The Science of Crossing Over

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