From: squirrel@echelon.alias.net (The Tech Lion) Subject: FZ BIBLE - LEVEL 3 COURSEPACK [5/7] Date: 14 Nov 1999 00:00:00 GMT Message-ID: <9fbce6b1505e0a022fc62672761f1a67@anonymous.poster> Sender: Secret Squirrel Organization: FreeZone Bible Association Mail-To-News-Contact: postmaster@nym.alias.net Comments: Please report problems with this automated remailing service to . The message sender's identity is unknown, unlogged, and not replyable. Newsgroups: alt.religion.scientology,alt.clearing.technology FREEZONE BIBLE ASSOCIATION TECH POST ACADEMY LEVEL III COURSEPACK: Part 5 of 7 *************************************** Continuing our quest to spread the Tech on the internet, we bring you the Academy Level 3 coursepack from the late 1980s, in 7 parts. The full table of contents is in Part 1 only. To see the proper formatting, use a fixed-pitch font such as Courier to view this file. Looking forward to a Tech-filled Millenium, -The Tech Lion ******************** 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 freezoners are "squirrels" who should be stamped out as heretics. 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 Judaism 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 ************************ PART 5 16. HCOB 29 Apr. 1980R Prepared Lists, Their Value and Purpose 17. HCOB 14 Mar. 1971R F/N Everything 18. HCOB 3 July 1971R Auditing by Lists 19. HCOB 4 Dec. 1978 How to Read Through an F/N 20. HCOB 15 Oct. 1973RC Nulling and F/Ning Prepared Lists C/S Series 87RC 21. HCOB 6 Dec. 1973 The Primary Failure C/S Series 90 22. HCOB 22 Apr. 1980R Assessment Drills ****************************************************************** 16. HCOB 29 Apr. 1980R Prepared Lists, Their Value and Purpose HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO BULLETIN OF 29 APRIL 198OR REVISED 26 JULY 1986 Remimeo PREPARED LISTS, THEIR VALUE AND PURPOSE No matter how complicated or confusing the environment is getting, if you have a stable datum of exact action it can see you through. The prepared list provides the auditor with a stable action when a session or case is confusing and can bring things under control. The idea of such lists and their development are original to Dianetics and Scientology. They are made possible because these subjects embrace the full extent of thought, the spirit and actual and potential aberration. Thousands of hours of research and development have gone into these lists. Thousands of case histories have been reviewed and condensed to make the lists possible. They are, in themselves, a considerable tour de force. They have often meant the difference between a failed case and a spectacular result. Just as they are important, a knowledge of them and skill in their use is vital to auditing success. HISTORY Probably the oldest "prepared list" is the White Form (now called the ORIGINAL ASSESSMENT SHEET-HCOB 24 June 78R). This provided a series of questions which would give one the background of the preclear. It dates from 1950. By it one can get the probable this-life areas of the preclear's heaviest charge. Done on a meter, it provides a case entrance. Self Analysis was written in 1951. It contains processing lists a preclear could run on himself. Group Auditing materials of the middle '50s contained lists of commands which were run on groups. The "Joburg" of 1961 is probably the next historical point. It was a list of the possible withholds a preclear might have. It was called the "Joburg" because it was developed in Johannesburg, South Africa. The "L1" was probably next. The original gave a list of session rudiments which might have gone out and enabled the auditor to get the session rudiments back in. It is still in use as "L1C" or "List One C." The "Green Form" was developed in the early '60s so that Qual Review at Saint Hill would have a tool to analyze a case. Correction lists for various auditing actions began to appear. These corrected an action in progress that had gone awry. In 1973, the famous "C/S 53" (meaning "Case Supervisor Series 53") was devised and continued to be improved and reissued. Today there are dozens of prepared lists. There is even a prepared list to repair prepared lists in general. THEORY OF PREPARED LISTS A prepared list is an assembly of the majority of things which can be wrong in a case, an auditing action or a session. Such lists are quite remarkable, actually. Only a thorough knowledge of aberration makes such a list possible. When you look over the extent of prepared lists, you will see that they contain a grasp of the subject of aberration never before available. USE While an auditor is expected to have studied and mastered all this theory, it is a bit much to expect that in the confusion of a case or session gone wrong he will be able to spot instantly, without help, exactly WHAT has gone wrong. Prepared lists, where they exist, and his E-Meter will sort this out for him. All the auditor has to have is a general insight that something is going wrong, know in general what is being handled in the case, know what list to use and then, with good TRs and metering, do an assessment of the prepared list. Usually the trouble will come right, since the exact point will have been located. It is sometimes enough to merely indicate the point found to discharge it somewhat. One can F/N what is found or one can go into very wide, extensive handling. The point is, the use of the prepared list has spotted the trouble. What is demanded of the auditor or C/S is WHICH prepared list to use, but this is determined by what has been going on. TYPES OF PREPARED LISTS There are four general types of prepared lists. These are A. An ANALYSIS list. This is a type of prepared list which analyzes a case broadly or analyzes a session. The purpose of it is to find out what to address in the case in order to program it. The White Form, the Green Form and the C/S 53 can all be used for this purpose. There are other such lists and there is even a prepared list to debug production. B. A direct AUDITING list. Prepared lists exist which deliver direct auditing commands or questions which, run on the pc, produce an auditing result. The lists of Self Analysis and the various Confessional lists form this type of prepared list. C. A CORRECTION list. This type of list corrects an ongoing action. Examples are the Word Clearing Correction List, the Int Rundown Correction List, the Dianetic Correction List. There is a bit of a gray area in this type of list as one can also use some of them for analysis as in the case of a Course Supervisor Correction List or a Student Correction List. The C/S 53 can also serve as a correction list. The real difference is what the list is being used for -- to analyze to find out what to program or start or to correct something already in progress. D. DRILL lists. These are used in training as dummy lists to get an auditor used to handling the meter and prepared lists. Such lists are contained in The Book of E-Meter Drills. METHOD OF HANDLING There are three methods of handling prepared lists, depending on the type of list. There is simply the method of asking the questions in sequence and getting the answer from the preclear. This would apply to a White Form or to auditing prepared lists as in Self Analysis or in Group Auditing. Very few lists are handled in this way. The second way is called "Method 3" wherein the list is assessed on a meter, and when a read is noted, the meter-reading question is taken up with the preclear and F/Ned. Method 3 is covered in HCOB 3 July 71, AUDITING BY LISTS. The third way is called "Method 5." This type of assessment assesses the whole prepared list rapidly, without getting the preclear to talk, and the reads are then noted. The largest read or reads are then taken up and F/Ned. Method 5 is covered in HCOB 3 July 71, AUDITING BY LISTS. When using a correction list on an OT III or above, the auditor must know and apply the tech given in HCOB 4 July 79, HANDLING CORRECTION LISTS ON OTs. This HCOB concerns the handling of reading questions and applies regardless of the method of assessment used. TRs AND METERING Whether or not a prepared list reads depends upon the auditor's TRs and metering. At one time or another Case Supervisors have had a great deal of trouble with this. Accuracy as to what really read was greatly in question. This came to view on Flag in the early '70s when prepared lists that had been assessed by Class IV trainees were then reassessed, same list, same pc, shortly after the first list assessment, by Class XIIs. Totally different results were found -- lists on which few or no reads were obtained by the Class IV trainees were found to be very live by the Class XIIs. The difference of quality of TRs and metering were what made the difference with the prepared list response. HCOB 22 Apr. 1980R contains the drills which remedy this. It is the TRs and metering of the auditor that makes a prepared list reliable, not the list itself. C/S SERIES 53 The champion list of all time is the C/S 53. On one page any general thing that can be aberrated in a thetan has been assembled. There are two forms of it -- Short Form for preclears who know the terms and Long Form for preclears who are unindoctrinated (they are the same lists but the Short Form is a single word and the Long Form is a full question). A Director of Processing giving a D of P interview can use one of these and obtain enough material to enormously help a Case Supervisor. It is not the only D of P interview action but it is very helpful when used. An auditor can debug a program or a session with it. It can analyze a case for programming and it can also be used to correct a program or to correct a session. Originally it was developed to handle high and low tone arm cases, and although it still says this, it also says it can "correct case outnesses." And today, this is its greatest use. PRIORITY of handling outnesses is a vital part of C/S 53. The first three groups of items -- A (Interiorization outnesses), B (List errors) and C (rudiments) -- give the necessary order of handling. If Int is reading, nothing else can be handled until it is. List errors take the next priority. Then rudiments. If one were to try to repair a case out of sequence, a mess could occur. So this prepared list also gives the sequence in which outnesses must be handled. It is always done Method 5, whether it is being assessed once through or taken to an F/Ning assessment. It is never done Method 3. (Ref: HCOB 30 Oct. 78R, C/S SERIES 53, USE OF) The main fault in using a C/S 53 is overuse -- an auditor reaching for it when he gets in trouble instead of improving the auditor's own TRs, metering or knowledge of programming in the first place. But the C/S 53 is one of the most valuable tools an auditor or a Case Supervisor has. GENERAL CASE HANDLING The prepared lists of all types place in the hands of the Case Supervisor and the auditor a procedure by which a case can be analyzed and programmed. Some auditing can be done direct from prepared lists. Actions can be corrected from prepared lists. WORD CLEARING PREPARED LISTS It can happen that a prepared list gets stalled on misunderstood words. For many prepared lists there are also full Word Clearing lists which can be done on the pc. At one time it was thought that before one did a list one should ALWAYS word clear it. However, this has the liability that a pc who is in one kind of trouble can't sit still until a full Word Clearing action is done. The amount of trouble which came from prepared lists came more from assessing and metering errors than it did from misunderstood words. When one is using a prepared list on a pc who has never had it word cleared, it is usually enough to check that the read isn't coming from a Mis-U. Early in a pc's auditing, about the time he gets a C/S-1, the more critical prepared lists should be word cleared and the fact noted in his folder. But when one is doing this Word Clearing, tone arm action or significant reads should also be noted. One is liable to think he is word clearing whereas he is actually assessing. True, there are a lot of tech words on a prepared list that the pc isn't likely to know. Unfortunately, the discoveries of Scientology exceed common language and require terms of their own. But a pc catches on to this quite rapidly. They are new ideas to him (even though he has been living with them all the eons of his existence). When the word is cleared, the idea is also thrown into action. So it is important to note meter reads and tone arm action when clearing the words of prepared lists. No hard and fast rules can be drawn on this point of word clearing prepared lists. If you have already word cleared the key words of a key prepared list before you need it, thank your stars. Otherwise, carry on and hope. SUMMARY A Case Supervisor and an auditor owe it to themselves to have a good command of this subject of prepared lists. There are many issues on the subject. There are dozens of prepared lists. Knowing what prepared lists exist is a vital step for a Case Supervisor and auditor. Knowing what each is used for is equally important. Knowing which lists have Word Clearing lists already prepared is of assistance. One has to know enough general tech in order to select what prepared list to use. The ability to assess, as it applies to TRs and metering, is extremely important in using prepared lists. When it comes to analyzing, auditing and correcting cases and actions, the prepared lists are a jewel box that glitters with potential success. L. RON HUBBARD Founder Revision assisted by LRH Technical Research and Compilations LRH:RTRC:dr.rw.ja  ****************************************************************** 17. HCOB 14 Mar. 1971R F/N Everything HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO BULLETIN OF 14 MARCH 1971R REVISED 25 JULY 1973 Remimeo All Levels F/N EVERYTHING Whenever an auditor gets a read on an item from ruds or a prepared list (L1B, L3A, L4B, etc., etc.), IT MUST BE CARRIED TO AN F/N. To fall to do so is to leave the pc with bypassed charge. When a pc has had several reads on various lists which were none of them carried to F/N, it can occur that he will become upset or depressed without any other apparent reason. As one has DONE the lists without F/Ning each item, one now has the mystery of what is wrong? The error is reading items from ruds or prepared lists cleaned to no read but not carried to F/N. This action (amongst many such refinements) is what makes Flag auditing so smooth and indeed makes it Flag auditing. When an auditor first tries this, he may well think it is impossible. Yet it is simplicity itself. If you know bank structure, you know it is necessary to find an earlier item if something does not release. What has been found as a read on a prepared list would F/N if it were the basic lock. So if it doesn't F/N, then there is an earlier (or an earlier or an earlier) lock which is preventing it from F/Ning. So the RULE: NEVER WALK OFF FROM A READING ITEM ON A RUDIMENT OR A PREPARED REPAIR LIST BEFORE YOU CARRY IT DOWN (EARLIER-SIMILAR) TO AN F/N. Example: ARC break reads. Pc says what it is, auditor does ARCU CDEI. If no F/N, auditor asks for an earlier-similar ARC break, gets it, ARCU CDEI, etc., until he gets an F/N. Example: PTP reads. Carry it E/S (earlier-similar) until a PTP F/Ns. Example: L4B: Has an item been denied you? Reads. Answered. No F/N. Is there an earlier-similar denied item? Answered. F/N. Go on to next reading item on the list. Example: GF assessed once through for reads. The next C/S must take every item on it that read, by two-way comm or other process, to an F/N. So there is a much more general rule: EVERY ITEM THAT READS MUST F/N. In Dianetics you get the F/N when you run E/S secondaries or engrams to an erasure, F/N Cog VGIs. In rudiments, every out-rud you get a read on is run E/S to F/N. On a prepared list, you take each read to an F/N or E/S to F/N. On an LX list, you run each flow chain to an F/N. On GF you get, by whatever process, an F/N. On listing by the laws of listing and nulling, your eventual item listed must F/N. So another rule: EVERY MAJOR AND MINOR ACTION MUST BE CARRIED TO AN F/N. There are NO exceptions. Any exception leaves bypassed charge on the pc. Also, every F/N is indicated at the conclusion of the action when cog is obtained. You take too soon an F/N (first twitch), you cut the cognition and leave bypassed charge (a withheld cognition). ---------- I could take any folder and simply write out the ruds and prepared list reading items and then audit the pc and carry each one to F/N and correct every list so disclosed and wind up with a very shining, cool, calm pc. So "Have reading items been left charged?" would be a key question on a case. ---------- Using lists or ruds on high or low TAs that are not meant for high or low TAs will get you reading items that won't F/N. So, another rule: NEVER TRY TO FLY RUDS OR DO L1B ON A HIGH OR LOW TA. One can talk the TA down (see HCOB on talking the TA down). Or one can assess L4B. About the only prepared lists one can assess are the new Hi-Lo TA HCOB 13 Mar. 71 and possibly a GF+40 once through for biggest read. The biggest read will have a blowdown on it and can possibly be brought to F/N. If this occurs, then one also handles all other items that read. ---------- The most frequent errors in all this are: Not taking a read earlier-similar but just checking it and leaving it as "clean." Not using Suppress and False on items. And of course leaving a pc thinking things are still charged by failing to indicate the F/N. Indicating an F/N before cog. Not going back through the folder to handle ruds and items that read but were called "clean" or were simply abandoned. A pc audited under tension of poor TRs has a hard time and does not F/N sometimes, inviting overrun. The rules then to happy pcs are: GOOD TRs. F/N EVERYTHING FOUND ON RUDS AND LISTS. AUDIT WITH TA IN NORMAL RANGE OR REPAIR IT SO IT IS IN NORMAL RANGE. L. RON HUBBARD Founder LRH:mes.nt.rd.gm  ****************************************************************** 18. HCOB 3 July 1971R Auditing by Lists HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO BULLETIN OF 3 JULY 1971R REVISED 22 FEBRUARY 1979 Remimeo Franchise All Auditors Level III Checksheets Tech/Qual C/Ses SCIENTOLOGY III AUDITING BY LISTS (Note: We now F/N everything. We do NOT tell the pc what the meter is doing. This changes "Auditing by Lists" in both respects. We do not say to the pc "That's clean" or "That reads.") Refs: HCOB 14 Mar. 71R F/N EVERYTHING HCOB 4 Dec. 77 CHECKLIST FOR SETTING UP SESSIONS AND AN E-METER HCOB 24 Jan. 77 TECH CORRECTION ROUNDUP HCOB 7 Feb. 79R E-METER DRILL 5RA - Rev. 15.2.79 CAN SQUEEZE HCOB 8 Dec. 78 II GREEN FORM AND EXPANDED GREEN FORM 40RD, USE OF Use any authorized, published LIST (Green Form for general review, L1C for ARC breaks, L4BRA for list errors.) METHOD 3 Set the sensitivity for one-third-of-a-dial drop on a correct can squeeze per E-Meter Drill 5RA (Ref: HCOB 7 Feb. 79R, E-METER DRILL 5RA - CAN SQUEEZE). Have your meter in a position (line of sight) so you can see the list and the needle or you can see the needle and the pc. The meter position is important. Hold the mimeoed list close beside the meter. Have your worksheet more to the right. Keep record on your worksheet. Mark the pc's name and date on it. Mark what list it is on the worksheet with time. It remains in the folder stapled to the worksheet. Read the question on the list, note if it reads. Do NOT read it while looking at the pc, do NOT read it to yourself and then say it while looking at the pc. These are the L10 actions and are called Method 6, not Method 3. It is more important to see the pc's cans than his face as can fiddle can fake or upset reads. TR 1 must be good so the pc clearly hears it. You are looking for an INSTANT READ that occurs at the end of the exact last syllable of the question. If it does not read, mark the list X. 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, do not say, "That reads." Mark the read at once (tick, SF, F, LF, LFBD, R/S), transfer the number of the question to the worksheet and 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 live in his bank, as noted by the meter. Take down the pc's remarks in shortened form on the worksheet. Note any TA changes on the worksheet. If the pc's answer results in an F/N (cog, VGIs sometimes follow, GIs always accompany a real F/N), mark it rapidly on the worksheet and say, "Thank you. I would like to indicate your needle is floating." Do NOT wait endlessly for the pc to say more. If you do he will go into doubt and find more; also, do NOT chop what he is saying. Both are TR errors that are very bad. If there is no F/N, at the first pause that looks like the pc thinks he has said it, ask for an earlier-similar ______, whatever the question concerned. Do NOT change the question. Do NOT fail to repeat what the question is. "Was there an earlier- similar restimulation of rejected affinity?" This is the "E/S" part of it. You do not leave such a question merely "clean." It does not matter now if you look at the pc when you say it or not. But you can look at the pc when you say it. The pc will answer. If he comes to a "looks like he thinks he said it" and no F/N, you ask the same question as above. You ask this question -- "Was there an earlier-similar ______" -- until you finally get an F/N and GIs. You indicate the F/N. That is the last of that particular question. You mark "F/N" on the list and call the next question on the list. You call this and other questions without looking at the pc. Those that do not read, you X as out. The next question that reads, you mark it on the list, transfer the question number to the worksheet. Take the pc's answer. Follow the above E/S procedure as needed until you get an F/N and GIs for the question. Ack. Indicate and return to the mimeoed list. You keep this up until you have done the whole list in this fashion. If you got no read on the list question but the pc volunteers some answer to an unreading question, do NOT take it up. Just ack and carry on with your mimeoed list. BELIEVE YOUR METER. Do not take up things that don't read. Don't get "hunches." Don't let the pc run his own case by answering nonreading items and then the auditor taking them up. Also don't let a pc "fiddle the cans" to get a false read or to obscure a real one. (Very rare but these two actions have happened.) BIG WIN If halfway down a prepared list (the last part not yet done) the pc on some question gets a wide F/N, big cog, VGIs, the auditor is justified in calling the list complete and going to the next C/S action or ending the session, except in the case where an F/Ning list is C/Sed for, e.g., C/S 53RL. The auditor does not violate C/S Series 20, PERSISTENT F/N. If he is intending to F/N the list and the pc is on a big win, the auditor would end off, let the pc have his win, and then in another, later session, continue with the list. There are two reasons for this -- one, the F/N will usually just persist and can't be read through, and further action will tend to invalidate the win. The auditor can also carry on to the end of the prepared list if he thinks there may be something else on it, if it does not violate C/S Series 20, PERSISTENT F/N. GF AND METHOD 3 When a GF is taken up Method 3 (item by item, one at a time), one ends it at the first F/N (Ref: HCOB 8 Dec. 78 II, GREEN FORM AND EXPANDED GREEN FORM 40RD, USE OF). If the auditor were to continue, it can occur that the TA will go suddenly high. The pc feels he is being repaired, that the clearing up of the first item on the GF handled it and protests. It is the protest that sends the TA up. Thus, a GF is best done by Method 5 (once through for reads, then the reads handled). L1C, L3RF, L7 and other such lists are best done Method 3. The above steps and actions are exactly how you do Auditing by Lists today. Any earlier data contrary to this is canceled. Only two points change -- we F/N everything that reads by E/S or a process to handle (L3RF requires processes, not E/S to get an F/N) or else check for false read if the pc shows manifestations of this, and we never tell the pc that it read or didn't read, thus putting his attention on the meter. We still indicate F/Ns to the pc as a form of completion. L1C and Method 3 are NOT used on high or very low TAs to get them down or up. The purpose of these lists is to clean up bypassed charge. ---------- An auditor also indicates when he has finished with the list. An auditor should dummy drill this action both on a doll and bullbait. ---------- The action is very successful when precisely done. L. RON HUBBARD Founder LRH:nt.rd.jk.gm  ****************************************************************** 19. HCOB 4 Dec. 1978 How to Read Through an F/N HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO BULLETIN OF 4 DECEMBER 1978 C/Ses Class III Auditors and above Supervisors Cramming Officers HOW TO READ THROUGH AN F/N Ref: HCOB 15 Oct. 73RB C/S Series 87RB NULLING AND F/Ning PREPARED LISTS WHEN TAKING A LIST TO F/Ning ASSESSMENT, AN AUDITOR MUST KNOW HOW TO READ THROUGH AN F/N. This is a skill that, up to this point, has been used routinely only by highly trained auditors or a few very sharp Class IIIs or IVs or above. But with the difficulty auditors have had in F/Ning prepared lists, it becomes obvious that, from Class III on up, all auditors should be trained to read the meter through an F/N. It is the answer to almost any difficulty an auditor has had in taking a list to F/Ning assessment. An F/N speeds up or slows down or does different things while still remaining an F/N and one can read through it. It is done like this: The swinging weight of the needle (F/Ning from an earlier item) has momentum and it will tend to obscure the read on another item. It will almost obscure it, but not quite. You'll see the F/N "check" or slow up briefly and then continue and this means you have a hot item. Any item that would cause an F/N to 11 check" will be hot. The auditor who can read through an F/N will spot this and handle the item then and there. Then he continues on down the list, missing nothing, handling what is there to be handled and, with this skilled metering, takes it to a genuinely F/Ning list on assessment. And it doesn't take days or even several sessions, necessarily, to do it. If an auditor can't read through an F/N, he'll miss this. He's going down the list, the F/N "checks" or slows and he doesn't see it so he goes right on by it. Then, within the next couple of items, the F/N kills. He's going to have a hard time F/Ning that list because he's now got a suppressed read. Example: Auditor in assessing starts with an F/N which continues as he goes on down the list calling the items. On, say, item five the F/N "checks" or slows briefly. Auditor can't read through an F/N so he misses this and goes on by. On about the sixth or seventh item the F/N packs up, and the auditor is in a quandary because the F/N has turned off but he didn't get a read on items six or seven either. Or he may misduplicate the killed F/N as a read on items six or seven and attempt to take up one or the other of them. Either way he's in for trouble because he's missed the actual item and he may even try to handle a wrong item. He's going to find it difficult to take that list to an F/Ning assessment. The correct action when an F/N packs up this way is to go back up the list and reassess the last several items to find the missed read. But one should be able to read through an F/N. Probably the main reason for pc upset or protest against "overrepair" and being handled again and again with repair lists lies in this factor alone -- the auditor can't read through an F/N. Thus, he misses the charged items and takes up items that are uncharged. And the repair goes on interminably, as the charged lines are not found and handled. This is also probably the reason that auditors have been known to back off from having to F/N a list. They "know" from experience that it is a laborious business. The truth is it's not necessary for an auditor to labor over taking a list to F/Ning assessment. It simply requires good TRs and skilled metering, including the ability to read through F/Ns. An auditor can be trained to see a read through an F/N. The drill would be to sit him down in front of a meter with an F/Ning student on the cans and assess the prepared lists in The Book of E-Meter Drills, spotting each time he gets a "check" or a "slow" or any change in an otherwise continuing F/N. He'll find that he can read through an F/N and become very adept at this, and from then on he won't miss. You'll have an auditor who is confident of his ability to F/N a list accurately and thoroughly in one-half the time (and trauma) it would take otherwise. And far fewer "overrepaired" pcs. ("Overrepaired" pcs are usually pcs with actual reads missed and false reads taken up. So "overrepair" is really "misrepaired" or "not repaired.") This is metering at its best and most accurate. We now expect the best and most accurate metering from the auditor who is in the business of F/Ning prepared lists. L. RON HUBBARD Founder LRH.jk.gm  ****************************************************************** 20. HCOB 15 Oct. 1973RC Nulling and F/Ning Prepared Lists C/S Series 87RC HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO BULLETIN OF 15 OCTOBER 1973RC RE-REVISED 26 JULY 1986 Remimeo C/S Series 87RC NULLING AND F/Ning PREPARED LISTS A prepared list is one which is issued in an HCOB and is used to correct cases. There are many of these. Notable amongst them is C/S 53 and its corrections. It is sometimes required of the auditor to F/N such a list. This means on calling it that the whole list item by item is to F/N. QUICKIE It is wrong think that one has to quickie a prepared list and "get it to F/N in a hurry." A prepared list should always be done so as to get optimum results on a pc. If a prepared list reveals that more needs to be handled, then it should be handled. For example, if "Engram in restimulation?" reads, the handling would be to assess an L3RG and handle the reads. (Warning: You would not run Dianetics on a Clear or OT. For Clears you would assess the L3RG and then simply indicate the read. For persons at OT III or above, you would handle the L3RG as per HCOB 4 July 79, HANDLING CORRECTION LISTS ON OTs.) If something hot leaps into view on a prepared list, handle it. If a more major action were found to be needed, it should be programmed for later handling, per list instructions. C/S SERIES 53 A C/S Series 53 is always done Method 5. When one is doing a C/S 53 to F/Ning list, it is assessed Method 5 and then reassessed Method 5 until the whole list F/Ns. It is never done Method 3. "NONREADING AND NON-F/Ning" LISTS Now and then you get the extreme oddity of a list selected to exactly remedy the case not reading but not F/Ning. Of course, this might happen if the list did not apply to the case (such as an OT prepared list being used on a Grade IV, heaven forbid). In the case of lists to correct listing, and in particular the C/S 53 Series, it is nearly impossible for this situation to occur. A C/S will very often see that the auditor has assessed the list on the pc, has gotten no reads and the list did not F/N. A "reasonable" C/S (heaven forbid) lets this go by. Yet he has before him first-class evidence that the auditor: 1. Has out-TRs in general, 2. Has no impingement whatever with TR 1, 3. Is placing his meter in the wrong position in the auditing session so that he cannot see it, the pc and his worksheet, 4. That the auditor's eyesight is bad. One or more of these conditions certainly exist. To do nothing about it is to ask for catastrophe after catastrophe with pcs and to have one's confidence in one's own C/Sing deteriorate badly. An amazing number of auditors cannot make a prepared list read for one of the above reasons. Putting in Suppress, Invalidation or Misunderstood Words on the list will either get a read or the list will F/N. If a list does not F/N, then the subject of the list is still charged or the auditor is doing something wrong with the list. The moral of this is that prepared lists that do not read, F/N. When prepared lists that do not read do not F/N or when the auditor cannot get a prepared list to F/N, serious auditing errors are present which will defeat a C/S. In the interest of obtaining results and being merciful on pcs, the wise C/S never lets this situation go by without finding what it is all about. L. RON HUBBARD Founder Revision assisted by LRH Technical Research and Compilations LRH:RTRC:rw.ja  ****************************************************************** 21. HCOB 6 Dec. 1973 The Primary Failure C/S Series 90 HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO BULLETIN OF 6 DECEMBER 1973 Remimeo C/S Series 90 THE PRIMARY FAILURE Refs: HCOB 28 Feb. 71 C/S Series 24 METERING READING ITEMS HCOB 15 Oct. 73 C/S Series 87 NULLING AND F/Ning PREPARED LISTS A C/S who cannot get a result on his pcs will find the most usual, biggest improvement by getting the offending auditors' ASSESSING handled. We used to say that "the auditor's TRs were out" as the most fundamental reason for no results. This is not specific enough. THE MOST COMMON REASON FOR FAILED SESSIONS IS THE INABILITY OF THE AUDITOR TO GET READS ON LISTS. Time after time I have checked this back as the real reason. It became evident when one could take almost any "null" (no read) list in a pc's folder, give it and the pc to an auditor who COULD assess and get nice reads on it with consequent gain. Example: Pc has a high TA. C/S orders a C/S 53RF. List is null. Pc goes on having a high TA. C/S gets inventive, case crashes. Another C/S and another auditor takes the same pc and the same list, gets good reads, handles. Case flies again. What was wrong was a. The auditor's TR 1 was terrible. b. The auditor couldn't meter. REMEDY One takes the above two reference HCOBs and gets their points fully checked on the flunking auditor. The C/S gets the auditor's TR 1 corrected. In doing the latter, one may find a Why for the out-TR 1 like a notion one must be soft-spoken to stay in ARC or the auditor is imitating some other auditor whose TR 1 is faulty. QUAL CRAMMING It can happen that these actions are reported done in Qual and the auditor still flubs. In this case the C/S has to straighten out Qual Cramming by doing the above reference HCOBs on the Cramming Officer and getting the Cramming Officer's TR 1 ideas unscrewed and straight. REQUIREMENTS It takes correct metering and IMPINGEMENT to make a list read. If the auditor does not have these, then drug lists, Dianetic lists, correction lists, will all go for nothing. As the prepared list is the C/S's main tool for discovery and correction, an auditor failure to get a list to respond or note it then defeats the C/S completely. SUMMARY THE ERROR OF AN AUDITOR BEING UNABLE TO GET A LIST TO READ ON A METER IS A PRIMARY CAUSE OF C/S FAILURE. To win, correct it! L. RON HUBBARD Founder LRH:nt.jh.gm  ****************************************************************** 22. HCOB 22 Apr. 1980R Assessment Drills HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO BULLETIN OF 22 APRIL 1980R REVISED 26 JULY 1986 Remimeo Auditors Surveyors Examiners Ethics Officers ASSESSMENT DRILLS Refs: HCOB 6 Dec. 73 C/S Series 90 THE PRIMARY FAILURE HCOB 28 Feb. 71 C/S Series 24 METERING READING ITEMS HCOB 15 Oct. 73 C/S Series 87RC Rev. 26.7.86 NULLING AND F/Ning PREPARED LISTS HCOB 22 July 78 ASSESSMENT TRs The Book of E-Meter Drills According to HCOB 6 Dec. 73, the make or break point of an auditor was his ability to get reads on a prepared list. This depended upon (a) his TR 1 and (b) his metering. In 1978 this was further studied, and in HCOB 22 July 78, ASSESSMENT TRs, it was found that correct voice pitches had everything to do with assessment. I have just developed drills which improve this ability to make lists read and to improve an auditor's auditing in general. These drills will also be found to have great value to people who do surveys, to Examiners and to Ethics Officers. LEVELS OF USAGE There are three levels of usage of these drills: 1. AUDITOR TRAINING: A student auditor must become expert in the handling of prepared lists. Training the student to make a list read is the first usage level for the Assessment Drills. The prerequisites for this level of use are a professional TRs Course, Upper Indoc TRs and the drills of the E-Meter Drills book. Before starting the Assessment Drills, the auditor should review his E-Meter drills and practice E-Meter Drill 27, E-Meter Drill CR0000-4 and, if found necessary, E-Meter Drill CR0000-3. It is called to attention that E-Meter Drill 5 of The Book of E-Meter Drills has been replaced with E-Meter Drill 5RA and, if not done, should be done. Being able to see and read and operate an E-Meter has everything to do with getting reads off a prepared list. Where an auditor misses, it is simply that he has not adequately done the drills in The Book of E-Meter Drills and has not practiced up to a point of full, easy familiarity with the E- Meter. The point of being able to make lists read is pointless unless the auditor can set up, handle and read an E-Meter. But the skill is easily acquired. 2. SURVEYORS, ETHICS OFFICERS, EXAMINERS (and others not yet trained as auditors): The Assessment Drills are extremely valuable tools for those whose duties involve asking and getting answers to questions, as in surveying and doing interviews. Where the skill of asking questions well is needed, but E-Meter training hasn't yet been completed, the prerequisite to doing the Assessment Drills would be successful completion of TRs 0-4 and 6-9. Such a student would not do any of the Assessment Drills calling for use of the meter. 3. AUDITOR CORRECTION: Sometimes a C/S needs to handle an auditor who is having trouble getting prepared lists to read and in such a case the Assessment Drills are the answer. So the third use level is simply a C/S ordering an auditor through Assessment Drills, where his lists are suspect. One is presupposing here that the auditor has already done the necessary courses as in (1) above. ASSESSMENT TRAINING DRILLS The following drills have the letter Q after them to mean that they are used for QUESTIONS. The Q is followed by a number to show that they are drilled in that sequence. In these Q drills, the practice of twinning and any other TR tech normal to TRs is followed. TR 1-Q1 NUMBER: TR 1-Q1 NAME: Pitch of the Statement and Question. POSITION: Coach sitting at the keyboard of a piano or organ or any useable instrument, student standing beside instrument. PURPOSE: To establish the pitch differences of statements and questions. DATA: [picture of a piano keyboard below] F C G A C D MIDDLE [See the file Graph3-1.JPG on the CD for a better version.] TRAINING PROCEDURE: If the student is a girl, the coach asks her to say "apple" as a statement. The coach then strikes the C above middle C (as given in the data above) and then the G above middle C. If the student is a man, the coach asks him to say "apple" as a statement and then strikes middle C and then the F below middle C. This is repeated -- saying "apple" and striking the two notes until the pitch of a statement can be duplicated by the student. (In the event the student has a voice pitch at variance with these notes, other notes can be found and used by the coach so long as the higher note is first and the second note is four or five whole notes below the first note. It must sound like a statement with the higher, then lower note.) Once the student has grasped this and can duplicate it, have the student use other two-syllable words (or single-syllable words preceded by an article), using these notes of the statement. Then, using these two notes, have the student make up sentences as statements, the bulk of the sentence said at the pitch of the higher note, but the end of the sentence at the pitch of the lower note. Once the student has this down and can easily do it and it sounds natural and he is satisfied that it does, go on to the question step. The coach has the student say "apple" as a question. Then the coach (for a male student) strikes the F below middle C and then middle C. For a woman the coach strikes the A above middle C and then the D an octave above middle C. (In case this does not agree with the voice pitch of the student, the coach must work it out providing only that the upper note is three or four whole notes above the lower note. It must sound natural and must sound like a question.) The coach has the student say "apple" as a question and then strikes the lower and higher note until the student can duplicate it. Now take other two-syllable words (or single- syllable words preceded by an article) and have the student say these as a question, following each one with the two instrument notes, lower to higher. When the student can do this, is satisfied that it sounds natural and doesn't have to think about doing it, go on to the next step. Here the student makes up banal questions. The first part of the question is said at the lower note and the last part is said at the higher note. At each question, the coach strikes the lower note and then the upper note. When this sounds natural and the student does not have to think to do it and is satisfied with it, the drill is ended. END PHENOMENA: A person who can state statements and questions that sound like statements or questions. HISTORY: Developed by L. Ron Hubbard, April 1980, while doing the script for the soon-to-be-produced training film Tone 40 Assessment. TR 1-Q2 NUMBER: TR 1-Q2 NAME: Walkabout Questions. POSITION: There is no coach. Two students separate and walk around their neighborhood and then meet and compare notes. The object is to detect personal habits in questioning. PURPOSE: To enlighten the student as to his own communication habits and people's reactions to his questions. COMMANDS: The most common everyday social questions such as "How's it going?" "Do you like the weather?" etc., appropriate to the activities and circumstances of the person. Only one or two questions to a separate person. The questions must be banal, social and ordinary, but they must be questions. TRAINING STRESS: The two students agree on the areas they will cover and the time they will meet again. They then go off individually, not together. The student pauses next to people encountered and asks a social question, listens to his OWN voice tones and notes the reaction of the person asked. In this drill the student does not necessarily try to use TR 1-Q1 but is just himself, speaking as he would normally speak. The students then meet and compare notes and discuss what they have discovered about themselves on the subject of asking questions. If they have not learned or observed anything, the drill must be repeated. END PHENOMENA: A person who has detected any habits he has in handling pitch of voice in asking questions so that he can cure these in subsequent drills. HISTORY: Recommended by L. Ron Hubbard in February 1978 in the pilot for HCOB 22 July 78, ASSESSMENT TRs. Developed into a TR in April 1980 by L. Ron Hubbard. TR 1-Q3 NUMBER: TR 1-Q3 NAME: Single Word Question. POSITION: Student and coach facing each other with a table in between them. The E-Meter is not used. The Book of E-Meter Drills used by student and another copy by coach. PURPOSE: To be able to ask questions using a single word read from a list. COMMANDS: The coach uses the usual TR directions of "Start," "Flunk," "That's it." The student uses single words from the prepared lists of The Book of E-Meter Drills. TRAINING STRESS: To get the student to use the pitch of his voice to deliver a question consisting of a single word. It must sound like a question per TR 1-Q1 and use similar pitches to TR 1-Q1. The student is flunked for out-TR 1, for keeping his eyes glued to the list, for sounding unnatural. The student is also flunked for slow or comm-laggy delivery or pauses. The coach designates the list to be used, changes lists. When the student can do this easily, a second part of the drill is entered and the coach begins to use the Preclear Origination Sheet so as to interrupt the student and make him combine his questions with TR 4. In this case, the student acknowledges appropriately, uses "I will repeat the question," and does so. END PHENOMENA: The ability to ask single-word questions that will be responded to as questions and to be able to handle pc origins while doing so. HISTORY: Developed in April 1980 by L. Ron Hubbard. TR 1-Q4A NUMBER: TR 1-Q4A (For meter-trained students only) NAME: Whole Sentence Questions. POSITION: Student and coach sit facing each other across a table. The E-Meter is set up and used. Copies of The Book of E-Meter Drills are used. PURPOSE: To train the student to ask whole questions that sound like questions, read an E-Meter and handle a session at the same time. COMMANDS: The usual coach commands of TR drills. The prepared lists in The Book of E-Meter Drills; the questions in these drills are reworded so that the item occurs as the last word. Example: List 2 of The Book of E-Meter Drills states that the assessment question is "Which tree do you like best?" This is converted, for each question, to "Do you like ______?" Prepared List 4 is converted to "Do you dislike ______?" etc. A whole sentence is used in every case. TRAINING STRESS: The usual TR commands are used by the coach. E- Meter Drill 5RA must be used to start. Any TR errors or metering errors may be flunked, but special attention is paid to the student's ability to ask a question that sounds like a question (in accordance with TR 1-Q1) and that sounds natural. The drill has three parts. In the first part, although the coach is on the meter, the ability to ask the question is concentrated upon. The second part concentrates upon the student's ability to look at the written questions and then ask the coach directly without undue comm lag or hesitation. The third part is to do the first two parts and read the meter (in accordance with E-Meter Drills 27 and CR0000-4 which may have to be reviewed if flubby) and to keep session admin, all smoothly and accurately. If a question arises about meter accuracy, a third person who can read a meter or a video tape is employed to ensure that the student is actually not missing or dubbing in reads. END PHENOMENA: A person who can do all the necessary actions of asking questions from a prepared list and run a session smoothly without errors or confusions and be confident he can. HISTORY: Developed by L. Ron Hubbard in April 1980. TR 1-Q4B NUMBER: TR 1-Q4B (For nonmeter-trained students only) NAME: Whole Sentence Questions (nonmetered). POSITION: Student and coach sit facing each other across a table, if that is the position the student would take when using this tech on post. If the student would do his post activities standing up (as in doing a survey), then that is the position used for the drill. The E-Meter is not used in this drill, but the tools of the student's post, such as a clipboard and survey forms, for a surveyor, are set up and used. Copies of The Book of E-Meter Drills are used. PURPOSE: To train the student to ask whole questions that sound like questions, handle any admin he might have to handle in an interview (or while doing a survey, etc.) and carry on the interview at the same time. COMMANDS: The usual coach commands of TR drills. The prepared lists in The Book of E-Meter Drills; the questions in these drills are reworded so that the item occurs as the last word. Example: List 2 of The Book of E-Meter Drills states that the Assessment Question is "Which tree do you like best?" This is converted, for each question, to "Do you like ______?" Prepared List 4 is converted to "Do you dislike ______?" etc. A whole sentence is used in every case. TRAINING STRESS: Special attention is paid to the student's ability to ask a question that sounds like a question in accordance to TR 1-Q1 and that sounds natural. The drill has three parts: 1. In the first part the ability to ask the question is concentrated upon. 2. The second part concentrates upon the student's ability to look at the written question and then ask the coach directly without undue comm lag or hesitation. 3. The third part is to do the first two parts and keep interview admin, all smoothly and accurately, as well as keep the interview going. END PHENOMENA: A person who can do all the necessary actions of asking questions from a prepared list and run an interview smoothly without errors or confusions and be confident he can. TR 8-Q NUMBER: TR 8-Q NAME: Tone 40 Assessment. POSITION: Same as TR-8 where the student is in one chair facing another chair on which sits an ashtray, the coach sitting beside the student in a third chair. A square, four-cornered ashtray is used. PURPOSE: To deliver the THOUGHT of a question into an exact position, wide or narrow at decision, that is a question, with or without words. COMMANDS: For the first part of the drill: "Are you an ashtray?" "Are you made of glass?" "Are you sitting there?" Second part of drill: Same questions silently. Third part of drill: "Are you a corner?" to each corner of the ashtray, verbal and with intention at the same time. Fourth part of drill: Any applicable question, verbal and with intention at the same time, put broad and narrow at choice into the ashtray, exact parts of it and the surroundings. TRAINING STRESS: The coach uses usual TR coaching commands. There are four stages to the drill. The first stage is to land a verbal command into the ashtray. The second stage is to put the question with full intention silently into the ashtray. The third stage is to put verbal command and silent intention at the same time into exact parts of the ashtray. The fourth stage is to put any applicable question both verbally and with intention into any narrow or any broad portion of the ashtray or its surrounds at choice and at will. The coach puts out his finger or his hands to indicate various spots and locations in space around the ashtray. The coach also makes the student put thoughts precisely into areas, some narrow and some wide, above the student's head and behind his back by putting his finger or hands in those places. (Coach doesn't touch student's body.) At the conclusion of the whole drill imagine the ashtray saying "Yes, yes, yes, yes" in an avalanche of "yeses" to balance the flow (in actual life, people, pcs and meters do respond and return the flow). END PHENOMENA: The ability to land a question with full intention into an exact target area, broad or narrow, at will and effectively, whether verbally or silently. HISTORY: Developed by L. Ron Hubbard in April 1980 as an extension of all earlier work on intention and Tone 40, as now applied to questions and assessments. TR 4/8-Q1 NUMBER: TR 4/8-Q1 (TR 4 for Pc Origin, TR 8 Intention and Q for Question, 1 for first part) NAME: Tone 40 Assessment Prepared List Session Drill. POSITION: Student and coach sitting across from each other at a table, E-Meter set up and in use, session admin, using prepared lists. PURPOSE: To train a student to do all the actions necessary to a full, smooth, accurate session using prepared lists and to do Tone 40 Assessment of them. COMMANDS: Coach commands are the usual TR commands of "Start," "Flunk," "That's it." For the student, all commands relating to starting a session, giving an R-factor, assessing a prepared list, keeping the admin, indicating any item found and ending a session. The Book of E-Meter Drills for prepared lists as in TR 1-Q4. Origins for coach as per the Preclear Origination Sheet of that book. "Squeeze the cans." "Take a deep breath and let it out." "This is the session." "We are going to assess a prepared list." (Assessment.) "Your item is ______." (Indicate any F/N.) "End of Assessment." "End of Session." TRAINING STRESS: Permit the student to continue to his first error; then have him drill and correct that error and continue. Finally, to conclude, let the student go through the entire sequence of the drill beginning to end three times without error or flunk for a final pass. It is expected that the student will not flub any TRs or metering or session patter. Metering may be finally verified by a third student or video. All assessing must be in proper Tone 40 with full intention exactly placed. The student must not wait to see if the meter read but catch the read of the last question as he starts the next one. His vision may shift from list to pc but at all times must embrace list, meter and pc. (This drill also would be the one used for tape or video passes as it includes all elements of metering and TRs.) END PHENOMENA: A person who can do a flawless and productive assessment session, Tone 40. HISTORY: Developed by L. Ron Hubbard, April 1980. TR 4/8-Q2 NUMBER: TR 4/8-Q2 NAME: Listing and Nulling Tone 40 Assessment. POSITION: Same as TR 4/8-Q1. PURPOSE: To teach a student to do the action of listing and nulling with all metering and admin, using Tone 40 Assessment. COMMANDS: The usual coach TR commands. Two copies of The Book of E-Meter Drills. A prepared list is chosen by the coach and, both use the same prepared list. The student reads the question and asks it and the coach reads the replies from the same list but in his own copy. The student must write down the answers in a proper session worksheet and note and write down any reads. (An F/N terminates the listing if it occurs.) The coach need not use the whole list of replies but only half a dozen chosen at random. The sequence of commands is the same as TR 4/8-Q1 except that the R- factor is "We are going to list a question." And, if no item F/Ns and no significant read has occurred, the additional action of nulling the list is undertaken with the command "I will now assess the list." TRAINING STRESS: THE LAWS OF LISTING AND NULLING, HCOB 1 Aug. 68, apply in full as these are very important laws and ignoring them can result in severe ARC breaks, not so much in this drill, but in actual sessions. The coach may also require Suppress and Invalidate buttons be put in on the whole list. All errors, omissions, hesitations and lapses from Tone 40 on the part of the student are flunked. Coach similarly to TR 4/8-Q1. Pass when the student can do it flawlessly three consecutive times. (This drill may be used for internship tapes and videos for assessing and metering passes.) END PHENOMENA: A person able to do a flawless L&N list as the session or as part of a session, with all TRs in, with perfect metering and proper admin and using Tone 40 in his listing and assessing. HISTORY: Developed by L. Ron Hubbard in April 1980. SUMMARY The purpose of these drills is to train the student to ask questions that will get answers and to assess prepared lists that will get accurate reads. If a student doing these drills has difficulty, it will be traced to false data, misunderstood words or not having passed earlier TRs, including Upper Indoc, or his metering drills as contained in The Book of E-Meter Drills. If a satisfactory result is not obtained, the faults in the above items should be located and remedied and these drills repeated. If any earlier omissions are found and repaired and if these drills are honestly done, heightened success as an auditor (or a Surveyor or Examiner or Ethics Officer) is assured. L. RON HUBBARD Founder Revision assisted by LRH Technical Research and Compilations LRH:RTRC:fa.sep.ja