| Recordings | |
| Recordings from 30 As 1 Edit | |
| I meditated on the day I produced recordings. | |
| I confirmed training. | |
| Recordings relate to the rest of pedagogy. | |
| The delegator matched recordings (workloads) with different recordings. | |
| I endorsed the 5*50 As practicums. | |
| I can now be free. | |
| I noticed the other’s recordings. | |
| I produced the recording of the lecture. | |
| I flashed the recording. | |
| I observed sales looking up to recordings. | |
| I observed virality looking up to recordings. | |
| I was the main figure studied with help of mantra meditation breasoning helpers. | |
| I noticed pedagogy in primary school like acting. | |
| I noticed pedagogy in vocational education and training like acting. | |
| The people were responsible. | |
| Meditators returned to the mantra by itself to become pedagogy helpers. | |
| Practising the mantra for longer than 2 months increases fame. | |
| I defended the recording ability of you, myself and I. | |
| I wore the white gown. | |
| I worked on the breasoning in a group. | |
| God agreed to recordings from 30 As. | |
| I observed the person fall in love. | |
| The institution made recordings available for 30 As. | |
| I theatricised recordings. | |
| The presenter presented the being with the highest quality thoughts in the universe. | |
| I drew the line. | |
| The study meditation reality was maintained. | |
| Meditation expected mantra-only meditators to know the pedagogy time points and have studied education to be pedagogy helpers. | |
| 10-year olds started practising the mantra. | |
| Year 10 used recordings. | |
| Years 11 and 12 required 2*50 As per assignment. | |
| There was quality of poles. | |
| Disagreement (agreement) was discouraged (encouraged) in democracy. | |
| Ignorance is a death blow (intelligence gives life). | |
| The students were given recordings in return for 30 breasoned As. | |
| I used recordings in Honours. | |
| I used recordings in Masters by coursework. | |
| I used recordings in Masters by research. | |
| I used recordings in PhD. | |
| I breasoned out the essay’s sentence. | |
| I detailed out each sentence. | |
| I wrote the practicum of 30 As. | |
| The Queen helped me move past the pedagogy helper. | |
| God helped the student write the breasoning. | |
| Books of recordings are famous. | |
| Courses of recordings work. | |
| Recordings from 30 As made the student happy. | |
| There was a religious recording. | |
| The pedagogical is equivalent to the psychological. | |
| I wrote the expensive, interesting recording. | |
| I recorded the results of the doctor prescribing meditation. | |
| I said I was because of recordings giving me what I wanted in cosmology. | |
| I recognised the deadline of Aig recordings. | |
| Weekly-full time undergraduates’ assignments were encouraged to users. | |
| I cut off the recording. | |
| I wrote the essay format and structure using recordings. | |
| Recordings (pressing buttons) is better than breasonings (making babies). | |
| Socrates supported non-famous recordings. | |
| Meditation supported famous recordings. | |
| Public universities had the largest band width. | |
| Future Earth recorded lives. | |
| Thoughts compatible with cosmology were famous. | |
| The philosophers had famous lives. | |
| I found the animal a new home. | |
| The government took charge of the people. | |
| I plugged recordings into reality. | |
| I found perfect articulation. | |
| This is the machinery. This is the mass-production of our age. | |
| Neurorecordings are most likely to contain words in the topic when the topic is part of room. | |
| I appealed (accepted) the false (correct) grade. | |
| I identified the lieutenant. | |
| I saw your pencil. | |
| I saw your happy face. | |
| I heard the pop. | |
| I saw your tick. | |
| I saw the insect. | |
| I listened to your pop album. | |
| I identified your malaria (healthiness). | |
| I enjoyed the men’s company. | |
| I identified the homophobe (gay friendly) person. | |
| Recordings from 30 As 2 Edit | |
| I ate the sweets. | |
| I knew you dicotyledon. | |
| I experienced your happiness. | |
| I endorsed you. | |
| I shaped the robot’s body. | |
| I read on physiology. | |
| I read on anatomy. | |
| I shaped up the item on sale. | |
| I protected you. | |
| I made the robot hamstring. | |
| I examined cellophane. | |
| I saw your doodles. | |
| I saw Happynices (sic). | |
| I saw the person. | |
| I recorded my conversation. | |
| You gave input. You returned output. | |
| I wrote the term. | |
| I wrote my own exam on developed things. | |
| I examined the perfect conformations. | |
| I saw the white lady | |
| I identified the new person. | |
| I saw your neuse (sic). | |
| I recovered using the polyhedron. | |
| I saw the wilbercocks. | |
| I ate the wilbercocks. | |
| I saw the wilbercock. | |
| I moved on. | |
| I saw heapings. | |
| I enamoured myself. | |
| The void was vulgar (beautiful). | |
| I succt-pined (sic) you. | |
| I stroto-padded you. | |
| I verified that the answer had the same meaning. | |
| I compared with post-corporateness. | |
| There will be no water war. | |
| The quantum box looked like a square. | |
| The nut and bolt looked like diamonds. | |
| I noticed that the blanket made people feel good. | |
| I am happy with recordings. | |
| I proved that the minimum testing was done by testing against different combinations each with the same values in sets in databases. | |
| A single case of the above was used as answer to verify against a unique meaning. | |
| The same group’s elements should be used in the parts of the formula when it has the same meaning. | |
| This is a modal truth table. | |
| I saw the tilda seaweed in the void. | |
| I rolled the s. | |
| I meditated (was happy) when rolling the s. | |
| I rolled the s in fine arts. | |
| I meditated (was friendly) in fine arts. | |
| I said that recordings were new. | |
| Recordings didn’t (did) use chants. | |
| Recordings were the way out. | |
| I reduced breasonings to recordings by delegating them. | |
| Recordings were enlarged breasonings. | |
| The effects of implicit pedagogy (recordings) were similar to pedagogy. | |
| The body and recordings are both multitasking. | |
| Recordings are breasonings. | |
| Recordings fill in details in breasonings. | |
| Recordings complete arguments. | |
| Recordings replace faulty breasonings. | |
| Recordings support reasons and objections with ontologies. | |
| Reasons support objects. | |
| God is how to access recordings. | |
| The big man performed the recordings. | |
| Everyone had recordings and breasonings and could convince with masters and PhD. | |
| The pedagogy reader wrote 10 breasonings per 50 arguments, then breasoned out the arguments for the planned child | |
| The prospective pedagogue was directed to pedagogy with 20 brand-matics (appearances). | |
| Accreditation removed non-pedagogues (agrees with pedagogues). | |
| The pedagogue enjoyed the quality of life he or she wanted to. | |
| When I performed any As I received recordings from the lecturer. | |
| When I performed any As I received recordings from the professor. | |
| When I performed any As I received recordings from Maharishi. | |
| When I performed any As I received recordings from the royal | |
| When I performed any As I received recordings from the politician. | |
| I acknowledged the affirmation that 10 recordings had been done. | |
| I played the man’s recordings to him. | |
| Recordings were the breasonings on an education system. | |
| There were 50 As of recordings. | |
| The breasonings were synthesised and then the recordings of them were played. | |
| Recordings by individuals generated essays. | |
| In the future, people developed recordings-producing ability with computers and displays. | |
| Recordings from 30 As 3 Edit | |
| I generated recordings based on breasonings that I wrote. | |
| The recordings were colourful. | |
| A recording was a breasoning, which was a group of coloured 3D regions, with x, y and z dimensions. | |
| Recordings were the same in secularism. | |
| Recordings were accepted in the institution. | |
| Infinite (finite) breasonings for recordings prevented headaches in non-secularism when turned off. | |
| Recordings were imminent after death. | |
| Recordings were given en-masse. | |
| Royal pedagogy was in the law. | |
| The recorded breasoning “stop” interjected. | |
| I traced the recording to its original breasoning and breasoned it out. | |
| The recordings came from my mouth. | |
| I saw the recordings. | |
| Recordings invite time travellers to visit their producers because they are breasoned out in a high quality way. | |
| I saw the saints describing the recordings. | |
| I saw the recordequins. | |
| Recordings worked in all departments. | |
| Simulated recordings came before thoughts not in recordings in thoughts of the robot. | |
| I recorded the good idea to prevent crime in the world. | |
| The recordings worked at the touch of a button. | |
| The recordings were achieved as a means of production. | |
| I submitted the assignment after playing the recordings. | |
| I found fault (agreed) with the recording’s object. | |
| I rebelled to objects to be recordings (agreed with its base). | |
| Recordings described the person. | |
| Recordings allowed me to be there. |