Chord Progressions based on Circle of Fifths v.2

Used only with express written permission

To left: Chorus and Solo I-IV-V-I

Used only with express written permission

Verse chord progressions I-ii-vii°-I

Pedagogy Curriculum

Wk      Title

1          X

             Primary Text

Pedagogy is a book designed to help students earn H1. It is divided into the sections Breasoning (X, Y and Z dimensions of objects), Rebreasoning (actions described as touching relationships), Breathsoning (human judgment of the object), Rebreathsoning (human judgment of the verb), Space (room, part of room and direction), and Time (time to prepare, time to do and time to finish).

It is necessary to generally think of a set of algorithms (an algorithm is a logical set of instructions) and specifically think of a breasoning, which is a summary of each algorithm. This is a sentence with a subject, verb and object. Also, breasonings have another meaning, which are the X, Y, Z dimensions of the subject and object in the sentence.

This chapter will not examine an algorithm which has an X dimension described as part of it, but one which contributes to describing the X dimension.

The following algorithm shows how the X dimension can be calculated in terms of calculating the angle necessary to kick a goal in.

1. goalangle(PlayerX, PlayerY, GoalLeftX, GoalRightX, GoalY, GoalAngleDegrees) :-

2.         CentreOfGoal is GoalRightX – GoalLeftX,

3.         Opposite is CentreOfGoal – PlayerX,

4.         Adjacent is GoalY – PlayerY,

5.         GoalAngleRadians is atan(Opposite / Adjacent),

6.         GoalAngleDegrees is (GoalAngleRadians / (2 * 3.1459265)) * 360.

Line 1: Note: Suppose we have a triangle ∆ABC, in which ∟ABC is a right angle. DE is collinear with (runs along) BC, in the order BDCE.

Goalangle/6 takes the X and Y co-ordinates of the football player (A), the X co-ordinate of the left (D) and right hand side (E) of the goals, and the Y co-ordinate of the goals, and returns BAC, which is GoalAngleDegrees (which is the angle the player turns right to kick a goal through the centre of the goals, C).

Line 2: The X co-ordinate CentreOfGoal (C) is calculated by subtracting GoalLeftX (D) from GoalRightX (E).

Line 3: The Opposite side (BC) is calculated by subtracting PlayerX (B) from CentreOfFGoal (C).

Line 4: The Adjacent side (AB) is calculated by subtracting PlayerY (B) from GoalY (A).

Line 5: GoalAngleRadians is calculated using the formula tan(GoalAngleRadians) = Opposite / Adjacent where Opposite and Adjacent are opposite and adjacent sides of the angle GoalAngleRadians in the triangle. To find GoalAngleRadians by itself, we apply arctan() to both sides of the formula. So, GoalAngleRadians = arctan(Opposite / Adjacent).

Line 6: GoalAngleRadians is converted to GoalAngleDegrees using the formula GoalAngleDegrees = (GoalAngleRadians / (2 * pi)) * 360, where pi = 3.1459265. We divide GoalAngleRadians by the number of radians in a circle, to find the fraction of the circle the angle takes up. Then, we multiply it by 360 because we want to calculate how many of the 360 degrees in a circle the angle takes up, or GoalAngleDegrees.

Secondary Text 1

By Lucian Green and Andrea Lou

Pedagogy is the study of teaching. An example of a character from Pedagogy who examined the width of objects was a science teacher. He planned to climb the tree, which required measuring the widths of the objects involved. He did this by measuring the width of his body and the width of the rungs of the ladder, to make sure they were equally wide. To accomplish this, he had to take a series of actions. First, he aligned the mark for zero metres with the left edge of the rung, stretched the measuring tape from the left edge of a rung of the ladder to its right edge and read the measurement on the measuring tape aligned with the right edge of the rung. In this way, he made sure the widths of the rungs of the ladder were equal in width so that he could climb the ladder without falling off.

Another teacher, an art teacher who used his eye to observe nature. He described the view from an observation deck, by measuring the objects involved. What he did was to hold a ruler at arm’s length and measured the height and width of the tree in a specific ratio to its real measurements, draw a tree of the same height and width as his measurements with the ruler and compute which direction he was facing with the ratio of the measurements of the tree. In this way, he observed a view of the garden, which he used to draw it.

A different type of teacher, a music teacher taught a Baroque and Classical Music class. He measured the distance between his fingers to determine the viol with the same distance between strings to play. This is how he carried out the measurement. First, he measured the width of his four fingers. Then, he divided this width by four, to calculate the width of each of his fingers. He kept in mind that the width of a finger is the same as the distance between the centre of two of his fingers and measured the distance between two pressed strings on the viol. In this way, he selected a viol which had the same distance between its strings as that between his fingers.

A different teacher, a music teacher told a story from a song in the subject Baroque Music of the German World. It was a story of a boy who climbed the wall because he wanted to pick the peach from the peach tree in front of it. First of all he made sure the ladder was placed on the ground stably and then he followed the rungs up the ladder and finally stopped when he reached the top rung.

A computer science teacher who was a friend of the music teacher said he had once climbed the rocket as a child. He measured the space from one foot to his other foot on the next step of a stair-case to make sure he could reach the next rung of the rocket. Before the climb, he made sure that he could reach the top of the rocket from the top rung because he could reach it by sitting on the top rung and holding on to the vertical bar while lifting one arm to touch the top. After the climb, he pretended to be as careful as a lunar astronaut and descended the rocket by climbing down the side of the rocket slowly. In this way, he climbed the rocket by making sure he could reach each step from the one below, and by testing that the rocket had the same distance between steps as a stair-case.

Secondary Text 2

By Lucian Green and Bradley Hunter

A botany teacher taught his class an algorithm about tree health. He determined if the tree was healthy by testing whether all the leaves attached to each of its branches were green. He drew a map of the tree trunk with the first five main branches coming from it. Next, he recursively tested whether each branch's leaves and branch's branch's leaves, etc. were green. Then, he noted next to each branch whether its leaves were green. In this way, he tested that the tree was healthy by traversing a diagram of its branches and testing whether or not each leaf was green.

Another teacher discussed an algorithm about directions with his class. He said the algorithm computed the destination aim towards by matching it with the highest heuristic value calculated by summing (wanting the goal multiplied by 0.25) and (wanting or having completed the training multiplied by 0.75). He said the heuristic encouraged thinking of reasons before conclusions. He also said the heuristic encouraged training to fulfil functions. He explained this by recommending education, because of its mercurial management of the brain. In this way, he explained the algorithm proved the correct direction to follow was the one to use one's potential.

The teacher's colleague, a neuroscience teacher, discussed an algorithm that simulated a garden game with her students. She said the algorithm simulated a three-dimensional scavenger hunt, in which the player needed to find the key before opening a door. The 'key' fitted the 'door' when the player correctly answered a question. The neuroscience teacher said the answer was correct because it matched the predefined correct answer. It was called a scavenger hunt because it explored hierarchies in nature. For example, 'What is a grandmother's female child called?' is answered by 'A grandmother's female child is called a mother,' and 'what is a mother's female child called?' is answered by 'A mother's female child is called a daughter.' Also, the scavenger hunt is called three-dimensional because the player has to exhaust all points in space to complete the game. For example, answers and questions are found on hills and in valleys. In this way, she explained the algorithm for answering chains of questions by exploring a three-dimensional setting as part of a game.

Her professor of biochemistry discussed the way a single thought is represented by a single chemical with his students. He gave the example of an 'X value of 0.01 metres' being represented by 'chemical A' being found in a particular part of the brain. He also said that the chemical was stored as part of a linear structure that encoded pieces of information like 'X,' '=,' '1,' 'x,' '10,' 'E,' '-2' and 'metres.' Then, he said that these chemicals are stored in places corresponding to the time of day on that day that they will be used. He said that we have to find chemicals matching what we are thinking. In this way, he described how chemicals are used to represent thoughts in the brain.

Another brain teacher discussed with his students the way the brain calculates additions. He gave the example of an addition '1 + 1 = 2' being represented as '1' (a 'computand') '+' (an 'operator') and '1' (another 'computand') by chemicals in the computands/operator part of the brain, and '2' (a computation) by a chemical in the computation part of the brain. He also said that the computands/operator and computation parts (collectively described as a computation part) were stored as part of a linear structure that encoded results of previous computations necessary for the computation, and successive calculations, based on its result. Then, he said that the computational chemicals are stored in a particular place so that they can be used at a particular time on the day they will be used. He said that all necessary information will be used to arrive at a particular conclusion. In this way, he described how chemicals are used to represent computations in the brain.

Secondary Text 3

A biological engineer discussed the best method of storing apples. He said that the apples should be stored with the tops below the position of the lid. Then he said this would be possible by stacking them on layers of cardboard. He also said the distance from the top cardboard layer to the lid should be greater than the height of an apple. He also said the number of apples which would fit on a line of the layer would be found using the formula: width of the layer / width of the apple. In this way, he explained the best way of storing apples was by making sure that their tops were below the position of the lid.

Also, a business lawyer said that apples should be examined carefully. He said that apples should be sorted into washed and unwashed groups. He also said that each apple should be tested, one after another. Then he said that both sides of the apple should be tested for clean or earthy skin, and sorted into washed and unwashed groups respectively. He added, the width of regions of earth should be measured to scrub all of the earth off. In this way, he said apples should be sorted according to whether they have earth on their skin or not.

Also, a biologist explained a way of finding a property of a measuring tape. He said that the length of the measuring tape should be read from the end of it with the greater value. He also said that the number should read around the right way so that it is not misread. He tested that the measuring tape’s length was correct by measuring a carpet snake with it, and confirmed that it was two metres long. He read the side of the measuring tape with the unit in metres because measurements in units other than metres could easily be converted to and from metres when he wrote down the measurements in metres. In this way, he explained that a measuring tape’s length was recorded on the end of it with the greater value.

In addition, the business lawyer said a way of deciding whether to buy a product. He said that a product should be bought using the heuristic: desirability = closeness / price. Then he said that closeness was equal to a lower value for products from further away shops, and was equal to a higher value for products from closer shops, and that desirability was proportional to closeness. Also he said that price was equal to a lower value for products with a lower price, and was equal to a higher value for products with a higher price, and that desirability was inversely proportional to price. He gave the examples of the desirability of a mitt = 2 / 4 = 0.5, and the desirability of a sponge = 1 / 4 = 0.25, showing that a lower closeness decreases desirability. He showed that a way of deciding whether to buy a product is by calculating desirability in terms of higher closeness and lower price.

Also, the biomedical engineer said what he would do with different groups of people. He said that he would separate the different types of people. He said that he would do this by measuring each of their widths. In particular, he said that he would measure the width of each their waists. He said the width of a person’s waist was important because it showed how he or she lived his or her life. In this way, he said he would separate different types of people.

Secondary Text 4

A businessman wanted to calculate the time taken to do certain things. He said he would calculate the time a caterpillar robot took to approach a block, climb up it, then walk along it. For example, he placed a block on a piece of paper, and said that the height was 0 metres at a position of 0 metres, then changed from 0 metres to 0.1 metres at a position of 0.1 metres at the side of the block, then stayed constant at 0.1 metres at a position of 0.2 metres. The total distance a caterpillar robot would have travelled from position 0 metres to position 0.1 metres, then moved up the side of the block at 0.1 metres and then from position 0.1 metres to 0.2 metres was 0.1 metres + 0.1 metres + 0.1 metres = 0.3 metres. The formula: speed (metres/second) = distance (metres) / time (seconds) can be manipulated to calculate: time (seconds) = distance (metres) / speed (metres/second). In this case: time = 0.3 metres / 0.1 (metres/second) = 3 seconds, which is the time the caterpillar robot took to approach a block, climb up it, then walk along it. By calculating the duration of the caterpillar’s journey, the businessman worked out the different durations the caterpillar took to climb the different types (horizontal and vertical) parts of the terrain. In this way, he calculated the time the caterpillar robot took to approach a block, climb up it, then walk along it.

Also, a biomedical scientist used induction, which is finding a rule applying to each of a number of sets of data, to perform a computation. He used induction to separate types of patients needing rehabilitation. If a patient could walk before rehabilitation, he or she wouldn’t need it. Also, if a patient had recovered the ability to walk, shown inductively by walking unaided along a line, he or she was released. He tested that the brain had healed, enabling the patient to move normally, by inductively comparing the fluency and sureness of their movements with those of a healthy person. In this way, he used induction to separate recovered patients from unrecovered ones who would need rehabilitation.

Also, a business tax collector examined the way he executed a counting algorithm. He counted the time an algorithm, which counted a number of items in a list, took to execute. The algorithm:

1. count([], Count, Count).

2. count(List, Count1, Count2) :-

3. List = [_Item1 | Items],

4. Count3 is Count1 + 1,

5. count(Items, Count3, Count2).

Line 1: When the base case is given the empty list to count the number of items in, it returns the current Count as the final Count.

Line 2: Count/3 counts a number of items in a list, where List is the list of items to count, Count1 is the initial count and Count2 is the final count.

Line 3: The list is processed so that next time the predicate is executed, Items will be the new List, and when there are no items in List, the count will be finished.

Line 4: The current count is incremented by one because there is one more item in the list.

Line 5: The count predicate is recursively called, so that the count can either be incremented again if there are any more items in the list, or the count can be returned if the list is empty.

Suppose the following query is given: ?- count([a, a, a, a], 0, Count), where [a, a, a, a] is the list of items to count, 0 is the initial count and Count is the final count. Following this, the output is: Count = 4. It took n times to execute, where n is the number of items in a list and the counter starts from 0. This showed that the width of the list, if each character was 0.01 metres wide, would be the number of characters x 0.01 metres, where the number of characters is the time to execute. In this way, the time an algorithm, which counted a number of items in a list, took that number of items as the number of times to execute.

Also, a biotechnologist said how what he would do with old variables. A variable holds a value, and is used during an algorithm. He said the thing he would do with the old variables was to delete them. He also said he would delete the variables after they had been finished with. Then he said he would mark the length of rope, representing the times the variable had been used, and specially marking the last time the variable had been used, so it could be deleted after it. In this way, he would delete variables after they had been finished with.

Secondary Text 5

A science teacher thought about how to climb a fence. He counted the steps involved in climbing the fence. He walked along a horizontal line to the fence. Then he climbed the fence moving vertically. Then he walked along a horizontal line on the fence. So, the number of steps involved in climbing the fence was three. In this way, he counted the steps involved in climbing the fence.

Also, a Catalan teacher thought about the world of meaning. He found the correct meaning for a word. He did this by first finding the different meanings for the word. Then, he tested the word’s context, for example, the word “Strawberry” in “The Strawberry Computer company filed profits of 8 million dollars” matched “Strawberry” in the meaning “Strawberry Computer” rather than “strawberry” in the meaning “I ate the strawberry” because its first letter is capitalised, which means it has a different width. In this way, he found the correct meaning of a word by matching the context of the word with the word’s meaning.

Another learned person, a scientist wrote a laboratory experiment report. He first wrote down the hypothesis of the experiment, which is what he predicted the result of the experiment to be. He predicted the order that tiles were given would influence the word they made. He also thought that the experiment should be made rigorous by introducing uncertainty into the order the tiles were given. For example, he played “frequency hangman”, in which a player’s knowledge of language was tested by letting him guess the letters of a word one by one using the frequency of use of letters and combination of letters. He also said that players who would know the frequency of use of letters and combination of letters better would know about widths of objects more clearly. The player who In this way, he wrote down the hypothesis of the experiment that some players would know the frequency of use of letters and combination of letters better.

Also, a teacher gave directions to her students. She asked them to move parts of each of their bodies as directed. Her instructions required the students to move their limbs at a certain speed over the distance, during the time given. This relationship is: speed (metres / second) = distance (metres) / time (seconds). For example, a boy lifted his arm horizontally by his side at the speed: 1.5 (metres) / 3 (seconds) = 0.5 (metres / second). This showed how her instructions to her students to move parts of their bodies resulted in a boy calculating the speed with which to lift his arm.

Also, a natural philosopher thought about how to organise his office. He moved the items around the three-dimensional setting on the screen, to copy the positions of in his real office. He used a search engine to find text in his documents using a method that would find similar text, like a certain distance away as marked by a tape measure. He stored the items that were needed for similar reasons in the same “room” on the computer. He wrote down the topics he wrote least on, and wrote more on those. In this way, he organised his office by moving the items around the three-dimensional setting on the screen.

2          Y

            Primary Text

One should calculate the Y-dimension of each object in a well-written sentence. This is shown by the following algorithm depth/8, which calculates the depth of a point in a cube.

1. depth(EdgeLength, X0, Y0, X1, Y1, X2, Y2, Depth) :-

2. Length1 is sqrt((X1 - X0) ^ 2 + (Y1 - Y0) ^ 2),

3. Length2 is sqrt((X2 - X0) ^ 2 + (Y2 - Y0) ^ 2),

4. Depth is (Length2 / Length1) * EdgeLength.

Line 1. Given the image of the length of a cube's edge, its origin (X0, Y0), the location in the image of its back-bottom-left point (X1, Y1), and a point on the line between the front-bottom-left to the back-bottom-left point (X2, Y2), the algorithm calculates the depth (y co-ordinate) of point 2. Note: this y co-ordinate is the actual 3D co-ordinate, which is different from the type used in the algorithm, which are those of a 2D front view of a 3D-object.

Line 2. Given the Pythagorean formula sqr(C) = sqr(A) + sqr(B), written in the form C = sqrt(sqr(A) + sqr(B)) by finding the square root of both sides, the algorithm finds the hypotenuse (side opposite the right angle) in the triangle. Note, this is where e.g. A is the length of one side, which equals X1 - X0. So, this length of the 2D image of the line between the front-bottom-left to the back-bottom-left point of the cube is Length1.

Line 3. Calculates the length of the 2D image of the line between the point on the line between the front-bottom-left and the back-bottom-left point of the cube, which is Length2.

Line 4. Calculates the 3D y co-ordinate as the fraction Length2 / Length1, multiplied by the cube’s edge length.

Secondary Text 1

The Children’s Rights lawyer talked about a sport player who co-operated in a particular way. He said he did this by walking south to pick up the ball that his friend had left on the ground. First, he recorded his position when he started walking. Then, he recorded his position when he picked up the ball. Then, he calculated the distance he walked by subtracting the y co-ordinate of his ending position from the y co-ordinate of his starting position. In this way, he talked about a sport player who co-operated by walking south to pick up the ball that his friend had left on the ground.

The Chinese Language and Studies lecturer verified that her students would be amply prepared for the semester. She did this by testing that the character practice book was on the book list. She counted the number of lines of all the books required. Then, she counted the number of lines of the list containing the character practice book. Then, she tested that the number of lines of all the books required was equal to the number of lines of the list containing the character practice book. In this way, she verified that her students would be amply prepared for the semester by testing that the character practice book was on the book list.

The Music Therapist computed a student could perform an action a number of times. He did this by counting the number of times the algorithm she was following looped when she was hopping. He identified the action name, “hop” in her algorithm. Then, he identified that action name being repeated after the previous instance of the action name, indicating a loop. Then, he identified the number of times the algorithm looped by reading the value after the first instance of the action name. In this way, he computed a student could perform an action a number of times by counting the number of times the algorithm she was following looped when she was hopping.

The cinematologist computed whether there would be enough ceiling space for the equipment needed on the film set. He did this by testing whether there was enough space for the lights hanging from the ceiling that were pointing at the props that were on stage. He wrote down the 2D co-ordinates parallel to the ceiling of the bottom-left and top-right corners of the first light, the co-ordinates of the corners of the other lights its corner’s co-ordinates will be compared with. Then, he tested that if either the x values of the second light’s left point and right points were greater than the first light’s left point and less than the first light’s right point, and either the y values of the second light’s bottom point and top points were greater than the first light’s bottom point and less than the first light’s top point, then the program would fail. In this way, he computed whether there would be enough ceiling space for the equipment needed on the film set by testing whether there was enough space for the lights hanging from the ceiling.

The Content Manager tested that he had enough desk space to write a letter. He did this by testing that there was enough room for his hand to move left and right when writing it. He first wrote that his right shoulder represented the co-ordinates (0, 0). He wrote that the point 0.4 metres in front of his shoulder, (0, 0.4) represented a point on the right side of the paper. He also wrote that the point 0.4 metres in front of his shoulder and 0.4 metres to the left of his shoulder (-0.4, 0.4) represented a point on the left side of the paper. In this way, he tested that he had enough desk space to write by testing that there was enough room for his hand to move left and right when writing it.

Secondary Text 2

The Civil and Environmental Engineering lecturer computed how to plan roads in a city. He did this by planning a pedestrian bridge over a freeway. First, he planned the struts of the bridge on either side of the laneways pointing in one direction. Then, he planned the staircases to the top of the struts. Then, he built the bridge between the struts. In this way, he computed how to plan roads in a city by planning a pedestrian bridge over a freeway.

The Cognitive Scientist computed how to read optically altered text. He did this by reading vertically stretched writing. He did this by copying the line of pixels in the first row to another image. Then, he copied the line of pixels in every five rows to another image, because the text had been vertically stretched by a scale factor of five. Then, he read the text in the new image. In this way, he computed how to read optically altered text by reading vertically stretched writing.

The second Civil and Environmental Engineering lecturer computed the stage of development of a boy. He did this by testing whether all of his milk teeth had fallen out. He did this by testing that the child was taller than when he was a preschool student. Then, he tested that when he was a preschool student, he was taller than a toddler. Then, he tested that when he was a toddler, he was taller than a baby. In this way, the second Civil and Environmental Engineering lecturer computed the stage of development of a boy by testing whether all of his milk teeth had fallen out.

The Commercial Law in Asia lecturer calculated a mathematical property of a rugby ground. He did this by calculating its perimeter. First he measured the width of it, a. Then, he measured the depth of it, b. Then he calculated that it’s perimeter, p = (2 x a) + (2 x b) = 2 x (a + b), e.g. a = 100 m, b = 50 m, so p = 2 x (100 m + 50 m) = 2 x 150 m = 300 m. In this way, the Commercial Law in Asia lecturer calculated a mathematical property of a rugby ground by calculating its perimeter.

The Science of Civil Engineering tutor explained how to play with a ball. He did this by explaining how to catch it. He first moved to where the ball would be thrown. Then, he held out his hand to catch the ball. Then, he caught the ball with his hand. In this way, the Science of Civil Engineering tutor explained how to play with a ball by explaining how to catch it.

Secondary Text 3

The Communicator explained how to call to other players on the field. He did this by calling for the ball if the closest person controlled it. Given the player’s x co-ordinate is x1, the x co-ordinate of the player to test is x2 and the current distance between the players he is testing is a, he did this by first testing whether x1 - a is less than or equal to x2 or x2 is less than or equal to x1 + a. Given the player’s y co-ordinate is y1, the y co-ordinate of the player to test is y2 and the current distance between the players he is testing is a, he also tested whether y1 - a is less than or equal to y2 or y2 is less than or equal to y1 + a. If the closest player controlled the ball, then he called to him for it. In this way, the Communicator explained how to call to other players on the field by calling for the ball if the closest person controlled it.

The Classical Studies and Archeology lecturer discussed how to test whether to agree with a colleague’s reason for catching a ball. She did this by testing whether the ball had been hit in a certain direction. If the player to hit the ball to was 1 unit in front, then the ball was hit forward. If the player to hit the ball to was 1 unit to the left, then the ball was hit left. If the player to hit the ball to was 1 unit to the right, then the ball was hit right. In this way, the Classical Studies and Archeology lecturer discussed how to test whether to agree with a colleague’s reason for catching a ball by testing whether the ball had been hit in a certain direction.

The Communication Skills lecturer identified a pivotal moment. He did this by calculating at what speed and in what direction the paddle should be moved to hit the ball that is travelling towards one end of the court. He first calculated that the ball, that started 1 metre to the right and 1 metre to the south of the paddle travelled perpendicularly towards the north side of the court and where d = distance travelled (m), and s = speed (m/s), in the time t = d / s = 1 m / 1 m/s = 1 s. Given that d = distance travelled (m), and t = tine (s) he then calculated that in order to hit the ball, the paddle would need to travel at the speed s = d / t = 1 m / 1 s = 1 m/s. He then calculated that because the difference between the ball’s final x co-ordinate and the paddle’s initial x co-ordinate was greater than 0, the paddle would move right to hit the ball. In this way, the Communication Skills lecturer identified a pivotal moment by calculating at what speed and in what direction the paddle should be moved to hit the ball that is travelling towards one end of the court.

The first Music Therapy lecturer computed how a tennis player should interact with his opponent. He did this by computing how to shake one’s opponent’s hand after a tennis match. He did this by computing that given y1 = player 1’s arm length = 0.8 m, y2 = player 2’s arm length = 0.7 m and y3 = hand overlap = 0.1 m, the total arm length = dy = y1 + y2 – y3 = 0.8 + 0.7 – 0.1 m = 1.4 m. Then, he computed that player 1’s right heel that was under his shoulder was dy / 2 = 1.4 / 2 m = 0.7 m behind the net. Also, he computed that if player 1’s gait = 0.4 m, and the x co-ordinate of his right heel was 4 m, then the x co-ordinate of his left heel was 4 – 0.4 m = 3.6 m. In this way, the first Music Therapy lecturer computed how a tennis player should interact with his opponent by computing how to shake one’s opponent’s hand after a tennis match.

The Communications Law lecturer showed how to maintain items with a particular density. He did this by showing how to clean a square coin that had a solid density. He did this by marking the half way point between the top left and bottom left corners with a pencil, e.g. 0.04 m / 2 = 0.02 m. Then, he marked the point on the right edge that was 90° from the line between the mid-left point to the mid-right corner of the coin using a protractor. Then, he measured half-way along the line between the mid-left and mid-right points, 0.04 m / 2 = 0.02 m, to wipe the coin with a cloth to the left and to the right of. In this way, the Communications Law lecturer showed how to maintain items with a particular density by showing how to clean a square coin that had a solid density.

Secondary Text 4

The first music therapy lecturer explained how to give a series of lectures. He did this by comparing it with running a series of laps around an athletics track. First, he collected the students’ progress in understanding an idea. Then, he returned to the front desk, indicating he was ready for their questions. Then, they asked questions to help themselves understand the idea completely. In this way, the first music therapy lecturer explained how to give a series of lectures by comparing it with running a series of laps around an athletics track.

The comparative class actions lecturer marketed a business to a hierarchy. He did this by computing which person in a parent-child relationship will perform a classical action to interest the other one in the book. First, he counted the number of actions in the book that the child had performed, a. Then, he calculated the number of actions in the book that the parent had performed, b. If a > b, then the child should interest the parent in the book, otherwise, vice versa. In this way, the comparative class actions lecturer marketed a business to a hierarchy by computing which person in a parent-child relationship will perform a classical action to interest the other one in the book.

The second music therapy lecturer tested that it was correct that an experiment had been completed in time. He did this by testing that the water in a test tube had boiled. First, he tested that the air near the top of the test tube was hot. Second, he tested that there was a bubble near the surface of the water in the test tube at a point during the time tested. Third, he tested that there was audible bubbling of the water in the test tube. In this way, the second music therapy lecturer tested that it was correct that an experiment had been completed in time by testing that the water in a test tube had boiled.

The comparative constitutional law lecturer tested that an action had been completed in time. He did this by testing that the action stopped at time t. First, he tested that the action was continuing, like it was expected to do. Then, he repeated this until the action had stopped. When the action had stopped at the same time as it had been expected to, then the action had stopped at time t. In this way, the comparative constitutional law lecturer tested that an action had been completed in time, by testing that the action stopped at time t.

The third music therapy lecturer computed how to eat food. She did this by aiming the forkful of food into her mouth. First, she wrote down the co-ordinates of the bottom-left hand corner, (0, 0) and top-right hand corner, (0.03, 0.03) of her mouth. Then, where x1 = width of her mouth and x2 = width of the food, she calculated x3 = left x co-ordinate of food = x1/2 – x2/2 = (0.03 – 0) / 2 – 0.01 / 2 = 0.015 – 0.005 = 0.01 m. Then, where y1 = height of her mouth and y2 = height of the food, she calculated y3 = bottom y co-ordinate of food = y1/2 – y2/2 = (0.03 – 0) / 2 – 0.01 / 2 = 0.015 – 0.005 = 0.01 m. In this way, the third music therapy lecturer computed how to eat food by aiming the forkful of food into her mouth.

Secondary Text 5

The Comparative Media Studies student tested that a pair of weights had the same property. He did this by testing that they had the same weight. First, he tested that the weight on the left hand side of the scales was 0.1 m above the top of the bench. Then, he tested that the weight on the right hand side of the scales was 0.1 m above the top of the bench. He computed that the weights were both the same weight because they were both 0.1 m above the top of the bench. In this way, the Comparative Media Studies student tested that a pair of weights had the same property by testing that they had the same weight.

The Comparative Media Studies lecturer computed how two parents and an older brother could kiss a baby girl good night. He did this by repeatedly swapping pairs of people in a line with one end near her cot. First, the father, followed by the other and older brother kissed the girl. Then, the mother and father swapped places and the mother kissed the girl. Following this, the older brother swapped places with his father and mother, and then kissed the girl. In this way, the Comparative Media Studies lecturer computed how two parents and an older brother could kiss a baby girl good night by repeatedly swapping pairs of people in a line with one end near her cot.

The Conductor identified special characters on a score. He did this by identifying the fermata (pause symbol). Starting from the top of the symbol, he identified a point at its top. Then, he identified pairs of points that diverged with each line until the middle of the symbol that composed one line drawn from the first point to the left-middle and one line drawn from the first point to the right-middle. Then, he identified a new point at the middle-bottom of the symbol, and identified the symbol as the pause symbol. In this way, the conductor identified special characters on a score by identifying the fermata (pause symbol).

The composer tested that a student’s speech was normal. He did this by testing that his sentence was unbroken. First, he wrote down the time the first word of a sentence started that was when there were more than no sounds of any frequency recorded. Then, he wrote down when the word finished that was when there were no sounds of any frequency recorded. Following this, he wrote that the sentence was unbroken if there were no silences of more than 1 s between words that was the difference in time between the start of the next word and the end of the word previous to it, keeping in mind that all the silences’ times were calculated by repeating the first two steps until the sentence’s full stop. In this way, the composer tested that a student’s speech was normal by testing that his sentence was unbroken.

The constitutional lawyer was careful when testing the yoga equipment. He did this by shaking the mat and testing that it’s left edge was unbroken. First, he tested that the cube on the front left hand corner of the mat was intact. Then, he tested that the cube that was supposed to be connected to it behind it was in fact connected to it behind it. He decided that the mat’s left edge was unbroken by repeating this until the back left hand corner cube was reached and there were no disconnected pairs of cubes. In this way, the constitutional lawyer was careful when testing the yoga equipment by shaking the mat and testing that its left edge was unbroken.

3          Z (Sections 3-5 will be inserted later)

4          Rebreasoning

5          Breathsoning

6          Rebreathsoning

            Rebreathsonings

1.         The philosopher prepared to decide thoughts were only thoughts when thought in a with-it manner.  He did this by balloonifying his arm.  First, he blew up a balloon representing his arm.  Second, he placed it next to the balloon representing the torso.  Third, he attached the balloon representing his arm to the balloon representing the torso using masking tape.  In this way, the philosopher prepared to decide thoughts were only thoughts when thought in a with-it manner by balloonifying his arm.

2.         The Shueist prepared to attribute a positive value to a robot qualifying its thought.  He did this by molding the chocolate rabbit.  First, he poured chocolate into the mold.  Second, he let it set overnight.  Third, he poured hot water over the mold and removed the chocolate from it.  In this way, the Shueist prepared to attribute a positive value to a robot qualifying its thought by molding the chocolate rabbit.

3.         The Hegelian prepared to construct a conversation about worshippers from knowledge about God.  He did this by calculating the ratio of the number of rays hitting a plane from a light from 45 degrees to 90 degrees.  First, he calculated that the length of one the two shorter sides of an right angle triangle with its longer end (base) facing down, symbolizing the edge all the rays heading to the base would hit if a ray shot from 45 degrees was aimed at the base, to be sqrt(2) = 1.4 cm.  Second, he calculated that the length of base, the edge the rays would hit if a ray shot from 90 degrees was aimed it, to be sqrt(2) = 2 cm.  Third, he calculated that the ratio of the number of rays hitting a plane from a light from 45 degrees to 90 degrees = 1.4/2 = 0.7, so there were more rays hitting the base from 90 degrees than from 45 degrees.  In this way, the Hegelian prepared to construct a conversation about worshippers from knowledge about God by calculating the ratio of the number of rays hitting a plane from a light from 45 degrees to 90 degrees. 

4.         The autist prepared to use his special abilities to accurately predict the rain.  He did this by taking the balloon out of the bag.  First, he placed the balloon in the bag.  Second, he took it out at the launch site.  Third, he launched it at the launch site.  In this way, the autist prepared to use his special abilities to make accurately predict the rain by taking the balloon out of the bag.  In this way, the autist prepared to use his special abilities to accurately predict the rain, by taking the balloon out of the bag.

5.         The autist prepared to interest himself in the natural sciences by observing the philosopher and his student.  He did this by compressing a marshmallow by biting it.  First, he placed the marshmallow in his mouth.  Second, he lifted his tongue until the top of the marshmallow touched the top of his mouth.  Third, he compressed the marshmallow by lifting his tongue slightly.  In this way, the autist prepared to interest himself in the natural sciences by observing the philosopher and his student by compressing a marshmallow by biting it.

6.         The autist prepared to perform a complex calculation by examining model calculations.  He did this by sitting on the seat.  First, he chose a seat.  Second, he stood in front of it.  Third, he sat on it.  In this way, the autist prepared to perform a complex calculation by examining model calculations by sitting on the seat.

7.         The autist prepared to perform calendar calculating by counting the number of years.  He did this by eating the biscuit.  First, he ate the piece with the first chocolate chip.  Second, he ate the piece with the red lolly.  Third, he ate the piece with the blue lolly.  In this way, the autist prepared to perform calendar calculating by counting the number of years by eating the biscuit.

8.         The autist prepared to demonstrate exceptional rote memory by using a mnemonic system.  He did this by eating a lolly.  First, he opened the bag.  Second, he took out the lolly.  Third, he ate the lolly.  In this way, the autist prepared to demonstrate exceptional rote memory by using a mnemonic system by eating a lolly.

9.         The autist prepared to demonstrate his intellect that was above average, by completing the IQ test.  He did this by eating the minestrone soup.  First, he wrote an idea from politics for a point of a pasta star.  Second, he repeated this for each point.  Third, he stopped when there were no more pointe left.  In this way, the autist prepared to demonstrate his intellect that was above average by completing the IQ test by eating the minestrone soup.

10.       The autist prepared to explain that his father occupied a high position by drawing a chart.  He did this by breaking the wafer.  First, he measured the width of it.  Second, he divided this by two.  Third, he broke it in half at this point.  In this way, the autist prepared to explain that his father occupied a high position by drawing a chart by breaking the wafer.

11.       The autist prepared to explain that he had several generations of ancestors of intellectuals, by labeling point on a line.  He did this by placing the octahedrons on the tray.  First, he drew the unfolded octahedron on the paper.  Second, he cut it out.  Third, he folded it into a three-dimensional octahedron.  In this way, the autist prepared to explain that he had several generations of ancestors of intellectuals, by labeling point on a line by placing the octahedrons on the tray.

12.       The autist prepared to demonstrate that his work performance provided some social integration by encountering a burst of A-grade thoughts because of thinking of a particular thought in the conversation.  He did this by pushing the woven thread down.  First, he crossed over the threads.  Then, he pushed the thread down.  Finally, he had an A given to him.  In this way, the autist prepared to demonstrate that his work performance provided some social integration by encountering an A because of thinking of a particular thought in the conversation by pushing the woven thread down.

13.       The autist prepared to demonstrate that his work performance was excellent by writing down why he loved people.  He did this by lapping the water.  First, he placed his mouth over the edge of the cup.  Second, he drank some of the water.  Third, he lifted his head.  In this way, the autist prepared to demonstrate that his work performance was excellent by writing down why he loved people by lapping the water.

14.       The autist prepared to become faculty member in the department of Astronomy by finding a reason for an objection to an error in high quality work by querying what the first action that was supposed to have a reaction was, because there was no other thing to react to it.  He did this by placing the mortar object (representing the reason for the objection) on the brick.  First, he placed the first brick down.  Second, he placed mortar on the first brick.  Third, he placed the second brick on the mortar.  In this way, the autist prepared to become faculty member in the department of Astronomy by finding a reason for an objection to an error in high quality work by querying what the first action that was supposed to have a reaction was, because there was no other thing to react to it by placing the mortar object (representing the reason for the objection) on the brick.

15.       The Asperger patient prepared to demonstrate his prodigious memory by associating parts to memorise with parts of big parts he walked past.  He did this by shaking his hand in the air.  First, he clenched his fist.  Second, he raised it in the air.  Third, he shook it.  In this way, the Asperger patient prepared to demonstrate his prodigious memory by associating parts to memorise with parts of big parts he walked past by shaking his hand in the air.

16.       The Asperger patient prepared to demonstrate her extraordinary preoccupation by studying with many short breaks.  She did this by stabbing a sausage.  First, she measured the distance one-fifth along the length of the sausage.  Second, she positioned the fork above this position.  Third, she stabbed the sausage at this position.  In this way, the Asperger patient prepared to demonstrate her extraordinary preoccupation by studying with many short breaks, by stabbing a sausage.

17.       The Asperger patient prepared to demonstrate his mastery of sports statistics by remembering the match with the top score.  He did this by driving someone up to the door in a tricycle.  First, he started at the edge of the courtyard.  Second, he drove through the courtyard.  Third, he stopped at the door.  In this way, the Asperger patient prepared to demonstrate his mastery of sports statistics by remembering the match with the top score by driving someone up to the door in a tricycle.

18.       The Asperger patient prepared to demonstrate his superb knowledge of history trivia.  He did this by testing whether he was a man or a woman.  First, he took off his shirt.  If he was not wearing a bra, then he decided he was a man.  Alternately, if he, or she in fact, was wearing a bra, then she decided she was a woman.  In this way, the Asperger patient prepared to demonstrate his superb knowledge of history trivia by testing whether he was a man or a woman.

19.       The Asperger patient prepared to test his expansive conversation by researching one detail from each of the X-Y-Z/verb-touching, human-judgment-of-subject/human-judgment-of-object, room/part-of-room/direction-in-room/time-to-prepare/time-to-do/time-to-finish criteria.  He did this by cooking three hundred and sixty degrees of the cabaña.  First, he put the cabaña in the fire.  Second, he rotated it.  Third, he waited 15 minutes until the cabaña was cooked.  In this way, the Asperger patient prepared to test his expansive conversation by researching one detail from each of the X-Y-Z/verb-touching, human-judgment-of-subject/human-judgment-of-object, room/part-of-room/direction-in-room/time-to-prepare/time-to-do/time-to-finish criteria by cooking three hundred and sixty degrees of the cabaña.

20.       The Asperger patient prepared to appear seemingly scholarly by doffing a wig and gown.  He did this by pulling the model bird.  First, he suspended the model from the Japanese light.  Second, he held its string.  Third, he pulled it.  In this way the Asperger patient prepared to appear seemingly scholarly by doffing a wig and gown by pulling the model bird.

21.       The Asperger patient prepared to put forth conversation so liberally, by talking about and then judging an idea.  He did this by lifting himself up onto a ledge.  First, he found a ledge.  Second, he hoisted himself onto it.  Third, he stood on the ledge looking around.  In this way, the Asperger patient prepared to put forth conversation so liberally, by talking about and then judging an idea by lifting himself up onto a ledge.

22.      

wall

7          Room

1.         The polytechnic designer prepared to plan for no walls between rooms in the polytechnic.  He did this by eating from the flat bowl.  First, he touched the left side of the pea.  Second, he touched the right side of the pea with another finger on his hand.  Third, he moved the pea to the left.  In this way, the polytechnic designer prepared to plan for no walls between rooms in the polytechnic by eating from the flat bowl.

2.         The airlifter prepared to count the number of rescued crew.  He did this by writing ‘A’ with the chalk.  First, he lifted his hand to the line.  Second, he applied the chalk to the blackboard.  Third, he wrote the letter ‘A’.  In this way, the airlifter prepared to count the number of rescued crew by writing ‘A’ with the chalk.

3.         The airlifter prepared to test that all of the rescued crewmember’s articles of clothing were securely worn.  He did this by eating the slice of cake.  First, he ate the strawberry.  Second, he ate the cake topping.  Third, he ate the main part of the slice of cake.  In this way, the airlifter prepared to test that all of the rescued crewmember’s articles of clothing were securely worn by eating the slice of cake.

4.         The rocket artist prepared to draw the regions of the rocket.  He did this by cutting out the letter.  First, he opened the scissors at the edge of the paper.  Second, he cut along the lines of the outside of the letter.  Third, he folded the paper in half, made a cut in in the hole of the letter, and cut out the hole.  In this way, the rocket artist prepared to draw the regions of the rocket by cutting out the letter.

5.         The pilot prepared to test the system was working.  He did this by lighting the candle.  First, he made sure the candle was upright.  Second, he lit the candle.  Third, he made sure the flame stayed alight.  In this way, the pilot prepared to test the system was working by lighting the candle.

6.         The helicopter pilot prepared to remove the lavender from the heliport.  She did this by burning the aromatherapy oil.  First, she squeezed oil from eucalyptus leaves into water.  Second, she rubbed two sticks together to produce a fire.  Third, she evaporated the liquid to produce an aroma.  In this way, the helicopter pilot prepared to remove the lavender from the heliport by burning the aromatherapy oil.

7.         The helicopter pilot prepared to take off and land.  He did this by heating the vegan sausage.  First, he placed it in a pan.  Second, he lit a fire.  Third, he heated the sausage in the pan over the fire.  In this way, the helicopter pilot prepared to take off and land by heating the vegan sausage.

8.         The body artist prepared to mimic a sapling.  He did this by painting himself green with body paint.  First, he uncapped the body paint.  Second, he applied the body paint to a brush.  Third, he applied the brush to his body.  In this way, the body artist prepared to mimic a sapling by painting himself green with body paint.

9.         The swimmer prepared to kick the water with his feet.  He did this by feeling his heartbeat.  First, he undid his shirt.  Second, he placed his hand on his heart.  Third, he felt it beat once.  In this way, the swimmer prepared to kick the water with his feet by feeling his heartbeat.

10.       The artist prepared to dabble with the paints.  He did this by adding milk to the cake mixture.  First, he opened the carton of milk.  Second, he placed it over the mixture.  Third, he poured it onto the mixture.  In this way, the artist prepared to dabble with the paints by adding milk to the cake mixture.

11.       The millinery consultant prepared to manufacture the hat.  He did this by writing an emoticon.  First, he wrote a colon (“:”) representing a man’s eyes.  Second, he wrote a hyphen (“-”) representing his nose.  Third he wrote a right parenthesis (“)”) representing his mouth.  In this way, the millinery consultant prepared to manufacture the hat by writing an emoticon.

12.       The Lord prepared to appear based on objects.  He did this by eating the candy cane.  First, he licked the crook.  Second, he ate the stick.  Third, he digested the base.  In this way, the Lord prepared to appear based on objects by eating the candy cane.

13.       The doctor prepared to eat the meal with a knife and fork.  He did this by eating the soufflé.  First, he licked the sweet top.  Second, he lifted the spoon.  Second, he made an incision in the soufflé.  In this way, the doctor prepared to eat the meal with a knife and fork by eating the soufflé.

14.       The astronaut prepared to ride to the launch pad in the shuttle bus.  He did this by eating the ship lolly.  First, he held the lolly with one hand.  Second, he unwrapped the lolly.  Third, he ate the lolly.  In this way, the astronauts prepared to ride to the launch pad in the shuttle bus by eating the ship lolly.

15.       The astronaut prepared to travel through the space dock.  She did this by eating the sphere space station jube.  First, she placed it in front of her.  Second, she melted it on her tongue.  Third, she swallowed it.  In this way, the astronaut prepared to travel through the space dock by eating the spherical space station jube.

16.       The central nervous system specialist tested that the program worked.  He did this by opening the deck chair.  First, he placed the bottom of the back of it on the ground.  Second, he held the folded seat with one of his hands.  Third, he unfolded the seat, so that all four legs were touching the ground.  In this way, the central nervous system specialist tested that the program worked by opening the deck chair.

17.       The heart specialist constructed a heart beat triangle.  He did this by licking the triangular lollipop.  First, he licked the lollipop.  Second, he tasted the guava lollipop.  Third, he bit it.  In this way, heart specialist constructed a heart beat triangle by licking the triangular lollipop.

18.       The physiologist read the answer in the book.  He did this by eating the spinach.  First, he uncurled it.  Then, he pinned down all four corners of it.  Third, he cut a square from it and ate it.  In this way, the physiologist read the answer in the book by eating the spinach.

19.       The theologian scientifically tested whether God had a higher quality of life.  She did this by eating the seaweed.  First, she stood on the shore.  Second, she waded in to the sea.  Third, she collected and ate the seaweed.  In this way, the theologian scientifically tested whether God had a higher quality of life by eating the seaweed.

20.       The roboticist prepared to operate on Toby to be positive.  He did this by shredding the spinach.  First, he cut the spinach.  Second, he placed it in strips.  Third, he lined up the strips in a square.  In this way, the roboticist operated on Toby to be prepared to be positive by shredding the spinach.

21.       The astronaut prepared to live in a house.  He did this by eating the sesame seed.  First, he removed it from its packet.  Second, he pressed it onto his bottom lip.  Third, he chewed it.  In this way, the astronaut prepared to live in a house by eating the sesame seed.

22.       The geneticist prepared a plan for Earth Two.  He did this by oiling the carrot.  First, he oiled the pan.  Second, he placed the carrot in the pan.  Third, he removed the carrot.  In this way, the geneticist prepared a plan for Earth Two by oiling the carrot.

23.       The farmer prepared to hold a candle at its base.  He did this by eating the turnip.  First, he chopped off its head.  Second, he chopped off its stalk.  Third, he ate it.  In this way, the farmer prepared to hold a candle at its base by eating the turnip.

24.       The neuroscientist prepared to match the picture with the signal going to the brain.  He did this by rotating circular food server.  First, he held the circle in front of him.  Second, he rotated the circle 45 degrees clockwise.  Third, he noticed that the bowl of bean curd was in front of him.  In this way, the neuroscientist prepared to match the picture with the signal going to the brain by rotating circular food server.

25.       The neuroscientist prepared to copy the information in the brain cell.  He did this by drinking with the straw.  First, he placed the straw in the apple juice.  Second, he placed his lips around the straw.  Third, he drank the apple juice.  In this way, the neuroscientist prepared to copy the information in the brain cell by drinking with the straw.

26.       The neuroscientist prepared to download all the information directly relevant to a thought from the brain.  He did this by pouring the water down the sink.  First, he lifted the glass of water.  Second, he positioned it above the sink.  Third, he emptied it into the sink.  In this way, the neuroscientist prepared to download all the information directly relevant to a thought from the brain by pouring the water down the sink.

27.       The neuroscientist prepared to order the brain data in a string.  He did this by pressing a flower.  First, he placed the press on the table.  Second, he placed the paper in the press.  Third, he placed the flower in the press.  In this way, the neuroscientist prepared to order the brain data in a string by pressing a flower.

28.       The neuroscientist prepared to examine a conclusion structure in the brain.  He did this by jumping with his knees.  First, he bent his knees.  Second, he pushed off the ground.  Third, he lifted his feet into the air.  In this way, the neuroscientist prepared to examine a conclusion structure in the brain by jumping with his knees.

29.       The neuroscientist prepared to examine a reason structure in the brain.  He did this by making olive paste.  First, he placed a pitted olive on the chopping board.  Second, he cut the olive into squares.  Third, he mashed the olive with a pestle.  In this way, the neuroscientist prepared to examine a reason structure in the brain by making olive paste.

30.       The neuroscientist achieved the highest quality pinnacle in science.  He did this by photographing the setting from the mountain.  First, he walked from the subject to the mountain.  Second, he climbed the mountain.  Third, he photographed the subject from the mountain.  In this way, the neuroscientist achieved the highest quality pinnacle in science by photographing the setting from the mountain.

31.       The professor prepared to execute the brain program.  He did this by dismantling and measuring the components of the pinhole camera.  First, he took the top off the camera.  Second, he took out the paper.  Third, he measured the illustration on the paper.  In this way, the professor prepared to execute the brain program by dismantling and measuring the components of the pinhole camera.

32.       The neuroscientist identified colours of different anatomical regions of the brain, each with different functions.  She did this by tasting the lolly’s differently coloured parts.  First, she chose a lolly.  Second, she chose one of its parts.  Third, she tasted the part.  In this way, the neuroscientist identified colours of different anatomical regions of the brain, each with different functions, by tasting the lolly’s differently coloured parts.

8          Part of Room

1.         The blind girl’s teacher prepared to sit down.  He did this by lolling the rice paper cylinder with his tongue.  First, he touched the bottom of it with his tongue.  Second, he touched the top-left of it with his tongue.  Third, he touched the top-right of it with his tongue.  In this way, the blind girl’s teacher prepared to sit down by lolling the rice paper cylinder.

2.         The disabilities teacher prepared to wish good luck to all of his students.  He did this by squirting the gourd.  First, he lifted the gourd to his mouth.  Second, he squeezed the gourd.  Third, he squirted the gourd into his mouth.  In this way, the disabilities teacher prepared to wish good luck to all of his students by squirting the gourd.

3.         The disabilities teacher student prepared to ask for each assessment criterion. He did this by washing each part of his face.  First, he washed his eyes.  Second, he washed his nose.  Third, he washed his mouth.  In this way, the disabilities teacher student prepared to ask for each assessment criterion by washing each part of his face.

4.         The disabilities teacher student prepared to make a 3D model of an adjective describing a competency.  He did this by washing the inside of the cylinder.  First, he washed the inside of the base.  Second, he washed the inside of the side.  Third, he washed the inside of the top.  In this way, the disabilities teacher student prepared to make a 3D model of an adjective describing a competency by washing the inside of the cylinder.

5.         The disabilities teacher student prepared to help the self-preservation of a student.  He did this by licking the ice-cream.  First, he held the ice-cream by the cone.  Second, he licked the ice-cream.  Third, he licked the ice-cream until he had finished licking it.  In this way, the disabilities teacher student prepared to help the self-preservation of a student by licking the ice-cream.

6.         The disabilities teacher student prepared to assess a “done-up” assignment (with a short story containing 64 departmental perspectives about it) and a “seen-as” version of “A” quality written by the student.  He did this by placing the bird model in the hole.  First, he lifted the bird model up.  Second, he walked to the hole.  Third, he placed it in the hole.  In this way, the disabilities teacher student prepared to assess a “done-up” assignment and a “seen-as” version of “A” quality written by the student by placing the bird model in the hole.

7.         The disabilities teacher student tested that the gifted student had thought of five breasonings per idea (ideas with objects measured in the x, y and z dimensions, that a professor would think of as being like cleaning a test tube).  He did this by bringing the bird model through the air to his desk.  First, he lifted the bird model above his shoulder.  Second, he walked to his desk.  Third, he placed it on his desk.  In this way, the disabilities teacher student tested that the gifted student had thought of five breasonings per idea by bringing the bird model through the air to his desk.

8.         The computational Hegelist programmed an example about intersubjectivity.  He did this by pretending to fly home, like a bird.  First, he stood up from his seat.  Second, he raised and lowered his arms repeatedly, like a bird flying.  Third, he walked forwards.  In this way, the computational Hegelist programmed an example about intersubjectivity by pretending to fly home, like a bird.

9.         The philosopher comparing normativity (judgments) with Hegel (intersubjectivity) wrote down the competencies of each subject.  He did this by sewing the sheet over itself by 0.01 m.  First, he threaded thread through the needle.  Second, he positioned the needle at one end of the sheet.  Third, he sewed the sheet over itself.  In this way, the philosopher comparing normativity with Hegel wrote down the competencies of each subject by sewing the sheet over itself.

10.       The Computational Shueist (giving acts and prevention of omissions equal importance) gave both subsistence (acting) rights and security (prevention omissions) rights necessity scores of 10/10.  He did this by mixing the apple and cream to put in the pie.  First, he put apple in a bowl.  Second, he put cream in a bowl.  Third, he mixed the apple and cream together.  In this way, the Computational Shueist gave both subsistence (acting) rights and security (preventing omissions) rights necessity scores of 10/10 by mixing the apple and cream to put in the pie.

11.       The philosopher comparing normativity (judgments) with Shue (stating the distinction of acts and prevention of omissions is a mixture) tested that all the subjects’ duties (acts) and rights (prevention of omissions) were the same.  He did this by separating the lettuce and tomato using a knife and spoon.  First, he placed the lettuce and tomato on the plate.  Second, he moved the lettuce to the left with the knife.  Third, he moved the tomato to the right with the spoon.  In this way, the philosopher comparing normativity (judgments) with Shue (stating the distinction of acts and prevention of omissions is a mixture) tested that all the subjects’ duties (acts) and rights (prevention of omissions) were the same by separating the lettuce and tomato using a knife and spoon.

12.       The religious university union club speaker linked a student into a subject by thinking of an “A” (using the ideas from 6. and 7. above) about him.  He did this by recognizing whose bedroom it was.  First, he matched the sheet colour with that of his friend.  Second, he matched the blanket cover colour with that of his friend.  Third, he matched the wall colour with that of his friend.  In this way, the religious university union club speaker linked a student into a subject by thinking of an “A” about him by recognizing whose bedroom it was.

13.       The independent school student chose the best passages to write on.  He did this by maintaining good posture to retain his heart health.  First, he detected which way was up using his vestibular system.  Second, he stood up.  Third, he stood up straight.  In this way, the independent school student chose the best passages to write on by maintaining good posture to retain his heart health.

14.       The school student chose the sentences containing the key term from the question.  She did this by reading the book of timetables.  First, she selected the correct timetable from the book.  Second, she selected the correct day from the timetable.  Third, she selected the correct stop for the day from the timetable.  In this way, the school student chose the sentences containing the key term from the question by reading the book of timetables.

9          Direction

1. The fairy godmother prepared to find the present.  She did this by testing whether she could see her friend.  FIrst, she tested whether the current person had a moustache, like her friend.  She also tested whether the current person had a hat, like her friend.  She finally tested whether the person also had brown eyes, like her friend.  In this way, the fairy godmother prepared to find the present by testing whether she could see her friend.

2. The salesman prepared to give a spiel.  He did this by cleaning his mouth before talking.  First, he found the detritus in his mouth.  Second, he lifted it up.  Third, he took it out of his mouth.  In this way, the salesman prepared to give a spiel by cleaning his mouth before talking.

3. The oarsman prepared to row the boat.  He did this by shaving his beard.  First, he clippered the left side of his beard.  Second, he clippered the right side of his beard.  Third, he clippered the middle of the beard.  In this way, the oarsman prepared to row the boat by shaving his beard.

4. The parent prepared to sit the baby upright.  He did this by placing the pancake box on its base.  First, he rotated the box until he found a side with lettering.  Next, he rotated the box until the lettering was legible.  Finally, he placed the box on the table with the writing facing forward.  In this way, the parent prepared to sit the baby upright by placing the pancake box on its base. 

5. The wine maker prepared to taste the wine.  He did this by smelling the rose.  First, he positioned his nostrils above the rose.  Next, he inhaled through his nose with a short, sharp sniff.  Finally, he smelled the scent with his olfactory sense.  In this way, the wine maker prepared to taste the wine by smelling the rose.

6. The stage manager prepared to hoist the singer.  He did this by closing the box.  First, he found the lid.  Next, he found the tab attached to the lid.  Finally, he inserted the tab into the box.  In this way, the stage manager prepared to hoist the singer by closing the box.

7. The director prepared to count how many actors the light was shining on.  He did this by counting the blades of grass.  First, he tested for the grass root.  Second, he tested the blade of grass was at least 0.03 metres tall.  Third, he repeated this process until he had counted all the blades of grass.  In this way, the director prepared to count how many actors the light was shining on by counting the blades of grass.

8. The ice cream parlour owner prepared to eat the ice cream.  She did this by facing the wardrobe.  First, she tested that the wardrobe had doors.  Second, she tested that it had the depth of a wardrobe.  Third, she tested that it had the height of a wardrobe.  In this way, the ice cream parlour owner prepared to eat the ice cream by facing the wardrobe.

9. The muesli bar manufacturer wrapped the muesli bar in plastic.  He did this by wrapping the ribbon around the tennis racket handle.  First, he placed the ribbon perpendicular to the handle.  Second, he held it against the handle.  Third, he wrapped it around the handle.  In this way, the muesli bar manufacturer wrapped the muesli bar in plastic by wrapping the ribbon around the tennis racket handle.

10. The ice cream parlour customer licked the ice cream.  He did this by hosing himself.  First, he pointed the hose at the ground.  Second, he turned the water on.  Third, he wiggled the water all over his body, from his head down.  In this way, the ice cream parlour customer licked the ice cream by hosing himself.

11. The cabbage grower prepared space to grow the cabbage.  He did this by swinging the pendulum.  First, he placed his hand over a point.  Then, he moved his hand forward quickly over a small distance.  Finally, he moved the ball of the pendulum over a point in front of the other point.  In this way, the cabbage grower prepared space to grow the cabbage by swinging the pendulum.

12. The old man prepared to dig a flower bed.  He did this by eating meringue with a cube-ended spoon.  First, he held the spoon with its handle pointing up and the concavity of the spoon facing the side of the meringue.  Second, he moved the spoon, scooping a cubeful of meringue.  Third, he removed the spoon from the meringue.  In this way, the old man prepared to dig a flower bed by eating meringue with a cube-ended spoon.

13. The sailor prepared to stake the sea-grass friendly anchor.  She did this by applying the eyeshadow between her eye and eyebrow.  First, she applied powder to the brush.  Second, she placed the brush between her eye and eyebrow.  Third, she rubbed the brush between her eye and eyebrow.  In this way, the sailor prepared to stake the sea-grass friendly anchor by applying the eyeshadow between her eye and eyebrow. 

14. The biochemist prepared to find the key protein.  He did this by finding the needle in the haystack.  First, he tested whether a hay needle was a hay needle by observing that it didn't reflect light when a torch was shone on it.  Second, he tested whether a hay needle was a silver needle by observing that it reflected light when a torch was shone on it.  Third, he repeated the first step until the second step was done.  In this way, the biochemist prepared to find the key protein by finding the needle in the haystack.

15. The marine biologist put a strut in the whale's mouth.  He did this by finding the rim of a jar.  First, he found the jar in the pantry.  Second, he found the top of the jar.  Third, he traced the rim of the jar with a spoon.  In this way, the marine biologist put a strut in the whale's mouth by finding the rim.

16. The ninja prepared to jump off the sand dune.  He did this by lying on the lilo.  First, he lay on the lilo beside the pool.  Then, he launched the lilo on the pool.  Finally, he went to sleep on the lilo.  In this way, the ninja prepared to jump off the sand dune by lying on the lilo.

17. The observatory technician inspected both sides of the sky.  She did this by looking at the lily pad.  First, she sat on the lily pad.  Second, she looked at the left side of the lily pad.  Third, she inspected the right side of the lily pad.  In this way, the observatory technician inspected both sides of the sky by looking at the lily pad.

18. Snow White prepared to eat the apple.  She did this by swimming between the lily pads.  First, she placed his head above the water.  Second, she swam to the right of the left lily pad and the left of the right lily pad.  Third, she climbed out of the pond when she reached the other side.  In this way, Snow White prepared to eat the apple by swimming between the lily pads.

19. The window manufacturer moved the track ball bearings into place.  He did this by parking the tricycle.  First, he stopped pedalling when he reached the end of the path.  Second, he stood up next to the tricycle.  Third, he rolled the tricycle off the path.  In this way, the window manufacturer moved the track ball bearings into place by parking the tricycle.

20. The actor playing Goldilocks prepared to hold the spoon for the porridge.  She did this by holding the sheet of paper.  First, she picked up the paper.  Next, she held it up to read it.  Finally, she placed it on the table.  In this way, the actor playing Goldilocks prepared to hold the spoon for the porridge by holding the sheet of paper.

21. The construction site manager turned the door handle.  He did this by licking around the ice cream.  First, he licked the front of the ice cream.  Second, he licked to the front-left of the ice cream.  Third, he licked to the left of the ice cream.  In this way, the construction site manager turned the door handle by licking around the ice cream.

22. The swimmer squeezed the flotation device between her thighs.  She did this by squeezing the bottle.  First, she placed her right thumb on the left side of the bottle.  Second, she placed her right index finger on the right side of the bottle.  Third, she squeezed the bottle between her thumb and index finger.  In this way, the swimmer squeezed the flotation device between her thighs by squeezing the bottle.

23. The sign writer prepared to write letters out for a hearing impaired client.  He did this by stroking his hand.  First, he placed his right index finger on the left of his left palm.  Second, he moved it across his palm.  Third, he stopped when it reached the right of his palm.  In this way, the sign writer prepared to write letters out for a hearing impaired client by stroking his hand.

24. The cell biologist prepared to test that the cell cycle worked.  He did this by licking the rim of his glass.  First, he placed the tip of his tongue at the front of the rim.  Second, he moved his tongue around the rim.  Third, he stopped when he had completed licking the rim of the glass.  In this way, the cell biologist prepared to test that the cell cycle worked by licking the rim of his glass. 

25. The doctor prepared to eat the rice ball.  He did this by rotating his tongue.  First, he licked above his mouth.  Second, he lowered his tongue.  Third, he stopped when it was horizontal.  In this way, the doctor prepared to eat the rice ball by rotating his tongue.

26. The doctor prepared to inject the patient.  She did this by walking along the side of the curving canal.  First, she measured ten metres away from the edge of the canal, to point A.  Second, she measured ten metres away from the edge ten metres along the edge of the canal, to point B.  Third, she walked from point A to point B.  In this way, the doctor prepared to inject the patient by walking along the side of the curving canal.

27. The hairstylist prepared to give his client a haircut.  He did this by peeling the onion.  First, he cut from the top to the bottom down one side.  Second, he cut from the top to the bottom down the other side.  Thirdly, he peeled the skin from the onion.  In this way, the hairstylist prepared to give his client a haircut by peeling the onion.

28. The rower prepared to be on the lookout for his destination.  He did this by jumping onto the bed.  First, he stood on the bed.  Second, he jumped spread-eagled on the bed.  Third, he jumped back to a standing position.  In this way, the rower prepared to be on the lookout for his destination by jumping onto the bed. 

29. The pedestrian crossed the road between the traffic islands.  He did this by crossing over the creek.  First, he found where the left bank went closer to the centre of the creek.  Second, he found where the right bank went closer to the centre of the creek.  Third, he jumped where the two sides of the creek converged.  In this way, the pedestrian crossed the road between the traffic islands by crossing over the creek.

30. The mountaineer prepared to build the antenna on top of the mountain.  He did this by listening through the keyhole.  First, he waited until the people had entered the room.  Second, he pressed his ear hole against the keyhole.  Third, he entered the room when the amplitude of sound was zero.  In this way, the mountaineer prepared to build the antenna on top of the mountain by listening through the keyhole.

31. The doctor looked at the spot using a magnifying glass.  He did this by looking through the peephole.  First, he faced the peephole.  Second, he pointed his eye through the peephole.  Third, he looked at the object through the peephole.  In this way, the doctor looked at the spot using a magnifying glass by looking through the peephole.

32. The clothing manufacturer tested that the clothing was not twisted when it was sewn up.  He did this by winding wool around his hand.  First, he tested that the first part of the wool wasn’t twisted.  Second, he wound it around his hand without twisting it.  Third, he continued to wind it around his hand until its end.  In this way, the clothing manufacturer tested that the clothing was not twisted when it was sewn up by winding wool around his hand.

10       Time to Prepare

1.         The cancer researcher prepared to discover the cure for cancer.  He did this by unzipping the purse.  First, he observed that it was empty.  Second, he observed that it was half-full.  Third, he unzipped it when it was full.  In this way, the cancer scientist prepared to work out when the cell would die by apoptosis by unzipping the purse.

2.         The AIDS researcher prepared to discover the cure for AIDS.  He did this by wrapping the carrot in cellophane.  First, he held the carrot upright with one hand.  Second, he placed the cellophane against the carrot with his other hand.  Third, he wrapped the carrot in cellophane.  In this way, the AIDS scientist prepared to work out how a patient should prevent AIDS by wrapping the carrot in cellophane.

3.         The influenza researcher prepared to discover the cure for influenza.  He did this by crawling into a room through a hole.  First, he bent down next to the hole.  Second, he crawled through the hole.  Third, he entered the room.  In this way, the influenza researcher prepared to discover the cure for influenza by crawling into a room through a hole.

4.         The church priest prepared to swallow the leftover wine.  He did this by licking the liquid from the spoon.  First, placed his mouth over the liquid at the tip of the spoon.  Second, he drank the liquid with suction.  Third, he continued to do this until there was no liquid left over.  In this way, the church priest prepared to swallow the leftover wine by licking the liquid from the spoon.

5.         The biochemist prepared to investigate the way the proteins worked in a line with two parts going well together.  He did this by oscillating the cloth left and right.  First, he placed his hand on the cloth.  Second, he moved the cloth to the right.  Third, he removed his hand from the cloth.  In this way, the biochemist prepared to investigate the way the proteins worked in a line with two parts going well together by oscillating the cloth left and right.

6.         The earth scientist prepared to study how the earth was formed.  He did this by rotating the tip of his tongue.  First, he lifted the tip of his tongue up.  Second, he lowered it slightly.  Third, he lowered it to the bottom.  In this way, the earth scientist prepared to study how rotating the tip of his tongue formed the earth.

7.         The mechanic prepared to lift the cloth from the car.  He did this by lifting the aluminum can.  First, he chose the can with the red flower printed on it.  Second, he opened it.  Third, he lifted it up vertically.  In this way, the mechanic prepared to lift the cloth from the car by lifting the aluminum can.

8.         The pilot prepared to eat a butterscotch tablet.  He did this by nudging the snake lolly to his left set of molars.  First, he placed the snake on his tongue.  Second, he moved it to his left molars.  Third, he closed his teeth over the snake.  In this way, the pilot prepared to eat a butterscotch tablet by nudging the snake lolly to his left set of molars.

9.         The doctor prepared a glass by wiping it.  He did this by eating the rice paper roll.  First, he unwrapped it.  Second, he bit a rice grain from one end.  Third, he chewed and swallowed the rice grain.  In this way, the doctor prepared a glass by wiping it by eating the rice paper roll.

10.       The farmer prepared to count the number of trout swimming through a plane per second.  He did this by calculating the tadpole distribution.  First, he measured the line’s length.  Second, he counted the tadpoles above the line.  Third, he calculated the tadpole distribution by dividing the number of tadpoles by the line’s length.  In this way, the farmer prepared to count the number of trout swimming through a plane per second by calculating the tadpole distribution.

11.       The teacher prepared to represent being interested in a lesson by “dotting it on”.  He did this by climbing the rope ladder.  First, he found the correct ladder.  Second, he tested that the ladder was about to start.  Third, he climbed the ladder with his arms and legs.  In this way, the teacher prepared to represent being interested in a lesson by “dotting it on” by climbing the rope ladder.

12.       The pianist prepared to examine a biological noumenon.  He did this by writing evidence for his positive thoughts.  First, he observed an object.  Second, he thought of another object that he had experienced the first object as having causal implications on the first one.  Third, he wrote the name of the second object.  In this way, the pianist prepared to examine a biological noumenon by writing evidence for his positive thoughts.

13.       The swimmer prepared to swim a lap in the pool.  He did this by practising rowing in the rowing boat.  First, he held the oar with both hands.  Second, he moved the oar backwards, towards him.  Third, he moved the oar handle upwards.  In this way, the swimmer prepared to swim a lap in the pool by practising rowing in the rowing boat. 

14.       The psychiatrist prepared to lift the child model on to the step.  She did this by placing the crane model on the ground.  First, she lowered the hook.  Second, she sat the child model on the hook.  Third, she lifted the child up.  In this way, the psychiatrist prepared to lift the child model on to the step by placing the crane model on the ground.

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15.       The Cosmologist prepared to connect the idea to the road symbol.  He did this by painting the road symbol on the road.  First, he placed the template on the road.  Second, he sprayed through the holes in the template.  Third, he lifted the template from the ground.  In this way, the Cosmologist prepared to connect the idea to the road symbol by painting the road symbol on the road.

16.       The pop musician prepared to walk to the meditation centre.  He did this by recognising himself in the mirror.  First, he stood in front of the mirror.  Second, he looked at himself.  Third, he tested that the image’s features matched his own.  In this way, the pop musician prepared to walk to the meditation centre by recognising himself in the mirror.

17.       The neuroscientist prepared to test that he could read the brain’s thoughts.  He did this by testing that the glass was clean.  First, he looked at the glass.  Second, he placed the cloth on the glass.  Third, he polished the glass.  In this way, the neuroscientist prepared to test that he could read the brain’s thoughts by testing that the glass was clean.

18.       The neuroscientist prepared to read the letter in the brain.  He did this by licking the letter’s shape.  First, he licked the ‘A’’s left side.  Second, he licked the ‘A’’s right side.  Third, he licked its cross bar.  In this way, the neuroscientist prepared to read the letter in the brain by licking the letter’s shape.

19.       The neuroscientist prepared to greedson out the thought, in other words, packed it to be moved.  He did this by tying the sack up.  First, he placed the contents on the ground.  Second, he placed it in the sack.  Third, he tied up the sack.  In this way, the neuroscientist prepared to greedson out the thought, in other words, packed it to be moved by tying the sack up.

20.       The neuroscientist prepared to test that the start of the thought was highlighted.  He did this by testing whether his top half was warm.  First, he calculated the average skin temperature of his top half.  Second, he found which temperature range it was in.  For example, the temperature was warm because it was between 15 at 25 degrees centigrade.  In this way, the neuroscientist prepared to test that the start of the thought was highlighted by testing whether his top half was warm.

21.       The neuroscientist prepared to show the visitors around thoughts like a particular thought.  He did this by selecting the warm jumper.  First, he tried on the thin jumper.  Second, he tried on the thick jumper.  Third, he selected the medium-thickness jumper.  In this way, the neuroscientist prepared to show the visitors around thoughts like a particular thought by selecting the warm jumper.

22.       The neuroscientist prepared to test that his conclusion was perfectly expressed.  He did this by wearing the jumper uniformly.  First, he pulled it down his arms.  Second, he pulled it down his front.  Third, he pulled it down his back.  In this way, the neuroscientist prepared to test that his conclusion was perfectly expressed by wearing the jumper uniformly.

23.       The neuroscientist prepared to store the memo in a cold place in the house.  He did this by lying in a cool place.  First, he measured the temperature beside his pool.  Second, he measured the temperature in his bedroom.  Third, he went to bed in the bedroom because it was cooler there.  In this way, the neuroscientist prepared to store the memo in a cold place in the house by lying in a cool place.

24.       The neuroscientist prepared to measure the number of serotonin molecules (or whether he felt like he was at home).  He did this by sewing two layers of pillows together to make a bed.  First, he sewed together 8 pillows together lengthways to form the bottom layer.  Second, he sewed together 8 pillows together lengthways to form the top layer.  Third, he placed the top layer above the bottom layer, so that the pillows in the top layer covered those in the bottom layer.  In this way, the neuroscientist prepared to measure the number of serotonin molecules by sewing two layers of pillows together to make a bed.

25.       The neuroscientist prepared to measure the student’s achievement level over time in a mathematics test.  He did this by lying diagonally across the bed.  First, he lay across the x axis of the bed.  Second, he placed a marker at the x and y co-ordinates where the book was.  Third, he lied diagonally across the bed, touching the marker.  In this way, the neuroscientist prepared to measure the student’s achievement level over time in a mathematics test by lying diagonally across the bed.

26.       The cake maker prepared to ice the cake.  He did this by creaming the pie.  First, he removed the cream’s lid.  Second, he inserted a spoon in the cream.  Third, he placed a dollop on the pie.   In this way, the cake maker prepared to ice the cake by creaming the pie.

27.       The bottler prepared to put a cork in the bottle.  He did this by closing the refrigerator door.  First, he pushed the door with his hand.  Second, he lifted the latch.  Third, he closed the door.  In this way, the bottler prepared to put a cork in the bottle by closing the refrigerator door.

28.       The neuroscientist closed the book about the brain.  She did this by closing the birdcage door.  First, he put the bird in the cage.  Second, he closed the door.  Third, he put the towel over the cage.  In this way, the neuroscientist closed the book about the brain by closing the birdcage door.

11       Time to Do

1.         The cell biologist prepared to study apoptosis (programmed cell death).  He did this by licking the surface area of the ice cream model.  First, he constructed a cubic ice cream model from a paper cut-out.  Second, he stamped a lick mark on the bottom level.  Third, he stamped a lick mark on each square from the next level up, and so on, until the whole ice cream model had been covered.  In this way, the cell biologist prepared to study apoptosis (programmed cell death) by licking the surface area of the ice cream model.

2.         The butler prepared to polish the knife.  He did this by licking the length of the head of the spoon.  First, he started at the end of the head closer to the middle.  Second, he licked the head of the spoon.  Third, he finished licking at the end of the spoon.  In this way, the butler prepared to polish the knife by licking the length of the head of the spoon.

3.         The geneticist prepared to examine the limbs being developed one at a time.  He did this by stirring with the spoon.  First, he inserted the spoon into the pot.  Second, he moved the spoon from behind the biggest piece to behind the next biggest piece in the liquid.  Third, he stopped after stirring the biggest five pieces.  In this way, the geneticist prepared to examine the limbs being developed one at a time by stirring with the spoon.

4.         The physicist prepared to split the particle.  He did this by taping a pin to a spoon.  First, he put tape across a pin.  Second, he placed the pin with the tape on the spoon’s handle, with the pin pointing outwards.  Third, he fastened the tape to the spoon.  In this way, the physicist prepared to split the particle by taping a pin to a spoon.

5.         The director prepared to watch through the middle of the model molecule.  He did this by holding on to the tofu while he skewered it.  First, he held the tofu in place.  Second, he placed the skewer’s point in the centre of the top of the tofu.  Third, he pushed the skewer through the tofu.  In this way, the director prepared to watch through the middle of the model molecule by holding on to the tofu while he skewered it.

6.         The cowboy prepared to lasso the cow.  She did this by testing that the cube was empty.  First, she tested that the ball was placed in the cube.  Second, she tested that the ball was taken out of the cube.  Third, she tested that the cube had no other balls in it.  In this way, the cowboy prepared to lasso the cow by testing that the cube was empty.

7.         The biochemist prepared to write down the value.  He did this by opening out and measuring the volume of the lollipop.  First, he counted the number of units wide it was.  Then, he multiplied this by the number of units deep it was.  Then, he multiplied this by the number of units high it was.  In this way, the biochemist prepared to write down the value by opening out and measuring the volume of the lollipop.

8.         The philosopher prepared to write down reasons for an argument.  He did this by opening the umbrella.  First, he held the umbrella by its crook handle.  Second, he held the runner.  Third, he unfurled the umbrella.  In this way, the philosopher prepared to write down reasons for a conclusion by opening the umbrella.

9.         The philosopher prepared to write down objections to an argument.  He did this by repeatedly opening and closing the umbrella to act as a fan.  First, he held the umbrella to the side.  Second, he half-opened the umbrella quickly.  Third, he half-closed the umbrella quickly.  In this way, the philosopher prepared to write down objections to an argument by repeatedly opening and closing the umbrella to act as a fan.

10.       The biochemist prepared to test that the process was perfectly expressed.  He did this by multiplying the quantity by ten, and then measured it.  First, he read the original quantity.  Second, he multiplied this quantity by ten.  Third, he measured this quantity.  In this way, the biochemist prepared to test that the process was perfectly expressed by multiplying the quantity by ten, and then measured it.

11.       The scientist prepared to smile to the camera.  He did this by holding the nut between his teeth.  First, he held the nut next to his mouth.  Second, he placed it on the tip of his bottom teeth.  Third, he gently closed his top and bottom teeth, gripping the nut.  In this way, the scientist prepared to smile to the camera by holding the nut between his teeth.

12.       The scientist prepared to sign an autograph in a book.  He did this by licking the centre of the spoon.  First, he held the spoon up to his lips.  Then, he dipped his head.  Then, he licked the centre of the spoon.  In this way, the scientist prepared to sign an autograph in a book by licking the centre of the spoon.

13.       The scientist prepared to sign the stack of books.  She did this by licking the three spoons.  First, she licked the first spoon.  Second, she licked the second spoon.  Third, she licked the third spoon.  In this way, the scientist prepared to sign the stack of books by licking the three spoons.

14.       The scientist prepared to lick a small part, and then a large part of the lolly.  He did this by drawing a diagram of the apparatus.  First, he looked at the slide using the microscope slide.  Second, he wrote the bar scale on a sheet of paper.  Third, he drew the image he saw using the microscope on the paper.  In this way, the scientist prepared to lick a small part, and then a large part of the lolly by drawing a diagram of the apparatus.

15.       The biochemist prepared to lick the left and right sides of the lolly.  She did this by tracing the pathway through the biochemical system.  First, she looked at where the chemical started.  Second, she traced its progress on a space versus time graph.  Third, she recorded her observations of the chemical.  In this way, the biochemist prepared to lick the left and right sides of the lolly by tracing the pathway through the biochemical system.

16.       The biochemist prepared to prop up the pillow.  He did this by licking the spoon.  First, he placed the spoon in his mouth.  Second, he licked the bottom of the spoon.  Third, he licked the top of the spoon.  In this way, the biochemist prepared to prop up the pillow by licking the spoon.

17.       The biochemist prepared to hold up a model protein at assembly.  He did this by testing whether there was fruit on the other side of the store using a mirror.  First, he held a mirror in front of him.  Second, he looked at the other side of the store using the mirror.  Third, he observed whether there was fruit visible in the mirror.  In this way, the biochemist prepared to hold up a model molecule at assembly by testing whether there was fruit on the other side of the store using a mirror.

18.       The manager prepared to find a building of the right size.  He did this by examining the image using a magnifying glass.  First, he positioned the magnifying glass 0.05 m above the map.  Next, he moved it over the fine text.  Finally, he read the fine text.  In this way, the manager prepared to find a building of the right size by examining the image using a magnifying glass.

19.       The planetarium manager prepared to climb a ladder to maintain the planetarium.  He did this by inserting a star with a rod attached to it into a hole.  First, he placed the rod above the hole.  Second, he pushed it into the hole.  Third, he made sure it would not slide out.  In this way, the planetarium manager prepared to climb a ladder to maintain the planetarium by inserting a star with a rod attached to it into a hole.

20.       The actor prepared to make another actor famous.  He did this by placing the two lolly snakes in his mouth.  First, he placed the two lolly snakes side by side in his hand.  Second, he bit off part of both of them.  Third, he continued to eat them until there was nothing left.  In this way, the actor prepared to make another actor famous by placing the two lolly snakes in his mouth.

21.       The audience member waited to ask a question.  He did this by testing that the 3D shape was clear.  First, he walked along a row of hexagons on its base.  Second, he tested that there were no shapes above each hexagon.  Third, he tested that this was true for the rest of the rows.  In this way, the audience member waited to ask a question by testing that the 3D shape was clear.

22.       The scientist prepared to answer the unanswered questions one at a time.  She did this by testing whether there was anything to lick in range.  First, she opened her mouth.  Second, she moved her tongue up and curled it upwards.  Third, she moved her tongue down and curled it downwards.  In this way, the scientist prepared to answer the unanswered questions one at a time by testing whether there was anything to lick in range.

23.       The lecturer walked to work on time.  He did this by licking the central lollipop.  First, he counted the number of lollipops.  Second, he identified the (floor((n+1)/2))th lollipop, where floor(n) means n is rounded down to the nearest integer.  Third, he licked this lollipop.  In this way, the lecturer walked to work on time by licking the central lollipop.

* I pillowed freely.  I hate you.  I manured freely.  I hate you forever.  I hate you.  I hate you still. * Suppose I think of an object, that reminds one of a second object.  Then, suppose one thinks of the second object after thinking of the first object.  The first object reminds one of the second one because the second one looks like the first one. * The seated man is a bozo twine man *.  I want Frege I want you I want you forever

24.       The lecturer tested that she had been paid for the hours that she worked.  She did this by decompressing the sponge.  First, she soaked up water with it.  Second, she squeezed the water out of it.  Third, she let it decompress on the sink.  In this way, the lecturer tested that she had been paid for the hours that she worked by decompressing the sponge.

25.       The father prepared to teach his children to read.  He did this by cleaning both children’s teeth.  First, he brushed the first child’s teeth.  Second, he brushed the second child’s teeth.  Third, he prepared books for each of them to read in bed.  In this way, the father prepared to teach his children to read by cleaning both children’s teeth.

26.       The father prepared to kiss the baby good night.  He did this by making stairs.  First, he cut zig-zags in two beams of wood.  Second, he nailed them between the ground and first floor.  Third, she nailed steps to the horizontal and vertical edges of the zig-zags on the beams of wood.  In this way, the father prepared to kiss the baby good night by making stairs.

27.       The prospective parents planned to see a family planner.  He did this by tickling himself with a feather.  First, he took his shirt off.  Second, he found that his stomach was sensitive.  Third, he tickled it with the feather.  In this way, the prospective parents planned to see a family planner by tickling himself with a feather.

28.       The fun park visitor prepared to ride the helter skelter.  He did this by licking the chocolate from his finger.  First, he started from the base of his finger.  Second, he spiraled his tongue upwards, licking all the chocolate from his finger on the way.  Third, he stopped when he reached the top.  In this way, the fun park visitor prepared to ride the helter skelter by licking the chocolate from his finger.

29.       The biochemist prepared to calculate the circumference of the protein.  He did this by testing the belt fitted correctly.  First, he lined the zero on the ruler up with the belt buckle.  Second, he computed the correct hole in the belt.  Third, he measured the distance between the belt buckle and the hole.  In this way, the biochemist prepared to calculate the circumference of the protein by testing the belt fitted correctly.

30.       The animation artist prepared to copy the cell.  She did this by tasting the sugar spread on different parts of her tongue.  First, she touched the sourness-detecting part of her tongue with the spatula, with no result. Second, she touched the umami-detecting part of her tongue with the spatula, with no result. Thirdly, she touched the sweetness-detecting part of her tongue with the spatula, and tasted the sugar.  In this way, the animation artist prepared to copy the cell by tasting the sugar spread on different parts of her tongue.

31.       The biochemist prepared to explain a link.  He did this by tracing through the maze with his hand.  First, he traced a rope through the leftmost turns maze with a blindfold.  Second, he traced a rope through the leftmost turns, but with a right turn as far along as possible without visiting a visited square.  Third, he repeated step two until he finished the maze.  In this way, the biochemist prepared to explain a link by tracing through the maze with his hand.

32.       The biochemist prepared to test how the vesicles travelled along their path.  He did this by decoding the jam-available paths maze.  First, he tasted the jam type at a square.  Second, he decoded strawberry jam as meaning there was a path to the left, raspberry jam as meaning there was a path to the right, and blueberry jam as meaning there were paths to the left and right.  Third, he moved along the unvisited squares until reaching the goal.  In this way, the biochemist prepared to test how the vesicles travelled along their path by decoding the jam-available paths maze.

12       Time to Finish

1. The aerial surveyor prepared to go downstairs.  He did this by bringing his tongue out from behind his top teeth.  First, he placed his tongue behind his top teeth.  Second, he lowered his tongue.  Third, he pushed his tongue forwards.  In this way, the aerial surveyor prepared to go downstairs by bringing his tongue out from behind his top teeth.

2. The groundsman prepared to climb a ladder.  He did this by bringing his tongue out from behind his bottom teeth.  First, he licked the back of his bottom teeth.  Second, he raised his tongue.  Third, he slid his tongue forward.  In this way, he prepared to climb a ladder by bringing his tongue out from behind his bottom teeth.

3. The caterer prepared to lift trays of food.  He did this by placing a glass of water on one tray and a glass of orange juice on another.  First, he identified the orange juice as opaque orange fluid.  Second, he identified the water as transparent colourless fluid.  Third, he placed each of them on separate trays.  In this way, he prepared to lift trays of food by placing a glass of water on one tray and a glass of orange juice on another.

4. The sound engineer prepared to mix two sounds together.  She did this by mixing orange juice and water together.  First, she poured half a glass of water  Next, she poured half a glass of orange juice into the same glass.  Finally, she stirred the liquid in the glass.  In this way, she prepared to mix two sounds together by mixing orange juice and water together.

5. The sifter prepared to take the large seeds.  He did this by using a straw to drink the orange juice level in the orange juice and water mix.  First, he let the orange juice float to the top of the glass.  Second, he inserted the straw into the orange juice.  Third, he sucked the orange juice through the straw.  In this way, the sifter prepared to take the large seeds by using a straw to drink the orange juice level in the orange juice and water mix.

6. The security guard patrolled behind the premises.  He did this by licking behind the lollipop.  First, he placed his tongue to the front-left of the lollipop.  Second, he moved his tongue to the back-left of the lollipop.  Third, he bent his tongue behind the lollipop.  In this way, he patrolled behind the premises by licking behind the lollipop.

7. The workman prepared to dig the hole.  He did this by licking the inner edge of a slice of apple.  First, he placed his tongue so that it was touching both ends of the inner edge.  Second, he pushed his tongue towards the centre of the inner edge.  Third, he stopped pushing his tongue when it completely covered the inner edge.  In this way, the workman prepared to dig the hole by licking the inner edge of a slice of apple.

8. The soccer player intercepted the ball.  He did this by instructing one of eight players in a circle to block the ball when another player dribbled past each of them.  First, he randomly selected one of the eight players, the nth player, to block the ball.  Second, a player started dribbling the ball from player 0.  Third, player n blocked the ball at 10n seconds.  In this way, the soccer player intercepted the ball by instructing one of eight players in a circle to block the ball when another player dribbled past each of them.

9. The party caterer prepared to serve sushi.  He did this by filling his bottle from the tap.  First, he turned the tap on.  Next, he let the tap run.  Lastly, he turned the tap off when the bottle was full.  In this way, the party caterer prepared to serve sushi by filling his bottle from the tap.

10. The chef tested that the table was stable.  He did this by testing that he was equal first with the rope-pulled rabbit.  First, he found the time when his maximum y co-ordinate was equal to the finish line.  Second, he found the rabbit's y co-ordinate at this time.  In conclusion, he tested whether his and the rabbit's y co-ordinates were the same.  In this way, the chef tested that the table was stable by testing that he was equal first with the rope-pulled rabbit.

11. The banana grower prepared to dip the banana in red wax.  She did this by recognising the glass of red orange juice.  First, he recognized the square on the view from the front.  Second, he recognized the circle in the view from above.  Third, he tested that the square was red.  In this way, the banana grower prepared to dip the banana in red wax by recognising the glass of red orange juice.

12. The orthodontist measured tooth widths.  He did this by removing pips of different sizes from the orange juice squeezer.  First, he iterated along the line until he found the left edge of a pip.  Then, he iterated to the right edge of the pip, then removed it.  Lastly, he repeated the process until he had reached the end of the line.  In this way, the orthodontist measured tooth widths by removing pips of different sizes from the orange juice squeezer.

13. The farmer prepared to plough the furrow.  He did this by slicing vertically across the lettuce.  First, he made a vertical cut on the left side of the chorus.  Second, he placed a strip of paper with its left edge aligned with the cut and cut along it's right edge.  Third, he repeated the process until he had reached the right side of the lettuce.  In this way, the farmer prepared to plough the furrow by slicing vertically across the lettuce.

14. The archaeologist prepared to excavate the dig.  He did this by cross-slicing the cabbage.  First, he temporarily placed a paper square on the region he planned to cut.  Second, he removed the square and made vertical cuts parallel with the square's left edge.  Third, he made horizontal cuts parallel with the square's top edge.  In this way, the archaeologist prepared to excavate the dig by cross-slicing the cabbage.

15. The train cleaner prepared to hose the train.  He did this by hosing the top of his head.  First, he moved the shower head so that its x co-ordinate was equal to its initial position, plus the x co-ordinate of the centre of the person's head minus the x co-ordinate of the initial position of the centre of the shower head.  Second, he moved the shower head so that its y co-ordinate was equal to its initial position, plus the y co-ordinate of the centre of the person's head minus the y co-ordinate of the initial position of the centre of the shower head.  Third, he adjusted the shower head so that it was perpendicular to the walls.  In this way, the train cleaner prepared to hose the train by hosing the top of his head.

16. The chauffeur adjusted the wind screen wiper.  He did this by showering his face.  First, he placed the shower head vertically, touching his face.  Then he rotated it 45 degrees away from his face around the top of the shower head.  In conclusion, he sprayed his face with water and let the water drain down it.  In this way, the chauffeur adjusted the wind screen wiper by showering his face.

17. The philatelist prepared to detach the stamp.  He did this by matching the actor with the character.  First, he measured the character's hair length.  Second, he measured the actor's hair length.  Third, he tested that the actor's hair length was equal to the character's hair length.  In this way, the philatelist prepared to detach the stamp by matching the actor with the character.

18. The track driver prepared to return home.  She did this by moving her hand away from the glass.  First, she released her grip on the glass with her right hand.  Second, she moved her hand to the right.  Finally, she moved her hand back to in front of her.  In this way, the track driver prepared to return home by moving her hand away from the glass.

19. The tree feller prepared to trim the tree branches.  He did this by detecting n > 1 licks. First, he set the counter at 0.  Next, he added 1 to the counter when a vertical lick mark was counted.  Finally, he repeated this algorithm until there were no more lick marks.  In this way, the tree feller prepared to trim the tree branches by detecting n > 1 licks.

20. The train passenger prepared to eat the sandwich.  He did this by cutting two thirds of the bread stick segment off.  First, he measured the length of the bread stick segment with a ruler.  Second, he divided the length by three. Third, he multiplied this value by two.  In this way, the train passenger prepared to eat the sandwich by cutting two thirds of the bread stick segment off.