Create and Help a Pedagogue

== CREATE AND HELP PEDAGOGUES (IN PAIRS) ==
=== Accreditation ===
The first task in writing is to affirm that accreditation will work to e.g. teaching meditation that works (allows high quality imagery to project from the course) during the day.
=== Protectedness ===
Meditation, Medicine and Pedagogy Students are helped to avoid problems, e.g. stress, illness and facing environments with lack of training, respectively.
Together with the Accreditation way of thinking in the Daily Regimen, this method completes (places the dot in the circle) representing the workingness of the various courses.
Trainers in these courses who know these ways of thinking may train students in courses.
=== Areas of Study to Create a Pedagogue ===
A peer should create a Pedagogue by writing 30 areas of study with 5 As, per student before they have the professor algorithm breasoned out for him or her. Have spiritual questions and answers set up to expand these breasonings, e.g. use the ways of thinking like breasonings, etc.
=== Create a pedagogy helper for the student ===
==== Finding out about the student as a Pedagogy Helper ====
Become a famous Pedagogy helper (someone who spiritually helps write a text) with 50 As (an A is a set of breasonings or ideas, which in this case contribute to establishing initial knowledge to and preparing for knowledge from a student), requested of the education system or written by you. These should include 5 students*5 As*160 breasonings per A, where the student's appearance, perspective should be found out from cosmology.
==== Daily Professional Requirement of the Pedagogy Helper ====
Indicate Pedagogy Helper Aigs (to think of 5 As) each day to be a Pedagogy Helper.
1.    I experienced bliss.  I did this by preventing cancer from using using Aigs to become a Pedagogy Helper by uttering 80 “I have already completed my cure” mantras (words) at the start of recording day.  First, said that I had already done it.  Second, I knew you.  Third, you knew me.
2.    I observed that it was the mantra (word) meditator was could become a pedagogy helper.  The mantra (speech) meditator helped by distributing pedagogy Aigs.  First, he was helped to collect As.  Second, he called the group of them Aigs.  Third, he helped help people earn A grade in educational institutions.
3.    I scooped the boat.  I did this by observing that everyone was happy with receiving pedagogical breasonings.  First, I observed that the mantra (writing) made everyone happy.  Second, I used the mantra (synonym).  Third, I observed that the mantra (term) made everyone happy with receiving pedagogical breasonings.
4.    I lived long and happy.  I did this by observing meditation helped health when writing breasonings.  First, I meditated long and slow.  Second, I wrote breasonings up and high.  Third, I observed my body worked when I breasoned out the breasonings.
5.    I was satisfied by breasonings.  I did this by observing that meditation helps make breasonings work.  First, I meditated for a while.  Second, I wrote the breasonings down.  Third, I discovered how breasonings worked.
6.    I observed that the Aig Pedagogy Helper was good.  I did this by observing everyone helping pedagogy with Aigs by using the mantra (utterance).  First, I observed that the yantra (image) (used with the mantra, or thought) helped with distributing the Pedagogy Aigs in the electromagnetic field.  Second, I observed that the yantra (pattern) made the pedagogy helpers perfect).  Third, I found out the yantra (number square) from Guru Dev (the man).
7.    I experienced the stages of life.  I did this by observing that the meditator pedagogy professor coordinated the Aigs, then stopped and looked at the images and was given images of the rest of the Aigs.  First, I found the Aig.  Second, I looked at it.  Third, I was given the rest of them.
8.    I observed that the professor should become a God to maintain the system of people.  I did this by observing the professor become God by using the yantra (art).  First, I observed the professor help with pedagogical Aigs.  Second, I observed her use the yantra (mathematical grid).  Third, I observed her become a God.
9.    I collected independent competency to be well known and reporting to be a well-known person.  I did this by stating that I have already helped by distributing pedagogy Aigs to help another distribute pedagogy Aigs.  First, I walked to the place.  Second, I stated that I had already done the work.  Third, I continued on.
10.    I stated that I was already healthy after helping with Aigs as a Pedagogy Helper.  I did this by stating that I was already healthy before helping with Aigs as a Pedagogy Helper.  First, I used my Medicine degree to maintain perfect psychiatric health.  Second, I uttered the mantra (chant) to bring the yantra (image of clearness) into effect.  Third, I stated that I was already healthy because the yantra (painting) had caused the quantum box to dismantle each thought of that kind, preventing a lump from forming.
11.    I stated that the pedagogy helper helped write the breasonings in Aig A.  I did this by stating that the pedagogy helper helped the student with Aig A in Aig B which he was given.  First, the system gave the pedagogy helper Aig B.  Second, the pedagogy helper unpacked Aig A from Aig B.  Third, the pedagogy helper made up ideas about Aig A.
12.    I noticed that the pedagogue had a positive function.  I did this by stating that the thinker gave the University company thoughts to the University company pedagogy helper.  First, I noticed the pedagogue.  Second, I noticed the writer.  Third, I noticed myself.
13.    I described the way of thinking.  I did this by writing what the ways of thinking were.  First, I wrote the Aig.  Second, I wrote some of its breasonings.  Third, I wrote what their ways of thinking were.
14.    I connected the work of the pedagogy helpers together.  I did this by stating that the pedagogy helper connected an infinite (finite) number of breasonings (the Aigs of Aigs).  First, I cut off the first Aig at its last breasoning after a finite number of breasonings.  Second, I selected the first breasoning of the second Aig.  Third, I connected the two breasonings.
15.    I gave virality to the child after he was born.  I did this by finding virality (not to be confused with virility) in subjective breasoning experiences as helped by a pedagogy helper to be incompatible with conception (I found normal breasonings to be compatible with conception).  First, I found that the breasoner breasoned out a viral (normal) argument.  Second, I found that this was incompatible (compatible) with conception.  Third, I found that the pedagogy helper’s breasoners were unaffected by each others’ arguments.
16.    I determined the time when pedagogical Aigs were used each day.  I did this by discovering pedagogical Aigs.  First, I worked out that it was necessary to use Aigs to distribute pedagogical breasonings.  Second, I used Aigs.  Third, I rejoiced in them. 
17.    I observed that there was eternal life in the philosophy of the self.  I did this by stating that the help with Aigs by the pedagogy helper was to verbally state the quote “I endorsed you” (the object) in “I said that I endorsed you” (the subject, verb and object).  First, I wrote the climax.  Second, I wrote the anticlimax.  Third, I wrote of Vaudren Undead.
18.    I observed the sea slug.  I did this by stating that modernity is like Aigs, which are activated by arguments.  First, I observed the other.  Second, I observed the self.  Third, I observed the universe.
19.    I observed that an Aig containing an infinary (sic) number of breasonings was given to the writer, where infinary means an infinite-like number where one can see all the numbers.  I did this by stating that the pedagogy helper helped Aigs to be somewhere.  First, I observed the writer.  Second, I observed the reader.  Third, I observed that everyone was happy
20.    I decided to listen again.  I did this by observing that the pedagogy helper helped with the performance Aigs.  First, I found the scripts.  Second, I found the actors.  Third, I watched the performance. 
21.    I found that meditation helped meet the professional requirements of meditation teachers, their students who were also pedagogy helpers and pedagogues using Aigs.  I did this by observing that the meditation teacher’s students who were also pedagogy helpers made Aigs available.  First, the teacher made the claim available.  Second, the student researched the claim.  Third, the student made it available.
22.    The universe sustained the self (the self ate from the cosms, sic).  The self determined that pedagogy Aigs helped it.  The others endorsed the self.  The self endorsed the others.  The self assisted them.
23.    The self examined that the work was finished on time.  The self knew that pedagogy Aigs helpers helped.  The self observed the helper help the self.  The self saw the second helper help.  The second helper also helped the self.
24.    The pedagogy helper was in natural law.  The pedagogy aigs helper was legally right.  The self examined the water line at different times.  The self was above it at those times.  The self offered the Aigs service.
25.    The self read the aig, and then the self delegated distributing the number of aigs.  The self found that the pedagogy helper confirmed the number.  The self wrote the number.  The self wrote what it meant.  The self confirmed the number.
26.    I endorsed the pedagogy helper aigs.  The other examined the results of the pedagogy helper aigs.  The self examined what the others wanted.  The self examined the self and others.  The self examined the results of the pedagogy helper aigs.
27.    The self was ready for a new aig.  The self decided that the pedagogy helper aigs was good.  The other knew how the self and other wrote down the aigs.  The self knew how the aigs worked.  The self knew what the other meant.
28.    The self observed that the whole body was in comfort when using aigs.  The self observed that being an aig pedagogy helper required medicine.  The self observed that there was no mental illness when using aigs (there was good mental health when using aigs).  The self observed that there were no headaches when using aigs (there was head comfort when using aigs).  The self observed that there were no muscle aches and pains when using aigs (there was muscular comfort when using aigs).
29.    The self examined pedagogy and found that it worked.  The self observed that being an aig pedagogy helper required pedagogy.  The self became a pedagogue.  The self became a recordings producer.  The self became a pedagogy helper.
30.    The self observed that aigs worked for the other.  The self observed that being an aig pedagogy helper required meditation.  The self observed that meditation prevented cancer (maintained health).  The self observed that meditation produced better results in education and business institutions.  The self observed that meditation decreased stress (maintained relaxation).
31.    The parliament knew about how the self and other knew the way.  The parliamentary pedagogy helper chose the direction with the aig.  The parliament made the correct decision by law.  The parliament chose the direction with fine art.  The parliament chose the direction with philosophy.  
32.    The self knew what the other desired.  The helper’s pedagogy aig is.  The self knew it.  The self knew the other.  The other knew the self.
33.    The self knew the other.  The self attained or discouraged the aig because it was right or wrong, respectively.  The self knew what the aig was.  The self knew what it did.  The self knew that I was right about it.
34.    The self attained a simulated and intelligent thing.  The audience member accessed helped pedagogy aigs with 50 recorded or breasoned breasonings.  The pedagogy helper gave the breasoning to the writer.  The writer wrote it down.  The audience reacted to the breasoning.
35.    I wrote rather than listened. I stated that the creation and performance of the helped pedagogy aig is stronger than seeing and copying it.  The creator/performer examined the aig.  The creator/performer wrote in the aig.  The creator/performer learned about the aig.
36.    The self described what the other thought.  The self breasoned out the 15 breasonings in the aig.  The self wrote about the aig.  The self wrote inside out.  The self described the other.
37.    The self examined the logos.  The self endorsed the subject being mentioned in the breasonings chapter of the aig, helped by a pedagogy helper.  The self knew the other.  The self knew about the second other.  The self knew about the other too.
38.    I discovered how aigs worked. The pedagogy helper stated that the aig was an element of the aigs, and that the aigs were available when wanted.  The self noted that there was an aig.  The self wanted the aig.  The self took the aig.
39.    The self observed that God didn’t (did) exist.  Delta time = 0 in aig pedagogy help, showing that God (man) replicates aigs instantly, and so God (man) exists.  The self noticed the ruler.  The self noticed God (the man).  The self noticed the other.
40.    The self observed more others.  The self observed that the pedagogy helper created pedagogues.  The self solved the social complexes.  The self remedied the economic conundrums.  The self avoided the medical questions.
41.    The self observed that aigs were important.  The pedagogy helper helping with pedagogical aigs was necessary.  The self noticed the other.  The self noticed realism.  The self noticed the other thinking about aigs.
42.    The self observed that pedagogy is necessary.  Pedagogy shaped with aigs by the pedagogy helper is necessary.  The pedagogy helper found out the ten aigs.  The breasoner shaped the breasoning from the pedagogy helper with them.  The self saw what the other meant.
43.    The self observed that aigs helped with pedagogy.  The self was right to know how the other knew what the other knew.  The other knew what the other knew.  The self was right to know this.  So, the self was right to know how the other knew pedagogy.
44.    The self knew that it was good.  The self knew what you knew again.  The self knew what you knew.  The self knew what you knew in detail.  The self knew it.
45.    The self knew about the other also.  The self knew what the other knew and that it was right.  The self knew it.  The other knew it too.  The self knew it was good too.
46.    I examined why it was.  The self knew how and now.  The self knew how the others knew what they knew.  I knew they knew now.  I knew how it was.
47.    The self wanted the other.  The self knew where the other went and what the other did with it.  The self wanted the other.  The other wanted the self.  The self and other did it.
48.    The self observed the other with the self.  The host successfully bore the minor with help from pedagogy aigs.  The host bore the minor.  The host protected the minor.  The host helped the minor.
49.    The self saw what the self meant by self.  The self saw the other with help from pedagogy aigs.  The self saw the other.  The other saw the self.  The self examined the self.
50.    The self saw the other.  The self knew why God knew the reason.  The self knew the self.  The other knew the self.  The self saw why God knew the reason.
==== Preparing the student to write each breasoning ====
Training as a Pedagogy Helper by completing 3*250 breasoning arguments preparing the student to write each breasoning
Think of 3 breasonings before thinking of breasonings to include the rest of the breasonings. Breason out or request of the education system 250 breasonings for each of the now 4 breasonings once.
===== Pedagogy Helper - Write on Breasoning - Politics =====
    1.    I saw the communicators.
    2.    I saw liberalism worked.
    3.    I concurred with politics.
    4.    I wrote about the middle line in politics.
    5.    I corrected (knew) that politics was unsafe (safe).
    6.    I hate (love) politics.
    7.    I was responsible.
    8.    I agreed with the criticality.
    9.    I knew that 5 As was right.
    10.    I wrote two secondary texts.
    11.    The students completed the essays.
    12.    The students collected details for their philosophy by writing on my philosophy.
    13.    I wrote an argument for A, B for training in meditation.
    14.    I wrote an argument for A, B for training in pedagogy.
    15.    I wrote an argument for A, B for training in medicine.
    16.    I wrote an argument for A, B for not being affected.
    17.    I wrote an argument for A, B for students of meditation to come.
    18.    The indigenous children wrote breasonings.
    19.    People wrote breasoning to make recordings.
    20.    Rural area residents wrote breasonings.
    21.    Rural area residents wrote pedagogies.
    22.    Meditation was recommended as a prerequisite for using recordings.
===== Pedagogy Helper - Write on Breasoning - Philosophy =====
    1.    What is a philosopher?
    2.    What is a philosophy?
    3.    I knew about the book.
    4.    I helped you write philosophies.
    5.    I designed you.
    6.    I nurtured you.
    7.    I helped you up.
    8.    I facilitated mildly.
    9.    Education was a core subject.
    10.    I handed the journal articles in as PhD content.
    11.    I stated, “Ha not, I ka” (sic).
    12.    I knew about Memphis (sic).
    13.    I knew about Noumenon.
    14.    I knew nomenclature.
    15.    I wrote the names.
    16.    Breasonings are philosophical.
    17.    I swapped calculation and display to vice versa to indicate verification calculation - display - calculation.
    18.    Transitivity contained a second use for verification.
    19.    I wrote a review on my own topic.
    20.    I noticed the breasoningesquenesses.
    21.    The breasoning had two ideas in it.
    22.    I noticed the squib.
    23.    I noticed the enteric nervous system.
    24.    I shouted for joy.
    25.    I noticed the business zig zag.
    26.    I started the school.
    27.    I cur the animal’s toenail.
    28.    I noticed the breasoning.
    29.    I noticed the philosophy.
    30.    I noticed the breasoning as philosophy.
    31.    I inverted the argument’s reason to be famous.
    32.    I inverted part of the arguments’ reason’s reason to be famous.
    33.    I wrote in philosophical argument form.
    34.    Both Being and being could be here.
    35.    I saw the philanthropist.
    36.    I saw the element.
    37.    I found the two dogs.
    38.    I saw the fat calves sitting on hay.
    39.    I discovered tecture (sic).
    40.    I discovered the cow tape.
    41.    I fertilised the garden.
    42.    I discovered the puzzle language.
    43.    The puzzle solution was “I know where?”
    44.    I undiscombobulated (confused) the student.
    45.    I noticed the journal secondary text on my text.
===== Pedagogy Helper - Write on Breasoning - Computer Science =====
    1.    I wrote variously in the Academy.
    2.    I noticed that the program finder for the breasoning worked.
    3.    I noticed the pipsqueaks.
    4.    I noticed the child.
    5.    I covered the time points quickly.
    6.    How loathe-worthy the murch (sic) is (the philosophy centre is good).
    7.    I disliked (liked) the Malebranches.
    8.    I did everyone except (including) one (me).
    9.    I requested not to be done.
    10.    I other text was used in my essay.
    11.    I backed up with enough light.
    12.    I described who the people were.
    13.    I knew the hominems.
    14.    I knew filtrate.
    15.    I knew essonsciblenesses (sic).
    16.    I knew baby Wemba.
    17.    I noticed that that was done.
    18.    I noticed the crow.
    19.    I noticed the parliamentarians.
    20.    I used the recordings as teacher.
    21.    I noticed the tangents.
    22.    I am a breasoner.
    23.    I examined the breasoning.
    24.    The computer breasoned out the breasoning.
    25.    I like the person.
    26.    I complexified the breasoning.
    27.    I liked this text’s writer.
    28.    This cure code was used for different purposes.
    29.    My job gave me A to finish the program.
    30.    My degree me A to finish the program.
    31.    I found the Prolog language (grammar tools) after my degree.
    32.    Accusative parts theories containing breasonings were in the level above breasonings.
    33.    The robot made itself out of breasonings program finder algorithm.
    34.    There are purist - breasonings programmed.
    35.    There are theorists - breasonings program crossers.
    36.    What is the use? People can program robots with crossed philosophies.
    37.    There was high quality imagery from the program (degree).
    38.    I wrote the breasoning.
    39.    I wrote the program.
    40.    I collected complexity by idea.
    41.    I wrote about time taken input is processed by a met physic (A counter).
    42.    I wrote about the virtue (A verifier).
    43.    How likely it was to comply (with As).
    44.    Reduction of complexity class to circle (Ved As).
    45.    I plugged Simulated Intelligence (SI) into people.
    46.    I plugged SI into SI.
    47.    I noticed the program was complete.
    48.    I wrote the punkt (point).
    49.    I wrote the vertical line.
    50.    I wrote the hyphen.
    51.    I wrote breasonings using computer science.
    52.    I breasoned out the program about the breasoning.
    53.    I put enough around the breasoning for it to be a breasonings details way of thinking.
    54.    The big baby was alive.
    55.    I noticed that the breasoning’s algorithm put together meant the argument.
    56.    I found bliss (non-theological topics).
    57.    I underlined the apple in the apple ruler pair to program.
    58.    I used the philosophy dissemination program.
    59.    I noticed who you were.
    60.    I knew about the ampersand.
    61.    I knew about or.
    62.    I knew about implies.
    63.    I knew about not
    64.    I knew about plus.
    65.    I knew about minus.
    66.    I knew about multiplies.
    67.    I knew about divides.
==== Unification to Become Pedagogy Helper ====
Think of the fact that representations to be a pedagogy helper (explaining breasonings to be written down in representations to a student) are unified with you, i.e. you will naturally feel like making them yourself. This includes the fact that breasonings indicated will link to their set of perfectly experienceable co-breasonings.
=== Practicum ===
A 5 As practicum should optionally be completed by the student as a course, in which the student will write Prolog algorithms, breasoning chapters and essays with the help of the spiritually appearing Pedagogy Helper. As may be based on any subject, arts or science, practical or theoretical, and learning the skill of writing a synthesis in the essay enables pedagogical arguments to achieve accreditation standard, publishing quality, e.g. Ph.D. articles and may lead to the quality of life of an academic.
=== Breason out Arguments Twice When in Large Class ===
One should breason out each argument, including the Professor Algorithm, twice, to symbolise one breasoning by the student and one by the lecturer, necessary in larger classes.