semantical non-scams

The count

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The count


for The Fictional VolunTier Project

[and also in this form, these are: cognizematching thexcount]

By Goura Fotadar

Date typed up: 113017


Source, citation: Lotus Magazine, p.8, Issue No. 2, 2017, The Iguasu In My Mind, …


Date: 11.21.17

In the basic of analysis: the count of “iguasu” versus “she” “her” might verity in this context at least: the chance:

(or rather: gi. u as u)

For the i-term: there are about 3 incidence rough counts of.

compare to the gender-one type of gender-term:

1, 1, 1,1,1, 1, 1,1 , [8]

A rou[r]gh 8 versus a

rough 3 suggests

At basic analysis in

this context that the

[8] rough: lady-type

might make it to

track [g.i.].

On the other

Side: the description

Of the poetry almost

When swayed away from: romance;

Sounds like an actual g.i. track

[as in internally]

The g.i. track

Though makes no reference to being inside men; at least this one has seems to have a “woman” only perspective so; my gosh in this context: the / a g.i. track might be a teller of gender.


Consider the line:

“Ther[] is an iguasu in every woman.”


Part Two.

Uh, mumbo: cognize matching.


Dedicated to my bother, … d-f-m-c [that’s not a typo.]

By goura fotadar

Art response in preparation for community college and advanced academia at some point from that diving point.

Theme: oh no, I’m not in normal college, and everybody is going to think they are smarter than me. Oh no!

Theme music citation: aloe black I need a dollar

tag[s]: computer science theory nobody ever teaches you, which applies to psychology, which transitions to criminology; years of at community college what the heck was z doing, where.


The answer is in regular school and even advancing remedial school:

The pink lettering is supposed to direct the x to look for pink, and the red is supposed to direct the x to cognize a matching.

The center piece: in scrap art like theory is the center piece and sticks out against all of the hi, waves, uh; and so you select it; in this example context; and this is a really basic one; as the think-thing to especially cognize matching.

So the question is next to make more sense of all things; and all non-things; what’s the purpose of specifically the color purposes that are not red and pink; that’s their first purpose: they are not red and pink.

[and you might need more information to look for more purpose in the difference between or the similarity within them as against red and pink.] so in the set theory of the so basic level.

Red and pink are one set in comparison as different from blue and grey and clear [hi, waves]

And since in comparison we might first want to start in discrepancy difference of color these two are alike in belonging to one set; and so are the other three as belonging to another set, uh.

One last quick point; it’s also a lesson in actual semantics: how is semantics ordered in whatever this language is;

Well it’s pretty edified in this contextual diagram:

You start with the red part of the linear trajectory called letters.

Next you return to what you have perhaps already read, and notice in context cues: the pronunciation as a matching cue; to correlate this in cognition to patrol science, or uh whatever that’s called nowadays.

In any way, next you return to the pink letters.

So the proof is basic and perhaps not useful to those of regular education who just are not that advanced;

But for others, regular advanced, and remedial studio-s [u]:

Semantics: implies order which implies cues which implies control over things and non-things by working with cue recognition

Through semantics order we have the division to non-order which


Uh: perhaps best described in terms of very basic set theory or knowledge of sets like even at the elementary school non-advanced level;

Eventually at mind control basic levels we have the re-glance at the scrap art or scrap diagram, and have at least beginning art theory.

This uh, is called; actual education. I.e. you now understand things.

Then to turn things to fiction to the most rudimentary of this developed synopsis: perhaps it’s obvious now: i.e. the center thing is  door , a car , a something; and it’s outlined in pink; and the letters imply especially movement: how does the center thing based on the analysis of letters or literary comprehension, basic; get to the other thing most in this thing colored? Like itself. [or something]






How do you know what feels wrong to you.

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How do you know what feels wrong to you.

Secondary Standard head: Is this fiction or not.

Rough notes on the quick

for The Fictional VolunTier Project

is it an? el; and other form translations or breakdowns … ? are [r]
by goura fotadar

date: 63017

public library theme, select: she’s dumb and she’s not deaf. I know her and I use her name to get out of prison; without her consent.

outdoors public theme: and they won’t stop attempting to steal. We don’t have the guns. But they do. Which is they.

tag[s]: grammatical ideology how; is this fiction or not

Part One. I don’t know figure out what “you” means quick enough and roughly is still good enough.

I like ice cream and coconut milk; because it’s rich and it heals me. [heels?]

I like chocolate because it puts me out of pain.

I haven’t told a lot of people that I’m completely ordinarily deaf; and most not “dumb” people can just tell anyway; I can still hear you if you focus here. Otherwise I can’t. And I was born that way; but raised with a majority: family that kidnapped me that I’m not actually related to in any form of that actualized definition; so I never told majority: them. And they really don’t know, unless you tell majority: them.

I know I’m an actualized being: beings; because I’ve helped a “ton” of actualized other beings; and not so much or at all non-actualized beings; or those that never hope to actualize [.]

I went to college; and then further a lot of school. I was mostly if not completely a straight A student in higher advanced education especially the prestigious ones-forms of it; So I know most words have more than one regular utilized meaning for example: dumb and dumb. I’m not dumb but I am dumb. You maybe dumb but not dumb. We’re not the same really. See. [really, sea] My kidnapped family told me I was dumb and then paid [sum:]people to change my grades [when]; so that the entire world? could pretend it was true. Then we had the existence of terrorism in our world [in time]. Uhm, I’m not that “full”. Please don’t blame all terrorism on me; sometimes it’s like your fault.

Part Two. Figure out what “feels” [is]

to me it is a central gut-like irk; and that’s enough. One gut-like irk that cannot be trans-placed but can be temporarily -only temporarily ignored.

Part Three. That’s enough. {Two levels} {It’s a pun.}

The Model is You semi-defined to You.

and central Irk that can’t be ignored forever.

{hint: most people don’t know that I’m also completely ordinarily mute; and yet they can sometimes? hear me? and also partially completely blind. Most people don’t know that I’m also severely afflicted with various deviant and movement disorders; yet I’ve never committed crime. It’s pretty impossibly possible to be afflicted with a, movement disorders and never for example: hit back. It’s kind of the experience of a lot of civilian non-criminals; and also reformed criminals; but not non-reformed criminals; who I also call un-actualized one group of a beings; and I’m not sure if they; the definition of beings … makes verity here, for the un-actualized [non-reformed criminals].}


Part Four. A Compiled Aside:

“You” “feels”

form y, in more than one y

if not fiction; then like fiction at least hear: really, Sea in time terrorism … when

form flower like a y is another form of y [hint]

civilians are not allowed to hit back no matter how unescapably criminologically competent they are; and at least not hit back regularly if even they brake; break? that rule. But veritas is it actual just law.

How come non-reformed criminals hit back, and hit uh; cons tant [and not ly] I hope you understand like uh, for example, the basic of like math constants.

theme basics: math constants is-r also the cliche of “don’t give up” so don’t stop working … is a constant, math constant, how.

theme music citation: foster the people don’t stop [again]

Part Five. Almost Un-Related Like a Win, doe

There’s too much actualized no actual? evidence to make one […] s

believe that lies about competence ever build to a “win” in finality,