Aphors[]
1. I prepared to observe the character arguing for the other character. I did this by writing that I (the self) was at one with you (the other). First, I observed the first character sitting down. Second, I observed the second character sitting next to her. Third, I observed the first character touching the second character. In this way, I prepared to observe the character arguing for the other character by writing that I (the self) was at one with you (the other).
2. I prepared to think more than not. I did this by surpassing meditation (in fact, surpassing philosophy). First, I wrote the philosophy. Second, I surpassed it. Third, I thought of nothing. In this way, I prepared to think more than not by surpassing meditation (in fact, surpassing philosophy).
3. I prepared to write the use for the group of connections about the knowledge. I did this by practicing the mantra (in fact, reading the book of knowledge). First, I opened the book. Second, I turned to the correct page. Third, I read the knowledge. In this way, I prepared to think more than not by surpassing meditation (in fact, surpassing philosophy).
4. I prepared to be mentally well. I did this by practicing the sutra (in fact, reading the book of psychiatric knowledge). First, I read the book. Second, I read the part of it suggesting to keep a group of friends. Third, I read about the group of friends maintaining group dynamics (helping each other out using 5 minute light-temperature-sound self-coaching). In this way, I prepared to be mentally well by practicing the sutra (in fact, reading the book of psychiatric knowledge).
5. I prepared to. I did this by living the life of a monastic (in fact, philosopher). First, I led meditation class (expand on the book of knowledge). Second, I led yoga (in fact, stretching) class. Third, I led reading (in fact, journal writing) retreats.
6. I prepared to improve my health. I did this by visiting the Lucianic doctor of medicine. First, he prevented schizophrenia. Second, he prevented the cold. Third, he prevented depression. In this way, I prepared to improve my health by visiting the Lucianic doctor of medicine.
7. I prepared to clear my nostrils. I did this by performing pranayama (drinking the glass of water). First, I placed the glass underneath the tap. Second, I filled the glass with water. Third, I drank the glass of water. In this way, I prepared to clear my nostrils by performing pranayama (drinking the glass of water).
8. I prepared to sitting with no excess gas in my digestive system. I did this by regulating soma (eating foods without too much salt). First, I found the apple. Second, I picked the apple. Third, I ate the apple. In this way, I prepared to sitting with no excess gas in my digestive system by regulating soma (eating foods without too much salt).
9. I prepared to observe God (in fact, people) loving people. I did this by finding that meditation (philosophy) was professional. First, I watched the meditation utterance (query) register. Second, I watched the God give Himself a reaction about it (I watched the clerk write a reply on a card). Third, I watched the meditator (philosophy student) look at something high quality every time she looked at something. In this way, I prepared to observe God loving people by finding that meditation (philosophy) was professional.
10. I prepared to take care of the meditation group after I died (I prepared to write a business model to take care of the philosophy school after I died). I did this by performing the tasks of the Lord of meditation (teacher of philosophy). First, I established new meditation centres (philosophy schools). Second, I taught meditation to students (I taught philosophy to students). Third, I spent time doing nothing. In this way, I prepared to take care of the meditation group after I died (I prepared to write a business model to take care of the philosophy school after I died) by performing the tasks of the Lord of meditation (teacher of philosophy).
11. I prepared to be crystal clear in my vision episodes. I did this by teaching medicine students to avoid schizophrenic episodes (follow the positive functional path). First, I took care of my vision. Second, I took care of you. Third, I took care of us. In this way, I prepared to be crystal clear in my vision episodes by teaching medicine students to avoid schizophrenic episodes (follow the positive functional path).
12. I prepared to use pedagogy skills during my career. I did this by explaining the essence of the pedagogy degree. First, I performed the pedagogy skill. Second, the people detected this using the high quality algorithm available. Third, I had high quality thoughts. In this way, I prepared to use pedagogy skills during my career by explaining the essence of the pedagogy degree.
13. I prepared to observe God (in fact, relatives) performing miracles for (loving) people by training them in being psychiatrically fit with 80 sutras, each triggering 5 breasonings to be expanded to 50 breasonings, for a total of 50 As (with 80 breasonings each). I did this by explaining the essence of the meditation sutra degree. First, I watched the meditation sutra (question) register. Second, I watched the God give Himself a reaction, five breasonings about it, lit up by recordings of 50 breasonings (I watched the superintendent write a reply on a sheet of paper). Third, I watched the meditator (popology student) look at something perfect every time he looked at something. In this way, I prepared to observe God (in fact, relatives) performing miracles for (loving) people by training them in being psychiatrically fit with 80 utterances, each triggering 5 breasonings to be expanded to 50 breasonings, for a total of 50 As (with 80 breasonings each) by explaining the essence of the meditation sutra degree.
14. I prepared to record the people’s reaction. I did this by explaining the essence of the Computational English degree. First, I observed the criminal planning and committing the crime. Second, I tried the criminal. Third, I agreed with punishment by jail sentence. In this way,
I prepared to record the people’s reaction by explaining the essence of the Computational English degree.
15. I prepared to relate character details to breasonings. I did this by writing the sequence of the Lucian Green autobiography course. First, I wrote the song “Anarchy”. Second, I wrote the philosophy web site. Third, I held a Lucianic Meditation (LM) group meditation session. In this way, I prepared to relate breasonings to character details by writing the sequence of the Lucian Green autobiography course.
16. I prepared to relate music details to breasonings. I did this by writing the Lucian Green’s music minor course. First, I wrote the Anarchy song course materials. Second, I wrote the Abracadabra song (on Pedagogy) course materials. Third, I wrote the Abracadabra 2 song (on Meditation) course materials. In this way, I prepared to relate music details to breasonings by writing the Lucian Green’s music minor course.
17. I prepared to live in a new home. I did this by designing the atrium. First, I designed the floor. Second, I designed the columns. Third, I designed the ceiling. In this way, I prepared to live in a new home by designing the atrium.
18. I prepared to design the cubic seat. I did this by designing the polyhedron. First, I designed the cube’s base. Second, I designed the cube’s sides. Third, I designed the cube’s top. In this way, I prepared to design the cubic seat by designing the polyhedron.
19. I prepared to picture the life and times of the street. I did this by sketching the street from an excavation. First, I recorded the location of the street. Second, I recorded the location of the amphora next to the street. Third, I sketched the street and amphora. In this way, I prepared to picture the life and times of the street by sketching the street from an excavation.
20. I prepared to use my brain, instead of losing its function. I did this by stating that the LM group meditation (philosophy) session kept life moving for a week. First, I kept my brain neuroplastic by programming a breasoning algorithm. Second, I prepared to repeat this on the next day. Third, I repeated this until the end of the week. In this way, I prepared to use my brain, instead of losing its function by stating that the LM group meditation (philosophy) session kept life moving for a week.
21. I prepared to translate the document written in Vedic Sanskrit into Classical Sanskrit. I did this by contrasting the verb “to be” in Vedic and Classical Sanskrit. First, I wrote that the verb “be” is “as” in Vedic Sanskrit, is in the second conjugational class and has Present Indicative, Subjunctive, Injunctive, Optative, Imperative, Participle, Imperfect and Perfect parts of the verb. Second, I wrote that the verb “be” is “as” in Classical Sanskrit, is in the second conjugational class and has an Imperfect, Imperative, Optative and Perfect parts of the verb. Third, I concluded that the general meaning of the Vedic Sanskrit Injunctive part of the verb expresses a desire, e.g. “Let them be leaders”. In this way, I prepared to translate the document written in Vedic Sanskrit into Classical Sanskrit by contrasting the verb “to be” in Vedic and Classical Sanskrit.
22. I prepared to interpret the speaker speaking Vedic Sanskrit for a Classical Sanskrit-speaking audience. I did this by contrasting the verb “attain” in Vedic and Classical Sanskrit. First, I wrote that the verb “attain” is “aṃś” in Vedic Sanskrit, is in the fifth conjugational class and has Present Indicative, Subjunctive, Imperative, Participle, Perfect, Subjunctive, Optative, Participle, Perfect, Aorist, Injunctive, Precative, Subjunctive, and Infinitive parts of the verb. Second, I wrote that the verb “attain” is “aś” in Classical Sanskrit, is in the fifth conjugational class and has an Imperfect, Imperative, Optative and Perfect parts of the verb. Third, I concluded that the Vedic Sanskrit Present Indicative part of the verb is a statement of a fact in the present, that “I attain the goal”. In this way, I prepared to interpret the speaker speaking Vedic Sanskrit for a Classical Sanskrit-speaking audience by contrasting the verb “attain” in Vedic and Classical Sanskrit.
23. I prepared to teach the difference between Vedic Sanskrit and Classical Sanskrit. I did this by contrasting the preposition “eat” in Vedic and Classical Sanskrit. First, I wrote that the verb “eat” is “ad” in Vedic Sanskrit, is in the second conjugational class and has Present Indicative, Subjunctive, Optative, Imperative, Participle, Imperfect, Future, [Present, Aorist, Past Participle], Gerund, Infinitive and Causative parts of the verb. Second, I wrote that the verb “eat” is “ad” in Classical Sanskrit, is in the second conjugational class and has an Imperfect, Imperative, Optative, Future, Passive, [Present, Aorist, Participle], Gerund, Infinitive and Causative parts of the verb. Third, I concluded that the Vedic Sanskrit Subjunctive part of the verb is a suggestion, wish, etc. using “I were” and other specific verb forms. In this way, I prepared to teach the difference between Vedic Sanskrit and Classical Sanskrit by contrasting the preposition “eat” in Vedic and Classical Sanskrit.
24. I prepared to write in the language of the Gods “Vedic Sanskrit”, by translating a document written in Classical Sanskrit into it. I did this by contrasting the verb “to go” in Vedic and Classical Sanskrit. First, I wrote that the verb “go” is “i” in Vedic Sanskrit, is in the second conjugational class and has Present Indicative, Subjunctive, Injunctive, Optative, Imperative, Participle, Imperfect, Injunctive, Imperative, Present Indicative, Imperfect, Perfect, Participle, Pluperfect, Future, [Present, Aorist, Past Participle], Gerund and Infinitive parts of the verb. Second, I wrote that the verb “go” is “i” in Classical Sanskrit, is in the second conjugational class and has an Imperfect, Imperative, Optative, Perfect, Future, Passive, Participle and Causative parts of the verb. Third, I concluded that the Classical Sanskrit Imperfect part of the verb is given by the example, “I was going”. In this way, I prepared to write in the language of the Gods “Vedic Sanskrit”, by translating a document written in Classical Sanskrit into it by contrasting the verb “to go” in Vedic and Classical Sanskrit.
25. I prepared to translate the meditation utterance written in Vedic Sanskrit into Classical Sanskrit. I did this by contrasting the verb “to make” in Vedic and Classical Sanskrit. First, I wrote that the verb “move” is “īṣ” in Vedic Sanskrit, is in the first conjugational class and has Present Indicative, Injunctive, Imperative, Participle, Perfect and [Present, Aorist, Past Participle] parts of the verb. Second, I wrote that the verb “move” is “car” in Classical Sanskrit, is in the first conjugational class and has a Perfect, Future, Passive, Gerund, Infinitive, Causative and Aorist parts of the verb. Third, I concluded that the Classical Sanskrit Perfect part of the verb is given by the example, “I was going”.
26. I prepared to define the irregular characteristics of Vedic Sanskrit grammar in the Vedic Sanskrit play, contrasted with Classical Sanskrit. I did this by contrasting the noun “bend” in Vedic and Classical Sanskrit. First, I wrote that the verb “bend” is “ac” in Vedic Sanskrit, is in the first conjugational class and has Present Indicative, Imperative, Passive, Participle, Imperfect, [Present, Aorist, Past Participle] and Gerund parts of the verb. Second, I wrote that the verb “bend” is “añc” in Classical Sanskrit, is in the first conjugational class and has a Passive, [Present, Aorist, Participle], and Causative parts of the verb. Third, I concluded that the Classical Sanskrit Passive part of the verb is given by the example, “He was bent”. In this way, I prepared to define the irregular characteristics of Vedic Sanskrit grammar in the Vedic Sanskrit play, contrasted with Classical Sanskrit by contrasting the noun “bend” in Vedic and Classical Sanskrit.
27. I prepared to determine that the crossing over of characters was induction. I did this by determining the crossing over of characters by induction of physical simulation. First, I observed the first character facing east in a business suit. Second, I observed the second character touching the first character’s hand, facing west in a business suit. Third, I induced that the two characters were making a business agreement by shaking hands. In this way, I prepared to determine that the crossing over of characters was induction by determining the crossing over of characters by induction of physical simulation.
28. I prepared to detect why two crossings over of characters were different. I did this by determining the contrast of two crossings over of characters in three dimensions. First, I observed the first character smiling at another character. Second, I observed the second character frowning (in fact, laughing) atht efirst character. Third, I observed that the smile was still, while the laugh was repetitive. In this way, I prepared to detect why two crossings over of characters were different by determining the contrast of two crossings over of characters in three dimensions.
29. I prepared to determine the significance of crossings occurring inside or outside. I did this by determining the contrast of the crossing over of characters across two social groups in four dimensions. First, I observed one teenager demonstrate knowledge of safety precautions by looking both ways before crossing at the crossing to meet her friend. Second, I observed the grandfather demonstrate knowledge of safety precautions by looking both ways before crossing the corridor to meet his friend. Third, I observed that the teenagers’ crossing occurred outside, while the senior citizens’ crossing occurred inside. In this way, I prepared to determine the significance of crossings occurring inside or outside by determining the contrast of the crossing over of characters across two social groups in four dimensions.
30. I prepared to reduce the rhetorical structure as A acted on C, B acted on C, to A (the self) authenticated itself against B (the other). I did this by determining the contrast of the crossing over of characters across two states in five dimensions. First, I observed the French man crossing over to kiss another on the cheek. Second, I observed the German woman cremating a body. Third, I observed that the French crossing involved tow people, and the German crossing involved a person and an object. In this way, I prepared to reduce the rhetorical structure as A acted on C, B acted on C, to A (the self) authenticated itself against B (the other) by determining the contrast of the crossing over of characters across two states in five dimensions.
31. I prepared to show that there are 10 breasoning parts per breasoning. I did this by tasting the aggregate part of the raspberry. First, I found the breasoning-like raspberry. Second, I found its tenth-part-like aggregate part. Third, I tasted the aggregate part. In this way, I prepared to show that there are 10 breasoning parts per breasoning by tasting the aggregate part of the raspberry.
32. I prepared to critically see God each time (using philosophies) by molecularly describing breasonings. I did this by writing down the name of object on the Pedagogy screen. First, I drew an object on the screen. Second, I erected the screen. Third, I wrote down the name of the object on the screen. In this way, I prepared to critically see God each time (using philosophies) by molecularly describing breasonings by writing down the name of object on the Pedagogy screen.