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Intro to Study Manual
Homepage and Introduction
1. Look up 'Application' in Glossary and a dictionary.
Make sentences with 'Application'.________
2. Do the same with 'Apply'._______

3. Study: "Intro to Study Manual"______
(Look up any words you don't understand in a dictionary).

4a. Look up "Essay" in Glossary._________

4. Essay: Write what a 'Hat' is. Give examples from life and study. Show it to the supervisor._______

What is a Student?
'Student' defined.
The importance of a student setting a goal for his studies.
7. Study: "What is a Student?"_______

8a. Look up "Graphic Demo", definition (2),  in Glossary.________

8. Graphic Demo: Make drawings of a student, showing him gradually becoming a professional. Show it to the supervisor._______

9. Essay: Write what your hopes, dreams or goals are for studying this course. Show it to the supervisor.________

Barriers to Study
The three principal barriers to results in study.
10. Study: "Barriers to Study"_________

11. Essay: Write up 5 examples of each of the three barriers to study._________

Understanding and Study
The anatomy of understanding and how this applies to study.
12. Study: "Understanding and Study" _________

13. Graphic Demo: Make a drawing that shows what Affinity is._______

14. Graphic Demo: Make a drawing that shows what Reality is._______

15. Graphic Demo: Make a drawing that shows what Communication is._______

16. Essay: Explain what ARC is and how it adds up to Understanding. Turn it in to the supervisor._______

17. Graphic Demo: Make a drawing that shows how Understanding relates to Study._______

Conceptual Understanding
Understanding the ideas and concepts of a text is different from merely understanding the words. This chapter explains how conceptual understanding is achieved.
18. Look up 'Concept' in Glossary and dictionary.
Make sentences with 'Concept'.________

19. Study: "Conceptual Understanding" ______

20. Graphic Demo: Make a drawing showing the difference between a thing, a concept, and a symbol for a thing.________

21. Essay: Explain the difference between Literal Understanding and Conceptual Understanding with 3 examples of each._______

MU's and How to Clear Them
An MU is a misunderstood word or symbol. There are 10 types of MU's. What are they and how do you clear them up completely?
22. Study: "Misunderstoods and how to clear them" (to 'Clearing Words')._____

23. Essay: Write up one or more examples of each way a person can misunderstand a word. Have this checked by your supervisor._________

24. Study: "Clearing Words"_________

25. Supervisor Checkout: The supervisor locates a word that the student doesn't understand (this could be taken from a dictionary). The supervisor uses the word in a sentence to give the student the context of the word. The student then clears the word out loud to the supervisor. If the student does this incorrectly, the supervisor has him restudy the materials and then checks him out again._________

26. Practical: Go back to the first page of this checksheet and look over the checksheet itself and the materials you have studied on the course so far to see if there are any words you don't fully understand. Clear any words you don't understand and restudy the materials as necessary._________

A good dictionary is an important tool in study. How do you find one that is right for you and how do you use it?
27. Look up 'Dictionary' and Dinky Dictionary' in Glossary and a dictionary. Clear them the way you just learned.______

28. Study:  "Dictionaries"_________

29. Practical: Look up a word in some of the dictionaries listed in the above chapter. Then look up the same word in a dinky dictionary. Compare the dinky dictionary to the good dictionaries._________

30. Practical: Sort out with the supervisor which dictionaries are right for you.______

A checksheet is the basic study-program the student follows. Chapter explains details related to that.
31. Study: "Checksheets"_________

32. Essay: Write an essay on how Certainty applies to study. Explain the difference between Classroom Education and the Checksheet system. Turn it in to the supervisor._______

Each student are paired up with a study partner, a twin. Chapter explains how this system works.
33. Look up 'Twin' in Glossary and a dictionary. Clear the word fully._______

34. Study: "Twinning"_________

35. Essay: What your responsibilities as a twin are. Turn this in to your supervisor._________


Demonstrations - Overview
When a student has studied something he should be able to show how it works. This is done with various types of Demos.
1. Look up 'Demonstration' in Glossary and a dictionary. Clear the word fully._______

2. Study: "Demonstrations -Overview"________

3. Demo: (Demo to your twin) How to cross the street safely._________

4. Demo: Each of the three barriers to study as listed in earlier on your checksheet._________

5. Graphic Demo: By drawing directions, demonstrate to your twin: The route you take to get from course to where you live._________

6. Graphic Demo: How to handle too steep a gradient._________

Clay Demos and Clay Table
Details of how to make a Clay Demo. Tools and materials needed for this.
7. Study: "Clay Demos and Clay Table" _________

8. Clay: A hammer._________ 

9. Clay: A man._________ 

10. Clay: A man thinking of a tree._________ 

11. Re-Study: "Barriers to Study"______

12. Clay: the 3 barriers to study
a. Lack of Mass______
b. Too Steep a Gradient_____
c. Bypassing Misuderstoods______

13. Re-study: "Understanding and Study"________

14. Clay: ARC and how it applies to study._________ 

15. Re-study: "Conceptual Understanding"_____

16. Clay: A word cleared to conceptual understanding._________


Why Twin Check-outs?
About twin check-outs of theory.
1. Look up 'R-Factor' in Glossary.________

R-FACTOR: Whenever a theory item on a checksheet is marked with a star (*) it means that the item is to be star-rated (as explained in this section). All the star-rate checkouts in this section, as well as the clay demos, are to be checked out by the supervisor. This is to get the student started right.

2. Read definitions in beginning of chapter. Demonstrate each to the supervisor:

a. Twin ________
b. Twin Check-out_________
c. Zero-rated_______
d. Star-rated________
e. Supervisor Check-out________

*4. Study: "Why Twin Check-outs?" _________

5. Clay: The first phenomenon._________

6. Clay: The second phenomenon._________

Theory Check-out
The continuation of the above. What to ask for in a check-out. What is a pass and what is a flunk?
*7. Study: "Theory Check-outs" (to 'Examination')_________

*8. Study: "Examination"_________

9. Demo: The datum that "all theory check-outs must consult the student's understanding."_________

How Not to Check Out
This is the third and final chapter about theory check-outs. The three chapters have to studied and passed before a student is allowed to check out another.
*10. Study: "How Not to Check Out"_______

11. Drill: Checkout: The student must now check the supervisor out on at least a two page chapter. Things that should be flunked are thrown in by the supervisor such as comm lags, glibness, poor definitions, bad demonstrations, etc. The student must say "flunk" immediately or the student is flunked and sent back to study the chapter again. The student is passed when the student can give a 100% standard checkout without any hesitations. (The supervisor picks the materials for the drill.)_________

  Congratulations! You have now completed the section about check-outs. From this point you can be checked out by your twin or another student. Supervisor check-outs are from here on only done if the checksheet says so or the supervisor wants to find out how well you are doing as a student.


Clearing Words
Tips for clearing words. Small, grammatical words can be troublesome; how to clear them. About synonyms.
*1. Study: "Clearing Words"_________

2. Demo: How to clear grammatical words.______

3. Essay: Give examples of synonyms and explain each and how they are different. Two categories ("Huge" would be a category)  and 3 examples of synonyms for each category should be given. You can use a dictionary as a help to find examples.______

Method 3 Word Clearing
This is a simple but effective method of Word Clearing. It can usually be done by the student himself. Sometimes he needs help from his twin.
*4. Study: "Method 3 Word Clearing"_________

5. Drill: Method 3 Word Clearing. The coach acts the part of a student who has gotten into trouble while studying. The student applies M3 to the coach and is coached until he can do it correctly. This drill is checked out by the supervisor._________

Coaching of Drills
Teaches students all the fine points of coaching practical drills.
*6. Study: "Coaching and Drills"_______

7. Demo: the 4 points of good coaching:

a. Coach with a purpose_______
b. Coach with reality______
c. Coach with intention______
d. Only take up one thing at the time______

8. Demo: Toughness in Coaching______
Method 9 Word Clearing
The exact instructions and procedures for M9.
*9. Study: "Word Clearing Method 9"_______

10. Drill: Method 9 Word Clearing. The coach acts the part of a student being word cleared and coaches the student until he can do Method 9 correctly. This drill is checked out by the supervisor._________

11. Word Clearing: With your twin, do Method 9 on some materials from the manual.________

NOTE: Word Clearing Methods 3 and 9 are to be used extensively by twins on each other as needed throughout the course. (On this course M9 is liberally used on Pink Sheets given by the supervisor.)


Pink Sheets
This is a supervisor tool. The student is made to study something earlier he is weak in.
*1. Study: "Pink Sheets" (to "Important Study Data")_________
Important Study Data
Number of times over materials and personal experience are important.
*2. Study: "Important Study Data"_________

3. Clay: Number of times over the material equals certainty and results._________

Cramming is a training service independent of the course. It specializes in trouble-shooting. The person having a difficulty in applying, is interviewed and given a tailor-made study assignment.
4. Study: "Cramming"_________


Essays on Study - Intro
The following section is a series of essays mainly based on lectures given by R. Hubbard in 1964.
1. Look up 'Essay' in Dictionary and Glossary._____
2a. Look up 'R. Hubbard' in Glossary______
2b. Look up Saint Hill Manor in Glossary_________

3. Study: "Essays on Study - Intro"______

An Introduction to Study
Study forms the doorway to doing new things. There are some "silly" fundamentals a student has to be aware of to succeed.
*4. Study: "An Introduction to Study"_______

5. Clay: Study is the willingness to know._________

Technical Words and Learning
More data about misunderstood words and incomprehensible data. Why specialized words are necessary. How to increase study speed.
6. Look up: 'nomenclature' and 'terminology'  in Glossary and a dictionary._______

*7. Study: "Technical Words and Learning"_________

8. Clay: A nomenclature not understood is a barrier to communication._________

9. Demo: Why you need a nomenclature in a specialized field._________

10. Demo: What to do when you find that what you have just studied is unbelievable._________

11. Essay: Why you don't take the nomenclature of a similar subject, such as psychology._________

12. Practical: Take the next chapter and look it over for any words that you don't know. Make a list of those words and look them up. Then go ahead and read the chapter._________

False Data Stripping
How false data can prevent the student from accepting true data.
l3. Study: "False Data Stripping" 
(to 'procedure')_________

14. Clay: How false data hang up and prevent learning true data.___________ 

Balance in Study
There has to exist a balance between significance, doingness and mass in study in order to get full results.
*l4. Study: "Balance in Study"_________

15. Clay: Education_________

16. Demo: The reason why one-sided Education - theory only or practical application only - is too limited for a real education._________

Skipped Gradients and Definitions
A detailed account of the skipped gradient and misunderstood word phenomena and how to repair the situation.
*17. Study: "Skipped Gradients and Definitions"_________

18. Demo: First gradient to study is that the student must "be there"._________

19. Clay: A gradient._________

20. Clay A skipped gradient._________

21. Demo: The thing the student is apparently having trouble with is never the thing the student is having trouble with._________

22. Demo: Demonstrate to your twin the method to apply when a student is having trouble with some materials._________

Confronting and Study
To be able to handle anything you have to be able to confront it. A subject seems as complex as you are unable to confront it.
*23. Study: "Confronting and Study"_________

24. Clay: "That which a person can confront, he can handle".______

25. Clay: "All misunderstoods, confusions, omissions, alterations of a subject begin with failures or unwillingness to confront."______

*26. Study: "Complexity and Confronting"_________

27. Demo: "The degree of complexity is proportional to the degree of non-confront."_________

28. Demo: "The degree of simplicity is proportional to the degree of confront."_________

29. Clay: "Aberration is a chain of vias based on a primary non-confront"._________

Levels of Competence
Illiterate people and people 'who know it all' are both handicapped. A person has to understand and stay alert to survive.
Also, about different levels of competence needed depending on what you are going to use the data you study for.
*30. Study: "Levels of Competence"_____

31. Clay: How understanding can be a substitute for mass in study_________

32. Demo: Each of these grades of application:

a. Knowing a few scraps_____
b. Be able to talk about it socially______
c. Dilettante______
d. Practical worker______
e. Informed customer_______
f. Theoretical knowledge______
g. Practitioner_______
h. True professional_______

33. Essay: How to become a true professional in a chosen field_________

Evaluation of Data
"A datum is as valuable as it has been evaluated". Explains how to evaluate data.
34. Look up in Glossary and dictionary "Evaluation" and "Data"._________

35. Study: "Evaluation of Data"_____

36. Clay: Ideal Scene and how it relates to the purpose or goal of an activity.__________

37. Clay: Out-point_____

38. Clay: Plus-point_____

39. Demo: Each of the 11 out-points_____

40. Demo: Each of the 14 plus-points_____

41. Clay: Purpose of an education. How the right balance of Significance-Doingness-Mass is related to the purpose of that education.

Eval of Textbook-data Drill
Practical drill in evaluating printed information.
42. Study "Eval of Textbook-data Drill"_______

43. Do the drill on an old textbook of yours (one chapter) or on materials indicated by the supervisor.________

The Logics
The Logics are described as the axioms of learning and rational thinking.
44. Study "The Logics"___________
(This is only zero-rated at this time, but the student should do demos of his own; a full study of the Logics would include making each in clay).


What is a Course?
A Course has to fill certain requirements in order to be a Course per Study Technology. All the elements are described here.
1. Study: "What is a Course?"_____

2. Demo: The elements it takes to make a complete course.___________

Courses - What they Are and What they Aren't
Describes two extremes: When Study Technology is 'out', and when it is 'in'.
3. Study: "Courses - What they Are and What they Aren't"_______

4. Demo: In-ethics course_____
5. Demo: Out-ethics course_____

Student Point System
Student Points measure a students production and success as a student.
Description and values of the Point System.
6. Study: "Student Point System"_______
(The supervisor may have the student do this assignment earlier, when it is appropriate).

Practical: Work out a graph. The point scale in the left margin has to be realistic. A very productive day should bring the curve near the top of the scale. An average day should show the curve in the middle. It should be worked out so the curve stays on the graph.__________


Guidelines for Students
Rules and regulations for students on a course.
1. Study: "Guidelines for Students"_______
(The supervisor may have the student do this assignment earlier, when it is appropriate).



Keeping the Technology Working
Ten important points to keep the technology working.


 *1. Study: "Keeping the Technology Working"_________

2. Demo:

a. Having the correct technology._________
b. Knowing the technology._________
c. Knowing it is correct._________
d. Teaching correctly the correct technology._________
e. Applying the technology._________
f. Seeing the technology is correctly applied._________
g. Hammering out of existence incorrect technology._________
h. Knocking out incorrect applications._________
i. Closing the door on any possibility of incorrect technology._________
j. Closing the door on incorrect application._________

3. Clay: group-agreement and technology, why they shouldn't be mixed.________

How Technology Gets Altered
How  to prevent a technology to be altered into something that doesn't work


*4. Study: "How Technology Gets Altered"______

5. Clay: What happens to the original confusion when you try to handle with verbal data and explanations.______

6. Demo: Demonstrate to your twin how to defeat Verbal Tech._________






A Supervisor's Checksheet hasn't been worked out at this time. All the theory materials are however included. 
It will consist of doing the Study Manual from the viewpoint of supervising. The drills
and Practical assignments have to be written up from this viewpoint. The key question being:
"How would you as a Supervisor apply these data to students?"
It would also include the Supervisor section, of course.
It should also include Supervisor's TRs.
The prerequisites to become a well qualified supervisor would be Clearbird's Level Zero or higher.


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