arrFiles=new Array();arrFiles[0]=new Array("sub3/solo/01solo_intro.htm","Auditing after Clear: An introduction to Solo-auditing. What it is and what it isn \'t. ","Auditing after Clear There are numerous actions that can be audited after Clear. Many of them can be done by the Clear person by him- or herself under qualified supervision. A Clear person auditing self is called a Solo-auditor. You do not audit the Grades 0-5 Solo. The Grades are always done in a normal session set-up with an auditor and a pc. The reason for this is, that early on the need for an auditor is greater. The pc is more effect of his Bank; less capable of confronting it and separate self out from its influence. In ST Solo-auditing applies only to certain repair actions and special Grades processes after Clear - The Advanced Levels (also called Operating Thetan Levels). In The Road to Clear we do not cover these processes except with a general description. Solo-auditing of rudiments, certain Repair Lists, and other set-up actions is included for training purposes however. As mentioned Solo-auditing has to be done under qualified supervision so the way to actually get on with it is to find a qualified Solo case supervisor and get the exact instructions from him or her. What we do cover here are the basic skills and drills needed to undertake Solo-auditing. The basic principles of auditing are the same as on the Grades. The Solo-auditor adapts the auditing comm cycle to Solo, does the Solo-auditing observing the Auditors Code, and uses the Meter to determine what to audit and when he or she has finished auditing it by reaching the End Phenomena of that process. Auditors Trust In auditing a pc on the Grades we have Auditors Trust as: Auditor plus Pc is Greater than Pc \'s Bank. Auditor + PC > Bank In Solo-auditing it becomes Solo-auditor plus Solo C/S is Greater than the Pc \'s Case. The Solo C/S is not present in the Solo-session. Yet he is more like an auditor and confidant than a C/S in Grades auditing. Even though the Solo C/S isn \'t present in the session he plays an important role in keeping the auditor on track and disciplined enough to succeed. He has to walk the fine line between keeping the technical procedure straight and the Solo-auditor in-session with him. The Solo-auditor has to feel she can tell him anything without being invalidated or evaluated for as a case and receive gentle corrections as well. Thus he has to express appreciation of the pc \'s wins and cognitions. At the same time he has to wear his technical hat and point out how she can improve her technical procedure. He keeps doing this until the Solo-auditor is near perfect or perfect. Self-auditing Vs. Solo-auditing Solo-auditing is vastly different from what is called self-auditing. Self-auditing is usually an attempt to run processes on self without direction, plan or a Meter. It is not a valid activity in ST. What happens in such attempts are usually restimulation, incomplete actions and all done on a wrong gradient. It causes more harm than good. Auditing, to be successful, has to follow a carefully worked out plan. The pc needs another terminal to communicate with in order to experience discharge and relief. In normal Grades auditing as described in this manual the other terminal is the auditor. The auditor is usually being supervised by a C/S who is there to catch and straighten out any problems occurring in the auditing. A C/S on the Grades is therefore often seen more as a disciplinarian by the Grades auditor. In Solo-auditing the other terminal is the C/S. The C/S sticks to procedures that are fully tested and safe for the auditor to do Solo. He follows the Solo-auditor \'s sessions closely and is there to help her out with practical advice, needed processes and remedies, additional training and drilling. If the Solo-auditor runs into problems that seem too difficult the Solo-auditor may need a review session from another auditor. In such a case she will receive repair actions, usually assisted by a prepared list especially designed to find and handle the types of by-passed charge she may have run into. After such a review session she can return to Solo-auditing. Solo-auditing and Training The better trained and experienced the Solo-auditor is as a Grades auditor the more likely she is to succeed in Solo-auditing. The minimum requirements for a Solo-auditor is usually Auditors TRs Course, Meter Course and a course in Objective auditing and Self Analysis Lists. On top of these basic courses she does the Solo-auditor \'s Course. As a case she has to be Clear or complete on Engram Clearing. Pc \'s that didn \'t go Clear on Engram Clearing is given a Solo program that will take them to this desirable state of beingness. A far better preparation to Solo is however to be at least a Class Four auditor and have some experience with handling pc \'s in session. It comes down to better familiarity with the tools and procedures. Higher confront, less attention on the tools and more free attention on the Solo-auditor \'s case. The important definition of in-session comes into play here. We have in-session as: Pc willing to talk to the auditor and interested in his case. A poorly trained Solo-auditor who is all thumbs and unfamiliar with the mechanics and tools of auditing will have her attention on all kinds of other things than her case. She will be all caught up in reading the Meter, keeping the report, following the procedure, routine case phenomena and dozens of other things going on. A skilled Solo-auditor on the other hand can really make progress. Not only can she run the designated processes successfully she can also do any and all small repairs needed Solo. This would include flying the rudiments, assess and handle prepared lists, do Prep-checks, etc. A number of these actions are included for training purposes, but are real Solo-auditing as well. Doing auditing can be compared to playing music. It takes basic skills that have to be mastered and then a theta quality when that is accomplished. There are basic skills such as scales, harmonies, timing, tempo, and handling the instrument which have to be known cold. But there is a vast distance from knowing the basic mechanics of music to actually be able to deliver a musical performance. If you have ever watched a talent show, where you see musical performers in the rough, you will know what we are talking about. You will have all variations of performers. Some can keep the tempo and hit the notes cleanly and are passable. Those who can \'t even do that are a dreadful experience to listen to. You may feel this urge to help them out. Lift the off-tune note just that little fraction needed for it to be in-tune. Urge them to increase the tempo so it actually becomes music. You may feel sorry about their stage presence and urge them to boldly perform rather than try to perform and make excuses for their presence at the same time. There are hundreds of small things that have to be done exactly right for it to deserve the name of musical performance. Some of them are tangible skills, easy to point out and teach, others are less tangible but still easy to perceive by the audience. If you watched a talent show on TV and turned off the sound you could still tell who performed well and who didn \'t. You would mainly observe the audience. If you see the audience members sitting on the edge of their seats and with facial expressions of being ready to jump in or expressing displeasure or pain you would know it wasn \'t a passable performance. When you looked at the performer himself you may see him all caught up in trying to place his fingers on the guitar in order to make an accord. You may see him sweat nervously and having to use a tremendous effort to produce his music. Any such indicators would tell you he had a long way to go. On the other hand, when you see an accomplished musical performer there are dozens of signs that reveals his professionalism and high skill level. You can watch a performer of any genre or exotic music and still determine if he is a great musician or not. You don \'t have to be familiar with, like, or \"understand \" the music to determine that. The master of any music has an aura of competence around him. He can effortlessly perform any technical action and at the same time communicate \'the soul of the music \'. The master of any music has an aura of competence around him. All technical challenges are overcome effortlessly, whether it is a grip on a string instrument, hitting a high note cleanly, or keeping up a breathtaking tempo on his instrument. A master performer can do all this and at the same time have his attention on the communication of it all, have his attention on the audience. He can really communicate through the music. As a result the audience is \"in-session \" you could say. They can sit back and relax and indulge in the artistic and emotional expressions of the music with no attention on the technical part whatsoever. Solo-auditing When we talk Solo-auditing and training for Solo-auditing this parallel is very applicable. When the Solo-auditor starts to see the Meter as an extension of her hand and perception, sees the reports out of the corner of her eyes and effortlessly can keep adequate notes, when she cleanly can separate herself as auditor from her case and maintain a silent dialog with her own case, without Q and A, she can really produce results. Self-invalidation in Solo is as harmful as invalidation is in a normal session. Keeping auditing appointments with self is likewise necessary. The Solo-auditor maintains a silent auditing comm cycle with her case and has to hold auditor and case separate. But the basic rules of Grades auditing apply. She holds the special Solo-cans in one hand, writes report and handles Meter with the other. There are many small disciplines the Solo-auditor may have to learn and learn to respect to be successful. It comes down to a professional discipline that ideally is second nature to the Solo-auditor. These skills and this discipline is best learned auditing another where the terminals and the separation between auditor and pc is a clear and given thing. ` The special Solo-cans are held in one hand. They consist of two small cans mounted on a center piece that keeps them close together but separate as to prevent shortcircuit. They are shown pulled apart. The center piece can be of plastic or simply be a piece of cardboard of the right length. The Solo-auditing drills consists of getting familiar with using the Meter as a Solo-auditor, including the special set of cans held in one hand. They also include drills in using the Solo comm cycle. In Solo the auditor does not express the commands but uses silent intention and acknowledgments to execute the auditing comm cycle. Solo-cans in use. It is important to have a grip that makes optimum contact. © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[1]=new Array("sub3/solo/05solo_checklists.htm","Solo Session Checklists: How to set up, start and end a Solo-session.","Solo Session Checklists There are a few administrative rules the Solo-auditor has to keep when starting and finishing a Solo-session. On Level Zero we had the chapter about Model Session and Checklist for Starting a session. These principles and rules adapted to Solo is what we are covering here. 1. Always find a safe auditing environment before starting a Solo-session. You have to have enough time, without interruptions, on your hands. No phones that can ring and interrupt. A door that can be closed and locked. If other people are in the house they have to be informed about what you are doing in some way and understand that under no circumstances do you want to be disturbed. 2. Before starting the Solo-auditing session you go through the steps of the Checklist for Starting a Solo-session that are listed below. 3. You trim the Meter 4. Start the Solo-session with \"Start of Session \", tone 40. And end the session with \"End of Session \", Tone 40. 5. While in session, keep a proper record of what is done and what is going on. This is covered under \'Worksheets \' in the chapter \"Auditors Admin \" of Level Zero. 6. Keep confidential materials secure at all times. 7. Stick to the procedures you have been taught. With sufficient drilling the Solo-auditor has all the options, rights and responsibilities, listed in \"Auditors Rights \" of Level Zero. If a C/S instruction proves to be unworkable the Solo-auditor would end off, not try to C/S in the chair or experiment. If one or another rudiment goes out during session the Solo-auditor would check it for charge and handle accordingly. Most Solo-auditing actions have their own prepared list that can be assessed and handled per the Solo-auditor \'s discretion. 8. Turn your folder into your Solo C/S after each session or as often as agreed upon. Experienced Solo-auditors are often given more freedom in this and can run a series of sessions on one C/S instruction as not to get slowed down. But the rule of in-session apply here. If the Solo-auditor for some reason feels unwilling to communicate to the C/S the in-session definition is being violated and it is time to straighten out whatever is in the way. It can be technical uncertainties, badly performed Solo-auditing or plainly out-rudiments. The Solo-auditor has to show enough self-discipline as to get such an unwillingness repaired as it results in poor on no gain from Solo. 9. When you have finished a Solo-session, finish writing up the report for that session right away. Get an Examiner check if available and C/S \'ed for. Lock away your materials and get on with living. It is important to let sessions be sessions and living be living. Make the \"End of Session \" a true Tone 40 and put auditing behind you and out of your mind until you are ready for the next \"Start of Session \". Below are the checklists for beginning and for ending a Solo-session. Checklist for Beginning a Solo-session The checklists are drilled in training until it can be done easily and rapidly as a natural thing. They are an important part of Solo Drills. 1. Choose a room where auditing can be done without interruptions or discomforts. 2. Arrange table and chair. Use a desk and office chair. 3. Place the Meter on the table. No shield is of course necessary. 4. Hang a sign on the door: \"in Session - Do not disturb \". 5. Place some blank worksheets next to the Meter and have a good supply of extra worksheets within reach. 6. Make sure you have at least two working blue-ink ball pens with you and place them on the table. Also have a red-ink pen with you for making after-session clarifications. 7. You should also bring a little stapler to staple the worksheets and Auditor Report Form together after session. 8. Place any materials and correction lists behind the Meter. 9. Sit down in the chair. 10. Turn the Meter on and check that it is charged properly and perform a Trim Check = 2.0. The cans have to be unplugged for this. 11. Take a supply of worksheets and divide them into two columns by folding them and creating a folding crest down the middle. 12. Write your name, the date and year on top of your top worksheet and number it (1). 13. Push the jack of the can lead into the socket. 14. Separate the Solo cans and pick them up so you hold one in each hand. 15. Still holding a can in each hand, adjust the TA position with your knuckle to place the needle on \"Set \". 16. Read the TA position for two cans and note it in the first column top in the worksheets. Also note the time. 17. Make your cans into a one-hand electrode and hold the one-hand electrode so your hand makes good contact with both cans. The cans are held in the non-writing hand, typically left hand. 18. Adjust the Meter so needle is at \"Set \" and note down the one-hand TA position in your worksheets. 19. Do a can squeeze to adjust the sensitivity. Adjust it to 1/3 of a dial fall per Meter Drill 5A, Can Squeeze , and write down the setting in your worksheets (for example Sens=4.0). 20. Reset the TA Counter so it shows 0.0. 21. Do a Metabolism Test per EM-5B : Take a deep breath and let it out through your mouth. It should give at least a 1 Inch Fall. Note the length of the read in your worksheets, \"Metab=1 Inch \". The Solo-auditor is now ready to start the session with a \"Start of Session \". The Solo-auditor writes S of S, time and TA position and is ready to go ahead. Checklist for Ending a Solo-session Ending the Solo-session includes a number of administrative steps as well: 1. Write Time and TA Position, still on one-hand electrode. 2. Read the TA Counter and write the Total TA for the session in the worksheets. Format: Total TA= X.X. 3. Take the cans apart and hold one in each hand and get the two-cans TA position. 4. Unplug the can jack. 5. Do a Trim Check by bringing the needle to \"Set \" moving the Tone Arm and then noting the actual TA position. Example, \"TA Check=1.95 \". Ideally it should be 2.0 but sometimes it has shifted a fraction during the session. 6. Turn the Meter off and write \"M off \". 7. End the session with \"End of Session \", Tone 40, and write E of S and the time in the worksheets. 8. Complete your session report and staple worksheets and Auditor Report Form together. 9. Put your session report in the Solo folder. 10. Lock up any confidential materials or get your Solo folder to the Solo C/S in a secure way. These checklists are drilled as part of the Solo-auditor Drills. © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[2]=new Array("sub3/solo/03solotraining.htm","Traning for Solo Auditing: Training needed to become a competent Solo-auditor.","Training for Solo Auditing There have over the years existed different courses and checksheets aimed at teaching students to become Solo-auditors. There are two principal different routes to reach this goal. One has been nicknamed the \"Tourist Route \", the other is called the Professional Route. The \"Tourist Route \" The \"Tourist Route \" is for students, that do not have time or inclination for professional auditor training. They have to do a minimum of auditing training anyway as Solo-auditing is auditing and works under the same laws and principles as regular auditing. But obviously one doesn \'t need to be able to audit all the Grades in order to do Solo-auditing. The minimum required training can still be quite impressive for somebody just starting out. Since this training has many benefits to the person \'s everyday life it is usually very attractive for students to do. Here is the typical minimum level of training needed before starting on Solo: Auditors TRs Course This course teaches the students to do the TRs to a professional auditor level. It usually results in resounding case-gains for the students as well. It basically teaches a lot of data about communication, confronting, the communication cycle and especially the auditing comm cycle. It is built around the Training Routine Drills, TR 0-4. There are a total of eight such drills which are taught and drilled as the center part of the course. The TRs and theory are also part of ST-0. Auditing of Objectives and Self Analysis Lists These skills have been taught (and still are) as part of the so-called HQS Course. The course teaches the students basic data about ARC, the Tone Scale, control, handling of confusions, etc. It is laid out as a course in un-metered auditing . The Objective Processes are in \'The Road to Clear \' covered in ST-1. Furthermore, the Objective Processes Section of the ST-1 checksheet is arranged so it can be done as a separate course. The only prerequisites would be Study Manual and Auditors TRs Course. The Self Analysis Lists are covered as part of ST-0. The SA Lists are simple recall processes. Meter Course A future Solo-auditor also has to do the Professional Meter Course. This course is centered around the Meter and the 31 drills that teaches a student to read and use a Meter effectively. Case Requirements To actually start on Solo-auditing the student has to meet the case requirements as well. To start on Solo-auditing Levels the student has to be Clear or complete on Grade 5, Engram Clearing. In other words, the pc has had a Clear Intensive and attested either to Clear or Not-Clear. The latter if the pc completed Engram Clearing but did not go Clear. The student should have completed being audited on \"Preparation for Advanced Levels \" before doing the actual Levels. In the case a pc completed Engram Clearing without actually going Clear the student will do what was described in the previous chapter under \"Alternative Route \". After attesting Clear a pc who got there by the Alternative Route would still do the \"Preparation for Advanced Levels \" . The Solo Auditors Course The Solo-auditor \'s Course teaches the student the skills needed to audit Solo. It does not contain the Advanced Levels processes. The actual Solo-processes are given as instructions in form of short courses and mainly actual Solo-auditing instructions. The essence of the Solo-auditor \'s Course is contained in this section of \"The Road to Clear \". But it is important to stress, that the better an auditor the student is, the better results he will be ensured in Solo-auditing. \"You deserve the best auditor there is - You! \" is a quote to describe this. A well-trained auditor is much better equipped to audit Solo than somebody having done the \"Tourist Route \". Solo Auditors Course, 1982 In 1982 R. Hubbard redesigned the Solo-auditor \'s Course. This line-up has been the basic model for teaching students to Solo-audit ever since. It puts emphasis on a number of basic books and auditing skills taught on the ST Levels. We use that course as background for Clearbird \'s recommendations, which is entirely based on Clearbird \'s materials. The books are: Dianetics™, The Modern Science of Mental Health. This was R. Hubbard \'s first book (1950) on the subject of Clearing. It covers early Engram running techniques and basic theory of the mind. It is organized into three \'books \' of which book 1 and 2 still are very relevant. Book 3, the therapy from 1950, is less relevant and can be skipped in our opinion. Scientology™, The Fundamental of Thought. This book from 1956 gives an introduction to Scn and is still relevant. It is a small book and is a good read. Most of the data, if not all, are covered in greater length in The Road to Clear. Scientology™ 0-8 The Book of Basics. This is a collection of Axioms, scales and Codes. The ones relevant to auditing are all covered in the ST Levels, mainly in Level Zero and the appendix. Scientology™ 8-8008 This book is from 1953 and covers ARC, Flows, mental energy. It \'s an interesting book with many basic data, but is not directly relevant to Solo-auditing. Problems of Work This book from 1957 covers roughly the same areas as Fundamentals of Thought, but has additional data on handling confusions and other work-related subjects. It is a good book but has little or no relevance to Solo-auditing. Dianetics™ 55! This book from 1955 covers important aspects of communication and is a good read for auditors and non-auditors as well. It has good relevance to auditing. Self Analysis This book from the early 1950s contains the Self Analysis lists and the theory behind the processes. The book is also a supplement to ST-0. It is very relevant to Solo-auditing. Other subjects covered in the 1982 Solo-auditor \'s Course are: Basic Auditing, Rudiments and Model Session (a short Level Zero). Metering. All the Meter Drills are done five times through. Assessment and Prepared Lists - taught on Level Three of ST. Listing and Nulling - taught on Level Three of ST. Then we are up to the Solo-auditor \'s Drills. These are covered fully in this Solo-auditing section of The Road to Clear. Clearbird \'s Line-up You as a Solo-pc deserve the best auditor you can get - You! To become that you need auditor training. We do not include a checksheet for a Solo Auditors Course as this is best administered be a Solo C/S of your choice. We do however include our recommendations for designing such a checksheet using the Clearbird Materials. 1) You start with the Study Manual and complete that. 2) You do The Auditors TRs Course. Then you are ready for the checksheets of The Road to Clear. 3) You do ST-0 including auditing a pc on SA Lists and Grade Zero. 4) You do ST-1, including auditing the Objective Processes and the rest of Grade One on a pc. 5) You do ST-2, covering theory and drills. Auditing a pc on Grade 2 is optional. 6) You do ST-3, covering theory and drills. Auditing a pc on Grade 3 is optional. Now you are ready to do this section on Solo-auditing in The Road to Clear. 7) You do the theory of the Solo-auditing section. 8) You do the regular EM Drills five times through. 9) You do the Solo Drills and Solo Meter Drills to perfection. 10) You do the \"Solo Session C/Ses for Solo-students \", one at the time. These are actual Solo C/S instructions and the student does actual Solo-auditing on a Gradient. This would have to be done under the supervision of the practitioner who is going to deliver the Solo C/Sing or at least under his directions. This section on Solo-auditing is meant as a way to supply the relevant materials rather than a complete course. Since the Solo-auditing takes a Solo C/S to deliver, working out an actual training program is best left in his hands. When you are ready he will supply you with the exact processes and Advanced Levels that you are going to do. But any keen student has all the materials right here to become a competent Solo-auditor. What we have recommended above as a training program teaches the student all the skills needed for Solo. Better would be an auditor fully trained in all procedures of The Road to Clear, but one has to start somewhere and mark what is needed and what is desirable but not absolutely necessary and that is what we have done here. © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[3]=new Array("sub3/solo/06solo_drills.htm","Solo Drills: The exact Drills used to train the Solo-student \'s practical skills.","Solo Drills References: Meter Drills and Solo Session Checklists . The Solo-auditor does not use formal TR 0-4. Instead he or she uses these Solo-drills. The drills also cover metering. The Meter drills used are the same as for ST Level 0-5. The Solo-auditor does the selected drills that apply to Solo-auditing as listed and described below under Solo Meter Drills. The Solo Drills and Solo Meter Drills are done to train a Solo-auditor in how to do real Solo auditing actions and Solo-auditing. The Drills do not teach one to be able to audit pc \'s, nor do they try to teach Auditors TRs. They are done thoroughly until the Solo-student can do each drill easily. The Drills are done with a Meter, worksheets, auditing table and Solo-can set-up just as in a real Solo-session. Solo Drill 1: Solo Can Drill Purpose: Trains the Solo-student in how to take a Tone Arm reading with two cans and with Solo-cans. Also, how to do a proper can squeeze on a one-hand electrode. Position: The Solo-student is seated at a table with Meter and Solo-cans. The student has a printed copy of Solo Session Checklists with him. The coach sits beside the student. Directions: Solo Session Checklists is used. The coach has the student set up the Meter, measure his TA reading with two cans and note it on the worksheets. The coach then has the student change over to a Solo-can set up and adjust TA and note it on the worksheet. The student will notice the TA position is considerably higher on Solo-cans. The reliable TA position takes two hand cans to establish. The coach has the student do this part of the drill until the student can do it easily and rapidly. The coach then has the student do a can squeeze for sensitivity setting. This is per Meter Drill 5A . This drill is done until the student can do it Solo easily and repeatedly. Solo Drill 2: Setting Up a Solo-session Purpose: Trains the Solo-student to set up and end off a Solo-session per the \"Checklist for Beginning a Solo-session \". Position: Coach and student sit at a table. On the table are worksheets, a Meter, cans, ball-point pens, little stapler, correction lists and materials as described in the Checklist. Directions: The Checklist is used and followed. The coach has the student set up and end off a Solo-session exactly per the Checklist. This is drilled until the student can easily set up and end off a Solo-session. Solo Drill 3: Solo Metering Purpose: Trains the Solo-auditor to read written material and note whether the Meter reads or not at the same time. Position: The Solo student is seated at a table set up for a Solo session. The student has a printed copy of the Meter Drills and EM Lists . The coach is seated beside the student. Directions: The Solo-student arranges his tools on the table and keeps worksheets. He uses one of the Prepared Assessment Lists from EM Lists. He puts the list where he can see the list and the needle at the same time. He places a blank sheet of paper over the list so the paper covers everything except the first line on the list. The Solo auditor then reads the first line on the list while also keeping an eye on the Meter to see if the item gives a read. He moves his blank sheet and continues down the list noting all reads and instant reads. He does the drill silently. When he sees a read the Solo-student tells the coach what item and what the read was. He then writes the item and its read on the worksheet. He also notes the time and TA position. The coach checks that the student does this correctly and has the student continue with the drill. Different EM Lists are used until the student can do the actions of reading written material and noting reads and recording reading items on a worksheet effortlessly. The coach keeps the student going until he can do it. Solo Drill 4: Clearing Words Purpose: Trains the Solo-student in clearing the meanings of words for auditing questions and commands. Position: The Solo-student is seated at a Solo set-up (per Solo Drill 2). The coach is seated beside the student. A copy of some technical material is placed on the table where the Solo-student can read it and see the Meter needle at the same time. Directions: The Solo-student reads the materials and notes when the Meter reads. When he sees a read the student finds and clears the misunderstood word to F/N and and notes his actions on the worksheets. Solo-cans and Solo-session set-up is used. The coach ensures that the student does all of these actions. After the materials are word cleared other materials are used. The drill is continued until the Solo-student can do it easily, keep worksheets and handle the Meter. The coach helps the student and encourages him until the student can do it easily. Solo Drill 5: Solo Cycle of Action Purpose: Trains the Solo-student to carry out cycles of action in Solo-auditing to completion of that cycle, and to end cycle on it. Position: The Solo-student is seated at a Solo set-up. The coach seated beside him. The student has a copy of Meter Drill 20. Directions: The student uses the list of questions given in EM-20, except the word \"your \" in the questions is changed to \"my \", and the word \"you \" is changed to \"I \". The Solo-student writes the correct question down on the worksheet and notes whether the question reads on the Meter. Then he silently answers the question and writes down the answer. Then he acknowledges the fact that this cycle is complete. The coach then verifies that the student did each step and whether the student is satisfied that he has done so. This drill is passed when the Solo-student can carry out this cycle of action without being distracted and without Q & A. Each cycle is started executed and ended without hesitation and in a disciplined way. The questions, answers and acknowledgments are done silently and conceptually, not aloud. Solo Meter Drills References: Meter Drills and Solo Drills above. The Solo Meter Drills are only done after the Meter Drills are done very thoroughly the normal way. Not all the EM Drills are done Solo as it wouldn \'t apply. The actual Solo Meter Drills are listed and described below. The Solo-student does the following Solo Meter drills, using the Solo-session set-up including Solo-cans and worksheets. If the Solo-student has any difficulty with a Solo-drill he should return to and redo that Drill, or to the regular Meter drill until he can do it easily. The numbers used for Solo Meter Drills are the the same as for Meter Drills. Those numbers not listed are not done Solo. The Solo Meter Drills are done silently unless otherwise stated. Solo Meter Drill 5A, Can Squeeze: This is done as part of Solo Drill 1. Solo Meter Drill 5B, Metabolism Test: This is done as part of Solo Drill 2, Setting Up a Solo-session. Solo Meter Drill 8, TA Motion/No Motion: Is done as EM-8 except that student has the material on the table beside the Meter. He holds the Solo-cans himself and observes the Meter while reading the material. Solo Meter Drill 9, Body Motion and the Tone Arm: Is done as EM-9 except that student holds Solo-cans and reads the material. Important is the correct positioning of the Meter, worksheets, and reading material. The student should work on this first and find the optimum placement of his tools so as to be able to see the Meter and reading at the same time. When that is done he can go on to the actual drill. Solo Meter Drill 10, Noting TA Blowdowns: Is done as EM-10. The notes under the previous drill apply. Solo Meter Drill 11, Having the Needle on the Dial: Is done as EM-11 with student holding Solo-cans and reading silently from the statement sheet of EM lists. Solo Meter Drill 14, Reads and No Reads: Is done as EM-14 but with student holding Solo-cans and reading materials. Solo Meter Drill 15, What the Needle is Doing: Is done as EM-15 but the student is holding the Solo-cans and reading the statements to himself and thinking the meaning of the statements conceptually. Coach asks: \"What did the needle do while reading the line? \" etc., as in EM-15. An important point to learn from this Drill is that the Meter read will occur when the student reads the line and first gets the concept. It teaches the student to be able to read a line and note the Meter reaction or lack of it at the same time. It is incorrect to read the line and then look at the Meter later as that is a sure way to miss reads in Solo. It also teaches the student that if he has his attention fixated on the Meter and doesn \'t actually think the meaning of the line, the Meter won \'t read. Solo Meter Drill 19, Instant Reads: Is done as EM-19, but with the student holding the Solo-cans and the coach seated beside him, observing. The drill is done silently. The coach keeps the student at it and asks commands as in EM-19 until the student can do it easily and with certainty. Solo Meter Drill 21, Meter Steering: Is done as EM-21 but Solo-student holding Solo-cans. In this Solo Meter Drill the student will of course already know what he was thinking of when the Meter reads. The drill is however done as in EM-21 to show the Solo-student that his thought will again produce the same read when he again thinks it. In addition it illustrates the necessity for the Solo-auditor to keep his attention on the reading item or subject in order to keep that item reading. Also, when the thought is repeated it shows how the read will diminish and eventually vanish as the charge is reduced by re-spotting the original thought. Step Two: In this Solo Drill there is therefore a second step where the student is required to repeatedly think the same thought until the read no longer occurs and to note the reads on his worksheet as they occur. This is an actual auditing technique, used on certain Solo levels, to discharge items. The step must therefore be thoroughly done to a high level of competence. Solo Meter Drill 24, Check for Instant Reads: Is done as EM-24 but the student holding Solo cans and does the assessments on himself. Only use the assessment lists given in the EM Lists. Solo Meter Drill 26, Assessing and Selecting Best Reads: Is done as EM-26 but student holding Solo-cans. Meter Drill 27, Wide Viewing Field: This skill is important in Solo but is taught as part of other Drills (especially Solo Drill 3). If the Solo-student has any difficulty in seeing the Meter and materials at the same time the normal EM-27 can be used to remedy the situation. © Clearbird Publishing, 2003. All rights reserved.","null","null","");arrFiles[4]=new Array("sub3/solo/07solo_cses.htm","Solo Session C/Ses: Used for Solo training sessions, incl. Ruds, Wd clearing, Lists, etc.","Solo Session C/Ses for Solo-students Below are a number of basic C/S instructions used in training Solo-auditors. They are primarily intended as training steps, but they are also real Solo-auditing, when done properly. They are designed to make up a Gradient of actions for the Solo-student to do in real Solo-sessions. The Solo C/S can instruct additional set-up and repair actions - never major actions on this training step. Other popular actions allowed are Repair Lists from ST-3 and St-4Pro and Prep-checks of different subjects. This shouldn \'t be attempted until the below training C/Ses are completed in sequence. Solo-auditors usually make good gains from these C/S Instructions, which is great. At this point learning the tools of Solo is stressed. Any mistakes or errors are handled with Pink Sheet and Cramming to a point where the Solo-auditor demonstrates real competence in Solo-auditing. The Solo C/S only gives the student one instruction to do at the time. This gives the C/S more opportunity to catch any mistakes and the student more opportunity to get his basic Solo-auditing corrected and perfect on a good Gradient. Each of the listed actions, not being a Major Action, can be repeated as a C/S instruction until it is done correctly. Solo-student C/S No. 0 NAME:________________________ DATE: _______________ _______________________ (Session Grade) C/S Comments:_____________________________________________________ DOING A WORKSHEET (No auditing done. Doing a proper worksheet is what is required.) Reference: Checklists for Starting and Ending a Solo-session. 1. Do a proper worksheet. No auditing. Just get on the Meter and do it all correctly. ___________________________ (Solo C/S) Solo-student C/S No. 1 NAME:________________________ DATE: _______________ _______________________ (Session Grade) C/S Comments:_____________________________________________________ ARC BREAK RUD 0. Do the Checklist steps for starting a Solo-session. 1. Fly the ARC Break Rud. Use ARCU CDEINR E/S to F/N VGIs. Use False and Suppress if necessary. 2. If no current ARC Break, spot a time you did have an ARC Break. Use ARCU CDEINR on that time and take it E/S to F/N. 3. Complete session per Checklist for Ending a Solo-session. 4. Get Exam done, if available. Put form in PC folder. 5. Turn the folder in to your C/S or Supervisor. ___________________________ (Solo C/S) Solo-student C/S No. 2 NAME:________________________ DATE: _______________ _______________________ ( Session Grade) C/S Comments:_____________________________________________________ PTP RUD 0. Do the Checklist steps for starting a Solo-session. 1. Fly the PTP Rud. Use itsa E/S itsa to F/N VGIs. Use False and Suppress if necessary. 2. If no current PTP, look for a time you did have a PTP. Take that to F/N VGIs using itsa E/S itsa. 3. Complete session per Checklist for Ending a Solo-session. 4 . Get Exam done, if available. Put form in PC folder. 5. Turn the folder in to your C/S or Supervisor. ___________________________ (Solo C/S) Solo-student C/S No. 3 NAME:________________________ DATE: _______________ _______________________ (Session Grade) C/S Comments:_____________________________________________________ WITHHOLD RUD 0. Do the Checklist steps for starting a Solo-session. 1. Fly the withhold Rud per Rudiments of ST-0. \" HAS A WITHHOLD BEEN MISSED ? \" 2. If you get a read, find out : (a) What was it ? (b) When was it ? (c) Is that ALL of the withhold ? (d) Who missed it ? (e) What did he/she do that made you wonder whether or not he/she knew ? (f) Who else missed it ? Repeat (e) above. Get another and another who missed it, using the Suppress button as needed, and repeating (e) as above. 3. Clean it to F/N, or if no F/N, take it earlier similar with the question: \" IS THERE AN EARLIER SIMILAR MISSED WITHHOLD ? \" 4. Handle each earlier missed withhold you get per step 2 above until you get an F/N. 5. If no current missed withhold ( in step 1 above ), find a time when you did have a missed withhold and handle per steps 2,3 and 4 above. 6. Complete session per Checklist for Ending a Solo-session. 7. Get Exam done, if available. Put form in PC folder. 8. Turn folder in to Supervisor or C/S. ___________________________ (Solo C/S) Solo-student C/S No. 4 NAME:________________________ DATE: _______________ _______________________ (Session Grade) C/S Comments:_____________________________________________________ OVERTS 0. Do the Checklist steps for starting a Solo-session. 1. Fly Overts as a rudiment using the question: \" HAVE I COMMITTED AN OVERT ? \" Use itsa E/S itsa to F/N VGIs. 2. Complete session per Checklist for Ending a Solo-session. 3. Get Exam done, if available. Put form in PC folder. 4. Turn folder in to Supervisor or C/S. ___________________________ (Solo C/S) Solo-student C/S No. 5 NAME:________________________ DATE: _______________ _______________________ (Session Grade) C/S Comments:_____________________________________________________ ALL RUDS 0. Do the Checklist steps for starting a Solo-session. 1. Fly all Ruds ( ARC Break, PTP, W/H ) per Rudiments of ST-0. Use False and Suppress if necessary. Get an F/N on each, even if nothing on it. 2. Complete session per Checklist for Ending a Solo-session. 3. Get Exam done, if available. Put form in PC folder. 4. Turn the folder in to your C/S or Supervisor. ___________________________ (Solo C/S) Solo-student C/S No. 6 NAME:________________________ DATE: _______________ _______________________ (Session Grade) C/S Comments:_____________________________________________________ L1C METHOD 3 0. Do the Checklist steps for starting a Solo-session. 1. Do an L1C Method 3. Use the prefix \" Recently__ \" Use False and Suppress if necessary. Take each item that reads to F/N GIs or VGIs using itsa E/S itsa. NOTE: If you can \'t F/N a reading item, end off at that point and return your folder to the C/S for further instructions. 2. Complete session per Checklist for Ending a Solo-session. 3. Get Exam done, if available. Put form in PC folder. 4. Turn the folder in to your C/S or Supervisor. ___________________________ (Solo C/S) Solo-student C/S No. 7 NAME:________________________ DATE: _______________ _______________________ (Session Grade) C/S Comments:_____________________________________________________ L1C METHOD 5 0. Do the Checklist steps for starting a Solo-session. 1. Do an L1C Method 5. Use the prefix \"Recently___ \" Use False and Suppress if necessary. Take each item that reads to F/N GIs or VGIs using itsa E/S itsa. NOTE: If you can \'t F/N a reading item, end off at that point and return your folder to the C/S for further instructions. 2. Complete session per Checklist for Ending a Solo-session. 3. Get Exam done, if available. Put form in PC folder. 4. Turn folder in to Supervisor or C/S. ___________________________ (Solo C/S) Solo-student C/S No. 8 NAME:________________________ DATE: _______________ _______________________ (Session Grade) C/S Comments:_____________________________________________________ WORD CLEARING ( You will need a Technical Dictionary or Glossary as well as a good English dictionary.) 0. Do the Checklist steps for starting a Solo-session. 1. Fly a rud if no F/N. 2. On each of the following words, do these steps: (a) Look up the definition of the word. (b) Use the word in sentences until you understand it conceptually and get an F/ N. If there is a word in the definition that you don \'t understand, clear that word by looking up it \'s definition and using that word in sentences to conceptual understanding and F/N. Then return to the previous definition that you were clearing. (c) Take each word to F/N. If no F/N, there could be an earlier misunderstood word. If so, clear the earlier word to F/N per (a) and (b) above, then return to F/N the word you were on. (d) On any word that has more than one meaning, clear the first definition and use the word in sentences to F/N. Then clear the next definition and use the word in sentences to F/N. Do this for each definition or meaning of the word. 3. \"IS THERE ANY WORD ON THE LIST THAT I DO NOT FULLY UNDERSTAND? \" If so, clear it per steps 2 (a) and (b) above. 4. \"IS THERE ANY OTHER WORD I HAVE ENCOUNTERED IN STUDYING STANDARD CLEARING TECH OR DIANETICS/SCIENTOLOGY THAT I DID NOT FULLY UNDERSTAND? \" If so, clear it per step 2 (a) and (b) above. 5. Complete session per Checklist for Ending a Solo-session. 6. Get Exam done, if available. Put form in PC folder. 7. Turn folder in to Supervisor or C/S. ___________________________ (Solo C/S) Attachment for No. 8 CONCEPTUAL ___________ AUDITING __________ UNDERSTANDING _____________ RUDIMENTS _____________DEFINITION _____________ ARC BREAK _____________ THETAN _____________ PTP _____________ MIND _____________ MISSED WITHHOLD_________ ANALYTICAL MIND ________ OVERT _____________ REACTIVE MIND _____________ MOTIVATOR _____________ BANK _____________ RELEASE _____________ BODY _____________ CLEAR _____________ OPERATING THETAN___________ GAINS _________ FLOATING NEEDLE ___________ KEY-IN _____________ DIMENSION POINT ___________ KEY-OUT _____________ BE _____________ DO _____________ ERASURE _____________ HAVE _____________ LOCK _____________ GOAL _________ SECONDARY _________ BARRIER _________ ENGRAM _________ FREEDOM ___________ FACSIMILE _____________ OPPONENT _____________ MOCK UP _____________ ALLY _____________ RIDGE __________ MATTER ________ FLOW _____________ ENERGY _____________ OUTFLOW _________ SPACE _________ INFLOW __________ TIME _____________ CIRCUIT __________ FORM ________ MACHINE ________ LOCATION __________ PTS ___________ THETA __________ SP ___________ ENTHETA __________ SOMATIC ________ GAME ___________ PSYCHOSOMATIC ___________ POSTULATE _____________ PAIN _____________ CONSIDERATION _____________ SENSATION _____________ PERCEPTION _____________ VALENCE _____________ KNOWINGNESS _____________ IDENTITY _____________ STATIC _____________ VIEWPOINT _____________ Solo-student C/S No. 9 NAME:________________________ DATE: _______________ _______________________ (Session Grade) C/S Comments:_____________________________________________________ RUDS OF LONG DURATION The handling of these rudiments, is the same as given in Rudiments of ST-0 . The questions given below, are to find the out rud of long duration. 0. Do the Checklist steps for starting a Solo-session. 1. \"IS THERE AN ARC BREAK THAT I HAVE HAD FOR A LONG TIME? \" (If reading, handle to F/N per the above bulletin. Use False and Suppress if necessary.) 2. \"IS THERE A PROBLEM THAT I HAVE HAD FOR A LONG TIME? \" (If reading, handle to F/N per ST-0. Use False and Suppress if necessary.) 3. \"IS THERE A WITHHOLD THAT I HAVE HAD FOR A LONG TIME? \" (If reading, handle to F/N per ST-0. Use False and Suppress if necessary.) 4. Complete session per Checklist for Ending a Solo-session. 5. Get Exam done, if available. Put form in PC folder. 6. Turn folder in to Supervisor or C/S. ___________________________ (Solo C/S) Solo-student C/S No. 10 NAME:________________________ DATE: _______________ _______________________ (Session Grade) C/S Comments:_____________________________________________________ REPAIR SESSION 0. Do the Checklist steps for starting a Solo-session. 1. Do an L1C using the prefix \"IN AUDITING \" Method 3 assessment and handling. Take each reading line to F/N or E/S to F/N. 2. When you have done the L1C once through, assess it again from the beginning, handling each reading line. Do this as many times as needed until you have a big win or the list F/Ns on a new assessment. 3. Complete session per Checklist for Ending a Solo-session. 4. Get Exam done, if available. Put form in PC folder. 5. Turn folder in to Supervisor or C/S. ___________________________ (Solo C/S) Solo-student C/S No. 11 NAME:________________________ DATE: _______________ _______________________ (Session Grade) C/S Comments:_____________________________________________________ REHAB SESSION (Use Rehab Procedure by Buttons from ST-0). 0. Do the Checklist steps for starting a Solo-session. 1. Locate an earlier win or release point. 2. Loosely locate the session or time it occurred. 3. Get in Suppress button on the session or time by asking: \"ON THAT SESSION WAS ANYTHING SUPPRESSED? \" or \"AT THAT TIME WAS ANYTHING SUPPRESSED? \" 4. Get in Invalidation button by asking: \"ON THAT SESSION WAS ANYTHING INVALIDATED? \" or \"AT THAT TIME WAS ANYTHING INVALIDATED? \" 5. Get \"WHAT WAS UNACKNOWLEDGED? \" 6. Indicate anything found in 3, 4 or 5 as By - Passed charge. 7. Find the KEY - IN that was KEYED - OUT at the moment of release. (The person went release because something keyed out at that time or during the session.) 8. When THIS ( 7 above ) is found and recognized by the PC, the PC will get a resurgence of their release state. 9. If this does not happen, find what keyed in that ended the release state and repeat steps ( 2 ) to ( 8 ) on it . End off when the earlier release has been rehabilitated accompanied by an F/N. 10. Unless you had a big win or persistent F/N on the above, repeat steps (1) to (9) until you are on a win or persistent F/N. 11. Complete session per Checklist for Ending a Solo-session. 12. Get Exam done, if available. Put form in PC folder. 13. Turn folder in to Supervisor or C/S. ___________________________ (Solo C/S) Solo-student C/S No. 12 NAME:________________________ DATE: _______________ _______________________ (Session Grade) C/S Comments:_____________________________________________________ SELF ANALYSIS 0. Do the Checklist steps for starting a Solo-session. 1. Fly a rud if no F/N. 2. Take a copy of SELF ANALYSIS, turn to list 5. Begin to assess the list and the lists after it until you get a reading question. 3. Recall the answer to the question. If no F/N, do E/S to an earlier similar incident. Continue until you get an F/N. 4. Continue with list assessing. (You will probably find the the needle will stop F/Ning.) 5. Take the next reading question you find. 6. Recall the answer to the question. If no F/N, handle as in (3) above. 7. Continue to assess the questions, and handle as in (6). When you have an F/N that does not stop, you will have achieved a PERSISTENT F/N. Note that you also had a win. 8. Complete session per Checklist for Ending a Solo-session. 9. Get Exam done, if available. Put form in PC folder. 10. Turn folder in to Supervisor or C/S. NOTE TO C/S: A sensitivity set too high or an inability to concentrate on a NEW question, will give the pc an F/N that won \'t die at once when he starts this C/S. This is really a drill on how one stops a persistent F/N by putting attention on a new subject. An F/N that one can \'t kill that way is the real persistent F/N. While no real trouble is expected, this puts the pc more in control of his Meter, a necessary thing on some upper levels. WARNING: It may take several sessions of this C/S to get to a persistent F/N on some PCs. ___________________________ (Solo C/S) © Clearbird Publishing, 2003. All rights reserved.","null","null","");arrFiles[5]=new Array("sub3/solo/04solocommcycle.htm","The Communication Cycle and Solo: The differences between regular auditing and Solo Auditing.","The Communication Cycle and Solo-auditing In a normal session with an auditor and a pc we have a well-defined auditing comm cycle. This was covered at great length at Level Zero. In \"Communication and Auditing \" the steps listed are: 1. Is the pc ready to receive the command? (appearance, presence). 2. Auditor gives command to pc (What \'s-it line). 3. Pc looks to bank for answer (Itsa-maker line). 4. Pc receives answer from bank. 5. Pc gives answer to auditor (Itsa line). 6. Auditor acknowledges the answer. 7. Auditor sees that pc received the ack (attention). 8. New cycle beginning with (1). This pattern is very basic but has to be understood conceptually and adapted to the Solo-auditing situation to be workable in Solo. The Difference The difference in the basic set-up is obvious. In a normal session two persons are present and there is a physical distance between them. Without the use of TR 0-4 nothing is going to happen. The Solo-auditor is not trying to copy that. The Solo-auditor is not trying to act as two different people as one actor reading a script of a session probably would. An actor would mock himself up as an auditor, give the command, move a step or two on the stage; mock himself up as a pc and answer the question as the pc. Solo-auditing does not consist of trying to act out two different people or roles, nor is talking to oneself part of Solo-auditing. In Solo-auditing the auditing question or auditing command is provided in the materials. The commands will be in printed form and occasionally as handwritten instructions from the Solo C/S, who in turn has picked them from printed materials. The Solo-auditor has to ensure he understands the auditing command before running it. He has to clear the command in other words. He then has to concentrate and silently intend the meaning of the auditing command as to impinge on his case. On a charged command he will get a response or answer from his case. He pays attention to the response and finishes the cycle on the Solo-auditing comm cycle. That is the acknowledgment step. The Solo-auditing comm cycle is thus better described as carrying out and finishing cycles of action. The Meter plays an important role in Solo as a read tells the Solo-auditor that charge has been contacted and restimulated. When the reaction is worked out of the process and the needle is floating that process cycle is completed. No Spoken Commands The Solo-auditor does not use spoken commands. The communication is done on a thought or intention level. There is a process where the Solo-auditor calls a list of items verbally. But that is an exception. The rule is that it is done silently. Reading the Meter Reading the Meter correctly as a Solo-auditor presents a challenge. We have the definition of a reading command as the command reading instantly when it is first cleared or when given to the pc. Since the Solo-auditor basically gets the meaning of the command when he first looks at it he has to be able to catch any read at this point without fail. In other words, he has to be able to read the command and keep an eye on the needle at the same time. To be able to do that he has to arrange his Meter and materials correctly on the table in front of him. When auditing something heavily charged the read may re-appear when the command is called again. But when auditing rudiments or a prepared list the read may not repeat. Unless the Solo-auditor catches the read as it appears the first time he may get himself into trouble, leaving charged questions behind. We know from normal auditing that a question can read on a misunderstood word and give an invalid read. This can of course also happen in Solo-auditing. The Solo-auditor therefore has to be taught to clear the meanings of words in the commands before taking a read as valid. This is all very fast and simple in Solo when properly learned. The important point is to cover each step of the cycle of clearing the command, observing the valid instant reads and completing the cycle of action on each command and process. Solo Drills The Solo Drills get the Solo-auditor familiar with all these parts of Solo-auditing. Doing them repeatedly he gets an in-depth understanding and skill in handling the tools of Solo. The Drills are much like a pianist doing basic scales over and over. This is done to get the pianist \'s hands in physical shape and get the mechanics of playing the piano down on a subconscious level so he now can concentrate on the music. In Solo the skills of the Drills have to become second nature to the Solo-auditor in order to deliver a smooth and effective session. When he has all these skills down cold he can relax about the tools and mechanics of it all he can do Solo-auditing and be fully in-session as a pc as well. © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[6]=new Array("sub3/solo/02advlevels.htm","Solo. Adv. Levels - Auditing after Clear: Levels and RDs after Clear. Most done Solo.","Advanced Levels (ALs) Auditing after Clear There are a number of Advanced Levels that can be audited after Clear. Many of them can be done Solo. Some of them are audited in a normal session set-up. The Advanced Levels after Clear is also called Operating Thetan band. Operating Thetan has been defined different ways. A real Operating Thetan has no Reactive Bank whatsoever and is cause over matter, energy, space, time and thought and is completely free. He does not depend on his body to execute things. Here is the description given by Scientology.org that is a promotional website: \"Operating Thetan is a spiritual state of beingness above Clear. Thetan refers to the spiritual being, and operating means here “able to operate without dependency on things.” An Operating Thetan is able to control matter, energy, space and time rather than being controlled by these things. As a result, an Operating Thetan is able to be at cause over life. \"There are numerous auditing steps called Operating Thetan levels. People on these levels are progressing to the spiritual state of full Operating Thetan and becoming more and more Cause along the way. How would you describe the state of Operating Thetan? \"The goal of Operating Thetan is to overcome the travails of existence and regain the certainty and abilities of one’s native spiritual beingness. At this level one knows that he is separate and apart from such material things as physical form or the physical universe. \"Operating Thetan is a state of spiritual awareness in which an individual is able to control himself and his environment. An Operating Thetan is someone who knows that he knows and can create positive and pro-survival effects on all of his dynamics. He has been fully refamiliarized with his capabilities as a thetan and can willingly and knowingly be at cause over life, thought, matter, energy, space and time. \"As a being becomes more and more an Operating Thetan, he becomes more powerful, stable and responsible as a spiritual being. \" There are eight Advanced Levels available at this time. We will briefly list and describe them here. The description may not satisfy your curiosity completely; the chapter is meant as an orientation only. Also, R. Hubbard designated most of these Levels as \"Confidential \" and we will respect that. Besides that, it is beyond the scope of \"The Road to Clear \". Our goal with this section on Solo-auditing is to cover the basic auditing skills a Solo-auditor has to have. Having learned these skills he has done his \'Level Zero of Solo-auditing \'. The student can now relatively easily audit Solo when he has found a competent Solo C/S to work with. The Solo C/S will check the student \'s Solo-auditing skills, probably have him do some more drilling and study, and then give him the exact materials of the next action, one Advanced Level at the time, for the student to audit Solo. Here is the list. Each Level is marked \"Solo \" if it is an action that is done Solo. It is marked \"Audited \" if it is done in a normal session set-up, and \"Study \" if it is study only. Clear Intensive - Audited When a person has received some Engram Running or Engram Clearing the person may feel he or she went Clear. The State of Clear has to be verified by a competent auditor and C/S doing this action. The outcome can be that the person did go Clear and should go onto Preparation auditing for the Advanced Levels (see below) . If it is found the person did not go Clear the pc would continue receiving Engram Clearing until the person goes Clear or that Grade is complete. If the person did not go Clear when complete on Engram Clearing he or she would follow \'the alternative route \' described later in this chapter. The Clear Intensive may have to be done as a check several times to determine pc \'s state of case before going on. Advanced Level One - Solo This is a very short level. Its aim is to reorient the being to his environment and the physical universe after going Clear. Ability gained from AL-1 is: \"A fresh, causative Operating Thetan viewpoint on the MEST Universe and other beings \". Advanced Level Two - Solo Here the student starts to handle GPMs from his Time Track. There is a lot more to know about the subject of GPMs than we can go into here. That is why you have to do the Level. Ability gained from completing AL-2 is: \"Ability to confront the whole track \". Advanced Level Three - Solo Auditing \"The wall of fire \". It addresses a disastrous incident that happened 75 million years ago and affected all life-forms in this part of the universe. Handling other life-entities than self plays an important role. These entities were briefly described in \"The State of Clear \". Ability gained from AL-3 is: \"Return to Self-determinism. Freedom from overwhelm. \" Advanced Level Four - Audited This is the so-called Drug RD for Operating Thetans. It takes a deeper look at the effects of drugs on a case, going way back in time. It handles charge now available to be audited out. Ability gained from AL-4 is: \"Eradication of the last effects of drugs on the being. \" Advanced Level Five - Audited This level is designed to handle anything remaining of body problems, somatics, etc. that didn \'t get completely eradicated in Engram Clearing due to the individual going Clear or for other reasons outlined in \"The State of Clear \" . AL-5 consists of a series of rundowns that mainly address entities effects on the body and thought process of the student. Advanced Level Six - Study Level 6 is a training level which teaches the student advanced Solo-auditing that is then done as Level 7. Advanced Level Seven - Solo Level 7 is using in Solo-auditing what one learned on Level 6. This is a long level, usually hundreds of hours of Solo-auditing. Ability gained from AL-7 is: \"Cause over life. \" Advanced Level Eight - Solo This Solo-level is relatively short. Ability gained from AL-8 is: \"Handles the primary reason for amnesia on the whole track. \" Alternative R oute For pc \'s who completed Engram Clearing but did not go Clear there is an alternative route to Clear. Most of it is Solo-audited. Power Processes - Audited These are audited actions; originally called Grade 5 and 5A. Ability gained from these Grades is: \"Ability to hold power \". Routine R6EW - Solo This is also called Grade 6. The student starts to handle locks of GPMs as they affect him in his daily life. Ability gained from this Solo-level is: \"Freedom from dramatization. \" Clearing Course This is also called Grade 7. If the student did not go Clear on Engram Clearing Power Processes, Grade 6 and 7 will take him there. Ability gained from this Solo-level is: \"The State of Clear; a Being who no longer has his own Reactive Mind. \" Non-interference Zone Doing AL-1 to AL-3 should be planned and done as one continued action. It is important the pc is fully set up before starting on AL-1. That is what the \"Preparation for Advanced Levels \" auditing program is for. Prep aration for Advanced Levels The C/S will pay close attention to that all the Grades 0-5 and all major troubles the pc may have in life are fully handled before starting him or her on the Advanced Levels. A tailor-made program called \"Preparation for Advanced Levels \" is done before Solo-auditing is undertaken. This is a auditing program based on Repair Program and Advance Program . It is designed by the C/S to handle that pc \'s case difficulties still persisting and done by a qualified auditor. When finishing AL-3, and before going onto the next Level, the Solo C/S will make sure the student is set up for that Level. This is no different from going from one of the lower Grades to the next. The basic principles were covered in the C/S Mini Hat under Repair , Set-up and Repair Program. © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[7]=new Array("sub2/appendix/axiom2.htm","Axioms of Scn, Axioms of Dn, Factors,Pre-logics, Logics, Code of Honor, Axioms for Objectives.","Ap pendix Links: [ Home ] [ Index/Search ] No frame ][ Tech terms ] [ Scales ] [Axioms] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][ Cramm ] [ Points ] [ KTW ] [Top] [The Factors] [Pre-logics] [Logics] [Axioms of Scn] [Code of Honor] [Axioms 1948] [Axioms 1950] [Axioms of Dianetics 1951] [Axioms Objectives] Axioms A collection of Axioms and basic principles, laws and codified wisdom from R. Hubbard \'s works (fair use quotes from many publications between 1948-1970). [Top] [The Factors] [Pre-logics] [Logics] [Axioms of Scn] [Code of Honor] [Axioms 1948] [Axioms 1950] [Axioms of Dianetics 1951] [Axioms Objectives] THE FACTORS (Summation of the considerations and examinations of the human spirit and the material universe completed between A.D.1923 and 1953) 1. Before the beginning was a Cause and the entire purpose of the Cause was the creation of effect. 2. In the beginning and forever is the decision and the decision is TO BE. 3. The first action of beingness is to assume a viewpoint. 4. The second action of beingness is to extend from the viewpoint, points to view, which are dimension points. 5. Thus there is space created, for the definition of space is: viewpoint of dimension. And the purpose of a dimension point is space and a point of view. 6. The action of a dimension point is reaching and withdrawing. 7. And from the viewpoint to the dimension points there are connection and interchange. Thus new dimension points are made. Thus there is communication. 8. And thus there is light. 9. And thus there is energy. 10. And thus there is life. 11. But there are other viewpoints and these viewpoints outthrust points to view. And there comes about an interchange amongst viewpoints; but the interchange is never otherwise than in terms of exchanging dimension points. 12. The dimension point can be moved by the viewpoint, for the viewpoint, in addition to creative ability and consideration, possesses volition and potential independence of action; and the viewpoint, viewing dimension points, can change in relation to its own or other dimension points or viewpoints. Thus comes about all the fundamentals there are to motion. 13. The dimension points are each and every one, whether large or small, solid. And they are solid solely because the viewpoints say they are solid. 14. Many dimension points combine into larger gases, fluids or solids. Thus there is matter. But the most valued point is admiration, and admiration is so strong its absence alone permits persistence. 15. The dimension point can be different from other dimension points and thus can possess an individual quality. And many dimension points can possess a similar quality, and others can possess a similar quality unto themselves. Thus comes about the quality of classes of matter. 16. The viewpoint can combine dimension points into forms and the forms can be simple or complex and can be at different distances from the viewpoints and so there can be combinations of form. And the forms are capable of motion and the viewpoints are capable of motion and so there can be motion of forms. 17. And the opinion of the viewpoint regulates the consideration of the forms, their stillness or their motion, and these considerations consist of assignment of beauty or ugliness to the forms and these considerations alone are art. 18. It is the opinion of the viewpoints that some of these forms should endure. Thus there is survival. 19. And the viewpoint can never perish; but the form can perish. 20. And the many viewpoints, interacting, become dependent upon one another \'s forms and do not choose to distinguish completely the ownership of dimension points and so comes about a dependency upon the dimension points and upon the other viewpoints. 21. From this comes a consistency of viewpoint of the interaction of dimension points and this, regulated, is TIME. 22. And there are universes. 23. The universes, then, are three in number: the universe created by one viewpoint, the universe created by every other viewpoint, the universe created by the mutual action of viewpoints which is agreed to be upheld -- the physical universe. 24. And the viewpoints are never seen. And the viewpoints consider more and more that the dimension points are valuable. And the viewpoints try to become the anchor points and forget that they can create more points and space and forms. Thus comes about scarcity. And the dimension points can perish and so the viewpoints assume that they, too, can perish. 25. Thus comes about death. 26. The manifestations of pleasure and pain, of thought, emotion and effort, of thinking, of sensation, of affinity, reality, communication, of behavior and being are thus derived and the riddles of our universe are apparently contained and answered herein. 27. There is beingness, but Man believes there is only becomingness. 28. The resolution of any problem posed hereby is the establishment of viewpoints and dimension points, the betterment of condition and concourse amongst dimension points, and, thereby, viewpoints, and the remedy of abundance or scarcity in all things, pleasant or ugly, by the rehabilitation of the ability of the viewpoint to assume points of view and create and uncreate, neglect, start, change and stop dimension points of any kind at the determinism of the viewpoint. Certainty in all three universes must be regained, for certainty, not data, is knowledge. 29. In the opinion of the viewpoint, any beingness, any thing, is better than no thing, any effect is better than no effect, any universe better than no universe, any particle better than no particle, but the particle of admiration is best of all. 30. And above these things there might be speculation only. And below these things there is the playing of the game. But these things which are written here Man can experience and know. And some may care to teach these things and some may care to use them to assist those in distress and some may desire to employ them to make individuals and organizations more able and so give to Earth a culture of which we can be proud. Humbly tendered as a gift to Man by L. Ron Hubbard, April 23, 1953 [Top] [The Factors] [Pre-logics] [Logics] [Axioms of Scn] [Code of Honor] [Axioms 1948] [Axioms 1950] [Axioms of Dianetics 1951] [Axioms Objectives] The Q \'s , THE PRELOGICS Q 1 SELF-DETERMINISM IS THE COMMON DENOMINATOR OF ALL LIFE IMPULSES. (a) DEFINITION OF SELF-DETERMINISM: THE ABILITY TO LOCATE IN SPACE AND TIME ENERGY AND MATTER. ALSO THE ABILITY TO CREATE SPACE AND TIME IN WHICH TO CREATE AND LOCATE ENERGY AND MATTER. (b) THE IDENTIFICATION OF THE SOURCE OF THAT WHICH PLACES MATTER AND ENERGY AND ORIGINATES SPACE AND TIME IS NOT NECESSARY TO THE RESOLUTION OF THIS PROBLEM AT THIS TIME. Q 2 THETA CREATES SPACE. ENERGY AND OBJECTS BY POSTULATES. Q 3 UNIVERSES ARE CREATED BY THE APPLICATION OF SELF-DETERMINISM ON EIGHT DYNAMICS. Q 4 SELF-DETERMINISM, APPLIED. WILL CREATE. ALTER. CONSERVE AND POSSIBLY DESTROY UNIVERSES. Q 5 THE ACTION CYCLE IS ONE OF THE ABILITIES OF A THETAN. AN ACTION CYCLE GOES FROM 40.0 TO 0.0 ON THE TONE SCALE. AN ACTION CYCLE IS THE CREATION. GROWTH. CONSERVATION. DECAY AND DEATH OR DESTRUCTION OF ENERGY AND MATTER IN A SPACE. ACTION CYCLES PRODUCE TIME. NOTE: This edition restores the Q numbers as given in the Philadelphia Doctorate Course Lectures of December, 1952. [Top] [The Factors] [Pre-logics] [Logics] [Axioms of Scn] [Code of Honor] [Axioms 1948] [Axioms 1950] [Axioms of Dianetics 1951] [Axioms Objectives] THE AXIOMS OF SCIENTOLOGY AXIOM 1. LIFE IS BASICALLY A STATIC Definition: a Life Static has no mass, no motion, no wavelength, no location in space or in time. It has the ability to postulate and to perceive. AXIOM 2. THE STATIC IS CAPABLE OF CONSIDERATIONS, POSTULATES, AND OPINIONS. AXIOM 3. SPACE, ENERGY, OBJECTS. FORM AND TIME ARE THE RESULT OF CONSIDERATIONS MADE AND/OR AGREED UPON OR NOT BY THE STATIC, AND ARE PERCEIVED SOLELY BECAUSE THE STATIC CONSIDERS THAT IT CAN PERCEIVE THEM. AXIOM 4. SPACE IS A VIEWPOINT OF DIMENSION. AXIOM 5. ENERGY CONSISTS OF POSTULATED PARTICLES IN SPACE. AXIOM 6. OBJECTS CONSIST OF GROUPED PARTICLES AND SOLIDS. AXIOM 7. TIME IS BASICALLY A POSTULATE THAT SPACE AND PARTICLES WILL PERSIST. AXIOM 8. THE APPARENCY OF TIME IS THE CHANGE OF POSITION OF PARTICLES IN SPACE. AXIOM 9. CHANGE IS THE PRIMARY MANIFESTATION OF TIME. AXIOM 10. THE HIGHEST PURPOSE IN THIS UNIVERSE IS THE CREATION OF AN EFFECT. AXIOM 11. THE CONSIDERATIONS RESULTING IN CONDITIONS OF EXISTENCE ARE FOUR-FOLD. (a) AS-IS-NESS is the condition of immediate creation without persistence, and is the condition of existence which exists at the moment of creation and the moment of destruction, and is different from other considerations in that it does not contain survival. (b) ALTER-IS-NESS is the consideration which introduces change and therefore time and persistence, into an AS-IS-NESS to obtain persistency. (c) IS-NESS is an apparency of existence brought about by the continuous alteration of an AS-IS-NESS. This is called, when agreed upon, Reality. (d) NOT-IS-NESS is the effort to handle IS-NESS by reducing its condition through the use of force. It is an apparency and cannot entirely vanquish an IS-NESS. AXIOM 12. THE PRIMARY CONDITION OF ANY UNIVERSE IS THAT TWO SPACES, ENERGIES, OR OBJECTS MUST NOT OCCUPY THE SAME SPACE. WHEN THIS CONDITION IS VIOLATED (PERFECT DUPLICATE) THE APPARENCY OF ANY UNIVERSE OR ANY PART THEREOF IS NULLED. AXIOM 13. THE CYCLE OF ACTION OF THE PHYSICAL UNIVERSE IS: CREATE, SURVIVE (PERSIST), DESTROY. AXIOM 14. SURVIVAL IS ACCOMPLISHED BY ALTER-IS-NESS AND NOT-IS-NESS, BY WHICH IS GAINED THE PERSISTENCY KNOWN AS TIME. AXIOM 15. CREATION IS ACCOMPLISHED BY THE POSTULATION OF AN AS-IS-NESS. AXIOM 16. COMPLETE DESTRUCTION IS ACCOMPLISHED BY THE POSTULATION OF THE AS-IS-NESS OF ANY EXISTENCE AND THE PARTS THEREOF. AXIOM 17. THE STATIC, HAVING POSTULATED AS-IS-NESS, THEN PRACTICES ALTER-IS-NESS, AND SO ACHIEVES THE APPARENCY OF IS-NESS AND SO OBTAINS REALITY. AXIOM 18. THE STATIC, IN PRACTICING NOT-IS-NESS, BRINGS ABOUT THE PERSISTENCE OF UNWANTED EXISTENCES, AND SO BRINGS ABOUT UNREALITY, WHICH INCLUDES FORGETFULNESS, UNCONSCIOUSNESS, AND OTHER UNDESIRABLE STATES. AXIOM 19. BRINGING THE STATIC TO VIEW AS-IS ANY CONDITION DEVALUATES THAT CONDITION. AXIOM 20. BRINGING THE STATIC TO CREATE A PERFECT DUPLICATE CAUSES THE VANISHMENT OF ANY EXISTENCE OR PART THEREOF. A perfect duplicate is an additional creation of the object, its energy, and space, in its own space, in its own time, using its own energy. This violates the condition that two objects must not occupy the same space, and causes a vanishment of the object. AXIOM 21. UNDERSTANDING IS COMPOSED OF AFFINITY, REALITY, AND COMMUNICATION. AXIOM 22. THE PRACTICE OF NOT-IS-NESS REDUCES UNDERSTANDING. AXIOM 23. THE STATIC HAS THE CAPABILITY OF TOTAL KNOWINGNESS. TOTAL KNOWINGNESS WOULD CONSIST OF TOTAL ARC. AXIOM 24. TOTAL ARC WOULD BRING ABOUT THE VANISHMENT OF ALL MECHANICAL CONDITIONS OF EXISTENCE. AXIOM 25. AFFINITY IS A SCALE OF ATTITUDES WHICH FALLS AWAY FROM THE CO-EXISTENCE OF STATIC, THROUGH THE INTERPOSITIONS OF DISTANCE AND ENERGY, TO CREATE IDENTITY, DOWN TO CLOSE PROXIMITY BUT MYSTERY. By the practice of Is-ness (Beingness) and Not-is-ness (refusal to Be) individuation progresses from the Knowingness of complete identification down through the introduction of more and more distance and less and less duplication, through Lookingness, Emotingness, Effortingness, Thinkingness, Symbolizingness, Eatingness, Sexingness, and so through to not-Knowingness (Mystery). Until the point of Mystery is reached, some communication is possible, but even at Mystery an attempt to communicate continues. Here we have, in the case of an individual, a gradual falling away from the belief that one can assume a complete Affinity down to the conviction that all is a complete Mystery. Any individual is somewhere on this Know-to-Mystery scale. The original Chart of Human Evaluation was the Emotion section of this scale. AXIOM 26. REALITY IS THE AGREED-UPON APPARENCY OF EXISTENCE. AXIOM 27. AN ACTUALITY CAN EXIST FOR ONE INDIVIDUALLY, BUT WHEN IT IS AGREED WITH BY OTHERS IT CAN THEN BE SAID TO BE A REALITY. The anatomy of Reality is contained in Is-ness, which is composed of As-is-ness and Alter-is-ness. Is-ness is an apparency, it is not an Actuality. The Actuality is As-is-ness altered so as to obtain a persistency. Unreality is the consequence and apparency of the practice of Not-is-ness. AXIOM 28. COMMUNICATION IS THE CONSIDERATION AND ACTION OF IMPELLING AN IMPULSE OR PARTICLE FROM SOURCE-POINT ACROSS A DISTANCE TO RECEIPT-POINT, WITH THE INTENTION OF BRINGING INTO BEING AT THE RECEIPT-POINT A DUPLICATION AND UNDERSTANDING OF THAT WHICH EMANATED FROM THE SOURCE-POINT. The formula of Communication is: Cause, Distance, Effect, with Intention, Attention and Duplication WITH UNDERSTANDING. The component parts of Communication are Consideration, Intention, Attention, Cause, Source-point, Distance, Effect, Receipt-point, Duplication, Understanding, the Velocity of the impulse or particle, Nothingness or Somethingness. A non-communication consists of Barriers. Barriers consist of Space, Interpositions (such as walls and screens of fast-moving particles), and Time. A communication, by definition, does not need to be two-way. When a communication is returned, the formula is repeated, with the receipt-point now becoming a source-point and the former source-point now becoming a receipt-point. AXIOM 29. IN ORDER TO CAUSE AN AS-IS-NESS TO PERSIST, ONE MUST ASSIGN OTHER AUTHORSHIP TO THE CREATION THAN HIS OWN. OTHERWISE HIS VIEW OF IT WOULD CAUSE ITS VANISHMENT. Any space, energy, form, object, individual, or physical universe condition can exist only when an alteration has occurred of the original As-is-ness so as to prevent a casual view from vanishing it. In other words, anything which is persisting must contain a \"lie \" so that the original consideration is not completely duplicated. AXIOM 30. THE GENERAL RULE OF AUDITING IS THAT ANYTHING WHICH IS UNWANTED AND YET PERSISTS MUST BE THOROUGHLY VIEWED, AT WHICH TIME IT WILL VANISH. If only partially viewed, its intensity, at least, will decrease. AXIOM 31. GOODNESS AND BADNESS, BEAUTIFULNESS AND UGLINESS, ARE ALIKE CONSIDERATIONS AND HAVE NO OTHER BASIS THAN OPINION. AXIOM 32. ANYTHING WHICH IS NOT DIRECTLY OBSERVED TENDS TO PERSIST. AXIOM 33. ANY AS-IS-NESS WHICH IS ALTERED BY NOT-IS-NESS (BY FORCE) TENDS TO PERSIST. AXIOM 34. ANY IS-NESS, WHEN ALTERED BY FORCE, TENDS TO PERSIST. AXIOM 35. THE ULTIMATE TRUTH IS A STATIC. A Static has no mass, meaning, mobility, no wavelength, no time, no location in space, no space. This has the technical name of \"Basic Truth \". AXIOM 36. A LIE IS A SECOND POSTULATE, STATEMENT OR CONDITION DESIGNED TO MASK A PRIMARY POSTULATE WHICH IS PERMITTED TO REMAIN. Examples: Neither truth nor a lie is a motion or alteration of a particle from one position to another. A lie is a statement that a particle having moved did not move, or a statement that a particle, not having moved, did move. The basic lie is that a consideration which was made was not made or that it was different. AXIOM 37. WHEN A PRIMARY CONSIDERATION IS ALTERED BUT STILL EXISTS, PERSISTENCE IS ACHIEVED FOR THE ALTERING CONSIDERATION. All persistence depends on the Basic Truth, but the persistence is of the altering consideration, for the Basic Truth has neither persistence nor inpersistence. AXIOM 38. 1: STUPIDITY IS THE UNKNOWNESS OF CONSIDERATION. 2: MECHANICAL DEFINITION: STUPIDITY IS UNKNOWNESS OF TIME, PLACE, FORM AND EVENT. 1: TRUTH IS THE EXACT CONSIDERATION. 2: TRUTH IS THE EXACT TIME, PLACE, FORM, AND EVENT. Thus we see that failure to discover Truth brings about stupidity. Thus we see that the discovery of Truth would bring about an As-is-ness by actual experiment. Thus we see that an ultimate truth would have no time, place, form or event. Thus, then, we perceive that we can achieve a persistence only when we mask a truth. Lying is an alteration of time, place, event, or form. Lying becomes Alter-is-ness, becomes Stupidity. (The blackness of cases is an accumulation of the case \'s own or another \'s lies.) Anything which persists must avoid As-is-ness. Thus, anything, to persist, must contain a lie. AXIOM 39. LIFE POSES PROBLEMS FOR ITS OWN SOLUTION. AXIOM 40. ANY PROBLEM, TO BE A PROBLEM, MUST CONTAIN A LIE, IF IT WERE TRUTH, IT WOULD UNMOCK. An \"unsolvable problem \" would have the greatest persistence. It would also contain the greatest number of altered facts. To make a problem, one must introduce Alter-is-ness. AXIOM 41. THAT INTO WHICH ALTER-IS-NESS IS INTRODUCED BECOMES A PROBLEM. AXIOM 42. MEST (MATTER, ENERGY, SPACE, TIME) PERSISTS BECAUSE IT IS A PROBLEM. It is a problem because it contains Alter-is-ness. AXIOM 43. TIME IS THE PRIMARY SOURCE OF UNTRUTH. Time states the untruth of consecutive considerations. AXIOM 44. THETA (THE STATIC) HAS NO LOCATION IN MATTER, ENERGY, SPACE, OR TIME. IT IS CAPABLE OF CONSIDERATION. AXIOM 45. THETA CAN CONSIDER ITSELF TO BE PLACED, AT WHICH MOMENT IT BECOMES PLACED, AND TO THAT DEGREE A PROBLEM. AXIOM 46. THETA CAN BECOME A PROBLEM BY ITS CONSIDERATIONS, BUT THEN BECOMES MEST. A problem is to some degree MEST. MEST is a problem. AXIOM 47. THETA CAN RESOLVE PROBLEMS. AXIOM 48. LIFE IS A GAME WHEREIN THETA AS THE STATIC SOLVES THE PROBLEMS OF THETA AS MEST. AXIOM 49. TO SOLVE ANY PROBLEM IT IS ONLY NECESSARY TO BECOME THETA, THE SOLVER, RATHER THAN THETA, THE PROBLEM. AXIOM 50. THETA AS MEST MUST CONTAIN CONSIDERATIONS WHICH ARE LIES. AXIOM 51. POSTULATES AND LIVE COMMUNICATION NOT BEING MEST AND BEING SENIOR TO MEST CAN ACCOMPLISH CHANGE IN MEST WITHOUT BRINGING ABOUT A PERSISTENCE OF MEST. THUS AUDITING CAN OCCUR. AXIOM 52. MEST PERSISTS AND SOLIDIFIES TO THE DEGREE THAT IT IS NOT GRANTED LIFE. AXIOM 53. A STABLE DATUM IS NECESSARY TO THE ALIGNMENT OF DATA. AXIOM 54. A TOLERANCE OF CONFUSION AND AN AGREED-UPON STABLE DATUM ON WHICH TO ALIGN THE DATA IN A CONFUSION ARE AT ONCE NECESSARY FOR A SANE REACTION ON THE EIGHT DYNAMICS. THIS DEFINES SANITY. AXIOM 55. THE CYCLE OF ACTION IS A CONSIDERATION. CREATE, SURVIVE, DESTROY, THE CYCLE OF ACTION ACCEPTED BY THE G.E.*, IS ONLY A CONSIDERATION WHICH CAN BE CHANGED BY THE THETAN MAKING A NEW CONSIDERATION OR DIFFERENT ACTION CYCLES. AXIOM 56. THETA BRINGS ORDER TO CHAOS. Corollary: Chaos brings disorder to theta. AXIOM 57. ORDER MANIFESTS WHEN COMMUNICATION, CONTROL AND HAVINGNESS ARE AVAILABLE TO THETA. Definition: Communication: the interchange of ideas across space. Control: positive postulating, which is intention. and the execution thereof. Havingness: that which permits the experience of mass and pressure. AXIOM 58. INTELLIGENCE AND JUDGMENT ARE MEASURED BY THE ABILITY TO EVALUATE RELATIVE IMPORTANCES. COROLLARY: THE ABILITY TO EVALUATE IMPORTANCES AND UNIMPORTANCES IS THE HIGHEST FACULTY OF LOGIC. COROLLARY: IDENTIFICATION IS A MONOTONE ASSIGNMENT OF IMPORTANCE. COROLLARY: IDENTIFICATION IS THE INABILITY TO EVALUATE DIFFERENCES IN TIME, LOCATION, FORM, COMPOSITION OR IMPORTANCE. *G.E.: Genetic Entity. [Top] [The Factors] [Pre-logics] [Logics] [Axioms of Scn] [Code of Honor] [Axioms 1948] [Axioms 1950] [Axioms of Dianetics 1951] [Axioms Objectives] THE CODE OF HONOR No one expects the Code of Honor to be closely and tightly followed. An ethical code cannot be enforced. Any effort to enforce the Code of Honor would bring it into the level of a moral code. It cannot be enforced simply because it is a way of life which can exist as a way of life only as long as it is not enforced. Any other use but self-determined use of the Code of Honor would, as any Scientologist could quickly see, produce a considerable deterioration in a person. Therefore its use is a luxury use, and which is done solely on self-determined action, providing one sees eye to eye with the Code of Honor. 1. Never desert a comrade in need, in danger, or in trouble. 2. Never withdraw allegiance once granted. 3. Never desert a group to which you owe your support. 4. Never disparage yourself or minimize your strength or power. 5. Never need praise, approval or sympathy. 6. Never compromise with your own reality. 7. Never permit your affinity to be alloyed. 8. Do not give or receive communication unless you yourself desire it. 9. Your self determinism and your honor are more important than your immediate life. 10. Your integrity to yourself is more important than your body. 11. Never regret yesterday. Life is in you today, and you make your tomorrow. 12. Never fear to hurt another in a just cause. 13. Don \'t desire to be liked or admired. 14. Be your own adviser, keep your own counsel and select your own decisions. 15. Be true to your own goals. [Top] [The Factors] [Pre-logics] [Logics] [Axioms of Scn] [Code of Honor] [Axioms 1948] [Axioms 1950] [Axioms of Dianetics 1951] [Axioms Objectives] PRIMARY AXIOMS FROM THE ORIGINAL THESIS (1948) AXIOM 1 SURVIVE! AXIOM 2 THE PURPOSE OF THE MIND IS TO SOLVE PROBLEMS RELATING TO SURVIVAL. AXIOM 3 THE MIND DIRECTS THE ORGANISM, THE SPECIES, ITS SYMBIOTES OR LIFE IN THE EFFORT OF SURVIVAL. AXIOM 4 THE MIND, AS THE CENTRAL DIRECTION SYSTEM OF THE BODY, POSES, PERCEIVES AND RESOLVES PROBLEMS OF SURVIVAL AND DIRECTS OR FAILS TO DIRECT THEIR EXECUTION. AXIOM 5 THE PERSISTENCY OF THE INDIVIDUAL IN LIFE IS DIRECTLY GOVERNED BY THE STRENGTH OF HIS BASIC DYNAMIC. AXIOM 6 INTELLIGENCE IS THE ABILITY OF AN INDIVIDUAL, GROUP OR RACE TO RESOLVE PROBLEMS RELATING TO SURVIVAL. Dianetics: The Original Thesis, 1948 [Top] [The Factors] [Pre-logics] [Logics] [Axioms of Scn] [Code of Honor] [Axioms 1948] [Axioms 1950] [Axioms of Dianetics 1951] [Axioms Objectives] THE FUNDAMENTAL AXIOMS OF DIANETICS (1950) The dynamic principle of existence -- SURVIVE! Survival, considered as the single and sole Purpose, subdivides into four dynamics. DYNAMIC ONE is the urge of the individual toward survival for the individual and his symbiotes. By symbiote is meant all entities and energies which aid survival. DYNAMIC TWO is the urge of the individual toward survival through procreation; it includes both the sex act and the raising of progeny, the care of children and their symbiotes. DYNAMIC THREE is the urge of the individual toward survival for the group or the group for the group and includes the symbiotes of that group. DYNAMIC FOUR is the urge of the individual toward survival for Mankind or the urge toward survival of Mankind for Mankind as well as the group for Mankind, etc., and includes the symbiotes of Mankind. The absolute goal of survival is immortality or infinite survival. This is sought by the individual in terms of himself as an organism, as a spirit or as a name or as his children, as a group of which he is a member or as Mankind and the progeny and symbiotes of others as well as his own. The reward of survival activity is pleasure. The ultimate penalty of destructive activity is death or complete non-survival, and is pain. Successes raise the survival potential toward infinite survival. Failures lower the survival potential toward death. The human mind is engaged upon perceiving and retaining data, composing or computing conclusions and posing and resolving problems related to organisms along all four dynamics; and the purpose of perception, retention, concluding and resolving problems is to direct its own organism and symbiotes and other organisms and symbiotes along the four dynamics toward survival. Intelligence is the ability to perceive, pose and resolve problems. The dynamic is the tenacity to life and vigor and persistence in survival. Both the dynamic and intelligence are necessary to persist and accomplish and neither is a constant quantity from individual to individual, group to group. The dynamics are inhibited by engrams, which lie across them and disperse life force. Intelligence is inhibited by engrams which feed false or improperly graded data into the analyzer. Happiness is the overcoming of not unknown obstacles toward a known goal and, transiently, the contemplation of or indulgence in pleasure. The analytical mind is that portion of the mind which perceives and retains experience data to compose and resolve problems and direct the organism along the four dynamics. It thinks in differences and similarities. The reactive mind is that portion of the mind which files and retains physical pain and painful emotion and seeks to direct the organism solely on a stimulus-response basis. It thinks only in identities. The somatic mind is that mind which, directed by the analytical or reactive mind, places solutions into effect on the physical level. A training pattern is that stimulus-response mechanism resolved by the analytical mind to care for routine activity or emergency activity. It is held in the somatic mind and can be changed at will by the analytical mind. Habit is that stimulus-response reaction dictated by the reactive mind from the content of engrams and put into effect by the somatic mind. It can be changed only by those things which change engrams. Aberrations, under which is included all deranged or irrational behavior, are caused by engrams. They are stimulus-response pro- and contra-survival. Psycho-somatic ills are caused by engrams. The engram is the single source of aberrations and psycho-somatic ills. Moments of \"unconsciousness \" when the analytical mind is attenuated in greater or lesser degree are the only moments when engrams can be received. The engram is a moment of \"unconsciousness \" containing physical pain or painful emotion and all perceptions and is not available to the analytical mind as experience. Emotion is three things: engramic response to situations, endocrine metering of the body to meet situations on an analytical level and the inhibition or the furtherance of life force. The potential value of an individual or a group may be expressed by the equation PV x = ID where I is Intelligence and D is Dynamic. The worth of an individual is computed in terms of the alignment, on any dynamic, of his potential value with optimum survival along that dynamic. A high PV may, by reversed vector, result in a negative worth as in some severely aberrated persons. A high PV on any dynamic assures a high worth only in the unaberrated person. Dianetics: The Modern Science of Mental Health [Top] [The Factors] [Pre-logics] [Logics] [Axioms of Scn] [Code of Honor] [Axioms 1948] [Axioms 1950] [Axioms of Dianetics 1951] [Axioms Objectives] THE LOGICS LOGIC 1. KNOWLEDGE IS A WHOLE GROUP OR SUB-DIVISION OF A GROUP OF DATA OR SPECULATIONS OR CONCLUSIONS ON DATA OR METHODS OF GAINING DATA. LOGIC 2. A BODY OF KNOWLEDGE IS A BODY OF DATA, ALIGNED OR UNALIGNED, OR METHODS OF GAINING DATA. LOGIC 3. ANY KNOWLEDGE WHICH CAN BE SENSED, MEASURED OR EXPERIENCED BY ANY ENTITY IS CAPABLE OF INFLUENCING THAT ENTITY. COROLLARY -- THAT KNOWLEDGE WHICH CANNOT BE SENSED, MEASURED OR EXPERIENCED BY ANY ENTITY OR TYPE OF ENTITY CANNOT INFLUENCE THAT ENTITY OR TYPE OF ENTITY. LOGIC 4. A DATUM IS A FACSIMILE OF STATES OF BEING, STATES OF NOT BEING, ACTIONS OR INACTIONS, CONCLUSIONS, OR SUPPOSITIONS IN THE PHYSICAL OR ANY OTHER UNIVERSE. LOGIC 5. A DEFINITION OF TERMS IS NECESSARY TO THE ALIGNMENT, STATEMENT AND RESOLUTION OF SUPPOSITIONS, OBSERVATIONS, PROBLEMS AND SOLUTIONS AND THEIR COMMUNICATION. DEFINITION -- DESCRIPTIVE DEFINITION: ONE WHICH CLASSIFIES BY CHARACTERISTICS, BY DESCRIBING EXISTING STATES OF BEING. DEFINITION -- DIFFERENTIATIVE DEFINITION: ONE WHICH COMPARES UNLIKENESS TO EXISTING STATES OF BEING OR NOT BEING. DEFINITION -- ASSOCIATIVE DEFINITION: ONE WHICH DECLARES LIKENESS TO EXISTING STATES OF BEING OR NOT BEING. DEFINITION -- ACTION DEFINITION: ONE WHICH DELINEATES CAUSE AND POTENTIAL CHANGE OF STATE OF BEING BY CAUSE OF EXISTENCE, INEXISTENCE, ACTION, INACTION, PURPOSE OR LACK OF PURPOSE. LOGIC 6. ABSOLUTES ARE UNOBTAINABLE. LOGIC 7. GRADIENT SCALES ARE NECESSARY TO THE EVALUATION OF PROBLEMS AND THEIR DATA. This is the tool of infinity-valued logic: Absolutes are unobtainable. Terms such as good and bad, alive and dead, right and wrong are used only in conjunction with gradient scales. On the scale of right and wrong, everything above zero or center would be more and more right, approaching an infinite rightness, and everything below center would be more and more wrong, approaching infinite wrongness. All things assisting the survival of the survivor are considered to be right for the survivor. All things inhibiting survival from the viewpoint of the survivor can be considered wrong for the survivor. The more a thing assists survival, the more it can be considered right for the survivor; the more a thing or action inhibits survival, the more it is wrong from the viewpoint of the intended survivor. COROLLARY -- ANY DATUM HAS ONLY RELATIVE TRUTH. COROLLARY -- TRUTH IS RELATIVE TO ENVIRONMENTS, EXPERIENCE AND TRUTH. LOGIC 8. A DATUM CAN BE EVALUATED ONLY BY A DATUM OF COMPARABLE MAGNITUDE. LOGIC 9. A DATUM IS AS VALUABLE AS IT HAS BEEN EVALUATED. LOGIC 10. THE VALUE OF A DATUM IS ESTABLISHED BY THE AMOUNT OF ALIGNMENT (RELATIONSHIP) IT IMPARTS TO OTHER DATA. LOGIC 11. THE VALUE OF A DATUM OR FIELD OF DATA CAN BE ESTABLISHED BY ITS DEGREE OF ASSISTANCE IN SURVIVAL OR ITS INHIBITION TO SURVIVAL. LOGIC 12. THE VALUE OF A DATUM OR A FIELD OF DATA IS MODIFIED BY THE VIEWPOINT OF THE OBSERVER. LOGIC 13. PROBLEMS ARE RESOLVED BY COMPARTMENTING THEM INTO AREAS OF SIMILAR MAGNITUDE AND DATA, COMPARING THEM TO DATA ALREADY KNOWN OR PARTIALLY KNOWN, AND RESOLVING EACH AREA. DATA WHICH CANNOT BE KNOWN IMMEDIATELY MAY BE RESOLVED BY ADDRESSING WHAT IS KNOWN AND USING ITS SOLUTION TO RESOLVE THE REMAINDER. LOGIC 14. FACTORS INTRODUCED INTO A PROBLEM OR SOLUTION WHICH DO NOT DERIVE FROM NATURAL LAW BUT ONLY AUTHORITARIAN COMMAND ABERRATE THAT PROBLEM OR SOLUTION. LOGIC 15. THE INTRODUCTION OF AN ARBITRARY INTO A PROBLEM OR SOLUTION INVITES THE FURTHER INTRODUCTION OF ARBITRARIES INTO PROBLEMS AND SOLUTIONS. LOGIC 16. AN ABSTRACT POSTULATE MUST BE COMPARED TO THE UNIVERSE TO WHICH IT APPLIES AND BROUGHT INTO THE CATEGORY OF THINGS WHICH CAN BE SENSED, MEASURED OR EXPERIENCED IN THAT UNIVERSE BEFORE SUCH POSTULATE CAN BE CONSIDERED WORKABLE. LOGIC 17. THOSE FIELDS WHICH MOST DEPEND UPON AUTHORITATIVE OPINION FOR THEIR DATA LEAST CONTAIN KNOWN NATURAL LAW. LOGIC 18. A POSTULATE IS AS VALUABLE AS IT IS WORKABLE. LOGIC 19. THE WORKABILITY OF A POSTULATE IS ESTABLISHED BY THE DEGREE TO WHICH IT EXPLAINS EXISTING PHENOMENA ALREADY KNOWN, BY THE DEGREE THAT IT PREDICTS NEW PHENOMENA WHICH WHEN LOOKED FOR WILL BE FOUND TO EXIST, AND BY THE DEGREE THAT IT DOES NOT REQUIRE THAT PHENOMENA WHICH DO NOT EXIST IN FACT BE CALLED INTO EXISTENCE FOR ITS EXPLANATION. LOGIC 20. A SCIENCE MAY BE CONSIDERED TO BE A LARGE BODY OF ALIGNED DATA WHICH HAS SIMILARITY IN APPLICATION AND WHICH HAS BEEN DEDUCED OR INDUCED FROM BASIC POSTULATES. LOGIC 21. MATHEMATICS ARE METHODS OF POSTULATING OR RESOLVING REAL OR ABSTRACT DATA IN ANY UNIVERSE AND INTEGRATING BY SYMBOLIZATION OF DATA, POSTULATES AND RESOLUTIONS. LOGIC 22. THE HUMAN MIND* IS AN OBSERVER, POSTULATOR, CREATOR AND STORAGE PLACE OF KNOWLEDGE. LOGIC 23. THE HUMAN MIND IS A SERVOMECHANISM TO ANY MATHEMATICS EVOLVED OR EMPLOYED BY THE HUMAN MIND. POSTULATE -- THE HUMAN MIND AND INVENTIONS OF THE HUMAN MIND ARE CAPABLE OF RESOLVING ANY AND ALL PROBLEMS WHICH CAN BE SENSED, MEASURED OR EXPERIENCED DIRECTLY OR INDIRECTLY. COROLLARY -- THE HUMAN MIND IS CAPABLE OF RESOLVING THE PROBLEM OF THE HUMAN MIND. The borderline of solution of this science lies between WHY life is surviving and HOW life is surviving. It is possible to resolve HOW life is surviving without resolving WHY life is surviving. LOGIC 24. THE RESOLUTION OF THE PHILOSOPHICAL, SCIENTIFIC AND HUMAN STUDIES (such as economics, politics, sociology, medicine, criminology, etc.) DEPENDS PRIMARILY UPON THE RESOLUTION OF THE PROBLEMS OF THE HUMAN MIND. * The human mind by definition includes the awareness unit of the living organism, the observer, the computer of data, the spirit, the memory storage, the life force and the individual motivator of the living organisms. It is used as distinct from the brain, which can be considered to be motivated by the mind. NOTE: The primary step in resolving the broad activities of man could be considered to be the resolving of the activities of the mind itself. Hence, the logics carry to this point and the proceed as axioms concerning the human mind, such axioms being substantiated as relative truths by much newly discovered phenomena. The ensuing axioms, from Logic 24, apply no less to the various \'ologies \' than they do to de-aberrating or improving the operation of the mind. It should not be thought that the following axioms are devoted to the construction of anything as limited as a therapy, which is only incidental to the resolution of human aberration and such things as psychomatic illnesses. These axioms are capable of such solutions, as has been demonstrated, but such a narrow application would indicate a very narrow scope of view. [Top] [The Factors] [Pre-logics] [Logics] [Axioms of Scn] [Code of Honor] [Axioms 1948] [Axioms 1950] [Axioms of Dianetics 1951] [Axioms Objectives] THE AXIOMS OF DIANETICS AXIOM 1. THE SOURCE OF LIFE IS A STATIC OF PECULIAR AND PARTICULAR PROPERTIES. AXIOM 2. AT LEAST A PORTION OF THE STATIC CALLED LIFE IS IMPINGED UPON THE PHYSICAL UNIVERSE. AXIOM 3. THAT PORTION OF THE STATIC OF LIFE WHICH IS IMPINGED UPON THE PHYSICAL UNIVERSE HAS FOR ITS DYNAMIC GOAL, SURVIVAL AND ONLY SURVIVAL. AXIOM 4. THE PHYSICAL UNIVERSE IS REDUCIBLE TO MOTION OF ENERGY OPERATING IN SPACE THROUGH TIME. AXIOM 5. THAT PORTION OF THE STATIC OF LIFE CONCERNED WITH THE LIFE ORGANISMS OF THE PHYSICAL UNIVERSE IS CONCERNED WHOLLY WITH MOTION. AXIOM 6. THE LIFE STATIC HAS AS ONE OF ITS PROPERTIES THE ABILITY TO MOBILIZE AND ANIMATE MATTER INTO LIVING ORGANISMS. AXIOM 7. THE LIFE STATIC IS ENGAGED IN A CONQUEST OF THE PHYSICAL UNIVERSE. AXIOM 8. THE LIFE STATIC CONQUERS THE MATERIAL UNIVERSE BY LEARNING AND APPLYING THE PHYSICAL LAWS OF THE PHYSICAL UNIVERSE. Symbol: The Symbol for the Life Static in use hereafter is the Greek letter Theta. AXIOM 9. A FUNDAMENTAL OPERATION OF THETA IN SURVIVING IS BRINGING ORDER INTO THE CHAOS OF THE PHYSICAL UNIVERSE. AXIOM 10. THETA BRINGS ORDER INTO CHAOS BY CONQUERING WHATEVER IN MEST MAY BE PRO-SURVIVAL AND DESTROYING WHATEVER IN MEST MAY BE CONTRA-SURVIVAL, AT LEAST THROUGH THE MEDIUM OF LIFE ORGANISMS. Symbol: The symbol for the physical universe in use hereafter is MEST. from the first letters of the words Matter, Energy, Space, and Time, or the Greek letter Phi. AXIOM 11. A LIFE ORGANISM IS COMPOSED OF MATTER AND ENERGY IN SPACE AND TIME, ANIMATED BY THETA. Symbol: Living organism or organisms will hereafter be represented by the Greek letter Lambda. AXIOM 12. THE MEST PART OF THE ORGANISM FOLLOWS THE LAWS OF THE PHYSICAL SCIENCES. ALL LAMBDA IS CONCERNED WITH MOTION. AXIOM 13. THETA OPERATING THROUGH LAMBDA CONVERTS THE FORCES OF THE PHYSICAL UNIVERSE INTO FORCES TO CONQUER THE PHYSICAL UNIVERSE. AXIOM 14. THETA WORKING UPON PHYSICAL UNIVERSE MOTION MUST MAINTAIN A HARMONIOUS RATE OF MOTION. The limits of Lambda are narrow, both as to thermal and mechanical motion. AXIOM 15. LAMBDA IS THE INTERMEDIATE STEP IN THE CONQUEST OF THE PHYSICAL UNIVERSE. AXIOM 16. THE BASIC FOOD OF ANY ORGANISM CONSISTS OF LIGHT AND CHEMICALS. Organisms can exist only as higher levels of complexities because lower levels of converters exist. Theta evolves organisms from lower to higher forms and supports them by the existence of lower converter forms. AXIOM 17. THETA, VIA LAMBDA, EFFECTS AN EVOLUTION OF MEST. In this we have the waste products of organisms on the one hand as those very complex chemicals which bacteria make, and, on the other hand, we have the physical face of the earth being changed by animals and men, such changes as grass holding mountains from eroding or roots causing boulders to break, buildings being built, and rivers being dammed. There is obviously an evolution in MEST in progress under the incursion of Theta. AXIOM 18. LAMBDA, EVEN WITHIN A SPECIES, VARIES IN ITS ENDOWMENT OF THETA. AXIOM 19. THE EFFORT OF LAMBDA IS TOWARD SURVIVAL. The goal of Lambda is survival. The penalty of failure to advance toward that goal is to succumb. DEFINITION: PERSISTENCE IS THE ABILITY TO EXERT CONTINUANCE OF EFFORT TOWARD SURVIVAL GOALS. AXIOM 20. LAMBDA CREATES, CONSERVES, MAINTAINS, REQUIRES, DESTROYS, CHANGES, OCCUPIES, GROUPS AND DISPERSES MEST. LAMBDA SURVIVES BY ANIMATING AND MOBILIZING OR DESTROYING MATTER AND ENERGY IN SPACE AND TIME. AXIOM 21. LAMBDA IS DEPENDENT UPON OPTIMUM MOTION. MOTION WHICH IS TOO SWIFT AND MOTION WHICH IS TOO SLOW ARE EQUALLY CONTRA-SURVIVAL. AXIOM 22. THETA AND THOUGHT ARE SIMILAR ORDERS OF STATIC. AXIOM 23. ALL THOUGHT IS CONCERNED WITH MOTION. AXIOM 24. THE ESTABLISHMENT OF AN OPTIMUM MOTION IS A BASIC GOAL OF REASON. DEFINITION: LAMBDA IS A CHEMICAL HEAT ENGINE EXISTING IN SPACE AND TIME MOTIVATED BY THE LIFE STATIC AND DIRECTED BY THOUGHT. AXIOM 25. THE BASIC PURPOSE OF REASON IS THE CALCULATION OR ESTIMATION OF EFFORT. AXIOM 26. THOUGHT IS ACCOMPLISHED BY THETA FACSIMILES OF PHYSICAL UNIVERSE, ENTITIES OR ACTIONS. AXIOM 27. THETA IS SATISFIED ONLY WITH HARMONIOUS ACTION OR OPTIMUM MOTION AND REJECTS OR DESTROYS ACTION OR MOTION ABOVE OR BELOW ITS TOLERANCE BAND. AXIOM 28. THE MIND IS CONCERNED WHOLLY WITH THE ESTIMATION OF EFFORT. DEFINITION: MIND IS THE THETA COMMAND POST OF ANY ORGANISM OR ORGANISMS. AXIOM 29. THE BASIC ERRORS OF REASON ARE FAILURES TO DIFFERENTIATE AMONGST MATTER, ENERGY, SPACE AND TIME. AXIOM 30. RIGHTNESS IS PROPER CALCULATION OF EFFORT. AXIOM 31. WRONGNESS IS ALWAYS MISCALCULATION OF EFFORT. AXIOM 32. THETA CAN EXERT ITSELF DIRECTLY OR EXTENSIONALLY. Theta can direct physical application of the organism to the environment or through the mind, can first calculate the action or extend, as in language, ideas. AXIOM 33. CONCLUSIONS ARE DIRECTED TOWARD THE INHIBITION, MAINTENANCE OR ACCELERATIONS OF EFFORTS. AXIOM 34. THE COMMON DENOMINATOR OF ALL LIFE ORGANISMS IS MOTION. AXIOM 35. EFFORT OF AN ORGANISM TO SURVIVE OR SUCCUMB IS PHYSICAL MOTION OF A LIFE ORGANISM AT A GIVEN MOMENT IN TIME THROUGH SPACE. DEFINITION: MOTION IS ANY CHANGE IN ORIENTATION IN SPACE. DEFINITION: FORCE IS RANDOM EFFORT. DEFINITION: EFFORT IS DIRECTED FORCE. AXIOM 36. AN ORGANISM \'S EFFORT CAN BE TO REMAIN AT REST OR PERSIST IN A GIVEN MOTION. Static state has position in time, but an organism which is remaining positionally in a static state if alive, is still continuing a highly complex pattern of motion, such as the heart beat, digestion, etc. The efforts of organisms to survive or succumb are assisted, compelled or opposed by the efforts of other organisms, matter, energy, space and time. DEFINITION: ATTENTION IS A MOTION WHICH MUST REMAIN AT AN OPTIMUM EFFORT. Attention is aberrated by becoming unfixed and sweeping at random or becoming too fixed without sweeping. Unknown threats to survival when sensed cause attention to sweep without fixing. Known threats to survival when sensed cause attention to fix. AXIOM 37. THE ULTIMATE GOAL OF LAMBDA IS INFINITE SURVIVAL. AXIOM 38. DEATH IS ABANDONMENT BY THETA OF A LIFE ORGANISM OR RACE OR SPECIES WHERE THESE CAN NO LONGER SERVE THETA IN ITS GOALS OF INFINITE SURVIVAL. AXIOM 39. THE REWARD OF AN ORGANISM ENGAGING UPON SURVIVAL ACTIVITY IS PLEASURE. AXIOM 40. THE PENALTY OF AN ORGANISM FAILING TO ENGAGE UPON SURVIVAL ACTIVITY, OR ENGAGING IN NON-SURVIVAL ACTIVITY, IS PAIN. AXIOM 41. THE CELL AND VIRUS ARE THE PRIMARY BUILDING BLOCKS OF LIFE ORGANISMS. AXIOM 42. THE VIRUS AND CELL ARE MATTER AND ENERGY ANIMATED AND MOTIVATED IN SPACE AND TIME BY THETA. AXIOM 43. THETA MOBILIZES THE VIRUS AND CELL IN COLONIAL AGGREGATIONS TO INCREASE POTENTIAL MOTION AND ACCOMPLISH EFFORT. AXIOM 44. THE GOAL OF VIRUSES AND CELLS IS SURVIVAL IN SPACE THROUGH TIME. AXIOM 45. THE TOTAL MISSION OF HIGHER ORGANISMS, VIRUSES AND CELLS IS THE SAME AS THAT OF THE VIRUS AND CELL. AXIOM 46. COLONIAL AGGREGATIONS OF VIRUSES AND CELLS CAN BE IMBUED WITH MORE THETA THAN THEY INHERENTLY CONTAINED. Life Energy joins any group whether a group of organisms or group of cells composing an organism. Here we have personal entity, individuation, etc. AXIOM 47. EFFORT CAN BE ACCOMPLISHED BY LAMBDA ONLY THROUGH THE CO-ORDINATION OF ITS PARTS TOWARD GOALS. AXIOM 48. AN ORGANISM IS EQUIPPED TO BE GOVERNED AND CONTROLLED BY A MIND. AXIOM 49. THE PURPOSE OF THE MIND IS TO POSE AND RESOLVE PROBLEMS RELATING TO SURVIVAL AND TO DIRECT THE EFFORT OF THE ORGANISM ACCORDING TO THESE SOLUTIONS. AXIOM 50. ALL PROBLEMS ARE POSED AND RESOLVED THROUGH ESTIMATIONS OF EFFORT. AXIOM 51. THE MIND CAN CONFUSE POSITION IN SPACE WITH POSITION IN TIME. (COUNTER-EFFORTS PRODUCING ACTION PHRASES.) AXIOM 52. AN ORGANISM PROCEEDING TOWARD SURVIVAL IS DIRECTED BY THE MIND OF THAT ORGANISM IN THE ACCOMPLISHMENT OF SURVIVAL EFFORT. AXIOM 53. AN ORGANISM PROCEEDING TOWARD SUCCUMB IS DIRECTED BY THE MIND OF THAT ORGANISM IN THE ACCOMPLISHMENT OF DEATH. AXIOM 54. SURVIVAL OF AN ORGANISM IS ACCOMPLISHED BY THE OVERCOMING OF EFFORTS OPPOSING ITS SURVIVAL. (Note: Corollary for other dynamics.) DEFINITION: DYNAMIC IS THE ABILITY TO TRANSLATE SOLUTIONS INTO ACTION. AXIOM 55. SURVIVAL EFFORT FOR AN ORGANISM INCLUDES THE DYNAMIC THRUST BY THAT ORGANISM FOR THE SURVIVAL OF ITSELF, ITS PROCREATION, ITS GROUP, ITS SUB-SPECIES, ITS SPECIES, ALL LIFE ORGANISMS, MATERIAL UNIVERSE, THE LIFE STATIC AND, POSSIBLY, A SUPREME BEING. (Note: List of dynamics.) AXIOM 56. THE CYCLE OF AN ORGANISM, A GROUP OF ORGANISMS OR A SPECIES IS INCEPTION, GROWTH, RE-CREATION, DECAY AND DEATH. AXIOM 57. THE EFFORT OF AN ORGANISM IS DIRECTED TOWARD THE CONTROL OF THE ENVIRONMENT FOR ALL THE DYNAMICS. AXIOM 58. CONTROL OF AN ENVIRONMENT IS ACCOMPLISHED BY THE SUPPORT OF PRO-SURVIVAL FACTORS ALONG ANY DYNAMIC. AXIOM 59. ANY TYPE OF HIGHER ORGANISM IS ACCOMPLISHED BY THE EVOLUTION OF VIRUSES AND CELLS INTO FORMS CAPABLE OF BETTER EFFORTS TO CONTROL OR LIVE IN AN ENVIRONMENT. AXIOM 60. THE USEFULNESS OF AN ORGANISM IS DETERMINED BY ITS ABILITY TO CONTROL THE ENVIRONMENT OR TO SUPPORT ORGANISMS WHICH CONTROL THE ENVIRONMENT. AXIOM 61. AN ORGANISM IS REJECTED BY THETA TO THE DEGREE THAT IT FAILS IN ITS GOALS. AXIOM 62. HIGHER ORGANISMS CAN EXIST ONLY IN THE DEGREE THAT THEY ARE SUPPORTED BY THE LOWER ORGANISMS. AXIOM 63. THE USEFULNESS OF AN ORGANISM IS DETERMINED BY THE ALIGNMENT OF ITS EFFORTS TOWARD SURVIVAL. AXIOM 64. THE MIND PERCEIVES AND STORES ALL DATA OF THE ENVIRONMENT AND ALIGNS OR FAILS TO ALIGN THESE ACCORDING TO THE TIME THEY WERE PERCEIVED. DEFINITION: A CONCLUSION IS THE THETA FACSIMILES OF A GROUP OF COMBINED DATA. DEFINITION: A DATUM IS A THETA FACSIMILE OF PHYSICAL ACTION. AXIOM 65. THE PROCESS OF THOUGHT IS THE PERCEPTION OF THE PRESENT AND THE COMPARISON OF IT TO THE PERCEPTIONS AND CONCLUSIONS OF THE PAST IN ORDER TO DIRECT ACTION IN THE IMMEDIATE OR DISTANT FUTURE. COROLLARY: THE ATTEMPT OF THOUGHT IS TO PERCEIVE REALITIES OF THE PAST AND PRESENT IN ORDER TO PREDICT OR POSTULATE REALITIES OF THE FUTURE. AXIOM 66. THE PROCESS BY WHICH LIFE EFFECTS ITS CONQUEST OF THE MATERIAL UNIVERSE CONSISTS IN THE CONVERSION OF THE POTENTIAL EFFORT OF MATTER AND ENERGY IN SPACE AND THROUGH TIME TO EFFECT WITH IT THE CONVERSION OF FURTHER MATTER AND ENERGY IN SPACE AND THROUGH TIME. AXIOM 67. THETA CONTAINS ITS OWN THETA UNIVERSE EFFORT WHICH TRANSLATES INTO MEST EFFORT. AXIOM 68. THE SINGLE ARBITRARY IN ANY ORGANISM IS TIME. AXIOM 69. PHYSICAL UNIVERSE PERCEPTIONS AND EFFORTS ARE RECEIVED BY AN ORGANISM AS FORCE WAVES, CONVERT BY FACSIMILE INTO THETA AND ARE THUS STORED. DEFINITION: RANDOMITY IS THE MIS-ALIGNMENT THROUGH THE INTERNAL OR EXTERNAL EFFORTS BY OTHER FORMS OF LIFE OR THE MATERIAL UNIVERSE OF THE EFFORTS OF AN ORGANISM, AND IS IMPOSED ON THE PHYSICAL ORGANISM BY COUNTER-EFFORTS IN THE ENVIRONMENT. AXIOM 70. ANY CYCLE OF ANY LIFE ORGANISM IS FROM STATIC TO MOTION TO STATIC. AXIOM 71. THE CYCLE OF RANDOMITY IS FROM STATIC, THROUGH OPTIMUM, THROUGH RANDOMITY SUFFICIENTLY REPETITIOUS OR SIMILAR TO CONSTITUTE ANOTHER STATIC. AXIOM 72. THERE ARE TWO SUB-DIVISIONS TO RANDOMITY: DATA RANDOMITY AND FORCE RANDOMITY. AXIOM 73. THE THREE DEGREES OF RANDOMITY CONSIST OF MINUS RANDOMITY, OPTIMUM RANDOMITY AND PLUS RANDOMITY. DEFINITION: RANDOMITY IS A COMPONENT FACTOR AND NECESSARY PART OF MOTION, IF MOTION IS TO CONTINUE. AXIOM 74. OPTIMUM RANDOMITY IS NECESSARY TO LEARNING. AXIOM 75. THE IMPORTANT FACTORS IN ANY AREA OF RANDOMITY ARE EFFORT AND COUNTER-EFFORT. (Note: As distinguished from near-perceptions of effort.) AXIOM 76. RANDOMITY AMONGST ORGANISMS IS VITAL TO CONTINUOUS SURVIVAL OF ALL ORGANISMS. AXIOM 77. THETA AFFECTS THE ORGANISM, OTHER ORGANISMS AND THE PHYSICAL UNIVERSE BY TRANSLATING THETA FACSIMILES INTO PHYSICAL EFFORTS OR RANDOMITY OF EFFORTS. DEFINITION: THE DEGREE OF RANDOMITY IS MEASURED BY THE RANDOMNESS OF EFFORT VECTORS WITHIN THE ORGANISM, AMONGST ORGANISMS, AMONGST RACES OR SPECIES OF ORGANISMS OR BETWEEN ORGANISMS AND THE PHYSICAL UNIVERSE. AXIOM 78. RANDOMITY BECOMES INTENSE IN INDIRECT RATIO TO THE TIME IN WHICH IT TAKES PLACE, MODIFIED BY THE TOTAL EFFORT IN THE AREA. AXIOM 79. INITIAL RANDOMITY CAN BE REINFORCED BY RANDOMITIES OF GREATER OR LESSER MAGNITUDE. AXIOM 80. AREAS OF RANDOMITY EXIST IN CHAINS OF SIMILARITY PLOTTED AGAINST TIME. THIS CAN BE TRUE OF WORDS AND ACTIONS CONTAINED IN RANDOMITIES. EACH MAY HAVE ITS OWN CHAIN PLOTTED AGAINST TIME. AXIOM 81. SANITY CONSISTS OF OPTIMUM RANDOMITY. AXIOM 82. ABERRATION EXISTS TO THE DEGREE THAT PLUS OR MINUS RANDOMITY EXISTS IN THE ENVIRONMENT OR PAST DATA OF AN ORGANISM, GROUP OR SPECIES, MODIFIED BY THE ENDOWED SELF-DETERMINISM OF THAT ORGANISM, GROUP OR SPECIES. AXIOM 83. THE SELF-DETERMINISM OF AN ORGANISM IS DETERMINED BY ITS THETA ENDOWMENT, MODIFIED BY MINUS OR PLUS RANDOMITY IN ITS ENVIRONMENT OR ITS EXISTENCE. AXIOM 84. THE SELF-DETERMINISM OF AN ORGANISM IS INCREASED BY OPTIMUM RANDOMITY OF COUNTER-EFFORTS. AXIOM 85. THE SELF-DETERMINISM OF AN ORGANISM IS REDUCED BY PLUS OR MINUS RANDOMITY OF COUNTER-EFFORTS IN THE ENVIRONMENT. AXIOM 86. RANDOMITY CONTAINS BOTH THE RANDOMNESS OF EFFORTS AND THE VOLUME OF EFFORTS. (Note: An area of randomity can have a great deal of confusion but, without volume of energy, the confusion itself is negligible.) AXIOM 87. THAT COUNTER-EFFORT IS MOST ACCEPTABLE TO AN ORGANISM WHICH MOST CLOSELY APPEARS TO ASSIST ITS ACCOMPLISHMENT OF ITS GOAL. AXIOM 88. AN AREA OF SEVERE PLUS OR MINUS RANDOMITY CAN OCCLUDE DATA ON ANY OF THE SUBJECTS OF THAT PLUS OR MINUS RANDOMITY WHICH TOOK PLACE IN A PRIOR TIME. (Note: Shut-off mechanisms of earlier lives, perceptics, specific incidents, etc.) AXIOM 89. RESTIMULATION OF PLUS, MINUS OR OPTIMUM RANDOMITY CAN PRODUCE INCREASED PLUS, MINUS OR OPTIMUM RANDOMITY RESPECTIVELY IN THE ORGANISM. AXIOM 90. AN AREA OF RANDOMITY CAN ASSUME SUFFICIENT MAGNITUDE SO AS TO APPEAR TO THE ORGANISM AS PAIN, ACCORDING TO ITS GOALS. AXIOM 91. PAST RANDOMITY CAN IMPOSE ITSELF UPON THE PRESENT ORGANISM AS THETA FACSIMILES. AXIOM 92. THE ENGRAM IS A SEVERE AREA OF PLUS OR MINUS RANDOMITY OF SUFFICIENT VOLUME TO CAUSE UNCONSCIOUSNESS. AXIOM 93. UNCONSCIOUSNESS IS AN EXCESS OF RANDOMITY IMPOSED BY A COUNTER-EFFORT OF SUFFICIENT FORCE TO CLOUD THE AWARENESS AND DIRECT FUNCTION OF THE ORGANISM THROUGH THE MIND \'S CONTROL CENTER. AXIOM 94. ANY COUNTER-EFFORT WHICH MIS-ALIGNS THE ORGANISM \'S COMMAND OF ITSELF OR ITS ENVIRONMENT ESTABLISHES PLUS OR MINUS RANDOMITY OR, IF OF SUFFICIENT MAGNITUDE, IS AN ENGRAM. AXIOM 95. PAST ENGRAMS ARE RESTIMULATED BY THE CONTROL CENTER \'S PERCEPTION OP CIRCUMSTANCES SIMILAR TO THAT ENGRAM IN THE PRESENT ENVIRONMENT. AXIOM 96. AN ENGRAM IS A THETA FACSIMILE OP ATOMS AND MOLECULES IN MISALIGNMENT. AXIOM 97. ENGRAMS FIX EMOTIONAL RESPONSE AS THAT EMOTIONAL RESPONSE OF THE ORGANISM DURING THE RECEIPT OF THE COUNTER-EFFORT. AXIOM 98. FREE EMOTIONAL RESPONSE DEPENDS ON OPTIMUM RANDOMITY. IT DEPENDS UPON ABSENCE OF OR NON-RESTIMULATION OF ENGRAMS. AXIOM 99. THETA FACSIMILES CAN RECOMBINE INTO NEW SYMBOLS. AXIOM 100. LANGUAGE IS THE SYMBOLIZATION OF EFFORT. AXIOM 101. LANGUAGE DEPENDS FOR ITS FORCE UPON THE FORCE WHICH ACCOMPANIED ITS DEFINITION. (Note: Counter-effort, not language, is aberrative.) AXIOM 102. THE ENVIRONMENT CAN OCCLUDE THE CENTRAL CONTROL OF ANY ORGANISM AND ASSUME CONTROL OF THE MOTOR CONTROLS OF THAT ORGANISM. (ENGRAM, RESTIMULATION, LOCKS, HYPNOTISM.) AXIOM 103. INTELLIGENCE DEPENDS ON THE ABILITY TO SELECT ALIGNED OR MISALIGNED DATA FROM AN AREA OF RANDOMITY AND SO DISCOVER A SOLUTION TO REDUCE ALL RANDOMITY IN THAT AREA. AXIOM 104. PERSISTENCE OBTAINS IN THE ABILITY OF THE MIND TO PUT SOLUTIONS INTO PHYSICAL ACTION TOWARD THE REALIZATION OF GOALS. AXIOM 105. AN UNKNOWN DATUM CAN PRODUCE DATA OF PLUS OR MINUS RANDOMITY. AXIOM 106. THE INTRODUCTION OF AN ARBITRARY FACTOR OR FORCE WITHOUT RECOURSE TO NATURAL LAWS OF THE BODY OR THE AREA INTO WHICH THE ARBITRARY IS INTRODUCED BRINGS ABOUT PLUS OR MINUS RANDOMITY. AXIOM 107. DATA OF PLUS OR MINUS RANDOMITY DEPENDS FOR ITS CONFUSION ON FORMER PLUS OR MINUS RANDOMITY OR ABSENT DATA. AXIOM 108. EFFORTS WHICH ARE INHIBITED OR COMPELLED BY EXTERIOR EFFORTS EFFECT A PLUS OR MINUS RANDOMITY OF EFFORTS. AXIOM 109. BEHAVIOR IS MODIFIED BY COUNTER-EFFORTS WHICH HAVE IMPINGED ON THE ORGANISM. AXIOM 110. THE COMPONENT PARTS OF THETA ARE AFFINITY, REALITY, AND COMMUNICATION. AXIOM 111. SELF-DETERMINISM CONSISTS OF MAXIMAL AFFINITY, REALITY AND COMMUNICATION. AXIOM 112. AFFINITY IS THE COHESION OF THETA. Affinity manifests itself as the recognition of similarity of efforts and goals amongst organisms by those organisms. AXIOM 113. REALITY IS THE AGREEMENT UPON PERCEPTIONS AND DATA IN THE PHYSICAL UNIVERSE. All that we can be sure is real is that on which we have agreed is real. Agreement is the essence of reality. AXIOM 114. COMMUNICATION IS THE INTERCHANGE OF PERCEPTION THROUGH THE MATERIAL UNIVERSE BETWEEN ORGANISMS OR THE PERCEPTION OF THE MATERIAL UNIVERSE BY SENSE CHANNELS. AXIOM 115. SELF-DETERMINISM IS THE THETA CONTROL OF THE ORGANISM. AXIOM 116. A SELF-DETERMINED EFFORT IS THAT COUNTER-EFFORT WHICH HAS BEEN RECEIVED INTO THE ORGANISM IN THE PAST AND INTEGRATED INTO THE ORGANISM FOR ITS CONSCIOUS USE. AXIOM 117. THE COMPONENTS OF SELF-DETERMINISM ARE AFFINITY, COMMUNICATION AND REALITY. Self-determinism is manifested along each dynamic. AXIOM 118. AN ORGANISM CANNOT BECOME ABERRATED UNLESS IT HAS AGREED UPON THAT ABERRATION, HAS BEEN IN COMMUNICATION WITH A SOURCE OF ABERRATION, AND HAS HAD AFFINITY FOR THE ABERRATOR. AXIOM 119. AGREEMENT WITH ANY SOURCE, CONTRA- OR PRO-SURVIVAL, POSTULATES A NEW REALITY FOR THE ORGANISM. AXIOM 120. NON-SURVIVAL COURSES, THOUGHTS AND ACTIONS. REQUIRE NON-OPTIMUM EFFORT. AXIOM 121. EVERY THOUGHT HAS BEEN PRECEDED BY PHYSICAL ACTION. AXIOM 122. THE MIND DOES WITH THOUGHT AS IT HAS DONE WITH ENTITLES IN THE PHYSICAL UNIVERSE. AXIOM 123. ALL EFFORT CONCERNED WITH PAIN IS CONCERNED WITH LOSS. Organisms hold pain and engrams to them as a latent effort to prevent loss of some portion of the organism. All loss is a loss of motion. AXIOM 124. THE AMOUNT OF COUNTER-EFFORT THE ORGANISM CAN OVERCOME IS PROPORTIONAL TO THE THETA ENDOWMENT OF THE ORGANISM, MODIFIED BY THE PHYSIQUE OF THAT ORGANISM. AXIOM 125. EXCESSIVE COUNTER-EFFORT TO THE EFFORT OF A LIFE ORGANISM PRODUCES UNCONSCIOUSNESS. COROLLARY: UNCONSCIOUSNESS GIVES THE SUPPRESSION OF AN ORGANISM \'S CONTROL CENTER BY COUNTER-EFFORT. DEFINITION: THE CONTROL CENTER OP THE ORGANISM CAN BE DEFINED AS THE CONTACT POINT BETWEEN THETA AND THE PHYSICAL UNIVERSE AND IS THAT CENTER WHICH IS AWARE OF BEING AWARE AND WHICH HAS CHARGE OF AND RESPONSIBILITY FOR THE ORGANISM ALONG ALL ITS DYNAMICS. AXIOM 126. PERCEPTIONS ARE ALWAYS RECEIVED IN THE CONTROL CENTER OF AN ORGANISM WHETHER THE CONTROL CENTER IS IN CONTROL OF THE ORGANISM AT THE TIME OR NOT. This is an explanation for the assumption of valences. AXIOM 127. ALL PERCEPTIONS REACHING THE ORGANISM \'S SENSE CHANNELS ARE RECORDED AND STORED BY THETA FACSIMILE. DEFINITION: PERCEPTION IS THE PROCESS OF RECORDING DATA FROM THE PHYSICAL UNIVERSE AND STORING IT AS A THETA FACSIMILE. DEFINITION: RECALL IS THE PROCESS OF REGAINING PERCEPTIONS. AXIOM 128. ANY ORGANISM CAN RECALL EVERYTHING WHICH IT HAS PERCEIVED. AXIOM 129. AN ORGANISM DISPLACED BY PLUS OR MINUS RANDOMITY IS THEREAFTER REMOTE FROM THE PERCEPTION RECORDING CENTER. Increased remoteness brings about occlusions of perceptions. One can perceive things in present time and then, because they are being recorded after they passed Theta perception of the awareness unit, they are recorded but cannot be recalled. AXIOM 130. THETA FACSIMILES OF COUNTER-EFFORT ARE ALL THAT INTERPOSE BETWEEN THE CONTROL CENTER AND ITS RECALLS. AXIOM 131. ANY COUNTER-EFFORT RECEIVED INTO A CONTROL CENTER IS ALWAYS ACCOMPANIED BY ALL PERCEPTICS. AXIOM 132. THE RANDOM COUNTER-EFFORTS TO AN ORGANISM AND THE INTERMINGLED PERCEPTIONS IN THE RANDOMITY CAN RE-EXERT THAT FORCE UPON AN ORGANISM WHEN RESTIMULATED. DEFINITION: RESTIMULATION IS THE REACTIVATION OF A PAST COUNTER-EFFORT BY APPEARANCE IN THE ORGANISM \'S ENVIRONMENT OF A SIMILARITY TOWARD THE CONTENT OF THE PAST RANDOMITY AREA. AXIOM 133. SELF-DETERMINISM ALONE BRINGS ABOUT THE MECHANISM OF RESTIMULATION. AXIOM 134. A REACTIVATED AREA OP THE PAST RANDOMITY IMPINGES THE EFFORT AND THE PERCEPTIONS UPON THE ORGANISM. AXIOM 135. ACTIVATION OF A RANDOMITY AREA IS ACCOMPLISHED FIRST BY THE PERCEPTIONS, THEN BY THE PAIN, FINALLY BY THE EFFORT. AXIOM 136. THE MIND IS PLASTICALLY CAPABLE OF RECORDING ALL EFFORTS AND COUNTER-EFFORTS. AXIOM 137. A COUNTER-EFFORT ACCOMPANIED BY SUFFICIENT (ENRANDOMED) FORCE IMPRESSES THE FACSIMILE OF THE COUNTER-EFFORT PERSONALITY INTO THE MIND OF AN ORGANISM. AXIOM 138. ABERRATION IS THE DEGREE OF RESIDUAL PLUS OR MINUS RANDOMITY ACCUMULATED BY COMPELLING, INHIBITING, OR UNWARRANTED ASSISTING OF EFFORTS ON THE PART OF OTHER ORGANISMS OR THE PHYSICAL (MATERIAL) UNIVERSE. Aberration is caused by what is done to the individual, not what the individual does, plus his self-determinism about what has been done to him. AXIOM 139. ABERRATED BEHAVIOR CONSISTS OF DESTRUCTIVE EFFORT TOWARD PRO-SURVIVAL DATA OR ENTITIES ON ANY DYNAMIC, OR EFFORT TOWARD THE SURVIVAL OF CONTRA-SURVIVAL DATA OR ENTITLES FOR ANY DYNAMIC. AXIOM 140. A VALENCE IS A FACSIMILE PERSONALITY MADE CAPABLE OF FORCE BY THE COUNTER-EFFORT OF THE MOMENT OR RECEIPT INTO THE PLUS OR MINUS RANDOMITY OF UNCONSCIOUSNESS. Valences are assistive, compulsive or inhibitive to the organism. A CONTROL CENTER IS NOT A VALENCE. AXIOM 141. A CONTROL CENTER EFFORT IS ALIGNED TOWARD A GOAL THROUGH DEFINITE SPACE AS A RECOGNIZED INCIDENT IN TIME. AXIOM 142. AN ORGANISM IS AS HEALTHY AND SANE AS IT IS SELF-DETERMINED. The environmental control of the organism motor-controls inhibits the organism \'s ability to change with the changing environment, since the organism will attempt to carry forward with one set of responses when it needs by self-determinism to create another to survive in another environment. AXIOM 143. ALL LEARNING IS ACCOMPLISHED BY RANDOM EFFORT. AXIOM 144. A COUNTER-EFFORT PRODUCING SUFFICIENT PLUS OR MINUS RANDOMITY TO RECORD IS RECORDED WITH AN INDEX OF SPACE AND TIME AS HIDDEN AS THE REMAINDER OF ITS CONTENT. AXIOM 145. A COUNTER-EFFORT PRODUCING SUFFICIENT PLUS OR MINUS RANDOMITY WHEN ACTIVATED BY RESTIMULATION EXERTS ITSELF AGAINST THE ENVIRONMENT OR THE ORGANISM WITHOUT REGARD TO SPACE AND TIME, EXCEPT REACTIVATED PERCEPTIONS. AXIOM 146. COUNTER-EFFORTS ARE DIRECTED OUT FROM THE ORGANISM UNTIL THEY ARE FURTHER ENRANDOMED BY THE ENVIRON AT WHICH TIME THEY ACTIVATE AGAINST THE CONTROL CENTER. AXIOM 148. PHYSICAL LAWS ARE LEARNED BY LIFE ENERGY EFFECTIVELY ONLY SO LONG AS INSUFFICIENT PLUS OR MINUS RANDOMITY EXISTS TO HIDE DIFFERENTIATION OF THE FACSIMILES CREATED. AXIOM 148. PHYSICAL LAWS ARE LEARNED BY LIFE ENERGY ONLY BY IMPINGEMENT OF THE PHYSICAL UNIVERSE PRODUCING RANDOMITY, AND A WITHDRAWAL FROM THAT IMPINGEMENT. AXIOM 149. LIFE DEPENDS UPON AN ALIGNMENT OF FORCE VECTORS IN THE DIRECTION OF SURVIVAL AND THE NULLIFICATION OF FORCE VECTORS IN THE DIRECTION OF SUCCUMB IN ORDER TO SURVIVE. COROLLARY: LIFE DEPENDS UPON AN ALIGNMENT OF FORCE VECTORS IN THE DIRECTION OF SUCCUMB AND THE NULLIFICATION OF FORCE VECTORS IN THE DIRECTION OF SURVIVE IN ORDER TO SUCCUMB. AXIOM 150. ANY AREA OF RANDOMITY GATHERS TO IT SITUATIONS SIMILAR TO IT WHICH DO NOT CONTAIN ACTUAL EFFORTS BUT ONLY PERCEPTION. AXIOM 151. WHETHER AN ORGANISM HAS THE GOAL OF SURVIVING OR SUCCUMBING DEPENDS UPON THE AMOUNT OF PLUS OR MINUS RANDOMITY IT HAS REACTIVATED. (NOT RESIDUAL.) AXIOM 152. SURVIVAL IS ACCOMPLISHED ONLY BY MOTION. AXIOM 153. IN THE PHYSICAL UNIVERSE THE ABSENCE OF MOTION IS VANISHMENT. AXIOM 154. DEATH IS THE EQUIVALENT TO LIFE OF TOTAL LACK OF LIFE-MOTIVATED MOTION. AXIOM 155. ACQUISITION OF PRO-SURVIVAL MATTER AND ENERGY OR ORGANISMS IN SPACE AND TIME MEANS INCREASED MOTION. AXIOM 156. LOSS OF PRO-SURVIVAL MATTER AND ENERGY OR ORGANISMS IN SPACE AND TIME MEANS DECREASED MOTION. AXIOM 157. ACQUISITION OR PROXIMITY OF MATTER, ENERGY OR ORGANISMS WHICH ASSIST THE SURVIVAL OF AN ORGANISM INCREASE THE SURVIVAL POTENTIALS OF AN ORGANISM. AXIOM 158. ACQUISITION OR PROXIMITY OF MATTER, ENERGY OR ORGANISMS WHICH INHIBIT THE SURVIVAL OF AN ORGANISM DECREASE ITS SURVIVAL POTENTIAL. AXIOM 159. GAIN OF SURVIVAL ENERGY, MATTER OR ORGANISMS INCREASES THE FREEDOM OF AN ORGANISM. AXIOM 160. RECEIPT OR PROXIMITY OF NON-SURVIVAL ENERGY, MATTER OR TIME DECREASES THE FREEDOM OF MOTION OF AN ORGANISM. AXIOM 161. THE CONTROL CENTER ATTEMPTS THE HALTING OR LENGTHENING OF TIME, THE EXPANSION OR CONTRACTION OF SPACE AND THE DECREASE OR INCREASE OF ENERGY AND MATTER. This is a primary source of invalidation, and it is also a primary source of aberration. AXIOM 162. PAIN IS THE BALK OF EFFORT BY COUNTER-EFFORT IN GREAT INTENSITY, WHETHER THAT EFFORT IS TO REMAIN AT REST OR IN MOTION. AXIOM 163. PERCEPTION, INCLUDING PAIN, CAN BE EXHAUSTED FROM AN AREA OF PLUS OR MINUS RANDOMITY, STILL LEAVING THE EFFORT AND COUNTER-EFFORT OF THAT PLUS OR MINUS RANDOMITY. AXIOM 164. THE RATIONALITY OF THE MIND DEPENDS UPON AN OPTIMUM REACTION TOWARD TIME. DEFINITION: SANITY, THE COMPUTATION OF FUTURES. DEFINITION: NEUROTIC, THE COMPUTATION OF PRESENT TIME ONLY. DEFINITION: PSYCHOTIC, COMPUTATION ONLY OF PAST SITUATIONS. AXIOM 165. SURVIVAL PERTAINS ONLY TO THE FUTURE. COROLLARY: SUCCUMB PERTAINS ONLY TO THE PRESENT AND PAST. AXIOM 166. AN INDIVIDUAL IS AS HAPPY AS HE CAN PERCEIVE SURVIVAL POTENTIALS IN THE FUTURE. AXIOM 167. AS THE NEEDS OF ANY ORGANISM ARE MET IT RISES HIGHER AND HIGHER IN ITS EFFORTS ALONG THE DYNAMICS. An organism which achieves ARC with itself can better achieve ARC with sex in the future; having achieved this it can achieve ARC with groups; having achieved this, it can achieve ARC with mankind, etc. AXIOM 168. AFFINITY, REALITY AND COMMUNICATION CO-EXIST IN AN INEXTRICABLE RELATIONSHIP. The co-existent relationship between affinity, reality and communication is such that none can be increased without increasing the other two and none can be decreased without decreasing the other two. AXIOM 169. ANY AESTHETIC PRODUCT IS A SYMBOLIC FACSIMILE OR COMBINATION OF FACSIMILES OF THETA OR PHYSICAL UNIVERSES IN VARIED RANDOMITIES AND VOLUMES OF RANDOMITIES WITH THE INTERPLAY OF TONES. AXIOM 170. AN AESTHETIC PRODUCT IS AN INTERPRETATION OF THE UNIVERSES BY AN INDIVIDUAL OR GROUP MIND. AXIOM 171. DELUSION IS THE POSTULATION BY THE IMAGINATION OF OCCURRENCES IN AREAS OF PLUS OR MINUS RANDOMITY. AXIOM 172. DREAMS ARE THE IMAGINATIVE RECONSTRUCTION OF AREAS OF RANDOMITY OR THE RE-SYMBOLIZATION OF THE EFFORTS OF THETA. AXIOM 173. A MOTION IS CREATED BY THE DEGREE OF OPTIMUM RANDOMITY INTRODUCED BY THE COUNTER-EFFORT TO AN ORGANISM \'S EFFORT. AXIOM 174. MEST WHICH HAS BEEN MOBILIZED BY LIFE FORMS IS IN MORE AFFINITY WITH LIFE ORGANISMS THAN NON-MOBILIZED MEST. AXIOM 175. ALL PAST PERCEPTION, CONCLUSION AND EXISTENCE MOMENTS, INCLUDING THOSE OF PLUS OR MINUS RANDOMITY, ARE RECOVERABLE TO THE CONTROL CENTER OF THE ORGANISM. AXIOM 176. THE ABILITY TO PRODUCE SURVIVAL EFFORT ON THE PART OF AN ORGANISM IS AFFECTED BY THE DEGREES OF RANDOMITY EXISTING IN ITS PAST. (THIS INCLUDES LEARNING.) AXIOM 177. AREAS OF PAST PLUS OR MINUS RANDOMITY CAN BE READDRESSED BY THE CONTROL CENTER OF AN ORGANISM AND THE PLUS OR MINUS RANDOMITY EXHAUSTED. AXIOM 178. THE EXHAUSTION OF PAST PLUS OR MINUS RANDOMITIES PERMITS THE CONTROL CENTER OF AN ORGANISM TO EFFECT ITS OWN EFFORTS TOWARD SURVIVAL GOALS. AXIOM 179. THE EXHAUSTION OF SELF-DETERMINED EFFORT FROM A PAST AREA OF PLUS OR MINUS RANDOMITY NULLIFIES THE EFFECTIVENESS OF THAT AREA. AXIOM 180. PAIN IS THE RANDOMITY PRODUCED BY SUDDEN OR STRONG COUNTER-EFFORTS. AXIOM 181. PAIN IS STORED AS PLUS OR MINUS RANDOMITY. AXIOM 182. PAIN, AS AN AREA OF PLUS OR MINUS RANDOMITY, CAN RE-INFLICT ITSELF UPON THE ORGANISM. AXIOM 183. PAST PAIN BECOMES INEFFECTIVE UPON THE ORGANISM WHEN THE RANDOMITY OF ITS AREA IS ADDRESSED AND ALIGNED. AXIOM 184. THE EARLIER THE AREA OF PLUS OR MINUS RANDOMITY, THE GREATER SELF-PRODUCED EFFORT EXISTED TO REPEL IT. AXIOM 185. LATER AREAS OF PLUS OR MINUS RANDOMITY CANNOT BE RE-ALIGNED EASILY UNTIL EARLIER AREAS ARE RE-ALIGNED. AXIOM 186. AREAS OF PLUS OR MINUS RANDOMITY BECOME INCREASED IN ACTIVITY WHEN PERCEPTIONS OF SIMILARITY ARE INTRODUCED INTO THEM. AXIOM 187. PAST AREAS OF PLUS OR MINUS RANDOMITY CAN BE REDUCED AND ALIGNED BY ADDRESS TO THEM IN PRESENT TIME. AXIOM 188. ABSOLUTE GOOD AND ABSOLUTE EVIL DO NOT EXIST IN THE MEST UNIVERSE. AXIOM 189. THAT WHICH IS GOOD FOR AN ORGANISM MAY BE DEFINED AS THAT WHICH PROMOTES THE SURVIVAL OF THAT ORGANISM. COROLLARY: EVIL MAY BE DEFINED AS THAT WHICH INHIBITS OR BRINGS PLUS OR MINUS RANDOMITY INTO THE ORGANISM, WHICH IS CONTRARY TO THE SURVIVAL MOTIVES OF THE ORGANISM. AXIOM 190. HAPPINESS CONSISTS IN THE ACT OF BRINGING ALIGNMENT INTO HITHERTO RESISTING PLUS OR MINUS RANDOMITY. NEITHER THE ACT OR ACTION OF ATTAINING SURVIVAL, NOR THE ACCOMPLISHMENT OF THIS ACT ITSELF, BRINGS ABOUT HAPPINESS. AXIOM 191. CONSTRUCTION IS AN ALIGNMENT OF DATA. COROLLARY: DESTRUCTION IS A PLUS OR MINUS RANDOMITY OF DATA. The effort of construction is the alignment toward the survival of the aligning organism. Destruction is the effort of bringing randomity into an area. AXIOM 192. OPTIMUM SURVIVAL BEHAVIOR CONSISTS OF EFFORT IN THE MAXIMUM SURVIVAL INTEREST IN EVERYTHING CONCERNED IN THE DYNAMICS. AXIOM 193. THE OPTIMUM SURVIVAL SOLUTION OF ANY PROBLEM WOULD CONSIST OF THE HIGHEST ATTAINABLE SURVIVAL FOR EVERY DYNAMIC CONCERNED. AXIOM 194. THE WORTH OF ANY ORGANISM CONSISTS OF ITS VALUE TO THE SURVIVAL OF ITS OWN THETA ALONG ANY DYNAMIC. Advanced Procedure and Axioms, 1951 [Top] [The Factors] [Pre-logics] [Logics] [Axioms of Scn] [Code of Honor] [Axioms 1948] [Axioms 1950] [Axioms of Dianetics 1951] [Axioms Objectives] THE AXIOMS OF SOP 8-C I: LOCATION PRE-LOGIC: Theta orients objects in space and time. AXIOM: In life experience space becomes beingness. FORMULA I: Permitting the preclear to discover with certainty where people and things are not in the present, past and future recovers sufficient orientation to establish his knowledge and certainty of where he is and they are; the application of this is accomplished by negative orientation of beingness, havingness and doingness on each of eight dynamics in the present, past and future. II: BODIES AXIOM: In life experience energy becomes doingness. AXIOM: Compulsive position precedes compulsive thinking. AXIOM: That which changes the preclear in space can evaluate for him. FORMULA II: Permit the preclear to discover that he handles bodies and allow him to handle bodies in mock-ups and actuality; and remedy his thirst for attention which he has received by contagion from bodies. III: SPACE PRE-LOGIC: Theta creates space and time and objects to locate in them. DEFINITION: Space is a viewpoint of dimension. AXIOM: Energy derives from imposition of space between terminals and a reduction and expansion of that space. FORMULA III: Permit the preclear to regain his ability to create space and impose it upon terminals, to remove it from between terminals and to regain his security concerning the stability of MEST space. IV: HAVINGNESS AXIOM: In life experience matter becomes havingness. OBSERVATION: To a thetan ANYTHING is better than nothing. OBSERVATION: Any preclear is suffering from problems of too little havingness and any reduction of his existing energy, if not replaced, will cause him to drop in tone. FORMULA IV: The remedy of problems of havingness is accomplished by creating an abundance of all things. As the preclear has rendered automatic his desires and ability to create and destroy, and thus has placed havingness beyond his control, the Auditor should place in the control of the preclear his automaticities of havingness and unhavingness and permit him, on his own self-determinism, to balance his havingness. V: TERMINALS AXIOM: Space exists by reason of anchor points. DEFINITION: An anchor point is any particle or mass or terminal. AXIOM: Energy is derived from mass by fixing two terminals in proximity in space. AXIOM: Self-determinism is related to the ability to impose space between terminals. AXIOM: Cause is a potential source of flow. AXIOM: Effect is a potential receipt of flow. AXIOM: Communication is the duplication at the receipt point of that which emanated at a cause point. AXIOM: Wrongness in terms of flow is inflow. FORMULA V: The thetan is rehabilitated as to energy and terminals by remedying his postulates about outflow and inflow and drills relating to the outflow and inflow of energy according to the above axioms VI: SYMBOLIZATION DEFINITION: A symbol is an idea fixed in energy and mobile in space. FORMULA VI: The thetan who has been moved about by symbols is strengthened by mocking up and moving about and fixing in space ideas which have formerly moved him. VII: BARRIERS AXIOM: The MEST universe is a game consisting of barriers DEFINITION: A barrier is space, energy, object, obstacles, or time. FORMULA VII: Problems of barriers or their lack are resolved by contacting and penetrating, creating and destroying, validating and neglecting barriers by changing them or substituting others for them, by fixing and unfixing attention upon their somethingness and nothingness. VIII: DUPLICATION FUNDAMENTAL: The basic action of existence is duplication. LOGIC: All operating principles of life may be derived from duplication. AXIOM: Communication is as exact as it approaches duplication. AXIOM: Unwillingness to be cause is monitored by unwillingness to be duplicated. AXIOM: Unwillingness to be an effect is monitored by unwillingness to duplicate. AXIOM: An inability to remain in a geographical position brings about an unwillingness to duplicate. AXIOM: An enforced fixation in a geographical position brings about an unwillingness to duplicate. AXIOM: Inability to duplicate on any dynamic is the primary degeneration of the thetan. AXIOM: Perception depends upon duplication. AXIOM: Communication depends upon duplication. AXIOM: In the MEST universe, the single crime is duplication. FORMULA VIII: The primary ability and willingness of the thetan to duplicate must be rehabilitated by handling desires, enforcements and inhibitions relating to it on all dynamics. The Creation of Human Ability [Top] [The Factors] [Pre-logics] [Logics] [Axioms of Scn] [Code of Honor] [Primary Axioms] [Axioms 1950] [Axioms of Dianetics] [Axioms Objectives] Appendix Links: [ Home ] [ Index/Search ] No frame ][ Tech terms ] [ Scales ] [Axioms] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][ Cramm ] [ Points ] [ KTW ]","null","null","");arrFiles[8]=new Array("sub2/appendix/points.htm","ST - Stundent Point System and Guidelines for Students","App endix Links: [ Home ] [ Index/Search ] [ No frame ] [ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][ Cramm ] [Points] [ KTW ] [Student Points] [Guidelines for Students] Student Point System in Full Example of Student Point Graph. The points scale is marked in the left margin. Each vertical line marks a day. The student adds up the point for the day, finds the date on the Graph (along the bottom line) and marks the total by going up to the correct height. The dots are then connected. The point scale to the left can be scaled differently. The supervisor helps the students with that. If there is a larger difference between each 50 points the curve will be more up-and-down. The important point is to scale it so the changes in production show up clearly. Full time students should be scaled differently than part time students. The Student Point System is used on any course in Standard Clearing Technology. It measures the student \'s progress through the course. It measures study production and speed and is not a grades system. The point value of the various actions are based on (1) how long time the action usually takes, and (2) the type of action it is. You will find that \'Practical \' scores higher than \'Theory \'. This is to stress drilling, practical application, and full use of the Study Technology. The points have to be earned. The system assumes the student knows and can apply the materials before he can credit the points. In auditor training the emphasis is on tough drilling on TRs and metering and a practical understanding of the Auditors Code. Student Points for General Theory Study Assignment Student Points Written materials per page - 0-rated 3 Written materials per page - * rated 5 Written electronic materials per 5 Kb - 0 rated 3 Written electronic materials per 5 Kb - * rated 5 MU from materials found and cleared 1 Keywords (on checksheet) cleared 3 Demo done per checksheet 3 Demo done, not on checksheet 1 Clay demo per checksheet 25 Tape or video, per minute of tape, 0-rated 1 * rated Tape or video. As 0-rated + bonus - per tape 15 Essay per checksheet 10 Coaching another student Same points as student Word Clearing M3 on other student, per word found 3 Word Clearing M9 on other student, per word found 3 Twin check-out (not coaching), whether pass or flunk 5 Written Exam passed 200 Attesting to theory or practical section 100 Practical, not otherwise covered, per hour 60 Additional Items and their Student Points Study Assignment Student Points Study R. Hubbard C/Sed sessions, per session 10 OT TR-0 to major stable win, per hour 50 for passing 50 TR-0 to major stable win, non-bullbaited per hour 50 for passing 100 TR-0 to major stable win, bullbaited per hour 50 for passing 50 Other TRs to 10 unflunked consecutive actions; with each previous TR being in 60 TR 101 25 TR 102 50 TR 103 with all TRs in 75 TR 104 100 Meter Drills (exceptions below) 15 Meter Drills 17, 20, 21, 26, per drill 25 Instant Read and Assessment Drills, per drill 50 Meter Dating Drills 120 Doll Drills 30 Bullbaited Drills 75 Codes and Axioms 0-rated, per Axiom/code 1 Codes and Axioms * rated, per Axiom/code 10 Scales 0-rated, per scale 15 Scales * rated, per scale 25 Charts 0-rated 25 Charts * rated 75 1 column or level of a chart, 0-rated 10 1 column or level of a chart, * rated 15 Student Auditing Flunked session 0 Not flunked session, per hour 60 \'Well Done \' session, per hour 100 \'Very Well Done Session \', per hour 120 Doing \'Folder Error Summary \', per session 10 Pc Program written and accepted 100 C/S instruction suggested and accepted, per C/S 15 Student Weekly Condition Assignment Full Time Students: Study 8 hours a day, 7 days a week Part Time Students: Study 2 1/2 hour per day, 7 days a week. Condition Full Time Part Time Power 1800 + 5600 + Affluence 1600-1799 5000-5599 Normal 1400-1599 4500-4999 Emergency 1200-1399 4000-4499 Danger 1000-1199 3400-3999 Non-existence Less than 1000 Less than 3400 When the Condition System is used the trend of the graph is always taken into consideration. App endix Links: [ Home ] [ Index/Search ] [ No frame ] [ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][ Cramm ] [ Points ] [ KTW ] [Student Points] [Guidelines for Students] Guidelines for Students General 1. Behave as a good representative for the course at all times. 2. Always eat breakfast before morning class. Make sure to start course being well rested and well fed. 3. Be a student when you study or receive coaching. Be a coach when you coach another student. Be a professional when you give Word Clearing or other auditing. 4. Get off all your known withholds about the course and anything related to it. Don \'t try to keep relevant facts and deeds secret. Holding on to secrets is a sure route not to make any progress and eventually blow. You can write it up and send it to the ethics officer or the supervisor and should receive no punishment for confessions done in good faith. 5. If you don \'t know something or are confused about course data, ask the supervisor or send a written note. Do not ask other students as this creates a chain of worsening errors in data. 6. Give advanced notice if you need a leave of absence from course. You must get permission to leave a course before you leave. This will not be granted until the supervisor is absolutely sure, that it is not caused by misunderstoods, or other irrational reasons. Word Clearing and Auditing 7. Do not drink any alcohol 24 hours before course. 8. Do not take any drugs, antibiotics, headache pills, sleeping pills or medical stimulants for the entire course period without the approval of the supervisor or administrator. 9. Do not give or receive any Word Clearing or auditing without clearing it with the supervisor. Emergency assists are excepted (applies to ill or upset students). 10. Do not engage in any \"self-auditing \" under any circumstances during the course at any time. 11. Do not receive any treatment, guidance, or help from anyone in the healing arts (medical doctor, dentist, etc.), without clearing it with the supervisor or his senior. (Emergency treatment is excepted.) 12. Do not engage in any rite, ceremony, practice, exercise, meditation, diet, food therapy, or any other healing or mental therapy while on course without the express permission to do so. 13. Do not discuss your case, your Word Clearer or auditor, your supervisors, or classmates with anyone. Save your unkind or critical thoughts for your auditing sessions or take up complaints with the supervisor. 14. Do not engage in any sexual relationships or get emotionally involved with any classmate who is not your legal spouse. 15. Follow the Auditors Code during all sessions, including Word Clearing, when being the auditor. 16. Follow technical procedure as outlined on the course exactly and precisely. 17. Be honest at all times on your report forms. 18. Students must not read their own PC folder or that of another student, unless he is auditing that student. Premises 19. Do not make any undue noise either indoors, or when leaving class. 20. Use the correct entrances for entering and leaving the premises. 21. Treat course room, furniture, and material with care and respect. 22. Keep all your supplies and personal possessions in the space assigned and keep your space neat and orderly. 23. Students are allowed to smoke during breaks only and outside any course- or auditing- rooms. 24. No food may be stored or eaten in the course rooms at any time. Schedules 25. Be on time for class and all assignments. 26. Buy any books you need before you need them. 27. Follow all schedules exactly. Examinations A student must not discuss any examination with anyone except persons directly handling it. A student should pass an examination on the basis that he knows and can apply the data, not on the basis that he has been told the exam answers beforehand and knows and can pass the examination. Therefore, students are not to discuss examinations with other students for whatever reason. Further, students who fail examinations or any single question are not to discuss such failure or reasons for such with anyone other than the assigned personnel. © Clearbird Publishing, 2003. All rights reserved.","null","null","");arrFiles[9]=new Array("sub2/appendix/ktw.htm","ST -  \'Keeping Tech Working \'.10 important points.  \'How Technology Gets Altered \' and how to prevent it.","App endix Links: [ Home ] [ Index/Search ] [ No frame ][ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][ Cramm ] [ Points ] [KTW] [Keeping Technology Working] [How Technology Gets Altered] [Footnote to KTW] Keeping the Technology Working With standard technology and the Study Technology we have a workable technology. We can teach students to study with the Study Technology and we can get people to the state of Clear with the standard technology. What is important, then, is to get the technology applied and applied correctly. If we can \'t get the technology applied then we can \'t achieve the promised results. It \'s as simple as that. The only thing your students and clients get real upset about are \"no results \". Trouble spots occur only where there are \"no results \". Attacks from individuals, organizations and government occur only where there are \"no results \" or \"bad results \". Therefore, the road is clear and the ultimate success of the technology is assured if the technology is applied. It is the task of all staff members, supervisors and executives to get the correct technology applied. There is a right way and a wrong way. The way described in R. Hubbard \'s works and in the Clearbird manuals are based on years of research and more than 30 years of testing and practical use. When applied by the book it works. If not, there is no guarantees of such good fortune. Getting the correct technology applied consists of: Having the correct technology. Knowing the technology. Knowing it is correct. Teaching correctly the correct technology. Applying the technology. Seeing that the technology is correctly applied. Hammering out of existence incorrect technology. Knocking out incorrect applications. Closing the door on any possibility of incorrect technology. Closing the door on incorrect application. Let \'s take a closer look at this, point by point: 1. Having the correct technology In developing standard technology a great many different things were tried and tested. There is no claim that standard technology is the only possible technology to achieve the state of Clear. It is however a fact it is the only one in existence. It was largely developed between 1950 and 1982. It has been in wide use for all those years and up to present time. It has produced Clears since 1950 and in great numbers since 1978. It has thus proved its workability over great many years. 2. Knowing the technology This is achieved through training. Unless the technology is taught on well attended courses and relayed to many, many students the technology will not be part of a society. A practitioner of the technology is of course the central person here. He has to know the technology, and know it very well, in order to practice in this field. 3. Knowing it is correct This is achieved by the individual applying the correct technology in a proper manner and observing that it works that way. Again, the claim is not that it is the only possible technology in the field of study and Clearing. The claim is the technology is correct in the sense it does what it says; it produces and achieves the results it says it does. The way to get to know it is correct is to apply it as described in technical materials and taught on courses run by the book. To know it is correct is ultimately a personal experience. Results can be tested and documented. There exist great many test results that clearly support and prove that. But it is ultimately achieved as a certainty one person at the time. Direct observation is what is required. Since we are operating in the field of the mind, awareness, personal freedom and spiritual ability no one is expected to ultimately be won over and convinced by anything less. R. Hubbard says, the technology is comparable in difficulty to learning to play a musical instrument. But as a musical instrument it has to be treated with great affinity and with great precision to work right. But any student with good hart will soon be able to produce almost miraculous results on a gradient scale and will realize the technology is workable and correct. 4. Teaching correctly the correct technology Here the Study Technology plays a central role. Part of teaching the standard technology correctly is to do it with Study Technology.There exists in the study manual extensive instructions on how to teach the technology correctly. When i t comes to training standard technology practitioners there are additional technology applied. A practitioner keeps a report of the sessions he delivers. These reports are closely inspected by a case supervisor (C/S). The C/S \' responsibility is to see, that the technology is being correctly applied and that the client (preclear) gets the expected results and gains from it. If the case supervisor sees something in the report that isn \'t optimum or is incorrect, he writes out a study order or cramming order for the practitioner to do. The practitioner has to go back and study and drill the exact point he didn \'t do correctly so he gets a new certainty on how to do it exactly by the book. After graduating, a practitioner will still be supervised closely by a case supervisor. Should he run into problems the case supervisor will direct him to the exact materials the practitioner missed or did wrong. He will usually be sent to cramming. He needs to be Word Cleared on the exact materials and will usually have to drill the practical procedures in question again. I n a lager office or organization there always exist a cramming section. This department is run by people, who specialize in correcting such errors and get the practitioner to step-by-step become a real professional. They use additional technology to achieve that. This is especially covered in R. Hubbard \'s Word Clearing Series and Cramming Series. But the basic technology they use is the Study Technology as presented in this manual. 5. Applying the technology No technology will work unless it is applied. This is one of these simple basics that shouldn \'t be overlooked. It is important to ensure that students and graduates actually use the technology. Thus every effort should be made on the part of leaders, supervisors, and case supervisors to make it possible and attractive to do just that: applying the technology. Sometimes it has been overstressed that no errors were allowed. The truth is, any application of the technology is better than no application at all. The way to learn it and achieve perfection is to do it boldly and take and give any study orders, trips to cramming and other correctional actions, with good spirits and get them done. By keeping doing that and keep studying the quality as well as the quantity will go up steadily. The technology is being applied. 6. Seeing that the technology is correctly applied This is done by course supervisors, case supervisors, and the cramming section. There has to be a continuous quality control in place to ensure the technology is only practiced in the workable and beneficial way. The technology is a precision activity, that \'s why it is called a technology, so this point should never be slacked. 7.Hammering out of existence incorrect technology Part of seeing that the technology is correctly applied is to hammer out of existence incorrect technology. Students (and sometimes practitioners) may try to mix it up with other technologies. Sometimes they do it all wrong due to false ideas or misunderstood words. There exist many tools for sorting these things out. From Word Clearing to ways to find, inspect and discard false data (False Data Stripping), to handling students \' personal problems in order for them to be able to leave incorrect technology alone. The mind and spirit are fields full of opinions, philosophies, and so-called schools of thought. Standard technology and Study Technology are their own and should never be mixed up with other schools of thought. In case of illness the client should consult a doctor first, however. This is part of the technology. It has to be applied by the book to keep working. 8. Knocking out incorrect applications First we knock out incorrect technology. Obviously things are improving. Now we have to look more closely and catch any small errors in procedure and performance that would prevent optimum results. The tools are the same as described above: course supervision, case supervision, study orders and cramming actions, including lots of additional practical drilling. 9. Closing the door on any possibility of incorrect technology In (7) we hammered out any incorrect technology that had crept in. We also have to take action to plug the holes and close the door so it doesn \'t happen again. This may take organizational actions. It may take disciplinary actions by the ethics department. It may take screening of the students and make sure they agree to the terms before they are enrolled and to specific ethical and technical terms before they are graduated. 10. Closing the door on incorrect application In (8) we knocked out incorrect applications. How do we plug the holes and close the door after that? On the level of teaching courses it is done by setting high standards and run the courses efficiently with good discipline and correct application of Study Technology. This include lots of drilling before a student is turned loose to practice what he has learned. It may also take organizational actions. It may take disciplinary actions such as ethics actions. Things has to be run as a tight ship to come to bloom. It is better to keep students at it for an extended period of time than allow incompetent students to graduate. Students are given a certain latitude as long as they audit for the pc and get positive results. When they graduate all uncertainties should be behind them; the door is closed for incorrect applications through rigorous training and repeated pink sheets, crammings, and possibly ethics actions. Technology and group-agreement Groups and exact technology seem to be like oil and water. They don \'t really mix. This is especially true for new technology. Even more so when the technology is about thought, mental and spiritual phenomena. A group will eventually accept a better way to build a house or other things tangible. When it comes to mental phenomena and thought matters are more difficult. It can take a long time as history shows. Groups tend to agree upon principles that are a low average of its members. This may be out of superstition, out of convenience, out of single individual \'s struggle for power and control. It can be to get enough agreement from group members, or out of a desire to \"please the customers \", or authorities. It can be to get funds from some rich and influential person or organization. In standard technology we handle a person \'s reactive mind. The reactive mind is the \'unconscious \' and irrational part of a person \'s mind. Since all humans, not yet cleared, have a reactive mind they tend to agree upon principles dictated by this irrational mind. Anything new and different is perceived to be dangerous, hard to understand and impossible to apply - no matter how clear the evidence is to the contrary. The reactive mind, for one thing, prevents clear and unbiased observation. It depends upon superstition, fear, and and false ideas in its \'judgment \'. This has to be overcome in the individual student and in the group as a whole. Ways to overcome this is study, study, study. The student has to be willing and able to observe at all times. He has to be taught long and hard to do procedures by the book and observe that it works. In absence of an ability to observe the right way to do it has to be enforced with discipline and lots of drilling. Eventually the student will realize there is a right way and a wrong way to do it because he has seen the difference with his own eyes. Some students may choose to leave, but the overall concern is that the technology is kept working - or nobody will benefit. As anything else worthwhile it takes discipline, hardships, overcoming fears and superstitions to really succeed. At times it takes a bit of faith to keep going. The student and practitioner has to develop determination and toughness and a willingness to do it by the book. Eventually (and this may only take a few weeks or months to become obvious to him) he will be able to reap the benefits of his hard work. To become a true professional may take years. But this is only achieved through accepting the discipline necessary to perform. This is true for any worthwhile profession, be it in medicine, engineering, science, arts, writing, or acting. It is especially true to standard technology that is handling the mind and spirit where in the past only confusion ruled and all were entitled to their personal opinions and strange ideas. Wha t has to be understood is, that standard technology is a technology . It is based on exact axioms and natural laws. When you do it by the book you get results; if you don \'t, you may end up with a disaster on your hands. Keeping the technology working thus means to observe the ten points above, do it by the book and eventually realize that it works as described. App endix Links: [ Home ] [ Index/Search ] [ No frame ][ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][ Cramm ] [ Points ] [ KTW ] [Keeping Technology Working] [How Technology Gets Altered] [Footnote to KTW] How Technology Gets Altered Standard technology is an exact route. It takes a person from human to the state of Clear. An awful lot of research and trial-and-error went into finding that route. It was mainly done by R. Hubbard and published between 1950 and 1986. In the field of the mind, if you take a broad view, there are 99% of unworkable advice and technology and only 1% of good technology. You are actually walking in territory that is mainly unexplored. But there is this narrow route that does work. It would be irresponsible to just turn people loose. They are not likely to succeed without an experienced guide. This is why it has to be stressed again and again that it has to be done by the book. You are not supposed to do it as the course supervisor tells you to do it. It has to be done by the book. By the written materials . The student is always referred to the written materials when he needs to be corrected. This does not change after he graduates. The written materials is the path to use; the way to follow as not to get lost. It is what keeps the technology consistent and workable over the years. The \" Hidden \" Data Line There is a phenomenon called the \"Hidden \" Data Line. It is an apparency and a bad thing. The way the technology is taught and passed on is through the recorded form. To use the recorded form prevents (or reduces to a minimum) alterations, misunderstandings and students having to depend on their memories. If a course supervisor or case supervisor gives the student a lot of verbal instructions and \"advice \", the green student will think, \"he really knows his stuff. I better do as he says \". The student may think that the supervisor has some other source of information that he, the student, does not have access to. The truth is, it is all in written or recorded form. The correct way to teach and instruct a student is to point out the error and then give him the correct materials to study. To do it any other way will at some point cause alterations or misunderstandings and the workable and proven way to do it is at risk. There is no Hidden Data Line. To introduce \'advice \' and verbal explanations is what sometimes can make it seem there is. The written text is not going to fade as memories do. You can \'t just turn around and say, \"I didn \'t say that \". It can be corrected, if in error, but the consistency and the possibility to restudy what was actually said or written is what makes it possible to study and get results in an opinionated field as the mind and spirit. Verbal Tech Verbal tech means relaying the technology without using written or recorded materials; whether it is discussing it or getting advice from apparently well informed sources. All the information and data needed to produce Clears are in written and recorded form. The way to teach it and keep it in this workable form is to use only recorded materials. Questions to supervisors, instructors, and case supervisors deserve an answer, of course. The way to answer such questions is for the person in charge to give the student a written reference. As we have seen in the study manual, trying to overcome the student \'s non-comprehension with new and unusual explations does little good. The original misunderstoods and skipped gradient actions are still unhandled. The thing to do is to find these and handle with Study Technology. Thus there is an important maxim: if it isn \'t written it isn \'t true. Here is how you defeat verbal tech: If it isn \'t written it isn’t true. If it \'s written, read it. If you can \'t understand it, clarify it. If you can \'t clarify it, clear the Misunderstood words. If clearing the Misunderstoods won \'t handle it, query it. Get it validated as a written order. Force others to read it. IF IT CAN’T BE RUN THROUGH AS ABOVE IT \'S FALSE! App endix Links: [ Home ] [ Index/Search ] [ No frame ][ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][ Cramm ] [ Points ] [ KTW ] [Keeping Technology Working] [How Technology Gets Altered] [Footnote to KTW] Footnote to KTW The written materials of the technology can be compared with software code. Small errors can cause the program not to run or do mysterious things. Misunderstoods can cause similar phenomena in the student \'s mind. You may not agree with the apparently authoritative attitude in \"Keeping Technology Working \" and \"How Technology Gets Altered \" but the rules certainly apply to students and general practitioners. Since the field of the mind and the human spirit are so opinionated, and many constitutions guarantee your right to hold any opinion, it has to be stressed that a technology in this field is something new. It \'s a technology and as such there is little room for opinion. It is as a technology based on natural law and axioms, and doing it wrongly will punish the practitioner in the form of \'no results \' or \'bad results \'. The technology is under attack from many quarters, individuals, and schools of thought. It has to hold its ground and defend itself against being mixed up and made unworkable. A textbook, such as \'The Road to Clear \', are by some seen as a violation of these issues. We have published the manuals as User \'s Manuals in the existing technology. The manuals have been scrutinized by experts; any bits that could be misunderstood or twisted have been ironed out. In case of any doubts we still refer the reader to R. Hubbard \'s works. The rule \"If it isn \'t written it isn \'t true \", then, also applies to students of Clearbird \'s Manuals. It prevents confusions and conflicting instructions. The student is only given one \'software program \'; all the instructions, advice and any modifications are in recorded form. Misunderstoods can be found and handled. There are no attempts to rewrite the technology as technology. But, as any software program, the practical rendition and the manuals have to be debugged and updated regularly just to be able to be understood by the users. The attempt is to communicate the existing technology to hopefully many new users and practitioners. There is new research taking place in this field. We support that. The technology presented here is a workable technology, not necessarily perfect. This research is done by true professionals that have practiced the existing technology for years and years. Clearbird \'s manuals do not contain any of this research as it is outside the scope of a basic textbook. The basics of the technology are sound and solid and that is what a student has to learn first; it \'s a long and hard study all by itself. We have thus concentrated on the basic technology and have taken great care that no alterations of the technology itself has been accidentally introduced. © Clearbird Publishing, 2003. All rights reserved.","null","null","");arrFiles[10]=new Array("sub2/appendix/90hasi.htm","HASI Document: Documentatation that HASI was dissolved in 1977, meaning the copyright of the HCOBs went into public domain.","Home . | . Previous . | . Documents . | . Next DOCUMENT TITLE: Certificate of Revocation, HASI, Inc. SUBJECT: Dissolution by revocation of the Articles of Inorporation for Hubbard Association of Scientologists International, Inc. PARTIES: Corporation, Hubbard Association of Scientologists International, Inc.; Norton S. Karno, attorney; Sherman and Stephen Lenske, attorneys at Karno firm handling L. Ron Hubbard \'s \"business interests. \" BACKGROUND AND NOTES HASI, Inc. owned all copyrights and trademarks related to Scientology. They had been assigned into perpetuity to the Hubbard Communications Office (HCO), a division of HASI, Inc., by L. Ron Hubbard in several policy letters, notably several issued on 15 and 22 November 1958 . HCO was transferred to Church of Scientology of California (CSC) on or around 12 March 1966 according to a policy of that date. CSC was, itself, owned at the time by HASI, Inc. To get a full picture of this corporate set-up and the relationship of the intellectual property to it, and what became of it after this HASI revocation, please see our comparative chart . When this 10 May 1977 revocation of HASI, Inc. \'s Articles of Incorporation was sent to the P.O. Box Address in Silver Spring, which had been the address for HASI, Inc. since the \'50s, it was returned to the Arizona Corporation Commission as \"MOVED - NOT FORWARDABLE. \" At the time, Sherman and Stephen Lenske, of the law firm of Norton S. Karno, were handling L. Ron Hubbard \'s \"business interests. \" CSC, however, survived as a California corporation, taking HCO, and the copyrights, with them. But within two months of this revocation, the Guardian Office in the United States will be raided on both coasts by the FBI rendering it in such disarray, and under such duress, that CSC, and the intellectual property it owns, are left wholly unprotected . Here is a transcript of the microfiche document: CERTIFICATE OF REVOCATION HUBBARD ASSOCIATION OF SCIENTOLOGISTS INTERNATIONAL, INCORPO [SIC] P O BOX 242 SILVER SPRINGMD The Arizona Corporation Commission, pursuant to ARIZONA REVISED STATUTES SECTION 10-095, hereby revokes the filing by the above named corporation of its Articles of Incorporation for the following reason(s): FAILURE TO FILE AN ANNUAL REP [ILLEGIBLE: \"REPORT \"] DATED__________________________MAY 10__ , 19__77__ [SIGNATURES: Bud Tims(?) Ernest Garfield Jim W(Illegible)] ___________________________________________________________________ CHAIRMANCOMMISSIONERCOMMISSIONER IN WITNESS WHEREOF, I have hereunto set my hand and affixed the official seal of the Arizona Corporation Commission, at the Cap- itol, in the City of Phoenix, this __10TH__ DAY of _________________________MAY___ , 19___77__. [SIGNATURE: Donald E. Vance] ____________________________________________ EXECUTIVE SECRETARY Statutory Ref. A.R.S. 10-095 ABCA Form No. 46D - 7/76 (Domestic) Revocation Section This Page on the web (Link) Home . | . Previous . | . Documents . | . Next","null","null","");arrFiles[11]=new Array("sub2/appendix/cramm.htm","Cramming and Pink Sheets are used to correct students and teach the exact application of the tech.","Appendix Links: [ Home ] [ Index/Search ] [ No frame ][ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][Cramm] [ Points ] [ KTW ] [Cramming] [Pink Sheet] [Important Study Data] Cramming This short chapter does not attempt to give all the information needed to run a Cramming Section, but gives enough data to make students and practitioners (here called clients) aware of how it works and how to use it. Cramming Cramming is a service independent of the course. It specializes in trouble-shooting and bringing students and practitioners (here called clients) up to speed. Clients who have difficulties in applying something in practice are interviewed and given a tailor-made study assignment. It is used when the client has made the same mistake repeatedly. The service is also used as an on-the-job-training. A Cramming usually takes a few hours to complete, not days. Cramming Order The client is sent to Cramming with a Cramming Order. This is a general observation much as the \"Observation \" column of a Pink Sheet. It \'s a short statement of the client \'s repeated difficulty and a suggestion to what needs to be handled. The Cramming Order is written by a person in charge of the client \'s performance, such as a course supervisor, a senior, or an auditor \'s case supervisor. Cramming Officer doing a metered interview to pinpoint the exact difficulty of the client. Cramming Interview The Cramming Action starts with an interview. This is done with the client on the Meter. The client \'s difficulties in applying the materials are pinpointed by the interviewer. The person doing the interview is called the Cramming Officer. Cramming Assignment Based on the interview the Cramming Officer writes a Cramming Order. It does not have to follow the suggestion the client brought with him, but it of course addresses the problem pointed out. The Cramming Assignment is much like the \"Assignment \" column on a Pink Sheet. But it is based on the interview and the special training the Cramming Officer has in pinpointing the underlying reason to the difficulty. Doing the Assignment The client now does the assignment he was given. This always includes Word Clearing and usually drilling. The Cramming Officer may write up what exactly to drill. The drill need not be a published drill, but it is done per coaching instructions. A student will usually do the assignment in the course room with another student, when possible. Client Coach Drilling and Word Clearing are important parts of any Cramming Assignment. Completing the Assignment When the cramming assignment is completed the client attests the difficulty is handled. He then goes back to course or to do auditing or to practice his trade. The real difference between a Pink Sheet and a Cramming Assignment is, that the Cramming Assignment is based on the interview and the trouble-shooting. Cramming is only done with clients if a Pink Sheet didn \'t handle the difficulty. It \'s assumed it is time to dig deeper, using a Meter. Retread If repeated Cramming Orders don \'t seem to handle a client \'s difficulty he can be given a retread. The procedure is the same, but the client is given a longer study assignment that covers possible areas of his difficulties. It has to cover more than the obvious points since those points were already covered in the previous Cramming Actions. A retread can take from one to several days to complete. Retraining Retraining doesn \'t happen very often. But it needs to be explained. Retraining means that the client is sent to a Cramming Interview where his problems with applying the materials are pinpointed. Then he gets straightened out on exactly what was missed. That done, he goes back to course and does the entire course again. No shortcuts are allowed on retraining; no jumping around on the checksheet. It is assumed that a student who has failed to apply one aspect of the course had misunderstoods that would have prevented him from fully understanding the other materials on previous study. This is usually only used after repeated retreads didn \'t seem to remedy the situation or on a voluntary basis. Rusty Practitioners A practitioner who hasn \'t practiced for a long time can be brought up to speed by a retread or retraining program. In such a case it is a voluntary action, but he is still given a Cramming Interview to get a realistic study program. On-the-Job-Training Cramming is used as on-the-job-training. By spotting the client \'s difficulties in applying the materials in real situations he is step-by-step been made into a real professional. It is used this way by experienced practitioners as well. It is an important part of keeping the technology working. Appendix Links: [ Home ] [ Index/Search ] [ No frame ][ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][ Cramm ] [ Points ] [ KTW ] [Cramming] [Pink Sheet] [Important Study Data] Pink Sheets Definition: A Pink Sheet is a study assignment given to a student when he has missed something he should have learned earlier. It calls for restudy and check-out of the specific materials he missed. It is called a Pink Sheet because it is written on a pink sheet of paper. The gap between learning some data and demonstrating practical skills in the subject takes several huge steps to cross. The Pink Sheet system in training helps the student do that. Getting Pink Sheets as a student, seeing what he did wrong and restudying that, sharpens his ability to apply Study Technology, to himself and to his twin, as well. The student is responsible for all the materials and courses he has studied earlier. If he is unable to apply or use any of these materials the supervisor can issue a Pink Sheet and have the student catch up on anything missed. A Pink Sheet should never develop into a long action. It is a quick and precise remedy to correct the student and get him back on track. The Supervisor observes or examines the student. He writes his observations and corrects anything found to be out with a Pink Sheet. The course supervisor has a clip board with Pink Sheet forms on it. He issues one of these when he sees the student apparently has missed something. This can be as a result of a drill that causes trouble, any weak materials revealed by a check-out, or an examination. The supervisor can also do direct observations of students \' study habits or general behavior and issue a Pink Sheet based on his observations. Writing a Pink Sheet The supervisor has, as mentioned, a clip board with pink sheet forms on it. 1. He always makes a carbon copy of any pink sheet he issues. He simply puts a sheet of carbon paper between two forms and writes on the top and gets a copy underneath for his own use. 2. He writes the name of the student or coach being observed, the date, and his own name at top of the form. Date: Student: Observer: Sup: Coach: Assignment: Observations: 3. There is a wide column at the right of the sheet called \"observations \". A narrower column to the left of that headlined, \"Theory and Practical Assignment \" or simply \"Assignment \", and two more columns to the left headed \"Coach \" and \"Supervisor \". 4. The supervisor observes the student or a coaching session, standing close enough to hear and see what is going on. 5. He writes his observations in the column \"Observations \" exactly as observed; it can be a coaching session or an individual student studying or applying what is learned. He does not necessarily look for study- and coaching-errors at first. He just looks and records what is happening. He does not write opinions or evaluations - nor invalidations. He does not attempt to correct or teach in the \"Observations \" column. He simply observes the activity and records what is happening. It may result in no assignment at this point. He is just making his presence and interest in what is going on felt. 6. He may write one or more pages of \"Observations \" in that column. Now it is time to evaluate. He looks over what he has noted to and sees if anything actually needs correction. 7. If he has found something he fills in \"Assignment \" with a theory and/or practical assignment. He writes down the exact materials from the course materials to be studied. The chapter, drill, or bulletin which contain the correct data or drill needed to correct the errors observed. If he can \'t pinpoint the main difficulty, he may ask the student a few questions. Some of the answers he gets can be quite surprising. He finds the main error or difficulty and writes the Pink Sheet to get the student corrected. Sometimes the supervisor can write several pages of \"Observations \" without recording any errors. The student is doing it right or the coaching drill is going well; Study Technology is being used correctly. That \'s fine - the Pink Sheet can still be given to the student without any assignment. It will still help the student. 8. The original of the Pink Sheet is given to the student. The copy is kept by the supervisor as a control copy. When the student hands in the completed original, with all the necessary things done and signed off, the carbon copy is simply thrown away. The completed Pink Sheet is filed in the student \'s study folder. Doing the Assignment When a student has gotten a Pink Sheet assignment it should be done with a twin, whether it is theory, practical, or both. The twin first reviews the observations with the student. Then he or she star-rates the student on the issues as assigned and drills the student until the correct data are completely learned and understood or the student can do the drills correctly. Once this is done the twin signs his name or initials in the coach \'s column. The student is then ready for a check-out by the supervisor on the Pink Sheet material. Supervisor Check-out The student now turns his Pink Sheet in to the supervisor. This is done in person as the supervisor may want to go over it with the student and do a check-out of his own. He wants to know if it has handled what was observed or if he has to keep a close eye on the student or give him additional assignments. Summary Pink Sheets are never used as punishment or to make the student wrong. They are used to improve the student \'s study- or coaching-ability by having him re-study data and do practical drills in the weak areas. A student \'s weaknesses in data and skills will often not show up under the normal conditions of theory study and practical drilling, but they will stand out very plainly when he has to apply them in an actual situation. Therefore, a Pink Sheet Assignment does not necessarily mean that the student didn \'t study the material properly, even if he has already passed it in Theory or Practical. It does mean that he hasn \'t learned it well enough to use it under the duress of an actual situation. If a student has gone a few days without receiving a Pink Sheet, he should start demanding one. Pink Sheets ensure one basic point of the Study Technology is at work: you want study to result in a string of certainties. This may take several or many times over the materials to be able to do things correctly under trying conditions in practice. Appendix Links: [ Home ] [ Index/Search ] [ No frame ][ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][ Cramm ] [ Points ] [ KTW ] [Cramming] [Pink Sheet] [Important Study Data] Important Study Data 1. Number of times over the material equal certainty and results. 2. Results in the student \'s own case is a guarantee of successful application by the student. 1. When we talk about practical application you can \'t expect the student to get all the fine points just by studying the theory. No matter how thoroughly he studies, the practical experience of handling all kinds of situations will be missing. Thus, the only way to become a professional consists of studying the materials, apply the materials, study the materials again, apply the materials some more. Then catch up on the finer points of application that were missed. This is done by studying selected sections of theory and apply it to practical problems and situations. Based on that the student will now gain a new and practical oriented understanding. This is only accomplished by going over the materials many, many times - and each time relate it to new practical experiences in the field. 2. The personal experience of receiving a service you study is important. When the student has a subjective reality on how a technology works he can apply it to others with success. This is especially true for auditing where you produce increased awareness and ability. A student who has successfully received auditing and experienced the benefits is much more likely to be able to audit others successfully. © Clearbird Publishing, 2003. All rights reserved.","null","null","");arrFiles[12]=new Array("sub2/appendix/meter_terms.htm","Meter Terms","Meter T erms Alligator Clips ARC Break Needle Battery Body Motion Body Reactions Calibration Can Lead Can Squeeze Cans Change of - Characteristics Clean Needle Clips Dirty Needle Electrodes Electrode Plug Fall False TA Female Clear Read Floating Needle F/N Free Needle High TA Instant F/N Jack Jack Socket Instant Read Latent Read Long Fall Long Fall Blowdown Low TA Major Thought Male Clear Read Metabolism Test Meter Steering Minor Thought Needle Dial Null Needle Ohms Resist 5,000 Ohms Resist 12,500 Resistors Plug Socket Prior Read Rise Rocket Read Rock Slam Set Position Slowed Fall Slowed Rise Small Fall Speeded Fall Speeded Rise Stage Four Needle Stop Stuck Needle TA TA Counter TA Action TA Dial Theta Bop Tick Tone Arm Trim Check Trim Knob To Illustration Needle Characteristics Needle Definition 1. Stuck Needle A totally stuck needle means the needle looks stiff and unmoving. The needle wouldn \'t even react to the pc being pinched. It simply means that the pc has flowed out or flowed in too long in one direction. Stuck needle means: Betrayal, anger, stopped or stopping, hate, fixed attention, failed help, refused help, terror, and failure. (EM-16) 2. Null (X) Needle doesn \'t get a change of pattern or a reaction on the question. The needle continues to behave the same, uninfluenced by the auditing question. 3. Falls Needle moves instantly to right. Means a disagreement with life, on which the preclear has some reality, has met the question asked. Falls mean: Losses, lies, present time problems, Locks, and disagreements with a reality. (EM-16) A. Small Fall (sF) Smaller instant movement of needle to the right 1.25 - 2.5 cm (1/2 -1 \"). B. Fall (F) Instant movement of needle to the right 2.5-5 cm (1-2 \"). C. Long Fall (LF) Longer instant movement of needle to the right 5-8 cm (2-3 \"). D. Long Fall Blowdown (LFBD) An instant long fall followed by a Blowdown ( TA motion downward). The TA has to be adjusted to a lower position to keep needle on \'Set \'. Sometimes defined as 0.2 divisions downward motion. 4. Tick (T) A \'fall \' smaller than a SF. Smaller than 1.25 cm (1/2 \"). 4. Change of Characteristic The question or item alone changes the needle pattern, we must assume that something is there. It can be explored with \'buttons \' to develop a valid read. 5. Rise A steady constant movement of the needle from right to left. It means \"no confront. \" Pc has struck something he isn \'t confronting. One never calls pc \'s attention to this, but should know what it is. A rise means: Non-confront, an ARC break restimulation, unreality, out-of-sessionness, fear, irresponsibility, identification. elsewhereness, dispersal, and confusion. (EM-16) 6. Theta Bop A steady dance of the needle. Small or wide. Between 3 mm (1/8 \") wide or up to 1.5 cm (1/2 \") wide. (depends on sensitivity setting). It goes up and down 5-10 times a second. It moves up, sticks, moves down, sticks and always the same distance. Constant distance and speed. Theta bop means: Exteriorizations, operations, desires to leave anything, violent injuries, and shocks. 7. Rock Slam (R/S) Rock Slam: The crazy, irregular, left-right slashing motion of the needle on the Meter dial. R/S \'es repeat left and right slashes unevenly and savagely, faster than the eye easily follows. The needle is frantic. The with of a R/S depends largely on sensitivity setting. It goes from 3/4 cm (1/4 \") to the whole dial. But it slams back and forth. Valid R/S \'es are not always instant reads. A R/S can read prior or latently. A R/S means a hidden evil intention on the subject in question or under discussion. 8. Free Needle/ Floating needle (F/N) A floating needle is a rhythmic sweep of the dial at a slow, even pace of the needle. That \'s what an F/N is. No other definition is correct. (TA position not part of definition). It ceases to register on the pc \'s Bank. With VGIs in on pc, it means \'release \'. It can occur after a cognition, LFBD or just move into floating. 8A. ARC Break needle (ARCxFN) A Needle can look like an F/N but be caused by an ARC break. The pc will have Bad Indicators. It is never indicated to pc. An ARC Break can also cause a Stuck or sticky needle. 9. Instant FN An instant F/N is an F/N which occurs instantly at the end of the major thought voiced by the auditor or at the end of the major thought voiced by the pc (when pc originates items or tells what the command means). It usually occurs as LF-FN or LFBD-FN. An instant F/N on an item means charge has just keyed-out on that item, and that it can key back in again. The use of an F/N as a read is almost entirely left to the next C/S except when used in Engram running. 10. Stage four Needle goes up 2.5-5 cm (1-2 \") then sticks for a moment. Dips down in a sweep, then back up and sticks again. Always the same distance and with great regularity. Nothing you say or the pc says changes that. It means the pc is in bad shape as a case, \"all mental machinery \". 11. Rocket read (RR) Needle takes off. It always goes to the right. It takes off with a very fast spurt and does a rapid slow down. It \'s very fast. 12. A clean needle Needle acts when the auditor speaks and does nothing the rest of the time. Can move slowly with no ticks or pattern in it. 13. A dirty needle (DN) An erratic agitation of the needle which is ragged, jerky, ticking, not sweeping; it tends to persist. it is not limited in size. A DN is caused by one of three things 1) Bad auditor TRs 2) Auditor Code breaks 3) Pc has withholds 14. Speeded rise The needle is rising slowly and suddenly more quickly caused by an additional thing in the \'rise \' category going into effect. 15. Speeded fall The needle is falling slowly and suddenly more quickly caused by an additional thing in the \'fall \' category going into effect. 16. Slowed rise A rise slows down suddenly, yet continues as a rise. 17. Slowed fall A fall slows down suddenly, yet continues as a fall. 18. Stop A moving needle (rise/fall) comes to a stop. 19. Body reactio ns/ Body motion Deep breathing, a sigh, a yawn or sneeze and a couple of other things can make the needle react. Should be studied and eliminated as valid reads. 20. Instant Read That reaction of the needle which occurs at the precise end of any Major Thought voiced by the auditor or at the end of the major thought voiced by the pc (when pc originates items or tells what the command means). 21. Latent Read A read that occurs too late to be an instant read. 22. Prior Read A read that occurs too early to be an instant read. Major Thought Means the complete thought of an auditing question or command being expressed in words by the auditor. Meter Steering If a question has an Instant read, but pc can \'t answer it, the auditor can say \"That...that...that \" each time a duplicate read occurs and the pc will find it. This is the only valid use of latent reads in processes; it repeats an instant read. Minor Thought Sub-thoughts expressed by words within the major thought. Example: \"Have you ever injured dirty pigs? \" To the pc the words \"you, \" \"injured, \" and \"dirty \" are all reactive. Therefore, the minor thoughts in these words also read on the Meter. These reads are not used in normal auditing. Can Squeeze Meter test performed with pc on the cans. Sensitivity is adjusted so a gentle squeeze gives 1/3 of a dial drop of needle. That will be the right sensitivity for the session (see EM-5A). Metabolism test Pc takes a deep breath and exhales. It should give a latent LF. It shows the pc is well fed and will read well on the Meter (EM-5B). Other Meter Terms Term Definition Calibration The process of tuning the Meter so TA 3.0 = 12.500 Ohms and TA 2.0 = 5.000 Ohms. Resistors of these values are inserted in the can clips and the Meter tested occasionally for accuracy. Male Clear Read A male body with no mental mass reads at TA=3.0 Female Clear Read A female body with no mental mass reads at TA=2.0 12,500 Ohms resistor This is the technical value of TA=3.0. A resistor is used to check the accuracy of this TA position on the Meter. 5,000 Ohms resistor This is the technical value of TA=2.0. A resistor is used to check the accuracy of this TA position on the Meter. Trim Check Without the cans plugged in and needle on \'Set \' the TA position should be 2.0. This is checked before session and Meter adjusted. After session any difference is noted as a check. Trim Knob The little knob used in adjusting the needle position in a trim check. Low TA TA position below 2.0. Can be false TA or be caused by overwhelm. High TA TA position above 3.0 (sometimes stated above 3.5) Tone Arm (TA) The biggest knob on the face of the Meter. In auditing its position indicates amount of mental mass in restimulation on the case. False TA The Tone Arm can show too low or too high a reading due to dry or wet hands and other factors, all related to physical causes, rather than pc \'s case. TA The Tone Arm. Is sometimes used to mean TAA (Tone Arm Action).. TA Dial The scale that gives the TA its numerical value. It goes from 0.5 to 6.5 on most Meters. TA Action (TAA) (Also TA) Is measured by divisions down per hour of auditing. TA action is not counted by up and down, only downward motion is used. Good TAA means the pc is making case gains. TA Coun ter Counter built into Meter that measures total downward TA motion. Needle Dial The most visible scale on the face of the Meter on which the needle moves. The middle of this scale has a mark for \'Set \'. Set Position A mark on the Needle Dial that is used in adjusting the Needle position. Keeping the Needle near Set simply means that any movement up or down will be visible immidiately. Electrodes The \'cans \' the pc holds in his hands to make electrical contact with the Meter. Sometimes made specifically for auditing. Cans The common name for the electrodes, as common soup cans most often are used and work very well. Jack/ Electrode Plug The electrical plug that connects the can lead with the Meter box. It \'s mounted at the end of the can leads. Jack Socket / Plug Socket The jack goes into the jack socket that is built into the Meter box. Alligator Clips Small electrical clips used to attach the cans to the leads. Can Lead The electrical wire that connects the cans to the Meter. Battery A Meter usually has a rechargeable battery built into it (typically 6-9 Volts).","null","null","");arrFiles[13]=new Array("sub2/appendix/90clearbird.htm","Clearbird \'s Manifesto. Why we wrote  \"The Road to Clear \". Copyright questions. Best use.","Join the Seagull Clearbird \'s Manifesto To Trained auditors, Supervisors and Translators Reasons for Standard Clearing Technology Technology and the Axioms About copyright issues Clearbird \'s liberal copyright To translators KSW \'s \'Having the tech \'. Jonathan Seagull KSW and teaching the tech The roots of the subject From technology to dogmatism Prometheus Uses of the manual The Flying Academy (To legally minded: read also this page with additional links to the letter of the law ). Disclaimer This manual , \"The Road to Clear \", should add up to a textbook in modern basic auditing and standard technology. The complete auditing procedures, defined by R. Hubbard, are strictly adhered to. He referred to them as standard technology. Lafayette Ronald Hubbard (1911-86) spent more than 30 years developing spiritualtechnology. (No pictures available of the other principal writers on the subject). It is however an edited and rewritten version of how to do this standard technology. We had to consult a number of authors and experts to arrive at the best formulation and the correct communication of the subject. The basic technology is the same; the communication of it is in its own language and form. This technology in this almost copyright-free version is called \'Standard Clearing Technology \' or \'ST \' for short. The full title of the manual is Clearbird \'s: \"The Road to Clear. User Manual in Standard Clearing Technology, Level 0-5 \". The manual can be compared to books you can buy on popular computer programs. In any book store you will find a variety of books on \'Windows \', \'Corel Draw \', \'Adobe Illustrator \' and \'Lotus \' and just about any other major software program. These alternative manuals are often better than the software houses \' own provided manuals. If for no other reason because they have to fight an uphill battle and compete for popularity and readers. They do that by making it easy to read and understand and by bringing many illustrations. They don \'t see it as their mission to rewrite the computer programs themselves, of course.In a similar fashion \"The Road to Clear \" is a user \'s manual in R. Hubbard \'s standard technology. The Road to Clear was written for the following reasons: 1) We wanted to simplify the study of basic auditing. Usually a student, who wants to learn to use standard technology, will study a collection of R. Hubbard \'s research papers known as HCOB \'s. The HCOB \'s will often refer to several levels of skill in the same issue. (HCOB: Hubbard™Communications Office Bulletin. Technical essays or bulletins written by R. Hubbard). Also, these HCOB \'s will often refer to things that have later been modified or updated and sometimes cancelled or simply not part of modern standard technology. Some HCOB \'s, written a long time apart, may have conflicting data, which it takes a lot of skill to navigate through. \"Is it this way or that way? \" will the new student ask. In Standard Clearing Technology we have had the benefit of hindsight. The technology was largely developed before 1978 and nothing written after 1982 (which includes Filbert \'s book, Excalibur) was vital. Experts in this field have long since sorted out how to actually do things in session. This has however never been made available in a straight forward manner before. Filbert mainly gave what to audit (processes) but not much about how to do it. We have at length included the data relevant to practical application. We have concentrated upon application of the subject by new students. In some instances we have of course included philosophical data and references to higher levels of auditing. The student do need a little bit of perspective. In those instances we have made sure the student is given enough of an explanation to understand it in the context. Each level also has the data on what to audit (the processes), but R. Hubbard and Filbert would still be the principal sources for more techniques and processes. Albert Einstein: E =MC 2 2) In R. Hubbard \'s work we found, that the bulk of his technical writings makes little reference to the Axioms. This is peculiar as they are very applicable throughout. They are usually included in official standard technology courses as something deep, but impossible to understand - like Einstein \'s theories in physics. We have tried to remedy this disconnect by making references to them throughout The Road to Clear and enable the student to think with them.Here we are following L. Kin \'s example. He used the Axioms to explain theory throughout his four books on the subject. 3) We wanted one comprehensive manual that in one place and volume contained all the data relevant to basic auditing. Basic auditing is a skill level that any auditor will have to master first. The skills of basic auditing are TRs, metering, Auditors Code, Basic definitions and Axioms, Obnosis and scales, model session, rudiments, rehab, folder administration and the absence of Gross Auditing Errors (GAE \'s) in general. All this, adding up to basic auditing, are skills any auditor at any level will have to master and perfect throughout his career. To have all the relevant data in one place is therefore of great practical use. We are still encouraging students to study R. Hubbard \'s original writings and HCOB \'s, Filbert \'s book, L. Kin \'s books and the other authors mentioned. There are a lot of nuances and details it wouldn \'t be practical to include in a basic manual. As the student gets more familiar with the technology and the practical application of it, he will naturally develop an interest and an aptitude for more data, more details and more in depth information about the technology and its background. Mr. Hubbard, for one, has written and given recorded lectures extensively on all the subjects of this manual and still, now over 20 years after he stopped writing, his books contain the most detailed information. 4) We wanted to communicate basic auditing and the procedures of the Grades more in the form of an easy to understand basic textbook. Therefore we found it appropriate to apply the principles of R. Hubbard \'s study technology to the writing and editing phase of The Road to Clear. Having the advantage of hindsight we could prepare the text so it doesn \'t contain more big words, special expressions, American sayings and slang, etc. than the subject needs. It may loose some in literary style and philosophical depth. But hopefully it should gain clarity to a wider audience not tuned in to this. Any study takes the learning of new terms and ideas. But in communicating them, we found it important not to use a too specialized or too big a vocabulary. We have used pictures throughout The Road to Clear to make it easier to understand. Don \'t be misled to believe it is not a serious study. It is. But to most students it is also fun and the pictures should help to an easier understanding of some of the concepts and ideas. This is also more in tune with modern communication media. With electronic media pictures are easy to include. The work is not to reproduce the pictures, but to find or have produced good and helpful illustrations. We have simply used adapted and modified clip art. R. Hubbard spoke extensively, in his lectures on study, to the usefulness of having pictures in study materials. Back in his main productive period (1950 - 80), reproducing pictures in books was an elaborate and expensive process. You needed to find and hire an artist tuned into this work and pay him for each drawing. When he was done, after endless discussions most likely, you would have to repeat the process with the printer. We think the reader will appreciate that it is finally being done. The principal writer of standard technology, R. Hubbard, also spoke to the need of the technology being written up in textbook form. Apparently around as early as 1965 he tried to put a team together to do just that. According to Geoffrey Filbert, Mr. Filbert was approached to become part of such a team. The idea was never realized. Filbert ended up writing his own book on the subject in 1982. We believe the main reason R. Hubbard never wrote such a book was that the technology kept developing. When it was finally complete to a point where only minor refinements could be expected, Mr. Hubbard apparently saw less need for it to be summarized and communicated in textbook form. Frankly, he had been working around the clock non stop for over 30 years on developing this technology. He had all kinds of personal and organizational situations to deal with that seemed of pressing importance. He was mainly focused upon writing the source code (to use a programmer term). We believe he simply never got around to write the user \'s manual on it. So other authors, such as L. Kin, Geoffrey Filbert, Alan Walter, Dr. Gerbode/David Mayo and several others wrote the books on it. The quick fix, that R. Hubbard was seeking to enforce, was to state that the form he had written and recorded it in (mainly the HCOB \'s and the taped lectures - what we call the source code) was the only allowed or valid form or record.He actively had people working on keeping other authors out of the picture. We don \'t really disagree with, that R. Hubbard \'s record is the one for the ages. Scholars will mainly go to this extensive body of work to learn more and get their answers to difficult questions. Our goal is less ambitious than R. Hubbard \'s or the other above authors. We have only included data relevant to the practical application and auditing. That has been the guiding principle. The Road to Clear is a practical handbook with a set of practical skills in mind as the end product. 5) We also wanted to use a simpler vocabulary to make it easier for non English students to read and understand. 6) The Road to Clear has a very liberal copyright. To keep it legal, we have had to avoid some trade marks and only use quotes to the extent it is clearly allowed according to US copyright law. It has been a funny experience for a lifelong student of the subject to do that. But we don \'t think it has damaged the communication nor the exact instructions for how to use the technology. It can also be refreshing to see the \'same old truths \' restated by different writers. It helps to make it independent of the words used. Mr. R. Hubbard expressed it this way: \"It \'s time to realize there is brew in the pot. \" He advocated for years to be able to \"audit by definition \", meaning the auditor \'s basic understanding of the subject and the \'instinct \' he developed for what to do was more important than rote procedures. As the subject advanced, rote procedures did become possible and more and more common. We have brought the rote procedures but hopefully also enough data to enable students to audit by definition. We do recommend the rote procedures for new and even advanced students. Leave it to technology finders and researchers to find new processes, put them through a long and strenuous testing procedure and to prove to you that what they have come up with is faster, better or father reaching than what you have. Since the skills of basic auditing in our view are far more important than any technique it is possible to invent, any time spent on the basics presented in The Road to Clear is well spent - even if your goal should be to develop new and exciting technology, that will revolutionize the field. The first things you will have to learn to perfection are still the Axioms and Basic Auditing skills. © ® ™ \"The Road to Clear \" and Copyright In communicating the standard technology we have of course looked at possible copyright infringements we may have committed on the works of the late Mr. L. Ron Hubbard™ and others. Our main concern has been R. Hubbard \'s HCOB \'s. The copyright owners of the HCOB \'s is a corporation, called CST with a P.O. Box address in California. It is run by lawyers. They seem to want to exercise a monopoly even of materials R. Hubbard collected from other sources. Since The Road to Clear is a completely new textbook the copyright is clearly ours. It is mainly a user \'s manual to the technical data in the HCOB \'s - the research papers. But \"The Road to Clear \" is a user \'s manual , not the programming source code. The issues that remain on copyright are the Axioms of Scn and the actual processes and procedures and occasional brief fair use quotes. Here we have with permission used Filbert extensively. But we are also in the mainstream of the tradition of textbook writing and are fully protected by US copyright law in this endeavor. (You see, the law in its wisdom is also designed to protect the users of already published data as to allow for further study, research and future applications and publications). There is nothing unusual in our undertaking. US copyright law, for one, is very clear on these points: Title 17, Chapter 1, Sec. 102, (b)(Copyright in General) of US copyright law states: In no case does copyright protection for an original work of authorship extend to any idea, procedure, process, system, method of operation, concept, principle, or discovery, regardless of the form in which it is described, explained, illustrated, or embodied in such work. So this clearly states, that processes and procedures can not be copyrighted. (This apparently is to protect society and the culture itself against knowledge monopolies). Thus we can safely and legally bring the original version of processes and various correction lists, etc. The Axioms (which are also posted on the Internet by CST), are stated as basic principles and discoveries and we have thus legally kept them unchanged. We have quoted them from Filbert for commenting and teaching purposes. As far as we can trace it, they went into public domain in 1977. Jeff Filbert, republished them in 1982 and it could be argued by him that he is the legally correct copyright owner at this point. This aside, we just depend on the rights under the law of any textbook writer. We have used Fair Use quotes throughout the manual. We have mainly kept \'Fair use \' to definitions of technical terms and short quotes we found appropriate and out of respect for Mr. R. Hubbard, Filbert, L. Kin, Pilot and others \' work. Fair Use is covered in the US copyright law this way: Fair Use : Title 17, Chapter 1, Sec. 107 (Limitations on exclusive rights: Fair use) the US law says: 1) the fair use of a copyrighted work, including such use by reproduction in copies or phono-records or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use ), scholarship, or research, is not an infringement of copyright. 2) the purpose and character of the use , including whether such use is of a commercial nature or is for nonprofit educational purposes; 3) the nature of the copyrighted work; 4) the amount and substantiality of the portion used in relation to the copyrighted work as a whole. Our use is for non-profit educational purposes and are intended to generate interest in the technology as well as these authors original works. (Again the law seems to protect the culture against knowledge monopoly). Re (3) above and the HCOB \'s, Mr. R. Hubbard stated repeatedly, that his non-fiction work and philosophical writings were a gift to Mankind and free and should be kept that way. The membership organization that legally owned the copyrights of the HCOB \'s under Mr. R. Hubbard (HASI of Phoenix, Arizona) had the stated purpose to mainly protect their ethical use . It was set up to be dissolved at some point and the work go into public domain. The dissolvement actually took place May 10, 1977. This the author knows from documents and firsthand. He was a member in 1977, and was suddenly told, \"Sorry, HASI does not exist any more. \"We have documentation for this dissolvement. (Link to documentation) . But as things are, we have preferred not to challenge the legality of CST \'s claim of being the copyright owner of the HCOB \'s (the source code as we prefer to call it). We have avoided a long list of trademarks and words registered as trademarks clearly owned by CST, including the usual name Mr. R. Hubbard (L. Ron Hubbard™, Hubbard™) is called. It is a shame to see all these terms being actively banned from print and broader use. (We agree, that \'Mind \' is a four letter word, but we have no second thoughts about using that in the text). But as Mr. R. Hubbard mentions in his book, \'Dianetics™ 55! \'. Whatever form you put the truth in, the truth itself won \'t change. You can bulldoze and smash the medium it is written on and so on, but the truth itself will prevail. We would have loved to give more credit to the remarkable man Mr. R. Hubbard was and to his works, but that will have to wait to a later time. For now we will let the truth of his technology prevail in this work, published and owned by Clearbird Publishing.(Legally minded readers should also read this page with links to the letter of the law ). Our own guidelines for using Clearbird \'s \"The Road to Clear. User Manual in Standard Clearing Technology, Level 0-5 \", are: It can freely be distributed in electronic, non-commercial versions; be it as duplicate websites, downloadable files, etc., including use of pictures and text in its original form, in excerpt or in translations. We do not allow printed commercial versions or downloads or CD \'s, etc. for money without special permission from Clearbird. For this purpose we can be contacted at http://freezoneamerica.org , who is the original poster of the materials to the web, but not otherwise affiliated with Clearbird Publishing. To Translators If it is of interest to you to see The Road to Clear translated into your language, feel free to do so. It is especially prepared for this purpose. All non English translated electronic versions are completely copyright free. You do however have to ensure, that the final product is true to the subject itself. You need an advanced student of Standard Clearing Technology or Scn to check it carefully for technical correctness. In case of questions the translator team will have to refer Mr. Hubbard \'s original HCOB \'s, books and lectures. Let your experts decide from this volume and the HCOB \'s what is the best and most correct formulation of the technical facts. In translating always keep in mind what action you are describing and trying to get the student to perform. It is much like what R. Hubbard described as \'Planning by Product \'. You take the end product as your guiding principle and stable datum in getting things formulated right. If you have a clear concept of the actions and practical application involved, you can \'t go wrong. A word by word translation via a dictionary, can lead to absurdities as automatic translation computer programs will convince you about. Keeping Scn Working and this Manual Students of R. Hubbard \'s work will be very familiar with the issue \'Keeping Scn Working No. 1 \'. It says as its first point of 10: Having the Technology. The number four point of KSW is: Teaching correctly the correct technology First, what does \'have \' mean in \'Having the technology \'? R. Hubbard has extensively defined and worked with the basic concept of \'Have \'. Having , according to R. Hubbard, means \"to be able to touch, permeate or direct the disposition of \". Havingness means \"the result of a creation. \" - The technology is a result if a creation. Havingness also means, \"ARC with the environment \"; or in this case, with the subject of the technology. Havingness also means \'Duplication \': \"the ability to duplicate what one perceives, or create a duplication of what one perceives, or to be willing to create a duplication of it. \" Also: \"Ability to communicate with an is-ness. The ability to conceive an is-ness and communicate with it. \" and havingness is \"the concept of being able to reach or not being prevented from reaching \". So it has a lot to do with being able to reach and duplicate. You could say having a skill \"under one \'s belt \" would be a slang expression for that. \'Easily accessible \' would also fit in. We find, that the more people that are able and willing to create a duplicate of this technology (by studying it and learn to apply it), the more we will \'have \' this technology in society as a whole. A \'perfect duplicate \' when we talk about learning and teaching, transcends words. What a keen student should arrive at is not verbatim memorizing but: ideas, concepts and intuitative actions. A real pro has long since \'forgotten \' to memorize rules and quotes before he acts. He has developed an \'instinct \', an intuition and a knowingness about how to succeed in his field and overcome any difficulties he meets in practicing his craft. In line with this we want to say this to Hardliners insisting upon KSW #1 is being violated with The Road to Clear: There is another kind of \'Having \' when it comes to professional skills and learning. Many professions, such as medicine, law, psychology, psychiatry and a number of sciences, consider \'Have \' as to be able to keep for themselves. This is of course closer to the traditional idea of \'Have \': \"It \'s mine. I own it, so you can \'t have it! \" \"Let \'s keep it scarce and make sure to keep it for ourselves. \" This is the traditional monopolistic and \'scarcity \' view upon property and knowledge too. Many professions and groups have tried to create a monopoly on their body of work. The Catholic Church had a monopoly on the Bible - until Martin Luther translated it (1521-31) and Gutenberg printers printed it. This was \'putting it on the web \' of that age: Plain language and made widely available.He was probably accused of altering the Bible. And he sure did - from Latin (not Hebrew or Greek) into German and from obscurity into a meaningful book that changed Europe. The law profession is a current example of a knowledge monopoly. Lawyers have people pay high fees to get help from them with the incomprehensible language, the unsuspected exceptions to the rules, the commentaries elsewhere that change everything, the rulings of the past that are poorly published, etc., etc., that makes the law only accessible to the few; and these few make sure it stays that way. Jonathan Livingston Seagull As the nature of standard technology is, that all beings can benefit tremendously from having it (meaning duplicating it, be able to permeate it and have it as a skill under their belt), it is important, that we stick to R. Hubbard \'s liberal definition of \'having \' and overcome any attempts to monopolize it and selfishly control it. It is important, that we don \'t get stuck in, that truth can only be learned by learning a subject verbatim. That somehow the words contain the magic. The real magic of any learning is never in the words. It \'s the ideas behind them and the communication from one being to another of the basic truths, that is the magic. That is what Clearbird Publishing and The Road to Clear is about and we have used the image of a Seagull to symbolize that. This is based on the story about Jonathan Livingston Seagull by Richard Bach. It is a symbolic story about passing skills and wisdom on to new seagulls. The experienced seagulls teach them the joy of expert flying. Teaching Correctly Regarding: number four of KSW 1 is: Teaching correctly the correct technology. To us it has always seemed that the principles of the extensive study technology R. Hubbard defined and developed was very suited for textbook writing. It should be in the materials themselves. Not just with the instructors and on checksheets. Also, the Axioms and other basics should be used in the explanations as to point out the consistency of the technology. Especially L. Kin has shown how this can be done successfully. We are trying to follow his example. Research papers are research papers and textbooks are textbooks. Textbooks are written for a specific audience of non-experts. They are written on the assumption that the subject is new to the student. Research papers are different. Research papers are what we refer to as source code (programming term for the technical instructions given to the computer). You want to pack such publications with new and marvelous discoveries and impress those who already have a solid foundation in the subject. R. Hubbard mainly taught his students face to face up to 1966. All his technical writings were done as part of teaching his own advanced students coming from near and far. There was a close dialog going on. It was a close knit group with its own slang and \"slanguage \". After 1966 it was more aimed at a reading audience in different locations. The writings became easier to understand as a result. But the principal readers were still the same people - his now former personal students. R. Hubbard often did a marvelous job in addressing several different audiences at the same time. But truth told, the two basic groups (new students and seasoned experts) are too different to make it possible for them to share the same materials. Thus a communication of the subject to new students only, has never seriously been done. Filbert wrote for students who already had some foundations in the subject. L. Kin did not include the standard technology procedures. In a way the KSW #1, as it is being practiced, has become the worst enemy of the subject. \'Having the Technology \' has become a monopolistic statement. The ultimate justification for telling others they \'can \'t have it \', except by surrendering to the \"We have it \' people \'s \" conditions and arbitraries. You have to \'Join the Sea Org \' (or enroll under their strict rules) to get access to much of R. Hubbard \'s writings. The audience the original materials are mainly written for are seasoned scholars. The way the subject is taught today is comparable to the description of law above. Even new students are put through all the small mistakes and and detours and sometimes difficult language of the research. They have to learn the mistakes and then \'unlearn \' them. They have to memorize the original papers, revisions; and revisions of revisions and somehow figure out what you actually do in session . The development of the subject is of course what advanced scholars want to know in order to get a deeper and unique understanding of the subject. They will also at some point reach the comfort level of a \'Doctor of Law \'. They can catch any less educated student in not knowing what \"R. Hubbard stated in a lecture in 1962 \". The Roots of the Subject With The Road to Clear we are seeking the roots of the subject. Meaning: the original driving force and enthusiasm that nourished it and brought it about as a subject. For a subject to stay on top in a \'Power condition \' the first rule is: Don \'t disconnect from what got you there. What propelled the subject into a condition of Power early on was clearly stated in R. Hubbard \'s first book on the subject. \"Dianetics™, The Modern Science of Mental Health \". R. Hubbard dedicated on purpose his first book to Will Durant. Will Durant was a history professor, that wrote a number of popular books on philosophers and the History of Philosophy. This was an outrage to the philosophical society. \"How dare Dr. Durant make the subject of Emanuel Kant, Schopenhauer, Nietche, Spencer, Spinoza, Descartes, Kirkegaard and many others available to the broad public! \" This caused an outrage among the \'We are the only one \'s to know \' kind of colleagues of Professor Durant, PHD. R. Hubbard counted upon the common man to be able to apply the technology in his first book. This created an outburst of enthusiasm and activity. Groups sprung up in unsuspected places and made a run of it. It created an outcry of protest from the professional ranks of psychology and psychiatry. \"How dare he say that it doesn \'t take years of university education to understand the mind! \" The subject soon became divisive and controversial. It had its fervent supporters among its practitioners and students. It had equally strongly motivated enemies in the professional fields of psychology, psychiatry and academia. The technology of the first book was workable, but of course not complete. R. Hubbard used the next 30 years of his life to complete that. The technology had early on a very sound foundation. The Axioms of Dianetics™ were stated in 1951. The Axioms of Scn were stated in 1954. They are still valid - a stellar achievement! But it took the next 30 years of a very productive genius to sort out all the practical problems involved in solving case problems of real people. Around 1978 or 1980 all the basic auditing and lower levels were complete. He had visions of high levels of Operating Thetan, he was working on. He completed a number of these levels in a teachable form. Since they are outside the scope of Standard Clearing Technology, you will have to read about them elsewhere. As far as the technology up to Clear was concerned it was complete. In 1981 the Basic Auditing and all the levels up to Clear could have been written up in textbook form. Filbert \'s book from 1982 contains it all. R. Hubbard was a busy man and just didn \'t get around to write his own book on it. Instead he said, nothing in his work should be changed. It should be kept exactly as stated in the research papers and original recordings. After all he was basically a writer and took rightfully pride in his research as a literary production as such. The Road to Clear is however trying to fill a gap between R. Hubbard \'s research papers and Filbert \'s also too advanced rendition of standard technology. We are trying to serve the two principal masters. The one is the technology itself. The other is the intended public. With The Road to Clear we are trying to span the gap in a rational manner. We keep the technology pure, but in its final form and communicated in such a way as to be able to reach a larger audience than first envisioned. Our ambition has been to write the final form of the technology up as simple as possible. Our efforts have been to include all the relevant data for actually doing the activity of auditing. It may lack philosophical depth and literary finesse, but that is actually on purpose. What is new in this technology is not the philosophy. Not even the technology is entirely new. You can see Socrates and Plato use the same principles with their students (Socrates formulated Heuristic teaching. He only asked questions; his students had to find their own answers). The new thing in ST is really this: It is something you do ! We have spared the students for all the changes and revisions that were part of the historical development of the technology. We spare him for the arguments of what R. Hubbard said in 1962 overrides what he said in 1968 but was re-revised in 1978. There are many technical and philosophical points experts can discuss as the sophists discussed the Bible in the Middle Ages. To cover that with new students is not the right way to go about teaching a new subject. There aren \'t that many contradictions in the technology. Mainly refinements. All of the technology is firmly based on the Axioms of 1951 and 1954. From Technology to Dogmatism The real controversy, in our opinion, in R. Hubbard \'s own career as a developer and writer was to go from technology to dogmatism. From appealing to the common man to realize his natural potential by taking matters in his own hands, defy authorities, confront his problems and just go ahead and use the technology, his writings turned into just about the opposite. Apparently he got caught up in his own creation, The Church of Scientology™. As its spiritual leader he had to fit the role of a religious prophet that could do no wrong. Today the official organizations insist upon, that nothing can be questioned. New research (such as being done by Pilot, Walter, Gerbode, Hilton and others) is being banned, even of the upper incomplete levels of \'Operating Thetan \'. You will find almost ritualistic procedures being followed in reverence. Hardly the way to increased self-determinism envisioned by R. Hubbard and his students in the 1950s. Even writing the existing technology into textbook form, as The Road to Clear, is considered an act that calls \'Eternal condemnation \' upon the sinner. We will happily join up with and be compared to men like Martin Luther or Galileo Galilei. Galileo defied Rome by defending Copernicus \' views, that the Sun was the center of the Universe. We do not know if this simple textbook will qualify us, but one can always hope. The concept and need of a comprehensive textbook, a user \'s manual, in standard technology, and using the study technology to do that, and written for new students, seem as self-evident as Galileo \'s views of the sun. The situation with the official organizations is however more awkward than Galileo \'s was. It \'s Copernicus, who wants to ban Galileo - not Rome. But such a textbook is overdue and needed to be written and connecting the technology with its own basics, the Axioms. Prometheus The official organization \'s authoritative attitude of resisting change was actually firmly put in place by R. Hubbard himself from around 1965 and to his death in 1986. To us it seems he somehow betrayed something important to his own work and certainly in contradiction to his writings from the fifties. Maybe he started out as Prometheus in Greek Mythology, who stole the fire from the Gods and gave it to Man. In this Mythological story, Zeus managed to effectively discipline Prometheus by putting him in iron and chaining him to a mountain. Zeus had birds eat Prometheus \' liver every day and had it grow back out every night. R. Hubbard was under attack for much of his life - in a similar manner we could assume. Obviously a painful position, considering the basic intent and potential of the technology. So maybe the rest of the story is, Prometheus decided that the compensation for him would be to be worshipped as the \'Bringer of Fire \'. To become Zeus-like himself. If he turned the bringing of fire into a business or maybe a religion he would be able to cope with Zeus \' wrath, feel safe and compensated. Some Hardliners of KSW #1 would say that changing any of R. Hubbard \'s issues on the technology is \'Altering the technology \'. To them I can only say: Standard Clearing Tech is a technology . Technology is something you do . It is an application . As such it is not dependent on who invented it, who inspired it or assisted the inventor -- or how it was originally recorded and communicated. If it was \"stolen from the Gods \" - who cares? Technology and literature are also two different things. At any university of size they would reside in different buildings, have separate administrations and have little in common. The two groups would even have a hard time clearly understanding each other. You would see hardnosed, practical people in \'technology \' and more out of touch, hard to follow and \'flying around like butterflies \' type of people in \'literature \'. Technology is only dependent on the right application. \"Right \" meaning: the application that has proven beneficial and workable to as many cases as possible.That is different from \"Political correct \", \"Condoned by Authorities \", \"Following the agreed upon ritual \", \"According to scripture \", or even \"Powerful literature \", or the like. If you take a technology like electricity, you won \'t find many that are able to quote Oersted \'s, Maxwell \'s, Telsa \'s or Edison \'s works on the subject. These men have found a place in history anyway due to their stellar achievements. They didn \'t need laws or police actions to become immortal or for the technology of electricity to prevail \'unaltered \'. People recognized them for what they were, based on their work. The technology of electricity does not seem to depend upon the literary works or the literary abilities of its fathers. No technology will truly stay alive unless it is useful, it is actually used and widely accepted. No great man, be it an inventor, a philosopher, a writer, an innovator or political leader, will ever gain an enduring reputation or respect unless he earns it in the eyes of the population. Sometimes you have dictators trying to overturn that law out of selfish motives, but they don \'t get famous, they get infamous. So to KSW Hardliners I \'ll add this: You may insist upon not changing a syllable of R. Hubbard \'s work in order to honor the man. I can sympathize with that. His work is still there and should stay unaltered and be studied in its original form. But there are also vested interests and monopoly reasons for not wanting to change a syllable or even allow a restatement in contemporary language. They are fervently pushing the idea that somehow a literary work (the research papers) and a technology is the same thing. You have R. Hubbard himself stating \'don \'t change a syllable \'. I can understand the last one this way: He was pursuing a vision. He needed freedom to do that without having \'helpers \' interrupting him all the time with stupid suggestions or changing things behind his back. It was a very lonely job and despite his many admirers, R. Hubbard had very few friends he could discuss matters with. Finally he settled upon just stating it prophetically for himself, for the few or for posterity. This may have benefited the technology itself, but not the broad communication of it. Since a technology \'s usefulness and reason for being is only in the application, the need for the best possible communication of it is self-evident. I have seen, especially foreign language students battle with HCOB \'s for days - just to find out that what they finally learned had been cancelled or made irrelevant by later issues. They had gotten a course in American slang, out of use technology and technical terms and 1950s and 60s American language, but not in the technology itself. Oddly enough you will find the KSW Hardliners mainly among American and British scholars for whom the language is less of an issue. But not even solid knowledge of the language makes the problem go away. As the American language develops, older works get less and less comprehensible. The references made get forgotten and mysterious. It \'s time to concentrate on ideas, practical use and communication - not verbatim formulations. To return to electricity - you will find that every child of five years or older today, know exactly what electricity is, how useful it is and how to go about using it for their benefit without getting hurt. In due time they will learn who invented it and developed it. It wasn \'t infamous dictators trying to gain immortality or \'the love and respect of the people \' by decree, but creative, caring geniuses - just like R. Hubbard basically was. The author remembers him that way. I am sure the Hardliners can find plenty of quotes from R. Hubbard \'s work to support, that a technology is something you do and apply. That workability does not depend upon personalities or authorities or certain magical formulations.To us Standard Clearing Technology is not about literature and quotes. It is not even about philosophy (although it builds on one). It is about keeping the technology alive by communicating it to a wider audience. \"You are as alive as you can communicate \" is a famous quote of R. Hubbard. This applies to a technology as well. To prohibit any discussion, research, restatement or development of application is not in the best of Western traditions. It seems more an attempt to create an unenlightened empire. The Road to Clear is however first and foremost about application and teaching new students the subject in the shortest time and the less painful way. And to teach them to apply it right. Uses of \"The Road to Clear \" The Road to Clear is a publication, like a textbook you buy in a bookstore. As such you can read it for pleasure or study it for serious use. The best use of it is in a formal setting, where a trained practitioner runs a formal course, checks out his students and instructs and corrects them. In that setting there would be a formal checksheet, a step by step list of things to read, study drills and practical drills to do, etc., etc. The instructor would also ensure that his students use good study technology. A checksheet is not included in the free edition, but will have to be worked out by the practitioner teaching it as a course. A fully professional setting would also have to include a competent case supervisor, who would supervise the actual auditing and keep students as well as pc \'s winning. All this cannot be included in a basic manual. If you have fallen over The Road to Clear by accident you will probably do well by going online for initial advice. There is a discussion group and bulletin board at http://freezoneamerica.org , that possibly can help you and also http://fzaoint.org can be a helpful address; as well as Icause at http://otaww.com/index.html in USA and many other countries. ICause arrange clinics and seminars around the world. Also Alt.Clearing.Technology is a news-group on the web with knowledgeable individuals, that can be asked for practical advice. There are many practitioners of Clearing Technology around the world. The online route is probably the easiest way to connect up with somebody knowledgeable in your area. The Flying Academy A possible development could be to get a group together and do the theory parts of The Road to Clear as a correspondence course. Then for the practical part of drilling procedures and doing co-auditing the group could either fly in an experienced instructor or attend courses arranged in nearby locations. We wish you success! Clearbird Publishing - Join the Seagull! Join the Seagull © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend \'The Road to Clear \'. The user \'s manual to Standard Clearing Technology, Level 0-5. Textbook for auditors, complete with theory, drills, processes and checksheets. Richly illustrated. (V.8.0 Pro, Dec. 2003). Disclaimer: Clearbird Publishing and The Road to Clear are not affiliated with Church of Scientology or the official Dianetics organizations. Scientology, Dianetics, L. Ron Hubbard, Standard Tech, Book One, E-meter, Happiness Rundown, Purification Rundown, etc. are trademarked words owned by L. Ron Hubbard \'s estate and heirs (RTC, CST) and are as a rule not used in this publication. The Road to Clear is an independent presentation of L. Ron Hubbard \'s Standard Tech of Scientology and Dianetics and does not violate any law within copyright or trademark as covered in length under \'About Clearbird \'. Clearbird is a publisher independent of organizational and financial interests of Church of Scientology, the Sea Organization, etc. Road to Clear is an independent textbook in the subjects of Scientology and Dianetics made available to the online community totally legally based upon Clearbird Publishing \'s copyrights.","null","null","");arrFiles[14]=new Array("sub2/appendix/04cs_glossary.htm","CS - Mini Dictionary: The key terms used in C/S \'ing. A wealth of data not all covered anywhere else.","Appendix Links: [ Home ] [ Index/Search ] [ No frame ][ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][ Cramm ] [ Points ] [ KTW ] C/S Tools: C/S Dictionary Grade Chart Trouble Shooter Prepared Lists Auditor \'s Admin Cramming Tech. Materials Case Supervisor \'s Mini Dictionary The following are the Key terms used in C/Sing. This list contains data covered elsewhere in the whole Clearbird Manual (usually with link), but also data not covered anywhere else in this manual. Thus this mini dictionary is packed with important data. Where possible, reference is made to R. Hubbard \'s C/S series with number. You should read through the whole thing to begin with and refer to it frequently while studying the C/S Mini Hat and when doing C/Sing. The illustrations on this level are linked to here. This Mini Dictionary and the Trouble Shooter Tools for C/Ses are the main reference tools in this C/S course. . Appendix Links: [ Home ] [ Index/Search ] [ No frame ][ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][ Cramm ] [ Points ] [ KTW ] Ability Attained Advance Pgm Advance Pgm EP Assessment Attest Auditors C/S Back Folders Bad Exam Report Broad Shooting Case Supervisor Code of a C/S Cramming C/S C/S 53 Long Form C/S 53 Short Form C/S Q and A Declares D of P D of P Interview Drugs EoE DRDs List Examiner Expanded Grades Expanded GF 40 False PTS False TA Check List F/Ning Auditor F/Ning List Folder Error Summary FPRD Corr. List Grade Grade Chart Green Form Gross Auditing Errors Handwriting Drill Hi-Lo TA Asm List Int RD CL Int RD Table Ivory Tower Rule Know before you go L1C L4BRB L4 Short LCRE Long C/Ses Major Action Method 3 Method 5 Multiple Declares Off-line Actions Out Grade Out Int Out List Out Ruds Pretended PTS Program Progress Program PT Folder PTS PTS RD Corr. List Quickie Grades \"Reasonable \" C/Sing Red Tag Repair Repair Corr. List Repair Lists Repair Program Repair Program EP Resistive cases Retrain Retread Rudiments Session Grade Set up Short C/Ses Sick Pc Short Sessioning Study Green Form Study Order Supreme test - C/S Taping a session TR Debug List Three Golden Rules Training and Pc \'s TWC for Data 24 Hours Rule Video Tape a Session WCCL Worst Tangle Grade Chart : This chart has been reissued many times. All issues are more or less valid. Refinements have mainly been made to the lower end of the Chart. The importance of handling the effects of drugs on a case fully and completely very early became more and more evident. Also, the current Chart lists many, many processes for each Grade. In 1981 Engram Clearing became a Grade done after Grade 4. Prior to that it was done before Grade 0. Grade : a series of processes culminating in an exact ability attained, examined and attested to by the pc. Expanded Lower Grades : Each of the Grades Recall and Grade 0-4 consists of many processes. The lower Grades are harmonic to the Advanced Levels of \"Operating Thetan \" after Clear. They consist each of a compilation of processes developed between 1950-1970. They are grouped and sorted out and make up the Expanded Lower Grades (Recall and Grade 0-4). Previous to 1970 there were single, triple or \"Quickie \" Lower Grades. The processes of these are part of Expanded Grades. Run alone pc \'s did not as a rule get the full benefits from the Grades. Many processes for each Grade is what it takes. Out Grade : The pc has attested to Grade 0, but can \'t communicate freely. Is a \"Grade 1 completion \" yet has problems all over the place. The Grade is out. The Grades auditing needs to be FES \'ed, the pc repaired and the Grade completed to an honest EP. It takes a Repair Program and an Advance Program to fix. Quickie Grades : Prior to 1970 only one process per Grade was run. This was called Quickie Grades later. Cases needed Expanded Lower Grades to ensure full gains. When the C/S Series first began to appear (1970) a lot of attention was given to fix pc \'s that hadn \'t made it on Quickie Grades. All pc \'s that hadn \'t fully made it needed a Repair Program and an Advance Program to pick up all the latent gain they had missed. Repair pgm \'s and Advance pgm \'s are still used when pc \'s haven \'t fully made it. But the need for such programs is much less today when it is done the right way to begin with. Major Action: any - but any - action designed to change a case or general considerations or handle continual illness or improve ability. This means a Process or even a series of processes like 4 flows. It doesn \'t mean a Grade. It is any process the case hasn \'t had. Rudiments: setting the case up for the session action. This includes ARC Breaks, PTPs, W/Hs, Green Form or Overrun listing or any prepared list (such as L1C, etc). Out Ruds : ARC breaks, Problems, Present Time Problems, Withholds, Missed Withholds and Overts in restimulation. The rule is: Never audit a pc on a Major Action over Out Ruds. They are handled per Auditors Rights (C/S Ser 1). Set up: getting an F/N showing and VGIs before starting any Major Action. It means just that - an F/N and VGIs before starting any Major Action. Such may require a repair action and rudiments as well. Repair: patching up past auditing or recent life errors. This is done by prepared lists or completing the Chain or correcting lists or even 2-way comm or Prep-checks on auditors, sessions, etc. Program : any series of actions designed by a C/S to bring about definite results in a pc. A program usually includes several sessions. Repair Program : Also called a \"Progress Program \" in the C/S Series. It has been found that case gain which has not been earlier achieved can be consolidated by a Repair Program. It can take many sessions to complete. It can usually be done by a Class I or above as long as it is C/Sed by a fully competent C/S. It is the answer to a pc who had \"Quickie Grades \" and didn \'t actually reach full abilities in earlier auditing. It is followed by an Advance Program which is explained below. A pc that isn \'t doing well in auditing usually needs to have a FES done on his folder. The FES will show the things that needs to be addressed. On this basis the C/S writes the Repair Program. The pc gets audited on this program step by step. At some point the pc will have no more attention on earlier auditing and will have his immediate complaints in life (out-rud situations) handled as well. He will be ready to continue on his Grades. Repair Program EP : The EP of a Repair Program is stated in C/S Series 3 as \"the pc feeling great and feeling he can get case gain \". A good, clever Repair Program produces what badly programmed cases would consider total recovery. It is a good idea to have the pc attest to \"I have had definite gains from the recent sessions and feel great. \" Or with a hearty \"Yes \" to \"Does processing really work for you. \" You may wonder, how could that much gain come from just repair? Well, Repair is almost always being done on a pc who was overwhelmed by life or auditing in the first place. It does not say every correction list or every repair action ever devised has to be run on the pc. (CS Ser. 3) Progress Program : Same as a Repair Program. Advance Program : This is also called a \"Return Program \" in the C/S Series. It gets the pc really up to where he should be by completing earlier Grades and actions that are found to be \"out \". Each Grade is completed to an honest EP and attested. Then the next Grade is completed and attested. This was especially used in the early 1970s as a catch up. Pc \'s were previously only audited on one process per Grade. But it is still valid where pc \'s haven \'t fully made earlier Grades. (Link) Advance Program EP : Each earlier Grade run taken to full EP, Grade by Grade. Action by Action. Each Grade now fully in is attested before the pc continues on the Advance Program with the next Grade or Action. Ivory Tower Rule : The Case Supervisor is most successful when he supervises in seclusion. It comes from the practical experience that in C/Sing thousands of cases the most mistakes made are when he listens to the opinion of the auditor or sees the pc. This can be quite fatal to a case \'s progress. The best results are achieved when the C/S does not permit what he knows of the tech and cases to be clouded by \"Human Emotion and Reaction \" by others. Part of a C/S \'s duty is to get the case through it despite auditor opinions and flubs or the opinions of others (Ref: C/S Ser 55). C/S: (1) Case Supervisor. The person that supervises auditing, writes programs and does quality control on auditor \'s performance. His goal is to move the pc up the Grade Chart with full gains. He also crams and trains auditors \"on the job \". (2) The written instructions for a session. All sessions are done based on a C/S instruction. Know before you go : A maxim the C/S operates on. He needs to have enough fresh data so he can C/S the case with the reality factor in. Three Golden Rules : (Ref: C/S Ser 61) 1. Never fail to find and point out an actual goof and send the auditor to cramming. 2. Never invalidate or harass an auditor for a correct action or when no technical goof has occurred. 3. Always recognize and acknowledge a technically perfect session. C/S Q and A: There are three main ways a C/S can Q and A in C/Sing. (1) Letting the pc do the C/S. Example: Pc goes to Examiner on own volition and says, \"I am ill. I need my ruds flown. \" A C/S Q and A would be \"Fly ruds. \" Other example: Pc on his own goes to Examiner and says, \"I am upset about my job. \" C/S writes \"L1C on job. \" This is Q and A with Exam statements of pc. If the pc knew what it was it would not be wrong and would As-is. Pc coming up to Exam saying, \"It \'s my husband! \" with F/N Cog VGIs would be what would happen if it was the husband. And that would be great but of no real value to C/S except pc has had a win and the C/S knows not to now use \"husband \". (2) is to C/S a pc win. Pc in 2-way comm mentions cats and more cats and cats and finally at the end of session has a big F/N Cog VGIs on cats. The C/S sees all this \"cat \" mention and orders \"Prep-check cats. \" That is a very cruel sort of Q and A. (3) is to agree to the pc \'s demands for the next Grade despite all contrary indicators. If the C/S doesn \'t hold the fort on this the pc put into the next Grade who isn \'t ready will fall on his head. (C/S Ser 7). Supreme test of a C/S : The Supreme Test of an Auditor or a C/S is to make Auditing go right by the book. The C/S should pick actions to do on a pc wisely and complete the RD. Cases respond beautifully to completed cycles of actions, from A to B. (Ref: C/S Ser 47) Broad Shooting : Even when the C/S \"knows \" what is ailing the pc he applies broad shooting. Example: C/S knows pc is concerned about F/Ns. He does not just write \"Prep-check F/Ns \". Instead the C/S writes \"Assess Auditors, Auditing, Training, F/Ns, Processing, false reads. Prep-check each reading item, taking largest read first. \" This gives a broader band, more chance of hitting the button or buttons needed. \"Reasonable \" C/Sing : To be effective the C/S has to insist upon the right application of the technology. He does not \"buy \" excuses and explanations of why this case is different or why it was ok not to get the expected result. To do otherwise is said to be \"reasonable \". Code of a C/S : The professional code the C/S follows to carry out his job. (Link) . (C/S Ser 67) Auditors C/S : After each session the auditor writes up a suggested C/S for the next session. Often it is simply, \"1. Fly a rud if no F/N. 2. Continue Program or Grade \". Since the auditor has the full observation of the pc he is usually capable of suggesting the C/S. If auditor is in trouble and don \'t know what to suggest, he should write up the full observation and get C/S \' advice and instructions. (See also Auditors Admin). Long C/Ses: An experienced auditor is given long C/Ses, such as \"Continue Program \", as he needs less supervision and should just get on with it. Short C/Ses: An inexperienced auditor is usually given short C/Ses to do as the C/S wants to keep a close eye on his performance. A beginning auditor can expect a lot of work still has to be done by him in cramming, before he earns the right to get long C/Ses. Short C/Ses are also used if the C/S simply wants several lists assessed and use the result for programming. Session Grade : The C/S grades the auditor \'s session as one of the following: Very Well Done (VWD), Well Done (WD), Well Done by Exam, No Mention, Flunk. VWD if all is okay and the session is exactly by the book. WD for F/N, VGIs at session end and at Examiner - no major tech errors but not exactly by the book. WD By Exam for F/N, VGIs at session end and at Examiner but Admin and session actions not OK. No Mention if the session end was F/N, VGIs but the F/N wasn \'t present at the Examiner-provided there were no major tech errors in the session. FLUNK for any of the following: F/N did not get to Examiner and was not present at session end. Major errors or flubs occurred like no EP, unflown ruds, mislisting, etc. C/S not followed. Auditors Rights errors occurred. No F/N and BIs at Examiner, etc. (Ref: CS Ser 69R). Off-line Actions : The C/S \' work can be made confusing due to off line actions. (1) This can be somebody trying to \"audit the pc \" in an informal way between sessions (coffee shop auditing). (2) It can be the pc seeking other treatment between sessions. (3) It can even be life knocking out the rudiments faster than they can be put in. (4) The pc reverting to use of drugs is another situation. The pc has to be informed not to allow off line actions. The out rud situation is handled by auditing the pc intensively. A session once a week is not going to overcome (3). (Ref: CS Ser 29) Training and Pc \'s : Any pc who has trouble needs training. It is easier and faster to audit an educated pc to stable gains. Trained pc \'s can furthermore do most of their auditing on a co-audit basis. It is thus cheaper and further reaching to train pc \'s as auditors. D of P Interview : Metered Interview done by a skilled Meter operator to get data for the C/S. D of P means Director of Processing. He either arranges the interview or does it himself. See \"Know Before You Go \" for more data). D of P : Director of Processing. He is in charge of the practical side of auditing in an organization or larger office. He schedules pc \'s, assigns auditors to pc \'s, takes care of auditing rooms and auditors \' practical needs. He also keeps pc \'s happy between sessions. He is a host/manager and does not need to be an auditor or C/S himself. Two Way Comm for Data : This can be done as a formal session, like \"what happened in your last session? \" or \"Tell me about your Grade 0 auditing \". Today most of such information is obtained by D of P interview, but if the C/S suspects heavy out ruds he may prefer it done by an auditor with his tools handy. Resistive cases: See Expanded Green Form 40 Drugs : A Drug case makes up a resistive case (see Expanded GF 40). By drugs are meant street drugs, psychiatric drugs, alcohol and even some medical drugs, especially pain killers, sleeping tablets and the like. They ruin a person \'s ability to recall and form resistive masses in the mind and causes a person not to respond right in auditing. Thus any drug use the pc has had has to be addressed as early as possible. It is addressed by TRs, Objective processes, the Cleansing RD, and Recall Drug RD. On ST-5 it can be addressed with the Engram Drug RD. There is even a Drug RD after Clear called the OT Drug RD. (CS Ser 48R gives some basic data). Sick Pc: A pc who is sick should not be audited on Major Actions. The pc needs repair. If the pc is being audited and then becomes sick the C/S should suspect over-restimulation. The recent auditing may very well contain out tech. He should order an FES of recent auditing, starting at a point when the pc was doing real well. The out tech is likely to have occurred a session or two before the pc got into trouble. That corrected, the pc can be given assists. If pc \'s condition persists, the C/S should suspect the pc is PTS. The pc should be given a PTS Interview and handled per PTS data. First of all the pc may need medical attention. Actions that can be used to patch up sick pc \'s include: touch assist, a contact assist, two-way comm, ruds on the accident, ruds before the accident, Engrams Assist, medical treatment, life ruds, light PTS handling and assists, Prep-check on area, ruds on area, hello and okay with the affected area, reach and withdraw from area, recall on persons similarly ill, location of the postulate that caused it with itsa earlier itsa, Prep-check on the body or its part, more ruds, Assessment of failed purposes, two-way comm on the sickness (CS Ser. 9). Short Session ing: Short sessions are especially used on sick pc \'s. A pc that is overwhelmed or easily gets overwhelmed should not be audited for hours on end. This principle applies of course to other pc \'s, such as green pc \'s and children. By using Short Sessioning you ensure gains and maximum positive change. PTS : Symptoms such as Roller Coastering, illness, accidents and mistakes are described in PTS data. PTS \'ness needs to be addressed and handled first when present. It is a PTP of magnitude. (Link) . False PTS: A person, who doesn \'t know how to do things or how to fitin may appear to be \'PTS \',but basic training andgetting familiar with thingsmay be what he really needs. Pretended PTS : The apparent PTS \'ness is actually caused by pc \'s own doing. The handling is to give the pc Fixated Purpose RD. (Link) . Worst Tangle : If the pc has (1) Out-Int, (2) Out-Lists and (3) Out-Ruds at the same time it is called the Worst Tangle. It has to be handled in that order. Out Int : Out Interiorization. Symptoms are: Headaches, odd body aches and pains. Effort, Pressures from environment. It can also be unwillingness to go into things, down to a physical back-off (claustrophobia). An urge to leave can also sometimes be traced back to Out-Int. The main symptom is high TA at session start or TA up at Examiner after EP at session end. Not all Out-Int cases suffer from high TA, but all who have high TA after lots of auditing should first of all be checked for having been audited past exterior. Assessment : is the action done from a prepared list. Assessment is done by the auditor between the pc \'s Bank and the Meter. The auditor reads each line from the list and notes which line or item has the biggest reaction. The auditor looks at the Meter while doing an Assessment. Assessment is the whole action of obtaining a significant item from a pc. Repair Lists: Also called Prepared Lists or Correction Lists . Lists used to locate and handle BPC with. Each list contains detailed instructions about when and how to use it, including instructions about method of Assessment - several of the lists can be used both M3 and M5. We refer to the links below to the actual lists with their instructions. F/Ning List : Repeated handling of a prepared list to a point where each line F/N \'s when called. On final time through the auditor may use buttons on lines that don \'t read and they will F/N if all the charge is handled. This type of handling is often used as a set-up, such as \"Take C/S 53 to an F/Ning List \". Method 3 : (M3) The list is assessed on a Meter, reading line after line to the pc. When a read is noted it means some BPC has been found. The question is taken up right away . The auditor follows the instructions on the list to handle this BPC to F/N VGI. (Link). Method 5 : (M5) The whole list is assessed rapidly, without getting the pc to talk. The reads are simply noted for later use. They will all be F/N \'ed eventually. Depending on the situation, the auditor either handles the reads right after the Assessment in a certain order - or returns it to the C/S for programming. (Link). C/S 53 Short Form: This list was originally designed to handle high or low TA. It is assessed M5 and the reads are handled in the sequence laid out on the list. It has been called \"The Champion of Repair Lists \", as it has proven itself to enable a good auditor to handle all kinds of case difficulties - way beyond cases with TA troubles - although C/S 53 is still the list to use for High/Low TA. C/S 53 contains \" all the elements known to us that bring about case foul-ups . \" C/S 53 Long Form: This is basically the same list as C/S 53 SF. The difference is, that it uses full statements or questions, while C/S 53 SF uses only key words in the Assessment. C/S LF is thus designed to be used if an Assessment of C/S 53 SF does not resolve the situation, as that would indicate that the charge simply hasn \'t been made to read. Also, it is sometimes used on beginning pc \'s as it can be easier to make to read on them. Hi-Lo TA Assessment List. Basically the same as above, but with many additional questions. False TA Check List: This list is not assessed on the Meter. It is a check list to use, when False TA is suspected. It goes through all the physical causes (like dry or moist hands) that can cause the TA to be in a false range, that does not reflect the state of case. L1C: Used by Auditors in session when an upset occurs, or as ordered by C/S. It handles ARC Broken, Sad, hopeless or nattery pc \'s. Questions can be prefaced with \"Recently \" \"In this life \" \"On the Whole Track \" or used without. It is not to be used to handle high or low TA. Out List: Anything wrong with Listing and Nulling actions; such as wrong item or no item on a hot list. It \'s usually handled by L4 Short or L4BRB. L4 Short: This is a short version of list correction. It contains all the most common errors. It is valid on listing in progress or recently done. If it doesn \'t resolve the difficulties a full L4BRB can be used. L4BRB: Used to sort out all possible errors related to L&N. The L4 is designed to sort out an L&N action in progress. If that doesn \'t handle, there may be prior or other problems that need to be addressed. The L4BRB is thus designed to cover a broader area. LCRE: This list is used to repair Confessional Auditing. It is used in a Confessional session in progress per Confessional Procedure. It is also used to handle troubles from other O/W actions such as O/W write-ups. If the person after any such action has Bad Indicators or if he gets sick or upset or messes up, this list is assessed and handled. FPRD CL: This list repairs Fixated Purpose RD auditing. It is also used if an FPRD Chain does not produce a spectacular EP. GF: The Green Form is used to detect the peculiarities and elements of a pc \'s life which are causing case trouble or preventing gains. (It is not used to cure high or low TA.) Per Auditors Rights it can be used by the auditor in case the rudiments won \'t fly. In this case it is assessed Method 3 and handled, not going beyond F/N VGIs. But its real use is Method 5 and then sent to C/S for programming. WCCL: The Word Clearing Correction List is the list to use when any form of Word Clearing runs into real trouble. Any and all troubles with Word Clearing should be corrected by assess and handle this list. The WCCL has been designed to handle errors made in Word Clearing. It is not to be used to try to correct study or the person \'s case. It is used in in context with Word Clearing actions to correct Word Clearing errors only. TR Debug List: It is used on students doing the TRs course if they have persistent troubles. Green Form 40x: The Expanded Green Form 40 is used locate and solve the reasons for a case \'s resistiveness. The Assessment of the \'Resistive Cases \' short list (as included on the GF) will direct the auditor to the type of the case \'s resistiveness. Further Assessment is then done in the corresponding section of the Expanded Green Form 40. The handlings are given there for what was found. This list provides a fast and direct method for solving resistive cases. The handlings can also be used, when folder studies, interviews, etc. reveals any of the conditions listed is what the pc needs to have handled. Thus it is also a resource for case analysis and programming. Study Green Form: The Study Green Form locates and handles troubles with the subject of study, mainly independent of or in addition to misunderstood words. This list is used when a person cannot be trained on something. It is a major action that is programmed for by the C/S in order to find and handle what is wrong with a person \'s case regarding study. It can also be used to cool off a \'rebel student \' as it finds the BPC. The End of Endless DRDs Repair List: is the Rundown for handling a pc who has been over-audited on drugs, who has had an endless DRD done by old style drug auditing, and/or who has By-passed Charge on auditing on drugs. A prerequisite for the Rundown is that the pc is first set up for the Rundown with a C/S 53 to F/Ning list. (The C/S 53 is not part of the Rundown itself but is required as a set-up action which is done separately.) The End of Endless DRDs Repair List is then delivered as a Rundown in itself. PTS RD Correction List: This Correction List is assessed and handled if, after a PTS Rundown has been done on the pc, any new signs of illness or roller coaster shows up. It also serves as a checklist of expected actions with the Rundown. The handlings are given below the assessed lines. The list is Always Done Method 5 (All assessed then handled). Recall INT RD Correction List: This list only covers errors on Recall Int Rundown. It does not cover Int RD done with Engram running. The purpose of this list is to correct an unflat, overrun or otherwise messed up Int Handling when the pc \'s TA is either high or low. INT Rundown Table: This table tells the auditor and C/S which way to go when handling Out-Int. Once filled out this table should be kept with the pc Folder Summary in front inside of the pc folder beneath the program. And the table should be updated. Repair Correction List: Use this list to clean up By-passed Charge on improperly done or unnecessary prepared lists or repair actions. This list is done when a pc protests a prepared list or repair action, when bad indicators are present on the subject of repair or prepared lists or when improper past repair or use of correction lists reads on a correction list. F/Ning Auditor : An auditor who is auditing well could be said to be F/Ning. When an auditor goofs or is having a rough time because of his own TRs and misunderstood words and lack of data, he is not F/Ning. Such an auditor should be handled in Cramming so he is F/Ning. (Ref: C/S Ser 64). Gross Auditing Errors (GAE \'s): 5 things in the auditor and 6 things in the pc that can cause the technology apparently not to work. (Link). Cramming : Cramming means intense study of a limited subject. Auditors \' goofs are corrected by cramming. The C/S writes up the general area that needs to be crammed. A cramming officer nails it down and has the auditor word clear, restudy and drill the specific materials missed. The auditor should leave as an F/Ning auditor . Handwriting Drill: If the C/S can \'t read the worksheets due to bad handwriting or lack of data he sends the folder back to the auditor for clarification. The auditor should overprint unreadable words with a red pen. The C/S sees to that his auditors catch up on writing understandable reports the first time and can have them train in handwriting drills to catch up on speed and clarity. The auditor should not have to spend a lot of time after session clarifying worksheets. He simply have to drill to write fast and readable, keep to essentials and quickly clarify worksheets after session. He may have to work on his handwriting letter for letter to make it easier to read. Taping a Session: C/S may want to have the auditor tape record a session to make sure his comm cycle is smooth when put to the test. If video camera is available, it is most important to video tape the Meter. Usually you can catch Meter and pc with one fixed position camera. Recording the needle enables the C/S to see if the reads noted are instant, and that no instant reads are missed, which is an important point. Also to see if the called F/Ns are correct and none missed. Any errors noted are crammed. An audio recording can be used to check auditor \'s TRs, procedure and completeness of reports with. Study Order : The auditor missed an obvious minor point. The C/S can simply order the auditor to restudy the relevant data. Retread : This is a larger assignment by Cramming or C/S. If the auditor keeps goofing a more in-depth study and cramming is required as earlier assignments didn \'t handle. Retrain : If the auditor \'s basic skills in an area, such as TRs, metering, or a specific level, are lacking he can be ordered to retrain and drill all of the original materials. This is done after a cramming has handled the primary cause to his difficulties, such as misunderstood words. Examiner : The person that makes independent Exam Reports , usually after each session. He also takes volunteer statements from pc \'s and handles pc Attests. Ability Attained : Each Grade or audited action adds up to an Ability Attained. The major Abilities Attained are listed on the Grade Chart. It usually takes numerous processes to get to this point. The auditor keeps at it until the pc, the auditor and the C/S are sure pc has attained that ability. At that point he is sent to Attest at the Examiner. This is done after the C/S approves it. Attest: This is usually done at the Examiner. It is done when it is obvious to the C/S (and auditor and pc) that pc has attained the EP of a Grade or a Repair program or Rundown. The pc reads a statement of the EP at the Examiner and is asked, \"Did you attain that ability? \" If the answer is a clear \"Yes! \" accompanied with an F/N the pc attests to it. He is usually asked to write a success story as well, describing his gains. If the pc can \'t attest to it the folder is returned to the C/S to figure out how repair the situation. Declares : (1) A pc who knows he has made it must be sent to Examiner to attest to the action. (2) A pc who hasn \'t made it must never be sent to Examiner to attest. (3) A pc who hasn \'t made a Grade or RD in progress must be handled and given additional auditing until he has made that specific Grade or RD. The key is truth. (Ref: C/S Ser 46) Multiple Declares : Pc asked to attest to more than one RD or Grade at the same time at Exam. This is now forbidden. Each action is attested after completion and before next Grade or RD is begun. Multiple Declares was a bad practice related to Quickie Grades . BER : Bad Examiner \'s Report. See also red tag below. 24 Hours Rule : See red tag below. Red Tag : A pc (actually receiving auditing) at Examiner with a non-F/N and Bad Indicators is Red Tagged. The situation has to be handled to F/N VGIs within 24 hours. To handle this the auditor can take the pc right back into session and use to appropriate correction list for the action the pc is on to find the BPC and get an F/N VGI at Exam. If the pc red tags again the folder must go to C/S. Pc feeling bad a few hours after session is also a red tag. Pc getting sick within a few days is a red tag. Also a failed declare is a red tag. Such situations needs immediate attention and an FES of recent auditing may be needed. (Ref: CS Ser 86RD) (Link) . Folder Error Summar y (FES): If the pc isn \'t doing well in auditing the pc \'s folders should be studied to find out what is going on. Sometimes what is needed is going back to where pc was doing well (such as when he attested to the last Major Action) and go forward, reading all the worksheets and making notes. At some major point all the earlier auditing may have to be FES \'ed and all the things found to be out should be checked and if charged it should be addressed. If the pc is running fine on the Grades, however, one shouldn \'t worry but simply carry on as pc is winning. Back Folders : A Pc that has been extensively audited will have more than one pc folder. The current folder is the PT folder. The earlier folders (folder 1, 2...) are the back folders. These are stored in a safe and dry place and should be at hand - especially if pc \'s auditing isn \'t running well. They are needed when doing a Folder Error Summary (FES). PT Folder : The current folder used. It also contains all the programs (past and present), the complete Folder Summary and yellow sheet. Usually lists from L&N actions would be kept in the back of the pt folder. The FES is kept in the PT folder. Appendix Links: [ Home ] [ Index/Search ] [ No frame ][ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [ Grades ][ Cramm ] [ Points ] [ KTW ] © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[15]=new Array("sub2/appendix/04definitions.htm","ST0 - Basic Definitions. Educational step for PCs. PC Hat: Practical directions/rules. Illustrated.","C/S No 1 Auditing - Basic Definitions for PC \'s and PC \'s Hat (This is often called C/S Instruction No 1 as it is the first educational step to do with a new client before actual auditing begins. C/S is the Case Supervisor - the person that guides and oversees the activity through written instructions for the auditor to do in session). The basic words of ST defined. It is the \"Open, Sesame! \" to a new world of adventure. Basic Definitions (C/S No 1) PC Hat Affinity ARC Break Assess Assessment Auditing Auditor \'s Code Auditing Comm - cycle Auditor Bank Body Clear Cognition Communication Comm Cycle Earlier Similar Floating Needle Flow Key-in Key-out Mental Image - picticture Mental Mass Mind Missed Withhold Overt Picture Postulate Preclear PT Problem Problem Reactive Mind Reality Release Repetitive Process Rudiments ST Scientologie Session Thetan Time Track Withhold Alcohol Drugs Ethics Examiner - statements Food Off-line Actions Other Practices Talking about - own Case Sleep Click illustrations to go to alphabetical glossary The basic definitions we cover in this chapter are extremely important to understand and learn well. You may say they form the doorway to this new subject and activity. It \'s like the story in One Thousand and One Nights called \'Ali Baba and the Forty Thieves \'. In the tale, Ali Baba was a poor woodcutter, that gained access to a cave full of treasure. He first observed the thieves use the magic phrase, Open, Sesame! and a hidden door in the side of a mountain would slide open. Later, when the thieves weren \'t around, Ali Baba tried it for himself. He stood in front of the mountain and said, Open, Sesame! The hidden door would open and Ali Baba could walk into the cave that was full of the thieves \' precious loot. The vocabulary you learn here will in a similar way open access to the realm of self-improvement. The basic vocabulary of any new field is very important to learn well. Learning it will teach you all the new ideas in the subject that you are new to. Unless you have them down cold, you won \'t be able to get into the subject and study it with success. We covered some of the important terms in the previous chapter, but there are many more. What is covered in this chapter are the terms and ideas you have to grasp to successfully receive auditing; and you have to know them even better, when you are the auditor, of course. There may be a few repetitions, but we wanted to put it all into one chapter for reference. (There is also an extensive alphabetical word list in the back. If you click on any of the illustrations it should appear on your screen). You will need a good English dictionary, so you can look up any words you do not understand. If English is not your first language, you also need a dictionary for your native language and English. You need the \"Technical Dictionary of Scn \", which contains these and many other terms. You may need other books for reference, such as R. Hubbard \'s \"Fundamentals of Thought \" and possibly \"Scn 0-8 - Book of Basics \". A Demo Kit consists of anything you can find around. Use it to \'show and tell \' definitions, principles and other theory with. Finally you need a so-called Demo Kit (as described in the study manual). You use this to make small demonstrations on the table to your twin (or to your auditor, if done in session). It simply consists of small items you have put together in a little box - like paper clips, matches, screws and bolts, coins etc. You show, demonstrate or illustrate what a definition means, by \'show and tell \' with the bit and pieces. You might say: \"This match box is the pc; the coins and clips here are his Reactive Bank... \" etc. You may also give examples from your own observations and experience to demonstrate your understanding. When, as an auditor, you have your client, the pc, demonstrate to you, be sure to have him or her also give plenty of observations from personal experience. If done in session, you would simply ask: \"What is the definition of __________? \" and refer to one term at the time. You let the pc tell you. If he is unsure of the definition, you look it up and clear it to full understanding. In a session, if you use a Meter, you make sure each word is taken to a floating needle (FN), whether given correctly by the preclear at first or you have to look it up. You have to make sure he understands all the words used in the definitions. If there is a word he doesn \'t understand or is unsure of its meaning, you have him look it up in a dictionary per study tech and clear it completely (to F/N if metered). You need to \'hit the books \' to learn. You have him demonstrate it with the demo kit and give you examples. In session you would use the print-out, which is just the actual list of the words, etc. in this chapter. Here we describe it in context to make it readable. R. Hubbard (1911-86). Standard Clearing Technology is a textbook in the basic spiritual technology he defined. You clear these terms: STANDARD CLEARING TECHNOLOGY (ST) : A clearing technology, mainly defined and developed by R. Hubbard. An auditor applies it to a preclear in formal session. The goal is the spiritual betterment of the preclear. The application of the processes and technology will bring about this change and, consequently, a change in the pc \'s conditions and life. For short we use the letters ST to mean Standard Clearing Technology or standard technology in this manual. The symbol used for Standard Clearing Tech is the seagull. This is based on the story about Jonathan Livingston Seagull by Richard Bach. This is a symbolic story about wanting to become a master in flying (ability and wisdom) and pass this ability onto new seagulls. By putting the Standard Clearing Technology on the web we pass this wisdom onto you and ask you to \'return the favor \' by passing it onto somebody else. SCIENTOLOGIE : (Scn): An applied religious philosophy. It deals with the study of knowledge, which through the application of its technology can bring about desirable changes in the conditions of life. (Taken from the Latin word scio, knowing in the fullest sense of the word, and the Greek word logos, to study.) A body of knowledge which, when properly used, gives freedom and truth to the individual. It was originally conceived by the German philosopher A. Nordenholz, who in 1934 published the book \"Scientologie \" in Munich, Germany. Its present form is based on R. Hubbard \'s work. Hubbard called it Scientology™ (different spelling). He saw it as his purpose to gather wisdom and truth from many sources, refine it and make it into one body of knowledge. As this is a common effort pursued by many philosophers throughout the ages, we keep the spelling of A. Nordenholz: \'Scientologie \'. We use however \'Scn \' throughout the manual. You could say Standard Clearing Technology or Standard Technology is the auditing technology part of Scn. Scn is a broader subject. It includes philosophy covering the character of life, death, Man, the spirit, the mind, and the physical universe; but also subjects like Ethics, Administration and Management, Logic, and Data Analysis. AUDITING: Also called processing. This is the application of ST processes and procedures to someone by a trained auditor. The exact definition of auditing is: the action of asking a preclear a question (which he can understand and answer), getting an answer to that question and acknowledging him for that answer. CLEAR: 1) A person (thetan) who can be at cause knowingly and at will over mental matter, energy, space and time as regards the first dynamic (survival for self). The state of Clear is above the release Grades 0-4 of ST (all of which have to be done before you get to clearing). 2) A Being who no longer has his own Reactive Mind (this is the valid technical definition). AUDITING SESSION: A period in which an auditor and preclear are in a quiet place where they will not be disturbed. The auditor gives the preclear certain and exact commands which the preclear can follow. The auditor starts the session and is the one who ends the session. PRECLEAR: (PC): From pre-Clear, a person not yet Clear; generally a person being audited, who is thus on his way to Clear; a person who, through ST processing, is finding out more about himself and life. AUDITOR: A person trained and qualified in applying ST processes and procedures to individuals for their betterment; called an auditor because auditor means \"one who listens. \" The Thetan is not the body or the brain. THETAN: From THETA (life static), a word taken from the Greek symbol or letter \'theta \', traditional symbol for thought or spirit. The thetan is the individual himself - not the body or the mind. The thetan is the \"I \"; one doesn \'t have or own a thetan; one is a thetan. It \'s his \"real Me \". MIND: A control system between the thetan and the physical universe (including his physical body). It is not the brain. The mind is the accumulated recordings of thoughts, conclusions, decisions, observations and perceptions of a thetan throughout his entire existence. The thetan can and does use the mind in handling life and the physical universe. BODY: The organism with limbs, head, etc. It \'s the physical part of a human being or animal - whether the body is living or dead. PICTURE: An exact likeness; image. A mental image. REACTIVE MIND: Reactive Bank. The portion of the mind which works on a stimulus-response basis (given a certain stimulus it will automatically give a certain response) that is not under a person \'s volitional control and which exerts force and power over a person \'s awareness, purposes, thoughts, body and actions. The Reactive Mind never stops operating. Pictures of the environment, of a very low order, are taken (recorded) by this mind even in some states of unconsciousness. A Mental Image Picture of a dog and a real dog are two different things. The pictures in the Bank can \'bite \', meaning cause pain and discomfort - especially pictures of painful incidents in the past. MENTAL IMAGE PICTURE : Mental pictures, facsimiles: a copy of one \'s perceptions of the physical universe of some time or incident in the past. It can also be mock-ups, meaning produced by the thetan with his imagination and not a copy of an actual incident. BANK: An every-day name for the Reactive Mind. The mental image picture collection of the pc. COMMUNICATION CYCLE: A completed communication, including origination of the communication, receipt of the communication, and answer or acknowledgement of the communication. A communication cycle consists of simply: cause, distance, effect, with intention, attention, duplication and understanding. AUDITING COMM CYCLE: This is the auditing communication cycle that is always in use: Is the pc ready to receive the command? (appearance, presence) Auditor gives command/question to pc (cause, distance, effect) Pc looks in his Bank for an answer Pc receives answer from his Bank Pc gives answer to auditor (cause, distance, effect) Auditor acknowledges pc Auditor sees that pc received the acknowledgement (attention) New cycle beginning with (1). You drill different parts of this thoroughly in the Training Routines (TRs) The Time Track is the picture record of the pc \'s past. (Click picture to enlarge and for additional data) TIME TRACK: The consecutive record of mental image pictures that accumulates through the preclear \'s existence. The Time Track is a very accurate record of the pc \'s past, very accurately timed and very obedient to the auditor. If a motion picture film were 3D, had 55 perceptions and could fully react upon the observer, the Time Track could be called a motion picture film. MENTAL MASS: Mental matter, energy, space and time. It exists in the mind and has physical existence that can be measured by a ST Meter. The proportionate weight of a picture of say, an elephant would be terribly slight compared to the real object, the elephant which the person is making the picture of. Have somebody demonstrate ST Meter here, if possible. The Meter registers mental mass; changes of the position of the needle indicates changes of the mass in pc \'s mind. Key-In: Meeting a dog keys in a picture of being bitten by a dog. Pc gets a pain in his leg. The Bank can \'t see the difference between the friendly dog and the dangerous dog that bit him. It tells him to be \'on the safe side \'. KEY-IN: Is a moment where an earlier upset or earlier incident has been restimulated and affects the pc in a negative way. KEY-OUT: The action of a reactive incident (or many related incidents) dropping away without the mental image pictures being erased. The picture is still there but now far away. The pc feels released or separate from his Reactive Mind or some portion of it. RELEASE: A preclear whose Reactive Mind or some major portion of it is keyed-out and is not influencing him. A series of gradual key-outs. At any given one of those key-outs, the individual will detach from the remainder of his Reactive Bank. In ST processing there are many major Grades of Release. POSTULATE: A conclusion, decision, or resolution made by the individual himself; to conclude, decide, or resolve a problem or to make a plan or set a pattern for the future, or to nullify a pattern of the past (as in in New Years resolutions). We mean, by postulate, a self-created truth. A postulate is, of course, that thing which the individual uses to start a directed desire or order, or inhibition, or enforcement; it is in the form of an idea. Postulate means to cause a thinkingness or consideration. A cognition is a bright moment, where the pc gets a new understanding of something important to her. COGNITION: A pc origination or statement indicating he has \"come to realize. \" It \'s a \"What do you know? I... \" statement. A new realization of life. It results in a higher degree of awareness and consequently a greater ability to succeed with one \'s activities in life. The Needle on the Meter sweeps back and forth as illustrated by the curved line. FLOATING NEEDLE (FN or F/N): A floating needle is a certain needle behavior on a ST Meter. It is a rhythmic sweep of the needle over the dial at a slow, even pace. A valid floating needle is always accompanied by very good indicators in the pc. Rudiments The next section has to do with the rudiments. They are questions and small processes usually used in the beginning of a session. Their purpose is to handle any mental distractions the pc may have when he first arrives in session. By getting these handled and out of the way, the pc will have more willingness and ability to do the major processes to the full intended result. The rudiments can also be used during the session, if the auditor sees any of the signs of \'out-rudiments \'. RUDIMENTS: First principles, steps, stages or conditions. The basic actions done at the beginning of a session to set up the pc for the major session action. The normal rudiments are ARC breaks (upsets), Present Time Problems (worries) and Withholds (something pc feels he shouldn \'t say) - as explained in full below. Affinity: Degree of liking, tolerance of closeness. AFFINITY: Degree of liking or affection or lack of it. Affinity is a tolerance of distance. A great affinity makes you feel \'close \' to somebody or something. It \'s a tolerance of or liking of closeness or close proximity. A lack of affinity would be an intolerance of or dislike of closeness. Affinity is one of the components of understanding; the other components are reality and communication. One \'s level of affinity is expressed on the so-called tone scale. This is an emotional scale. Some of the major steps are: Apathy, fear, anger, antagonism, boredom, conservatism, interest, and enthusiasm. Apathy is the lowest affinity here, enthusiasm the highest. Reality has to do with agreement. When you sign your name to something with witnesses present it becomes more real - also in the eyes of the law. REALITY: Has to do with agreement (or lack thereof). It is the agreed-upon apparency of existence. A reality is any data that agrees with the person \'s perceptions, way of thinking and education. Reality is one of the components of understanding. Reality is what is. (Synonyms from daily language would include \'the order of things \' and \'World Order \'. \"That is how we do things around here \", would usually express a strong agreement). Communication: Exchange of ideas over a distance COMMUNICATION: The exchange or interchange of ideas or objects between two people or designated locations (terminals). More precisely the definition of communication is the consideration and action of impelling an impulse or particle from source point across a distance to receipt point, with the intention of bringing into being at the receipt point a duplication and understanding of that which emanated from the source point. The formula of communication is: cause, distance, effect, with intention, attention and duplication and understanding. Communication by definition does not need to be two-way. Communication is one of the component parts of understanding. ARC break: becoming upset - as here the busy guywho sees his colleague just goofing off. ARC BREAK: A sudden drop or cutting of one \'s affinity, reality or communication with someone or something. It is pronounced by its letters: A-R-C break. This is in common language known as an upset or a condition of being shocked, disappointed, surprised etc. The A-R-C break gives an inside look in the anatomy of what is going on. Problem as two opposed viewpoints PROBLEM: Anything which has opposing sides of equal force; especially postulate-counter-postulate, intention-counter-intention or idea-counter-idea; an intention-counter-intention that worries the preclear. PTP: a problem upon which the person has his attention fixed. PRESENT TIME PROBLEM: A specific problem that exists in the physical universe now, on which a person has his attention fixed. This can include practical matters he feels he ought to do something about right away. Any set of circumstances that occupies the pc \'s attention, so he feels he should do something about it instead of being audited. Abbreviation: PTP. Overt: A harmful act OVERT: A harmful act. A bad deed. An overt act is an act of omission or commission which does the least good for the least number of dynamics or the most harm to the greatest number of dynamics. An aggressive or destructive act by the individual against one or more of the eight dynamics (as explained in Fundamentals of Thought, the eight dynamics are: (1) self, (2) family and sex, (3) group(s), (4) mankind, (5) animals and plants, (6) physical universe and objects, (7) life and spiritual things and, (8) infinity, religion and God). An overt act is that thing which you have done to others, but you aren \'t willing to have happen to yourself. Withhold: She ruined the copier, but nobody saw it. She knowsthat is bad, but is afraid ofgetting fired. Solution: She withholds it. WITHHOLD: An undisclosed harmful (contra-survival) act. After having committed an overt, the person wants to keep it hidden or secret. So he/she withholds the overt. A Missed Withhold is a withhold being restimulated by somebody else - here the man coming by. MISSED WITHHOLD: A withhold, which has been restimulated by another but not disclosed. This is a withhold which another person nearly found out about, leaving one with the withhold in a state of wondering whether her hidden deed is known or not. The missed withhold is different from the withhold as the pc \'s main worry is: Did the other person found out or not? The action of the other to nearly find out or to raise the question about maybe he found out or guessed it is why it \'s called a missed withhold. EARLIER SIMILAR: When the auditor is checking the rudiments, he may run into the situation that the difficulty doesn \'t resolve right away. To resolve the situation he will have the pc look for an earlier similar incident. Earlier, means it happened before or further back in time, than the incident they were just talking about. Similar, means it was somewhat the same type of incident. Maybe having to do with the same person or persons, the same place or the same surrounding circumstances, or perhaps of similar content. The power of an incident is usually derived from Earlier Similar \'s. The pc is reactively being reminded of such incidents. In running a rudiment you take it to a key-out (F/N, VGI \'s). Picture: Meeting a baby elephant reminds the boy unknowingly about meetings with giant elephants in the past. To ask for an earlier similar incident is used in many processes. The auditor, in running many processes, will ask for Earlier Similar Incident. A reason the present incident does not resolve is because it unknowingly reminds the pc about earlier times. When he is sent earlier and the exact circumstances becomes known to him, the subject matter will clear up. Repetitive Process: A Hot question is being asked over and over to get all possible answers and discharge it for content. \"Do birds fly? \" is used in drilling this. Processes REPETITIVE PROCESS: A process, in which the same auditing question or command is given many times to the pc. The pc is finding new answers every time. The auditor will state the command as it has never been asked before in a new unit of time, but with no variation of words; he will acknowledge the pc \'s answer and handle the pc origins by understanding and acknowledging what the pc said. This type of process will permit the individual to examine his mind and environment thoroughly and sort out relative importances. Many processes are run on different flows. This basically has to do with who is doing it to whom. FLOW: A stream of energy between two points. An impulse or direction of energy particles or thought or objects between terminals. In processing the auditor works with four main flows: FLOW 1: something happening to self. Another doing something to you. FLOW 2: doing something to another. You doing something to another. FLOW 3: others doing things to others. You see it happen as a spectator. FLOW 0: self doing something to self. You do something to yourself. Assessment and Prepared Lists The auditor, trained in using a Meter, can use prepared (printed) lists to find the specific problem or difficulty he needs to address to get the preclear out of an unpleasant or puzzling situation that has suddenly arisen in session. The list will contain all the possible difficulties for that kind of situation and the Meter will tell the auditor which one is the first one to take up. A prepared list may turn up one thing or many things that should be tackled before the routine process should be taken up again. When done the auditor and preclear can resume work on the process they were doing before the situation arose that took them off that process. Prepared lists can also be used to address a troubling area of pc \'s life and \'clean it up \'. You can do many processes without a Meter, but one of the advantages an auditor trained in using the Meter has is that he can use prepared lists to quickly locate the exact area he should address. ASSESS: means to choose from a list of statements - which item or thing has the biggest read on the Meter and the pc \'s interest. The biggest read usually will also have the pc \'s interest. Assessment is done between the pc \'s Bank and the Meter. The auditor watches the Meter to see which item has the biggest reaction. ASSESSMENT: is the action done from a prepared list. Assessment is done by the auditor between the pc \'s Bank and the Meter. The auditor reads each line from the list and notes which line or item has the biggest reaction. The auditor looks at the Meter while doing an Assessment. Assessment is the whole action of obtaining a significant item from a pc. Auditors Code applies to all auditing. It ensures the right professional conduct to make a pleasant and productive session. Auditors Code Below is the Auditors Code. We mentioned in the previous chapter that it consists of an important set of rules, which guides the auditor \'s professional behavior and attitude. The purpose of these rules is to develop maximum trust between auditor and pc. Maximum trust leads to quickest and most lasting results. It \'s a joy to be audited by an auditor, who sticks to this code rigorously all the time. Remember the important rule: Auditor plus pc is greater than pc \'s Bank (auditor+pc>Bank). The comments below are added and are not part of the code. THE AUDITOR \'S CODE for ST Auditors. (1) Never evaluate for the preclear or tell him what he should think about his case in session. Comment: The auditor never tells the preclear what to think about his problems; he never tries to solve the pc \'s problems for him. He lets the pc figure it out and helps him to do that with the technology and the processes. To break this rule in auditing is bad . It \'s called evaluation. Also he does not tell pc what written materials mean, but helps pc understand them by clearing up the words and having him do demonstrations and give examples. (2) Never invalidate the preclear \'s case or gains in or out of session. Comment: The auditor never tells the pc what he think is wrong with him - or worse, tells him he is wrong about something. Again the whole purpose of auditing is to help the pc become capable of figuring these things out for himself. To make wrong or contradict the pc is called invalidation. It \'s bad to do as an auditor; it \'s very counter-productive. It breaks down the pc \'s self-confidence and trust in the auditor. (3) Use only the standard application of ST to a preclear in the standard way. (4) Always keep all auditing appointments once made. Comment: Helps building confidence and trust in the auditor/pc relationship. (5) Do not process a preclear who has not had sufficient rest and who is physically tired. (6) Do not process a preclear who is improperly fed or hungry. Comment: A tired or hungry pc is not up to his best, when it comes to confronting his Bank. Extreme tiredness and hunger can lead to nervous breakdowns all by themselves. It \'s important to take care of these factors beforehand, so the session will mean a big step forward. The auditor checks that the pc is well fed and rested before each session. (7) Do not permit a frequent change of auditors. Comment: Helps in building confidence and trust in the auditor/pc relationship. (8) Do not sympathize with a preclear, but be effective. Comment: Compassion and sympathy are two different things. To sympathize is to feel sorry for the pc and apparently agree with the pc \'s difficulties. It is very low on the emotional tone scale. To be effective the auditor has to stay high on the tone scale and encourage his pc to get through his difficulties. The auditor has to stay positive and have understanding but be insistent and in control to be effective. (9) Never let the preclear end session on his own determinism, but finish off those cycles you have begun. Comment: The pc can occasionally become scared and want to run away from his Bank. The auditor is there to make sure pc gets through temporary difficulties and reaches the EP of the process. There is a basic rule of auditing: \"The way out is the way through \". Only if the auditor runs into a situation he feels he needs the case supervisor \'s help to resolve would he end off before completely done. He would get the needed instructions and take the pc into session again to complete the action to the End Phenomena. (10) Never walk off from a preclear in session. Comment: Helps in building confidence and trust in the auditor/pc relationship. (11) Never get angry with a preclear in session. Comment: This would be a form of invalidation. Remember auditor+pc>pc \'s Bank. The pc must feel safe enough to close his eyes when he wants to and look into his Bank. An angry auditor would make this impossible. (12) Always run a major case action to its end phenomenon. Comment: This is related to (9), but there is more to it. The auditor has to ensure that the pc gets the full benefits available from a process or set of processes by not ending off too soon. (13) Do not run any one action beyond its end phenomenon. Comment: A process can be overrun, meaning beyond a point where it has culminated (EP \'ed). A set of processes may also be overrun. The auditor has to stay alert and know the exact point when the EP is reached. (14) Always grant beingness to the preclear in session. Comment: In (8) we had \'don \'t sympathize \'. \'Grant Beingness \' is a lot different. The ability to grant (give, allow) beingness to others is probably the highest of human virtues. It is even more important to be able to permit (allow) other people to have beingness than to be able oneself to assume it. It is very productive as regards results in auditing. (15) Do not to mix the processes of ST with other practices except when the preclear is physically ill and only medical means will serve. Comment: If you as a pc are currently involved with other practices, you should tell your auditor. If you think you need medical assistance, tell your auditor as well. (16) Always maintain good Communication with the preclear and do not cut his communication or let him overrun in session. Comment: A mechanical or frozen approach won \'t do the trick. Only live communication will actually be able to make the processes work. The live theta energy of communication is senior to the Bank and can make it vanish, piece by piece (As-Isness). It is the pc that can As-is his own Bank; but the auditor, by maintaining good communication with the pc makes sure the pc capable of doing it. (17) Never enter comments, expressions or enturbulence into a session that distract a preclear from his case. Comment: Give the pc piece and quiet. Take care of \'behind the scenes \' business without involving the pc. (18) Always continue to give the preclear the process or auditing command when needed in the session. Comment: In (9) we had \"The way out is the way through \". There is another rule \"What turns it on will turn it off \". It can occasionally look like you are getting nowhere or things are getting worse. But when you keep going, and do it with skill and ARC, it will soon be clear, that there is another side of the process and a real EP. (19) Do not let a preclear run a wrongly understood command. Comment: Part of every process is clearing the commands or questions. This is done with dictionaries, etc. (20) Do not try to explain, justify, or make excuses in session for any auditor mistakes whether real or imagined. Comment: Related to (17). Also, if you start to do the above, you break down the pc \'s confidence in you and it may start arguments. (21) Always estimate the current case state of a preclear only by Standard Case Supervision data and do not diverge because of some imagined difference in the case. Comment: There is a known remedy for any pc situation. A case supervisor will between sessions look over the reports to ensure that everything is done right and ensure the best course is taken. This is Standard Case Supervision. (22) Never use the secrets of a preclear divulged in session for punishment or personal gain. Comment: There is a client/practitioner privilege. The auditor is sworn to secrecy and confidentiality in a similar manner to lawyers, doctors and priests. (23) Do not advocate ST only to cure illness or only to treat the insane, as it is intended for spiritual gain. Comment: Processing has been known to have a positive effect on people \'s health and even psychiatric conditions. The auditor can not and should not make any promises. He is pursuing spiritual goals and the spirit or thetan can suddenly and unpredictably change things around that make medical conditions disappear. There is a more detailed commentary to the code in the chapter, \'Auditors Code \' . EXAMINER : In a bigger organization there is what is called the Examiner. The Examiner is there to give the pc an independent inspection after session. She will seat the pc and have him hold the Meter cans for a moment. She won \'t say anything, but simply note down pc \'s appearance and Meter response. Pc can (and should) give a short statement about the session to her. The Examiner is also the person a preclear sees if he wishes to make any sort of statement regarding his case, or if there is something he wants handled regarding his case. PC Hat The following information has direct relevance to what the pc is supposed to do and not do outside of session. (For more info for beginning pc \'s about what auditing is see also, \"What is Auditing \" and \"Basic Definitions for PC \'s \" ). FOOD: The Auditors Code requires that the pc be well fed. There is a little more to that. The Meter responds better when pc \'s metabolism is good. Therefore he should eat extra healthy food, including fresh vegetables and take multi vitamins/minerals while in auditing. This speeds up auditing. It is recommended to take a daily mega-dose of balanced vitamins/minerals. Basic information about this can be found in R. Hubbard \'s book, \"Clear Body, Clear Mind \". (A basic table is included in Glossary). SLEEP: The pc has to be well rested. Eight hours is recommended. Also, auditing should not be done late at night or outside the pc \'s normal awake hours. ALCOHOL, DRUGS: Alcohol, drugs, and auditing do not mix. The rule is: Drink no alcohol 24 hours before session. Do not take pain-killers, headache pills and the like while in auditing. The rule is usually no auditing a week after such medication. Street drugs can take 4-6 weeks to wear off. You should tell your auditor what medications you are on or take on a regular basis and clear up any questions up with him. OTHER TREATMENT OR PRACTICES : The Auditors Code (above) states: \"(15) Do not mix the processes of ST with other practices except when the preclear is physically ill and only medical means will serve. \" If the pc is currently involved with other practices he should tell the auditor right away. For ST to be effective it has to be allowed to work. If the pc depends on several types of therapy simultaneously there is probably a physical condition or a major problem in his life. The auditor will make sure he gets any medical assistance needed and then handle the case aspects of the condition with the pc fully being there. ST is effective when allowed to work. We are not trying to replace needed medical treatment with ST. But a pc with his case handled will have less medical conditions happen to him. OFF-LINE ACT IONS: Related to the above is: Do not accept off-line actions. The pc should not accept assists, do a full TRs Course, or accept \"Coffee Shop Auditing \" (meaning somebody informally trying to audit you over a cup of coffee) while receiving auditing. Only when the auditor and the case supervisor know what is going on can they be fully effective. PCs SHOULD NOT TALK ABOUT THEIR CASES: This can lead to invalidations and out reality and undue restimulation by \"helpful listeners \". EXAMINER STATE MENTS: If something out of the ordinary happens outside session that the pc feels it is important for the auditor to know, he can go to the Examiner and tell it to her. She will ensure it gets in the folder and that the auditor (and case supervisor) will know. It can be illness, accidents, unhandled or new problems; also unexpected wins and successes. In case the pc feels bad about earlier auditing or a sudden situation in life, it becomes high priority for the auditor to handle it and he should do so within 24 hours. (See also \"Examiner \" , just above). ETHICS: If pc runs into heavy problems with relatives, employers (or the law), etc., the auditor may need to address it before auditing is begun or continued. This is based upon the auditor \'s judgment, but also on some technical facts. Heavy Present time problems need to be addressed in the physical universe. (See also: Who Can the Auditor help?) . This concludes all the basic data needed to be able to receive auditing successfully. Make sure you know this very well as it saves you time in auditing and makes it run better. Link to Print-out version of definitions and Pc \'s Hat. © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[16]=new Array("sub2/appendix/00primer5.htm","ST5 - Engram Clearing - Primer: definitions and a short history of Engram running.","ST5 - Engram Clearing - Primer A Time Machine may be fantasy but Time Travel into the distantpast gets a new meaningwith Engram running. The pc is returned to incidents of his past and made to relive them with all the original perceptions. He can recover past experiences with an amazing number of details. A little Primer and Short History of Engram running Engram Running: Techniques used to run Engrams with. Also the activity of applying these techniques to a pc. Engram Clearing: This is ST Grade 5 - Engram Clearing. It uses Engram running by Chains, Routine-3-RA as its main process. \"The Reactive Mind consistsof Pictures \" - It is full of recordings of bad experiences and incidents. These are very accurately recorded but hard to reach. The types of incidents are: Engrams: A \'film clip \' in the mind of an accident is a typical Engram. Here a motor cycle accident. The victim recorded what happened - even when \'unconscious \'. It contains Pain and Unconsciousness. Engram is a mental image picture of an experience containing pain, unconsciousness, and a real or fancied threat to survival. It is a recording in the Reactive Mind of something which actually happened to an individual in the past and which contained pain and unconsciousness, both of which are recorded in the mental image picture called an Engram. It must, by definition, have impact or injury as part of its content. The Engram is a complete recording, down to the last accurate detail, of every perception present in a moment of partial or full unconsciousness. Secondaries: A \'film clip \' in the mind of a loss- like one \'s motor cycle stolen and damaged. It contains Loss and Mis-emotion . Secondary A Secondary is a mental image picture of a moment of severe and shocking loss or threat of loss which contains misemotion such as anger, fear, grief, apathy or \"deathfulness. \" It is a mental image picture recording of a time of severe mental stress. It may contain unconsciousness. Locks: A \'film clip \' in the mind of a reminder of the Engram or Secondary. Here the red scooter restimulates the pc \'s bad experiences with motor cycles. It \'s a Reactive Reminder. Lock A mental image picture of an incident where one was knowingly or unknowingly reminded of a Secondary or Engram. It does not itself contain a blow or a burn or impact and is not any major cause of misemotion. It does not contain unconsciousness. It may contain a feeling of pain or illness, etc., but is not itself the source of it. A Lock is a mental image picture of a non-painful but disturbing experience the person has experienced and which depends for its force on an earlier Secondary and Engram which the Lock-experience has restimulated. Engram Running: When you run an incident the pc is made to relive each \'film clip \' in great detail. You usually have to run a Chain of incidents going back in time. You run one incident, find an earlierone; run that one, etc., until you find the first one... Chain A series of incidents of similar nature or similar subject matter. Chain of incidents A whole adventure or activity related by the same subject, general location or people, understood to take place in a finite time period, weeks, months, years or even billions or trillions of years. Each incident (such as \"a time you rode your motor cycle \") is a short period, but related to earlier incidents. Together they make up one Chain. Erasure: Going down a Chain of Incidents and going through the Basic Engram many times will rub it out and empty it for reactive content. It has been erased and the Chain is gone. Erase To go over an Engram repeatedly until it has vanished entirely.There is a distinct difference between reducing an incident and an erasure. Erasureis accomplished when you find the earliest part of the earliest incident ona Chain and get the postulate made at the time. When the postulate comes off the incident will be erased. (The incident can still be remembered, but now it is an analytical experience). Short History 1950 - Engram running was first released to the public in R. Hubbard \'s best-selling book, \"Dianetics™, the Modern Science of Mental Health. \" Students flocked to this new activity and was taught to audit Locks, Secondaries and Engrams on each other. The method taught in the book is still in use as it is quite effective and easy to teach. Originally the pc would lie on a couch, psycho-analysis style. No Meter was used. Engram running in 1950 was originally done with the pc lying down - psycho-analysis style. 1951 - R. Hubbard discovered, that \"past lives \" could be contacted with Engram techniques. Later many other techniques were developed and Engram running went out of use. 1952 - The book \"A History of Man \" was released. It is an amazing account of Man \'s history as it can be viewed through auditing. Many pre-Earth incidents were contacted and mapped out. 1959 - The book, \"Have you lived before this Life? \" was released. The book contains a detailed record of incidents contacted in Engram running by many different pc \'s. Engram running had a short renaissance around this time, but went out of use again. 1963 - There was some work with dating Engrams and find their duration as a method of contacting whole-track incidents. It later (1969) became part of Routine 3R, Engram running by Chains. 1966 - Engram running. An updated version of Engram running per \"Dianetics™, the Modern Science of Mental Health \" was released. It was taught to new student auditors as a way to get familiar with auditing and the mechanics of the mind. Running Secondaries and Engrams was an early auditing action, done on new pc \'s. With Engram running using R-3-R (1969) and later R-3-RA (1978) the Time Track suddenly opened up to most pc \'s. The Time Track isthe complete picture recordof the pc \'s past. 1969 - Standard Dianetics™ was released and was a big \'Hit \' for a number of years. It was audited as the first major Grade on relatively new pc \'s. It was done before Grade 0. Routine 3-R, Engram running by Chains was the central process used. Many different ways of locating Chains to run were used. Auditors were assessing for emotions, feelings, somatics, pains, aches and attitudes connected to a subject in question. Such a sensation, etc. could be tracked down on an Engram Chain until the basic incident was contacted. By going through the basic incident many times it would erase. The mental image picture, containing that particular somatic, etc. would be \'rubbed out \' or erased (As-ised in the language of the Axioms). Subjects used could be use of drugs, study, and many others. The most important tool in finding Chains was a general listing of these somatics and attitudes on the so-called Health Form. Any way Chains could be located was of interest. Pc \'s would quickly contact the whole-track and the tales around the activity were amazing, entertaining and sometimes enlightening. 1974 - Expanded Dianetics™ was released. The central process, R-3-R was here used to handle evil purposes. These could be traced back in time on an Engram Chain and the basic incident found and erased, causing the evil purpose to As-is. 1978 - NED - New Era Dianetics™ was released. The central process was an update of R-3-R, now called R-3-RA. One of the major changes was going for the Postulate in the basic incident. It was found there was a basic postulate behind an engramic Chain that actually held it in place. The rule was \"Postulate off = Erasure \". NED uses Meter Assessment to a large extent. This makes it a very precise and fast action compared to Standard Dianetics, but it also demands excellent Meter skills on the part of the auditor. Postulate off=Erasure was the big discovery in 1978. Unless you get to the very bottom of things - like the earlier beginning - the thing isn \'t handled completely. When you get to the tip of the roots and get the postulate off you are done! You have \"completely removed the whole root system of the weed \". 1981 - Dianetics™ Clear. It was also found, that a majority of pc \'s would actually go Clear on running Dianetics. This had apparently happened in great number since 1969 (and even earlier on 1950 style). When this was clearly established it sorted out a lot of problems, confusions and mystery cases. Pc \'s audited on Engrams after attaining Clear had run into a lot of problems and odd phenomena. Following this discovery NED was made into a Grade done after Grade 4. Its use became more restricted as it also was recognized it was better done on pc \'s after their Grades 0-4. Grades 0-4 Versus Engram Running One of the major differences between the Grade processes of 0-4 and Engram running is, that most Grade 0-4 and repair processes take the subject to a state of key-out or release, while Engram running erases the basic incident and the postulate behind the difficulty. When something is taken to key-out only, it may key in again later and again bother the pc. But with the gradient approach of doing the Grades 0-4 first and then Engram running the pc is ensured wins all the way and final victory in the form of the state of Clear. Big Bank - Small PC something has to be done! Grade 0-4; Positive Gains: Increased ability. PC gets bigger. Bank keys out and seems small. Running Engrams - Negative Gains, erasing things. Bank made smaller. PC seems bigger. The Grades 0-4 concentrate on increasing the pc \'s abilities. They go for positive gain (as a rule). It makes the pc bigger. Engram running erases the negative incidents and disabilities caused by them. That is progress by \'absence of \' barriers and disabilities - often called \'Negative gain \'. It makes the Bank smaller. Both approaches are necessary for optimum gains. Recall Versus Returning Engram Clearing has its own set of Axioms, the Dianetics™ Axioms of 1951 . But in terms of the 1954 Scn Axioms , listed in ST0 (and in the appendix ), the difference between Engram running and recall can be understood this way: 1. Recall: Pc is made to communicate with his past and the pictures in the Bank. Cause-distance-Effect is the basic comm formula. The pc is in present time, the pictures are in the past. By getting the communication formula established, the pc becomes Cause, the pictures Effect and the pc establishes the correct distance, including distance in time. The Bank keys out and moves away. 2. Engram running: The pc is returned to the incident - as if it was happening right now. By doing this you take advantage of his ability to make a perfect duplicate. It is best defined in Axiom 20. The \'Object \' in this case is the engramic incident: \"Bringing the static (pc) to create a perfect duplicate causes the vanishment of any existence or part thereof. A perfect	duplicate is an additional creation of the object, its energy and space, in its own space, in its own time, using	its own energy. This violates the condition that two objects must not occupy the same space, and causes a vanishment	of the object \". In terms of the Scn Axioms, that is what Erasure means, a perfect duplicate. The downside is, that there are millions of such incidents. The approach thus is, (1) to key out wholesale parts of the Bank. (2) To fully erase the most resistive and nasty incidents. The State of Clear is routinely attained on Engram Clearing after Grade 4. Things are permanently erased with R-3-RA. Clear is a state, where the pc no longer has a Reactive Mind ( \'Bank \'). The whole Bank basicallygets erased permanently. Thisresults ingreater wellbeing, better performance andgreater interest in life. © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[17]=new Array("sub2/appendix/01defs_engrams.htm","ST5 - Engram Running - Basic Definitions: Educational step for Grade 5 pcs. ","Engram Running Basic Definitions for PC \'s (C/S 1) Part of educating a pc in Engram Running is clearing the procedure and commands of R3RA. Also the words of the correction list for Engram running, L3RH, should be cleared before starting a pc on running R3RA. The definitions given here are cleared as well. This step is often called \"Engram Running, C/S Instruction No 1. \" Basic Definitions, Engram Running (C/S 1 for Engram Running) Assess Automatic Bank Basic Basic Basic Black Field Chain Clear Clear Intensive Duration Engram Engram Clearing Engram Running Erased Erasing Erasure Floating Needle Incident Invisible Field Key-in Key-out Lock Misemotion More Solid Multiple Illness Original Item Pain Pleasure Moments Postulate Pre-assess Pressure Somatic Psycho-somatic R3RA Secondary Sensation Solid Somatic Somatics Time Track Unburdening The auditor cannot see the pc \'s pictures but he has to get a solid reality upon their existence. Because just because he can \'t see the pc \'s pictures he must never slip into becoming careless about them and not handle them correctly. If an auditor doesn \'t really know what these things are (erasure, Locks, Secondaries, Engrams) he cannot, of course, handle them. The most basic error in Engram running is just not knowing what these are and that they are there to be handled and that these, and these alone, cause psychosomatic illnesses and inexplicable pains, etc., etc. If the auditor is going to handle the aches, pains, unwanted sensations and psychosomatic illnesses of the pc, it requires that he fully understands these basic definitions. Millions of complications stem from the simple fact that a pc records experiences in mental image pictures and that these thereafter can affect his body. These complications are described in medicine, in psychiatry and psychology without much understanding of what is causing them. One has to understand that mental image pictures are all there is in the pc \'s \"mind \". Understanding that one has understood the total of aberration. There is not something else there. No \"id \", no \"ego \" (Freudian expressions). There are only mental image pictures. These can be found and erased when you use the exact procedures of Engram running. The pc often is unable to confront the actual Engram at once. He offers the auditor a Lock, a time when he had the somatic. Let \'s say we are handling a headache. One runs this Lock - one always runs whatever the pc offers and you don \'t force the pc. After putting the pc through the incident a couple of times it may become evident that the incident is getting more solid or it simply isn \'t erasing. One finds an earlier recording. This could well turn out to be a Secondary. The pc had a moment of loss and cried and also had a headache. This Secondary may or may not erase. If it does one ends off of course as it \'s finished. But if it does not erase and isn \'t erasing after a couple of times through, one then asks for an earlier one. The auditor would probably find an actual Engram , a recording of a time when the head was actually injured. One runs this and after a couple of times through, finds it isn \'t erasing and so goes earlier for another Engram. This one erases. When it erases the whole Chain of headaches erases as well. And that is the end of the pc \'s headaches. The auditor then asks for other somatics or sensations and handles them the same way. It is all done by using the technique called R3RA without variation. Since these recordings contain mainly other-determinedness (pictures of others doing things) the auditor always has more control over the pc \'s mental image pictures than the pc does. Thus the pictures do what the auditor says. This point too must be grasped by an auditor or he will be waiting on the pc to act or move in time. Whatever the symptom, pain, sensation, whatever, it stems from either the body directly (such as a broken bone, a gallstone or immediate physical cause) or is part of the content of a mental image picture- the Locks, Secondaries and Engrams on the Chain. The Engram Clearing auditor does not audit ideas or think. He is handling mental recordings. Ideas are in them. Ideas come out of them. But think is not part of Engram running. In Engram running we simply handle Locks, Secondaries and Engrams. These are basically recordings or pictures. Definitions Incident A recording of finite length. The length of the incident is the Duration. INCIDENT : The recording of an experience, simple or complex, related by the same subject, location or people. It is understood to take place in a short or finite time period such as minutes or hours or days. DURATION : Length of time; time during which anything continues. ENGRAM : is a mental image picture which is a recording of a time of physical pain and unconsciousness. It must by definition have impact or injury as part of its content. SECONDARY : is a mental image picture of a moment of severe and shocking loss or threat of loss which contains misemotion such as anger, fear, grief, apathy or \"deathfulness \". It is a mental image picture of a time of severe mental stress. It may contain unconsciousness. When it is restimulated by a similar but lighter experience another mental image picture is recorded which becomes a Lock on the Secondary and serves to keep the Secondary alive. A Secondary is called a Secondary because it itself depends upon an earlier Engram with similar data but real pain, etc. LOCK : is a mental image picture of an incident where one was knowingly or unknowingly reminded of a Secondary or Engram. It does not itself contain a blow or a burn or impact and is not any major cause of misemotion. It does not contain unconsciousness. It may contain a feeling of pain or illness, etc, but is not itself the source of it. Example: One sees a dog and feels a pain in the leg. This is a Lock on an Engram of being bitten by a dog. The picture of seeing a dog and feeling pain is locked to the incident of getting bitten by a dog. When one finds a Lock it can be run like any other mental image picture. ERASURE : is the action of erasing, rubbing out, Locks, Secondaries or Engrams. ERASING : means the content of the incident is less intense, less feeling of pressure or other sensation or the pictures less clear and vivid when actually confronted. MORE SOLID : means the content of the incident is more intense, increased sensation or pressure or the picture more clear and vivid when actually confronted. Erased Going through the Basic Engram many times will rub it out and empty it for reactive content. When the basic postulate is found the Chain is erased. ERASED : after going through the basic incident (usually numerous times) it will finally have been fully erased. In Engram Clearing this happens when the pc finds the basic postulate that held the Chain of incidents in place. ENGRAM RUNNING : Techniques used to run Engrams with. Also the activity of applying these techniques to a pc. R3RA , Engram running by Chains: The principle process used on ST5. ENGRAM CLEARING : This is ST Grade 5 - Engram Clearing. It uses Engram running by Chains, Routine-3-RA as its main process. It leads to Engram Clearing Completion. Routinely the pc will be found to go Clear at some point during Engram Clearing. This can be at any point of the whole Grade 5. If the pc states he feels he went Clear he is given a Clear Intensive by a specially trained auditor to find out if he in fact has made it. POSTULATE : A consideration, decision or idea. In Engram running a postulate will be found in the basic incident. It tends to explain the whole Chain. \"I am going to die! \", \"I \'ll never get out of here! \", \"This makes me sick! \", \"My arm is numb! \", \"I have lost the fight! \", etc., etc. would be examples of such postulates in Engrams. They have an aberrative effect upon the pc. CLEAR : A being who no longer has his own Reactive Mind. The State of Clear is routinely achieved through Engram running, but it is not always the case. If pc feels he went Clear he is given the Clear Certainty Rundown to find out for sure. CLEAR INTENSIVE : This is a special RD done after Engram Clearing. The purpose is to find out if the pc made it to Clear or not. It is done when the pc originates that he believes he went Clear. This can actually happen at any point in Engram running. It is done if the pc feels he made it; the purpose of the RD is then to ensure that he actually did. The Clear Intensive is done by a professional auditor and as such not part of this ST Manual. If the pc did not make it he can get more processing on Engram Clearing. If he completes that level without going Clear there are other processes that can be done so he will make it to Clear. This is the so-called alternative route, which has to be supervised by a competent case supervisor. At that level most of the auditing itself can be done solo, the pc is auditing himself on specified processes under competent supervision. It is sometimes called The Clear Certainty RD™ or CCRD. Somatics: Discomforts, misemotions, etc. stemming from Engrams and the Reactive Mind SOMATIC : means essentially body sensation, illness or pain or discomfort. \"Soma \" means body. SOMATICS : This is a general word for uncomfortable physical perceptions coming from the Reactive Mind. It is a general label word. It covers \"pain \" as well as \"sensation \". To understand the source of these feelings, one should have a knowledge of Engrams, ridges and other parts of the Reactive Bank. In ST anything is a SOMATIC if it stems from the various parts of the Reactive Mind and produces an awareness of reactivity. PSYCHO-SOMATIC : means somatics or pains stemming from the mind. PAIN: a feeling of hurting. It is composed of heat, cold, electrical, and the combined effect of sharp hurting. If one stuck a fork in his arm, he would experience pain. When one uses Pain in connection with clearing one means awareness of heat, cold, electrical or hurting stemming from the Reactive Mind. Therefore what we call Pain is itself heat, cold and electrical. If a pc experiences one or more of these impulses from his Reactive Mind, we say he is experiencing Pain. \"Electrical \" is the bridge between sensation and Pain and is difficult to classify as either Pain or sensation when it exists alone. Sensations: Other uncomfortable perceptions stemming from the Reactive Mind. SENSATION : All other uncomfortable perceptions stemming from the Reactive Mind are called Sensations. These are basically \"pressure \", \"motion \", \"dizziness \", \"sexual sensation \", and \"emotion and misemotion \". There are others but these are all combinations of the above and definable in these five general categories. If one took the fork in the pain definition above and pressed it against the arm, that would be \"pressure \". \"Motion \" is just that, a feeling of being in motion when one is not. \"Motion \" includes the \"winds of space \", a feeling of being blown upon especially from in front of the face. \"Dizziness \" is a feeling of disorientation and includes spinning, as well as an out-of-balance feeling. \"Sexual sensation \" means any feeling, pleasant or unpleasant, experienced during sexual restimulation or action. \"Emotion and Misemotion \" include all levels of the complete tone scale except \"pain \"; emotion and misemotion are closely connected to \"motion \"; they are only a finer particle action. A Bank solidity is a form of \"pressure \", and when the sensation of increasing solidity of masses in the mind occurs, we say \"the Bank is beefing up \". All these are classified as Sensations. MISEMOTION : 2.0 and below on the tone scale. Anything that is unpleasant emotion such as antagonism, anger, fear, grief, apathy or a death feeling. The TIME TRACK : is the consecutive record of mental image pictures which accumulates through the pc \'s life or lives. It is very exactly dated. PLEASURE MOMENTS : are mental image pictures containing pleasure sensations. They respond to R3RA. One seldom addresses them unless the pc is fixated on some type of \"pleasure \" to a point where it has become highly aberrated. BLACK FIELD : is just some part of a mental image picture where the pc is looking at blackness. It is part of some Lock, Secondary or Engram. In ST it can occur (rarely) when the pc is exterior, looking at something black. It responds to R3RA. INVISIBLE FIELD : is just a part of some Lock, Secondary or Engram that is \"invisible \". like a black field it responds to R3RA. PRESSURE SOMATIC : is in Engram running considered to be a symptom in a Lock, Secondary or Engram, simply part of the content. Key In Seeing any dog keys-in an Engram of meeting a vicious dog. Pc gets a pain in the leg. KEY IN : is the action of recording a Lock on a Secondary or Engram. KEY OUT : is an action of the Engram or Secondary dropping away without being erased. FLOATING NEEDLE : occur when a key-out occurs or when an Engram is erased. When one keys out (rather than erasing) an Engram, the pc can always later get a key-in of that Engram again and so become ill, etc. again. How to deal with this is covered under Engram running EP. MULTIPLE ILLNESS : means the pc is physically uncomfortable or ill from several Engrams of different types all restimulated. One runs one somatic Chain at a time, running each new symptom that is assessed or stated by the pc. CHAIN : means a series of recordings of similar experiences. A Chain has Engrams, Secondaries and Locks. Example: Head injury Chain in the sequence and run by R3RA: seeing sporting goods in a shop window (Lock), losing a bat (Secondary), hit in the head with a bat (Engram). The Engram is the earliest date, the Secondary a later date, the Lock the most recent. By using one somatic at the time to trace it back and by staying on the Chain of only one somatic you get back down the single Chain without dispersing all over the place. Thus one runs the Chain of one particular somatic or discomfort or complaint down to erasure before doing the next somatic or discomfort or complaint. AUTOMATIC BAN K: When a pc gets picture after picture after picture all out of control. This occurs when one isn \'t following an assessed somatic or complaint or has chosen the wrong one - one which the pc is not ready to confront. It can also happen as a result of overwhelming the pc with rough TRs or going very non-standard. Some pc \'s turn up in their first session with Automatic Banks. The thing to do is carefully assess the physical complaint for longest or best read and gently handle that Chain well. BASIC : This is the first experience recorded in mental image pictures of that type of pain, sensation, discomfort, etc. Every Chain has its basic. When one gets down to the basic on a Chain it (a) erases and (b) the whole Chain vanishes for good. Basic is simply earliest. UNBURDENING : As a basic is not at once available on any Chain one usually unburdens it by running later Engrams, Secondaries and Locks. The act of unburdening would be digging off the top to get at the bottom as in moving sand. As you run off later incidents, the ability of the pc to confront it also increases and basic is easy to run when finally contacted. BASIC BASIC : 1) is the first Engram on the whole Time Track. At this time this is a theoretical concept in Engram Clearing. The pc will usually go Clear without having to contact such an incident. But as the theory goes - if we could find and erase the very first Engram of the whole Time Track, that would be the end of the Time Track itself as we know it. 2) Basic Basic: This belongs to advanced ST. It is beyond the scope of the Grades 0-4 and Engram running. It means the most basic of all basics it has been possible to establish; erasing it results in clearing. It is an implanted incident described and audited on the Clearing Course. The Clearing Course is only done if the pc did not go Clear on Engram Clearing. If the pc goes Clear on Engram Clearing there is no need to try to contact or run this implanted incident. ASSESS : in Engram running means choose, from a list or statements, which item or thing has the longest read or the pc \'s interest. The longest read will also have the pc \'s interest oddly enough. PRE-ASSESS : Special assessment in R3RA, Engram running by Chains, where the auditor finds the type of somatic by assessing a list of all classes of Somatics that will produce a Chain. When the type of Somatic is found the auditor has the pc state the exact Somatic in his own wording. If it reads and pc is interested in handling it it is taken up. The pc \'s statement of the Somatic is called \'The Original Item \'. ORIGINAL ITEM : The item found through Pre-assessment and stated in the pc \'s words that are fitted into the R3RA commands and run to its Basic which is erased. You have to know these definitions very very well so you don \'t have to memorize them but just know them and you will really get results with Engram running. The biggest failure in training auditors was their lack of understanding of what they were handling and their additive ideas, confusions and \"think \". The discoveries of Engram running were basic and vital and opened a new unexplored frontier. The names were chosen because they didn \'t also mean something else in another field of science. These terms are essential to any training or use of Engram running. To Engrams, Basic Definitions, Print-out Early Axioms of subject © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[18]=new Array("sub2/appendix/03pts_definitions_illu.htm","ST4 Pro - PTS, Basic Definitions: Illustrated part 2 of PTS definitions, educational step. ","PTS - Basic Definitions 2 PTS Tech - Basic Definitions The Definitions of PTS C/S One (This is often called PTS C/S Instruction No One as it is the first thing to do before the actual handling of any PTS situation). Def initions in \'PTS C/S 1 \' Affinity Antagonism Antagonistic - Terminal ARC Break Communication Counter- Hostile Missed Withhold Overt Postulate Potential Trouble - Source Problem PTS Reality Roller-coaster S & D Search & Discovery Suppress Suppression Suppressive Group Suppressive Person Withhold AFFINITY Degree of liking or affection or lack of it. Affinity is a tolerance of distance. A great affinity would be a tolerance of or liking of close proximity. A lack of affinity would be an intolerance of or dislike of close proximity. Affinity is one of the components of understanding; the other components being reality and communication. REALITY The degree of agreement reached by two ends of a communication line. In essence, it is the degree of duplication achieved between cause and effect. That which is real is real simply because it is agreed upon, and for no other reason. COMMUNICATION \"The interchange of ideas or objects between two people or terminals. More precisely the definition of communication is the consideration and action of impelling an impulse or particle from source point across a distance to receipt point, with the intention of bringing into being at the receipt point a duplication and understanding of that which emanated from the source point. \"The formula of communication is: Cause, Distance, Effect, with Intention, Attention and Duplication with Understanding. \" \"Communication by definition does not need to be two-way. Communication is one of the component parts of understanding. \" ARC BREAK A sudden drop or cutting of one \'s affinity, reality, or communication with someone or something. Upsets with people or things come about because of a lessening or cut off of affinity, reality, communication or understanding. It \'s called an ARC break instead of an upset, because, if one discovers which of the three points of understanding have been cut, one can bring about a rapid recovery in the person \'s state of mind. It is pronounced by its letters A-R-C break. PROBLEM Anything which has opposing sides of equal force; especially postulate-counter-postulate, intention-counter-intention or idea-counter-idea; and intention-counter-intention that worries the preclear. OVERT 1. An aggressive or destructive act by the individual against one or more of the eight dynamics (self, family, group, mankind, animals or plants, mest, life or the infinite). 2. That thing which you do which you aren \'t willing to have happen to you. WITHHOLD An undisclosed harmful (contra-survival) act. MISSED WITHHOLD An undisclosed contra-survival act which has been restimulated by another but not disclosed. This is a withhold which another person nearly found out about, leaving the person with the withhold in a state of wondering whether his hidden deed is known or not. \"Mind over Matter \" or causative thinking can change the present and future. It even has a profound impact on the past as we can see in auditing. POSTULATE 1. To conclude, decide or resolve a problem or to set a pattern for the future or to nullify a pattern of the past. (Example: New years resolutions). 2. That self-determined thought which starts, stops or changes past, present or future efforts. 3. In ST the word postulate means to cause a thinkingness or consideration. It is a technical definition and is defined as causative thinkingness. COUNTER - 1. (Prefix) Opposition, as in direction or purpose; for example counter-proposal, counter-act. HOSTILE 1. Characteristics of an enemy. 2. Feeling or showing characteristics of an enemy; antagonistic. ANTAGONISM 1. Mutual resistance; opposition; hostility. 2. The condition of being an opposing force, factor or principle. Antagonistic terminals (AT \'s) to some pc \'s looklike their family album with a dominatingspouse or parent on top of the list. List \"usually includes father, mother, wife or wives, husband, brothers, sisters, aunts, uncles, grandparents, lovers \". ( Quote from PTS RD). ANTAGONISTIC TERMINAL. 1. A person or group opposed to the pc or what the pc is doing. This can be due to a number of factors. Misunderstandings, cross-purposes, hate, opposite convictions, but can also include situations where the pc is actually provoking the person in some way to antagonize him. Such a terminal could be called a Suppressive Person but this term is very loaded and often inaccurate and problematic. Often pc \'s will have one of their parents as their Antagonistic Terminal. The parent is usually well-intended but the relationship has gone bad. Since we are handling the pc and not the Antagonistic Terminal there is no need to pass judgment on his state of case or basic motivations. The pc can go PTS to an Antagonistic Terminal and it would be handled with standard PTS tech. 2. A possible Suppressive Person, but his state of case and motivations not determined. 3. A person or group antagonistic to the pc, but with no real thought of \"doing the pc in \", \"weave a web \" or any such thing. He is simply opposed to the pc and fighting him in some way. Such a terminal on the pc \'s case is best dealt with using PTS tech. 4. An AT is simply a person or group that, to be correctly handled on the case, has to be addressed with PTS tech. Antagonistic terminals (AT \'s) to some pc \'s looklike their family album with a dominating spouse or parent on top of the list. List \"usually includes father, mother, wife or wives, husband, brothers, sisters, aunts, uncles, grandparents, lovers \". ( Quote from PTS RD). Discipline and Punishment are not necessarily Suppression. It is of course an attempt to suppress bad behavior. True suppression does the least good to the dynamics - only to protect the suppressor \'s imagined interests. SUPPRESS 1. To squash, to sit on, to make smaller, to refuse to let reach, to make uncertain about his reaching, to render or lessen in any way possible by any means possible. To the harm of the individual and for the fancied protection of a suppressor. Suppression can be done by overwhelming force or covertly. In both cases it is hard to fight back. The intent - more than the actual action - is what really determines it. SUPPRESSION 1. Suppression is \"a harmful intention or action against which one cannot fight back. \" Thus when one can do anything about it, it is less suppressive. SUPPRESSIVE PERSON 1. A person with certain behavior characteristics and who suppresses other people in his vicinity and those other people when he suppresses them become PTS or potential trouble sources. 2. A person who has had a counter-postulate to the pc you are handling (see Antagonistic Terminal). SUPPRESSIVE GROUPS 1. A group acting as an AT on the pc \'s case. 2. Are defined as those which seek to destroy Scn or which specialize in injuring or killing persons or damaging their cases or which advocate suppression of mankind. ROLLER-COASTER 1. A case that betters and worsens. A roller-coaster is always connected to a suppressive person and will not get steady gains until the suppressive is found on the case or the basic suppressive person earlier. Because the case doesn \'t get well he or she is a potential trouble source to us, to others and to himself. 2. Case gets better, gets worse, gets better, gets worse. Symptoms of PTS: Roller-coastering, accidents, illness and stupid mistakes POTENTIAL TROUBLE SOURCE 1. Somebody who is connected with an SP who is invalidating him, his beingness, his processing, his life, or even his group. It is a technical thing. It results in illness and roller-coaster and is the cause of illness and roller-coaster. 2. The PTS guy is fairly obvious. He \'s here, he \'s way up today and he \'s way down tomorrow and he gets a beautiful session and then he gets terribly ill. That \'s the history of his life. 3. The mechanism of PTS is environmental menace that keeps something continually keyed-in. This can be a constant recurring somatic or continual, recurring pressure or a mass. The menace in the environment is not imaginary in such extreme cases. The action can be taken to key it out. But if the environmental menace is actual and persists it will just key-in again. This gives recurring pressure unrelieved by usual processing. Search & Discovery is a precision process to locate an SP on the case. An SP using covert means can be almost impossible for the PC to detect. SEARCH AND DISCOVERY 1. Search and discovery of suppression is called an \"S and D. \" It locates the suppressive on the case. \"Remember that the real suppressive person (SP) was the one that wove a dangerous environment around the pc. To find that person is to open up the pc \'s present time perception or space. It \'s like pulling a wrapping of wool off the pc. \"The SP persuaded or caused the pc to believe the environment was dangerous and that it was always dangerous and so made the pc pull in and occupy less space and reach less. \"When the SP is really located and indicated the pc feels this impulse not to reach diminish and so his space opens up. \"The difference between a safe environment and a dangerous environment is only, that a person is willing to reach and expand in a safe environment and reaches less and contracts in a dangerous environment. \"An SP wants the other person to reach less. Sometimes this is done by forcing the person to reach into danger and get hurt so that the person will thereafter reach less. \"The SP wants smaller, less powerful beings. The SP thinks that if another became powerful that one would attack the SP. \"The SP is totally insecure and is battling constantly in covert ways to make others less powerful and less able. \" Print-out of Basic Definitions - PTS tech © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[19]=new Array("sub2/appendix/58grade_chart.htm","ST - The Grade Chart: The basic pgm followed in auditing.  \'The Road to Clear \'. ","Appendix Links: [ Home ] [ Index/Search ] [ No frame ][ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [Grades][ Cramm ] [ Points ] [ KTW ] The state of Clear is the goal of Standard Clearing Technology Grade Chart to Clear Link to Abilities attained by Flows Awareness Level (5) Grade name Release name Audited on prere- quisite Class Ability Attained 18 Realization 17 Clearing 16 Purposes Clear Clear success- ful CC A Being, who no longer has his own Reactive Mind Clear Intensive If confirmed: Clear to determine if PC went Clear Engram running Clear Int. specialist Certainty if Clear or not (4) 15 Ability 14 Correction 13 Result Engram Clearing. Grade 5 Engrams completion Engrams and other traumatic incidents Grade 4 ST 5 Clear. Or a well and happy being 12 Production 11 Activity 10 Prediction Ability Grade 4 Ability Release Abilities (Service Facsimiles) Grade 3 ST 4 Moving out of fixed conditions. Ability to do new things 9 Body 8 Adjustment 7 Energy Freedom Grade 3 Freedom Release Past upsets, change Grade 2 ST 3 Free of upsets of the past; ability to confront future 6 Enlightenment 5 Understandings 4 Orientation Relief Grade 2 Relief Release Overts and withholds Grade 1 ST 2 Relief from hostilities and sufferings of life 3 Perception 2 Comm Problems Grade 1 Problems release Help, Problems Grade 0 ST 1 Able to see source of problems and make them vanish 1 Recognition Comm. Grade 0 Comm. Release Communication processes Recall Release ST 0 Ability to communicate freely to anyone on any subject -1 Help Recall Grade (ARCSW) Recall Release Self Analysis, Recall prcs. Determ. by C/S (3) ST 0 Knows he won \'t get any worse -1 Help Recall Drug Rundown Drug RD completion Subjective effects of drugs, medicine, alcohol. Determ. by C/S (2) ST 0 Released from harmful effects of drugs, medicine and alcohol -1 Help TRs and Objectives Objectives completion TR 0-9, Objective processes Determ. by C/S (1) ST 1 or co-audit Oriented and in present time re: MEST -2 Hope Cleansing RD Cleansing RD completion Biochemical factors Medical exam and OK to do it. none Freedom from residuals of drugs and other toxins and their restimulative effects Life Repair Handles life areas (C/S Ser. 5). Tailor made pgm by C/S. none ST 3 Awareness of truth and the way to personal freedom. Awareness Level (5) Grade name Release name Audited on Prere- quisite Class Ability attained Notes (1,2) The need for the Recall Drug RD and Objectives at this point is determined by the C/S on the basis of the pc \'s exposure to drugs, medicine, alcohol and possibly other toxins. Note (3) For a pc without a history of excessive exposure to substances, Recall Grade can usually be given as the first action. The safest is to follow the steps, bottom up, and handle whatever is there to handle. But the consideration of availability of trained auditors/ case supervisors do play a role. Note (4) The Clear Confirmation can lead to the determination, that PC isn \'t Clear. If that is the case, he is usually put back on Engram Clearing for further auditing and can be given a new Clear Confirmation at a later date. Note (5) The Awareness scale is tentatively aligned with these Grades. It is an expression of that the general purpose of the auditing is to raise the awareness level of the pc. There are a number of levels of Advanced Levels above Clear. These are not covered by ST at this point. Attesting Actions and Grades Each Grade is attested to by the pc declaring the full statement of the Ability Gained for all four flows. The table given below lists the Ability Gained for each of the Grades below Clear and the State of Clear. It is used by the Examiner when a pc is sent to Attest. The Examiner has the pc read the entire statement for the Ability Gained for that Grade (including all four flows) and must accept only the pc declaring the full statement for the Ability Gained. Each Flows statement is asked separately as a question to the pc: \"Have you attained (ability stated)? \" and should F/N at Examiner. STATE ABILITY ATTAINED LIFE REPAIR COMPLETION Awareness of truth and the way to personal freedom. CLEANSING RD COMPLETION Freedom from the restimulative effects of drug residuals and other toxins. OBJECTIVES COMPLETION Oriented in present time of the physical universe. RECALL DRUG RD COMPLETION Released from harmful effects of drugs, medicine or alcohol. RECALL RELEASE Knows he/she won \'t get worse. GRADE 0 COMMUNICATIONS RELEASE Flow 1 Willing for others to communicate to him on any subject. No longer resisting communication from others on unpleasant or unwanted subjects. Flow 2 Ability to communicate freely with anyone on any subject. Free from or no longer bothered by communication difficulties. No longer withdrawn or reticent. Likes to outflow. Flow 3 Willing for others to communicate freely to others about anything. Flow 0 Willingness to permit oneself to communicate freely about anything. GRADE 1 PROBLEMS RELEASE Flow 1 No longer worried about problems others have been to self. Able to recognize the source of problems and make them vanish. Has no problems. Flow 2 No longer worried about problems he has been to others. Feels free about any problems others may have with him and can recognize source of them. Flow 3 Free from worry about others \' problems with or about others, and can recognize source of them. Flow 0 Free from worry about problems with self and can recognize the source of them. GRADE 2 RELIEF RELEASE Flow 1 Freedom from things others have done to one in the past. Willing for others to be cause over him. Flow 2 Relief from the hostilities and sufferings of life. Ability to be at cause without fear of hurting others. Flow 3 Willing to have others be cause over others without feeling the need to intervene for fear of their doing harm. Flow 0 Relief from hostilities and sufferings imposed by self upon self. GRADE 3 FREEDOM RELEASE Flow 1 Freedom from upsets of the past. Ability to face the future. Ability to experience sudden change without becoming upset. Flow 2 Can grant others the beingness to be the way they are and choose their own reality. No longer feels need to change people to make them more acceptable to self. Able to cause changes in another \'s life without ill effects. Flow 3 Freedom from the need to prevent or become involved in the change and interchange occurring amongst others. Flow 0 Freedom from upsets of the past one has imposed upon oneself and ability to cause changes in one \'s own life without ill effects. GRADE 4 ABILITY RELEASE Flow 1 Free from and able to tolerate others \' fixed ideas, justifications and make-guilty of self. Free of need to respond in a like manner. Flow 2 Moving out of fixed conditions into ability to do new things. Ability to face life without need to justify own actions or defend self from others. Loss of make-guilty mechanisms and demand for sympathy. Can be right or wrong. Flow 3 Can tolerate fixed conditions of others in regard to others. Freedom from involvement in others \' efforts to justify, make guilty, dominate or be defensive about their actions against others. Flow 0 Ability to face life without need to make self wrong. Loss of make-self-guilty mechanisms and self-invalidation. DRUG ENGRAMS COMPLETION Freedom from harmful effects of drugs, alcohol and medicine and free from the need to take them. ENGRAM CLEARING COMPLETION A well and happy being. STATE OF CLEAR A Being, who no longer has his own Reactive Mind Appendix Links: [ Home ] [ Index/Search ] [ No frame ][ Tech terms ] [ Scales ] [ Axioms ] [ Drills ] [ Checksheets ] [ Processes ] [ Prep. lists ] [ C/S terms ] [ C/S tool ] [Grades][ Cramm ] [ Points ] [ KTW ]","null","null","");arrFiles[20]=new Array("sub2/appendix/topgloss.htm","Top Search box Include","| Main Gloss top | | Study Gloss | Meter terms | Illustrated Defs | Engrams 1 | Engrams 2 | PTS defs | C/S terms | Search/Index | Net | Home |","null","null","");arrFiles[21]=new Array("sub2/appendix/topstudy.htm","study gloss top","| Study Gloss top | | main Gloss | Meter terms | Illustrated Defs | Engrams 1 | Engrams 2 | PTS defs | C/S terms | Search/Index | Net | Home |","null","null","");arrFiles[22]=new Array("sub2/class3/03bpc.htm","ST3 - ARC Breaks and By-passed Charge: Important relationship explained and illustrated.","Cause of ARC Breaks - By-passed Charge Definition: By-passed Charge (BPC), 1. Earlier reactive charge restimulated, but not seen. 2. Reactive charge that has been by-passed. It was restimulated and could have been picked up, but was overlooked by both pc and auditor. The reason for ARC breaks in auditing can be stated to have one common source: Rule 1: All ARC breaks are caused by By-passed Charge. Rule 2: To turn off an ARC break, you have to find and indicate the correct By-passed Charge. Charge can be bypassed in a number of ways. It gets restimulated by life or it gets restimulated and not picked up in auditing. You can make up a list of all the types of charge that can be bypassed and all the principal ways this can happen and you will have a Repair List. (Also called a Correction List or Prepared List). In ST there exists a great number of repair lists; each is designed to pick up the different types of BPC that can come about from one particular type of auditing. By doing the list the auditor can find it and handle this particular area. Charge can of course also be by-passed by life itself. Have you ever seen a person who was extremely upset because some little thing that happened to him in life? That upset was technically speaking caused by By-passed Charge. To turn off that ARC break all you have to do is to find and indicate the correct By-passed Charge. Find and Indicate First, how does BPC manifest itself on a Meter? If you read a Repair List to a pc in trouble while he is on the cans you will see various reads and Blowdowns occur. That would show charge. The question that gave the reaction tells the auditor what type of BPC it was. This is just like Meter drill 24. If you had a very upset or bogged (in trouble) pc, you would simply take the right list, read the whole list to him and tell him which line gave the most reaction and he would experience considerable relief. That is what rule 2 means: Find and indicate the correct BPC. The action described is called an ARC break Assessment. Example: Let \'s say we have a very upset woman. She was upset due to things that happened at work. A list that covers all types of By-passed Charge on a person in this situation would be the L1C. (it is designed to handle ARC Broken, sad, hopeless or nattery pc \'s). So we take the woman and put her on the cans. We instruct her by saying she does not have to say anything, but just listen to the questions and statements we are going to read to her. We read the first question and quickly note down the Meter reaction on it; then we go on to the next line without expecting or asking for an answer. This way we go through the whole list. When we have finished the list we look it over quickly to see which line gave the most reaction. We find the line: \"Has a reality been refused? \" gave the biggest read, a Blowdown from 3.1 to 2.9. We have located the main By-passed Charge - or so we hope. We simply tell the pc: \"I want to indicate a reality had been refused! \" We see her brighten up and feel a lot better. There is an additional BD on the Meter - from 2.9 to 2.5. She begins to tell some details about the upset. There is an F/N. OK, that tells us clearly it was a correct charge indicated. We wouldn \'t necessary have to know what reality had been refused or do anything further with it. The indication alone would cause a significant improvement in the pc \'s condition right away. That is what is meant by find and indicating the correct By-passed Charge. The action of locating the main By-passed Charge is an ARC break Assessment. It is not classified as auditing the pc as any communication is held to an absolute minimum. It is described to be between the Meter and the pc \'s Bank. Assessment is defined this way: \"It is the action done from a prepared list. Assessment is done by the auditor between the pc \'s Bank and the Meter. The auditor reads each line from the list and notes which line or item has the biggest reaction. The auditor looks at the Meter while doing an Assessment. Assessment is the action of obtaining a significant item from a pc. \" - It is just like Meter Drill 24. It is of course the same principle we use when handling the ARC break rudiment. There we would do two quick Assessments. First we would find the ARC break incident. Then we would do the Assessment: \"Was it a break in Affinity?, Reality?, Communication?, Understanding? \" (ARCU). We would find which one and tell the pc and ensure it was the right one. (In example R = Reality). Then we would assess CDEINR: \"Was it Curious about R? Desired R? Enforced R? Inhibited R? No R? Refused R? \" The A, R, C, U and the CDEI scale is a very basic classification of types of BPC. The BPC - It \'s Earlier The principal sources of BPC could be classified at much greater length than a simple ARC break Assessment. ARCU will still be found in one form or the other at the bottom of it. A more detailed statement of this is what the prepared lists have. The detailed classification has actually been built into the various repair lists. It took a lot of trial and error, a lot of hardships on pc \'s and auditors to get all the principal causes put together in a form pc \'s could understand and respond to. Philosophically you could say: to locate and indicate the BPC is to point out \'Basic Truth \' to the pc. All persistence (including reactive charge) depends on Basic Truth. Axiom 37: \"When a primary consideration is altered but still exists, persistence is achieved for the Altering Consideration.	All persistence depends on the Basic Truth , but the persistence is of the Altering Consideration , for the Basic	Truth has neither persistence nor impersistence. \" The moment pc recognizes Basic Truth behind the later incident (called the Altering Consideration) the whole thing is less serious. He can change his mind about it = BD F/N. Illustration: The first picture shows a pc being scared by a monster. Nextpicture shows what is behind it. The Basic Truth here is that this man made it asa computer-generated picture. The moment our pc spots this it will no longer have any power or persistence. He will laugh it off or have a sigh of relief. The pc will also realize the type of ARC behind it (the prank). In this example the \'monster \' was the Altering Consideration - it contained a lie. One key to understanding the nature of BPC is \"Earlier \". It is some incident or charge earlier in time that gets keyed in or reactivated. The cause of something is always earlier than the resulting effect. This incident or charge is unknown to the pc. It enforces its reactive content upon the pc and he dramatizes it. He can be in pain, agony, in a rage or grief as a result. When the correct type of charge is found with a Meter and indicated the pc \'s upset will immediately cool off. That does not mean that you in most cases wouldn \'t do more about it. The various repair lists have usually detailed instructions how to clean up the charge further. But in case of extremely upset or troubled pc \'s you would simply assess all the way through the list and indicate the largest read and the pc will cool off. He will settle down and collect himself to a point where a real communication can be established and now you can start to audit him. It was restimulated, but not picked up Another principal reason for BPC in auditing is: It was asked for directly or indirectly, but not picked up. The auditor \'s question or action turns on a switch. It restimulates some charge in some corner of the pc \'s Bank. If it is then picked up and acknowledged the charge is destimulated. That \'s how auditing works. The auditor asks a question to the pc, which restimulates one little piece of his Bank; the pc looks for the answer and tells the auditor. The charge is being destimulated by pc \'s communication; the auditor acknowledges the answer as a completion of the auditing cycle. If this goes wrong, the pc can become stuck with the BPC. This is more likely to happen in auditing than in life, although it happens in life too, of course. Being stood up on a romantic date is a serious disappointment of expectations and can cause all kinds of BPC to kick in. Example from life: A man wants to start a relationship with a woman he finds very attractive. He asks her to meet him at a restaurant in another city, where she lives, for a romantic date. She agrees with delight, it seems. He goes through all the preparations to look his best, buy flowers and so on and he is there exactly at the appointed time after going through hell and high waters. She never turns up. She doesn \'t call or give him any explanation. In such a case he would most certainly get upset. She turned on a switch. She gave him great hopes and expectations and then it came to nothing! Maybe she did call him the next day and told him, that her mother had just died. He would tend to relax and feel some relief. If it was true, the whole matter could go away and they would meet and establish a good relationship. Let \'s say it was a lie, a false excuse. Then he would get really upset and end any possibility of a relationship. She had given a wrong indication: It was a lie. The whole incident had restimulated all kinds of things in his Bank: earlier lies, earlier times a relationship failed, earlier times somebody let him down, even the death of his own mother. He wouldn \'t necessarily remember all these incidents, but they would kick in and be the real reason for his extended misery and his extreme upset. It was \"Earlier reactive charge restimulated, but not seen \" = BPC. BPC and Auditing When the auditor goes into session with a pc, there is an expectation. There is the expectation of contacting some reactive charge and destimulate it. The close communication and the expectations are what turns the switch, you could say. When the pc is In-session the stage is set. When the auditor then asks \"How are you doing? \" the pc \'s expectations and response is completely different from that he would give a colleague at work asking him \"How are you today, Joe? \" If the auditor has a good communication cycle and finds what his question restimulated all is fine. If this doesn \'t describe the session, things can go wrong and result in BPC and a following upset. It can be a withhold that gets missed or it can be described broader as \"Something restimulated, but not picked up \". If the auditor had perfect TRs and a perfect understanding of the situation it wouldn \'t happen. But the facts of auditing are, that it can happen and probably will from time to time. You know a good auditor from a poor one by his ability to handle the situation when it arises. The point here is however, that the expectations of finding something charged makes the Bank come alive. The switch is turned on. If the auditor ran all kinds of processes and had no TA on any of them the pc would also get upset eventually. Because the auditor never found any of the things the questions called for. Examples from Auditing: Let us give some examples of BPC in session: An auditor doing Q&A, as in this example, needs to be retrained and drilled some more. If it happened on Engram running the pc is repaired with a list - called L3RH. Example 1: The auditor asks for a painful incident. The pc tells him about a car accident. The auditor doesn \'t acknowledge the pc \'s answer, but changes his mind about what he wants the pc to look for. (Q & A). The lack of follow-through and the absence of even an ack mean that the auditor didn \'t end cycle on the charge restimulated. Also, his question actually restimulated a number of painful incidents that the pc is now stuck with. That is an illustration of the importance of completing cycles and having a good auditing comm cycle. In the absence of this the pc will frequently ARC break. In terms of M/W/H the pc is made to have an inadvertent missed withhold ( EM Drill 20 ). Example 2: The pc is on a Chain of incidents and have just finished telling the auditor about what happened when she was 3 years old. The auditor asks for an earlier similar incident. The pc can \'t find any, because she is convinced of that \"nobody can remember incidents before the age of 3 \". The auditor accepts that and the pc ARC breaks. (The same can happen if the pc refuses to go earlier than this life). In this example the auditor needs to redrill TRs, especially TR-3 and TR-4. An ARC broken pc is usually handled with a list called L1C, but it depends on the type of auditing in progress. In cases like this incidents and reactive charge unknown to the pc and auditor kicks in as BPC and causes an ARC break. Overlooking an incident later in time does not cause the same kind of trouble. It is the earlier charge that kicks in as BPC. Example 3. Auditor takes up flying rudiments related to \"Trouble with your hip \". The pc finds things to run, but then suddenly ARC breaks. Her real trouble was not with the hip, but trouble with her back. Running something close to this and possibly related, but not running the thing that pc has her main attention on, causes the session to go astray. Handling the wrong thing, but related to the real problem can cause BPC. You would correct troubles on ruds per Auditors Rights. It can call for a L1C or other List. The charge stemming from her back troubles is being by-passed = BPC. Situations like this are usually caused by inability to read the Meter correctly. The auditor overlooked the BD on \'back \' and took up the SF on \'hip \'. Example 4 . The auditor does a Listing and Nulling question, \"Who or what was the real villain? \". The action gets the item \'the butler \'. The pc ARC breaks. The real villain was \'the maid \' it turns out when repaired. Wrong items from L&N actions on highly charged questions can cause a very violent reaction due to BPC. A wrong item in L&N, like giving pc \"The Butler \"when his correct item was \"The Maid \" can make a pc furious and make him refuse auditing until corrected. There is a Repair Listfor that - it is called L4. Example 5. You are pulling a Chain of withholds on a man that went to war. The pc can \'t bring himself to tell all the terrible things he did in battle but tells a more acceptable version of the events and how it wasn \'t really his fault. The auditor is buying it. At some point the pc blows up. The BPC is from what he really did. Getting all the terrible details handles the situation and saves the pc and session. A pc blowing up while pulling O/Ws is handled with the Trouble Buttons and if that doesn \'t help, a Confessional Repair List - called LCRE. These examples cover some typical situations. Over the years a great number of situations have happened in all kinds of auditing actions. The odds for avoiding BPC in session are much better when the auditor has a smooth comm cycle (TRs), is better at reading and handling the Meter, and has a better understanding of the mind and the pc. But from all this important lessons were learned. The items and questions on the Repair Lists were added to and revised repeatedly until they were designed to detect and handle any type of situation and BPC that could occur for a certain action. These lists are valuable tools you can add to your auditor \'s tool box here on Level 3. You are ready to be armed so you can handle any dragon or monster you can run into in auditing or life. © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[23]=new Array("sub2/class3/01twc.htm","ST3 - 2-Way Comm Aud: TWC is a precision activity with exact rules, used in repairs and other actions.","Two Way Communication as a Process (TWC) Definition: Itsa, 1. A term made up from \"It is a \". The pc \'s action of answering an auditor \'s question in which the pc positively identifies something with certainty. 2. Pc saying what is, what is there, who is there, where it is, what it looks like, ideas about, decisions about, solutions to, things in his environment. (The pc talking continuously about problems or puzzlements or wondering about things in his environment, is not itsaing). 3. A pc who is itsaing is simply looking at and identifying some things. 4. TA comes from saying \"It is . . . \" Itsa isn \'t even a comm line. It \'s what travels on a comm line from pc to auditor, if that which travels is pc saying with certainty \"It is...! \" Two way communication as processing can best be characterized as a style of auditing. The process has everything to do with getting the pc to itsa about an area and keep him talking on the subject. To do that, the auditor does not use set commands, but listens with interest and uses light questions and half acks. The auditor would start by having a charged subject to do the two way communication on. The C/S instruction for the session could be: Do a TWC on \'apples \' to F/N, cog, VGI \'s. The first thing the auditor has to ensure is, that the subject of \'apples \' is charged or he wouldn \'t do the action. The auditor would give this R-factor: \"I am going to check a subject for charge. If charged, we will do a TWC on the subject. \" He clears the subject wording by using \'Clearing commands \': \"First, what does \'Apples \' mean to you? \" The auditor is just as interested in the Meter response as in the pc \'s answer here. PC: \"Apple means a common fruit from a tree \" (no read) Auditor: \"Thank You \" Auditor: \"I am going to check the subject on the Meter. \" (Watching Meter): \"Apples \" x \"On apples, has anything been suppressed? \" x \"On apples, has anything been invalidated? \" SF The button \'invalidated \' read. This means the auditor has a valid read on \'Apples \'. He can now take up the subject in two way communication auditing. Two Way Comm is close to \'Listen Style \'. The difference is that the auditor actively guides the pc into Itsa with light questions. He looks interested at the pc and says: \"Tell me about apples \", or some such question to get the pc started. He sits back and listens . Two way comm is close to l isten style from \'Styles of Auditing \', but there is one important difference. Under Listen Style it said: \"Listen Style isn \'t the same as \'Itsa \'. You could say it is an invitation to the pc to Itsa. But technically \'Itsa \' is the action of the pc saying \"It is a... \" In other words, that is a pc action. So the auditor only uses a simple question, attention and interest to get the pc talking. To get the pc to itsa is beyond the scope of Listen Style. \" So the difference is: in two way comm the auditor asks light questions to get the pc going and itsa in the area. He uses his understanding of the definition of Itsa above to formulate the questions. Here are some examples of questions: Tell me some ideas you have about (apples)? Any other ideas about (apples)? Tell me some considerations you have about (apples)? Any thoughts about (apples)? Any decisions about (apples)? Any feelings about (apples)? Can you describe that scene to me? When did that happen? General Rule of TWC Ask for significances : thoughts, ideas, considerations, feelings, reactions. You stay with light questions to get the pc to itsa . These are just examples. The general rule is: ask for significances: thoughts, ideas, considerations, feelings, reactions. You stay with light questions to get the pc to itsa and keep the pc itsa \'ing without plunging the pc into the Bank too deep. You are really just trying to skim the surface of the Bank for things already stirred up and restimulated in TWC. Questions Not to Use There is one important rule about what questions not to use: Do not use a Listing Question in Two way comm. By a \"Listing Question \" we mean any question which directly or indirectly calls for items. If you use subject questions with \'Who \', \'What \', \'Which \' or \'Why \' the TWC turns into a listing action. You wrongly invited the pc to give a list of persons, places, reasons, etc. Listing is guided by The Laws of Listing and Nulling , which is a subject of its own. Listing questions wrongly done can lead to upset pc \'s. If you introduce listing questions into your TWC you may end up with mysteriously upset pc \'s. So you never use such a question as the main question for a TWC. Using Who, What, Which or Why after the main question can also turn the session into a listing action. Examples of wrong questions: \"Who upset you? \" You are asking the pc to give a list of persons (items). \"What are you upset about? \", would also be a listing question as it asks for items. \"Which person did you trust the most? \" would also ask for items. \"Why are you upset? \" may plunge the pc into the Bank. \"What happened? \" is different than \"What illness? \" or \"What town? \", the last two being too close to listing questions. \"Who were there? \" (see definition of Itsa) is different from \"Who upset you? \" The real difference here is, that an L&N action is designed to find just one final answer - THE Item. In other words L&N also involves a process of exclusion and choice. Other Examples of Correct Questions: \"How are you doing lately? \" is a correct TWC question. It would uncover out ruds and be cleaned up easily. It gets off charge but does not get into items. \"Are you better these days than you used to be? \", \"How have you been since the last session? \" are all light rudiment type questions that let the pc Itsa, without going into a list or plunging the pc into the Bank. Your guiding principle is to get the pc to Itsa the charge already steered up and available. TWC as a Rud: \"How are you doing? \" is sometimes used as a rudiment. When the pc is well into auditing and seems to get on with it you can simply replace formal Flying Rudiments in the beginning of session with \"How are you doing? \" If the pc has an out rudiment he will tell you. The question will uncover it and you would handle the out rud with the obvious rudiment procedure (ARC break, PTP, M/W/H). If the pc feels fine when coming in the \"How are you doing? \" will simply produce an F/N VGI answer and you can go onto the major action. TWC \'s Revealing an Out Rudiment A TWC session on a major subject can also uncover an out rudiment in the area. Let \'s say you do the TWC on \'Apples \' and the pc comes up with an upset that happened some time in the past. The correct auditor action is to take it up with ARC break procedure (you never audit a pc over an ARC break, but do an Assessment instead). Example: The pc is upset with somebody who stole her apples when she was a child; the TWC uncovered it. You would ask: \"Was that an ARC break? \" (F) PC \"Yes, it certainly was! \" Auditor: \"OK, I \'ll assess that ARC break \". Auditor does so and takes it E/S to F/N, VGI \'s. The pc may cognite on the whole subject and have F/N, VGI, Cog on Apples. That would be the EP for the TWC as well. If no subject EP occurred you would simply return to your TWC and complete the action to EP. In this fashion you can take up out ruds as PTP \'s, Problems, Withholds, Missed Withholds and ARC breaks. TWC a Class 3 Action The reason that Two Way Communication is a Class 3 action is, that the auditor should know how to do different repair lists. A list as L1C is designed to handle upset pc \'s. The auditor may have to resort to that if a simple ARC break Assessment seems insufficient. Also, as explained above, an auditor trained in Listing and Nulling will know the dangers of getting into a listing situation, but also how to repair it if it should happen. Deadly Sins Besides using Listing questions there are two other deadly sins. One thing a beginning auditor has to be warned about is Q&A. The freer format of the TWC session could tempt some poorly trained auditor to do just that. Q&A meaning: Questioning an answer. Example: Pc: \"I never liked my brother back then. \" Auditor: \"What about your brother? \" Pc: \"He was a teacher \'s pet. \" Auditor: \"What about teacher \'s pets? \" Pc: \"I don \'t like them. \" Auditor: \"What else don \'t you like? \" And so on and on. In correct TWC the auditor holds the main line of the subject, no matter how he phrases it and listens to and writes down what the pc says. The auditor may see a TA Blowdown on \"I never liked my brother back then \". He would note that down, as it could be taken up as a later action. Remember what it said under Auditors Admin: \"When running a two-way communication process it is important that all items (terminals, statements, etc.) that read are marked on the worksheets: SF, F, LF, LFBD. All reading items are circled in green after the session \". Now you know why. They can be taken up later and produce more TA action. Warning! Worst example: Pc: \"I never liked my brother. \" Aud: \"What about your brother? \" Pc: \"He was a teacher \'s pet. \" Aud: \" Why don \'t you like teacher \'s pets? \" Pc: \"Hmm, they are too perfect. \" Aud: \"There is no \'being too perfect \'! \" 3 Q \'s and auditor Q&A \'ed, asked a listing Q and evaluated/invalidated pc \'s answer. Evaluation/Invalidation in auditing TWC is the third deadly sin. The auditor asks and listens. He doesn \'t explain or comment on anything to the pc. Wrong example: Pc: \"I didn \'t get that much out of the process. \" Auditor: \"Well you see that process was intended to ... \" and here he is into Evaluation. Even the auditor \'s facial expression can be evaluation. Ask and listen and ack. Prompt only by varying the original question now and then, that \'s what a good TWC auditor does. Worksheets of TWC When keeping the worksheets of the session you need to provide some specifics: the question you ask (maybe abbreviated) and the pc \'s response. If a pc answer gives a large read or Blowdown you want to note down pc \'s exact statement. Such statements reveal charged areas and can be used by the C/S for later actions (as mentioned). If you take great care of noting down the exact pc statement that gave a significant Meter reaction and handle it in a later action you ensure optimum gains and no By-passed Charge left behind. Repair If the pc is mysteriously upset after a TWC session the first thing the C/S would look for is, if the pc started to list on a wrongly included listing question. If this is the case the correct repair action would be to complete the list or do a repair list (L4BRB) on the action. This would have to be done by an auditor trained in Listing & Nulling (L&N). Summary TWC is a great action to have available. It is easy to do on starting pc \'s as it does not use a lot of technical terms. Thus it is easy to get results with on less educated pc \'s (less educated in auditing). Also, even pc \'s in bad shape to whom more sophisticated processes would be unreal, usually respond well to TWC. Yet this action stays with the auditor as a basic tool in handling any level of pc to the most advanced levels of Operating Thetan. TWC \'s are usually done to destimulate areas heavily charged. It is not classified as a Major Action. It is a tool of Repair. But pc \'s having troubles in life or auditing can attest to the magic of two way communication done strictly under Auditors Code and all of basic auditing. The trick is simply to get the pc talking about a subject that is in hot restimulation in his Bank. Open the flood gates and drain the area for charge. To keep the area discharging you don \'t go looking for more but simply keep the channel clear and the pc talking with light questions right down the main line. TWC is also used to get a pc to fully cognite on a subject recently audited. By taking that subject up as a TWC and have the pc discuss his thoughts, ideas, etc. his cognition will usually widen and bring about a stable EP. Sometimes it is used as a check-up on a pc. The reason it is done in session in this case is, that the auditor can repair or clean up any non optimum situation right away. (End of Guided Tour) Procedure: Two Way Comm Drill 1. Give R-Factor to pc that you will be doing TWC if subject (we use \"vegetables \" as example) is charged. 2. Write the TWC question on your worksheet. Clear it while watching the Meter. 3. Ask pc the question and watch for read on the subject statement (vegetables). If no read on question or pc \'s statement, check \'suppressed \', \'invalidated \' on the subject. (If still no read, don \'t do anything further with it). Below we assume there was a valid read. 4. Look at the pc and say: \"Tell me about ___ (vegetables). \" 5. Listen to what the pc says. Write down any reads with the exact statement the read occurred on. 6. Don \'t go off the subject you are TWC \'ing. You must take what you started to an F/N, Cog, VGIs. Sometimes you may have to go earlier similar to F/N. 7. TWC is Listen Style Auditing with ITSA questions. Apply the rule \"A silent auditor invites ITSA \". Listen to and acknowledge what the pc says. 8. Don \'t use questions that start with \"Who \", \"What \", \"Which \" or \"Why \" in your subject matter as this easily turn it into Listing Questions. You should avoid these type of questions entirely, unless you are 100% sure of what Itsa is and isn \'t. 9. TWC questions can be limited to feelings, reactions, significances; they must never ask for terminals or locations. TWC questions are not rote but you must stick to the subject and not Q & A. 10. If any ARC break, PTP or M/W/H shows up on the TWC, they must be handled to EP per Auditors Rights and Flying Ruds. If pc cognites directly on the subject (vegetables) it may be the EP of the action. 11. In most cases you will handle the out rud and return to the TWC and take it to its EP. 12. Any TWC question that did read will go to F/N. 13. The drill is passed when the student auditor can TWC correctly and smoothly with excellent TRs 0-4. © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[24]=new Array("sub2/class3/00class3_intro.htm","ST3 - Level 3: Covers formal 2-way comm, auditing Change and ARC breaks; use of Prep. Lists to handle upsets/BPC.","ST - Level Three Outline Link to Checksheet for Level Three On Level Three a number of skills are taught. They are aimed at handling upsets and being able to locate and eliminate the causes to upsets. To make an auditor capable of that several skills have to be mastered: Life Repair The student learns how to do Two-Way Communication as a formal process. This is used in Life Repair and in many repair actions. It has other uses as well. All data needed for Life Repair are included. ARC breaks The student gets all the vital data about ARC breaks - how and why they come about and how to handle ARC breaks occurring in life or auditing. ARC breaks, Change, and the handling of By-passed Charge are the main topics of Grade 3. Grade 3 The Grade 3 processes are of course taught here. Besides ARC breaks Grade 3 deals with ability to cope with change. Students are expected to audit each other to Grade 3 Release. Listing & Nulling We cover the theory of Listing & Nulling. L&N is a precision skill based on the Laws of Listing & Nulling. L&N has many uses in repairs and more advanced processing; the first use is a process on Grade 3 itself. Auditing by Lists - Repair Lists Ability to use Repair Lists to find and handle By-passed Charge makes a professional auditor that can handle just about any situation in auditing. All the major Repair Lists are included and taught here on ST Level 3. These lists are also called \'Prepared Lists \' or \'Correction Lists \'. Int Remedy It is a major stumbling block to auditing progress when a pc has Out-Int. Out-int means charge has built up on the pc \'s case after the fact of pc going exterior. Going exterior is usually a great win, but sometimes it later leads to this case condition known as Out-Int. This type of charge is an \'out rudiment \' situation so severe that nothing else but this should be addressed on the case. The a remedy of ST3 handles Out-Int. It is a Read-it-drill-it-do-it version of the Recall Int RD (full theory in ST-4Pro). But since \"Out-Int \" is the first Item on so many Repair Lists co-auditors need a way to handle it here and now. Link to Checksheet for Level Three © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[25]=new Array("sub2/class3/04arcbrk_whats.htm","ST3 - What \'s an ARC Break: The diff. reasons for ARC breaks, many examples. Diff. techniques.","What is an ARC Break Sudden Drop - tone1.5 Scared - tone 1.0 Severe Loss - 0.5 Sad Effect - 0.8-0.05 Definition: A-R-C BREAK: \"A sudden drop or cutting of one \'s affinity, reality or communication with someone or something. \" An ARC break is in common language known as an upset or a condition of being shocked, disappointed, surprised, etc. The reason it is called an A-R-C break is, that it gives an inside look and the anatomy of what is going on. By using the name A-R-C break we have included some important data about the mechanism. In a dictionary, including slang, you can probably find hundreds of terms used to describe this. Omitting the slang we can here add, getting angry at somebody, blow up, getting offended, saddened, etc., etc. In other words these are very well known phenomena. We all know them from countless situations. We see it happen to others and we get subject to it ourselves. the simple act of defining it as A-R-C- breaks suddenly opens the door to do something about it. For an ARC break to happen, there must have been some ARC in the first place. The more ARC there was, the greater the ARC break can get. Thisis routinely seen in divorce courts. First, for an ARC break to happen there must have been some ARC in the first place. The more ARC there was the greater the ARC break can get. This is seen in divorce courts on a daily basis. The saying is, \"Hell hath no fury like a woman scorned \". A woman betrayed by her husband can raise hell on him. The woman wouldn \'t do this to a complete stranger. It was the tremendous ARC that was built up during their marriage that laid the groundwork for this. Without that prior ARC there wouldn \'t be an ARC break. Family feuds among siblings is another example of this - starting with Cain and Able. You could see the conflict of the Middle East as an ARC break. You have two populations, Arabs and Jews, in Israel. They both love the land. There was a break in Reality following World War Two when the British and the French cut out a new map for Arabia and, supported by UN, set up the Palestine Territory and later the State of Israel. For one thing, the British (and especially the British officer Lawrence of Arabia) had promised the Arabs the land after they in World War One defeated the Turkish who ruled the land. Endless confrontations and fights are now going on between the Jews and the Palestinians apparently with no end in sight. Diplomacy seems the method of choice in handling ARC breaks in a political scene and even in a social setting. But diplomacy, as being polite and underhanded, does nothing in terms of finding the correct BPC and indicate it. As a result the diplomats on a regular basis have to pull out and give room for an outright war. When it comes to this stage all kinds of out ruds are the order of the day; the basic problem: the land. The aggressive acts and acts of war: overts and withholds. But it was preceded by an upset: an ARC break in Reality. Let \'s refresh quickly what we know about ARC: \'ARC = Understanding \': Affinity, Reality and Communication are the component parts of Understanding. This is one of the most basic discoveries of R. Hubbard. It is simple, yet it affects all parts of life and livingness. Although statements of this undoubtedly can be found in all kinds of philosophies and religious writings, there has never existed such a clear statement of it that can be used directly in all human relationships; and if it goes wrong this fundamental datum can be used to repair the situation with. And here we are at the center of Level 3: how to repair ARC breaks! ARC itself was covered extensively at Level 0 . Why is it so central to what we are doing in ST? The answer here is also simple. What we are engaged upon in ST is a freeing up of theta and life force. We are seeking to restore the thetan to his full capacity. And here is the point: \"The three component parts of theta are Affinity, Reality and Communication \" - ARC. So just by you being there, there is a presence of ARC. It has nothing to do with putting on a big smile in the morning or feeling great. These things are of course manifestations of ARC. But at the core it is always there no matter how bad we feel because life itself is ARC. What all the scales of Level 0 show are measuring sticks of the amount of ARC present. Even at the very bottom of these scales, ARC is present at a minimum level. The way pc \'s go down these scales over time happens in bumps, in sudden small or big drops; and that are the ARC breaks. On Level 3 we learn to undo these pumps or drops in life and move the pc back up these scales by applying the ARC break data of Level 3. The most basic description of ARC is in the Axioms. Axiom 21 to 28 define different aspects at great length. Basic books of R. Hubbard, as Fundamentals of Thought, Problems of Work, Science of Survival and Scn 8-8008 all have at least one full chapter about ARC. So we have theta or ARC at the beginning and it may even build up over time - say in a friendship. Then suddenly something happens and we have an ARC break. Since we in auditing are trying to restore ARC both in relationships the pc has, but also as a quality of his very beingness, knowing what an ARC break is, is very useful. We also need to know what is happening on a practical level so we can repair it if it should turn up or happen in session. We know we have a thetan with a certain amount of theta and suddenly it is lowered. A break in one of the component parts of A, R and C has taken place. As a result all three are reduced as they are really different sides of the same thing. That \'s why it is called the ARC triangle . When one side is reduced, the other sides are as well. The size of the whole triangle is reduced. There is this close relationship between the parts. The communication formula: Cause, distance, effect with duplication and understanding can be seen to have all the elements of ARC. The affinity part is overcoming the distance and the reality part is the amount of duplication taking place. It results in greater understanding when successful. If not successful it results in lowered understanding. The simple action of communicating causes thus an increase or decrease in ARC. Auditing over an ARC break makes pc worse. If done extensively the pc will go into a Sad Effect. ARC Breaks and Auditing There is one technical reason which makes it vital to be able to handle ARC breaks quickly and that is: Auditing a pc over an ARC break makes the pc worse. If you audit over a PTP or a withhold the pc doesn \'t benefit. You will see no improvement or benefit. That isn \'t good either, of course. But we already know what to do about it. But if you audit over an ARC break, the pc actually gets worse. That makes it vital from a practical viewpoint to have effective tools to handle the situation with. The maxim is especially true, when the ARC break is between pc and auditor. This is called a session ARC break. ARC breaks stemming from M/W/Hs are usually more like a blow-up. ARC Breaks and Missed Withholds On Level 2 we had a description of ARC breaks and missed withholds and how all ARC breaks can be seen to stem from M/W/Hs. Viewing it this way is the causative view. It is valid, but is not always capable of handling the situation at hand. A later Technical Bulletin of 4 April 1965 states: \"The hardest pc to handle is the missed withhold pc. They ARC break but you can \'t get the pc out of it. The answer is, the pc had a withhold all the time that is at the bottom of all these ARC breaks. \" Also: \"ARC breaks occur most frequently on people with missed withholds. Therefore if a pc can \'t be patched up easily or won \'t stay patched up on ARC breaks, there must be basic withholds on the case. One then works hard on withholds with any and all the tools that we \'ve got. \" What is described here is a further analysis of the pc \'s case. It is what you program a pc for who keeps getting ARC breaks. It is beyond first aid. It does work well as first aid in O/W type of auditing, because it is the primary cause in this type of auditing. Also the pc is tuned in to what to look for. It works well on pc \'s who have a high responsibility level, because they are capable of looking at their troubles from the viewpoint of cause. The statement on Level 2 was: \"If you pick up the missed withholds at the first sign, the pc will stay in-session \"; \"at the first sign \" is key to be able to use only this tool. In other words it is valid, but does not always open the door to a handling. Today Missed Withholds are viewed as one type of BPC. In practice you would use the guidelines of Auditors Rights to pick the tool to use to handle Out Ruds in session. ARC Breaks and By-passed Charge R. Hubbard developed another method of handling ARC breaks. By viewing ARC breaks as a result of BPC new techniques could be developed. These techniques were easier to do and teach and worked well on pc \'s that were already in trouble. He stated the cause of ARC breaks in technical bulletin 27 May 1963: \"All ARC breaks are caused by By-passed Charge \" (covered in the previous chapter). By-passed Charge was defined as: \"Earlier reactive charge that is restimulated, but not seen. Or, \"charge available to the auditor, but not picked up. \" BPC is a comm cycle that is begun, but not wholly detected or understood. Charge is energy that is mobilized and meant to go in a certain direction. But it doesn \'t arrive, because it is not wholly detected or understood. So it remains as BPC until detected and discharged, which is what you do in an ARC break handling. The connection to missed withholds is clear. A missed withhold is By-passed Charge, but the definition of BPC is more flexible and broader. We can expand a little on this: By-passed Charge comes about as a comm cycle that is started, but not wholly detected or understood. Charge is energy that is mobilized and meant to go in a certain direction. But it never arrives, because it is not wholly detected or understood. So it always remains as BPC, then explodes in a dispersal of some sort. It does not always explode. Sometimes it just results in a down-tone pc who is \'not feeling so well, lately \'. By stating ARC breaks as caused by BPC there is no attempt to blame it on the pc as a withhold and no demand for the pc to \'take full responsibility for it \'. Find the charge with a Meter and indicate the correct BPC is all it takes. This is a very workable approach as a first aid. This can be done on a pc who is already suffering from a severe ARC break. This approach thus has a real practical value. And the value and the techniques developed from this theory have proven to be extremely useful - way beyond being a simple first aid. Locating and indicating (or handle further) the correct BPC is today the tool for repairing any severe troubles pc \'s can run into. Repair Lists covering just about any possible situation have been developed based on this principle. These lists also cover M/W/Hs. A Generality or a \'Not There \' is a common cause of ARC breaks. Finding \'Who did it? \' goes a long way in curing it. ARC Breaks and Generalities There is a third statement of what is behind ARC breaks: \"An ARC break occurs on a Generality or a Not There. \" One advantage of this is, that this datum can be used in a normal conversation. It can be used in auditing as well. Examples of generalities: \"They say you are always late \". \"Everybody thinks this suggestion is stupid \". \"The will of the people \". Using generalities is a well known method of people of ill will. Such people use it knowingly to ARC break others. Let \'s say, that a colleague tells you, \"they say you are always late. \" In the past such a statement could make you feel real bad and insecure. No need for that anymore. First ask, \"who said that? \" You may get some arrogant answers but keeping at it and finding out who \'everybody \' is and what he/she actually said, you will finally get it nailed down to: \"Bettie, noticed you were five minutes late for work the other day \". That is a lot easier to deal with and would not cause an ARC break. Knowing that, it would even be easy to go to Bettie and explain to her why you were late. Example: Little boy screaming and crying because he made a mistake in doing a drawing. You observe the boy is upset: \"What are you upset about, Little Bill? \" Little Bill: \"My drawing is no good! \" You: \"Who said your drawing is no good? \" Little Bill: (crying) \"The teachers at school (plural). \" You: \"What teacher (singular)? \" Little Bill: (sobbing) \"Not the teachers, the other kids (plural)! \" You: \"Which one of the other kids? \" Little Bill: (suddenly quiet) \"Jimmy! \" You: \"How do you feel now? \" Little Bill: (cheerfully) \"Can I have some candy? \" What you are using is this formula: 1. Ask what the person is upset about. 2. Ask who thought so. 3. Repeat the generality the person used and 4. Ask for which one person (singular). 5. Keep 3 and 4 going until the person is happy. These steps work great; Meter or not. Next time somebody says, \"The teachers are mean, \" don \'t make the error to try to indicate the charge with \"OK, you are ARC Broken because the teachers are mean. \" Instead you find out \"What teacher is teachers? \" If you push it a bit you \'ll find it. You will probably find it wasn \'t \" the teachers \" or even \"a teacher \" but somebody else entirely. And that somebody else will be one individual, not a group. If somebody has the opinion, that \"All salesmen are bad \", you will know the next time to narrow it down to one individual and one incident and find out what really happened. An interesting use of this is \"Who uses the word ‘everybody \' frequently? \" It \'s of interest only because \"everybody \" makes a smoke screen (dispersal) which the person can \'t see through. It can take quite a while sometimes for a person to spot such an individual and the question should be used with caution. People, who have been victims of a violent crime, can develop paranoia of sorts as so many faces they see could be that man. When the criminal is finally identified and caught they will feel a lot better as the generality of \"all men could be that man \" has been narrowed down to one individual with a name and a face. When he is sentenced and put in jail, the victim now has the benefit of knowing exactly where he is and has nothing to fear. In accounts of murder cases (as in the US) you will often see the relatives of the victim being very emotional about the conviction of the murderer. This is understandable. But any sense of relief they may experience stems entirely from this mechanism. The Not There is a special type of generality because it can be anywhere. But it is a special case. When something becomes impossible to locate it can cause an ARC Break. The cure for this situation is to find out what \'s gone. If you see somebody with a cold, ask them, \"Who is gone? \". Losses and ARC breaks can cause a cold, you know. You \'ll see a few recoveries if you get the question fully answered. It \'s not so much the loss, but not knowing where something or somebody is now. This makes it into a special type of generality. You will often see the response to a sudden loss is to feel everything and everybody are gone. This is what is behind anxiety. The nervous anxiety over seeing everything gone is also an explanation for, why the pc is so fond of his pictures. At least he has a picture of it! Dreams follow a sudden loss. Dreams are of course mainly pictures. It \'s an effort of the person to orient himself and get something or somebody back. ARC breaks of Long Duration can color a persons whole outlook on life. Clearing them up make people think pc is a \"new person. \" ARC Break of Long Duration ARC breaks can happen in life on a regular basis. Normally we recover quickly from them or in a couple of days. Sometimes we are not that lucky. We have a more permanent ARC break. The person experienced a drop on the tone scale and didn \'t recover. A person that has a number of serious ARC breaks will eventually experience a permanent lower tone. If you have a pc permanently in a state of grief or thereabout we talk about an ARC break of long duration. It is related to what is called a Sad Effect , which is defined this way: \"When an ARC break is permitted to continue over too long a period of time and remains in restimulation a person goes into a Sad Effect, which is to say they become sad and mournful, usually without knowing what is causing it. This condition is handled by finding the earliest ARC break on the Chain. \" A Sad Effect can however happen over a relative short time as a result of known events or even bad auditing. On a beginning pc ARC Breaks of Long Duration would be addressed on Life Repair with Life Rudiments. ( \"In Life have you had an ARC break? \" \" In Life have you had a problem? \" \" In Life have you had a withhold? \") These rudiments questions would simply be handled per \"Flying Ruds \", but the results can be quite miraculous. You can also use a prepared list as L1C to find the BPC. Session ARC Break A session ARC break is an ARC break existing between the pc and the auditor. You can not audit over a session ARC break. Instead you do an ARC break Assessment. For a severely ARC broken pc you would take a Correction List and assess it and only indicate the BPC. A Session ARC break is defined as \"the pc \'s transfer of attention from the Bank to the auditor and a dramatization of the Bank directed at the auditor. \" What happened was the following: Charge that was restimulated by the process may provide a background booster for a session upset. When you drag the pc \'s attention to the auditor the charge that had been deliberately restimulated in the session doesn \'t get As-ised, and the pc ARC breaks. Thus, you can often observe that something that outside the session could not cause an ARC break very well can cause one if it happens in session. The ARC break is caused by the sudden shift of attention, the explosion of charge that was held back by the fact that the pc \'s attention was on it. As long as the pc had his attention on the Bank he was cause over its charge. The moment his attention is pulled away from it he no longer controls it and the pc becomes the effect of that charge and dramatizes it in session. A session ARC break is different from a pc telling about an ARC break he had with somebody before session. Here the session or auditor is not at risk and it can be handled with using \"Flying Ruds \", often the auditor simply has to flatten the process that turned up the ARC break. There is an element of judgment here. The auditor has to determine if the in-session \'ness of the pc is in jeopardy and if the process he is running turned it on and should be able to turn it off simply by being taken to EP. An ARC break Needle can look like an \'F/N \', be Dirty, Stuck or Sticky. Pc \'s Indicators are the first thing to watch, however. ARC Break Needle There are different needle phenomena which accompanies an ARC break. An ARC break F/N is An F/N with bad indicators on the pc. Indicators can include propitiation. It is quite usual that a pc has just mentioned grief when the ARC break needle turns on, or some gloomy idea. A real F/N means the pc is out the top; an ARC break F/N means he \'s out the bottom. The pc has disconnected from his Bank due to the ARC break. You never indicate an F/N when the pc has bad indicators. The needle of an ARC break may also be dirty, stuck or sticky. The pc will be upset and out of comm at the same time. The best advice is thus to observe the pc first and the Meter second. Summary Remember, \"You are never governed by that which you can handle with ease. \" So when you learn to handle session ARC breaks it becomes just another phenomenon, like a runny nose. Your attitude towards ARC breaks should never be such so you are driven by the fear of ARC breaks or consequences, because you will be driven to not getting the auditing done right. You will start to take the pc \'s orders. Such orders are usually the direct result of pc \'s dramatizations. The orders are the significance contained in that which you just put him at the effect of: The By-passed Charge. By mastering the skills of ARC break handling and Repair Lists you are ready for anything the pc can throw at you and you can get him through it and restore him to his own shiny self. © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[26]=new Array("sub2/class3/52int_remedy.htm","ST3 - Int Remedy: Remedy used where an Int handling is called for on a Prep. List. Full Vers. on ST4Pro.","| To Correction Lists | Int commands | Recall Int RD-full theory | Recall Int Remedy It is a major stumbling block to auditing progress when a pc has Out-Int. Out-int means charge has built up on the pc \'s case after the fact of pc going exterior. Going exterior is usually a great win, but sometimes it later leads to this case condition known as Out-Int. This type of charge is an \'out rudiment \' situation so severe that nothing else but this should be addressed on the case. The below is a remedy for handling Out-Int. It is a Read-it-drill-it-do-it version of the Recall Int RD (full theory in ST-4Pro). But since \"Out-Int \" is the first Item on so many Repair Lists co-auditors need a way to handle it here and now. Theory of Int/Ext The biggest bug that plagued the early Scn work and theory on exteriorization was not figured out until much later. It is that the person, while exterior, can sometimes snap back into the body with some force because he has been startled, scared, or otherwise surprised. This gives the person mental charge on the subject of \"Interiorization \" and may subsequently make it harder for the person to exteriorize again. This is a heavy out rudiment situation as far as auditing is concerned. Of course a pure spirit is a Static and consists of \'nothing \' and therefore would have no impact, but in practice the being normally will be carrying around at least some \"mental \" matter and energy which can impinge on the body \'s own energy fields. The impact of interiorizing can in some cases be great enough to give the body a headache. Since running processes will gradually release the barriers that hold a person trapped, the person will have a tendency to expand outward from the body as they advance through auditing. It therefore becomes important to proof one up against this interiorization problem so as to avoid ill effects if one does exteriorize and then snap back in again. Symptoms of Out-Int Headaches, Body aches and pains, Effort, Pressures from environment. The main symptom is however high TA (above 3.5) at session start or TA high after session (at Examiner after F/Ns, cog, VGIs at session end). Not all pc \'s with Out-Int suffers from high TA, however; but all pc \'s who have high TA after lots of auditing should first of all be checked for having been audited past exterior. The test for whether to take it up or not is: You have a read on a correction list on \'Out-Int \' or \'Audited past Exterior \' or the like. You ask the pc: \"Have you been audited after Exterior? \" If that is charged you have pc give his full statement on it and you should get an BD F/N VGI \'s. You have to make very sure you only take up valid reads. You send the folder to C/S and request an Int handling. It can be Int RD with Engram running, a Recall Int RD or a Recall Int Remedy depending on the situation. But the next thing to handle is Out-Int. Remedy The remedy for having been audited after going exterior resulting in one or more of the symptoms above is to audit out times the person went in or Interiorized; (there are several different wordings of this on the Int buttons list) . When this is done, the pc can be audited all you want after exteriorization. Missed Beginning The Missed Beginning: What needs to be addressed here is the earlier Charge. Before the pc went exterior, he went into something. The being went into something before he went out of it. Exteriorization occurs at death. That \'s an Engram. Interiorization occurs at birth, that \'s an Engram. So when somebody goes exterior he is actually liable to key-in having gone interior in the first place. So when you exteriorize somebody or he exteriorizes during auditing he gets keyed-in a bit and without having audited earlier Interiorizations, he has been put in the last part (exteriorization) of an incident which began with Interiorization. The earlier BPC gets restimulated and that is the reason for the high TA. Not only are you touching on something (exteriorization) late on a Chain, you are also touching on something which is late in the incident (which began with interiorization). The TA may thus go high for two reasons. Steps: Do not fly rudiments and keep word clearing to an absolute minimum. A. With the pc on the Meter have him read the above: \"Theory of Int/Ext \", down to \'Steps \' (just above), using demos to ensure pc understands it. B. Clear the following definition: Exteriorization: the act of moving out of the body with or without full perception. C. Assess the following list of buttons on a Meter: 1. Go in 2. Went In 3. put in 4. interiorized into something 5. Want to go in 6. Can \'t get in 7. Kicked out of spaces 8. Can \'t go in 9. Being trapped 10. Forced in 11. Pulled in 12. Pushed in Handle the button found (largest read) by running the recall process below. The wording given is for number 1, \"go in \" and will have to be adjusted. Write out an appropriate wording (such as \"recall trapping another \") for each of the commands before starting to assess the flows and run the process. (link: a complete list of all recall commands) D. Assess the 4 flows, once through. Take up the best reading flow and run to F/N, VGI \'s. a) Recall being made to ___ b) Recall making another ___ c) Recall another making another ___ d) Recall a time when you caused yourself to ____ E. Reassess the same 4 flows. Run the one now giving largest read. F. Keep assess and run the best reading of the 4 flows until they all F/N (F/N \'ing Assessment). You can use the normal buttons \'Suppressed \' and \'Invalidated \' to either get a read or an F/N on each. The charge will eventually come apart completely on simple recall. G. Carry on, reassess the items from the above list. First the buttons. On each Assessment of buttons you only take one read, the largest. Then assess the flows - run best reading one as above. You keep this up until pc feels really good about going into things. It should be done in one session to the full EP if at all possible. If more sessions are needed it should be done on a daily basis at least. Out-Int is considered the most heavy \'out rudiment \' in general auditing and should be handled quickly without having life interfere. The full EP is: Pc has no problem about going into things. The TA in normal range and VGI \'s on the action. The list of Int buttons F/Ning on Assessment is an EP. The EP of the action is sometimes signaled by a large BD of the TA and then a floating TA. Should that happen the auditor is to be silent and attentive and get the pc \'s cognition. When this happens the action is complete right there. You simply end off on the big win. Another possible EP is the Int buttons list is F/N \'ing. You can use the normal buttons \'Suppressed \' and \'Invalidated \' to either get a read or an F/N on each. Do not have pc worry about whether he is interior or exterior. Exteriorization is not the EP of the any Int RD. If it happens that the pc goes exterior during the action, you end off gently as in any other auditing. But that is not part of EP. You simply want to handle the By-passed Charge connected with Int and Ext so the pc can continue in auditing. \"In truth Int and Ext is a relative matter, with a bit of both always being true (you always keep at least something in the body to keep it running and you always have at least a small amount of stuff outside to keep you oriented in the universe). Note that perceiving things from an exterior location is a different subject and is not the concern of this Rundown. \" (Pilot). Should the Item of Out-Int read in a later Assessment of a Repair List this remedy can be repeated. Better yet, find an auditor that can do the full Recall Int RD, as that is what would handle it on a more permanent basis. Note: In this remedy we have simplified the explanation. (a) We have also omitted a step of waiting a week and then recheck buttons. Also, (b) according to the Int RD it should be followed by a C/S 53 to F/N \'ing list. In this Read-it-drill-it-do-it version we have omitted steps (a) and (b). They should be added if pc has persistent troubles with Out-Int. The full data of the Recall Int RD is now part of ST4Pro. But the Recall Int RD is known to have to be rechecked and run and repaired several times - even when done professionally. Note: The full Interiorization RD is an Engram running action and can be done at a later time as part of the Engram Clearing level if it is found to be charged at this later time and only then. The original and full Interiorization handling includes Engram running. That is the most radical way to handle Out-int, but not always practical as it requires trained auditors, C/Ses and also pc \'s who can run Engrams. It is still used when the situation allows it, such as a pc running into Out-int while on the Engram Clearing step, ST5. The theory here is from the Pilot \'s description in the book Self-Clearing (11.1 Interiorization and Exteriorization). We do not use his procedure for two reasons: you need a Meter to do it properly and an ST 3 auditor can handle that. Pilot (Ken Ogger) wrote it up as a solo-action; this is not recommended at this level (it may be possible after Clear). It violates some important basics upon which Standard Clearing Tech are based. Auditors Trust: Auditor plus PC is greater than PC \'s Bank; and Meter data: The Meter picks up what \'s reactive - charge below pc \'s level of awareness. What the pc knows about already does not affect him reactively. | To Correction Lists | Int commands | Recall Int RD-full theory |","null","null","");arrFiles[27]=new Array("sub2/class3/53cs53sf.htm","ST3 - C/S 53 Short Form - List to handle high or low TA and general case difficulties.","| Assessment TRs | Prepared Lists, Theory | C/S SERIES 53 SHORT FORM The C/S Series 53 Short Form is the basic prepared list used by auditors to get a TA up or down into normal range or to correct a varirity of case outnesses. A pc who is relatively new to auditing should be assessed on the C/S Series 53 Long Form, which puts the items into full questions. The first version of this list was published in the C/S Series as #53. Assess this list Method 5 and handle reads in the order they occur on the list. Follow the instructions at the end of the list to handle the reads. PC NAME __________________________________________________DATE________________ A. Interiorized into something _____ Go in _____ Went in _____ Put in _____ Want to go in _____ Can \'t get in _____ Can \'t go in Want to get out _____ Kicked out of spaces _____ Being trapped _____ Forced in _____ Pulled in _____ B. List errors _____ Overlisting _____ Wrong items _____ Upset with giving items to auditor _____ Wrong date _____ Wrong location _____ Wrong Why _____ Wrong indication _____ Wrong PTS item _____ C. ARC break _____ Problem _____ __ Withholding something _____ Some sort of withhold _____ Not saying _____ False withhold _____ Withholds gotten off more than once _____ Overts _____ Audited over out-ruds _____ Sad _____ Rushed _____ Upset _____ Tired_____ Deadness_____ Unconsciousness_____ Can \'t get it _____ Protest _____ Don \'t like it _____ D. Drugs _____ LSD _____ Alcohol _____ Hashish _____ Medicine E. Engram in restimulation _____ Same Engram run twice _____ Can \'t see Engrams too well _____ Invisible _____ Black _____ Loss _____ Lost _____ F. Same thing run twice _____ Same action done by another auditor _____ G. Doing something with mind between sessions _____ Some other practice _____ H. Word Clearing errors _____ Misunderstood words _____ Misunderstoods in session _____ Study errors _____ I. False TA _____ Wrong sized cans _____ Tired hands _____ Dry hands _____ Wet hands _____ Loosens can grip _____ Wrong hand cream _____ J. Auditor overwhelming _____ Couldn \'t hear auditor _____ Couldn \'t understand what was being said ___ Couldn \'t understand what was being done _____ Overrun _____ Feel attacked _____ Something wrong with F/Ns _____ Overrun F/Ns _____ Missed F/N _____ Items really didn \'t read _____ False reads _____ Reading items ignored _____ Bad auditing _____ Incomplete actions _____ Invalidation _____ Evaluation _____ Couldn \'t get auditing _____ Interruptions _____ K. Can \'t have _____ Low havingness _____ L. PTS _____ Suppressed _____ M. Something went on too long _____ Went on by a release point _____ Went on past Dianetic Clear _____ Overrun _____ Auditor kept on going _____ Over-repair _____ Puzzled why auditor keeps on _____ Stops _____ N. Something else _____ Physically ill _____ O. Repairing a TA that isn \'t high _____ Repairing a TA that isn \'t low _____ Faulty Meter _____ Nothing wrong _____ P. False Exam Report _____ Waited at Exam _____ Upset by Examiner _____ A. If A or any of the A Group reads on any pc, the pc has \'Out-Int \'. On a pc of any case level, who has had an Int RD (with Engram running), do an Int RD Correction List and handle the reads. If Int correction has already been done on the pc get an FES on the Int RD and its corrections. When all errors are corrected, the C/S may order the End of Endless Int Repair RD (Recall Int RD) per Int RD Series 4. If the pc is Clear or OT and has not had an Int RD, do the Recall Int RD. Do not run any Engrams. WHEN DOING AN INT HANDLING RUN ONLY THE INT BUTTONS GIVEN ON THE INT RD SERIES. Note on the Assessment which button(s) have just read on the C/S 53. Other items in the A Group are designed to detect Out-Int, but don \'t embrace the earlier beginning, so do NOT run these. B. If any of these read, do an L4BRB on the earliest lists you can find that have not been corrected. Lacking these, do an L4BRB in general. You can go over an L4BRB several times handling each read to F/N until the whole L4BRB gives nothing but F/Ns. Handle a Wrong Why or Wrong Indication or Wrong PTS item per C/S Series 78. C. Any reading item must be F/Ned. Use standard handlings on rudiments questions. On \"Out-Ruds \" find which rud and handle. \"Feel Sad \" = ARC break of long duration so handle the ARC break. If \"Deadness \" or \"Unconsciousness \" read TWC to F/N (E/S if necessary) and then program for the Personal Revival Rundown. D. TWC to F/N. Do a Drug RD Repair List if the pc has had his Drug RD. Advance Program to handle all reading drugs as soon as possible. E. If any of these read, do an L3RH and handle per the instructions. (On Clears and OTs simply indicate the read. Don \'t run any Engrams or seek further to repair). F. Clean up any protest and inval and rehab to F/N. G. Find out what it is. If yogi or mystic exercises or some such TWC E/S it to first time done, find out what upset had occurred before that and if TA now down do L1C on that period of pc \'s life. H. If Word Clearing, do a Word Clearing Correction List, handle all reads. If study errors, TWC E/S to F/N, and add a Study Correction List to the pc \'s program. I. False TA is wrong cans or other error. Use False TA check list on false TA. Then clean up the By-passed Charge with (1) Assess for best read (a) TA worries (b) F/N worries. (2) Then TWC times he was worried about (item) E/S to F/N. (3) Rehab any overruns due to false TA obscuring F/Ns. J. These are auditor errors. Low TA is generally caused by overwhelming TRs and incomplete actions. A high TA can be caused by an auditor overrunning F/Ns or failing to call them. Or trying to assess through an F/N and mistaking an F/N right swing for a read. An F/N can be obscured and mistaken for a read if sensitivity too high. These items are all TWC E/S to F/N. Auditors who made them need cramming badly or retread. Rehab F/Ns that have been missed. K. Can \'t have or Hav. Find correct Havingness Process and remedy. L. TWC to F/N. C/S to program as needed for further PTS handling. M. Find out what. Clean up any protest. Rehab to F/N or Date/Locate. On \"Went on past Dianetic Clear \" TWC to F/N. Return to C/S. A qualified C/S who has fully checked out on the materials must adjudicate whether this state has been attained before the preclear should be programmed Clear verification. N. TWC to find what. Note BD item. If BD item covered by one of these categories handle per instructions. If not just TWC to F/N and get further C/S instructions for handling if necessary. O. Get pc to tell you about it briefly. If correct then indicate to F/N. Go E/S and indicate it if no F/N on first. If false TA handle per 1 above. P. Indicate and TWC to F/N. The order in which reads are to be taken up is built into the C/S 53 itself. You simply start at the top of the list and take up and handle to F/N each read as you come to it.","null","null","");arrFiles[28]=new Array("sub2/class3/06_l_nprimer.htm","ST3 - Listing and Nulling: Primer in L&N. What it is - what it isn \'t. Examples from Life.","Listing and Nulling There are three different actions it is important to keep apart. A. List of Charged Terminals: On Grade processes we had instructions like: (1) Get a list of charged terminals from the pc. (2) Run Process X on each. A variation of that was to inspect the pc \'s folder before session and make up such a list and test items for charge with the Meter. You would usually take up all charged terminals in order of size of reads. B. In Assessment by Elimination you use Meter Drill 24, Elimination. You have a prepared list, that you read line by line to the pc, noting all instant reads. You then repeat the reading items until you have eliminated all but one line. This has its uses in finding the most charged item from a prepared list. C. There is third action called Listing & Nulling . Here the auditor uses a carefully formulated question to find The Item - meaning one high powered answer that is The answer. Such an answer will usually give a BD F/N Item. A. Charged Terminals So far on the Grades we have used \'list of charged terminals \' to audit charged areas on the pc \'s case. On Grade 0 we had: \"2. Axiom 51 Comm process \" We used a list of charged terminals from the folder (complaints, out ruds, dominating or bothersome people from interviews, etc.). This list was prepared before session and assessed per Meter Drill 26 to find which order to run the items in. Items that didn \'t read we wouldn \'t use at all. We simply wanted to find reading terminals and run them to bleed charge off pc \'s case. In \"Locational Body Comm Process \" We used \'whatever body part(s) pc complained about \'. We ran the process \"On charged body parts, culled from worksheets \" or from \"a list of body parts from pc \". There are many other such instructions on the Grades. On Grade 2 we had: Dynamic Assessment . We made a \'Represent List \'. We simply made a long list of people, groups, and things in pc \'s life that represented his dynamics. We used this to bleed charge off the pc \'s case with a process. Also on Grade 2 we had: \"O/W Process on Problem Persons \". The instructions were: \"Ask \'Give me some persons you have problems with \'. (We use person s (plural) to prevent pc from running this as an L & N type list). Run following process on each reading item in descending order of reads: \" These actions are all examples of getting charged terminals relevant to pc \'s life and case and just keep at it to get TA action and bleed off the charge. In all these we use EM Drill 26 to find the charged terminals and run the most charged first; then the rest. There is no element of choosing or eliminating. It is simply a matter of arranging the order in which we take up charged items. (We do of course eliminate non-charged items). B. Assessment by Elimination In Assessment by Elimination you follow Meter Drill 24 (Elimination) . You have a prepared list of possible charged items and you only want to use the most charged one for the process. The list can be prepared by the C/S or it can be a printed and published list of items. You do not ask pc for items at all here. You simply do the Assessment on the Meter per the EM 24. Let \'s say you have a prepared list with 10 items. On first Assessment you get a read on 3, 5, 8, 9, 10. Now you only assess these 5 lines. You get 5, 8 are still reading. You read 5 and 8 and find 5 is now null and 8 has a small fall. 8 is your item here and you use that for your process. Listing & Nulling below is different from the two actions above. C. Listing & Nulling Listing and Nulling starts with a carefully formulated question, which is designed to get one and only one final answer from the pc. That basic or final answer is called The Item . The auditor will have a question like: \"Who or What......? \" (Example (not an actual auditing question): \"Who or What have you tried to compete with? \") The auditor will check the question for read before he engages in Listing. He then asks the pc the question and writes down the list of items from pc. When he has a list and pc apparently has given all the items he could find the auditor narrows it down to one item. Usually this is a very easy procedure in modern auditing. Sometimes it takes a little more work. The exact actions of how to nail it down to one item are covered in the Laws of Listing & Nulling. There are thus two phases in Listing & Nulling: There is the Listing : The auditor asks the Listing question and writes down the all the answers pc has in response to this question. There is Nulling : The auditor reads this list back to the pc to narrow it down to one charged and final answer. When he has found that, he gives pc his item and it should get a BD F/N VGI on the pc. Example: The Listing question is: \"Who or What caused the car accident? \" (F) The auditor has a reading L&N question and asks pc: \"Who or what caused the car accident? \" Pc gives a list in response: The clutch x The weather x The stray dog SF The bad breaks SF The passenger x The driver F The auditor has a list with 3 reads. He now nulls this list by reading it back to pc (reads in column N1): Items: L1 N1 The clutch x x The weather x x The stray dog SF SF The bad breaks SF x The passenger x SF The driver F F The auditor has more than one reading item on Nulling the list. Per the Laws of L&N he extends the list. This is done by asking the question again: \"I am going to extend the List \". \"Who or what caused the car accident? \" The new answers are below the Extend line (reads marked in Lx column): Items: L1 N1 Lx The clutch x x The weather x x The stray dog SF SF The bad breaks SF x The passenger x SF The driver F F EXTEND -------- Blinding sun F Dog owner SF The auditor now nulls the whole list, including the extension (reads marked in N2 column): Items: L1 N1 Lx N2 The clutch x x x The weather x x x The stray dog SF SF x The bad breaks SF x x The passenger x SF x The driver F F x EXTENDED -------- Blinding sun F x Dog owner SF F The list now has only one reading item on second Nulling. The auditor assumes that this is The Item . He asks pc: \"Is \'Dog owner \' your Item? \" Pc answers: \"Yes! \" with a BD F/N VGI \'s. The auditor says: \"I want to indicate \'Dog Owner \' is your Item \". He marks this clearly on his list. Admin L&N actions are always kept on a separate sheet of paper. The list is paper-clipped to the session report. This is important since L&N actions sometimes are reviewed later - either for verification or correction. You write the pc \'s name, the date, the exact L&N question with read at the top. You always cycle the Item with a pen and write Indicated to pc (IND), if you did so. Also the resulting Meter reaction. You will still keep track of doing the action and what pc said in addition, reactions and indicators in your work sheets. The List should just contain the raw data: Pc: N.N. Date: xx/xx/xx W/W caused the car accident? (F) Items: L1 N1 Lx N2 The clutch x x x The weather x x x The stray dog SF SF x The bad breaks SF x x The passenger x SF x The driver F F x EXTENDED-------- Blinding sun F x >Dog owner< SF F Indicated to pc 2.8-2.6 BD FN VGI General About L&N Early on in Scn, the action of L&N was poorly understood. According to a lecture by R. Hubbard in 1962, a list could go on and on. As many as 2,500 items were reported! In modern auditing more than 5-10 items are unusual. Many times the listing question will go to BD F/N VGI item very quickly without even have to null the list. The next chapter about the Laws of Listing & Nulling contains the exact procedure with some examples. Let us here just make some remarks about the nature of L&N questions. You have to understand they are highly charged questions. But if the pc is fully set up for the action and a standard question is used it is usually a quick and easy action to audit. Errors in finding the right Item can however cause serious upsets in session. L&N #12 states: 12. \"An underlisted and overlisted list will ARC break the pc and he may refuse to be audited until the list is corrected, and may become furious with auditor and will remain so till it is corrected. \" Romantic love seems to follow the Laws of L&N. A question like \"Who is my true soul mate? \" calls for \'only one reading Item on the List \'. Let \'s illustrate that with some examples from life. There are some situations in life which seem to follow the Laws of Listing and Nulling. Both the examples we use are well known from life and literature: You have the romantic idea that there is one single partner in life you should marry. According to romantics there is such a person and only one, who is \"my true soul mate \". This is very close to an L&N action. Let \'s say a man is looking for the woman meant for him. He finally finds her - the BD F/N VGI Item - his soul mate. But now we can only hope, that he is the BD F/N VGI Item for her. With this you can view the bliss and the utter upsets that happen in the field of finding the right one; and possibly later on, if they find out \"They were not meant for each other \", you find an explanation for all the blow-ups that also can happen according to L&N Law #12 above. It seems like the rule in the case of a couple breaking up is, they are automatically worst enemies all of a sudden. We will not here go into a long discussion of what of all this is justified or not. A better approach to a relationship is probably to work on it based on increasing ARC. But it is an illustration of why you want only one item on the list - the right one - when you are done. Being wrongly accused or convicted is a \'Wrong Item \' to the defendant. It can have deadly consequences. Another illustration of L&N is a criminal investigation. You want to find the guilty part and put him behind bars in case of a serious crime. In a less serious crime you want to expose him and know not to trust him. Let \'s say you had a serial killer. The police wants to hunt him down and put him behind bars so he will kill no more. Arresting somebody \"who fits the profile \" isn \'t good enough. The person wrongly accused will see his life ruined (he is getting hung with a wrong item). The criminal will still be out there and more murders will happen. The police has a Wrong Item for their investigation. When they finally get the killer, on the other hand, they have the Right Item. The random murders will stop and everybody around can feel safer and better - including other suspects. L&N is sometimes used as Why Finding. The Real Why is defined as the biggest aberration from the Ideal Scene. This means, when you have isolated the Real Why you can turn the situation around. If you find the Wrong Why and act upon it things may turn a lot worse. So L&N is powerful stuff. Done right on a pc ready for it and with a standard question, it works real well and is easy to do. © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[29]=new Array("sub2/class3/53cs53lf.htm","ST3 - C/S 53 Long Form - List to handle high or low TA and general case difficulties.","| Assessment TRs | Prepared Lists, Theory | C/S SERIES 53 LONG FORM The C/S Series 53 Long Form is used by auditors to get a TA up or down into normal range or to correct a varity of case outnesses. A pc who is relatively new to auditing should be assessed on this C/S 53 Long Form, which puts the items into full questions. More experienced or educated pc \'s are given C/S 53 Short Form. Assess this list Method 5 and handle reads in the order they occur. Follow the instructions at the end of the list to handle the reads. PC NAME DATE________________ A. Interiorized into something _____ Go in _____ Went in _____ Put in _____ Want to go in _____ Can \'t get in _____ Can \'t go in Want to get out _____ Kicked out of spaces _____ Being trapped _____ Forced in _____ Pulled in _____ B. Have there been List errors _____ Have you had an overlisted list _____ Have you been given any Wrong items _____ Have you felt upset with giving tems to auditor _____ Have you been given a wrong date _____ Have you found a wrong location _____ Have you been given a Wrong Why _____ Have you been given a Wrong indication _____ Have you been give a wrong PTS item _____ C. Do you have an ARC break _____ Do you have a Problem _____ __ Are you withholding anything _____ Is there some sort of withhold _____ Is there something you \'re not saying _____ Has S/O said you had a wh when you didn \'t _____ Did you have to get the same wh off more than once _____ Have you committed any overts _____ Have you been audited over out-ruds _____ Do you feel sad _____ Do you feel rushed _____ Are you upset _____ Are you tired_____ Deadness_____ Unconsciousness_____ Do you feel you can \'t get it _____ Are you protesting anything _____ Is there S/G you don \'t like _____ D. Have you taken drugs _____ Have you takenLSD _____ Have you drunk alcohol _____ Have you smokedhashish _____ Have you taken medicine _____ E. Is there an Engram in restimulation _____ Has the same Engram run twice _____ Can \'t you see Engrams too well _____ When you look for incidents, is it Invisible _____ When you look for incidents, is it all Black _____ Have you experienced a Loss _____ Have you Lost something _____ F. Has the same thing been run twice _____ Has the same action been done by a/o auditor _____ G. Are you doing s/t with your mind between sessions _____ Are you involved in some other practice _____ H. Have there been word Clearing errors _____ Is there a misunderstood word _____ Have there been misunderstoods in session _____ Have there been study errors _____ I. Do you have a False TA _____ Have you used wrong sized cans _____ Do your hands get tired _____ Are your hands dry _____ Are your hands wet _____ Do you loosen your can grip _____ Are you using the wrong hand cream _____ J. Is the auditor overwhelming _____ Couldn \'t you hear auditor _____ Couldn \'t you understand what was being said _____ Couldn \'t you u.stand what was being done _____ Do you feel attacked _____ Has there been s/g wrong with F/Ns _____ Have F/Ns been overrun _______ Have F/Ns been missed _____ Do you feel like items really didn \'t read _____ Have there been false reads _____ Reading items were ignored _____ Have you had bad auditing _____ Are there any incomplete actions _____ Has there been any invalidation _____ Has there been any evaluation _____ Couldn \'t you get auditing _____ Have actions been interrupted _____ K. Is there something you can \'t have _____ Is your havingness low _____ L. Are you PTS _____ Do you feel suppressed _____ M. Has something gone on too long _____ Have you been audited past a release point _____ Have you gone past Dianetic Clear _____ Has s/g been overrun _____ Has the auditor kept on going _____ Are you being over-repaired _____ Are you puzzled why auditor keeps on going_____ Are there Stops _____ N. Is there something else wrong _____ Are you physically ill _____ O. Are we repairing a TA that isn \'t high _____ Are we repairing a TA that isn \'t low _____ Has the Meter been faulty _____ Is there nothing wrong ______ P. Have there been false Exam Reports _____ Did you have to wait at Exam _____ Have you been upset by the Examiner _____ A. If A or any of the A Group reads on any pc, the pc has \'Out-Int \'. On a pc of any case level, who has had an Int RD (with Engram running), do an Int RD Correction List and handle the reads. If Int correction has already been done on the pc have a folder study (FES) done on the Int RD and its corrections. When all errors are corrected, the C/S may order the Recall Int RD. If the pc is Clear or OT and has not had an Int RD, do the Recall Int RD. Do not run any Engrams. WHEN DOING AN INT HANDLING RUN ONLY THE INT BUTTONS GIVEN ON THE INT RD SERIES. Note on the Assessment which button(s) have just read on the C/S 53. Other items in the A Group are designed to detect Out-Int, but don \'t embrace the earlier beginning, so do NOT run these. B. If any of these read, do an L4BRB on the earliest lists you can find that have not been corrected. Lacking these, do an L4BRB in general. You can go over an L4BRB several times handling each read to F/N until the whole L4BRB gives nothing but F/Ns. Handle a Wrong Why or Wrong Indication or Wrong PTS item per C/S Series 78. C. Any reading item must be F/Ned. Use standard handlings on rudiments questions. On \"Out-Ruds \" find which rud and handle. \"Feel Sad \" = ARC break of long duration so handle the ARC break. If \"Deadness \" or \"Unconsciousness \" read TWC to F/N (E/S if necessary) and then program for the Personal Revival Rundown. D. TWC to F/N. Do a Drug RD Repair List if the pc has had his Drug RD. Advance Program to handle all reading drugs as soon as possible. E. If any of these read, do an L3RH and handle per the instructions. (On Clears and OTs simply indicate the read. Don \'t run any Engrams or seek further to repair). F. Clean up any protest and inval and rehab to F/N. G. Find out what it is. If yogi or mystic exercises or some such TWC E/S it to first time done, find out what upset had occurred before that and if TA now down do L1C on that period of pc \'s life. H. If Word Clearing, do a Word Clearing Correction List, handle all reads. If study errors, TWC E/S to F/N, and add a Study Correction List to the pc \'s program. I. False TA is wrong cans or other error. Use False TA check list. Then clean up the By-passed Charge with (1) Assess for best read (a) TA worries (b) F/N worries. (2) Then TWC times he was worried about (item) E/S to F/N. (3) Rehab any overruns due to false TA obscuring F/Ns. J. These are auditor errors. Low TA is generally caused by overwhelming TRs and incomplete actions. A high TA can be caused by an auditor overrunning F/Ns or failing to call them. Or trying to assess through an F/N and mistaking an F/N right swing for a read. An F/N can be obscured and mistaken for a read if sensitivity too high. These items are all TWC E/S to F/N. Auditors who made them need cramming badly or retread. Rehab F/Ns that have been missed. K. Can \'t have or Hav. Find correct Havingness Process and remedy. L. TWC to F/N. C/S to program as needed for further PTS handling. M. Find out what. Clean up any protest. Rehab to F/N or Date/Locate. On \"Went on past Dianetic Clear \" TWC to F/N. Return to C/S. A qualified C/S who has fully checked out on the materials must adjudicate whether this state has been attained before the preclear should be programmed Clear verification. N. TWC to find what. Note BD item. If BD item covered by one of these categories handle per instructions. If not just TWC to F/N and get further C/S instructions for handling if necessary. O. Get pc to tell you about it briefly. If correct then indicate to F/N. Go E/S and indicate it if no F/N on first. If false TA handle per 1 above. P. Indicate and TWC to F/N. The order in which reads are to be taken up is built into the C/S 53 itself. You simply start at the top of the list and take up and handle to F/N each read as you come to it.","null","null","");arrFiles[30]=new Array("sub2/class3/54gf_print.htm","ST3 - Green Form: Detects peculiarities and elements of PCs life resulting in case troubles or little gains.","| Assessment TRs | Prepared Lists, Theory | GREEN FORM (GF) The Green Form is used to detect the peculiarities and elements of a pc \'s life which are causing case trouble or preventing gains. (It is not used to cure high or low TA.) You can assess it Method 3 and handle, not going beyond the first F/N, but its real use is Method 5 and send to the C/S for programming. It can also be used in combination with the Expanded Green Form 40 to precisely locate and solve any resistiveness of a pc \'s case. Directions for use of the Green Form and the Expanded Green Form 40 are givenin main text. It is vital to know these data before using these lists. The GF was originally printed with green ink on white paper. PC NAME: DATE:_______________ AUDITOR: ______________________________________ 1A. HAVE YOU NOT HAD SUFFICIENT SLEEP? _________ 1B. ARE YOU PHYSICALLY TIRED? _________ 1C. HAVE YOU NOT HAD ENOUGH FOOD? _________ 1D. ARE YOU HUNGRY? _________ 1E. HAVE YOU DRUNK ALCOHOL? _________ IF. HAVE YOU TAKEN ASPIRIN? _________ 1G. HAVE YOU TAKEN TRANQUILIZERS? _________ 1H. HAVE YOU TAKEN DRUGS? _________ Do not audit a pc who has not had sufficient food or rest or who has taken aspirin or drugs. If one of the above questions reads, assess no further; take the question up with the pc. If he is tired, send him home to rest, if he is hungry, send him to get well fed, and if he has taken drugs, he will have to dry out for the time specified by C/S. 2A. HAVE YOU GONE EXTERIOR IN AUDITING? _________ Repair any former mistakes. Do the Recall Int RD. 2B. HAS YOUR INT RD BEEN MESSED UP? _________ As 2A. 3. HAS THERE BEEN A LIST ERROR? _________ Find out which and handle with an L4BRA. 4A. DO YOU HAVE AN ARC BREAK? _________ Handle with ARCU CDEINR E/S to F/N. 4B. DO YOU HAVE AN ARC BREAK WITH THE ENVIRONMENT? _________ ARCU CDEINR E/S to F/N or other remedies, if ordered by the C/S. 4C. DO YOU HAVE A PRESENT TIME PROBLEM? _________ Itsa E/S itsa to F/N. 4D. HAS A WITHHOLD BEEN MISSED? _________ Get what, who nearly found out, what they did to miss it, E/S M/W/H to F/N. 4E. WAS THERE A WITHHOLD THAT KEPT COMING UP? _________ Who wouldn \'t accept it, who said it still read. Indicate it was a false read. TWC the concern. 4F. HAVE YOU COMMITTED AN OVERT? _________ Pull it, E/S to F/N. 5. ARE YOU EXPERIMENTING? _________ Get time, place, form and event E/S to F/N. 6. ARE YOU ALTERING TECH? _________ Get time, place, form and event E/S to F/N. 7. ARE YOU DOING SOMETHING ELSE WITH TECH? _________ Get time, place, form and event E/S to F/N. 8. HAVE YOU COPIED OR OBTAINED COPIES OF ANY CONFIDENTIAL MATERIALS? _________ Get time, place, form and event E/S to F/N. 9. ARE YOU HERE TO GET DATA FOR SOMEONE ELSE? _________ Get what, when, all, who E/S to F/N. 10. DO YOU HAVE A CRIMINAL RECORD OR CRIMES FOR WHICH YOU COULD BE ARRESTED? _________ Note all crimes, with what, when, all and who and handle with E/S to F/N. 11. ARE YOU HERE TO BE CURED OF SOMETHING NOT MENTIONED? _________ Itsa E/S itsa to F/N. 12. DO YOU HAVE UNPAID DEBTS TO ORGS? _________ Get time, place, form and event E/S to F/N. 13. DO YOU HAVE KNOWLEDGE OF A CRIME AGAINST SCN OR ST? _________ Get time, place, form and event E/S to F/N. 14. ARE THERE IGNORED ORIGINATIONS? _________ Itsa E/S itsa to F/N. 15. HAVE YOU BEEN SELF-AUDITING! _________ Itsa E/S itsa to F/N or L1C on the prior upset. If prior upset was in auditing, use the appropriate correction list. 16A HAVE YOU BEEN AUDITED BY A NONSTANDARD AUDITOR? _________ Itsa E/S itsa to F/N. 16B. HAS THERE BEEN A NONSTANDARD PROCESS? _________ Itsa E/S itsa to F/N. 16C. HAS THERE BEEN A BAD AUDITING COMM CYCLE? Itsa E/S itsa to F/N. _________ L1C if necessary. 16D HAVE THERE BEEN CODE BREAKS? _________ Itsa E/S itsa to F/N. 17A IS THERE AN ENGRAM IN RESTIMULATION? _________ L3RH and handle. (On a Clear or OT only indicate the read. You may do an L3RH if needed, however. do no handling beyond indicating the read. See C/S Series 53 for further data on handling reading Dianetic items on Clears, OTs.) 17B. IS A PICTURE NOT ERASED? _________ Handle as in 17A above. 18. IS THERE AN ENGRAM EXACTLY MATCHING PT DANGERS? _________ Run it out Quad. (On Clears, OTs and Clears, handle as in 17A above.) 19. ARE YOU CONNECTED TO A SUPPRESSIVE PERSON? _________ TWC to F/N. Return to C/S for instructions on further handling if needed. 20. ARE YOU CONNECTED TO A SUPPRESSIVE GROUP? _________ TWC to F/N. Return to C/S for instructions on further handling if needed. 21. IS THERE AN ENVIRONMENTAL MENACE? _________ TWC to F/N. Return to C/S. 22. ARE YOU HERE BECAUSE SOMEONE ELSE DEMANDED IT? _________ TWC to F/N. Return to C/S. 23A. DO YOU HAVE A HIDDEN STANDARD? _________ L&N \"What hasn \'t been handled? \" L&N \"Who or what would have ( item above ) ? \" Run O/W on the item. 23B. WHAT WOULD HAVE TO HAPPEN FOR YOU TO KNOW AUDITING WORKS? _________ Handle as in 23A above. 24. WHAT WOULD HAPPEN IF AUDITING WORKED? _________ Itsa E/S itsa to F/N. 25. CAN \'T YOU STUDY? _________ Assess and handle a Study Green Form. 26. HAS ANYTHING BEEN SUPPRESSED? _________ Itsa E/S itsa to F/N. 27. HAS ANYTHING BEEN INVALIDATED? _________ Itsa E/S itsa to F/N. 28. HAS ANYTHING BEEN EVALUATED? _________ Itsa E/S itsa to F/N. 29. HAS ANYTHING BEEN RUSHED? _________ Itsa E/S itsa to F/N. 30. HAS ANYTHING BEEN MISSED? _________ Itsa E/S itsa to F/N. 31. HAS A PROCESS BEEN LEFT UNFLAT? _________ TWC for data to F/N. Return to C/S. 32. HAS A PROCESS BEEN OVERRUN? _________ Rehab. 33. HAS A RELEASE BEEN BYPASSED? _________ Rehab. 34. HAVE YOU BEEN OVERREPAIRED? _________ Repair Correction List. 35. HAVE YOU GONE DIANETIC CLEAR? _________ Date/Locate. 36. IS THERE ANYTHING UPSETTING ABOUT THIS REVIEW? _________ Itsa E/S itsa to F/N. 37. IS THIS LIST UNNECESSARY? _________ Indicate. If no F/N rehab or Date/Locate. 38. IS THERE SOMETHING THAT HASN \'T BEEN HANDLED? _________ Find out what and handle or return to the C/S. 39. IS THERE SOMETHING ELSE WRONG? _________ Find out what and handle or return to C/S. RESISTIVE CASES ASSESSMENT Assess Method 5 the following \"resistive cases \". If any item reads, go to its corresponding section on the Expanded Green Form 40X and assess Method 5 all the items in that section. Assess the section on the Expanded Green Form 40X that corresponds to each reading item. When all sections corresponding to the reading resistive cases items are assessed you will have a full picture of the pc \'s resistiveness. Then, if you have C/S okay, take up each reading section on the GF 40X in the order in which they are listed below and handle reads per the instructions given. Otherwise, return to the C/S for programming. (Below GF 40 Items are not included in ST3 - but left there for the C/S \' use. It does provide a check list for resistive cases. There is another repair list built on this, but with more detailed questions. It \'s called GF 40 Expanded. The C/S can order to have GF and the below GF 40 assessed M5 and returned to him and then program the case based on what was found and confirmed. The auditor does only need to be able to assess the below to do that of course. The GF 40 Expanded is now part of ST4 appendix. A-1 WENT DIANETIC CLEAR AND NEVER ATTESTED _________ A-2 HAVE YOU HAD ENGRAMS RUN AFTER BEING DIANETIC CLEAR _________ B DON \'T WANT AUDITING _________ C-1 AUDITED WITH RUDIMENTS OUT _________ C-2 SECRETS _________ D OVERWHELMED _________ E-1 CONTINUOUSLY COMMITTING OVERTS ON SCN _________ E-2 EVIL PURPOSE _________ F-1 SUPPRESSED _________ F-2 CONNECTED TO AN ANTAGONISTIC PERSON _________ G SERIOUSLY PHYSICALLY ILL _________ H. HAVE YOU NOT HAD AUDITING _________ I-1 SEEKING THE SAME THRILL ATTAINED FROM DRUGS _________ I-2 HAVE YOU TAKEN DRUGS _________ J FORMER THERAPY BEFORE AUDITING_________ K HAVE YOU TAKEN PART OF EARLIER PRACTICES _________ L-1 OUT OF VALENCE _________ L-2 ARE YOU BEING SOMEONE ELSE _________ M PRETENDING TRAINING OR GRADES NOT ATTAINED _________ N AUDITED WITH PRIOR GRADES OUT _________ O MISUNDERSTOODS IN AUDITING _________","null","null","");arrFiles[31]=new Array("sub2/class3/55l1c_print.htm","ST3 - List L1C: Handles ARC Broken, Sad, hopeless or nattery pc \'s.","| Assessment TRs | Prepared Lists, Theory | LIST-1-C Used by Auditors in session when an upset occurs, or as ordered by C/S. Handles ARC Broken, Sad, hopeless or nattery pc \'s. Questions can be prefaced with \"Recently \" \"In this life \" \"On the Whole Track \" or used without. It is done Method 3. Do NOT use on high or low TA to bring TA in range. Use a C/S 53 List after checking for False TA. Take All Reading Items or volunteered Reading answers E/S to F/N as they occur (Method 3). 1. Has there been an error in listing? (If this reads change to L4B at once.) 2. Has a withhold been missed? 3. Has some emotion been rejected? 4. Has some affinity been rejected? 5. Has a reality been refused? 6. Has a communication been cut short? 7. Has a communication been ignored? 8. Has an earlier rejection of emotion been restimulated? 9. Has an earlier rejection of affinity been restimulated? 10. Has an earlier refusal of reality been restimulated? 11. Has an earlier ignored communication been restimulated? 12. Has something been misunderstood? 13. Has someone been misunderstood? 14. Has an earlier misunderstanding been restimulated? 15. Has some data been confusing? 16. Has there been a command you haven \'t understood? 17. Has there been some word you haven \'t known the meaning of? 18. Has there been some situation you haven \'t grasped? 19. Has there been a problem? 20. Has a wrong reason for an upset been given? 21. Has a similar incident occurred before? 22. Has something been done other than what was said? 23. Has a goal been disappointed? 24. Has some help been rejected? 25. Has a decision been made? 26. Has an Engram been restimulated? 27. Has an earlier incident been restimulated? 28. Has there been a sudden shift of attention? 29. Has something startled you? 30. Has a perception been prevented? 31. Has a willingness not been acknowledged? 32. Has there been no auditing? 33. Did you go Exterior? 34. Have actions been interrupted? 35. Have actions continued too long? 36. Has data been invalidated? 37. Has someone evaluated? 38. Has something been Overrun? 39. Has an action been unnecessary?","null","null","");arrFiles[32]=new Array("sub2/class3/56l4short_print.htm","ST3 - List 4 Short: Handles recent errors in L&N","| Assessment TRs | Prepared Lists, Theory | LIST CORRECTION - SHORT L4 This is a short version of list correction. It is only valid on listing in progress or recently done. It contains all the most common errors. If it doesn \'t resolve a full L4BRB should be used. 1. Was it the first item on the list? (Indicate; give pc his item). 2. Was list incomplete? (Complete the list, find pc \'s item and give it to him). 3. Was the item bypassed? (Locate it and give it). 4. Was the item suppressed? (If this is the case, null list with Suppress. Use: On (item) has anything been suppressed down the list. Give pc the item) 5. Was the item invalidated? (If this is the case, null list with Invalidate. Use: On (item) has anything been invalidated down the list. Give pc the item) 6. Was the question meaningless? (If so indicate to pc. If no F/N E/S to F/N) 7. Was the list overlisted? (If this is the case, null list with Suppress. Use: On (item) has anything been suppressed down the list. Give pc the item) 8. Were items thought of that weren \'t put down? (Add new items to list. Renull the whole list and give pc the item). 9. Was it listed out of session? (If this is the case, find out what question. Have pc recall items and null it. Give pc his item. Warning: do not do this with a question that does not call for one item). 10. Was the item different when said by the auditor? (Find out the correct wording of the item and give it to the pc correctly). 11. Was the item not given to you? (Find out what the item was. Clean up BPC with Suppressed and Invalidated and give item to pc). 12. Was the action unnecessary? (Indicate the BPC. If you get a BD on a pc statement indicate the statement as the BPC. Also indicate it was an unnecessary action). 13. Was a Release point bypassed, on the question only? (Indicate the Overrun and rehab). 14. Was a Release point bypassed on listing? (Indicate the Overrun and rehab).","null","null","");arrFiles[33]=new Array("sub2/class3/57wccl_print.htm","ST3 - Word Clearing Correction List: Used to resolve troubles in any form of Word Clearing.","| Assessment TRs | Prepared Lists, Theory | WORD CLEARING CORRECTION LIST (WCCL) The WCCL is the list to use when any form of Word Clearing (WdCl) encounters real trouble. Any and all trouble with WdCl should be corrected by assessing and handling this list. The WCCL has been designed handle errors made in Word Clearing. It is not to be used to try to correct study or the person \'s case. It is used in in context with WdCl sessions to correct WdCl errors. If, after the WdCl Correction List has been fully handled, there seems to be other By-passed Charge connected with the subject of study, a Study Green Form can be done - if decided by C/S. The WCCL can be assessed Method 3 or Method 5. All Word Clearers (WdCL \'ERs) have to be able to use this list to correct Word Clearing errors. 1. IS THERE SOMETHING WRONG WITH YOUR CASE? _________ If this list is being assessed during course room metered WdCl, end off for C/S instructions, otherwise assess and handle a C/S Series 53. 2. HAVE YOU BEEN Wd CLEARED OVER OUT-RUDS? _________ Find out which and handle to F/N and VGIs. 3. IS A Wd STILL MU? _________ Find out which and get it cleared to F/N. (If WdCl Intensive, clear it E/S to EP.) 4. WAS A Wd IN A DEF MU? _________ Find out which Wd and get it cleared to F/N. 5. COULDN \'T YOU FIND THE ACTUAL MU? _________ Using your Meter and TWC, find the MU Wd and clear to F/N. (If WdClear Intnsive clear it E/S to EP.) 6. DID YOU NOT GET THE BASIC Wd? _________ Find out which Wd or subject was not taken to EP, locate the MU Wds and clear each to F/N, going E/S to EP. 7. DID YOU FAIL TO USE THE Wd YOU WERE CLEARING IN ENOUGH SENTENCES? _________ Get the Wd used in sentences until it is fully understood, to F/N and VGIs. 8. DID YOU NEED TO DEMO THE Wd YOU WERE CLEARING? _________ Get the Wd demoed to full understanding, F/N and VGIs. 9. WERE YOU USING AN IMPROPER DICTIONARY? _________ Find out what Wd and what dictionary. Get a proper dictionary and clear it to F/N and VGIs. 10. WAS THERE AN E/ SIMILAR MU Wd NOT CLEARED? _________ Find out what it is and clear it to F/N. (If WdClear Intensiv, clear it E/S to EP.) 11. DID YOU NOT FEEL GOOD ABOUT A Wd WHEN IT WAS CLEARED? _________ Find the Wd and reclear it to F/N. 12. DO YOU KEEP FORGETTING Wds YOU HAVE ALREADY DEFINED? _________ Locate the other or related Wd he didn \'t define and clear it to F/N. 13. DID YOU HAVE TO CLEAR A Wd YOU ALREADY KNEW? _________ Find out what the Wd was and indicate. If no F/N get off any protest or inval and rehab to F/N. 14. WAS A Wd OVERRUN? _________ Find out what Wd and rehab. 15. WAS A Wd READING ON PROTEST? _________ Get which Wd, indicate. If no F/N handle with itsa E/S to F/N. 16. DID A Wd NOT REALLY READ? _________ Get which Wd, indicate. If no F/N handle with itsa E/S to F/N. 17. COULDN \'T YOU HEAR THE WdCL \'ER? _________ itsa E/S to F/N. 18. DIDN \'T YOU UNDERSTAND WHAT THE WdCL \'ER SAID? _________ itsa E/S to F/N. 19. DIDN \'T YOU UNDERSTAND THE ACTION BEING DONE? _________ Find out what it was and handle with itsa E/S to F/N or clear it up with correct references to F/N and VGIs. 20. WERE YOU CONFUSED BY SOMETHING? _________ Find out what it was and handle with itsa E/S to F/N or clear it up with correct references to F/N and VGIs. 21. WERE YOU PUZZLED WHY THE WdCL \'ER KEPT ON Wd CLEARING? _________ Find out what happened and handle with itsa E/S to F/N or rehab the win. 22. ON Wd CLEARING DID YOU FEEL OVERWHELMED? _________ Find out what happened and handle with itsa E/S to F/N. 23. ON Wd CLEARING DID YOU FEEL HOPELESS? _________ Find out what happened and handle with itsa E/S to F/N. 24. ON Wd CLEARING DID YOU FEEL INVALIDATED? _________ Find out what happened and handle with itsa E/S to F/N. 25. ON Wd CLEARING WAS THERE ANY EVALUATION? Find out what happened and handle with itsa E/S to F/N. 26. ON Wd CLEARING WERE YOU PROTESTING? _________ itsa E/S to F/N. 27. DID YOU GET DISTRACTED DURING Wd CLEARING? _________ Find out what happened and handle with itsa E/S to F/N. 28. WAS THERE SOMETHING WRONG WITH THE F/Ns INDICATED? _________ Find out what happened and handle with itsa E/S to F/N or clear to F/N any Wds not fully cleared. 29. YOU HAD TO LOOK UP TECNCL. OR SPECL. DEF \'s OF Wds THAT DIDN \'T APPLY? _________ Find out what the Wd was. Indicate this was an unnecessary action. Correctly clear the Wd to F/N. (If WdClear Intensive, take E/S to EP.) 30. DID YOU TELL THE WdCL \'ER IT WAS UNDERSTOOD JUST TO GET RID OF HIM? _________ Get the Wd (plus any others) and clear each to F/N. 31. WAS IT NOT YOUR MU? _________ itsa E/S to F/N. 32. WAS THERE INVALIDATION OF KNOWINGNESS? _________ Find out what it was, and handle with itsa E/S to F/N. 33. DID YOU USE THE WRONG SIZED CANS? _________ False TA Checklist. Work out the right sized cans with the pc. 34. DID YOUR HANDS GET TIRED IN Wd CLEARING? _________ False TA Checklist. Work out the right sized cans with the pc. 35. WAS A Wd ON THE LIST OF SUBJECTS MU? _________ Find out what it is and clear to F/N. (If WdCl Intensive, take E/S to EP.) 36. IS A SUBJECT STILL MU? _________ Get which subject and which Wd and clear it to F/N. (If WdCl Intensive, take E/S to EP.) 37. DID YOU NOT GET THE BASIC SUBJECT? _________ Find out what subject is incomplete by TWC, locate the MU Wds in it and clear each to F/N. (If WdCl Intensive, take E/S to EP.) 38. WERE THERE E/ SUBJECTS OR COURSES YOU STUDIED YOU FOUND DIFFICULT? _________ When this question is answered ask this second question: (WERE THERE ANY Wds ON THESE COURSES THAT YOU DIDN \'T FULLY UNDERSTAND?) Find by subject and get each defined. Then do steps again until both questions F/N. 39. DO YOU STILL HAVE MU \'S ON E/ COURSES? _________ Find out which course (or courses) and get each MU Wd cleared. Then recheck the question and handle until it F/Ns on checking. 40. DO YOU HAVE MU \'S ON YOUR E/ SCHOOL OR FAMILY TRAINING? _________ When this question has been answered, ask: WAS THERE ANY Wd IN (SUBJECT NAMED) YOU DIDN \'T UNDERSTAND? Get it fully defined to F/N and all such Wds cleared up for that subject. Handle all subjects the person has named as above. Then recheck the original question and handle until it F/Ns on checking. 41. WERE YOU BEING Wd CLEARED ON AN UNREADING SUBJECT? _________ Find out what. Indicate. If no F/N rehab or Date/Locate. 42. WAS A SUBJECT OVERRUN? _________ Find out what and indicate. If no F/N rehab. 43. WAS A MU SUBJECT MISSED? _________ Find out which subject(s) and which Wds and clear each to F/N. (If WdCl Intnsive, take E/S to EP.) 44. DID YOU TRY TO MAKE THE LIST F/N? _________ Put in ruds on WdCl, each to F/N, VGIs. Rehab any overruns. 45. IS THERE A SUBJECT WHICH SHOULD HAVE BEEN ON THE LIST BUT WASN \'T? _________ Find out what the subject is and clear all MU Wds to F/N, going E/S to EP. 46. HAS A WIN BEEN BYPASSED? _________ Find out what and rehab. 47. IS THERE SOMETHING ELSE WRONG? _________ Find out what and handle or return to the C/S. 48. WAS THERE NOTHING WRONG IN THE FIRST PLACE? _________ Indicate. If no F/N rehab or Date/Locate. 49. IS THERE SOME OTHER BY-PASSED CHARGE ON THE SUBJECT OF STUDY? _________ Assess and handle a Study Green Form. Abbreviations used: MU = misunderstood (verb and noun) WdCL \'ER = Word clearer WdCL = Word clearing Wd = Word DEF = Definition TECNCL. = technical SPECL = special E/ = Earlier","null","null","");arrFiles[34]=new Array("sub2/class3/58l4brb_print.htm","ST3 - List 4 BRB: Sorts out all possible errors related to L&N. Covers a broader area than L4Short.","| Assessment TRs | Prepared Lists, Theory | L4BRB LIST COVERING ALL LISTING ERRORS ASSESS THE WHOLE LIST THROUGH (METHOD 5). Used to handle suspected errors in Listing & Nulling actions, Why finding, etc. usually after a L4 Short Form didn \'t get it or because the situation is more complex than a recently failed L&N action. Take the biggest reads or BDs and handle. Then clean up the remaining list. PC \'S NAME_____________________________________ DATE________________ AUDITOR__________________________________ 0. WAS IT THE FIRST ITEM ON THE LIST? (Indicate and give pc his item.) 1. DID YOU FAIL TO ANSWER THE LISTING QUESTION? (If it reads, find out what question, clear the question noting whether it reads, if so, list it, find the item and give it to the pc.) 2. WAS THE LIST UNNECESSARY? (If it reads, indicate BPC and indicate that it was an unnecessary action.) 2A. DID THE QUESTION HAVE NO CHARGE ON IT? ( Indicate. ) 2B. WERE YOU ASHAMED TO CAUSE AN UPSET? (L1C after list corrected.) 2C. WERE YOU AMAZED TO REACT THAT WAY? (Same as 2B.) 2D. THE QUESTION HAD ALREADY BEEN LISTED BEFORE. (Indicate, rehab.) 2E. YOU HAD NO INTEREST IN THE QUESTION? (Indicate that the auditor missed that it didn \'t read.) 3. WAS THE ACTION DONE UNDER PROTEST? (If it reads, handle by itsa earlier similar itsa.) 4. IS A LIST INCOMPLETE? (If reads, find out what list and complete it, give the pc his item.) 5. HAS A LIST BEEN LISTED TOO LONG? (If so, find what list and get the item from it by nulling with Suppress, the nulling question being: \"On has anything been suppressed? \" for each item on the overlong list. Give the pc his item.) 6. HAS THE WRONG ITEM BEEN TAKEN OFF A LIST? (If this reads, put in Suppress and Invalidated on the list and null as in 5 above and find the right item and give to the pc.) 7. HAS A RIGHT ITEM BEEN DENIED YOU? (If this reads, find out what it was and clean it up with Suppress and Invalidate and give it to the pc.) 8. HAS AN ITEM BEEN PUSHED OFF ON YOU YOU DIDN \'T WANT? (If so, find it and get in Suppress and Invalidate on it and tell pc it wasn \'t his item and continue the original action to find the correct item.) 9. HAD AN ITEM NOT BEEN GIVEN YOU? (if reads, handle as in 7.) 10. HAVE YOU INVALIDATED A CORRECT ITEM FOUND? (If so, rehab the item and find out why the pc invalidated it or if somebody else did it, clean it up and give it to pc again.) 11. HAVE YOU THOUGHT OF ITEMS THAT YOU DID NOT PUT ON THE LIST? (If so, add them to the correct list. Renull the whole list and give the pc the item.) 12. HAVE YOU BEEN LISTING TO YOURSELF OUT OF SESSION? (If so, find out what question and try to write a list from recall and get an item and give it to the pc.) 13. HAVE YOU BEEN GIVEN SOMEBODY ELSE \'S ITEM? (If so, indicate to the pc this was not his item. Don \'t try to find whose it was.) 14. HAS YOUR ITEM BEEN GIVEN TO SOMEONE ELSE? (If so, find if possible what item it was and give it to the pc. Don \'t try to identify the \"somebody else. \") 14A. NO ITEMS WERE YOURS? (If so, indicate: none of the items were his. Do not try to find out whose items they were). 14B. WERE EARLIER LISTING ERRORS RESTIMULATED? (Indicate and correct earlier lists then check the current.) 14C. HAD THIS LIST ALREADY BEEN HANDLED? (Indicate.) 15. HAS A RELEASE POINT BEEN BYPASSED ON LISTING? (If so, indicate the overrun to the pc, rehab back.) 16. HAS A RELEASE POINT BEEN BYPASSED ON THE QUESTION ONLY? (If so, indicate the overrun to the pc and rehab back.) 17. HAVE YOU GONE EXTERIOR WHILE LISTING? (If so, rehab. If Ext Rundown not given, note for C/S.) 18. HAS IT BEEN AN OVERT TO PUT AN ITEM ON A LIST? (If so, find out what item and why.) 19. HAVE YOU WITHHELD AN ITEM FROM A LIST? (If so, get it and add it to the list if that list available. If not put item in the report.) 20. HAS A WITHHOLD BEEN MISSED? (If so, get it, if discreditable ask \"Who nearly found out? \") 21. HAS AN ITEM BEEN BYPASSED? (Locate which one.) 22. WAS A LISTING QUESTION MEANINGLESS? (If so, find out which one and indicate to the pc.) 23. HAS AN ITEM BEEN ABANDONED? (If so, locate it and get it back for the pc and give it to him.) 24. HAS AN ITEM BEEN PROTESTED? (If so, locate it and get the Protest button in on it.) 25. HAS AN ITEM BEEN ASSERTED? (If so, locate it and get in the Assert button on it.) 26. HAS AN ITEM BEEN SUGGESTED TO YOU BY ANOTHER? (If so, get it named and the Protest and Refusal off.) 27. HAS AN ITEM BEEN VOLUNTEERED BY YOU AND NOT ACCEPTED? (If so, get off the charge and give it to the pc, or if he then changes his mind on it, go on with the listing operation.) 28. HAS THE ITEM ALREADY BEEN GIVEN? (If so, get it back and give it again.) 29. HAS AN ITEM BEEN FOUND PREVIOUSLY? (If so, find what it was again and give it to the pc once more.) 30. HAS AN ITEM NOT BEEN UNDERSTOOD? (If so, work it over with buttons until pc understands it or accepts or rejects it and go on with listing.) 30A. WAS THE LISTING QUESTION NOT UNDERSTOOD? (Get defined and check for read. It may be unreading. If so, indicate that an uncharged question was listed because it read on a misunderstood.) 30B. WAS A WORD IN THE QUESTION NOT UNDERSTOOD? (Same as 30A.) 31. WAS AN ITEM DIFFERENT WHEN SAID BY THE AUDITOR? (If so, find out what the item was and give it to the pc correctly.) 31A. DID THE AUDITOR SUGGEST ITEMS TO YOU THAT WERE NOT YOURS? (Indicate as illegal to do so. Correct the list removing these.) 32. WAS NULLING CARRIED ON PAST THE FOUND ITEM? (If so, go back to it and get in Suppress and Protest.) 33. HAS AN ITEM BEEN FORCED ON YOU? (If so, get off the Reject and Suppress and get the listing action completed to the right item if possible.) 34. HAS AN ITEM BEEN EVALUATED? (If so, get off the Disagreement and Protest.) 35. HAD EARLIER LISTING BEEN RESTIMULATED? (If so, locate when and indicate the By-passed Charge. Find and correct the earlier out list. ) 36. HAS AN EARLIER WRONG ITEM BEEN RESTIMULATED? (If so, find when and indicate the By-passed Charge. Find and correct the earlier out list.) 37. HAS AN EARLIER ARC BREAK BEEN RESTIMULATED? (If so, locate and indicate the fact by itsa earlier similar itsa.) 38. DO YOU HAVE AN ARC BREAK BECAUSE OF BEING MADE TO DO THIS? (If so, indicate it to the pc. Handle the ARC break. Correct the list if it \'s a list ARC break.) 39. HAS THE LIST CORRECTION BEEN OVERRUN? (If so, rehab.) 39A. WAS THE LIST DONE WHILE YOU ALREADY HAD AN ARC BREAK? PTP? OR W/H? 39B. COULDN \'T YOU UNDERSTAND WHAT WAS BEING DONE? 39C. COULDN \'T YOU UNDERSTAND THE AUDITOR? 39D. DIDN \'T THE AUDITOR ACKNOWLEDGE YOU? 40. IS THERE SOME OTHER KIND OF BY-PASSED CHARGE? (If so, find what and indicate it to pc.) 41. WAS THERE NOTHING WRONG IN THE FIRST PLACE? (If so, indicate it to pc.) 42. HAS THE UPSET BEEN HANDLED? (If so, indicate it to the pc.) 43. HAS A LIST PROCESS BEEN OVERRUN? (If so, find which one and rehab.)","null","null","");arrFiles[35]=new Array("sub2/class3/07l_n_laws.htm","ST3 - Laws of Listing & Nulling: The exact procedure of L&N is done by applying these Laws.","The Laws of Listing & Nulling Listing and Nulling is done per The Laws of L&N. There is no L&N drill in Meter Drills. It is drilled on a doll by a coach, who calls the situations and reads. This way the student is taken through a great variety of situations until he knows L&N cold. Doing L&N The auditor clears the L&N question and checks it for read. If it reads he asks the pc the question. (Law #6). The pc answers - giving a number of items. The auditor writes each item down. He takes great care of getting the wording right and note down the read (or no read) it gave. The auditor then nulls the list per the Laws of Listing and Nulling. Per L&N, there should be only one reading item on the list after nulling. This action is different from Assessment by elimination - which is drilled with EM Drill 24. If you have more than one reading item after Nulling, you extend the list. The best form of L&N is done to LFBD F/N. Ideally, the following would happen: The auditor checks the question \"Who or what caused the car accident? \" He gets a long fall; so the question is reading well. The auditor marks the read next to the question on the list. Then the auditor gives the pc the question with good TR-1 and clear intention. The pc starts giving items. The auditor writes the pc \'s items down, noting whether each item read and what read as the pc gives it. The first list of reads (column L1) is always the reads the items gave when the pc first said them. Pc: N.N. Date: xx/xx/xx W/W caused the car accident? (LF) Items: L1 N1 Lx N2 The clutch x x x The weather x x x The stray dog x SF x The bad breaks SF x x The passenger x SF x The driver F F BD EXTENDED-------- Blinding sun SF x Dog owner SF x >The driver< Ind. to pc. And: 2.8-2.6 BD FN VGI On Listing (column L1) the list gave two reading items; so auditor nulled the list (N1). Now the auditor has three reading items so he extended the list (Lx). He gets two additional items: \'Blinding sun \' and \'Dog owner \'. Auditor now nulls the whole list and gets a BD item \"The Driver \". He gives the Item to the pc and it blows down further. \"The Driver \" will BD F/N because it is the item. The pc will have Cogs and VGIs. It might happen that the pc tells the auditor that this is the item, at which point the auditor would pleasantly say \"thank you. \"The Driver \" is your item \" - or he could simply smile and say \"Thank you \". But the point is that the auditor would never chop the pc \'s cognition or enforce his presence on the pc while this is happening. Good, pleasant TRs and observance of Auditors Code are vital. It is quite simple, really. You will get an LFBD F/N while Listing or while Nulling, if you \'re a smooth auditor. If you do it real well it will often produce a BD F/N while you are Listing and not even have to get to the Nulling stage. There is of course one other place where you could get an LFBD F/N in Listing and Nulling. That is while you are clearing and checking the L&N question for read before listing. You could get an F/N on checking the question, and the pc could start cogniting and blowing the whole subject. When that happens the subject has blown . Don \'t do anything more with it. Indicate the F/N and let the pc have his Cog and win. Listing and Nulling is simple, really. Have perfect TRs, know the Laws of Listing and Nulling, and do it as shown above and per the L&N Laws. Any auditor who consistently cannot get an LFBD F/N while Listing and Nulling should retrain on Listing and Nulling. It is more than likely he \'ll find he has bought someone else \'s misunderstoods or wrong ideas on the subject. The L&N Question Must Read A read is a SF, F, LF or LFBD. A \"tick \" or a \"stop \" are not valid reads. A pc \'s case can be gotten into serious trouble by listing an L&N that doesn \'t read - or running anything that doesn \'t read for that matter. In L&N this sort of things can happen: The List is \"Who or what would eat apples? \" The C/S has said to \"List this to a BD F/N Item \". So the auditor does list it without checking the question for read at all. The list can go on 50 pages with the pc protesting and getting upset. This is a \"Dead Horse \" list because it gave no item. The reason it didn \'t, was that the list question itself didn \'t read. Auditor does a correction list, like using the Short L4, and finds it was an \"Unnecessary action \". L4 Short Form is a Correction List used to correct recent troubles on L&N. It is the Correction List auditors use, if something should go wrong in an L&N session. On an L&N list that is getting no item you don \'t extend . You use L4 to sort it out. If you extend a \"Dead Horse \" list you are just making things worse. Use an L4 and get it sorted out. Something like this can also happen: C/S says to L&N \"Who or what would eat apples? \" The auditor does this and gets a BD F/N Item \"A Happy Child \". The C/S instruction also says to list as a second action \"Who or what would cut trees? \" The auditor fails to test the question for read but lists it. Had he tested it the list would not have read. But the list comes up with an item, \"A Mean Child \". It has stirred up charge from the first question and the item \"A Mean Child \" is a wrong item as it is a misworded variation of the first L&N item! Now we have an unnecessary action and a wrong item. We do an L4 and the pc is still upset as maybe only one or the other of the two errors gave a read and was corrected. The lesson learned here is: Always test a L&N question before letting the pc list it. Also: Always mark the read the question gave on your List sheet. Always mark the reads the items gave. In Clearing a listing Question the auditor watches the Meter, NOT necessarily the pc and notes any read while clearing the question. An additional calling of the item or question to see if it read is unnecessary and not a valid action if the item or question read on origination or clearing. It is of course not forbidden to call an item or question to test it for read. But it is a pointless action if the item or question read on origination by the pc or clearing it with him. Charge The whole subject of \"Charge \" is based on the following: \"Charge \" is the electrical impulse on the case that activates the Meter. Charge shows not only that an area has something in it. It also shows that the pc has possible reality on it. A pc can have a broken leg, yet it might not read on a Meter. It would be charged but below the pc \'s reality. So it won \'t read and it wouldn \'t run properly either. The Case Supervisor always counts on the auditor to test Questions and Items for read before running them. The auditor, when a Question or Item doesn \'t read, can and should always put in \"Suppress \" and \"Invalidate \". \"On this (Question) (Item), has anything been Suppressed? \" \"On this (Question) (Item), has anything been Invalidated? \" If either one of them read, the question or item will also read. No further Meter testing is needed. The Case Supervisor also counts on the auditor to use Suppress and Invalidate on a Question or Item. If after this test there is still no read on the Question or Item, that \'s it. Don \'t use it, don \'t list it. Go to the next action on the C/S or end off. (Note: If the pc gives the item \"me \" or \"myself \" it should simply be accepted and put on the list in the wording the pc uses). THE LAWS OF LISTING AND NULLING The following laws are all the important rules of listing and nulling. The auditor needs to drill them thoroughly. It is common practice to do each in clay and have auditors learn them verbatim. If an auditor doesn \'t know these cold he can cause serious problems for pc \'s. 1. The definition of a complete list is a list which has only one reading item on the list. 2. A TA rising means the list is being over-listed (list too long). 3. A list can be under-listed (list too short) in which case nothing can be found on nulling. 4. If after a session the TA is still high or goes up, a wrong item has been found. 5. If pc says it is a wrong item it is a wrong item. 6. The question must be checked and must read as a question before it is listed. An item listed from a non-reading question will give you a \"Dead Horse list \" and no item. 7. If the item is on the list and nothing read on nulling, the item is suppressed or invalidated. 8. On a suppressed list, it must be nulled with suppressed. \"On (item) has anything been suppressed. \" 9. On an item that is suppressed or invalidated the read will transfer exactly from the item to the button and when the button is gotten in the item will again read. 10. An item from an overlisted list is often suppressed. 11. On occasion when you pass the item in nulling, all subsequent items will read to a point where everything on list will then read. In this case take the first which read on first nulling. 12. An underlisted and overlisted list will ARC break the pc and he may refuse to be audited until the list is corrected, and may become furious with auditor and will remain so until it is corrected. 13. Listing and nulling or any auditing at all beyond an ARC Break without handling the ARC Break first such as correcting the list or otherwise locating it will put a pc into a \"sad effect \". 14. A pc whose attention is on something else won \'t list easily. (List and null only with the rudiments in on the pc.) 15. An auditor whose TRs are out has difficulty in listing and nulling and in finding items. 16. Listing and nulling errors in presence of Auditors Code violations can unstabilize a pc. 17. The lack of a specific listing question or an incorrect non-standard listing question which doesn \'t really call for item will give you more than one item reading on a list. 18. You cease listing and nulling actions when a floating needle appears. 19. Always give a pc his item and circle it plainly on the list. 20. Listing and nulling are highly precise auditing actions and if not done exactly by the laws may bring about a down tone and slow case gain, but if done correctly exactly by the laws and with good auditing in general will produce the highest gains attainable. We repeat: These laws, if not known and followed, can cause serious problems for pc \'s. TR-Q Drill for doing L&N © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[36]=new Array("sub2/class3/08cl_use.htm","ST3 - Corr. Lists and their Use: Tools for pro Aud \'s to handle upsets, BPC, repairs and difficult situations.","Correction Lists and their Use Definition: Correction List, 1. A list of prepared questions on a printed form which is used by the auditor for the repair of a specified situation, action, or Rundown. 2. The various Prepared Lists are designed to find By-passed Charge and repair a faulty auditing action or a life situation. 3. One additional use of some major Correction Lists is, to analyze a case and get data about pc \'s case difficulties. This is done under the C/S \' instructions in order to program future auditing. \'Correction Lists, \'Prepared Lists \' and \'Repair Lists \' are 3 names for the same thing. There are a number of prepared lists available to the auditor. In a broader sense you can see each process sheet for a Grade as a prepared list. The interview form, called the PC Information Sheet in ST, is also an example. There are actually many others. Such a list gives the auditor an overall plan of how to tackle a certain auditing situation or case problem and helps the C/S to plot a clear and workable course with a high guarantee of success. The subject of this chapter is specifically Correction Lists as defined above. Included here on ST 0 - 3 are a number of such lists. They can be used to correct an ongoing auditing action. Examples are L1C - it can handle an upset in the session (and in life too). On Level 2 we covered the Confessional Repair List (LCRE), designed to sort out problems in confessional auditing. There are many other such Correction Lists. The most important ones are described in this chapter and included in the Appendix. Another use of Correction Lists is (definition #3 above), is to make an analysis of a case and its problems. The C/S can simply order a number of Correction Lists to be assessed on a pc and returned to him for study. The reads and the printed instructions help him work out an auditing program. There are a lot of know-how and experience built into these lists. In a situation with problems on a particular auditing action or difficulties with a pc \'s progress, they are a stable datum on how to resolve the situation. They are \'proven medicine \', like penicillin against infection, you could say. Basic Principle The basic principle behind Correction Lists is: \"When in doubt - assess \". Also, for it to be BPC it has to be charge in restimulation that will show up on the Meter. In the previous chapter we had: \"Charge is energy that is mobilized and meant to go in a certain direction. But it never arrives, because it is not wholly detected or understood \" - that is, not until now! Ask the question which describes it and you will get a good read. Indicate it by taking it up (or simply indicating it) and the pc will be able to confront the charge and spot the source of it. The charge will destimulate as it now \'has somewhere to go to \'. By going earlier similar (or do the handling called for) you will nail down the source of the BPC and find what in Axiom 37 is called Basic Truth. You will get TA action and F/N VGI \'s as a result. There is no reason to try to guess what kind of BPC the pc is sitting in. A good Assessment and the handling takes care of it. The theory behind BPC also explains why it is so important not to Q and A, but finish each auditing cycle begun. Each Correction List is put together to cover a type of action or general area. The famous C/S 53 is thus covering all the reasons for high or low TA. High/Low TA are caused by certain types of unhanded charge in restimulation on the case. In the instance of chronic high or low TA this list is assessed on the pc and the causes for the out of range TA are located. (Occasional high or low TA on a process is of course handled by completing the process to EP). Methods of Assessment There are two principal methods of Assessment used to do Correction Lists with: Method 3: (M3) The list is assessed on a Meter, reading line after line to the pc. When a read is noted it means some BPC has been found. The question is taken up right away . The auditor follows the instructions on the list to handle this BPC to F/N VGI. Method 5: (M5) Here the whole list is assessed rapidly , without getting the pc to talk. The reads are simply noted for later use. They will all be F/N \'ed eventually. Depending on the situation, the auditor either handles the reads right after the Assessment in a certain order - or returns it to the C/S for programming. One special use of Method 5 is to assess all the way through and just indicate the major BPC to the pc. This can be used to handle an acute upset. This was discussed in \"Cause of ARC Breaks - BPC \". TRs And Metering There are some factors that have to be stressed repeatedly: Whether or not a prepared list reads well and correctly depends upon the auditor \'s TRs and metering. The quality of TRs and metering makes a huge difference in prepared list response. It is the TRs and metering of the auditor that makes a Correction List reliable, not the list itself. It is thus important that the auditor keeps working on this. There are drills developed especially to improve the auditor \'s Assessment skills. Included in Level 0-3 of ST are the most commonly used Correction Lists. They should cover 90% or better of the situations you can run into up to this level. A clever C/S should be able to handle just about any situation thrown at him with these lists and other tools included, like two way comm, Prep-checks, etc. There are two notorious tools missing: (1) One is PTS handling. A PTS is a \"Potential Trouble Source \". This case condition is usually brought about by pc having people close to him, who are antagonistic to him and his progress through auditing. The auditing tech for handling this is part of Level 4Pro. A first important step in handling such a pc is not done in session but by Ethics. Physical action needs to take place. The pc is educated in these matters and the Ethics Officer helps him take control of the situation through advice and follow-up. Sometimes it has to be enforced with discipline. The basic condition the pc is in can be understood as a Problem (intention><Counter Intention) and a Present Time Problem (something the pc has his attention fixed upon). (2) Int Rundown Correction list is not included either. It has to be part of the whole theory. If the pc has Out-Int it can usually be handled with the included Int Remedy . Since this is run to key-out, it can be repeated. It can be overrun, however, and the EP should be found and rehabbed. But unless the pc has had an Int RD with Engram running, etc. this action is easily repaired with the tools of ST 3. The full theory and Rd for Interiorization problems are included in Level 4 Pro. The lists included are: WCCL: The Word Clearing Correction List is the list to use when any form of Word Clearing runs into real trouble. Any and all troubles with Word Clearing should be corrected by assessing and handling this list. The WCCL has been designed to handle errors made in Word Clearing. It is not to be used to try to correct study or the person \'s case. It is used in in context with Word Clearing actions to correct Word Clearing errors only. L1C: Used by auditors in session when an upset occurs, or as ordered by C/S. It handles ARC Broken, Sad, hopeless or nattery pc \'s. Questions can be prefaced with \"Recently \", \"In this life \", \"On the Whole Track \", or used without. It is not to be used to handle high or low TA. L4 Short: This is a short version of L&N correction. It contains all the most common errors. It is valid on listing & Nulling in progress or recently done. If it doesn \'t resolve the difficulties a full L4BRB can be used. L4BRB: Used to sort out all possible errors related to L&N. The L4 is designed to sort out an L&N action in progress. If that doesn \'t handle, there may be prior or other problems that need to be addressed. The L4BRB is thus designed to cover a broader area. LCRE: This list is used to repair Confessional Auditing. It is used in a Confessional session in progress per Confessional Procedure. It is also used to handle troubles from other O/W actions such as O/W write-ups. If the person after any such action has Bad Indicators or if he gets sick or upset or messes up, this list is assessed and handled. GF: The Green Form is used to detect the peculiarities and elements of a pc \'s life which are causing case trouble or preventing gains. (It is not used to cure high or low TA.) Per Auditors Rights it can be used by the auditor in case the rudiments won \'t fly. In this case it is assessed Method 3 and handled, not going beyond F/N VGIs. But its real use is Method 5 and then sent to C/S for programming. It \'s called a Green Form because it originally was printed with green ink on white paper. C/S 53 Short Form: This list was originally designed to handle high or low TA. It is assessed M5 and the reads are handled in the sequence laid out on the list. It has been called \"The Champion of Repair Lists \", as it has proven itself to enable a good auditor to handle all kinds of case difficulties - way beyond cases with TA troubles; the C/S 53 is still the list to use for High/Low TA. C/S 53 contains \" all the elements known to us that bring about case foul-ups . \" C/S 53 Long Form: This is basically the same list as C/S 53 SF. The difference is, that it uses full statements or questions, while C/S 53 SF uses only key words in the Assessment. C/S 53 LF is thus designed to be used if an Assessment of C/S 53 SF does not resolve the situation, as that would indicate that the charge simply hasn \'t been made to read. Also, it is sometimes used on beginning pc \'s as it can be easier to make to read on them. False TA Check List: This list is not assessed on the Meter. It is a check list to use, when False TA is suspected. It goes through all the physical causes (like dry or moist hands) that can cause the TA to be in a false range, that don \'t reflect the state of case. How to Audit Correction Lists There are certain skills to learn and certain rules to follow to successfully audit Correction Lists. First of all you have to make sure your sensitivity on the Meter is set right. Set too low you won \'t be able to see the reads; set too high will obscure the reads of importance. You set your sensitivity per EM Drill 5 to a 1/3 of a dial drop for a correct can squeeze. You need to arrange your tools, the Meter, the Correction List and the work sheets in such a way as to not overlook reads. Have your Meter in a position (line of sight) so you can see the list and the needle at the same time - or the needle and the pc at the same time. The Meter position is important. It is important to arrange Meter, List and Work Sheets in a way to be able to see Needle and List at the same time; or Pc and Needle at the same time. Also it is more important to see Pc \'s Can Grip than his face while assessing. Place the Correction List close beside the Meter or in front of it. Write the pc \'s name and date on top of the list. Have your worksheets more to the right. Keep a running record of the session on them. Write what list you use on the work sheets with the time. The list remains in the pc \'s folder - stapled to the back of the report after the action is complete. Clearing the Words You have to ensure, that the words on the list are cleared before you start to assess it. Common practice is to clear all the words for lists you may need well beforehand. As these lists are designed to handle BPC it is better to do it at the very beginning when you start on a program. If you are going to do a Confessional you know you may need an LCRE sooner or later. So you clear the words for the list in the very first session of such a program. If the pc gets in trouble later you can just take the list out and use it. Method 3 Assessment You read the question from the list to the pc (with good TR-1) and note any instant read. You do not read it while looking at the pc; you do not read it to yourself and then say it while looking at the pc. It is more important to see the pc \'s hands and can grip than his face as pc can move the cans around and cause false reads. Auditor has to watch the Meter and deliver his Assessment question so it impinges on the pc and his Bank and catch the instant reads. Especially your TR-1 has to be good. The pc has to clearly hear it. It has to impinge to get a read. There are a set of specific drills developed to improve Assessment skills, the Assessment Drills or TR-Q \'s. You are looking for any Instant Read which occurs at the exact end of the last syllable of the question. If it does not read, mark the list x (for no read) and go on. If the list is being done through an F/N and the F/N just continues, mark the question F/N. If the question reads, mark the read on your list at once (tick, SF, F. LF, LFBD, R/S). Write the number of the reading question on your work sheets. Then look expectantly at the pc. You can repeat the question by just saying it again if pc doesn \'t begin to talk. He has probably already begun to answer as the question was charged. Note down what the pc says in short form. Note any TA change in your report. If the pc \'s answer results in an F/N, VGIs, note it down quickly and say, \"Thank you. I would like to indicate your needle is floating \". You circle the F/N on your list and write IND for \"indicated to pc \". There is no reason to wait endlessly for the pc to say more. That is basically out TR-2. If you just sit there the pc will go into doubt and find something to say. Just pay attention and ack when he is done. Good crisp control and being attentive to the pc is what makes Method 3 a smooth and fast action. So you ack pc when he looks like he has said it and is pausing. If there is no F/N, you ask for an earlier similar to the question asked. The earlier similar should contain the statement/question that reads. If the read was on \'Rejected affinity \' you would ask: \"Was there an earlier similar restimulation of \'rejected affinity \'? \" This would be the correct \'E/S \' question. You always take a read to F/N. You can look at the pc when you say the E/S question, but you don \'t have to. The important thing in M3 is getting Meter response and not missing reads - and keep up enough speed to keep the pc busy. The pc will answer. If he comes to a \"looks like he thinks he said it \" and no F/N, you ack and ask the same E/S as above. You ask \"Was there an earlier similar....? \" until you finally get an F/N and VGIs. Then you indicate the F/N to the pc. That completes the handling of that particular line. You mark your list with \'F/N \' next to the original read. Then you go on to the next question on the list. You call the questions while keeping a close eye on your needle - you don \'t have to look at the pc. If a line doesn \'t read you simply mark it \'x \'. When the next question from that list reads, you mark the read on the list and note the question number on your work sheets. You again get the pc \'s answer, follow the above E/S procedure until you get an F/N and VGIs for the question. You ack and indicate the F/N and return to your list. You keep this up until you are through the whole list. If the pc volunteers an answer, but there is no read (there can be an instant read on his statement), you don \'t take it up. You handle it with TR-4 and carry on with your list. You have to trust your Meter. And the rule is: Do not take up things that don \'t read. Don \'t act on \"hunches \" either. If you do the above the pc is left to run his own case by answering non-reading questions with disaster as a result. Keep an eye on pc \'s hands; if he moves around with the cans you can get false reads and it can obscure the real ones. Ending and Big Win If halfway down the handling of a prepared list, the pc on some question gets a wide F/N, big cog, VGIs, the auditor is justified in calling the list complete and go to the next C/S action or ending the session. If the instructions call for taking the list to an F/Ning list (typically for a C/S 53), the auditor would still end off on the persistent F/N. If the instructions are to F/N the list (getting an F/N on all items asked) the auditor would still end off, let the pc have his win and then in another later session continue with the list. You do not audit over a big win for two reasons: It is invalidates the win and any charge still there won \'t register as the pc is not In-session. Under normal circumstances It \'s up to the auditor to decide if he should carry on to the end of the list in a later session; if he thinks there may be something else on it he would. But he does not violate auditing over big win and persistent F/N. Green Form and M3 When a GF is audited Method 3 the auditor ends off at the first F/N, VGIs. This is used when rudiments won \'t fly (Auditors Rights) and in some other instances. To continue can cause the TA to go high suddenly. The pc feels he is being over-repaired. The clearing up of the F/N VGI item on the GF handled it - now he is going into a protest. The protest sends the TA up. Although doing a GF M3 has its uses, the GF is best done by Method 5 - assessed once through for reads, then the reads are handled. Other lists are best done Method 3 (such as L1C). The above steps and actions are exactly how you do Method 3, Auditing by List. We F/N everything that reads by E/S or with a process to handle (per your individual list instructions). You may of course have to check for false read if the pc shows signs of this. You may have to put in the buttons \'Suppress \' and \'Invalidate \' to turn a Tick into a valid read (SF or larger). Never tell the pc whether it read or didn \'t read as this puts pc \'s attention on the Meter and violates Auditors Code. Method 3 is not used on high or very low TAs to get them down or up. Done properly these lists clean up a lot of By-passed Charge. The auditor should drill M3 and do the various lists on a doll with a coach giving situations. The primary Meter Drills would be EM 19 and EM 24 . Method 5 To assess a Correction List M5 was defined as: \" Method 5, here the whole list is assessed rapidly, without getting the pc to talk. The reads are simply noted for later use. They will all be F/N \'ed eventually. Depending on the situation, the auditor either handles the reads right after the Assessment in a certain order - or returns it to the C/S for programming. \" You would usually R-factor the pc with: \"I am going to assess a list the whole way through to find charged areas. You do not have to say anything as what I am looking for at this stage is Meter reactions, but you are free to do so, if something important comes to mind \". You can add: \"Please make sure to hold the cans still and don \'t shift your grip \". It \'s important to let the pc understand that he can of course originate - or he would immediately drift out of session and leave the Meter less responsive. Method 5 could be said to be the more in-depth use of Correction Lists. It also puts the auditor \'s Assessment skills to the test. The Meter coaching instructions of Level 0 are very relevant and should be used in drilling this action. Also the specific drills developed to improve Assessment skills, the Assessment Drills or TR-Q \'s are used. M5 is sometimes the preferred method for C/Ses handling green auditors, as the auditor can assess the whole list through and return the outcome to C/S. Then the auditor can get a step by step follow-up C/S, that he can study for and drill before going into session again. In R. Hubbard \'s words: \"Where you have inexpert auditors you always order Method 5, which is just a full rapid Assessment. Then the C/S sorts out the reads and C/Ses what to do as very well covered on the lists themselves and the C/S Series. Then the auditor does the C/S. \" But M5 is usually done to get an in-depth look at the case in an easy manner in order to handle the charge revealed in the right order. The general rule is to take up items in order of the largest read. There is however an important exception to this. To undo \' The Worst Tangle \" is delicate business. Out-Int, Out L&N and Out Ruds at the same time has to be handled in that order. The C/S 53 makes it a doable task. Out-Int - Out L&N - Out Ruds C/S 53 calls for taking up the reads in the order they appear on the list. That is because there is a detection of special case outnesses and the know-how how to handle it built into this list. The rule is: If you have anything connected with Out-Int, you handle that first. It is considered the most important case factor to address. Out-Int makes other auditing impossible and it is a more serious offense to audit a case over Out-Int than over an ARC break. The next thing to take up is anything connected with Out L&N. Again, out lists cause a serious BPC as expressed in Law #12 of L&N. The next thing would be different types of out rudiments - starting with ARC breaks. If you have Out-Int, Out Lists and Out Ruds all in a ball it is called \"The Worst Tangle \" and these factors have to be handled in the above order to be sorted out. That is built right into C/S 53 and that is why you do it in the order the reads appear in the list - regardless of size. The Worst Tangle rule applies to all auditing by lists as these case outnesses have to be repaired in that order. Green Form M5 The Green Form is a precision tool which covers the things troubling a case that no other list will detect. It is not intended to correct session errors or cure high or low TA. It specializes in picking up the oddities and elements of a pc \'s life which are out of view in normal auditing and which cause a case to behave in an unusual manner. The case may not be what we call resistive, just odd or troubled or not making sense and the Green Form is the list to use to sort it out. It is an excellent C/S tool for getting an overview of a case and getting it straightened out. It is often used as part of Life Repair. The C/S can use the results of a M5 Assessment to make up a program for the pc to address his specific problems. C/S 53 and Green Form are the most used lists for this. You can assess it Method 3 and handle, not going beyond the first F/N VGIs, when ruds won \'t fly at the start of session, but its real use is to assess Method 5 and then send to the C/S for programming. Out-Int is always handled first. Then List outnesses. Then ruds like ARC Breaks, W/Hs and PTPs. Then more or less by the longest reads. C/S 53 The C/S 53 Short Form is the basic prepared list used to get a high or low TA into normal range or to correct case outnesses. It contains every element that could be wrong with the mind. It is written the way it is because we just want to know if a subject reads on the pc \'s case; if it does it is handled to F/N. The C/S 53 Long Form is exactly the same as the short form; but it puts the items into full questions so a less educated pc can understand them easier. The more specific questions limits its use a bit by making the questions a bit too specific. The more open questions of the short form are to prefer, when possible. Both SF and LF are assessed Method 5. The order the reads are taken up in is built into the lists themselves. You can \'t audit a case on anything else if Int is out. Auditing must be very limited if L&N is out. If you audit over an ARC break very long the pc will go into a sad effect. If you audit over a problem the pc won \'t make case gain. If you audit over a withhold the pc may blow up at you. If you look at all these hard learned lessons you will see that the list itself takes care of that. It is a declining order of urgency. It is true for C/S53 all the way down the list. There are two principal ways to use a C/S 53. The first is to simply to assess it and only indicate the largest read. This is the old Assess and Indicate the BPC (ARC break Assessment). It is still very useful in handling blown students or pc \'s. You assess all the way through. You find \'Kicked out of spaces \' had the largest read. You say \"I want to indicate \'Kicked out of spaces \' was the most charged item \". You invite the pc to tell you about it without giving another formal auditing command and usually you will have a big BD F/N right there. This method will get off charge and get pc \'s and students back and more comfortable. This method, the ARC break Assessment, is not classified as auditing. It is \"Between the Meter and the pc \'s Bank \". The other way is its proper use in session. This use is called \'Auditing by Lists \' and is classified as auditing. After completing the M5 Assessment you simply start at the first read and handle it. Go to the next read and handle it, etc. Note that this is different from the general rule for handling prepared lists where you simply take the largest read and next largest read and so forth. That an item reads, with the exception of Out-Int, does not mean you have to do a full Rundown at that point. You just have to F/N it. If further actions are needed to take an item to full handling you put it onto the pc \'s future auditing program. This includes drug handling, etc. If Int reads you handle it fully because no auditing can take place over Out-Int. If he has already had a full Int RD (with Engram running) you would run the Recall Int Rundown. The purpose of the C/S 53 is to key out things that are bothering the pc and get anything found on the list to an F/N. That something read (except Int) does not mean the auditor doing the C/S 53 must at once run up 99 hours of auditing before he can finish the list. Auditors have to realize this or they can get stuck on a C/S 53 and go on forever. It can be used for case analysis and programming, but that is a choice the C/S makes. Its primary purpose is to get the case flying so you can do some action that is planned for the pc and which he is there to get delivered. To do that you simply follow the instructions on the list. A C/S 53 can even be used in a D of P interview when little is known about the pc. By assessing and getting the reads you can program the pc. You would conclude the interview simply by indicating the largest read which would get an F/N and the pc will go away happy while the C/S is making a full auditing program for him. So the C/S 53 has many uses as it does after all contain all the elements known to us that bring about case foul-ups . Unless you run into the necessity to do an Int handling or you goof or get false reads you can F/N a whole C/S 53 rather quickly. C/S 53 to F/Ning List You can take a C/S 53 to an F/Ning list by doing a repeated M5 on it. First you handle any Out-Int as needed; then you handle the rest of the items, each to F/N. You then do an M5 on the whole C/S 53 again. You may pick up an additional read or two. You F/N these. Hopefully, if Int is now handled properly, it won \'t read or read again. But if it does, you have the Recall Int RD. If this was done already it may not have been carried to EP so you simply take it to EP, which is an F/Ning Int button list. You then Method 5 the C/S 53 again. You will probably get an F/Ning Assessment throughout. If you don \'t you simply Method 5 it again. The eventual EP of getting a prepared list to F/N will occur unless the auditor \'s metering or TRs, or handling of the list is badly out (this assuming the pc needed the list in the first place). The thing to do if the auditor can \'t take it to F/Ning list is to get another auditor to do it or get the auditor to study and drill some more, as frankly, F/Ning a C/S 53 is quite doable. (An older system, and still valid, was to assess the list M5 and handle per above. This could be done repeatedly until everything seemed to be handled. Then you would assess the list M3. On each item you would put in suppress and invalidate and either get a read or an F/N. You would take up reads right away. If there still were things to handle and not an F/N on each line, you would repeat the M3. The full EP of an F/Ning list is the same, that each item can be F/Ned, with or without use of the buttons, and without any charge showing up). Taking a C/S 53 to F/Ning list is relatively easy to do and can produce a remarkable resurgence of case. It \'s an easy and simple way to do a set-up for a major Rundown. There is no other document in history that has rounded up so completely the factors which can be wrong with the mind. And also put it on one sheet of paper as C/S 53 SF does. Each Correction List contains detailed instructions on when and how to use it, including instructions on method of Assessment - several of the lists can be used both M3 and M5. We refer to the links below to the actual lists with their instructions. WCCL: The Word Clearing Correction List is the list to use when any form of Word Clearing runs into real trouble. Any and all troubles with Word Clearing should be corrected by assess and handle this list. The WCCL has been designed to handle errors made in Word Clearing. It is not to be used to try to correct study or the person \'s case. It is used in in context with Word Clearing actions to correct Word Clearing errors only. LCRE: This list is used to repair Confessional Auditing. It is used in a Confessional session in progress per Confessional Procedure. It is also used to handle troubles from other O/W actions such as O/W write-ups. If the person after any such action has Bad Indicators or if he gets sick or upset or messes up, this list is assessed and handled. L1C: Used by Auditors in session when an upset occurs, or as ordered by C/S. It handles ARC Broken, Sad, hopeless or nattery pc \'s. Questions can be prefaced with \"Recently \" \"In this life \" \"On the Whole Track \" or used without. It is not to be used to handle high or low TA. L4 Short: This is a short version of list correction. It contains all the most common errors. It is valid on listing in progress or recently done. If it doesn \'t resolve the difficulties a full L4BRB can be used. L4BRB: Used to sort out all possible errors related to L&N. The L4 is designed to sort out an L&N action in progress. If that doesn \'t handle, there may be prior or other problems that need to be addressed. The L4BRB is thus designed to cover a broader area. GF: The Green Form is used to detect the peculiarities and elements of a pc \'s life which are causing case trouble or preventing gains. (It is not used to cure high or low TA.) Per Auditors Rights it can be used by the auditor in case the rudiments won \'t fly. In this case it is assessed Method 3 and handled, not going beyond F/N VGIs. But its real use is Method 5 and then sent to C/S for programming. C/S 53 Short Form: This list was originally designed to handle high or low TA. It is assessed M5 and the reads are handled in the sequence laid out on the list. It has been called \"The Champion of Repair Lists \", as it has proven itself to enable a good auditor to handle all kinds of case difficulties - way beyond cases with TA troubles - although C/S 53 is still the list to use for High/Low TA. C/S 53 contains \" all the elements known to us that bring about case foul-ups . \" C/S 53 Long Form: This is basically the same list as C/S 53 SF. The difference is, that it uses full statements or questions, while C/S 53 SF uses only key words in the Assessment. C/S LF is thus designed to be used if an Assessment of C/S 53 SF does not resolve the situation, as that would indicate that the charge simply hasn \'t been made to read. Also, it is sometimes used on beginning pc \'s as it can be easier to make to read on them. Hi-Lo TA Assessment List. Basically the same as above, but with many additional questions. False TA Check List: This list is not assessed on the Meter. It is a check list to use, when False TA is suspected. It goes through all the physical causes (like dry or moist hands) that can cause the TA to be in a false range, that does not reflect the state of case. TR Debug List: It is used on students doing the TRs course if they have persistent troubles. INT REMEDY: This is not a Correction List, but a remedy that can be used where an Int handling is called for on one of the above lists. Assessment Drills: These are drills, called TR-Q \'s. The dills cover an auditor \'s ability to do Assessment to perfection. Good Assessment skills and the ability to get prepared lists to read accurately are vital to uniform results. Also the Meter coaching instructions of Level 0 are very relevant and should be used in drilling this action. © Clearbird Publishing, 2003. All rights reserved. We allow downloading and electronic translations, duplicate postings to the web, but not printed or commercial editions without special agreement with the publisher. (About: Clearbird) (About: Jonathan Seagull) Tell a Friend","null","null","");arrFiles[37]=new Array("sub2/class3/53hi_lo_print.htm","ST3 - Hi-LoTA Assessment list - Older version: Designed to handle high or low TA and general case difficulties.","| Assessment TRs | Prepared Lists, Theory | LIX HI-LO TA LIST REVISED Note: This is an older list (20 Nov. 1974) containing a lot of special questions. It would only be used as a last resort if C/S 53 SF or LF didn \'t get it, even with a well trained auditor. It has been updated from 3 flows to 4 flows under Rudiments, section C. This Assessment has been developed to detect all the reasons for high and low TA. There is nothing unusual about the processes necessary to handle these points. This is the full list and is used when a C/S Series 53 has been done and the high or low TA persists. Interiorization or a flubbed Interiorization R/D are the most common reasons for high TA and must be handled first. Listing errors and out rudiments are other reasons. The list is assessed Method 5. Handle the reads in the order given. The list can be taken to full F/Ning list. Must be done by an Auditor who can make a list read with special drilling on TR-1 and Assessment drills and metering. SECTION A 1A. IS YOUR INT R/D UNFLAT? _________ If the pc has had an (Engram) Int R/D, do an Int R/D Correction List and handle the reads. If the pc has never had an Int R/D, then give him a standard Int R/D providing you have checked out on the Int RD theory and have drilled the procedure. 2A. WAS YOUR INT R/D MESSED UP? _________ Int R/D Correction List. 3A. IS YOUR INT R/D OVERRUN? _________ Int R/D Correction List. 4A. HAVE YOU BEEN AUDITED OVER EXTERIOR? _________ Int R/D Correction List or Int R/D. 5A. ARE YOU TRAPPED? _________ Int R/D Correction List or Int R/D. 6A. YOU WENT IN. _________ Int R/D Correction List or Int R/D. 7A. GO IN. _________ Int R/D Correction List or Int R/D. 8A. ARE YOU OUT AND CAN \'T GET IN? _________ Int R/D Correction List or Int R/D. 9A. ARE YOU IN AND CAN \'T GET OUT? _________ Int R/D Correction List or Int R/D. 10A. ARE YOU URGENTLY TRYING TO LEAVE? _________ Int R/D Correction List or Int R/D. 11A. DO YOU WANT TO GET OUT? _________ Int R/D Correction List or Int R/D. 12A. WERE YOU KICKED OUT OF SPACES? _________ Int R/D Correction List or Int R/D. 13A. YOU CAN \'T GO. _________ Int R/D Correction List or Int R/D. 14A. HAVE YOU EVER INTERIORIZED INTO S/T? _________ Int R/D Correction List or Int R/D. 15A. HAVE YOU EVER GONE INTO S/T? _________ Int R/D Correction List or Int R/D. 16A. DO YOU WANT TO GO INTO S/T? _________ Int R/D Correction List or Int R/D. SECTION B 1B. IS THERE A LIST ERROR? _________ Do an L4BR on the earliest lists you can find that have not been corrected. Lacking these, do an L4BR in general. You can go over an L4BR several times handling each read to F/N until the whole L4BR gives nothing but F/Ns. 2B. HAS A LIST BEEN OVERLISTED? _________ Find out which and handle with an L4BR. 3B. WERE YOU GIVEN A WRONG ITEM? _________ L4BR and handle. 4B. ARE YOU UPSET WITH GIVING ITEMS TO THE AUDITOR? _________ L4BR and handle. 5B. WERE YOU GIVEN A WRONG INDICATION? _________ L4BR and handle. 6B. WERE YOU GIVEN A WRONG WHY? _________ L4BR on the Why Finding. Get the correct Why. 7B. HAVE YOU BEEN GIVEN A WRONG PTS ITEM? _________ L4BR on that PTS Interview. Watch for earlier out PTS Interviews and if they exist, L4BR the earliest one. Watch for earlier S&Ds and if out, correct the earliest of each kind with an L4BR. 8B. ARE YOU NOT SATISFIED WITH AN ITEM FOUND ON THE LIST? _________ L4BR. Correct the List. 9B. HAVE READING ITEMS BEEN LEFT CHARGED UP? _________ L4BR and handle if L&N lists otherwise spot them and clean them by taking to F/N. SECTION C 1C. DO YOU HAVE SOME SORT OF WITHHOLD? _________ Pull it (them) E/S to F/N. 2C. ARE YOU WITHHOLDING SOMETHING? _________ Get what. TWC E/S to F/N. 3C. IS ANOTHER WITHHOLDING SOMETHING FROM YOU? _________ Get what. TWC E/S to F/N. 4C. ARE OTHERS WITHHOLDING SOMETHING FROM OTHERS? _________ Get what. TWC E/S to F/N. 5C. ARE YOU WITHHOLDING SOMETHING FROM YOURSELF? _________ Get what. TWC E/S to F/N. 6C. HAS ANOTHER COMMITTED OVERTS ON YOU? _________ Get what. TWC E/S to F/N. 7C. HAVE YOU COMMITTED ANY OVERTS? _________ Get what. TWC E/S to F/N. 8C. HAVE OTHERS COMMITTED OVERTS ON OTHERS? _________ Get what. TWC E/S to F/N. 9C. HAVE YOU COMMITTED OVERTS ON YOURSELF? _________ Get what. TWC E/S to F/N. 10C. ARE YOU NOT-ISING OVERTS? _________ Get what. TWC E/S to F/N. 11C. YOU \'RE NOT SAYING? _________ Get what. TWC E/S to F/N. 12C HAVE YOU COMMITTED CRIMES? _________ Get what. TWC E/S to F/N. 13C ARE YOU COMMITTING CRIMES IN PT? _________ Get what. TWC E/S to F/N. 14C ARE YOU PROTESTING? _________ Get what. TWC E/S to F/N. 15C ARE YOU HIDING? _________ TWC E/S to F/N. 16C YOU DON \'T LIKE IT. _________ Get what. TWC E/S to F/N. 17C ARE THERE UNDISCLOSED PROBLEMS? _________ Get what. TWC E/S to F/N. 18C IS THERE A LIE? _________ Get what. TWC E/S to F/N. I 9C ARE THERE CONSIDERATIONS NOT MENTIONED? _________ Get what. TWC E/S to F/N. 20C DO YOU HAVE OPINIONS YOU DON \'T DARE SAY? _________ Get what. TWC E/S to F/N. 21C ARE YOU HERE FOR UNDISCLOSED REASONS? _________ Get what. TWC E/S to F/N. 22C ARE YOU NOT TELLING YOUR AUDITOR YOUR COG \'S? _________ Get what. TWC E/S to F/N. 23C ARE YOU WITHHOLDING YOUR ACTUAL CASE STATE? _________ TWC E/S to F/N. 24C ARE YOU UNWILLING TO TALK TO THE AUDITOR? _________ TWC on things he can \'t say E/S to F/N. 25C. ARE THERE DISAGREEMENTS? _________ Run TWC E/S to F/N: Fl. Tell me about others \' disagreements with you. F2. Tell me about your disagreements with others. F3. Tell me about others \' disagreements with others. F0. Tell me about your disagreements with yourself. 26C HAVE YOU BEEN AUDITED OVER AN ARC BREAK? _________ PROBLEM? _________ WITHHOLD? _________ Indicate it and handle E/S to F/N. 27C DO YOU FEEL SAD? _________ Handle the ARC Break as an ARC Break of Long Duration. 28C DO YOU HAVE AN ARC BREAK? _________ Handle the ARC Break. 29C DO YOU FEEL UPSET? _________ Handle the ARC Break. 30C DO YOU FEEL RUSHED? _________ TWC E/S to F/N. 31C DO YOU FEEL TIRED? _________ TWC E/S to F/N. 32C YOU CAN \'T GET IT. _________ Find out what and TWC E/S to F/N. SECTION D 1D. ARE YOU TAKING OR SMOKING DRUGS? TWC to F/N. Rehab releases on each \"drug \" taken to F/N. (If pc has had a Drug R/D, do L3RH on it and handle. Program the pc for a Drug R/D or verification of it if it is incomplete or there are \"no interest \" items). 2D. DID YOU ONCE TAKE DRUGS? _________ TWC to F/N. Rehab releases on each drug to F/N. L3RH on Drug R/D if he had one. Program for Drug R/D or verification if incomplete. 3D. HAVE YOU TAKEN LSD? _________ TWC to F/N. Drug rehabs. L3RH on Drug R/D if he had one. Program for full Drug R/D or verification if unflat. 4D. HAVE YOU DRUNK ALCOHOL? _________ TWC to F/N. Drug/alcohol rehabs. L3RH on Drug R/D if he had one. Program for full Drug R/D or verification if unflat. 5D. HAVE YOU SMOKED HASHISH? _________ TWC to F/N. Drug rehabs. L3RH on Drug R/D if he had one. Program for full Drug R/D or verification if unflat. 6D. ARE YOU TAKING MEDICINE? _________ TWC to F/N. Drug/medicine rehabs. L3RH on Drug R/D if he had one. Program for full Drug R/D or verification if unflat. 7D. DID YOU ONCE TAKE MEDICINE? _________ TWC to F/N. Drug/medicine rehabs. L3RH on Drug R/D if he had one. Program for full Drug R/D or verification if unflat. 8D. DO YOU WANT TO CONTINUE TO TAKE DRUGS? _________ TWC to F/N. Rehab releases on each \"drug \" taken to F/N. If pc has had a Drug R/D, do L3RH on it and handle. Program the pc for a Drug R/D or verification of it if it is incomplete or there are \"no interest \" items. 9D. DO YOU WANT TO CONTINUE TO SMOKE HASHISH? _________ Handle per above. 10D. DO YOU WANT TO CONTINUE TO DRINK ALCOHOL? _________ Handle per above. 11 D. HAVE YOU TAKEN SOME DRUG NOT COVERED ? _________ TWC to F/N. Rehab releases. If pc already had a Drug R/D, do L3RH on it and handle. Program the pc for a Drug R/D or verification of it if it is incomplete and run the new drug just found. 12D. IS YOUR DRUG R/D UNFLAT? _________ TWC to F/N. L3RH on Drug R/D. Program to flatten Drug R/D. 13D. WAS YOUR DRUG RD OVERRUN? _________ Date-Locate the flat point. 14D. WERE THERE ITEMS NOT RUN BECAUSE YOU WEREN \'T INTERESTED? _________ TWC to F/N. L3RH on \"your Drug R/D. \"