Earn A based on any text

Breason (think of the X, Y and Z dimensions) of 85 objects that you can see, read about or think of, that you think are unassumingly related to each of the objects in the 85 reasons in the Anarchy Quiz for A and that you think of as interacted with by a soldier for A, removing the need to think of all the reasons in the quiz for A.

NOTE: If the objects are read about or thought of, then one needs to breason out "metaphorical objects" (seen objects) symbolising them, or drawings of them.

Earn A easily with the Pop Quiz

Breason (think of the X, Y and Z dimensions) of a real object that you think is unassumingly related to each of the objects in the 85 reasons in the Anarchy Quiz for A, removing the need to think of your own reasons for A.

Problem of needing to base a breasoning on an object solved by breasoning out illustrations

Writers and monastics may solve the problem of having written about a non-existent object (and the need to breason it out for pedagogical, editing or theological uses) by drawing an illustration of the object concerned, which they could breason out (think of the X, Y and Z dimensions of) instead of the need to breason out a real object.

Substitute breasonings for breasonings details

If you know the following breasonings details:


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.

You can substitute breasonings for each of them.  This is useful for students before they realise  the necessity to use the breasonings details or those who think it is quicker.

Primary and Secondary schools and University Science 80%, 90% and 100%

NOTE: The following entry has not been verified, and will not be used in Lucian Schools.

To earn 80%, 90% or 100% in Primary and Secondary schools and University Science, a student must complete 80, 90 and 100 breasonings, respectively.

To earn one of these grades, these students must:

• Think of the X, Y and Z dimensions of the object in the breasoning.
• The subject must touch the object.
• A 5 line-long algorithm for each breasoning or a breasoning that can each work in the place of the first breasoning (pull a handle and pull/brush a dog's tail).

University in Humanities 100%

To earn 100% at University in Humanities, a student must:

• Complete the requirements in Educationalism at it’s finest.
• Write 5-line long algorithms for each part of the syllogism (the reason, co-premise and conclusion) OR 3 breasonings that can each work in the place of the first breasoning (pull a handle and pull/brush a dog's tail) for each of the 190 breasonings.

This is necessary to do eventually for all As.

Educationalism at it’s finest

Australian Prime Minister Julia Gillard’s educationalism is correct, contrary to Paul Keating.  However, a concession may be made to Keating to lessen the number of assignments.  Educationalism is appointing all people to be education students.  It is making sure that students are safe by making sure they have paid for training in education, before they think of an A, which is a token that deserves a reward in schools and earns jobs in business, even helps students to have babies safely.

I disagree that incrementalism is a bad idea, the idea that students cannot work slowly and carefully towards an A.

So, what are the techniques for writing an A?  First one should include the ideas “two uses”, “future” and “two types” in high quality work. Firstly, include two uses or ideas about an idea from your essay. For example, John ate an apple has the two uses John planted the seed and John stepped over the line.  Secondly, think about how one of your ideas relates to the future. For example, a student should learn to read a sign so he can step over a crack.  Thirdly, think about how two objects are co-ordinated in relation to each other. For example, Luke ate the wheat biscuit, which was softened by milk, which was constituted by the wheat biscuit and the glass of milk.

The student should be good at Computer Science, in particular the student should be good at the simple Prolog programming language from Computer Science.

e.g. Use the following program when searching with Prolog:

   ancestor( X, Y ) :-

       parent( X, Y ).

   ancestor( X, Y ) :-

       parent( X, Z ),

       ancestor( Z, Y ).

So, given a string of parent facts, the program returns true if there is an ancestral link given as input.

The main goal when using Prolog is to narrow down methodologies to objects cycling through objects, for example, a flute player ‘recursively’ blows air into a flute, for example, he or she repeatedly blows until he or she has counted up to a certain number, in the same way that the ancestor program recursively calls itself. This is how the student will approach the next task.

The student should think of a departmental ‘perspective’ from Philosophy to find an example ‘methodology’ for. For example, an example of an ‘Economics’ perspective is ‘thinking of inventions’. An example of how to think of a perspectival example is to ‘cross’ two examples, for example crossing ‘light a candle’ and ‘turn on a light’ results in ‘turn on the candle’. The student then applies his or her knowledge of the philosophy perspective he or she has chosen to computer science, by thinking of a diagram and the objects that flow through its parts. For example, gas ‘recursively’ travels along a metal pipe, at the end of which it is combusted (which means it is set alight) by a flame.

Using the computer science and philosophy techniques, the student should use the following techniques to earn A:

a. Once the student has thought of a methodology, he or she should simplify it to a “breasoned” sentence in the form: “subject, verb, object”, where the subject is the person doing the action, the verb is the action the subject is performing the action on the object, and the object is the object the subject is performing the action on. Reasoning will be described next.

b. A breasoning is the set of X, Y and Z dimensions of a noun, or the Subject and Object, e.g. a step is 1 x 0.1 x 0.1 m where m means metres. For each methodology, think of the X, Y and Z dimensions of the subject and object.  This helps make sure objects are thought of, not confused with others, and makes sure their whole structure is thought of.  This means simpler objects are usually chosen.

c. A rebreasoning is whether a verb means that the subject touches the object, e .g. “climb” is a rebreasoning. Note: rebreasonings are usually in the past tense. Also, for each methodology, think of the fact that the verb is one in which the subject touches the object.

d. A breathsoning is a human judgment or a synonym for good describing the noun, in other words the Subject or Object, e.g. “Julia climbed the beautiful tree”.

e. A rebreathsoning is a human judgment or a synonym for well describing the verb, e.g. “John carefully climbed the tree”.

f. A space test is: a. Think of the room that the action occurs in, e.g. “Peter connected the protein models” occurs in the laboratory.  b. Think of the part of the room that the action occurs in, e.g. “Sue sorted the apples into washed and unwashed ones” occurs at the bench.

c. Think of the direction that the action occurs facing, e.g. “Jan calculated the value of the price/closeness heuristic” occurs facing the can of baked beans.

f. A time test is: a. Think of the time to prepare for the action, e.g. “Sandy calculated the time each step necessary to climb the tree would take”.  b. Think of the time to do the action, e.g. “Helen counted the number of steps involved in climbing the tree.

c. Think of the time to finish the action, e.g. “Guy calculated which meaning a word had”.

The rules, known collectively as the “breasoning rules” help “unlock” each sentence in the essay and achieve A.

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 1-2 below.

Table 1. Number of breasonings required for A+.

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 2. Number of breasonings required for 100%.

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 or counting breasonings written down as part of a computational marking scheme.

See also:

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.