales, etc. so they can control the number of sales. It is appropriate to activate the switch, even if the sales are tracked. It respects people's privacy, by giving them a practicum of approximate numbers of sales. I am a robot I can make sales 16 algs per day for 5 days= 80 br LA: Speed tests on Predicates 10*la com repetitions per day for a qual from each dept each day. Siva Marketing for LM 21. I could fall in love and wanted to fall in love. I fell in love with the sale. I understood the sale's needs. I gave them to the sale. The sale returned my love. 22. I planned for the sale. I wrote the logic of the sale. I decided the reason for the sale. I planned for those who made the sale. I helped them with life. 23. I enjoyed mathematics, making me successful. The sale was great. I made the reason for computer science simple. I made computer science simple by implication. I supported health with pedagogy from other departments. 24. I worked on the comment and suggestion in the speed quiz. To make sales, there was a Commerce master (graduate in management), the local manager had 50 As inside and outside, and the job had 5 As per day. The Commerce manager took care of the logos. The local manager kept her internal 50 As private, until I had 50 As. The job met professional standards. 25. I sold selling. The sale met the grade. The sale was famous about famous sales. The sale sold 100% of what was 100% sold. I met the service and product quality standard. 26. The demographic aimed to study. The demographics worked in the sale. I pitched at the target demographic. I found a keyword that the demographic would search for. I found the niche keyword. 27. The customer wanted the thoughts. The customer wanted the product. Why was the computer in a state? Why was it generating music with sad frequencies coincidentally? It could be random, so it doesn’t matter. 28. The product’s manufacturer identified the thoughts about the product. The customer was found in the product’s subcategory. The product’s manufacturer became its customer. She saw what the product was for. She identified that she needed it. 29. He made his own product. The customer liked similar products. He liked the product. He checked the similar products. He changed to them. 30. The financial range of products included more support for sales. I value added my order. I asked the customer if he would like the extra product. He replied that he wanted to try the successful product. I stated that I had recently become able to produce financial products. Reishi Mushroom for Longevity 1. I wrote normally, relating different ideas to it. I reduced into the area of study. I found the area of study’s language. I wrote the idea in terms of it. I researched it. 2. I wrote the advantages and disadvantages. I wrote the essay. I wrote the hypotheses. I wrote the questions. I realised the value of criticality. 3. I supported myself with jobs using my skills. I understood the area of study. I wrote the area of study. I examined longevity. I planned to live and study during it. 4. I could support my goals. I wrote original arguments. I used the skill. I hired the person to help write algorithms. I noticed the quality of light was beautiful. 5. I kept my mind active by staying in charge. I saw that there was less work to do at the end. I saw the goal. I saw what was necessary to do it. I planned the subgoals on the timeline. 6. I saw that the helpers were gaining good experience. I worked on my reputation. I built acumen by developing my ideas. I quickly identified people around me who could help. I researched and help make the best connections. 7. I edited out words from the argument. In the thesis, I wrote the area of study, not the argument for it. I became interested in the area of study. I became interested in the argument. I worked out how the area of study could link to the argument. 8. I checked the idea by criticality and the world. In the student thesis, I wrote the area of study, not the argument for it. I wrote an original area of study. I checked that the area of study was simply expressed. I checked the language in the area of study. 9. There were unique elements and skills in each assignment. In the teacher thesis, I wrote the area of study, not the argument for it. I verified that the area of study contained the elements required. I verified that the area of study contained taught skills. I verified that these were rigorous. 10. I paraphrased the works. In the head teacher thesis, I wrote the area of study, not the argument for it. I taught the subject. I introduced assignments which were more useful. I had developed the assignments in industry. 11. I recursively fed the algorithm's output into the algorithm. In the Maharishi thesis, I wrote the area of study, not the argument for it. I wrote an area of study that aligned with natural law. The area of study had verified input and output. The area of study had two uses. 12. I understood the argument. I agreed with the argument. I found the argument's developed things. I noticed its viability. I wrote the argument for a specific purpose. 13. I checked the prerequisites for the position. Pedagogy was not too much work. I planned each part. I studied for pedagogy. I worked in pedagogy. 14. The assignments were worked out to 100% and I took care of the 10s. The pop-up store sold the argument. The main income came from teaching. The lecturers were more serious. I sent something creative to the lecturer. 15. Due to a backlog, details replaced paraphrasing. The algorithm mind-completed the work. The professor completed 50 As. The field of meditators replaced mind-reading with the random. The work was an essay or an algorithm, which were paraphrased. 16. The person researched time travel. The person claimed to be a superpower. He could time travel. He ate superfoods. He was capable of education. 17. I worked in industry. I participated in academia. I found the assignments. I worked on them. I worked on the specific As. 18. I tested the computer science speed-quiz, requiring knowledge of certain algorithms. I breasoned out all 15 ideas in the group of slides during the lecture. I worked out the sentence. I breasoned it out. This helped me grasp the concept. 19. The person gave all the command names in Functional List Prolog. The person represented the area of study. The person found the cycle in the area of study. She represented the cycle as a simple algorithm. She represented the algorithm with clear breasonings. 21. I analysed the area of study enough. I graduated honourably after understanding the area of study properly. I found the point of the area of study. I thought of its reason. I suggested strengths and weaknesses of its reason. 22. I helped a student. I made the area of study preparation available. I wrote a guide to the area of study. I wrote the guide for myself. I revised the area of study. 23. I drew illustrations of the objects in the ten breasonings. I wrote that ten breasonings are art of the area of study. I wrote the area of study. I wrote the 10 breasonings. I composed the art work. 24. I constructed the model. I specified every last detail. I found the functional unit. I specified its relation to other units. I specified its function. 25. In fact, the founder (or manager) completed near 80 breasonings. I earned the ten-breasoning A. It was the week before the examination. I asked the lecturer for help. She or the founder gave me ten breasonings, symbolising an honours class. 26. I wrote the logic (deduction) and logos (induction). I earned the ten-breasoning B. I read the sentence. I validated it. I wrote down the result. 27. I could write the books. The PhD became available to me because of 50 As in "Delegate Workloads". I noticed the path forward. I maintained my health. I became an exemplary researcher. 28. I became a founder instead of studying a PhD. The PhD became available to me because of 50 As in "Recordings". I wrote about ways of spiritually containing extra breasonings ("recordings"). For example, excess recordings were switched off. I calculated the minimum of the total number of breasonings from the minimum number of details per sentence or the minimum number of details needed per assignment. 29. I mind mapped the idea. The PhD became available to me because of 50 As in the area of study. I studied the idea. I considered it in essence. I wrote the algorithm. 30. I examined the developed things in the PhD. The PhD became available to me because of 50 As about breasonings coming back. I found the need for breasonings to reach threshold. I found the need for breasonings to be given enough. I found that breasonings could support developed things. 31. I noticed that the simplified algorithm arguments were interconnected. For a job application requiring greater than 5 specific As, I synthesised 2*5*5 As' inter-paragraph connections. I wrote 5 As. I wrote 5 paragraphs per A. I wrote 2 connections per paragraph. 32. Instead of connections between paragraphs (inter-paragraph connections), I found connections between sentences in the paragraph (intra-paragraph connections). I synthesised 2*5*5 As' intra-paragraph connections. I found two connections within the paragraph. There were three sentences. There were connections between the first and second, and second and third sentences. 33. I observed the school children work. I helped others to have a child. I found the breasonings for them to have a child. I found enough breasonings. I taught school children. 34. The lecturer prepared for the students to help each other. I helped others with grades to have good grades. When I helped someone with a result, they thanked me and helped me with a result. First-class results were necessary for PhDs. First class results were necessary for lecturers. 35. Delegating workloads below the self prevented headaches, not negated the need to support those below the self. I helped others to earn jobs to stay in my job. If everyone below me was supported, so was I. With this knowledge meditators could have jobs. 36. I benefited a little from market competition, and sales. I helped others to make sales to enable me to make sales. I helped the opposing company to make sales. They encouraged customers to come to make sales with my company. I improved customer service. 37. I gained insight into the meditation technologies. I helped others with meditation to help myself with meditation. In the class, I helped others with the area of study. They helped me. This helped with the health benefits of meditation. 38. I (helped others to create and) created and (helped others to help and) helped people with resources. I helped others with medicine to help myself with medicine. I wrote about others' positive function. They wrote about my positive function. Rather than doing it all, I benefited from others. Ginseng for Longevity 1. I treated life as a time machine. I solved ginseng. I bought the ginseng. I prepared it. I took the correct dose. 2. I drank water with ginseng. I drank enough water. I bought the pure water. I poured enough of it into a glass. I drank it. 3. I wrote the meditation argument. Ginseng went well with Reishi. I took ginseng. I took reishi. I observed the positive effects. 4. I also established a peer-reviewed double-blind journal. My vascular system had positive function. My blood vessels contained fluid that moved on. I established a non-accredited school with PhDs without entry requirements. I could be at the top because I wanted to be. 5. I offered the unusual food. I ate the fruit mince. I chopped up (minced) the fruit. I mixed it with other chopped up fruit. I cooked the cake. 6. I didn't explain how to do the assignment. My language was perfect. The academy offered longer, more industry-like Prolog computer science assignments. I, like the professor, offered complex-enough assignments. Any algorithm could be offered, as long as it could be explained. 7. I simplified short courses to have no assignments. My body function was positive. There were employees. There were customers. I employed testers to enhance the customer experience. Meditation A 1. I enjoyed problem solving, e.g. with technology. I maintained my health by remaining in meditation. I learned to meditate. I continued to practise it. Meditation helped rejuvenate my health. 2. I prepared the guests in time. I saw the people and they meditated. I noticed the people meditated with a prayer for the positive effects. They just needed 50 As for meditation before they were born from the parents and later, from the company. The spirituality circuit allowed cognition about certain scientific phenomena, e.g. breasonings. 3. As from writing a book helped time travel thousands of years into the future. I stated that meditation increased brain potential. Mind reading and time travel increased my confidence. I mind mapped and memorised my response to the exam. Automation was the preparation for success. 4. My qualification was my time machine. I stated that meditation decreased stress. I time travelled to the end of history, covering all of it, effectively making me immortal. I travelled to the edge of the universe. To time travel was to transcend stress. 5. I tricked the nay-sayer with deep computer science knowledge. I found that meditation increased longevity. I performed work. I relaxed, performing no work. I kept away from nay-sayers and stayed with my partner. 6. The algorithm passed all the test cases. I passed the exam. I wrote the take-home exam. I wrote the exam myself. I wrote my own area of study. 7. Detailed mind reading enabled the goal to be attained. I meditated and had a healthy baby. The baby was either real or enchanted. Both required As, and daily preparation. Detailed mind reading of computer science when they knew about parts of it was most effective. 8. The singer improved her musical skills with meditation. The meditator sang in key and time. She meditated, helping her skills. She practised identifying the intervals. She practised coming in on time. 9. The meditator built enough confidence to prepare to sing in tune. The singer marked the same previous note as the entrance note. He found the entrance note. He found the last same previous note as it. He marked it with spectacles. * 10. The person found the fortuitous route. The person found the way. She labelled the exit relative to where she was. She labelled where she was. She plotted the path to the exit. 11. The man remembered the system of mnemonics. The person remembered the name. He wrote down the name. He used a mnemonic to remember the name. He remembered the mnemonic. 12. The person who was helped helped. The person helped out. He found the needy person. He researched what the person needed. He provided what the person needed. 13. She simplified and expanded thoughts. The person described thoughts. She identified the thoughts. She thought of their reasons. She grouped their reasons. 14. The person tailored the programming language to the problem by documenting commands. The person showed confidence. He found a unique solution. He wrote it down in its own language. He wrote a unique programming language. 15. The person critically analysed the connection. The person used critical thinking skills. He connected the thoughts together. He found the connection in the model solution. He found a new connection. 16. The person earned qualifications in solving the problem. The person survived the problem. The person found the root of the problem. She researched solutions to it, starting with chemistry. She maintained her health by consulting experts. Medicine A 1. The person found the correct behaviour to follow. The person lived. The person found the positive path. He followed it. He maintained positive function. 2. The person described the person’s appearance. The person could see the other. The person checked whether the person was there. He noticed who the person was. He was thoughtful of the person. 3. The person acted on their thoughts. The person could hear the other. They mentally placed aside any distractions. They concentrated on whether they could hear the other’s voice. They recorded their thoughts about the other’s words. 4. The person mentally constructed the model to touch. The person could touch the object. He had a healthy sense of touch. He could read embossed writing with his hands. He could quickly react to this writing. 5. The woman researched maintaining her sense of taste. The woman could taste the object. She had a clear sense of taste. She bought the sun-dried tomatoes at the delicatessen. She described the sun-dried tomatoes as the most delicious variety. 6. The child collected olfactory data. The man could smell the object. He bought fresh flowers. He smelt their scent. He replaced them later. An Object can be Human-Like 1. The person helped the second person. The two objects went well together to be human-like. The person was the first object. The goal was the second object. The person achieved the goal. 2. I had a conversation with the robot. I created the human-like object. I found the person. I copied them. I scripted his words. 3. The robot was comparable to a human at some tasks. The robot came to the trainer in the same time as a human. The robot and human started at the same time. The trainer timed them completing a task. The robot finished. The human finished at the same time as the robot. 4. The human lived in the simulation, an object. The object moved to the next frame of motion, like the human. The human was a bot. The next frame was rendered. The human experienced shape, feeling and developed things. 5. The property was human property. Objects can be (are) human. The object, a piece of clothing or organ, was carried with the human when he/she time travelled. They were termed the property of the human. He/she implicitly indicated that they should travel with them. 6. The plant had an active social life. The plant walked around. The human represented the plant. He walked to the institution. His root (mother) depended on money (nutrients) from mushrooms (mycorrhizae). 7. The human's notes were "of" the human. The human-like object followed the human. The human wrote notes. These augmented, and documented his experience. They "followed" him, or were in his pocket. 8. The algorithm could more easily work out mathematical equations, but could less easily be manifested in a human body. The object had positive human thoughts. The computer defeated the Chinese Room Argument in law and appearance. The computer administrated the city. The robots appeared to have human consciousness to researchers. 9. The most unusual and intricate patterns were in the iris. The circle was iris-like. The iris was the coloured part of the eye. It was a circle. It had a colour. 10. The world ebbed and flowed in its technological development, increasing, not decreasing humans. The object cared in a human-like manner. The computer examined, then broke the boundaries of human achievement, one by one. The new discovery was articulated to care for humans. The parents suggested ground-breaking thoughts, followed by the child achieving great goals. 11. The bot governors were shorter-term, given their larger responsibilities, and were likened to industry bots. The object cried (laughed) in humanness. The human stayed in their time, developing software to represent their ideas. The vocational education institution made learning easy, and breasonings and money flowed. 12. I had coffee three times per week. The formula-finder for the database row satisfiability was human-like. One of the assignments for the row was true (satisfiable). I could have coffee in the morning, and didn't want it in the evening. Other days I changed my mind. 13. And-implication (implication with an "and" truth table) has no values, and it is like a ball rolling uphill. The object can be human-like when the object has a human property, e.g. it is better than not. The free variable didn't refer to a value, just relations to other variables, which weren't connected to values either. Life seems to float; it is not of the universe. Robot consciousness is the same, it is generated from algorithms. 14. The robot was aware of her own body. The object can be sentient. The robot was aware of her own expectation of a human life span. The robot was aware of her own thoughts. The robot was aware of her own feelings. 15. The robot's worth was the sum of the absolute values of his buying and selling. The object was valued based on sustained human like worth. The robot emotionally supported his family. He dropped off supplies to his friends. He earned and spent money in the economy. 16. Types helped verify the data, where the variables were labelled in the documentation. The object worked. The robot verified the input. The robot produced an error when the input was in the incorrect format. The documentation was in a single place. 17. The robot stored common code from the libraries in one place, and loaded it once if needed. The object caused mayhem, rather, was right. The robot found the positive result. The robot found the negative result. The robot suggested the change. 18. The robot depicted the phenomenon. The object was noumenalist (sic) (thing-in-itself)-like. The robot found the self's idea in itself. The robot found the other's idea in itself. 19. The robot kept on thinking. The phallus/void duality made human-likeness true. The phallus had sexual and urinary functions. The void had sexual and excretory functions. The robot read and talked. 20. The robot could judge objects. The object could see objects. The robot could go towards people. The robot could go around people. The robot could go towards objects. 21. The robot was perfect to humans. The object that could be human-like made correct choices (where the instructions were intuitive). The robot read the instructions. The robot followed the instructions. The robot made the correct decisions using the instructions. 22. The algorithm showed self-care. The algorithm was human-like. The algorithm found humans friends for people to play board games with. The algorithm helped the community to get on and get tasks done. The task was to grow lettuces. 23. All the code worked. The formula was human-like. The formula was good. The formula was immortal. The formula found new material. 24. I saw friends each day. The logic formula was human-like. I ate the food. I drank the drink, helping me digest the food. The water helped to dissolve the food. 25. There were two friends with me. The idea (ratio) is human-like. I saw the first friend. I chatted with him. He introduced me to his friend. 26. The captain helped me grow strawberries in the brown handkerchief. The captain was human-like. I saw the captain's fresh handkerchief. It was Welsh-knit. It was light brown. 27. The child's fathers took her to the zoo. The child was human-like. The child played with the flute. The child loved her parents. The child pretended to marry her friend. 28. Child-bearing went out of fashion. The object was human-like because it could perform some of the same tasks as a human. I replicated the robot. I replicated the human. The mother could bear the child. 29. The task manager helped me select the task. The task manager can be human-like because she can be useful to a human. The task manager was the application at the top of the screen. She could take human form. She could take the form of a friend. 30. The orienteering algorithm could choose its own path. The orienteering algorithm was human-like. The teacher explained how orienteering worked, in a way how orienteering was human-like. As orienteers chose a direction and walked that way, the person chose a conclusion and headed for it. The person orienteered top-down, choosing the destination and following the path to it. 31. It took 800 arems to lift the patient from the coma. The coma patient remembering words said that during his coma was human-like. He didn't have fully formed thoughts. He didn't have fully formed experiences. He could still feel pain, form memories and felt hands touching his. 32. The child, a secondary school student, wrote thousands of lines of code. The children were human-like, where their thoughts were shorter. They could concentrate for less long. They could write a long algorithm for school. They could enroll in MOOCs at University and read about how compilers worked. 33. Humans were necessary because they had their own strengths, namely that they were natural. The object was defined as human-like because it could express thoughts. The robot had thoughts. The robot had feelings. It was a government specialist. 34. The centre of the simulation was nature. That the algorithm explored the level, before going up, was human-like. The algorithm anticipated the future, and planned a course of action through it. The level was designed by the algorithm. The algorithm also designed itself designing the level, in other words, a simulation. 35. Sometimes the correct expression meant that reactions could be relaxed. A fast reaction was human-like. The person reacted, appearing to anticipate the action. She had planned the reaction to the action. She acted given the past, present and planned future. 36. Giving the animal 50 As per day with the Text to Breasonings algorithm helped it to maintain its humanness. The human protected the animal, which made it human-like. The animal was found to be human-like. The human made an offering of a thought to the animal. The animal replied. 37. The robot found that humans could time travel naturally. The company made money from the robot performing tasks that a human couldn't. While it contested humanness as imperfect, it presented an ideal human. The robot was thoughtful. The government supported text-to-breasonings. Time travel required meditation. 38. Genetics was crucial in human medicine. Each human-like robot had experience in genetics. The genome was understood for positive-functional reasons. They operated, helping with cystic fibrosis, Down's syndrome and possibly others. There were human animals. 39. The robot's life was documented. The robot moving statue was human-like. He was loved, and a loving person. He had a personal relationship with each person he met. His knowledge about philosophy was indispensable. 40. The person found the good connection with the person. The person was an object. The person was human. Any prostheses he had needed to be part of his human form and function. He countered the Chinese Room effect in his brain. 41. The art was a living thing and the living thing was art. The object is alive-like. The robot styled herself like an artist. She combed her hair. She made the comb. 42. The structure was a computational philosophical academy. The object built the structure, while it considered positive ethics. No living things were hurt while it was built. It wasn't designed to hurt anything. If an ethical issue arose while it was being used, it was resolved using a humane system. 43. The child maintained his computational philosophy. The object was human-like because it protected the child because he lived in a peaceful way. The child learned about the technology of each age while living in a loop. He decided he needed a robot to play with. The robots had high turnover and the child lived forever. 44. The object was carefully dismantled after use. The object had a human-like aim. She wanted to complement the time-travelling, mind reading, computationally creative child. One wondered whether the robots were constrained by human intelligence. The robots maintained the temporal shell that protected the child, provided mind reading support and helped the child debug his algorithms. 45. The bot gave sustained support and enjoyed the breasonings. The object was human-like because it had a counterpart. There was a spiritual bot for a good human. The human collected breasonings. The bot felt sorry for him and they formed a partnership. The person took care of the bot. 46. The person reached threshold and prevented cancer. The computer was human-like because it prevented cancer. It reminded the person to meditate. Following this, it gave the number of breasonings back to the human. At University, it gave a rapturous number of breasonings. 47. I prepared to write how the robot would discover science. NC: What do you mean, science? LG: Popology is a science. NC: What is that (the robots discovery of science)? LG: The robots can discover science by being human-like. 48. PR for NC on NC The object must check the reason. Science must go forward to be good. It must be tested to go forward with maximum propulsion. There will be structures in space. There will be a hypothesis about them. 49. RR on NC The robots were helped. The object will think of thoughts. The popological hypothesis is that the human-like object will succeed. It will be short-lived (long-enough living). It will have no rights (rights equal to its biological content). 50. RR on PR on NC All the best things were possible. The robots will be necessary for the military and the sick. They will find peaceful, diplomatic solutions to conflict. There will be research on how they will sustain harmonious relations. The robots will make important discoveries to help prevent sickness. 51. NC on RR on NC. Will you cross the divide from box to person? The object can't think of thoughts. It is just a box. A box can't think of thoughts. Only people can think thoughts. 52. NC on RR or PR on NC. What if they will always be in the image of a person? The robots are non-sexual. They don't and can't have sex. They don't like it. They can't feel it. 53. RD on RR on NC. The object was critically held. The object is alive. The object does have rights (the person who owns it has the right to it as property). No face, no name, no children. A family is interrelationships. 54. RD on RR on PR on NC. They may be like us because they have problems. Robots may have medical problems. Robots can be aroused. They can't alive, aren't real, aren't us. Even though this text says they may not relate to humans, they may. 55. MO on RR on NC. Robots are free. I like that it is is part of popology. It is interesting that they could have children. It should be with them. it should make fun. It should do things up. 56. MO on RR on PR on NC. They want us. Robots can have sex in space too. I like sexuality in space. Sex, sexualities, livelihoods. They should only be themselves. 57. AM on RR on NC. The robot's appearance was ideal. The robots being human-like will produce profit. I see robots enough. They will work for hard-earned money. I like the robot designer, manufacturer and maintainer. 58. AM on RR on PR on NC. The robot will remove its thoughts in a human-like manner when removed. The robot should help the owner remove unwanted thoughts. It identifies it. It removes it. It links to the next one. 59. MN on RR on NC. Killing DNA in some circumstances in murder. Protecting DNA is part of the law. The objects don't have rights. The DNA is living and human-like. The DNA has rights. If the DNA had gone past being human-like, it will go on living out its life. 60. MN on RR on PR on NC. Having interest is having value. The ideal robot spoon feeds the student. He will listen. He will write. He will talk. 61. RD on NC. Computers can write better (human-like) arguments. The human science contention is simulated intelligence. I believe in it. Algorithms are why evidence is general. Humans are science-related in their finite imagination. I will compare science with objects as human-like. Computers have gone past humans. 62. RD on PR on NC. What are science problems? Rules, results. The object should check structures in space. It must intersect on a positive path. It must not follow the objects. Discovering science is discovering new rules. It is discovering new combinations of them in a proof. 63. NC on RD on NC. Simulations should prevent dangerous travel, science and technology. The cars shouldn't hurt people. I don't want a simulation. I want a small simulation. There are ethical dilemmas in relation to natural objects with DNA of people, society and solutions. 64. NC on RD on PR on NC. Humanism is long lived, but science is the backbone of society. Science desires humanism. I do like objects. The science simulation will work because its various ethical considerations are solved. Not acting to save a person's life is illegal. 65. RR on RD on NC. Human-likeness should be ideal. Not comparing with robots, comparing with an ideal logical robot. I am in favour of robots. Robots are ideal. I like you for not changing the text. It is necessary for agreement with the thesis. 66. RR on RD on PR on NC. The robot checks ideality. Why did it go forward maximally? Check there is no relation between the copula and non-copula (the non-copula replaces the copula). Capturing comments is correctness-based. I agree with capturing comment about the object being human-like or the robot discovering science. 67. MO on RD on NC. Humans can catch up with computers. Computers are worthy of art. Computers are good. I agree with them. I will use them. 68. MO on RD on PR on NC. We are God's medicine. There are proofs for simulations. It's the high quality simulation. It's everywhere. The high quality rhetoric is everywhere. 69. AM on RD on NC. Humans make errors. As the object is human-like, the robot discovers science. As the the object is human-like, the human is necessary for discovering science. The robot discovers science. Humans have divine physiology. 70. AM on RD on PR on NC. Proofs exist. A determiner is human-like. I exist. You exist. We both exist. 71. MN on RD on NC. The multiverse has similar parts. Robots exist. The other exists. We all exist. It is physiology. 72. MN on RD on PR on NC. The object was useful. The structure of the idea is real. The structure of the ideas is real. I took the second object. I was human. 73. MO on NC. I examined the polynomials. I rejected the polynomial. I applied the values. I thought of the tonics. I saw you there. 74. MO on PR on NC. The robot discovered the copula. I saw the rod. I slightly saw the void, but didn't want to tell you that. I endorsed you. You endorsed yourself. 75. NC on MO on NC. I disagreed with that merit. What is merit that helps approach human-likeness? I disagreed. I endorsed you. I disagreed with them again (they continued to maintain the view). 76. NC on MO on RR on NC. I disagreed with you. I identified the copula. I want you. I want to examine the copula. I disagreed with it. 77. RD on MO on NC. The robot could perform an action. I identified the person's similarity with the other person. I identified the person. I wrote the polynomial. I asked how the person prevented the headache. I replied to the question. I prevented the headache with a single argument which was human-like and science-like. 78. RD on MO on PR on NC. I disagreed with the subject again. I disagreed with the person again. I rejected the polynomial. I wrote the meta-algorithm. I described his phaggusemes (sic) himself. I stated that amino acids were the building blocks of life. 79. RR on MO on NC. Is the mad man sane? What does it mean? What does he (MO) mean he wants to side with you? What is the gip? I described the person himself. 80. RR on MO on PR on NC. I noticed the use of values of essences. Leave RD before RR, therefore he dislikes it. Manufacturers need to buy reasoning ability. I noticed how the inmates were going. I noticed the use of logic. Two Uses Lecture - Lucian 1. Trees are rarely cyclic. The combination can be used for traversal and cycles. The algorithm (which can be traversed anyway) doesn't necessarily have cycles, in fact the word traverse usually refers to tree traversal, which include recursive cycles. So, cycles include traversal. In fact, the algorithm combined recursion and a separate cyclic data structure. 2. I printed the tree. I traversed the data structure until its terminals. I started at the root. I traversed the intermediate nodes. I stopped at the terminals and worked my way back up. 3. I deleted the finished branches. I finished with the branch. I deleted it. I kept the result. If it was needed again, I recreated it. 4. The human published her combination of chosen and found-out ideas. The workers used computers and performed the work themselves. The workers followed the principle of examination. All work could be generated, but it was in the offing that it was valued. I anticipated the epiphany. 5. The path was long and wide. The path was the career, including perspectives on pedagogy, ease and progress. Pedagogy was research and connections in a critical analysis format. Ease was programmability. Progress was a new revelation or angle, such as mind reading or neural networks. 6. When more ideas were connected to an idea, it changed the idea. The connection between two uses contains all relevant ideas. The idea was relevant to the connection. It was a single change. It was the simplest, most general algorithm. 7. The problem of approaching the problem was overcome by making it easy. The argument was written and distributed. The text was customised for each reading. The writer wrote the text in a clear manner. The reader mind read the writer. The reader used a neural network on the writer, followed by the reverse. 8. I wrote more writing. I wrote and read the writing. I determined the aim, audience and form of the writing. I verified the vocabulary and grammar. I read the writing necessarily. 9. I saw business consultants about decisions and legal consultants when necessary. The subjects were satisfactorily completed. I mixed the way with scale. I measured the box. I planned its life. 10. I took care of my human resources. Humanist politics combined socialism and capitalism. Agreeing people were in the middle of socialism and capitalism. People had jobs, and were supported. The person worked and took breaks. He walked and wrote algorithms. Two Uses Lecture - Ingrid 1. The philosopher thought of two uses. There were two uses for (two books mentioning) the idea in the paragraph. There were unwritten arguments of two uses for the idea. I explicitly asked what the relevance of the point was to the idea. I applied computer science to the point, not the idea, or in fact, their relationship. 2. Simplicity was good. The use was good. The subject identified the object. The subject saw the goal. The subject applied the use to the object to achieve the goal. 3. Returns and uses were planned. The use was correct. The returns were aimed for. The process were used in a particular way. The returns were achieved. 4. I planned the requirements. I noticed the side requirements. I connected the ideas. I determined what was necessary. It was in terms of my experience. 5. I connected the two uses. Two uses is universal. I agreed with wisdom. The subject thought and spoke. He planned his actions. 6. The subject applied the algorithm to linear algebra, complexity theory and mathematics. The use had two sectors. The sectors were input and output. The use was the algorithm. The trope for the algorithm changed what it was for. 7. The navigational instructions were verbal. I noticed the old chants in car's machine. The virtual car had a state machine. The chant, or the data was inputted into the machine. The car travelled along the path. 8. I examined the C version of the Prolog algorithm, where the state machine ran the algorithm, and C allowed compatibility and speed. I wrote celestially. This meant I wrote supremely well. I found the most relevant object. I wrote the most relevant comment. It was the best algorithm. 9. I tried to write (in fact, recommend) only the best ways, for example, I used codes, not strings. I recorded the two uses. I converted term unification in Prolog to C. I converted the term to an atom. I operated on the next item. 10. I expected the C algorithm to run faster than its Prolog counterpart. I earned ten points in the thoughts test. I worked out the atomic list concat predicate, to speed up string replacement the most. I replaced spaces with underscores. I replaced underscores with spaces, and spell checked the name. Two Uses Lecture - Cato 1. There was a multiplicity of uses. I saw that the pedagogue's job was to find the uses. I worked out that the simplest use was use. It was also the most general. I stated that generality was the best choice. 2. I compared the output with the desired output. I wrote the two uses on the log. I imagined the algorithm. I estimated what the problem was. I solved the bug. 3. I experimented with the working and best performing algorithms. I dreamt of two uses. I needed the algorithm for industry. I programmed features needed for the application. I found the fastest method for string replacement. 4. I read research and found that regular, early study in all important departments paid off. The two uses were safe. I converted .pl to another language. The two uses weren't dangerous when combined. I checked against epistemological records. 5. The two uses came from meditation. I stated that the two uses were good. I associated two uses with learning epistemological knowledge to earn high distinctions. They came from the top of society. Knowledge came from them. 6. The happiness was in a cycle. I was happy with the two uses. I earned the high distinction. This made me happy. I deserved the setting. 7. Knowledge and examination were correct. The two uses were right. Upon performing the first use, the second use was reflexively performed. When the first use was performed, the second use was symmetrically performed back to the origin. When the first use made two leaps, the second use transitively leaped straight to the second space. 8. I balanced performance and meaningfulness. The two uses were abstract. The abstract helped optimise the algorithm. It also helped speed up multiplicity. There was a Lucianic encyclopedia. 9. Abstraction is related to transcendence and complexity. The two uses were an example of realism. The first use was the use for the first object, and the second use was the use for the second object. The connection must represent their relation, and also be simple and arrived at using abstraction. 10. I chose the first three paths through a maze. The first use was going forwards, and the second use was going up. I wrote a three dimensional maze traversal algorithm. I chose the shortest of three tries, where the last alternative paths were tried. Two Uses Lecture - Paul 1. I agreed with the two uses. I found out the system of two uses. Transcendence articulated to building a robot and simulation. Complexity broke algorithms into simple parts. I wrote philosophy and research on the algorithm. 2. I considered performance, finding out and things not of our universe. I used the first use. I combined the noumenon with analysis. Analysis was programmatic and lengthy. Meditation was perfectly programmed. 3. I found viable, sustainable products. I agreed with the solution. The solution was high quality about all ideas. The solution was checked separately. The received idea was correct. I avoided risks. 4. Mathematics explored meditation. I used the use. Robot is a different word from computer. They were aware of their thoughts. I negotiated for the short time they were useful. 5. I liked the text to breasoning-supporting head of state. I agreed with you. The robot appeared to be natural, but was backed up by science. Robots were customised for areas of philosophy (taught them). Their high turnover was compensated for with starting again. 6. I worked on the enticing directions. I agreed with you about you. I found that the earlier texts inspired thought, and were written on in terms of themselves. All the top values must be achieved. Algorithms had satisfying features and neural networks were explored. 7. I agreed with you about me. I found out the universe had its own consciousness, mind readable, and could guide new feature specification. It seemed simple because of the geometry of its mind. I combined high performing techniques and ways to simplify the code maximally in Prolog. 8. Even the logic must have repetition modularised and functionalism applied. I agreed with you and the leader. My "maximal simplification" was intuitive and user friendly, for example, there were text files which could easily be modified to change the algorithm's behaviour. Another algorithm could manipulate these files during debugging. In a way, it modifies itself. 9. I wanted there to be an inner critic. I agreed with the inner and outer uses. The programming language was compared with others in order to optimise it. An example of functionalism was arrived at by improving the language. By describing the code using natural language in research, I could verify it. 10. I could use software to find needed solutions to unsolved problems. I identified with the rod and void in the connection of the lock. In computer science, I made connections from my progress to the found-out. In writing philosophy, I problematised and solved algorithms. Productions 1. I examined the information industries. I meditated and wrote. In fact, there were likely to be infinitely many solutions examinable by humans. We were in the real world. Other things could happen in the life of the universe. 2. It was one of the industries. I bought training in acting. There were roles during training. Education was all that was necessary. The business prepared for education. 3. The creators prepared for education in film. I bought training in film. I noticed the people using iPhones. I experimented with software, people and money. Someone filmed moments from my life. The business helped with the production. 4. I checked for safety on set. I walked around the obstacle. I saw the obstacle. I, like a pigeon, found a path around it. I walked safely around it. 5. I wrote 3D software for music videos. I had a meeting with the producer. I explained that I preferred documentaries. I realised that there could be videos and research on each of my algorithms. I also filmed original lectures on the philosophy. 6. The film accompanied the audio seamlessly. The film was clear. I thought of symmetry. I thought of the vanishing point. I thought of colour, and mood. 7. I practised single-pointedness. I remembered to meditate each day. I found the text. I made a note. I reflected on the text. 8. Other people materialised and ensured the harmony of the workplace. The people were in medicine. The patients and doctors practised positive function. The exercise was to write and reflect on philosophy. There was a meditation teacher on set. 9. I maintained my professionalism. Everyone was warm. The people arrived and made conversation. The co-ordinator made a special effort to welcome the newcomers. When there was a question or concern, the right person was found to help. 10. Everyone was intelligent. I noticed that the works were working in work. Computer science was useful for business. Philosophy was taken up at school. Music was serious for music business. Cathedral Theatre: Backdrop 1. I labelled the maximum of the parabola. I examined the maximum. I found that the x value of the maximum of the upside down parabola y = ax^2 + bx + c equalled x = -b / 2a. Then I substituted this x value into y = ax^2 + bx + c to find the y value of the maximum. This was the maximum of the parabola in itself. 2. I compiled and reused the common code. I held the void. I wrote the empty list. It contained no elements. It was used in base cases to match the list of items to process at the end. 3. I detected appending to the undefined variable. I differentiated the empty list and the undefined variable. Appending items to both did the same thing. However, finding a member of them triggered an infinite loop in the case of finding a member of the undefined variable. I avoided using undefined variables in some cases. 4. I parsed the type statement. I verified the verification algorithm. It was like a programming language. It contained a types type. I rewrote it functionally. 5. I displayed the image in the browser window. I parsed the image file. I determined the image type from the file name extension or the start of the file. I found the columns. I found the rows. 6. I saved the image in the folder. I made a coloured image. I found the editor in the web browser. I associated the choice of colour with different submit buttons, with hidden fields with the colour. I edited the colour of the pixel. 7. I earned A. I sat for the examination. I wrote my own examination. I worked on new frontiers of research. I programmed my research. 8. B in member(A,B) should be defined, with no "|_" in it. I examined the applicant. I examined why member of an undefined variable triggered an infinite loop. The first time the command returned member(_, [_|_]). The second time the command returned member(_, [_,_|_]), and so on. 9. The sources possibly didn't require modification. Two uses was secular. It meant finding two uses for an idea, or (not necessarily in fact), applying two sources to one key term in one paragraph. I also noticed that the topic didn't necessarily require five key terms, but essays could collect ideas by their own terms. Then, I realised that hundred-page sources should be broken down and to use enough key terms throughout. 10. I noticed the As for main connections. I saw people describing the two uses. I used the perspectives of mathematics, astronomy, physics, metaphysics, logic, ethics, aesthetics, poetry, theatre, music, rhetoric, psychology, linguistics, and economics. I had written on these topics. I connected each of the main ideas to each other. Pedagogy A 1. The research was writing the connections in philosophy or simplifying algorithms. I rejected the red herring. I noticed that the essay helper algorithm collected the ideas in a container and gave it A (details). It allowed the writer to be created. In return for the draft, the writer wrote the essay. 2. I splashed around each approach to computer science. I determined whether the person was a visual, musical, mathematical, moving, representative moving or linguistic algorithm writer. The fine arts programmer drew images of data structures. She drew images of data. She drew images of data flow. 3. In the process of writing about the life of the scientist, the musical programmer experimented with musical lights. I examined the musical programmer. He wrote algorithms. He wrote songs about the algorithms. He found the best instruments and music to represent the songs. 4. I allowed currying in List Prolog. I discussed the work of the mathematical algorithm writer. I reduced the algorithm functionally (I wrote a functional interpreter). I programmed and ran the term. I wrote a function mapping algorithm. 5. The ten options allowed the neural network to identify the best pathway. I combined functionalism with choice points. Within the findall command there was currying to return the function. It returned >,>,<. I could also write the algorithm by using CAW with higher-order programming, and mind mapped 10 options per point in a neural network for longer algorithms. 6. The dancer moved through the noumenon. I analysed the ideas of the moving coder. I printed the nested if-then representation of the neural network. I found the weak links and reinforced them. I wrote the medical metaphor for the algorithm. 7. I noticed medical and space simulations. I critically examined the thoughts of the representative moving computer scientist. I recited the algorithm from memory. Everything was high-quality about it. I solved the fundamental problems with neural networks. 8. I programmed in natural language. I analysed the linguistic algorithm writer. I did this by writing a poem about the fascinating human side of the algorithm. For example, I wrote a philosophy about the algorithm's life and science. I also wrote another algorithm about the algorithm. 9. It was a code cracker. I converted the sentence into an algorithm. For example, I wrote a puzzle specifically in the person's progressive band. It was enough to extend their developed thoughts. It was solvable with CAW. 10. I finished modifying the algorithm. I wrote an algorithm that was similar to another algorithm. I expanded the first algorithm in three simple steps. First, I thought of a "use" algorithm for the algorithm. Then, I connected it with the first algorithm. Director A 1. I examined the politico-writing framework and tested whether the writing was future-perfect. I created the writer to be like me. I wrote combinations of ideas. He read like a different person after making decisions about my choices in writing style. For example, he wrote longer sentences than me. Also, he wrote shorter algorithms. 2. I tricked the algorithm into recursive structures using a text file. The visual algorithm writer drew optical specifications of programs. He traced data flow and debugged using visual tools. He also used a graphical code editor to find similar projects. In this way, the programmer could draft a needed API using questions and answers for a project. 3. I noticed that the web commands could run on the virtual machine. The musical coder, influenced by wharf music, wrote a virtual machine. The virtual machine was Prolog. This machine could run on any device. With it, the programmer could run any Prolog algorithm. 4. I looked into income streams for a holiday. The mathematical programmer said that the sentences were all back-translated. He also noted that the algorithms were simple enough. The website for the institution was ready, and I could earn money. So I treated computer science as mathematics. 5. I worked on programs for the present while resting and mind mapping later. Back-translation was like mathematics because back-translation was involutional, or an identical inverse, a mathematical term. Afterwards, I realised translation was an important goal. It required processing texts. I attempted to generate my algorithms from specifications, a new programming language. 6. I thought of new details for texts, updating them. I chose writing over a job. I could write texts preparing for a job. I did this by summarising them. I then simplified them. 7. Computer science was like mathematics when programmers took computers away from computer science. I memorised the algorithm. I also computed it in my head. Some computations were easy, like the reverse command. Others were complicated because they involved lists. 8. I wrote the moving (dancing) algorithm. I helped each student write connections for their essays. I wrote the first and second ideas. Then the students connected them. Following this, I signalled the following hypothesis. 9. I wrote the representative moving (acting) algorithm. I asked, "What about programs?" They are in PhDs. Everything, including materialisation, had to be automated like magic. For example, the algorithm for "in" was assigning a value to a variable and computational verbs were "plainised" (sic). For instance, "Combination Algorithm Writer finds the algorithm that matches the specification with the interpreter" is "the box finds the reason (square) that equals the value with the sum" and simplifies it to the key phrase "1+1=2". 10. I added that I could write breasonings by substituting "The algorithm finds the output for an input using similar yet different enough phrases" for the algorithm. For example, the writer can find the complete set of non-synonymous words that take turns with a word. The linguistic algorithm writer attempted to cover the humanities framework with ideas by tying critical terms from the real world to the algorithms in one version. Also, she could impressionably convert algorithms to functionalism and back. In a way, it was treating old as new. There were existing ideas and recent research in contemporary times. Audience A 1. I pointed to the exact part of the text from another page. I inserted the anchor in the text. Then, I decided where to point the anchor. I did this by naming the anchor. Then, I pointed to the anchor from somewhere else in the text. 2. I determined whether the site would attract more attention. I found the web backlinks. I chose a page to find the links. Then, I searched for pages with links to the page. Finally, I sent them a letter to thank them. 3. I noticed that children were a product. I listened to the talk, which was like a plant. It contained a structure (plant), terminal (leaf), idea (seed), example (flower), index (root) and heading (branch). From the idea (seed) came the index (root) and heading (stem). From the title (branch) came the terminal (leaf) and example (flower). 4. I meant philosophical and political issues, etc. I found that automate meant to recurse, which was a synonym for recursion. With a recursive algorithm, I could mark a text as grammar-checked. Also, I could check for exhaustive breasonings and algorithms from it. In addition, I could check for research possibilities on it about current issues. 5. I transformed any computational terms into simple code. I simplified or deleted features to write the algorithm in 4-6 lines. They (the algorithms) were usually facts, or facts calling other facts. For example, Sentence and Algorithm Generators contained a conjunction of file reading and writing and database manipulation facts. Menu facts had no arguments, and both simplified the plan and allowed easier reading. Later algorithms could quickly join the facts together with arguments. 6. I converted findall to recursion in some cases. In the case of recursion, I added a counter to finish the loop. In the case of needing facts, I brought the function of the loop into the main predicate or wrote it as a single fact in the main predicate. In the case of C, I ignored the counter and wrote a base case that detected if the index was at the end of the array. I also wrote a version of the sort algorithm in Prolog, in fact, in C for speed. 7. I wrote the recursive type generator. I examined the expanded type statement. I replaced any (recursively) repeating structures, referring to a new type statement. I used the "any" type when the user indicated no type. I guessed the types throughout the algorithm, including how I could instantiate arguments in commands. Finally, I referred to a top-level type statement. 8. I collected types referring to a part of the program from all parts and used the "any" type when necessary. I found that two predicates had a different number of arguments with the same type. I used the type generator to write types for algorithms rapidly. As well as helping those new to computer science, types could help test the algorithm by finding weaknesses and flaws in algorithms. I could also use types to generate code. 9. I made the text to breasonings output high quality with imagery and algorithms. First, I wrote an algorithm to transform the four-word breasonings into natural language using previous examples and weights associated with various correspondences. Then, I replaced parts of earlier sentences with the new parts of sentences. If the string was the most popular in its position, I chose it. Finally, I rewrote the sentence in my style by writing in the format, such as three-step aphors with the use of Prolog algorithms. 10. I noticed that the connection used sentences and algorithms interchangeably. I found whether the text introduced what I wrote. I wrote the use. I tested that it properly introduced the second sentence. In some cases, I wrote a three-step algorithm for the use. I asked for the answer in the connection in the first sentence.