Robot Full Computer Potential

Write a computer program that contains H1 criteria (see video), for example, object descriptions, action descriptions, object and action judgements, space checks, and time checks. Write comments for each line as sentences, referring to each of the variable descriptions, with examples.

Find Links Using Control of Body, Money and Computers

Make sure the link between the reason, e.g. "The astronaut slept in the sleeping bag" and the main conclusion, e.g. "The space industry is a success" is found using the following three ideas.

1. Control of Body: check that the body can perform the action.
2. Money: check how much money the action will cost.
3. Computers: write a short algorithm for it. For example, 1. Take the sleeping bag out of its bag. 2. Sleep in the sleeping bag. 3. Put it back in its bag.

The conclusion should be "This helped him to concentrate on the Space Industry".

Being Interested In The Lecturer for H1

Once you know the details about H1 criteria (see Marking Scheme for Humanities, Marking Scheme - Creative Arts and Science, Detailed Reasoning, Mindmap, New Video, Essay Requirements), you should be interested in the lecturer and be interested in him or her anyway, symbolised by placing a dot in a circle, e.g.

Closure: Algorithm for the Comment in the Reason

One should either:

Think of a mistake about an algorithm and correct it.

OR

In the previous entry, the astronaut concentrated by sleeping in the sleeping bag. I assumed he slept for 8 hours. Clock proteins decrease as one sleeps. The computer program to calculate the percentage of clock proteins in the brain is as follows.

Suppose one previously thinks of general ideas (e.g. whether the king should give books to the school library). However, a student shouldn't incorrectly follow the rules for board game in a book. Suppose one then thinks of highlights (e.g. to buy sheets of card for Timothy to make a model space station from). However, the launch sequence shouldn't exclude closing the doors causing the toys to fall out and be tripped on. However, suppose one then thinks of specifics (e.g. how to program a space game). However, a person shouldn't throw a tomato, causing someone to retire from a job.

/**

Clock Proteins/4

Clock proteins/4 shows how clock proteins in the brain decrease during sleep.

clock_proteins(+Time1, +Time2, +Graph1, -Graph2)

Clock proteins/4 prints the graph of percentage of clock proteins in the brain over time (h).

(+ means input, - means output)

Clock proteins/4 prints the graph of the percentage of clock proteins in the brain.

Time1 is the current time, for example, 0 hours.

Time2 is the final time, for example, 8 hours.

Graph1 is the current graph, for example, the empty set ([]).

Graph2 is the final graph, for example, [[0, 100], [1, 87.5], [2, 75], [3, 62.5], [4, 50], [5, 37.5], [6, 25], [7, 12.5], [8, 0]], which is the current graph with all the pairs appended to it.

Clock proteins/4 prints the graph of the percentage of clock proteins in the brain from 0 to 8 hours, when the following query is executed.

clock_proteins(0, 8, [], Graph).

At 0 hours, the percentage of clock proteins in the brain is 100% (given by [0, 100]) etc, as given by the following output.

Graph = [[0, 100], [1, 87.5], [2, 75], [3, 62.5], [4, 50], [5, 37.5], [6, 25], [7, 12.5], [8, 0]]

**/

clock_proteins(Time, Time, Graph1, Graph2) :-

%% Clock proteins/4 appends the current time and the percentage which corresponds to it to the current graph to form the final graph, when the current time is equal to the final time.%% For example, clock proteins/4 takes the current time 8 h, the final time 8 h, the current graph [[0, 100], [1, 87.5], ..., [7, 12.5]] and returns the final graph [[0, 100], [1, 87.5], ..., [8, 0]].

append(Graph1, [[Time, 0]], Graph2),

%% Clock proteins/4 appends the current time and the percentage of clock proteins in the brain of 0%, to the current graph to form the final graph.

%% For example, clock proteins/4 appends the current time and percentage of clock proteins in the brain [[8, 0]] to the current graph [[0, 100], [1, 87.5], ..., [7, 12.5]] to form the final graph [[0, 100], [1, 87.5], ..., [7, 12.5], [8, 0]].

!.

%% Clock proteins/4 won't be executed again.

clock_proteins(Time1, Time2, Graph1, Graph2) :-

%% Clock proteins/4 calculates the percentage from 12.5 * (Time2 - Time1) and appends it to the current graph, calculates the other values which form the final graph.

%% For example, clock proteins/4 takes the current time 0 h, the final time 8 h, the current graph [], and returns the final graph [[0, 100], [1, 87.5], ..., [7, 12.5], [8, 0]].

Percentage is 12.5 * (Time2 - Time1),

%% Clock proteins/4 calculates the percentage of clock proteins in the brain, as 12.5 * (the final time - the current time).

%% For example, clock proteins/4 calculates the percentage of clock proteins in the brain 100% from 12.5 * (the final time 8 h - the current time 0 h).

Time3 is Time1 + 1,

%% Clock proteins/4 calculates the new time as the current time + 1 h.

%% For example, clock proteins/4 calculates the new time 1 h as the current time 0 h + 1 h.

append(Graph1, [[Time1, Percentage]], Graph3),

%% Clock proteins/4 appends the time and percentage of clock proteins in the brain to the current graph to form the new graph.

%% For example, clock proteins/4 appends the current time and percentage of clock proteins in the brain [[0, 100]] to the current graph [] to form the new graph [[0, 100]].

clock_proteins(Time3, Time2, Graph3, Graph2).

%% Clock proteins/4 calculates the rest of the times and percentages of clock proteins in the brain from the new time until the final time, takes the new graph and returns the final graph.

%% For example, clock proteins/4 takes the new time 1 h, the final time 8 h, the new graph [[0, 100]] and returns the final graph [[0, 100], [1, 87.5], ..., [7, 12.5], [8, 0]].

Structure of a Paragraph

Each of the five paragraphs in the exposition and each of the five paragraphs in the critique should be composed of three parts, which are described as follows.

1. Example, e.g. "The astronaut slept in the sleeping bag".
2. Algorithm, e.g. "The astronaut took the sleeping bag out of it's bag, slept in it, then put it back into it's bag".
3. Comment, e.g. "This helped him to concentrate on the Space Industry".

New Video

The following items are in this video:

1. Ideas - As an exercise, think of two uses, a future use and two types for each object.

2. Breasoning - Think of the x, y, z dimensions and colour of each object.
3. Rebreasoning - Think of the fact that the person and the object in a sentence are connected by a verb (an action) that means they touch.
4. Breathsoning - Think of a reason that the object is good.

5. Rebreathsoning - Think of a reason that the verb (action) is done well.
6. Space - Think of spatial characteristics of the person in relation to the object.
7. Time - Think of temporal characteristics of the person in relation to the object.

See also:

1. Structure of a Paragraph - Think of a reason, its manifestation and a link to the main conclusion.

2. Test Links Using Control of Body, Money and Computers - Think of how the object is controlled by the body, how much the object costs and how the object functions can be used to think of a link between the reason and the main conclusion.

3. Mindmap - Brainstorm or "mind-map" ideas for your essay.
4. Learn how essays are graded, in terms of making distinctions between objects, in:

1. Marking Scheme - Humanities
2. Marking Scheme - Creative Arts and Science - Creative Arts and Science
5. Detailed Reasoning - Each reason in the essay should be checked using this technique for ample marks.
6. Essay Requirements - One may be awarded a certain grade based on the content of the essay.

Market your idea

Think of how to market a product described by your assignment.

Pop music in terms of assignment's ideas

Think of a pop song in terms of the assignment's ideas. Think about the objects you are writing about in terms of the Ideas. Write your ideas in sentences with nouns (objects, see Breasoning), verbs (actions, see Rebreasoning), adjectives (words that describe objects, see Breathsoning), adverbs (words that describe actions, see Rebreathsoning). Test the sentences with Space andTime tests. Then write your essay using the rest of the essay writing techniques in Writing Links between Reasons and Thesis Statements (Main Conclusions) and Essay Requirements. Then, write down music that represents your words well.

Commercialisation

Think of a product that your assignment could describe.

Movie in terms of assignment's ideas

Think of a movie in terms of the assignment's ideas. Think about the objects you are writing about in terms of the Ideas. Write your ideas in sentences with nouns (objects, see Breasoning), verbs (actions, see Rebreasoning), adjectives (words that describe objects, see Breathsoning), adverbs (words that describe actions, see Rebreathsoning). Test the sentences with Space andTime tests. Then write your essay using the rest of the essay writing techniques in Writing Links between Reasons and Thesis Statements (Main Conclusions) and Essay Requirements. Then, write down music that represents your words well.

Building in terms of assignment's ideas

Write down a building's manifest in terms of an assignment's ideas.

Subject in terms of assignment's ideas

Write down the lecture's ideas in terms of the assignment's ideas. The ideas are the objects from the lecture and assignment.

Negate a Mad Use

Negate a mad use for the idea.

School Captain

Find out about acting main roles.

Debate

For each reason in your essay, think of a chain of 5 objections.

Time

a. What happened before the event?

b. How long will the event take?

c. What will happen after the event?

Time

a. What happened before the event?

where apple = 6x6x6 cm, shopping bag = 30x10x40 cm.

b. How long will the event take?

where apple = 6x6x6 cm

c. What will happen after the event?

where apple core = 1x1x6 cm, bin = 20x20x20 cm

Space

a. Which room is the proposition set in?

where dining room = 10x5x5 m

b. Which part of the room is it set in?

where chair = 0.5x0.5x0.5 m

c. Which direction is the person facing?

where dinner plate = 20x20x5 cm

Comments

Think of a comment about each proposition in the essay. For example the comment that being "blissful" is like lying on a cushion.

Comfortlings for adjectives and adverbs

Think of a state of bliss arising from each adjective and adverb. For example "delicious" is "blissful".

Rebreathsoning

Think of an adverb (called a "rebreathsoning"), which is a human judgement for each verb. For example, describe "John ate the apple" (6x6x6 cm) with "ravenously".

Breathsoning

Think of an adjective (a "breathsoning"), which is a human judgement for each noun. For example, describe an apple as "delicious".

where apple = 6x6x6 cm

Film

Darwin

Relate an idea in Darwinism to your essay. An idea in Darwinism is survival of the fittest, for example "John staked out his territory in the game".

High quality thoughts

Relate ego, superego and id to your essay. For ego, relate your intention to a point in your essay, for example, "I drank a cup of tea to quench my thirst". For superego, relate morality to a point in your essay, with a reason, for example, "I let the criminal go because he has said he will be good." For id, relate an instinct to a point in your essay, and check it, for example, "The girl ate an apple because she was hungry."

Scholarship

To earn a scholarship, collect and co-ordinate degrees.

Administration is interesting still

For every sentence such as "I stretched my legs", think of how the student is helped, such as "Michael (the student) bought a pencil". Break it down into letters and make sentences such as "M" is on "i". Between instances of sentences such as "M" is on "i", say "Administration is interesting still" to a University administration worker, ask him or her to say "Administration is interesting still" to you as well, then acknowledge him or her.

H1 is interesting still

Between instances of sentences such as "I" is on " ", say "H1 is interesting still" to another student, ask him or her to say "H1 is interesting still" to you as well, then acknowledge him or her.

Acting: Collect and co-ordinate other degrees

Think of five other degree's worth of ideas. Co-ordinate them, by collecting five comments on each of the sentences in them. The comments should either agree or disagree with their sentences in the form of a sentence with a new object.

Multiple-level reasons for first class assignments

Think of reasons from five departments for each sentence in an assignment. (See Five Departments).

First class degree for each first class subject

Think of 7 (or one fewer than the number of subjects in your major at University) other subjects-worth of assignments for each first class subject completed.

First class subject for every first class assignment

Think of a subject (another 2000 word assignment), where an assignment is 5 sentences, such as "I stretched my legs", which are duplicated such that the exposition contains 5 sentences, broken down in sentences such as "I" is on " ", and the critique contains 5 sentences, broken down in sentences such as "I" is off " ". These amount to the word count.

Nouns, Verbs, Adjectives, Adverbs

Nouns are things, e.g. “person”, “ball”. One should think of the x, y and z dimensions of each object, and whether the colours are on adjacent or opposite sides, and the two colours. E.g. I ate an apple: I (^1): (x=0.5 m, y=0.3 m, z=1.75 m, I have brown hair and black pupils: brown and black on opposite sides), apple (^2): (x=0.06 m, y= 0.06 m, z=0.06 m, the apple is green on opposite sides). After thinking of these things, one can check that the sentence, "I ate an apple" is as simple as possible.

Verbs are doing words, e.g. “run”, “write”. One should think of whether the objects touch (they normally should), whether either of them change size when they touch, and whether either change colour when they touch. E.g. I ate an apple: I (see ^1), apple (see ^2), ate: Do I and the apple touch? Yes. Do I change size? No. Does the apple change size? No. Do I change colour? No. Does the apple change colour? No. After thinking of these things, one can check that the sentence, "I ate an apple" is as simple as possible.

Adjectives describe things, e.g. “big”, “light”. One should think of x, y and z dimensions of each object, and whether the colours are on adjacent or opposite sides, and the two colours. E.g. I ate a large apple: large apple: (x=0.07 m, y= 0.07 m, z=0.07 m, the apple is green on opposite sides). After thinking of these things, one can check that the sentence, "I ate a large apple" is as simple as possible.

Adverbs describe actions, e.g. “quickly”, “delicately”. One should think of whether the objects touch (they normally should), whether either of them change size when they touch, and whether either change colour when they touch. E.g. I ate an apple quickly: I (see ^1), apple (see ^2), ate quickly: Do I and the apple touch? Yes. Do I change size? No. Does the apple change size? No. Do I change colour? No. Does the apple change colour? No. After thinking of these things, one can check that the sentence, "I ate an apple quickly" is as simple as possible.

Seen-as version

Write a sample essay, with an exposition in the first half and a critique in the second half. The critique should be written about a room, with 5 paragraphs, each about an object. Write a paragraph in which each object mentioned at the end of one sentence is mentioned at the start of the next sentence.

Break down the action of the object into smaller paths. An object on a path is described using the ideas from Rebreasoning. Once a single pair of objects and their 'on' relationship has been described, it can be repeated for other objects. For example, write overarching sentences about each of the objects in the room, and write a series of sentences on how the hand moves from writing one letter in the overarching sentences to the next.
e.g. 'I' is on ' '. ' ' is on 's'.

Creative Arts and Science: People

A literary piece of writing should have one character, who explores five objects. You should write about how he or she relates to the objects.

Rebreasoning

There should be a chain of breasoned objects interacting to ensure the flow of the essay or story. Think of the way two objects touch when they are mentioned together.

a. Think of the fact the two objects touch.
b. Do either of the objects change size?
c. Do either of the objects change colour?

These are known as the "rebreasoning" rules.

where apple = 6x6x6 cm

When you think of the action's properties, you will think of the action's specific name.

Moving Objects

1. Think of the diameter of a shape.

Marking Scheme - Creative Arts

The following marking scheme for creative arts and science SHOULD NOT be used (but currently is used, even though it implies agreement and disagreement deserve different marks).

H1 and H2A essays have breasoning, and rebreasoning completed as part of them.
a. H1 or 80-100%
An essay is given this mark if the student writes on a positive theme. The story is about five objects related to the setting.

i. 90% essays have breathsoning and rebreathsoning completed as part of them.

ii. 100% essays have space and time tests completed as part of them.
b. H2A or 75-79%
An essay is given this mark if the student writes on a different theme. The story is about five objects related to the setting.
c. H2B or 70-74%
An essay is given this mark if the student writes on a different theme. The story is about five objects related to the setting. The objects are breasoned.
d. H3 or 65-69%
An essay is given this mark if the student writes on a positive theme. The story is about five objects related to the setting. The objects are breasoned.
e. P or 50-64%
An essay is given this mark if the student writes on a positive theme.
f. N or 0-49%
An essay is given this mark if the student writes on a different theme.

To earn A (80%), one should write 85 reasons using the breasoning rules (5 exposition + 5 critique + 25 detailed reasoning + 50 mind map), to earn A+, one should write 130 reasons (for each of 10 reasons per essay, 9 reasons support them, and 2 breasoned breathsonings and 1 breasoned rebreathsoning reasons support the original reason), to earn 100%, one should write 190 reasons ( or each of 10 reasons per essay, 9 reasons support them, 2 breasoned breathsonings and 1 breasoned rebreathsoning reasons support the original reason and 3 space tests and 3 time tests beasonings support the original reason). Rarely, 250 breasonings, which earn 100% are universally recognised as supporting the spiritual imagery of a production. See Tables 1-2 below.

Table 1. Number of breasonings required for A+ using current system.

For each of (5 reasons in exposition + 5 reasons in critique =) 10 reasons per essay:	Breasoning for reason 1 for reason n.	Breasoning for Breathsoning for subject noun in reason n.	Maximum A+ = 90 for 130 breasonings (range from 80.1%-90% is 86-130 breasonings).
	Breasoning for reason 2 for reason n.	Breasoning for Breathsoning for object noun in reason n.	“
	Breasoning for reason 3 for reason n.	Breasoning for Rebreathsoning for Verb in reason n.	“
	Breasoning for reason 4 for reason n.
	Breasoning for reason 5 for reason n.
	Breasoning for reason 6 for reason n.
	Breasoning for reason 7 for reason n.
	Breasoning for reason 8 for reason n.
	Breasoning for reason 9 for reason n.

Table 2. Number of breasonings required for 100% using current system.

For each of (5 reasons in exposition + 5 reasons in critique =) 10 reasons per essay:	Breasoning for reason 1 for reason n.	Breasoning for Breathsoning for subject noun in reason n.	Maximum 100% = 190 breasonings (range from 90.1%-100% is 131-190 breasonings).
	Breasoning for reason 2 for reason n.	Breasoning for Breathsoning for object noun in reason n.	“
	Breasoning for reason 3 for reason n.	Breasoning for Rebreathsoning for Verb in reason n.	“
	Breasoning for reason 4 for reason n.	Space Test: Breasoning for room in reason n.	“
	Breasoning for reason 5 for reason n.	Space Test: Breasoning for part of room in reason n.	“
	Breasoning for reason 6 for reason n.	Space Test: Breasoning for direction in room in reason n.	“
	Breasoning for reason 7 for reason n.	Time Test: Breasoning for time to prepare for action in reason n.	“
	Breasoning for reason 8 for reason n.	Time Test: Breasoning for time to do action in reason n.	“
	Breasoning for reason 9 for reason n.	Time Test: Breasoning for time to finish action in reason n.	“

The following marking scheme SHOULD be used (because it gives agreement and disagreement the same mark):

H1 and H2A essays have breasoning, and rebreasoning completed as part of them.
a. A or 75-100%
An essay is given this mark if the student writes on a positive or negative (with examples of how a positive thing shouldn't go wrong) theme. The story is about five objects related to the setting.

i. A+ (87.5%) essays have breathsoning and rebreathsoning completed as part of them.

ii. 100% essays have space and time tests completed as part of them.

b. B or 65-74%
An essay is given this mark if the student writes on a positive or negative theme. The story is about five objects related to the setting. The objects are breasoned.

c. P or 50-64%
An essay is given this mark if the student writes on a positive or negative theme.

d. N or 0-49%
An essay is given this mark if the student doesn't answer the question.

See * above.

To earn A (75%), one should write 85 reasons using the breasoning rules (5 exposition + 5 critique + 25 detailed reasoning + 50 mind map), to earn A+, one should write 130 reasons (for each of 10 reasons per essay, 9 reasons support them, and 2 breasoned breathsonings and 1 breasoned rebreathsoning reasons support the original reason), to earn 100%, one should write 190 reasons ( or each of 10 reasons per essay, 9 reasons support them, 2 breasoned breathsonings and 1 breasoned rebreathsoning reasons support the original reason and 3 space tests and 3 time tests beasonings support the original reason). Rarely, 250 breasonings, which earn 100% are universally recognised as supporting the spiritual imagery of a production. See Tables 3-4 below.

Table 3. Number of breasonings required for A+ using suggested equitable system.

For each of (5 reasons in exposition + 5 reasons in critique =) 10 reasons per essay:	Breasoning for reason 1 for reason n.	Breasoning for Breathsoning for subject noun in reason n.	Maximum A+ = 87.5 for 130 breasonings (range from 75.1%-87.5% is 86-130 breasonings).
	Breasoning for reason 2 for reason n.	Breasoning for Breathsoning for object noun in reason n.	“
	Breasoning for reason 3 for reason n.	Breasoning for Rebreathsoning for Verb in reason n.	“
	Breasoning for reason 4 for reason n.
	Breasoning for reason 5 for reason n.
	Breasoning for reason 6 for reason n.
	Breasoning for reason 7 for reason n.
	Breasoning for reason 8 for reason n.
	Breasoning for reason 9 for reason n.

Table 4. Number of breasonings required for 100% using suggested equitable system.

For each of (5 reasons in exposition + 5 reasons in critique =) 10 reasons per essay:	Breasoning for reason 1 for reason n.	Breasoning for Breathsoning for subject noun in reason n.	Maximum 100% = 190 breasonings (range from 87.6%-100% is 131-190 breasonings).
	Breasoning for reason 2 for reason n.	Breasoning for Breathsoning for object noun in reason n.	“
	Breasoning for reason 3 for reason n.	Breasoning for Rebreathsoning for Verb in reason n.	“
	Breasoning for reason 4 for reason n.	Space Test: Breasoning for room in reason n.	“
	Breasoning for reason 5 for reason n.	Space Test: Breasoning for part of room in reason n.	“
	Breasoning for reason 6 for reason n.	Space Test: Breasoning for direction in room in reason n.	“
	Breasoning for reason 7 for reason n.	Time Test: Breasoning for time to prepare for action in reason n.	“
	Breasoning for reason 8 for reason n.	Time Test: Breasoning for time to do action in reason n.	“
	Breasoning for reason 9 for reason n.	Time Test: Breasoning for time to finish action in reason n.	“

On my blog, I wrote after conferring with the Melbourne University Vice Chancellor Glyn Davis that agreement and disagreement equitably deserve the same grade. Later, the University may institute this change. Teachers and lecturers may recalculate the equitable grade by modifying the current system's grade (see Table 5.) or counting breasonings written down as part of a computational marking scheme.

Table 5. Conversion table from old marking scheme to new equitable marking scheme

Current marking scheme grade letter	Current marking scheme	Number of breasonings in current marking scheme	New equitable marking scheme grade letter	New equitable marking scheme	Number of breasonings in new equitable marking scheme
A++	90.1-100%	131-190	A++	87.6-100%	131-190
A+	80.1-90%	86-130	A+	75.1-87.5%	86-130
H1 or A	80.00%	85	A	75.00% (ranges from 75-79% or 80-80% in current marking scheme)	85
H2A	75-79%	85		“	“
H2B	70-74%	70-84	B	65-74% (ranges from 65-69% or 70-74% in current marking scheme)	65-84
H3	65-69%	65-69		“	“
P	50-64%	50-64	P	50-64%	50-64
N	0-49%	0-49	N	0-49%	0-49

Essay Requirements

Think of positive ideas about an idea, and some differing from it, as follows:
Opinionative essays:
H1*:

a. Agree (in exposition) - Write an exposition of the text in the first half of the essay.

b. Agree (critique) - Write that the text is a good idea.
c. Differ - Think of a critique which argues against the text in the second half of the essay, one of the five paragraphs could be e.g. The astronaut tripped over the sleeping bag. This happened when he tried to put it away, but it wouldn't fit, and he tripped over it when he walked past. This meant he couldn't concentrate on the space industry.
d. Agree - Write that the text is a good idea in the end.
H2A*:
a. Agree (in exposition) - as for above, etc.
b. Differ (critique)
c. Agree

* Please check with your lecturer whether the H1 for a particular assignment is based on agreeing or disagreeing with the text.
Creative arts or science:
H1:
a. Positive (in exposition) - Write down a story on a positive theme.
b. Agree (critique) - In Masters one must write, otherwise think of a critique that agrees with the story.
c. Differ - Think of a critique that differs from the story.
d. Agree - Think of a critique that agrees with the story in the end.
OR
a. Positive (in exposition) - as for above, etc.
b. Differ (critique)
c. Agree
H2A:
a. Different (in exposition) - Write down a story on a different (negative) theme.
b. Agree (critique) - as for above.
c. Differ

d. Agree
OR
a. Different (in exposition)
b. Differ (critique)

c. Agree

Sections in the assignment should be illustrated using the method described in “Breasoning”.

Reduction of meditation text to zero

It is unnecessary to write a meditation text in the above format. This can be decided by a senior practitioner.

Senior practitioner reduction

For each assignment, a 96 minute meditation session is necessary to decide to reduce the word count of each of the primary texts from 100 to approximately 8.
Before one meditates for 96 minutes, one must have meditated using the 24 minute session twice per day for two months.
a. To meditate, always take two minutes to prepare for meditation and finish.
b. One silently repeats the mantra "am" for twenty minutes twice daily. The mantra becomes more and more refined, until one "transcends" one's everyday thoughts.
After two months using the mantra, one can start to use the sutra.
a. In the evening, start with the mantra as described above.
b. Take a four minute break.
c. Repeat the sutra "am, one, two, three, four, five" to yourself every 15 seconds for twenty minutes.
d. Take a two minute break.
e. Repeat the sutra "bubbliness" to yourself every 15 seconds for twenty minutes.
f. Take two minutes break.
g. Repeat the sutra "bubbliness, one, two" to yourself every 15 seconds for twenty minutes.
h. Take a two minute break.
i. Repeat either the sutra "practitioner" or the sutra “teacher” to yourself every 15 seconds for twenty minutes. (By repeating “teacher” you wil become qualified to teach meditation.)
j. Take a two minute break.
k. Repeat the sutra “one, two, three, four” to yourself every 15 seconds for twenty minutes.
l. Take a two minute break.
This is the senior practictioner meditation technique. As a senior practioner, you can make the described reduction yourself.
Write down 60 8 word texts (500 words in total) based on the ideas from 5. Mind Map applied to the essay topic and negate a negative use of each of the 60 ideas.

60 Primary texts

Write down negative term from 60 100 word texts based on the ideas from “Pedagogy” applied to the essay and negate a word from each of them.

Other students’ collection results

Ask each student in the subject whether he or she has or will collect whether each of the students in the subject has collected the data meaning the student will earn A. For a student to earn A, he or she must have collected whether each of the student s will earn A, together with being sure of how to complete the assignment, and have commented on a comment by each student on the A. If the comment contains a feature that is in the assignment, the comment on it is “it is correct”. If the comment contains a feature that is not in the assignment, the comment on it is “it is incorrect”.