Aphors[]
1. I prepared to visualise the dimensions of the object that a word represented. I did this by writing the words on the pedagogy screen. First, I set up the pedagogy screen. Second, I wrote down the words on it. Third, I drew the object on the screen. In this way, I prepared to visualise the dimensions of the object that a word represented by writing the words on the pedagogy screen.
2. I prepared to disseminate implication. I did this by describing the logical operator ^i (and-implication). First, I stated that And-Implication meant that A implies B is true when A is true. Second, I stated that And-Implication meant that A implies B is true when B is also true. Third, I stated that And-Implication meant that A implies B is true when A^B is also true. In this way, I prepared to disseminate implication by describing the logical operator ^i (and-implication).
3. I prepared to analyse conjunction. I did this by describing the logical operator ^ (and). First, I stated that And meant that A^B is true when A is true. Second, I stated that And meant that A^B is true when B is also true. Third, I stated that And meant that A^B is also true when “I am thirsty” and “The tea is available” is true. In this way, I prepared to analyse conjunction by describing the logical operator ^ (and).
4. I prepared to examine disjunction. I did this by describing the logical operator v (or). First, I stated that Or meant that AvB may be true when A is true. Second, I stated that Or meant that A^B may be true when B is true. Third, I stated that Or meant that AvB is true when “I walked left” or “I walked right” is true. In this way, I prepared to examine disjunction by describing the logical operator v (or).
5. I prepared to look at negation closely. I did this by describing the logical operator ¬ (not). First, I stated that Not meant that ¬A is true when A is false. Second, I stated that Not meant that ¬A is false when A is true. Third, I stated that Not meant that ¬A is true when “I am not a merchant” is true. In this way, I prepared to look at negation closely by describing the logical operator ¬ (not).
6. I prepared to consider whether negated conjunction was correct. I did this by describing the logical operator ¬^ (not and). First, I stated that Not-And meant that (¬A)^B is true when A is false. Second, I stated that Not-And meant that (¬A)^B is true when B is also true. Third, I stated that Not-And meant that (¬A)^B is also true when “I am not quenched” and “The tea is available” is true. In this way, I prepared to consider whether negated conjunction was correct by describing the logical operator ¬^ (not and).
7. I prepared to test negated disjunction. I did this by describing the logical operator ¬v (not or). First, I stated that Not-Or meant that (¬A)vB may be true when A is false. Second, I stated that Not-Or meant that (¬A)vB may be true when B is true. Third, I stated that Not-Or meant that (¬A)vB is true when “I didn’t walk right” or “I walked right” is true. In this way, I prepared to test negated disjunction by describing the logical operator ¬v (not or).
8. I prepared to determine a chessboard state where two pieces could have moved, as one in which the piece had moved to the further rank. I did this by interpolating the chessboard state between two different chessboard states. First, I listed the moved pieces. Second, I wrote the chessboard state in which the piece had moved before the second piece had moved. Third, otherwise, I wrote the two possible chessboard states in which either piece could have moved. In this way, I prepared to determine a chessboard state where two pieces could have moved, as one in which the piece had moved to the further rank by interpolating the chessboard state between two different chessboard states.
9. I prepared to write that there were more 100% grades than 50% grades. I did this by drawing the probability curve for grades. First, I drew a low middle of the curve. Second, I drew a high right of the curve. Third, I labelled the high right of the curve “100%”. In this way, I prepared to write that there were more 100% grades than 50% grades by drawing the probability curve for grades.
10. I prepared to align a line with the most likely road route. I did this by determining the route that the driver had driven from A to B. First, I drew the first point on the map. Second, I drew the second point on the map. Third, I ruled the route between them. In this way, I prepared to align a line with the most likely road route by determining the route that the driver had driven from A to B.
11. I prepared to test that the giraffe had a long enough neck. I did this by testing the assignment with students. First, I tested the hypotenuse. Second, I tested the giraffe. Third, I tested the hiraffe (sic). In this way, I prepared to test that the giraffe had a long enough neck by testing the assignment with students.
12. I prepared to collect the floated comments. I did this by checking off the floated comment in the online project management software. First, I found the comments. Second, I found the floated comment. Third, I checked it off. In this way, I prepared to collect the floated comments by checking off the floated comment in the online project management software.
13. I prepared to satisfy a key performance indicator. I did this by proofreading the document by breasoning it out. First, I gave the clause a 10 (in fact, 80) breasoning-long A. Second, I checked the number of objects matched the number of the verb. Third, I checked the language matched flow of objects through objects. In this way, I prepared to satisfy a key performance indicator by proofreading the document by breasoning it out.
14. I prepared to taste-test the meal. I did this by tasting the raspberry aggregate part. First, I picked the raspberry. Second, I picked its aggregate part. Third, I tasted the aggregate part. In this way, I prepared to taste-test the meal by tasting the raspberry aggregate part.
15. I prepared to construct a chemical molecule recognition machine. I did this by writing the name of the object on the pedagogy screen. First, I looked at the pedagogy screen. Second, I recognised the object on the screen. Third, I wrote its name. In this way, I prepared to construct a chemical molecule recognition machine by writing the name of the object on the pedagogy screen.
16. I prepared to write how the main property of an object relates to space and value. I did this by philosophically describing an object in a sentence. First, I wrote down the structure of the object. Second, I wrote how the object related to me. Third, I wrote the main property of how it related to me. In this way, I prepared to write how the main property of an object relates to space and value by philosophically describing an object in a sentence.
17. The department prepared to be itself. The department did this by applying perspectivism to itself. First, it applied Politics to itself. Second, it applied Economics to itself. Third, it applied History to itself. In this way, the department prepared to be itself by applying perspectivism to itself.
18. I prepared to value the object. The subject did this by deeming herself positive when the object was determined to be objectively positive. First, I determined that the object worked. Second, I determined that the object was mechanically functional. Third, I determined that the object worked. In this way, I prepared to value the object by deeming herself positive when the object was determined to be objectively positive.
19. I prepared to determine that the object was algorithmically bug-free. I did this by deeming the object objectively positive. First, I recollected the object. Second, I wrote that I had no bias in judging the object. Third, I determined that the object, an apple was fresh. In this way, I prepared to determine that the object was algorithmically bug-free by deeming the object objectively positive.
20. I prepared to predict the output from the input. I did this by stating that the self’s event was only caused by the other’s event, in fact, as in the input, not the output, as in Simulated Intelligence. First, I found the variable with the plus sign (“+”) before it in the documentation, indicating it was an input variable, where the variable was in the head of the called predicate. Second, I found the data item corresponding to it in the query. Third, I wrote this data item down. In this way, I prepared to predict the output from the input by stating that the self’s event was only caused by the other’s event, in fact, as in the input, not the output, as in Simulated Intelligence.
21. I prepared to report the crime. I did this by identifying the murder (in fact, drinking tea). First, I identified that no one knew when the murder would occur. Second, I identified when it would happen. Third, I identified that it happened. In this way, I prepared to report the crime by identifying the murder (in fact, drinking tea).
22. I prepared to program a robot mind. I did this by writing 10 80-breasoning subjects to be with-it in a Conglish (Computational English) degree. First, I wrote the robot subjects. Second, I wrote the mind subjects. Third, I wrote the robot mind subjects. In this way, I prepared to program a robot mind by writing 10 80-breasoning subjects to be with-it in a Conglish (Computational English) degree.
23. I prepared to be perfectly healthy. I did this by writing 10 80-breasoning subjects to be with-it in a Medicine degree. First, I wrote the organ subjects. Second, I wrote the theological surgery subjects. Third, I wrote the organ sutra subjects. In this way, I prepared to be perfectly healthy by writing 10 80-breasoning subjects to be with-it in a Medicine degree.
24. I prepared to be a Pedagogue. I did this by writing 10 80-breasoning subjects to be with-it in a Pedagogy degree. First, I wrote the philosophy subjects. Second, I wrote the writing subjects. Third, I wrote the job requirements subjects. In this way, I prepared to be a Pedagogue by writing 10 80-breasoning subjects to be with-it in a Pedagogy degree.
25. I prepared to be a meditator. I did this by writing 10 80-breasoning subjects to be with-it in a Meditation degree. First, I wrote the philosophy subjects. Second, I wrote the 50 breasonings per utterance subject. Third, I wrote the job requirements subjects. In this way, I prepared to be a meditator by writing 10 80-breasoning subjects to be with-it in a Meditation degree.
26. I prepared to be a critic (in fact, a positive commentator). I did this by buying the banana at the bargain basement. First, I walked down the stairs to the bargain basement. Second, I ordered the banana. Third, I paid for the banana. In this way, I prepared to be a critic (in fact, a positive commentator) by buying the banana at the bargain basement.
27. I prepared to make sure the country was safe. I did this by observing the law beckon the subject, like observing a person smell a pink flower. First, I observed the left-wing lawyers arrive at the office. Second, I observed them select a subject. Third, I observed them write the subject. In this way, I prepared to make sure the country was safe by observing the law beckon the subject, like observing a person smell a pink flower.
28. I prepared to find the centre of a cross. I did this by crossing over the knitting needles. First, I placed the first knitting needle pointing to me on the table. Second, I found the middle of the knitting needle and another knitting needle. Third, I made a cross by placing the second knitting needle on the first knitting needle on the table. In this way, I prepared to find the centre of a cross by crossing over the knitting needles.
29. I prepared to determine that hydrogen had been produced by the reaction. I did this by conducting the hydrogen pop test. First, I added magnesium to diluted acid in a test tube in a rack, followed by placing my finger over the end of the test tube. Second, I observed bubbles of hydrogen rise from the magnesium, followed by releasing the pressure from the test tube while bringing a lit match to the end of the test tube. Third, I listened to the “pop” sound. In this way, I prepared to determine that hydrogen had been produced by the reaction by conducting the hydrogen pop test.
30. I prepared to make enough up. I did this by closing the gate. First, I wrote the first course. Second, I prepared to write the next course. Third, I repeated this until I had written all the courses. In this way, I prepared to make enough up by closing the gate.
31. I prepared to transform vegetarians. I did this by eating the vegan nuggets. First, I served the vegetarian rice paper roll. Second, I walked to the next table. Third, I ate the vegan nuggets. In this way, I prepared to transform vegetarians by eating the vegan nuggets.
32. I prepared to dining with the vegan’s friends. I did this by eating with the vegan. First, I chose the restaurant. Second, I chose the vegan. Third, I dined with the vegan. In this way, I prepared to dining with the vegan’s friends by eating with the vegan.