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Subject: FZ Bible NEW TECH VOL XII 09/17 (1980-4)
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FREEZONE BIBLE ASSOCIATION TECH POST
NEW TECH VOL XII 09/17 (1980-4)
**************************************************
NEW TECH VOLUME XII 1980-84
(As issued in 1991 by CofS)
==================
[Because of its large size, the complete contents only appears
in part 0 and part 1.]
CONTENTS:
Part 9
067. HCOB 13 FEB 81R r. 25 JUL 87 DICTIONARIES
068. HCOB 26 MAR 81R r. 4 Jul 88 EXPANDED GREEN FORM 40RF WORD LIST
069. HCOB 31 MAR 81R r. 25 Apr 90 "HEAVY DRUG HISTORY" DEFINED
070. HCOB 1 APR 81R r. 17 Jan 91 INTERVIEWS
071. HCOB 10 APR 81R r. 7 Aug 83 REACH AND WITHDRAW
072. HCOB 4 MAY 81RA r. 27 Jun 88 STUDY GREEN FORM
**************************************************
STATEMENT OF PURPOSE
Our purpose is to promote religious freedom and the Scientology
Religion by spreading the Scientology Tech across the internet.
The Cof$ abusively suppresses the practice and use of
Scientology Tech by FreeZone Scientologists. It misuses the
copyright laws as part of its suppression of religious freedom.
They think that all freezoner's are "squirrels" who should be
stamped out as heritics. By their standards, all Christians,
Moslems, Mormons, and even non-Hassidic Jews would be considered
to be squirrels of the Jewish Religion.
The writings of LRH form our Old Testament just as the writings
of Judiasm form the Old Testament of Christianity.
We might not be good and obedient Scientologists according
to the definitions of the Cof$ whom we are in protest against.
But even though the Christians are not good and obedient Jews,
the rules of religious freedom allow them to have their old
testament regardless of any Jewish opinion.
We ask for the same rights, namely to practice our religion
as we see fit and to have access to our holy scriptures
without fear of the Cof$ copyright terrorists.
We ask for others to help in our fight. Even if you do
not believe in Scientology or the Scientology Tech, we hope
that you do believe in religious freedom and will choose
to aid us for that reason.
Thank You,
The FZ Bible Association
**************************************************
==================
067. HCOB 13 FEB 81R r. 25 JUL 87 DICTIONARIES
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 13 FEBRUARY 1981R
REVISED 25 JULY 1987
Remimeo
Student Hat
Supervisors
Word Clearers
Cramming Officers
Auditors
C/Ses
Tech/Qual
Word Clearing Series 67R
DICTIONARIES
Refs:
HCOB 17 Sept. 71 Word Clearing Series 24 LIBRARY
HCOB 19 June 72 Word Clearing Series 37 DINKY DICTIONARIES
HCOB 23 Mar. 78RA Word Clearing Series 59RA Rev. 14.11.79 CLEARING WORDS
HCOB 17 July 79RA I Word Clearing Series 64RA Rev. 30.7.83 THE
MISUNDERSTOOD WORD DEFINED
A DICTIONARY is a book containing the words of a language
(or a specific subject) usually arranged in alphabetical
order, which gives information about the meanings of the
words, their pronunciations, origins, etc.
Dictionaries are vital and important tools in studying or
learning any subject.
However, current dictionaries vary in accuracy and
usefulness and many of these modern dictionaries are
virtually useless and can actually confuse a person due to
their false and omitted definitions and grammatical and
other errors. So the dictionary that a student chooses to
use is important and can actually make a difference in his
success as a student.
As dictionaries are such an important factor in the
learning and application of Scientology (or any subject for
that matter), I thought I had better recommend some
dictionaries that have been found to be the best of those
currently available.
_________
Webster's New World Dictionary for Young Readers:
This is a very simple American dictionary. It is available
in most bookstores and is published by New World
Dictionaries/Simon & Schuster. It is a hardbound volume and
does not contain derivations. When using this dictionary, a
student must be sure to clear the derivations in a larger
dictionary. The definitions in this dictionary are quite good.
Oxford American Dictionary:
This is a very good American dictionary, simpler than the
college dictionaries yet more advanced than the beginning
dictionary listed above. It does not list derivations of the
words. It is quite an excellent dictionary and very popular
with students who want to use an intermediate dictionary.
It is published in paperback by Avon Books and in hardback
by Oxford University Press.
Webster's New World Dictionary of the American Language,
Student Edition: This is an intermediate-level American
dictionary which includes derivations. It is published by
New World Dictionaries/Simon & Schuster and is available in
most bookstores.
The Random House College Dictionary:
This is a college dictionary and somewhat of a higher
gradient than the
dictionaries listed above. This is a one-volume American
dictionary published in the US by Random House, Inc., and
in Canada by Random House of Canada, Limited.
This Random House dictionary contains a large number of
slang definitions and idioms and also gives good derivations.
The Webster's New World Dictionary of the American
Language, College Edition:
This is an American college dictionary published by New
World Dictionaries/ Simon & Schuster. It is a one-volume
dictionary and gives most of the slang definitions and
idioms. It also has good derivations.
The Concise Oxford Dictionary:
This is a very concise English dictionary but is not a
simple or beginner's dictionary. It is a small, one-volume
dictionary. It uses a lot of abbreviations which may take
some getting used to, but once the abbreviations are
mastered students find this dictionary as easy to use as
any other similarly advanced dictionary. It is less
complicated in its definitions than the usual college
dictionary and has the added benefit that the definitions
given are well stated-in other words, it does not give the
same definition reworded into several different
definitions, the way some dictionaries do.
This dictionary is printed in Great Britain and the United
States by the Oxford University Press.
The Shorter Oxford English Dictionary:
This is a two-volume English dictionary and is a shorter
version of The Oxford English Dictionary. It is quite
up-to-date and is an ideal dictionary for fairly literate
students. Even if not used regularly, it makes a very good
reference dictionary. The definitions given in the Oxford
dictionaries are usually more accurate and give a better
idea of the meaning of the word than any other dictionary.
This Oxford dictionary is also printed by the Oxford
University Press.
The Oxford English Dictionary:
This is by far the largest English dictionary and is
actually the principal dictionary of the English language.
It consists of twelve volumes and several supplementary
volumes. (There is a Compact Edition of the Oxford English
Dictionary in which the exact text of The Oxford English
Dictionary is duplicated in very small print which is read
through a magnifying glass. Reduced in this manner the
whole thing fits into two volumes.)
For many students this dictionary may be too comprehensive
to use on a regular basis. (For some students huge
dictionaries can be confusing as the words they use in
their definitions are often too big or too rare and make
one chase through twenty new words to get the meaning of
the original.)
Although many students will not use this as their only
dictionary, it is a must for every course room and will be
found useful in clearing certain words, verifying data from
other dictionaries, etc. It is a valuable reference
dictionary and is sometimes the only dictionary that
correctly defines a particular word.
These Oxfords are also printed by the Oxford University
Press. If your local bookstore does not stock them, they
will be able to order them for you.
___________
From the dictionaries recommended here, a student should be
able to find one that suits him. Whatever dictionary one
chooses, it should be the correct gradient for him. For
instance, you wouldn't give a foreign language student, who
barely knows English, the big Oxford to use in his studies!
DINKY DICTIONARIES
A dinky dictionary is a dictionary that gives you
definitions inadequate for a real understanding of the
word. Entire definitions are sometimes found to be missing
from such dictionaries. "Dinky dictionaries". are the kind
you can fit in your pocket. They are usually paperback and
sold at magazine counters in drugstores and grocery stores.
Don't use a dinky dictionary.
DICTIONARIES AND A PERSON'S OWN LANGUAGE
English dictionaries and American dictionaries differ in
some of their
definitions, as the Americans (USA) and English (Britain)
define some words differently.
An English dictionary will have different applications of
words that are specifically English (British). These usages
won't necessarily be found in American dictionaries, as
they are not part of the American English language.
Different dictionaries have things in them which are unique
to that language.
The Oxford English Dictionary is a good example of an
English dictionary for the English.
For the most part a student's dictionary should correspond
to his own language.
This does not mean that an American shouldn't use a British
dictionary (or vice versa), but if he does, he should be
aware of the above and check words in a dictionary of his
own language as needed.
FALSE AND OMITTED DEFINITIONS
It has been found that some dictionaries leave out
definitions and may even contain false definitions. If,
when using a dictionary, a student comes across what he
suspects to be a false definition, there is a handling that
can be done. The first thing would be to ensure there are
no misunderstoods in the definition in question, and then
he should consult another dictionary and check its
definition for the word being cleared. This may require
more than one dictionary. In this way any false definitions
can be resolved.
Other dictionaries, encyclopedias and textbooks should be
on hand for reference.
If a student runs into an omitted definition or a suspected
omitted definition, then other dictionaries or reference
books should be consulted and the omitted definition found
and cleared.
DERIVATIONS
A derivation is a statement of the origin of a word.
Words originated somewhere and meant something originally.
Through the ages they have sometimes become altered in meaning.
Derivations are important in getting a full understanding
of words. By
understanding the origin of a word, one will have a far
greater grasp of the concept of that word. Students find
that they are greatly assisted in understanding a word
fully and conceptually if they know the word's derivation.
A student must always clear the derivation of any word he looks up.
It will commonly be found that a student does not know how
to read the
derivations of the words in most dictionaries. The most
common error they make is not understanding that when there
is a word in the derivation which is fully capitalized it
means that that word appears elsewhere in the dictionary
and probably contains more information about the
derivation. (For example, the derivation of "thermometer"
is given in one dictionary as "THERMO + METER." Looking at
the derivation of "thermo" it says it is from the Greek
word therme, meaning heat. And the derivation of "meter" is
given as coming from the French metre, which is from the
Latin metrum, which is itself from the Greek metron meaning
measure.) By understanding and using these fully
capitalized words, a student can get a full picture of a
word's derivation.
If a student has trouble with derivations, it is most
likely because of the above plus a misunderstood word or
symbol in the derivation. These points can be cleared up
quite easily where they are giving difficulty.
An excellent dictionary of derivations is The Oxford
Dictionary of English Etymology, also printed by the Oxford
University Press.
We have long known the importance of clearing words and it
stands to reason that the dictionary one uses to do this
would also be quite important.
I trust this data will be of use.
L. RON HUBBARD
Founder
Revision assisted by
LRH Technical Research
and Compilations
==================
068. HCOB 26 MAR 81R r. 4 Jul 88 EXPANDED GREEN FORM 40RF WORD LIST
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 26 MARCH 1981R
Issue II
REVISED 4 JULY 1988
Remimeo
C/Ses
Auditors
Tech/Qual
EXPANDED GREEN FORM 40RF
WORD LIST
Refs:
HCO PL 4 Apr. 72R III ETHICS AND STUDY TECH Rev. 21.6.75
HCOB 8 July 74R I Word Clearing Series 53R Rev. 24.7.74 CLEAR TO F/N
HCOB 21 June 72 I Word Clearing Series 38 METHOD 5
HCOB 9 Aug. 78 II CLEARING COMMANDS
HCOB 17 July 79RA I Word Clearing Series 64RA Rev. 30.7.83 THE
MISUNDERSTOOD WORD DEFINED
These are the words from HCOB 30 June 71 RD, EXPANDED GREEN FORM 40RF.
These words should be cleared on the pc before the Expanded
Green Form 40RF is actually assessed, per HCOB 9 Aug. 78
II, CLEARING COMMANDS.
The staff auditor or intern must have received high-crime
checkouts from Qual on the above references before clearing
these words on a pc. (Ref: HCO PL 8 Mar. 66, KSW Series 13,
HIGH CRIME)
The auditor uses Method 5 Word Clearing when clearing these
words on the pc.
This word list need only be cleared once in the pc's
auditing if it was correctly cleared the first time.
The fact of having cleared this word list on the pc must be
noted in the appropriate place in the pc's folder. (Ref:
HCOB 30 Oct. 87, Auditor Admin Series 6RA, THE YELLOW SHEET)
WORDS FROM THE EXPANDED GREEN FORM 40RF
A, about, acted, after, alcohol, an, and, another,
antagonistic, anxious, any, anything, ARC, ARC break, ARC
breaks, are, arm, as, asked, attain, attained, attainments,
attested, audited, auditing, auditor.
Be, because, been, before, being, beliefs, benefits,
between, body, bones, break, breaks, broken, by, bypassed.
Cast, change, clear, committing, communication, concerned,
condition, connected, connections, continue, continuous,
continuously, crime, curious, current, currently.
Damaged, decay, dental, Dianetic, Dianetic Clear,
Dianetics, disabled, disclosed, disease, dislike, do,
doing, done, don't, doubts, drug, drugs, drunk.
Earlier, Eastern, electric, electronic, else, engrams,
environment, erase, ever, evil, exercise, exercises.
Fail, failed, falsely, family, fixed, F/Ns, for, former, from.
Gains, going, goofing, grade, grades.
Had, harming, has, have, held, here, hidden, hold, hostile,
hypnosis, hypnotism.
Ideas, ill, illnesses, implanted, implanting, impulse, in,
incomplete, indicated, indoctrinations, infectious,
intention, is, it.
Job.
Keep, keep on, knowing.
Levels, life, lifetime, lose, lying.
Make, many, medical, medicine, meditation, mental,
mentally, meter, missing, misunderstoods.
Never, no, not.
Of, on, one, or, OT, other, others, out, over, overt,
overts, overwhelmed.
Pain, pain-drug-hypnosis, part, parts, people, persisting,
person, physically, post, power, practiced, practices,
practicing, pretending, prior, problem, problems,
protesting, psychiatric, psychiatrist, psychology, PTS,
purpose, purposes.
R6EW, really, reasons, receive, refusing, religions,
removed, restimulated, right, rites, rudiments, run.
Same, scientific, Scientologist, Scientology, secrets,
seeking, self-auditing, sent, seriously, service
facsimiles, session, sessions, shock, some, someone,
spells, spiritual, suppressed.
Take, taken, taken part in, talking, techniques, the, them,
then, therapy, there, this, thought, thrill, to, tone, tone
arm, tooth, training, trouble.
Unannounced, understanding, unflat, unrevealed.
Valence, victim.
Want, went, what, wins, witchcraft, with, withhold, wrong.
Yoga, you, your.
L. RON HUBBARD
Founder
Revision assisted by
LRH Technical Research
and Compilations
==================
069. HCOB 31 MAR 81R r. 25 Apr 90 "HEAVY DRUG HISTORY" DEFINED
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 31 MARCH 1981R
REVISED 25 APRIL 1990
Remimeo
All Auditors
All C/Ses
Tech/Qual
"HEAVY DRUG HISTORY" DEFINED
Refs:
HCOB 28 Aug. 68 II DRUGS
HCOB 29 Aug. 68 DRUG DATA
HCOB 8 Jan. 69 DRUGS AND "INSANITY" NONCOMPLIANCE AND ALTER-IS
HCOB 25 Oct. 71 DRUG DRYING OUT
HCOB 17 Oct. 69RB DRUGS, ASPIRIN AND TRANQUILIZERS Rev. 8.4.88
HCOB 31 May 77 LSD YEARS AFTER THEY HAVE "COME OFF OF" LSD
HCOB 23 Sept. 68 DRUGS AND TRIPPERS
HCOB 12 Nov. 81RD GRADE CHART STREAMLINED Rev. 20.4.90 FOR LOWER GRADES
HCOB 25 Nov. 71 II RESISTIVE CASES FORMER THERAPY
HCOB 15 July 71RD III C/S Series 48RE Rev. 8.4.88 NED Series 9RC
DRUG HANDLING
HCOB 6 Feb. 78RD Purif RD Series lR Rev. 27.3.90 THE PURIFICATION RUNDOWN
REPLACES THE SWEAT PROGRAM
____________
People who have been on drugs do not make case gain until
the drugs are handled. We have known that since 1968.
Therefore, it's a mistake to try to do mental or spiritual
handling on somebody who has been heavily on drugs.
The operating rule is mental actions and even biophysical
actions do not work in the presence of drugs.
Drugs are the big stopper. Drug residues absolutely stop
any mental help. They also stop a person's life!
But what is meant by a "heavy drug history?"
A "heavy drug history" can mean either of two things-that a
person has a history of having taken heavy drugs, or that
the person's drug history is "heavy."? By heavy drugs is
meant: LSD, angel dust and other heavy street or medical
drugs. It is a matter of the TYPE of drug consumed.
By heavy history of taking drugs is meant: someone who has
taken drugs in sufficient volume to have brought about a
biochemical situation physically. It is a matter of the
FREQUENCY and VOLUME of drug consumption.
The definition of a heavy drug history encompasses both the
type of drug used and the frequency and volume of
consumption. Someone with a heavy drug history is: A. A
PERSON WHO HAS A HISTORY OF TAKING HEAVY DRUGS and/or
B. A PERSON WHO HAS TAKEN DRUGS IN SUFFICIENT VOLUME
TO HAVE BROUGHT ABOUT A BIOCHEMICAL SITUATION PHYSICALLY.
HEAVY DRUGS
Heavy drugs, to mention a few, are: LSD, angel dust,
tranquilizers, opium, cocaine, marijuana, peyote,
amphetamines, etc. There are thousands of trade names and
slang terms for these drugs.
One of these drugs, marijuana, while pushed as "mild," does
stay in the system and the end result, apparently, is brain
atrophy. The first drug case I ran into was a marijuana
case. The case did not move until we started directly
handling drugs.
And don't get the idea that medical and street drugs are
two different things as they aren't really. They both
require the same treatment: the Purification Rundown.
Some medical drugs can be quite destructive. Medical
doctors make heavy drug cases by pouring people full of
morphine and other heavy drugs. In fact, the first drug
addicts society had in any quantity were medical doctors
(and nurses) because they had access to drugs.
Psychiatrists take people and put them on drugs and so fix
them so they will never make any case gain. The
psychiatrists' "cure" is to make the person incurable.
Psychiatrists and psychologists have even been pushing
drugs into the school system with kids shoved into drugs
all the way down to kindergarten level.
Medical and psychiatric drugs are every bit as dynamite to
case gain as street drugs.
It is vital that a C/S keeps himself up-to-date, as new
drugs that are developed might be even heavier and more
destructive than those listed above. (Ref: HCOB 17 Sept.
68, ETHNICS)
HEAVY HISTORY OF TAKING DRUGS
Research done into the field of drugs as far back as 1950
found that the key factor in relation to the effects of
drugs and chemical compounds was QUANTITY of consumption.
Pharmacopoeias just classify something as a stimulant. They
say, "Opium is a soporific and heroin is a stimulant." But,
for example, if you give somebody a tiny amount of opium,
he becomes stimulated. If you give him a little more, he
goes to sleep. If you give him a little more, he kicks the
bucket.
That is true of each and every chemical compound which has
a decided effect upon the body. Each compound falls into
three classes based on volume of consumption: stimulant,
depressant and poison.
A NOTE ON ALCOHOL
Alcohol is not a mind altering drug but it is a biochemical
altering drug. Alcohol doesn't do anything to the mind, it
does something to the nerves. By quickly and rapidly
soaking up all the B1 in the body, it makes the nerves
incapable of functioning properly.
Therefore, a person can't coordinate his body. Alcohol in
small quantities is a stimulant and in large quantities is
a depressant.
The definition of an alcoholic is he can't have just one
drink. If he has one drink, he has to have another. He's
addicted. One of the factors is, he has to have a full
glass in front of him. If it gets empty, it has to be refilled.
Alcoholics are in a state of total unrelenting hostility
toward everything around them. They will do people in
without even mentioning it.
Alcohol is a drug, and as such a person's history of
alcohol consumption (quantity and frequency) would have to
be reviewed against the definitions covered above when
determining a heavy drug history case.
PRENATAL DRUG CASES
Children of mothers who were drug addicts while pregnant
can be born as drug addicts. Children of mothers who took
drugs while pregnant are prenatal drug cases.
This possibility should not be overlooked by a C/S who runs
into a case that appears to have no heavy drug history but
who manifests the symptoms of someone who has taken drugs
as covered in the HCOBs listed in the reference section of
this issue.
SUMMARY
The definition of a "heavy drug history" as described above
can mean either a history of having taken heavy drugs or
that the person's drug history is heavy.
This data is important for C/Ses, auditors and any other
persons who handle drug cases.
L. RON HUBBARD
Founder
Compilation assisted by
LRH Technical Research
and Compilations
==================
070. HCOB 1 APR 81R r. 17 Jan 91 INTERVIEWS
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 1 APRIL 1981R
Issue II
REVISED 17 JANUARY 1991
(Also issued as an HCO PL,
same date, same title)
Remimeo
Exec Hats
Dissem
Qual
Registrar Hat
DofPHat
C/S Hat
Div 6
Chaplain Hat
Ethics Off/MAA
INTERVIEWS
Refs:
HCO PL 13 Sept. 70 II Org Series I BASIC ORGANIZATION
HCO PL 10 July 65 LINES AND TERMINALS ROUTING
Interviews play a vital part in the correct routing and
smooth flow of pcs and students on org lines.
Depending on how needed interviews are assigned and carried
out, org lines and therefore org products can be slowed or
impeded or they can be speeded up and made to flow more
smoothly, with real products as a result.
TYPES OF INTERVIEWS
This issue lists the main types of interviews used in an
org, and defines their use, to clearly label and
differentiate between them. It summates the most used
interviews but in no way replaces full hatting for one's post.
REGISTRAR INTERVIEW: The purpose of the Registrar interview
is to sign prospective students and pcs up for org services,
get them to pay for the services and get them routed onto
the services. The Reg also signs up students and pcs for
further services when they have completed the services they
signed up for. The concern of the Registrar is to move pcs
and students up the Bridge. He does this by caring about
the person and not being reasonable about stops or barriers
but caring enough to get him through the stops or barriers
to get the service that's going to rehabilitate him. He
gets the public person fully paid and on to service.
The Registrar must be familiar with the tech the org
delivers and be kept informed of the results being
obtained. Registrars must not assign hours or C/S for the
case, and they mustn't promise that such and such a rundown
will be done, because they are not tech terminals and they
can be wrong.
Example Registrar interview: "I think I went Dianetic
Clear." "Well, that's good. You just sign here on the
dotted line and these invoices will go to the Tech Division
and they will take care of you." End of interview! The way
you end his itsa is you put a pen in his hand. That's the
proper ack.
Another example Registrar interview: Joe Blow walks in to
the Registrar and says, "Ted brought me down here and I'm
supposed to sign up for some more auditing. I don't want to
buy any more auditing here." "Oh, my goodness, what you had
better have is a D of P interview so we can get data on this."
The folder would go to the C/S and the C/S would tell the D
of P what had to be found out.
The Registrar also signs up pcs conditionally, pending
acceptance by Tech, takes the money and sees that the pc is
then routed to Tech for a Technical Estimate.
The reason for getting a Tech Estimate is to get the pc to
buy enough intensives to get him some place.
When the pc is accepted by Tech, and the Tech Estimate is
received, the Registrar signs the pc up for the estimated
number of intensives; he gets payment for them or for the
first one or two, but in any case has the person sign up for
the remaining intensives, to be taken when paid for. (Refs:
HCO PL 30 Nov. 71, BLIND REGISTRATION; HCO PL 19 Aug. 60,
REGISTRAR LOST LINE)
Another Registrar action which increases the income is
interviewing students and selling them professional auditing.
The Registrar must also be on the routing form for outgoing
preclears and students and interview them without fail for
further services. He can usually get them to take more
services.
HGC PC TECHNICAL ESTIMATE INTERVIEW: The HGC Pc Technical
Estimate interview is done to obtain necessary data from
the applicant so that an accurate estimate can be made of
the number of hours or intensives the person will need to
get results from his auditing.
The routing is to Registrar, to Testing, then to Tech
Estimator and back to the Registrar. The routing form
should then of course take the pc to Tech Services who
handles the folders and the scheduling.
The HGC Pc Technical Estimate is done by the D of P or a
qualified technical terminal. It is not a metered
interview. It consists of a lot of questions such as, "What
do you want to accomplish with auditing?" Lots of questions
about state of case, amount of time it has taken to do
previous auditing cycles, etc. The Tech Estimator has the
current OCA, IQ and Aptitude tests to hand. Part of his
estimation includes a meter check (per HCO PL 26 Aug. 65RB,
ETHICS E-METER CHECK) which estimates state of case.
The Tech Estimator must be able to rapidly spot the
preclear on the Chart of Human Evaluation. He does this
using tests and by getting the prospective pc talking about
himself. With all of this data, he estimates the number of
hours needed for a pc to get results.
The Registrar is sent a copy of the Tech Estimate which states:
I RECOMMEND THAT THIS APPLICANT (ONE OF THE FOLLOWING):
A. Buy (number of) intensives.
B. Be refused auditing by the org on the basis of HCO PL 6
Dec. 76RB, ILLEGAL PCs, ACCEPTANCE OF, HIGH CRIME PL.
D OF P INTERVIEW: Briefly, a D of P interview is an
interview given to a preclear by the Director of Processing.
There are two main types of D of P interviews:
1. To get data for the C/S which is not otherwise available
to him for C/Sing and programing the case.
A D of P interview is used when the C/S suspects that
additives are being put into the session or that there are
other outside factors on his auditing or admin lines that
are influencing the pc's case gain. This is the primary use
of the D of P interview and consists of having the D of P
ask the pc something like: "What did the auditor say to you
in session?" "Exactly what happened in that session?" "What
did the auditor do?"
These interviews are ordered by the C/S to obtain data he
cannot otherwise obtain and when he suspects hidden matter
in the session which is not covered in the worksheets; when
the C/S doesn't know- what's wrong with the case but
strongly suspects he isn't being told all.
A D of P interview is not done to find out what the pc
thinks is wrong with his case. It is done in order to get
data and is not auditing. There is no attempt to audit
during a D of P interview. Where a preclear is feeling bad
or doesn't want more auditing, it's "When did all this
start up?" "When you first came in, what did you want?"
"What did you expect to have happen?" or, "When did you
start feeling bad?" It's a "when" question to get a lot of
data.
Some orgs have used a pat set of questions or a printed D
of P interview form, but this is not a D of P interview by
definition and does not give the C/S the data he really
needs to program the case.
Overuse of D of P interviews can tie up the D of P and cut
down the delivery of auditing to pcs. A C/S should be able
to study the case, and get an FES done or do one. He will
not learn what he needs to know about the pc's case by
substituting a D of P interview for his work. To do a D of
P interview to unravel a case actually defeats the purpose
of FESing and the C/S. The C/S has specific tools he would
order an auditor to use to crack a case, such as the Green
Form, C/S 53, etc. This is all part of normal C/Sing and
auditing lines. That's not a D of P interview.
Similarly, an arrival D of P interview is just a substitute
for an FES. And a leaving D of P interview would only be
done when the pc did not write a success story or wrote a
poor one. They are not a routine function of a D of P by
any means.
Unnecessary D of P interviews are just lazy C/Sing.
2. To give the pc an R-factor on what is going on in order
to dispel a mystery for him.
The second type of D of P interview is basically to put in
an R-factor with the pc. The D of P lets the pc talk about
what has been going on, finds out what the pc is in mystery
about and explains it. The D of P does not explain tech to
him. He explains what is happening to the pc. A good D of P
can straighten it out fast.
The D of P is actually the I/C of all pcs when they are in
the org and he can originate a D of P interview such as
when bad indicators are observed or the pc is hung up or
curious.
D of P interviews are always done on the meter, and while
it is not auditing, the D of P must have his TRs in, must
have a Qual Okay to Operate an E-Meter and must be able to
meter accurately. While a D of P interview is not done to
get case gain, one normally tries to end the interview on
an F/N.
QUAL CONSULTANT INTERVIEW: The Qual Consultation is a service
provided by Qual and is described in HCOB 10 Feb. 71, TECH
VOLUME AND TWO WAY COMM. It consists of a metered interview
and two-way comm and letting the person talk about his troubles
and listening.
This type of interview can be done on a person who is not
really on auditing lines, or he is somewhere around
auditing lines and you see he is fouled up. It is not
limited to pcs but can be done on very slow or dropped-out
students as well.
SOLO CONSULTANT INTERVIEW AT AN AO: The duties of a Solo OT
Review Consultant are to personally handle pre-OT Solo jams
rapidly with metered twoway comm.
A Solo line does not run like a C/S Series 25 HGC line. It
is a highly alert personalized line that picks up the
pre-OTs who aren't soloing well or who are bugged and gets
them wheeling. Usually it's something simple, only
discovered by asking the pre-OT and handling in a metered
interview. Cramming cycles on auditing are a common result.
A C/S can't see that the green pre-OT forgets to turn on
his meter!
It is a smooth way to get happy pre-OTs.
ETHICS OFFICER/MAA INTERVIEWS: An ethics interview is an
interview done by the Ethics Officer or the MAA on a student,
preclear or staff member. He uses Confessionals,
conditions, investigation tech and PTS/SP tech in order to
get ethics in in his org or area so that Scientology can be
done.
The Ethics Officer acts on indicators and has a primary
responsibility to keep trouble from blowing up on org
lines-he is supposed to catch things before they blow up.
An Ethics Officer has to know what the scene is and be able
to act. With no nonsense. He is there to get ethics in so
that tech can go in.
Often the job of the Ethics Officer entails an ethics
interview to find out what the exact situation is with an
individual and get it handled.
An example would be someone who is goofing and in trouble
for not completing cycles of action. The Ethics Officer,
upon checking the ethics files of this person, interviewing
him and learning that this was the situation, would know
that the probability is that the ethics handling needed is
for going past misunderstoods in their work. With ethics
in, the person could be word cleared, the MUs found and he
would then be able to complete the cycle of action.
A key tool of the Ethics Officer is the ethics conditions
and their formulas, as contained in the book Introduction
to Scientology Ethics. Where a person has earlier undone or
messed up ethics conditions, this can act as a serious
block to getting ethics in and would require handling with
HCO PL 19 Dec. 82R II, REPAIRING PAST ETHICS CONDITIONS.
Another vital tool of the Ethics Officer is getting a
person freed of his overts and withholds. A person
manifesting O/Ws (natter, blowy, critical of the
organization, etc.) must have those O/Ws pulled. An
important part of an Ethics Officer's job is hearing
Confessionals and he must get meter trained and be able to
do Confessionals where needed. Another way to get O/Ws
cleaned up is to make the person write up all his overts
and withholds and turn them in to the Ethics Officer (who
would also ensure that end ruds were done).
An Ethics Officer never spends any time sitting and arguing
with someone. He simply puts the person on a meter and
assesses a Trouble Area Questionnaire. (Ref: HCO PL 9 Apr.
72R, CORRECT DANGER CONDITION HANDLING)
PTS interviews are a frequent duty of the Ethics Officer
and he must be fully trained in the complete tech of
handling PTSness contained in the PTS/SP Course.
If a pc is midauditing, the Ethics Officer or MAA should
check with the pc's C/S before doing a PTS interview or
Trouble Area Questionnaire. (Ref: HCOB 13 Oct. 82, C/S
Series 116, ETHICS AND THE C/S)
Full worksheets are always kept for any PTS interview and
are sent to the pc folder. A copy of any ethics interview
is also sent to the person's pc or student folder.
CHAPLAIN INTERVIEW: A Chaplain interview is for those
persons who feel wronged, ARC broken public who have fallen
off the Bridge or are about to and people whose burdens
appear to be too great.
If they feel they cannot be heard anywhere else-they always
have recourse to the Chaplain. They mainly want to be heard
and acknowledged. Half the time or more one does nothing,
but one does listen.
EXECUTIVE DIRECTOR/COMMANDING OFFICER INTERVIEW: When
someone has completed a service and is leaving the org, the
CO/ED interviews the person before he routes out of the
org, to ensure he is a good product. This interview
consists of the CO/ED congratulating the student or
preclear, checking his indicators and chatting briefly with
him on his future plans. If all okay, the CO/ED gives his
approval that the person may go. If not satisfied, the
student or pc would be routed to Qual to get straightened
out, with the R-factor that he doesn't have permission to
go because the CO/ED is not satisfied with the technical
results.
Another way that this line can be handled is for the CO/ED
to see the final success story of the public person to give
final approval for the person to leave the org. No public
routes out of the org without the CO or ED's okay and a
sign must be posted which makes this clear to the public.
This type of interview or seeing the final success story
enables the CO/ED to check the product of the org. The
person has gone through the lines and should have completed
with a good success story.
HOST INTERVIEW: On Flag and in some other orgs, there is a
Host whose duty it is to see to the well-being and good
servicing of the public.
The purpose of the initial Host interview is to welcome the
person arriving for services, brief him and orient him to
the scene and provide him at once with a stable terminal
who is interested in his welfare and will be a terminal for
him throughout his stay. The Host lets the person know that
if there is anything wrong that he should come and see him.
This interview is not done on a meter and there is no set
patter or procedure which the Host uses.
The Host interviews pcs and students as needful to ensure
they are being serviced and to ensure any service outness
is handled by the proper terminals.
Returning persons are similarly welcomed, rebriefed and
brought up to date on any changes in services or new
facilities.
_________
While these are by no means all the types of interviews an
org uses, they are the main interviews given on an org's
service lines.
Standardly done interviews can make all the difference in
an org's lines and viability. The result will be an
increase in quantity and quality of the valuable final
products of the org.
L. RON HUBBARD
Founder
Revision assisted by
LRH Technical Research
and Compilations
==================
071. HCOB 10 APR 81R r. 7 Aug 83 REACH AND WITHDRAW
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 10 APRIL 1981R
REVISED 7 AUGUST 1983
Remimeo
Auditors
Supervisors
C/Ses
REACH AND WITHDRAW
Refs:
PAB 7, mid-Aug. 1953 SIX STEPS TO BETTER BEINGNESS
Tape: 6307C25 "Comm Cycles in Auditing"
HCOB 14 Aug. 63 LECTURE GRAPHS
Book: The Phoenix Lectures
Reach and Withdraw is a very simple but extremely powerful
method of getting a person familiarized and in
communication with things so that he can be more at cause
over and in control of them.
One would not expect a person to be at cause over or to
have much control or understanding of or skill in something
with which he was not familiar. The keynote of familiarity
is communication.
Reaching and withdrawing are two very fundamental actions
in this universe, and Reach and Withdraw is actually a
breakthrough from advanced technology.
Life itself is composed of reaching and withdrawing.
Communication is actually based on reach and withdraw.
A person is out of communication with something because he
is withdrawing from it and is not about to reach out to or
contact any part of it.
If a person cannot reach and withdraw from a thing, he will
be the effect of that thing.
A person who cannot reach and withdraw has no space.
Everything is caved in on him. And this is awfully true in
these druggie contemporary times.
If a person can reach for something and withdraw from it,
he could be said to be in communication with that thing.
To be in communication with something is to be at cause over it.
By REACH we mean touching or taking hold of. It is defined
as "to get to," "come to" and/or "arrive at."
By WITHDRAW we mean move back from, let go.
A highly effective action called "Reach and Withdraw" has
been developed to bring a person into communication with
and more at cause over objects, people, spaces, boundaries
and situations.
It also extroverts a person from something he tends to be
introverted into.
USES
Reach and Withdraw has a variety of different uses.
It can be run as a drill on a student, staff member or any
person in-order to familiarize him with the objects and
spaces and boundaries of his work or study area.
It is also used in session, as in assists, etc.
Reach and Withdraw is a very broad tool and whether used on
a staff member, student or pc will have far-reaching effects.
Reach and Withdraw is very easy to run.
Anyone can run Reach and Withdraw who has been checked out
on the theory and procedure as contained in this HCOB.
THEORY
In Reach and Withdraw you are doing connection with Associative
Restimulators.
An Associative Restimulator is something in the environment
of an individual that he has confused with an actual
restimulator.
Restimulators are the direct approximations (in the
environment of the
individual) of the content of engrams. They can be words,
voice tones, people, objects, spaces, etc.
The person has confused the objects, forms and spaces in
his environment with those of incidents in his past.
A = A = A enters in and you get a whole dangerous environment
to the individual. Some areas are more restimulative than others,
because they contain objects which directly restimulate
past engrams.
When a person runs Reach and Withdraw on his space or area,
he knocks out the Associative Restimulators in that area.
The whole place is not restimulative to his past. It might
just be the desk. Or it might be the air vent.
You don't know what it is and he doesn't know what it is,
but you'll get it and you'll run Reach and Withdraw on it,
and when you hit it, that thing will cease to be an
Associative Restimulator or Restimulator and he'll get a
cognition.
In other words, the objects, forms and spaces of earlier
incidents go back into the past and those in the present
cease to be restimulators and he comes into present time, boom!
When you run Reach and Withdraw on a pilot, making him
reach and withdraw from an airplane and its various parts,
you're getting rid of all the joysticks that went into his
stomach 200,000 years ago and the propeller that cut his
head off on Arcturus and all that sort of thing.
These things get peeled off and actually go into the past
and cease to trouble the person when he perceives a similar
object, form or space in the present.
This is why Reach and Withdraw works.
REACH AND WITHDRAW ON POST AND WORK AREAS
In the physical universe, communication with objects,
forms, spaces and boundaries is best established by actual
physical contact.
Reach and Withdraw is a valuable tool to use to get a
person into good communication with his work environment,
especially the tools and objects he uses.
A pilot would do Reach and Withdraw on all the objects and
spaces of his airplane, his hangar, the earth; a secretary
would do Reach and Withdraw on her typewriter, her chair,
walls, spaces, her desk, etc.
Reach and Withdraw is also used for the same purpose as
part of debug tech. It is run after a Crashing Mis-U has
been found and cleared in order to refamiliarize and get a
person into communication with his production area.
Feeling comfortable with the tools of one's trade is a very
important step in getting out products. One can increase
the amount of production tremendously with this drill.
It is not kindergarten tech: A flight surgeon, trained by
us, ran Reach and Withdraw on his squadron and for one
whole year there was not one single accident, not even so
much as the touch of a wing tip to a wing tip. It is
probably the only squadron in history that went a whole
year without even a minor accident and there was no
accident at the end of that year either, we simply stopped
keeping records of it.
REACH AND WITHDRAW ON THE COURSE ROOM
Any student in any course room can be run on Reach and Withdraw.
Reach and Withdraw on the course room environment gets the
student into communication with the course room and the people
and materials he will be working with. It tends to handle any
back-off the student may have.
Reach and Withdraw can be run on anything or anyone in the
course room, paper, books, dictionaries, a student, a Supervisor
and the course room and its spaces.
Reach and Withdraw is run on the above to a win for the
student. The student will now be more in communication with
and feel more comfortable in his study environment.
REACH AND WITHDRAW IN AUDITING
Reach and Withdraw in auditing has long been used to bring
about an increase of sanity-it has both mental and physical
uses.
It is used to get a preclear into communication with
anything that may be troubling him, be it a person, a
situation, an area or a part of the body. It also serves to
separate him from terminals and situations so that he is
not compulsive towards them.
Reach and Withdraw can be used to restore communication to
a sick or injured body part, and is often used this way in
assists.
It is also used in repairs and assists of all kinds to
restore a pc's communication and cause level, as covered in
HCOB 13 June 70, C/S Series 3, SESSION PRIORITIES, REPAIR PGMS
AND THEIR PRIORITY.
CASE SUPERVISOR OKAY
It is not necessary to obtain Case Supervisor okay to run
Reach and Withdraw as a drill in the course room. However,
it is required that any Reach and Withdraw be followed by
sending the student to the Examiner. The Exam Form is sent
to the C/S in the person's pc folder along with a full
write-up of what occurred on the drill, time started and
ended, wins, etc. (Ref: HCOB 8 Mar. 71R, C/S Series 29R,
CASE ACTIONS, OFF-LINE)
COMMANDS AND PROCEDURE
The commands for Reach and Withdraw are:
1. "REACH THAT _______."
2. "WITHDRAW FROM THAT ________."
The following commands may be substituted if the wording is
more appropriate to the particular person, place or thing
being addressed:
1. "TOUCH THAT________."
2. "LET GO OF THAT________."
A person, place or thing is named in the blank and the
commands are given alternately (1, 2, 1, 2, and so on)
repetitively, with an acknowledgment given after the
execution of each command.
It is done on that one thing until the person has a minor
win or three consecutive sets of commands with no change in
the pc's motions or attitude. Then another person, place or
thing is chosen and the commands are taken to a win on that
item, and so on.
The words "reach" and "withdraw" are defined for the person
using only the definitions given on page 1 of this HCOB.
The person running Reach and Withdraw on another always
points to the object (or person, space, etc.) each time he
gives a command so there will be no mistake made by the
person doing it.
When being run as a drill on work or study areas, different
items are chosen and the action is done on each one until
the person is in good communication with his general
environment or specific area that is being addressed.
In choosing objects, one usually progresses from the
smaller to the larger objects available, touching different
parts of each one in turn to a minor win of some sort on
that object or three sets of commands with no change. One
can also include walls and floors and other parts of the
environment.
One doesn't keep the person reaching and withdrawing
endlessly from the same part of anything that is being used
but goes to different points and parts of an object being
touched. If you keep him reaching for the same point on an
object or just the general object time after time, you are
actually running a duplication process, not Reach and
Withdraw, and Reach and Withdraw is not to be confused with
Op Pro by Dup.
The person would be taken to a win or three sets of
commands with no change on that one object or space (not on
each different part of it that he is reaching and
withdrawing from).
The reason why we have to have the three sets of commands
with no-change rule is that the person isn't on the meter
and we have to depend on the person running the action to
know when he hits a no-change. The object being used at the
moment may not be of interest to the person or he may have
no aberration on it. Yet he is working right there next to
something that is extremely restimulative to him and his
attention keeps being pulled onto it. So he can actually be
quite distracted if Reach and Withdraw isn't run on the
three sets of commands of no change rule. It also prevents
an endless grind on Reach and Withdraw.
So when the person has a minor win or does three sets of
commands with no change, go onto the next object or space.
The person administering Reach and Withdraw walks around
with the person doing the action, ensuring that he actually
does get in physical contact with the points or areas of
objects, spaces and boundaries.
We used to run Reach and Withdraw on ship stewards by
having them walk into the dining room and walk out of the
dining room over and over. This is used when you're running
Reach and Withdraw on a room or a space rather than an
object. Of course, we also ran them on the other objects
connected with their duties.
END PHENOMENA
The end phenomena of Reach and Withdraw is a win or
cognition accompanied by good indicators on the whole area
being addressed.
Reach and Withdraw would not be run past a major win on the area.
In auditing, Reach and Withdraw is run to a cognition
accompanied by an F/N and very good indicators.
RUNNING REACH AND WITHDRAW
Auditors and other people running Reach and Withdraw have
encountered some interesting phenomena, occasional
difficulty and some astounding wins.
Some of these are given here to supply additional reality
and data on Reach and Withdraw.
Phenomena
A person being run on Reach and Withdraw will often begin
by being very careful and slow and exhibit back-off from
touching the thing. He may not want to touch it at all.
This flattens as the action is continued.
There is a large variance in how long the action will run
before the EP is reached. Sometimes it is very fast,
sometimes it runs for quite a while before the person hits
the EP.
Occasionally, the person will begin to do the process on
automatic-he just goes on circuit and carries out the
commands, but it isn't really him doing it. If this should
occur, one can simply ask, "How is it going?" or "What's
happening?" and ack his answer and continue the process.
Pictures or incidents show up or turn on and then blow off.
This is perfectly all right-in fact it is usual. One would
simply continue running the action to EP.
People will go through a cycle of interiorizing into the
object or space and then after a while they exteriorize
from it.
They may get very interested in the object and all of its
detail and parts.
These are not all of the manifestations that will be
encountered. But it gives one a good idea of what to expect.
Difficulties
Obviously, anyone running Reach and Withdraw must stay in
excellent communication with and be aware of the person he
is running it on, so as not to miss a win or three sets of
no-change commands. The person might not voice the win if
he isn't in sufficient communication with the person doing
the action on him. One must take care not to overrun a person
on Reach and Withdraw.
Sometimes the person doing the action will try to take over
control of the action and choose what he will be run on and
for how long. This is an indicator that the person running
it is not controlling him well enough.
Some people like to touch and feel the thing when they
reach for it, not just give it a light tap. One must be
alert to this and not prematurely acknowledge as it may
cause an upset.
Overrunning this action will cause difficulty. This has been
a problem particularly when the person is supposed to run
Reach and Withdraw on a series of items (as in Reach and
Withdraw on the course room). The person may hit the EP of the
whole action on the second item, yet it is continued to be run
on other items past the EP. One runs Reach and Withdraw to its
stated EP and that's the end of it. Don't go rote and plow
the person in. When he's had his win and is brightly in
present time and feels good about the environment, end off.
Grogginess and anaten may turn on, but actually this is
perfectly fine and the person would simply be continued on
the action and he'll come out of it.
Reach and Withdraw is a very simple action and if it is run
per this HCOB one shouldn't get into difficulty.
Wins
The most common wins people have on Reach and Withdraw are
increased perception, renewed communication and coming into
PT on the area addressed.
Sometimes a person will realize he has had a picture there
instead of the object and when Reach and Withdraw is run,
just as given above, the picture blows and he is there in
PT with the object for the first time. I)on't get involved
with the picture, continue Reach and Withdraw.
All sorts of pictures and incidents can turn on and blow
during this action.
Reach and Withdraw run on equipment has produced some
amazing results.
It increases the person's ability to use the equipment by
increasing his familiarity and ARC for it.
One person was run on Reach and Withdraw on a large piece
of equipment he was having trouble installing. The
installation seemed hopelessly bugged. During the Reach and
Withdraw he realized that a large cable necessary to hook
up the machine was totally disconnected! He'd never even
seen the cable before.
Reach and Withdraw has also handled a person's accident
proneness with equipment.
Often a person will go exterior when run on Reach and
Withdraw on a large area or object.
Reach and Withdraw on a sick or injured pc has keyed out
engrams and greatly speeded recovery.
One pc was suffering from a mysterious, but rather severe,
pain in a body part.
He was run on Reach and Withdraw on that body part and
realized the source of the pain and blew the somatic totally.
The wins and gains available from Reach and Withdraw are
actually limitless.
__________
Reach and Withdraw is very easy to do. It is enjoyable for
both the person administering it and the person receiving
it and has very valuable results.
If a person is going to do anything-study a subject, learn
to drive a car, start a new job or post, attain a high
level of production, be at cause over the things he deals
with or simply survive better-Reach and Withdraw on
objects, people, situations, spaces and boundaries will
greatly assist one's control, familiarity, cause level and
understanding.
L. RON HUBBARD
Founder
==================
072. HCOB 4 MAY 81RA r. 27 Jun 88 STUDY GREEN FORM
HUBBARD COMMUNICATIONS OFFICE
Saint Hill Manor, East Grinstead, Sussex
HCO BULLETIN OF 4 MAY 1981RA
REVISED 27 JUNE 1988
Remimeo
Class V Grad
Auditor Checksheet
C/Ses
Class V Grad and
above Auditors
and C/Ses
Tech/Qual
Study Series 10RA
STUDY GREEN FORM
Refs:
HCOB 2 July 78 NED Series II DIANETIC STUDENT RESCUE INTENSIVE
HCOB 23 Nov. 69RB III STUDENT RESCUE INTENSIVE Rev. 4.9.78
The Study Green Form is an analysis list which locates and
indicates the handling of troubles with the subject of
study, largely independent of or in addition to
misunderstood words.
This list is used when a person cannot be hatted or
trained. It is a major action that is programed for by the
C/S in order to find and handle what is wrong with a
person's case studywise. It can also be used to cure the
rebel or revolutionary student.
It will be found, on some pcs, that the subject of study
has become so charged that the very idea of study itself
has become traumatic. When a person becomes very
misemotional about study, has persisting study troubles
that do not clean up or when there are other indicators of
study-connected engrams, the person should be given a Study
Green Form followed by a Student Rescue Intensive.
The end phenomena of the Study Green Form is a person who
knows he can study.
(Note: The Study Green Form should not be confused with the
Word Clearing Correction List or other student lists such
as the Student Correction List or the Student
Rehabilitation List. Each of these lists has a distinct
purpose as covered in HCOB 24 Oct. 76RA, C/S Series 96RA,
DELIVERY REPAIR LISTS.)
Assess this list Method 3 or 5.
(Refs: HCOB 28 May 70, CORRECTION LISTS, USE OF;
HCOB 20 Dec. 71, C/S Series 72, USE OF CORRECTION LISTS;
HCOB 10 June 71 I, C/S Series 44R, PROGRAMING FROM PREPARED LISTS)
If the pc has a big win, end off the session and let him
have his win. When he is off his win, the list is then
resumed and completed through to the end unless the EP of
"person knows he can study" has been reached. Otherwise, it
is completed all the way through to the end, in all cases.
It is reassessed if necessary.
1. HAVE YOU GONE EXTERIOR IN AUDITING? _________
(Check to make sure the read is a valid read and not a protest or
false read. If it is valid, indicate it. If the pc is not
Clear or OT, give him a standard Int RD per Int RD Series 2.
If he is Clear or OT and has not had an Int RD, give him the End
of Endless Int Repair RD per Int Series 4RA. If the pc has had
an Int RD or End of Endless Int Repair RD, do an Int RD Correction
List [HCOB 29 Oct. 71RA]. If Int correction has already been done
on the pc, get an FES of the Int RD and its corrections. If you
are not qualified to audit or repair Int, turn the pc over to a
qualified auditor. When all errors are corrected, the C/S may
order the End of Endless Int Repair RD per Int Series 4RA, as
applicable.)
2. HAS YOUR INT HANDLING BEEN MESSED UP? _________
(Assess and handle an Int RD Correction List. If Int correction
has already been done on the pc, get an FES of the Int RD and
its corrections. When all errors are corrected, the C/S may order
the End of Endless Int Repair RD per Int Series 4RA.)
3. HAS THERE BEEN A LIST ERROR? _________
(Find out which list and handle with an L4BRA.)
4. ON STUDY HAVE YOU BEEN GIVEN A WRONG WHY? _________
(L4BRA and handle.)
5. ON STUDY DO YOU HAVE AN ARC BREAK? _________
(ARCU CDEINR E/S to F/N.)
6. ON STUDY DO YOU HAVE AN ARC BREAK OF LONG DURATION? _________
(ARCU CDEINR E/S to F/N.)
7. ON STUDY DO YOU HAVE A PROBLEM? _________
(Itsa E/S itsa to F/N.)
8. ON STUDY ARE YOU WITHHOLDING ANYTHING? _________
(Get what, if discreditable find out who missed it. E/S to F/N.)
9. DID YOU EVER KNOWINGLY GO BY MISUNDERSTOOD WORDS? _________
(Handle as a withhold E/S to F/N. Clear any misunderstoods
found, each to F/N.)
10. DO YOU HAVE A MISSED WITHHOLD OF GOING PAST MISUNDERSTOODS? _________
(Pull the missed withhold E/S to F/N. Then clear each
misunderstood he went past, each word to F/N.)
11. HAVE YOU HAD EARLY BAD AUDITING? _________
(L1C Method 3 on early auditing.)
12 . WAS WORD CLEARING DONE IN THE MIDDLE OF
ANOTHER INCOMPLETE AUDITING CYCLE? _________
(2WC to F/N. Get which cycle pc is on and by folder inspection
evaluate which one needs to be completed first- make sure it is
fully noted on the pc's program to complete word clearing if the
other action is handled first.)
13. DO YOU HAVE AN INCOMPLETE TRs COURSE? _________
(2WC to F/N. Pgm to complete TRs course.)
14. ON STUDY HAVE YOU HAD TROUBLE WITH CLEARING WORDS? _________
(Itsa E/S itsa to F/N. WCCL if needed. Pgm for Method 1 W/C
or repair/flattening of it if already done.)
15. ON STUDY IS THERE BYPASSED CHARGE ON WORD CLEARING? _________
(WCCL and handle.)
16. DO YOU HAVE TROUBLE WITH WORDS? _________
(Itsa E/S itsa to F/N. WCCL if needed. Pgm for Method 1 W/C
or repair/flattening of it if already done.)
17. DO YOU HAVE MISUNDERSIoODS FROM YOUR EARLIER SCHOOLING? _________
(Itsa E/S itsa to F/N. WCCL if needed. Pgm for Method 1 W/C
or repair/flattening of it if already done.)
18. ON STUDY HAS YOUR WORD CLEARING BEEN MESSED UP? _________
(WCCL and handle.)
19. DON'T YOU WANT TO STUDY? _________
(Find out if there was a time when he did want to study and
someone invalidated this and clean it up. Otherwise ask, "Tell
me about why you don't want to study," and 2WC to F/N.)
20. HAS THERE BEEN NO AUDITING ON THE SUBJECT OF STUDY? _________
(Itsa E/S itsa to F/N.)
21. HAVE YOU BEEN MADE TO STUDY BECAUSE SOMEONE
ELSE DEMANDED IT? _________
(Itsa E/S itsa to F/N.)
22. HAVE YOU HAD TO STUDY WHEN YOU DIDN'T WANT TO? _________
(Itsa E/S itsa to F/N.)
23. ON STUDY HAS THERE BEEN AN INJUSTICE? _________
(Itsa E/S itsa to F/N.)
24. HAS ETHICS ACTION EVER BEEN TAKEN ON YOU FOR
NOT APPLYING STUDY TECH? _________
(Itsa E/S itsa to F/N.)
25. SHOULD ETHICS ACTION HAVE BEEN TAKEN ON YOU FOR
FAILING TO APPLY STUDY TECH? _________
(Itsa E/S itsa to F/N.)
26. HAVE YOU BEEN THREATENED INTO STUDYING? _________
(Triple or Quad Recalls on being threatened into studying.
F1: Recall a time you were threatened into studying.
F2: Recall a time you threatened another into studying.
F3: Recall a time others threatened others into studying.
F0: Recall a time you threatened yourself into studying.)
27. HAVE YOU BEEN PUNISHED INTO STUDYING? _________
(Triple or Quad Recalls on being threatened into studying.
F1: Recall a time you were threatened into studying.
F2: Recall a time you threatened another into studying.
F3: Recall a time others threatened others into studying.
F0: Recall a time you threatened yourself into studying.)
28. IS THERE PAIN CONNECTED WITH STUDY? _________
(Triple or Quad Recalls on pain connected to study.
F1: Recall a time pain was connected to study.
F2: Recall a time you caused another to have pain connected
with study.
F 3 : Recall a time others caused others to have pain
connected with study.
F0: Recall a time you caused yourself to have pain connected
with study.)
29. HAVE YOU BEEN MADE TO STUDY WHEN YOU HAD NO WILLINGNESS
TO KNOW? _________
(Itsa E/S itsa to F/N.)
30. HAVE YOU BEEN MADE TO FEEL BAD ABOUT DOING POORLY
IN STUDY? _________
(Itsa E/S itsa to F/N.)
31. HAVE YOU BEEN ASHAMED OF YOUR SCHOOL GRADES? _________
(Itsa E/S itsa to F/N.)
32. HAVE YOU BEEN MADE TO FEEL LIKE A SOCIAL OUTCAST BECAUSE
YOU DIDN'T DO WELL IN SCHOOL? _________
(Itsa E/S itsa to F/N.)
33. HAVE YOU BEEN PUSHED TO GET GOOD GRADES? _________
(Itsa E/S itsa to F/N.)
34. HAVE YOU BEEN ASHAMED OF NOT FINISHING HIGH SCHOOL? _________
(Itsa E/S itsa to F/N.)
35. WERE YOU MADE TO THINK YOU'D FAILED BECAUSE YOU DIDN'T GO
TO COLLEGE (UNIVERSITY)? _________
(Itsa E/S itsa to F/N.)
36. HAS SOMEONE TOLD YOU YOU WERE A BAD STUDENT? _________
(Itsa E/S itsa to F/N.)
37. HAVE YOU BEEN RIDICULED IN FRONT OF OTHER STUDENTS? _________
(Itsa E/S itsa to F/N.)
38. HAS THERE BEEN NO ONE TO SUPERVISE YOUR STUDY? _________
(Itsa E/S itsa to F/N.)
39. ON STUDY HAS NO ONE SHOWN ANY INTEREST IN YOUR PROGRESS? _________
(Itsa E/S itsa to F/N.)
40. HAVE YOU HAD BAD STUDY SUPERVISION? _________
(Itsa E/S itsa to F/N.)
41. ON STUDY HAVE YOU HAD BAD COACHING? _________
(Itsa E/S itsa to F/N.)
42. ON STUDY HAVE YOU BEEN INVALIDATED? _________
(Itsa E/S itsa to F/N.)
43. HAVE YOU KNOWN IT WOULD NEVER DO ANY GOOD TO STUDY? _________
(Find out if there was a time when he felt it did matter if he
studied and someone invalidated this. If so, clean it up.
Otherwise ask, "Tell me about why it would never do any good
to study," and 2WC to F/N.)
44. ON STUDY HAVE YOU INVALIDATED YOURSELF? _________
(Itsa E/S itsa to F/N.)
45. HAS SOMEONE TOLD YOU THAT YOU DON'T KNOW HOW TO STUDY? _________
(Itsa E/S itsa to F/N.)
46. HAVE YOU BEEN FLUNKED WHEN YOU SHOULDN'T HAVE BEEN? _________
(Indicate. Rehab the point when he knew he had it.)
47. ON STUDY HAD YOU MADE IT AND SOMEONE SAID YOU HADN'T? _________
(Indicate. Rehab the point when he made it.)
48. HAS SOMEONE INVALIDATED WHAT YOU STUDIED? _________
(Itsa E/S itsa to F/N.)
49. ON STUDY HAVE YOU BEEN MADE TO FEEL STUPID ABOUT A
SUBJECT? _________
(Itsa E/S itsa to F/N.)
50. HAVE YOU BEEN MADE WRONG BY A TEACHER? _________
(Itsa E/S itsa to F/N.)
51. ON STUDY HAS SOMEONE TRIED TO CORRECT YOU WHEN THERE
WAS NOTHING WRONG? _________
(Itsa E/S itsa to F/N.)
52. HAVE YOU BEEN PREVENTED FROM STUDYING? _________
(Itsa E/S itsa to F/N.)
53. HAVE OTHERS PREVENTED YOU FROM KNOWING? _________
(Itsa E/S itsa to F/N.)
54. HAVE YOU BEEN REPRIMANDED FOR WANTING TO KNOW? _________
(Itsa E/S itsa to F/N.)
55. WERE YOU NOT ALLOWED TO OBSERVE, UNDERSTAND AND DO? _________
(Itsa E/S itsa to F/N.)
56. COULDN'T YOU STUDY BECAUSE OF THE DEMANDS OF A JOB OR POST? _________
(Itsa E/S itsa to F/N.)
57. WAS THERE NO TIME TO STUDY? _________
(Itsa E/S itsa to F/N.)
58. HAS THERE BEEN SOMETHING WRONG WITH THE STUDY
ENVIRONMENT? _________
(Itsa E/S itsa to F/N.)
59. HAVE YOU BEEN DISTURBED WHILE STUDYING? _________
(Itsa E/S itsa to F/N.)
60. ON STUDY WAS SOMEONE MAD AT YOU? _________
(Itsa E/S itsa to F/N.)
61. ON STUDY IS THERE AN ENGRAM IN RESTIMULATION? _________
(Indicate. Assess an L3RH and handle.) (On Clears or above,
simply indicate the item. If no F/N, assess an L3RH but do no
more than indicate the reading item[s]. Do NOT run any
Dianetics.)
62. DO YOU HAVE AN ENGRAM MATCHING PRESENT TIME STUDY? _________
(If so, run it out Narrative R3RA Triple or Quad.) (On Clears or
above, simply indicate the item. If no F/N, assess an L3RH but
do no more than indicate the reading item[s]. Do NOT run any
Dianetics.)
63. HAVE YOU BEEN OVERWHELMED ON STUDY? _________
(Itsa E/S itsa to F/N.)
64. HAVE YOU BEEN CONNECTED TO SOMEONE WHO DIDN'T WANT
YOU TO LEARN? _________
(Itsa E/S itsa to F/N.)
65. HAVE YOU BEEN MADE TO FEEL A SUBJECT WAS DANGEROUS? _________
(Itsa E/S itsa to F/N.)
66. DOESN'T STUDY TECH WORK ON YOU? _________
(Find out what didn't work and correct it to F/N VGIs and a
win.)
67. ON STUDY IS THERE SOMETHING YOU'RE CONFUSED ABOUT? _________
(Find out what it is and clear it up to F/N and VGIs.)
68. ON STUDY HAVE YOU GONE PAST MISUNDERSTOODS? _________
(Assess a WCCL and handle.)
69. HAVE YOU FAILED TO USE STUDY TECH? _________
(2WC to find out what he hasn't used. Itsa E/S itsa to F/N, then
clear up any misunderstoods that have come up.)
70. ON STUDY WERE THERE NO DICTIONARIES? _________
(Itsa E/S itsa to F/N.)
71. ON STUDY WERE THE DICTIONARIES INADEQUATE? _________
(Itsa E/S itsa to F/N.)
72. ON STUDY WERE THE DICTIONARIES INCOMPREHENSIBLE? _________
(Itsa E/S itsa to F/N.)
73. ON STUDY HAVE MATERIALS CONTAINED INCORRECT DATA? _________
(Itsa E/S itsa to F/N.)
74. DID MATERIALS YOU TRIED TO STUDY CONTAIN OMITTED DATA? _________
(Itsa E/S itsa to F/N.)
75. ON STUDY WERE YOU GIVEN NO TEXT? _________
(Itsa E/S itsa to F/N.)
76. ON STUDY WERE YOU GIVEN A FALSE TEXT? _________
(Itsa E/S itsa to F/N.)
77. HAVE YOU BEEN UNABLE TO FIND THE DATA YOU WANTED
IN TEXTBOOKS? _________
(Itsa E/S itsa to F/N.)
78. HAS THE DATA IN BOOKS BEEN INCOMPREHENSIBLE? _________
(Itsa E/S itsa to F/N.)
79. HAVE YOU WANTED TO LEARN SOMETHING BUT YOU COULDN'T
GET IT OUT OF A TEXTBOOK? _________
(Itsa E/S itsa to F/N.)
80. HAVE YOU STUDIED SOMETHING THAT WAS FALSE? _________
(Itsa E/S itsa to F/N.)
81. HAVE THERE BEEN DISAGREEMENTS WITH DATA? _________
(Itsa E/S itsa to F/N.)
82. ON STUDY HAS ANYONE TAUGHT OR GIVEN YOU FALSE DATA? _________
(Itsa E/S itsa to F/N.)
83. ON STUDY HAVE YOU RECEIVED VERBAL DATA? _________
(Itsa E/S itsa to F/N.)
84. HAS SOMEONE MADE YOU STUDY IMPROPERLY? _________
(Itsa E/S itsa to F/N.)
85. ON STUDY HAVE YOU BEEN MADE TO DO THINGS WRONG? _________
(Itsa E/S itsa to F/N.)
86. ON STUDY HAVE YOU BEEN PREVENTED FROM USING YOUR OWN
JUDGMENT? _________
(Itsa E/S itsa to F/N.)
87. HAVE THERE BEEN ARBITRARY RULES ABOUT HOW YOU STUDY? _________
(Itsa E/S itsa to F/N.)
88. WAS THERE NO REASON FOR LEARNING SOMETHING? _________
(Itsa E/S itsa to F/N.)
89. IS THERE ANY REASON YOU SHOULD REMAIN IGNORANT? _________
(2WC E/S to F/N.)
90. IS KNOWLEDGE OF NO VALUE? _________
(2WC E/S to F/N.)
91. IS THERE SOMETHING OTHERS SHOULDN'T KNOW? _________
(2WC E/S to F/N.)
92. HAVE YOU EVER WILLFULLY KEPT YOURSELF FROM BEING
INFORMED? _________
(2WC E/S to F/N.)
93. HAVE YOU HAD TO STUDY SOMETHING YOU WOULD NEVER NEED
TO APPLY? _________
(Itsa E/S itsa to F/N.)
94. COULDN'T YOU GET RESULTS WITH WHAT YOU LEARNED? _________
(Itsa E/S itsa to F/N.)
95. HAVE YOU STUDIED ONLY TO PASS AN EXAM? _________
(Itsa E/S itsa to F/N.)
96. HAVE YOU NEVER APPLIED WHAT YOU LEARNED? _________
(Itsa E/S itsa to F/N.)
97. HAVE YOU STUDIED FOR SOME OTHER REASON? _________
(Itsa E/S itsa to F/N.)
98. WAS THERE NO CHOICE ABOUT WHAT YOU STUDIED? _________
(Itsa E/S itsa to F/N.)
99. DID YOU HAVE TO STUDY WHEN YOU WANTED TO DO SOMETHING
ELSE? _________
(Itsa E/S itsa to F/N.)
100. HAVE YOU HAD TO STUDY SOMETHING YOU HAD NO INTEREST
IN? _________
(Itsa E/S itsa to F/N.)
101. HAVE YOU HAD TO STUDY A SUBJECT THAT WAS OF NO USE? _________
(Itsa E/S itsa to F/N.)
102. DO YOU GET ANGRY AT THINGS YOU DON'T UNDERSTAND? _________
(Itsa E/S itsa to F/N.)
103. HAVE YOU HAD TO LEARN TOO MANY THINGS BEFORE YOU COULD
LEARN WHAT YOU WANTED TO? _________
(Itsa E/S itsa to F/N.)
104. DID SOMETHING SEEM TOO DIFFICULT TO LEARN? _________
(Itsa E/S itsa to F/N.)
105. HAVE YOU HAD TO STUDY TOO MUCH TOO FAST? _________
(Itsa E/S itsa to F/N.)
106. WERE YOU ASKED TO DO THINGS YOU COULDN'T STUDY? _________
(Itsa E/S itsa to F/N.)
107. WERE YOU ASKED TO LEARN THE WHOLE SUBJECT AT ONCE? _________
(Itsa E/S itsa to F/N.)
108. DID SOMEONE EXPECT YOU TO KNOW IT ALL AT ONCE? _________
(Itsa E/S itsa to F/N.)
109. DO YOU LEARN SLOWLY BUT YOU'VE BEEN MADE TO STUDY FAST? _________
(Itsa E/S itsa to F/N.)
110. DO YOU LEARN FAST BUT YOU'VE BEEN MADE TO STUDY SLOWLY? _________
(Itsa E/S itsa to F/N.)
111. WERE YOU A FAST STUDY AND PEOPLE SAID YOU WERE SLOW? _________
(Itsa E/S itsa to F/N.)
112. HAVE THE BASICS OF A SUBJECT BEEN OMITTED? _________
(Itsa E/S itsa to F/N.)
113. HAVE STUDY MATERIALS BEEN UNAVAILABLE? _________
(Itsa E/S itsa to F/N.)
114. WAS IT ALL DOINGNESS AND NO REASON WHY? _________
(Itsa E/S itsa to F/N.)
115. HAS IT BEEN ALL SIGNIFICANCE AND NO DOINGNESS? _________
(Itsa E/S itsa to F/N.)
116. ON STUDY WAS A GRADIENT TOO STEEP? _________
(Itsa E/S itsa to F/N.)
117. ON STUDY DID YOU SKIP A GRADIENT? _________
(Itsa E/S itsa to F/N.)
118. HAVE YOU HAD TO CONTINUE STUDYING WHEN YOU ALREADY
KNEW IT? _________
(Indicate. Rehab the point where he knew it.)
119. ON STUDY HAS THERE BEEN A WRONG EMPHASIS? _________
(Itsa E/S itsa to F/N.)
120. DO YOU HAVE OVERTS AGAINST STUDY? _________
(Get what he did, who missed it, E/S to F/N.)
121. HAVE YOU COMMITTED OVERTS BY REASON OF STUDY? _________
(Get what he did, who missed it, E/S to F/N.)
122. HAVE YOU COMMITTED CRIMES IN SCHOOL? _________
(Get what he did, who missed it, E/S to F/N.)
123. DID YOU EVER DO ANYTHING IN STUDY THAT YOU FELT
BAD ABOUT? _________
(Get what he did, who missed it, E/S to F/N.)
124. ON STUDY DID YOU EVER DO ANYTHING BAD WHICH YOU
JUSTIFIED? _________
(Get what he did, who missed it, E/S to F/N.)
125. HAVE YOU VIOLATED STUDENT RULES? _________
(Get what he did, who missed it, E/S to F/N.)
126. HAVE YOU GIVEN VERBAL DATA OR DEFINITIONS TO OTHERS? _________
(Get what he did, who missed it, E/S to F/N.)
127. HAVE YOU COMMITTED OVERTS ON A TEACHER OR SUPERVISOR? _________
(Get what he did, who missed it, E/S to F/N.)
128. HAVE YOU BEEN CRITICAL OF STUDY OR TEACHERS BEHIND
THEIR BACKS? _________
(Get what he did, who missed it, E/S to F/N.)
129. HAVE YOU CAUSED AN UPSET IN A COURSE ROOM? _________
(Get what he did, who missed it, E/S to F/N.)
130. HAVE YOU LIED TO A TEACHER OR SUPERVISOR? _________
(Get what he did, who missed it, E/S to F/N.)
131. HAVE YOU MADE TROUBLE FOR A TEACHER OR SUPERVISOR? _________
(Get what he did, who missed it, E/S to F/N.)
132. HAVE YOU REFUSED TO LET OTHERS HELP YOU LEARN? _________
(Get what he did, who missed it, E/S to F/N.)
133. HAVE YOU COMMITTED OVERTS ON STUDENTS? _________
(Get what he did, who missed it, E/S to F/N.)
134. HAVE YOU MADE ANOTHER FEEL STUPID? _________
(Get what he did, who missed it, E/S to F/N.)
135. HAVE YOU MADE OTHERS FEEL ASHAMED OF THEIR SCHOOL
GRADES? _________
(Get what he did, who missed it, E/S to F/N.)
136 . HAVE YOU DAMAGED STUDY MATERIALS OR BOOKS? _________
(Get what he did, who missed it, E/S to F/N.)
137. HAVE YOU STOLEN STUDY MATERIALS OR BOOKS? _________
(Get what he did, who missed it, E/S to F/N.)
138. DO YOU HAVE UNPAID DEBTS FOR COURSES YOU'VE TAKEN? _________
(Get what he did, who missed it, E/S to F/N.)
139. HAVE YOU OMITTED DOING PARTS OF A CHECKSHEET OR COURSE? _________
(Get what he did, who missed it, E/S to F/N.)
140. HAVE YOU PASSED A CHECKSHEET, TEST OR EXAM FALSELY? _________
(Get what he did, who missed it, E/S to F/N.)
141. DID YOU BRIBE ANYONE IN ANY WAY TO PASS YOU? _________
(Get what he did, who missed it, E/S to F/N.)
142. ON STUDY HAVE YOU CHEATED? _________
(Get what he did, who missed it, E/S to F/N.)
143. ON STUDY HAVE YOU TAKEN CREDIT FOR SOMETHING YOU
DIDN'T DO? _________
(Get what he did, who missed it, E/S to F/N.)
144. ON STUDY HAVE YOU FAILED TO DO HOMEWORK OR ASSIGNMENTS? _________
(Get what he did, who missed it, E/S to F/N.)
145. HAVE YOU FALSIFIED YOUR STUDY STATS? _________
(Get what he did, who missed it, E/S to F/N.)
146. HAVE YOU FALSELY ATTESTED TO COURSE COMPLETIONS? _________
(Get what he did, who missed it, E/S to F/N.)
147. HAVE YOU PRETENDED YOU'VE STUDIED WHEN YOU HAVEN'T? _________
(Get what he did, who missed it, E/S to F/N.)
148. HAVE YOU STUDIED BUT NOT INTENDED TO LEARN? _________
(Get what he did, who missed it, E/S to F/N.)
149. WHILE ON STUDY HAVE YOU DONE SOMETHING ELSE INSTEAD? _________
(Get what he did, who missed it, E/S to F/N.)
150. DID YOU STUDY OR STAY IN SCHOOL TO AVOID HAVING
TO DO SOMETHING ELSE? _________
(Get what he did, who missed it, E/S to F/N.)
151. ON STUDY HAVE YOU NOT PAID ATTENTION? _________
(Get what he did, who missed it, E/S to F/N.)
152. HAVE YOU SKIPPED GOING TO STUDY? _________
(Get what he did, who missed it, E/S to F/N.)
153. HAVE YOU NOT GONE TO SCHOOL WHEN YOU WERE SUPPOSED TO? _________
(Get what he did, who missed it, E/S to F/N.)
154. HAVE YOU FALSELY ATTESTED TO COURSE PREREQUISITES? _________
(Get what he did, who missed it, E/S to F/N.)
155. HAVE YOU PRETENDED TO HAVE STUDIED THINGS YOU HADN'T? _________
(Get what he did, who missed it, E/S to F/N.)
156. HAVE YOU DONE SOMETHING THAT MAKES YOU NOT DESERVE STUDY? _________
(Get what he did, who missed it, E/S to F/N.)
157. HAVE YOU STUDIED SOMETHING SO THAT YOU COULD DO HARM? _________
(Get what he did, who missed it, E/S to F/N.)
158. HAVE YOU PRETENDED TO KNOW A SUBJECT? _________
(Get what he did, who missed it, E/S to F/N.)
159. HAVE YOU ALTERED STUDY TECH? _________
(Get what he did, who missed it, E/S to F/N.)
160. HAVE YOU CONVINCED OTHERS IT WAS USELESS TO STUDY? _________
(Get what he did, who missed it, E/S to F/N.)
161. HAVE YOU TURNED STUDENTS AGAINST THEIR TEACHERS? _________
(Get what he did, who missed it, E/S to F/N.)
162. DID YOU EVER THINK OF STARTING A STUDENT REVOLT? _________
(Get what he did, who missed it, E/S to F/N.)
163. HAVE YOU TRIED TO GET OTHER STUDENTS TO REVOLT? _________
(Get what he did, who missed it, E/S to F/N.)
164. HAVE YOU GONE TO SCHOOL JUST TO MAKE TROUBLE? _________
(Get what he did, who missed it, E/S to F/N.)
165. DO YOU HAVE EYESTRAIN OR BAD EYESIGHT? _________
(2WC to F/N. Note for C/S.)
166. ON STUDY DO YOU HAVE TROUBLE WITH YOUR HEARING? _________
(2WC to F/N. Note for C/S.)
167. IN STUDY HAS SOMETHING BEEN OVERRUN? _________
(Find out what and rehab.)
168. WAS THERE NOTHING WRONG WITH STUDY IN THE FIRST PLACE? _________
(Indicate. If no F/N, rehab or date/locate.)
169. IS THIS LIST AN UNNECESSARY ACTION? _________
(Indicate. If no F/N, rehab or date/locate.)
170. HAVE YOU EVER FELT YOU COULD STUDY? _________
(Rehab this point.)
L. RON HUBBARD
Founder
Revision assisted by
LRH Technical Research
and Compilations
==================