FREEZONE BIBLE ASSOCIATION TECH POST LEVEL 0 COURSEPACK: Part 9 of 10 ******************************** I am the Tech Lion. Studying the Academy Levels gave me the ability to handle life. I would like others to have the same knowledge that I now have. Here is the Academy Level 0 Coursepack from 1988, in 10 parts. There was an earlier FZBA post of the Level 0 coursepack from 1974, but due to extensive CofS revision, little remains the same in both packs. 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. Enjoy, -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 9 (this file) 59. HCOB 7 Aug. 1959 The Handling of Communication Processes, Some Rapid Data 60. HCOB 8 Sept 1978RB Mini List of Grade 0-IV Processes 61. HCOB 14 Nov. 1987 I Expanded ARC Straightwire Grade Process Checklist ****************************************************************** 59. HCOB 7 Aug. 1959 The Handling of Communication Processes, Some Rapid Data HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO BULLETIN OF 7 AUGUST 1959 All HCO Franchise Holders All Staffs Central Orgs All HCOs THE HANDLING OF COMMUNICATION PROCESSES SOME RAPID DATA The most important research development of recent times is the "Communication Process." It has gradually been evolved for nine years, beginning in July of 1950 when I isolated Communication as one of the three important pivots on which all mental association turned, the other two being Affinity and Reality. Much could be said about this evolution and the search, but the important gain remains that today I have evolved finally a single-command-type process that answers all requirements of all levels of clearing and violates no rules of auditing. An auditor today could audit with just three packages: 1. The CCHs; 2. SCS and Connectedness; and 3. The Communication Processes. Using these, he would certainly achieve Releases and Clears on all cases he could keep on the auditing roster. I must call your attention to the facts of this: We have achieved our finite goals in auditing, and clearing can be done easily and broadly without kickbacks. Therefore, all programs should be geared with these steps: 1. Make a Clear or two. 2. Use Communication Processes in co-audit toward clearing. 3. Groove in administratively to clear your area. I will shortly write a small book on Communication Processes which will give all. Meantime, the essentials of use are as follows: 1. By Communication Process is meant any process which places the preclear at cause and uses communication as the principal command phrase. A typical wording, now standard, is, "From where could you communicate to a _________?" 2. The terminals to which Communication Processes are addressed must be real terminals, never significances only. Right "From, etc., to a 'husband.'" Wrong "From, etc., to a 'thought.'" Right "From, etc., to a 'dog.'" Wrong "From, etc., to a 'mistake.'" 3. All terminals employed in the command should be generalized. Don't peg pc to one lifetime with a proper name. Always use a generalized name, since Communication Processes span lives too fast to be limited too much. Right "From, etc., to a 'husband."' Wrong "From, etc., to 'Bill."' Wrong "From, etc., to 'your husband."' If you isolate Bill as the terminal that needs running, find out what Bill is to the pc. Use what the pc describes Bill to be or what rises on the meter. Bill will turn out to be "a husband" or "a friend" or "a mechanic" or some generalized terminal. He is never run as "Bill," as that pegs pc to one life and rarely clears Bill whereas the general terminal does clear Bill. 4. Run a Communication Process more or less muzzled. The smoother, the more confident, the more experienced the auditor, the less muzzle is needed. The process wins totally muzzled so err in the direction of more muzzle, not less. 5. A Communication Process is flat when none of that class of terminal produces change or a comm lag or a cyclic aspect on the time track. If the pc no longer goes into past on a continuous long run, the process is flat. 6. Use a meter. This alone tells you when a terminal is really flat. This alone diagnoses a terminal properly. A good electrometer can save you three hours in every five. Lack of meters means lack of Clears. Only a meter keeps the auditor from clearing the auditor's buttons out of the preclear. Only a meter keeps processes from being left unflat. Only a meter can show when a terminal is clear or a preclear is Clear. Use a meter if you want to clear people. Insist on your auditor using a meter if you want to get Clear. 7. Know meter behavior. There's lots of data on this. But I've recently found a new one. A terminal needs to be run if it drops, and then when ignored, any further questioning causes a needle to rise only. The right terminal found again sticks the needle and stops the rise. If a terminal is left unflat (if it is run and then dropped before it is flat), the needle in future sessions will only rise. A steadily rising needle is by definition, then, the symptom of an abandoned terminal. That terminal must be found again. If found it will stop the rise of the needle. It must then be run and flattened. This is why some cases bog down and this is how it is remedied. A further discovery is that a terminal clears on the meter just like a pc clears on a meter. Example-an unclear person doesn't read steadily at male or female Clear reading, but goes above or below that reading and the reading changes. Similarly, a terminal found on a pc reads above or below male or female Clear reading. If the terminal is run by a Communication Process, it makes the tone arm read higher or lower than male or female Clear. The running of the terminal changes the tone arm position, making it rise and fall, rise and fall. The rises of the tone arm get easier, the falls more rapid until at last the tone arm does not rise or fall but sits at male or female Clear, depending on the sex of the pc (not the terminal). The more flexible the tone arm, the looser the needle. If that's Greek to you, better grab plane or train to a Central Org and study the E-Meter because you won't make any Clears until you do. 8. A preclear is Mest Clear when no terminal selected is, when run by a Communication Process, productive of variation of the tone arm from male or female Clear reading. A preclear is Theta Clear when he can handle engrams without producing a change from Clear reading. 9. Cases do not improve if they are in a victim valence, as they self-invalidate between sessions. Communication Process S2 or S22 must be run to remedy this. 10. If an assist is done by a Communication Process, the terminal chosen (usually a body part) must be flattened fully (see 7 above) before the case can be expected to move again on a new terminal. 11. When an auditor finds a steadily climbing needle on a pc new to him but not auditing, he must suspect that a terminal has been run but isn't flat. He should query past auditing or living until he finds a terminal that stops the rise. He then runs this flat before he goes on. 12. Old pcs benefit from a Communication Process using "an auditor" as a terminal to clean off the case. This is done when the auditor fails with (11) above. 13. Old auditors can be smoothed out as cases by running a Communication Process on "an auditor" and "a preclear." Run each flat. 14. In general, run any terminal selected back down until the tone arm reads male or female Clear stably for many commands and pc is no longer cycling on track with that terminal. 15. Process illnesses with Communication Processes if the illness is in the way of the session. Assess by finding out what part of body pc considers ill. Run what he says. Run it in one or several sessions until that part reads Clear on the tone arm. ---------- These are some of the rules above of Communication Processes. A few cautions, however, should be emphasized. Don't self-audit with a Communication Process. Use a Touch Assist on body or room instead. Don't clip a terminal into action on a case and leave it unflat. Flatten it in one or many sessions instead or make sure you tell the next auditor that it is unflat. Communication Processes are so simple. They are apparently innocent and charming. They are in actuality strong enough to move a whole bank. So they should be handled with accuracy and the same respect you'd give 90% dynamite. ---------- Note to HCO Secs, Ds of P and Assoc Secs and heads of organizations: It would be well worth your while to study this bulletin thoroughly, then have your people study it and take an examination on it. Those who can't pass it eventually shouldn't be handling paying preclears until well audited and retrained, for we have no passing fancy here in Communication Processes and we use in them the cream of everything in technique and procedure we have learned in nine years. L. RON HUBBARD Founder LRH:brb.cden.gm _ ****************************************************************** 60. HCOB 8 Sept 1978RB Mini List of Grade 0-IV Processes HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO BULLETIN OF 8 SEPTEMBER 1978RB REVISED 16 NOVEMBER 1987 Remimeo Level 0-IV Checksheets Supervisors Auditors C/Ses MINI LIST OF GRADE 0-IV PROCESSES SPECIAL NOTE: The list below is by no means a complete list of Grade 0-IV Processes. Many, many processes exist on the Grades 0-IV on which a preclear should be audited to achieve the full end phenomena (ability gained) for each of the Expanded Grades. The following is a MINI LIST of Grade 0-IV Processes. On each of the Academy Levels, toward the end of each checksheet, the student auditor studies the HCOBs listed for each process and thoroughly drills the process before auditing it. He audits each process on this list for the level he is on. Each major Grade Process is followed by a Havingness Process. Each Grade Process that is run on a meter must be checked for a read before it is run and, if not reading, it is not run at that time. (Ref: HCOB 23 June 80RA, Rev. 25.10.83, CHECKING QUESTIONS ON GRADES PROCESSES) This HCOB can also serve as a checklist of processes run on a pc. The auditor places a copy of this HCOB in the pc's folder, and as each process or flow is run to EP it is clearly marked off with the date. 1. ARC STRAIGHTWIRE PROCESS (Ref. HCOB 27 Sept. 68 II, ARC STRAIGHTWIRE) SW F1 1. RECALL A TIME THAT WAS REALLY REAL TO YOU. WHAT WAS IT? 2. RECALL A TIME YOU WERE IN GOOD COMMUNICATION WITH SOMEONE. WHAT WAS IT? 3. RECALL A TIME YOU REALLY FELT AFFINITY FOR SOMEONE. WHAT WAS IT? 4. RECALL A TIME YOU KNEW YOU UNDERSTOOD SOMEONE. WHAT WAS IT? (Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP) ________ SW F2 1. RECALL A TIME THAT WAS REALLY REAL TO ANOTHER. WHAT WAS IT? 2. RECALL A TIME SOMEONE WAS IN GOOD COMMUNICATION WITH YOU. WHAT WAS IT? 3. RECALL A TIME SOMEONE REALLY FELT AFFINITY FOR YOU. WHAT WAS IT? 4. RECALL A TIME ANOTHER KNEW HE/SHE UNDERSTOOD YOU. WHAT WAS IT? (Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP.) ________ SW F3 1. RECALL A TIME THAT WAS REALLY REAL FOR OTHERS. WHAT WAS IT? 2. RECALL A TIME OTHERS WERE IN GOOD COMMUNICATION WITH OTHERS. WHAT WAS IT? 3. RECALL A TIME OTHERS REALLY FELT AFFINITY FOR OTHERS. WHAT WAS IT? 4. RECALL A TIME OTHERS KNEW THEY UNDERSTOOD OTHERS. WHAT WAS IT? (Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP) ________ SW F0 1. RECALL A TIME THAT YOU MADE SOMETHING REALLY REAL TO YOURSELF. WHAT WAS IT? 2. RECALL A TIME YOU WERE IN GOOD COMMUNICATION WITH YOURSELF. WHAT WAS IT? 3. RECALL A TIME YOU REALLY FELT AFFINITY FOR YOURSELF. WHAT WAS IT? 4. RECALL A TIME YOU KNEW YOU UNDERSTOOD YOURSELF. WHAT WAS IT? (Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP.) ________ 2. ARC STRAIGHTWIRE HAVINGNESS SWH F1 LOOK AROUND HERE AND FIND SOMETHING THAT IS REALLY REAL TO YOU. (Run repetitively to EP.) ________ SWH F2 LOOK AROUND HERE AND FIND SOMETHING THAT WOULD REALLY BE REAL TO ANOTHER. (Run repetitively to EP.) ________ SWH F3 LOOK AROUND HERE AND FIND SOMETHING THAT WOULD BE REALLY REAL TO OTHERS. (Run repetitively to EP.) ________ SWH F0 FIND SOMETHING IN OR ON YOURSELF THAT WOULD BE REALLY REAL TO YOU. (Run repetitively to EP.) ________ 3. GRADE 0 PROCESSES (Ref. HCOB 11 Dec. 64, SCIENTOLOGY 0 PROCESSES HCOB 26 Dec. 64, ROUTINE 0A [EXPANDED]) A. ROUTINE 0-0 00 F1 1. WHAT ARE YOU WILLING FOR ME TO TALK TO YOU ABOUT? 2. WHAT WOULD YOU LIKE ME TO TELL YOU ABOUT THAT? (Run alternately to EP.) ________ 00 F2 1. WHAT ARE YOU WILLING TO TALK TO ME ABOUT? 2. WHAT WOULD YOU LIKE TO TELL ME ABOUT THAT? (Run alternately to EP.) ________ 00 F3 1. WHAT ARE YOU WILLING FOR ME TO TALK TO OTHERS ABOUT? 2. WHAT WOULD YOU LIKE ME TO TELL THEM ABOUT THAT? (Run alternately to EP.) ________ 00 F0 1. WHAT ARE YOU WILLING TO TALK TO YOURSELF ABOUT BECAUSE OF ME? 2. WHAT WOULD YOU LIKE TO SAY ABOUT THAT? (Run alternately to EP.) ________ B. ROUTINE 0A The auditor makes a list of things people generally can't talk to easily. That includes parents, policemen, governments and God. But it's a far longer list. The auditor must compile this list himself or herself out of session. It may be added to by the auditor from time to time. It must never be published as a "canned list." Scientology Instructors and Scientology personnel should not be listed on it as it leads to upset in sessions. The list is assessed on the pc and the longest reading item is used in all four flows of 0A as given below. Then the remaining items are taken up and run in the same way, in order of largest read, until all reading items have been run. Each reading item is run on all four flows before the next reading item is run in the process. On any items that are not reading, put in the Suppress and Invalidate buttons. 0A F1 1. IF (chosen subject) COULD TALK TO YOU, WHAT WOULD HE/SHE TALK ABOUT? (Pc answers one or more things at greater or shorter length. When the pc seems satisfied the question has been answered, the auditor then says:) 2. ALL RIGHT, IF (chosen subject) WERE TALKING TO YOU ABOUT THAT, WHAT WOULD HE/SHE SAY, EXACTLY? (The pc is expected to give what would be said as though he were the subject in 1, talking.) (Run 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP) ________ 0A F2 1. IF YOU COULD TALK TO (chosen subject), WHAT WOULD YOU TALK ABOUT? (Pc answers one or more things at greater or shorter length. When the pc seems satisfied the question has been answered, the auditor then says:) 2. ALL RIGHT, IF YOU WERE TALKING TO (chosen subject) ABOUT THAT, WHAT WOULD YOU SAY, EXACTLY? (The pc is expected to speak as though talking to the subject chosen in 1.) (Run 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP) ________ 0A F3 1. IF OTHERS COULD TALK TO (chosen subject) WHAT WOULD THEY TALK ABOUT? (Pc answers one or more things at greater or shorter length. When the pc seems satisfied the question has been answered, the auditor then says:) 2. ALL RIGHT, IF OTHERS WERE TALKING TO (chosen subject) ABOUT THAT WHAT WOULD THEY SAY, EXACTLY? (The pc is expected to speak as though he were the the others talking to the chosen subject.) (Run 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP) ________ 0A F0 1. IF YOU COULD TALK TO YOURSELF ABOUT (chosen subject) WHAT WOULD YOU TALK ABOUT? (Pc answers one or more things at greater or shorter length. When the pc seems satisfied the question has been answered, the auditor then says:) 2. ALL RIGHT, IF YOU WERE TALKING TO YOURSELF ABOUT (chosen subject) WHAT WOULD YOU SAY, EXACTLY? (The pc is expected to speak as though talking to himself about the subject chonsen in 1.) (Run 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP) ________ C. ROUTINE 0B The auditor makes a list (not from the pc but himself) of everything he can think of that is banned for any reason from conversation or is not generally considered acceptable for social communication. This includes nonsocial subjects like sexual experiences, water closet details, embarrassing experiences, thefts one has done, etc. Things nobody would calmly discuss in mixed company. The list is assessed on the pc and the largest reading subject is run in all four flows of 0B. Then the next largest reading subject is run in all four flows, followed by the rest of the reading subjects in order of largest read. On any subjects that are not reading, put in the Suppress and Invalidate buttons. 0B F1 1. WHAT WOULD YOU BE WILLING TO HAVE SOMEONE ELSE TELL YOU ABOUT ____? (When the pc has "run down" [as in clocks] ask:) 2. WHO ELSE COULD HE OR SHE SAY THOSE THINGS TO? (Continue running 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP.) ________ 0B F2 1. WHAT WOULD YOU BE WILLING TO TELL ME ABOUT ____? (When the pc has "run down" [as in clocks] ask:) 2. WHO ELSE COULD YOU SAY THOSE THINGS TO? (Continue running 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP.) ________ 0B F3 1. WHAT WOULD YOU BE WILLING TO HAVE OTHERS TELL OTHERS ABOUT ____? (When the pc has "run down" [as in clocks] ask:) 2. WHO ELSE COULD THEY SAY THOSE THINGS TO? (Continue running 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP.) ________ 0B F0 1. WHAT WOULD YOU BE WILLING TO TELL YOURSELF ABOUT ____? (When the pc has "run down" [as in clocks] ask:) 2. WHO ELSE COULD YOU SAY THOSE THINGS TO? (Continue running 1 and 2 per above instructions, i.e., 1,2,1,2,1,2,1, etc., to EP.) ________ 4. GRADE 0 HAVINGNESS 0H F1 LOOK AROUND HERE AND FIND SOMETHING YOU COULD TOUCH. (Run repetitively to EP.) ________ 0H F2 LOOK AROUND HERE AND FIND SOMETHING ANOTHER COULD TOUCH. (Run repetitively to EP.) ________ 0H F3 LOOK AROUND HERE AND FIND SOMETHING OTHERS COULD TOUCH. (Run repetitively to EP.) ________ 0H F0 FIND SOMETHING IN OR ON YOURSELF YOU COULD TOUCH. (Run repetitively to EP.) ________ 5. GRADE I PROCESSES CCHs 1-4 (Ref. HCOB 5 Apr. 62, CCHs, AUDITING ATTITUDE HCOB 12 Apr. 62, CCHs, PURPOSE HCOB 2 Aug. 62, CCH ANSWERS HCOB 7 Aug. 62, RUNNING CCHs HCOB 1 Dec. 65, CCHs) NOTE: CCHs 1-4 are run per the instructions in HCOB I Dec. 65 as follows: CCH I to a flat point, then CCH 2 to a flat point, then CCH 3 to a flat point, then CCH 4 to a flat point, then CCH I to a flat point, etc. CCH 1 (GIVE ME THAT HAND. Tone 40.) Auditor and pc are seated in chairs without arms. Auditor's knees are on outside of both pc's knees. Auditor runs the following command: GIVE ME THAT HAND. (Run to a flat point.) CCH 2 (TONE 40 8C.) Auditor and pc ambulant, auditor in physical contact with pc as needed. Auditor runs the following commands: 1. YOU LOOK AT THAT WALL. THANK YOU. 2. YOU WALK OVER TO THAT WALL. THANK YOU. 3. YOU TOUCH THAT WALL. THANK YOU. 4. TURN AROUND. THANK YOU. (Run l,2,3,4,I,2,3,4,l,2, etc., to a flat point.) CCH 3 (HAND SPACE MIMICRY.) Auditor and pc seated, close together facing each other, pc's knees between auditor's knees. Auditor raises two hands, palms facing pc's, about an equal distance between the auditor and pc and says: 1. PUT YOUR HANDS AGAINST MINE, FOLLOW THEM AND CONTRIBUTE TO THEIR MOTION. He then makes a simple motion with right hand then left. Auditor asks pc: 2. DID YOU CONTRIBUTE TO THEIR MOTION? Auditor acknowledges answer. (Run 1,2,1,2,1,2, etc., to a flat point.) On succeeding runs through CCHs 1-4, the auditor does this same thing with a half inch of space between his and the pc's palms. The command is: 1. PUT YOUR HANDS FACING MINE ABOUT 1/2 INCH AWAY, FOLLOW THEM AND CONTRIBUTE TO THEIR MOTION. He then makes a simple motion with right hand then left. Auditor asks pc: 2. DID YOU CONTRIBUTE TO THEIR MOTION? Auditor acknowledges answer. When this is flat, auditor does it with a wider space on each succeeding run through CCHs 1-4 until pc is able to follow motions a yard away. CCH 4 (BOOK MIMICRY.) There are no set verbal commands to CCH 4. Auditor and pc are seated facing each other, a comfortable distance apart. Auditor makes simple motions with a book. Hands book to pc. Pc makes motion, duplicating auditor's motion mirror- imagewise. Auditor asks pc if he is satisfied that the pc duplicated the motion. If pc is and auditor is also fully satisfied, auditor takes back the book and goes to next command. If pc is not sure that he duplicated any command, auditor repeats it for him and gives him back the book. (Run to a flat point.) (Once CCH 4 has been run to a flat point, auditor starts back again with CCH 1. CCHs 1-4 are then run as follows: CCH 1 to a flat point, then CCH 2 to a flat point, then CCH 3 to a flat point, then CCH 4 to a flat point, then CCH 1 to a flat point, etc., to EP.) ________ 6. GRADE I PROBLEMS PROCESS (Ref. HCOB 19 Nov. 65, PROBLEMS PROCESS) 1 F1 1. WHAT PROBLEM HAVE YOU HAD WITH SOMEONE? 2. WHAT SOLUTIONS HAVE YOU HAD FOR THAT PROBLEM? (Get the pc to give the problem, then run TA off solutions. Then a new statement of the problem and more questions about solutions. Run it 1,2,2,2,2,1,2,2,2, etc., to EP.) ________ 1 F2 1. WHAT PROBLEM HAS ANOTHER HAD WITH YOU? 2. WHAT SOLUTIONS HAS ANOTHER HAD FOR THAT PROBLEM? (Run as above in F1, to EP.) ________ 1 F3 1. WHAT PROBLEM HAVE OTHERS HAD WITH OTHERS? 2. WHAT SOLUTIONS HAVE THEY HAD FOR THAT PROBLEM? (Run as above in F1, to EP.) ________ 1 F0 1. WHAT PROBLEM HAVE YOU HAD WITH YOURSELF? 2. WHAT SOLUTIONS HAVE YOU HAD FOR THAT PROBLEM? (Run as above in F1, to EP.) ________ 7. GRADE I HAVINGNESS 1H F1 1. THINK OF A SPACE. 2. NOTE TWO OBJECTS. (Run alternately to EP.) ________ 1H F2 1. THINK OF ANOTHER'S SPACE. 2. NOTE TWO OBJECTS. (Run alternately to EP.) ________ 1H F3 1. THINK OF THE SPACE OF OTHERS. 2. NOTE TWO OBJECTS. (Run alternately to EP.) ________ 1H F0 1. THINK OF YOUR OWN SPACE. 2. NOTE TWO OBJECTS. (Run alternately to EP.) ________ 8. GRADE II CONFESSIONAL PROCESSING Using the technology covered in HCOB 30 Nov. 78R, CONFESSIONAL PROCEDURE, and other references on his course checksheet, the student delivers Confessional processing to a preclear, as programed by the C/S. ________ 9. GRADE II O/W PROCESS (Ref. HCOB 4 Feb. 60, THEORY OF RESPONSIBILITY PROCESSING) 2 F1 1. WHAT HAS ANOTHER DONE TO YOU? 2. WHAT HAS ANOTHER WITHHELD FROM YOU? (Run alternately to EP.) ________ 2 F2 1. WHAT HAVE YOU DONE TO ANOTHER? 2. WHAT HAVE YOU WITHHELD FROM ANOTHER? (Run alternately to EP.) ________ 2 F3 1. WHAT HAVE OTHERS DONE TO OTHERS? 2. WHAT HAVE OTHERS WITHHELD FROM OTHERS? (Run alternately to EP.) ________ 2 F0 1. WHAT HAVE YOU DONE TO YOURSELF? 2. WHAT HAVE YOU WITHHELD FROM YOURSELF? (Run alternately to EP.) ________ 10. GRADE II HAVINGNESS 2H F1 LOOK AROUND HERE AND FIND SOMETHING YOU'RE NOT WITHHOLDING. (Run alternately to EP.) ________ 2H F2 LOOK AROUND HERE AND FIND SOMETHING ANOTHER IS NOT WITHHOLDING. (Run alternately to EP.) ________ 2H F3 LOOK AROUND HERE AND FIND SOMETHING OTHERS ARE NOT WITHHOLDING. (Run alternately to EP.) ________ 2H F0 LOOK AROUND HERE AND FIND SOMETHING YOU'RE NOT WITHHOLDING FROM YOURSELF. (Run alternately to EP.) ________ 11. GRADE III PROCESS - R3H (Ref, HCOB 6 Aug. 68, R3H HCOB 1 Aug. 68, THE LAWS OF LISTING AND NULLING) 3 F1 1. Locate a change in life by listing to an F/N item or BD F/N item: WHAT CHANGE HAS ANOTHER CAUSED IN YOUR LIFE? 2. Get it dated. 3. Get some of the data of it (don't run as an engram) so you know what the change was. 4. Find out by assessment if this was a break in: Affinity ____ Reality ____ Communication or ____ Understanding ____ Get the best reading item and check it with the pc, asking if it was a break in (affinity, reality, communication or understanding). If he says no, rehandle. If yes, let him tell you about it if he wishes. Then indicate it to him. 5. Taking the one found in (4) find out by assessment if it was: Curious about ____ Desired ____ Enforced ____ Inhibited ____ No ____ Refused ____ As in (4) above, get the item and check it with the pc. If pc says that isn't right, rehandle. If yes, let him tell you about it if he wishes. Then indicate it to him. (Run as above.) ________ 3 F2 List to an F/N item or BD F/N item: WHAT CHANGE HAVE YOU CAUSED IN ANOTHER'S LIFE? (Handle with steps 1-5 as above.) ________ 3 F3 List to an F/N item or BD F/N item: WHAT CHANGE HAVE OTHERS CAUSED IN OTHERS' LIVES? (Handle with steps 1-5 as above.) ________ 3 F0 List to an F/N item or BD F/N item: WHAT CHANGE HAVE YOU CAUSED IN YOUR OWN LIFE? (Handle with steps 1-5 as above.) ________ 12. GRADE III HAVINGNESS 3H F1 WHAT IS STILL? (Run repetitively to EP.) ________ 3H F2 WHAT WOULD ANOTHER THINK IS STILL? (Run repetitively to EP.) ________ 3H F3 WHAT WOULD OTHERS THINK IS STILL? (Run repetitively to EP.) ________ 3H F0 WHAT IS STILL IN OR ON YOURSELF? (Run repetitively to EP.) ________ 13. GRADE IV PROCESS - R3SC (Ref. HCOB 6 Sept. 78 111, ROUTINE THREE SC-A, FULL SERVICE FACSIMILE HANDLING UPDATED WITH NEW ERA DIANETICS HCOB I Sept. 63, ROUTINE THREE SC HCOB 6 Sept. 78 11, SERVICE FACSIMILES AND ROCK SLAMS) NOTE: The questions listed below are not a full list of all possible listing and nulling questions which can be run on a preclear to find and handle service facsimiles. Others may be found in HCOB 14 Nov. 87 VI, EXPANDED GRADE IV PROCESS CHECKLIST. For certification on Level IV, all that is required is that the student show success on auditing someone on the process as given below. I. Fully clear the terms "computation" and "service facsimile." Make sure the pc understands that a service facsimile is a computation to make self right and others wrong, to dominate or escape domination and enhance own survival and injure that of others. The pc must grasp that what is being asked for in this process is a computation, not a beingness, doingness or havingness. II. Clear and list (listing and nulling) the following listing question to an F/N item or BD F/N item: a. IN THIS LIFETIME, WHAT DO YOU USE TO MAKE OTHERS WRONG? ________ III. Run the service facsimile found on the brackets exactly per HCOB 6 Sept. 78 III, ROUTINE THREE SC-A, FULL SERVICE FACSIMILE HANDLING UPDATED WITH NEW ERA DIANETICS: 1. IN THIS LIFETIME, HOW WOULD ____ MAKE YOU RIGHT? 2. IN THIS LIFETIME, HOW WOULD ____ MAKE OTHERS WRONG? (Run to EP as described below.) ________ 3. IN THIS LIFETIME, HOW WOULD ____ HELP YOU ESCAPE DOMINATION? 4. IN THIS LIFETIME, HOW WOULD ____ HELP YOU TO DOMINATE OTHERS? (Run to EP as described below.) ________ 5. IN THIS LIFETIME, HOW WOULD ____ AID YOUR SURVIVAL? 6. IN THIS LIFETIME, HOW WOULD ____ HINDER THE SURVIVAL OF OTHERS? (Run to EP as described below.) ________ These are run as follows: Give the pc the first question, "In this lifetime, how would (service fac) make you right?" and let him run with it. He will have a rush of answers, answers coming too fast to be said easily, at this stage. Don't repeat the question unless the pc needs it. Just let him answer (he may give you as many as 50 answers) until he comes to a cognition or runs out of answers or inadvertently answers question 2. Then switch to question 2: "In this lifetime, how would (service fac) make others wrong?" Treat this the same way, i.e., let him answer 2-2-2-2-2-2-2-2 until he cognites or runs out of answers or starts to answer question 1. Then switch back to question 1, same handling, back to question 2, same handling, as long as pc has answers coming easily. Upon cognition and F/N, acknowledge, indicate the F/N and end off on I and 2. Now give him question 3: "In this lifetime, how would (service fac) help you escape domination?" and let it run by the same method as above. When this seems cooled off, use question 4: "In this lifetime, how would (service fac) help you to dominate others?" Use questions 3 and 4 as above, as long as pc has answers coming easily. Upon cognition and F/N, acknowledge, indicate the F/N and go on to the next bracket. Using the same method as above, give him question 5: "In this lifetime, how would (service fac) aid your survival?" When he's run out on 5-5-5-5-5-5, switch to question 6: "In this lifetime, how would (service fac) hinder the survival of others?" Use questions 5 and 6 as above as long as pc has answers coming easily. Let him get off all the autornaticities and come to a cognition and F/N. Acknowledge and indicate the F/N. NOTE: If the item found on the service facsimile list did not run on any of the brackets, you must prepcheck it to EP (F/N, cognition, VGIs, release) using HCOB 7 Sept. 78R, MODERN REPETITIVE PREPCHECKING. IV. Repeat steps II and III, using the following listing questions one at a time in step II: b. IN THIS LIFETIME, WHAT DO YOU USE TO DOMINATE OTHERS? (Run the item per step III, to EP.) ________ C. IN THIS LIFETIME, WHAT DO YOU USE TO AID YOUR OWN SURVIVAL? (Run the item per step III, to EP.) ________ d. IN THIS LIFETIME, WHAT DO YOU USE TO MAKE YOURSELF RIGHT? (Run the item per step III, to EP.) ________ e. IN THIS LIFETIME, WHAT DO YOU USE TO ESCAPE DOMINATION? (Run the item per step III, to EP.) ________ f. IN THIS LIFETIME, WHAT DO YOU USE TO HINDER THE SURVIVAL OF OTHERS? (Run the item per step III, to EP.) ________ 14. GRADE IV HAVINGNESS 4H F1 WHAT COULD ANOTHER MAKE CONNECT WITH YOU? (Run repetitively to EP.) ________ 4H F2 WHAT COULD YOU MAKE CONNECT WITH ANOTHER? (Run repetitively to EP.) ________ 4H F3 WHAT COULD OTHERS MAKE CONNECT WITH OTHERS? (Run repetitively to EP.) ________ 4H F4 WHAT COULD YOU MAKE CONNECT WITH YOU? (Run repetitively to EP.) ________ 4H F5 LOOK AROUND HERE AND FIND SOMETHING YOU ARE ABSOLUTELY SURE WILL BE HERE FOR ____ (auditor extends time bit by bit). (Run repetitively to EP.) ________ 4H F6 LOOK AROUND HERE AND FIND SOMETHING ANOTHER WOULD BE ABSOLUTELY CERTAIN WOULD BE HERE FOR ____ (auditor extends time). (Run repetitively to EP.) ________ 4H F7 LOOK AROUND HERE AND FIND SOMETHING OTHERS WOULD BE ABSOLUTELY CERTAIN WOULD BE HERE FOR ____ (auditor extends time). (Run repetitively to EP.) ________ 4H F8 FIND SOMETHING IN OR ON YOURSELF YOU ARE ABSOLUTELY CERTAIN WILL BE HERE FOR ____ (auditor extends time). (Run repetitively to EP.) ________ ----------- An auditor must not and cannot be required by anyone to audit processes above his class. L. RON HUBBARD Founder Revision assisted by LRH Technical Research and Compilations LRH:RTRC:ldv.bk.dk.gm _ ****************************************************************** 61. HCOB 14 Nov. 1987 I Expanded ARC Straightwire Grade Process Checklist HUBBARD COMMUNICATIONS OFFICE Saint Hill Manor, East Grinstead, Sussex HCO BULLETIN OF 14 NOVEMBER 1987 Issue I Remimeo Class 0 Auditors and above C/Ses (This HCOB gives the full list of processes for Expanded ARC Straightwire, assembled per HCOB 24 Jan. 77, TECH CORRECTION ROUNDUP. It is to be run on all cases programmed for Expanded ARC Straightwire, effective immediately.) EXPANDED ARC STRAIGHTWIRE GRADE PROCESS CHECKLIST Refs: CLASSIFICATION, GRADATION AND AWARENESS CHART OF LEVELS & CERTIFICATES Tape: 6607C26 SH Spec 71 CLASSIFICATION CHART AND AUDITING Cancels: BTB 15 Nov. 76 I 0-IV EXPANDED GRADE PROCESSES - QUADS PART A, ARC STRAIGHTWIRE PC __________________________________ DATE ___________________ AUDITOR ______________________________________________________ CASE SUPERVISOR ______________________________________________ NOTE: This HCOB is to be used ONE FOR EACH PC as a checklist for that pc and belongs in his/her folder. IT IS DONE DURING session, not filled in after. Each process is run to F/N, cognition, VGIs and release per HCOB 20 Feb. 70, FLOATING NEEDLES AND END PHENOMENA. As each process or flow is run to EP (or found not to be reading, per HCOB 23 June 80RA, CHECKING QUESTIONS ON GRADES PROCESSES) it is clearly marked off with the date. On any of these processes, if the pc answers only "yes" to the command, find out what it was by asking, "What was it?" (Ref: HCOB 30 June 62, ARC PROCESS) All the reading processes and flows on this checklist are run on the pc, with the Quad Grade Process and its Havingness Process run last. 1. REMEMBER SOMETHING (Ref: Book: Dianetics 55!, Chapter on "The Six Basic Processes") REMEMBER SOMETHING. (Run repetitively to EP.) ________ 2. RECALL A TIME (Ref: STAFF AUDITORS' CONFERENCE OF FEBRUARY 16, 1959) RECALL A TIME. (Run repetitively to EP.) ________ 3. COMM RECALL PROCESS (Ref: HCOB 20 Oct. 59, AN EXPERIMENTAL PROCESS) RECALL A COMMUNICATION. (Run repetitively to EP.) ________ 4. KNOW-TO-MYSTERY RECALL PROCESSES (Ref: HCOB 20 Oct. 59, AN EXPERIMENTAL PROCESS HCOB 25 Sept. 71RB, TONE SCALE IN FULL) A. RECALL AN UNCONSCIOUSNESS. (Run repetitively to EP.) ________ B. RECALL WAITING. (Run repetitively to EP.) ________ C. RECALL A MYSTERY. (Run repetitively to EP.) ________ D. RECALL SEX. (Run repetitively to EP.) ________ E. RECALL EATING. (Run repetitively to EP.) ________ F. RECALL FOOD. (Run repetitively to EP.) ________ G. RECALL A SYMBOL. (Run repetitively to EP.) ________ H. RECALL THINKING. (Run repetitively to EP.) ________ I. RECALL AN EFFORT. (Run repetitively to EP.) ________ J. RECALL AN EMOTION. (Run repetitively to EP.) ________ K. RECALL LOOKING. (Run repetitively to EP.) ________ L. RECALL KNOWING ABOUT. (Run repetitively to EP.) ________ M. RECALL NOT KNOWING. (Run repetitively to EP.) ________ N. RECALL KNOWING. (Run repetitively to EP.) ________ 5. EXHAUSTION (Ref: HCOB 20 Oct. 59, AN EXPERIMENTAL PROCESS) RECALL EXHAUSTION. (Run repetitively to EP.) ________ 6. FORGETTING, 6-WAY BRACKET (Ref. HCOB 8 Apr. 58 11, A PAIR OF PROCESSES) NOTE: Clear the first command of this process with both "recall" and "think of" and run whichever reads best. Then use the same version (either "recall" or "think of") in clearing and running the remaining legs of the process. 1. RECALL (THINK OF) SOMETHING YOU WOULDN'T MIND FORGETTING YOURSELF. 2. RECALL (THINK OF) SOMETHING YOU WOULDN'T MIND ANOTHER PERSON FORGETTING. 3. RECALL (THINK OF) SOMETHING YOU WOULDN'T MIND FORGETTING ABOUT ANOTHER. 4. RECALL (THINK OF) SOMETHING YOU WOULDN'T MIND ANOTHER FORGETTING ABOUT YOU. 5. RECALL (THINK OF) SOMETHING YOU WOULDN'T MIND OTHER PEOPLE FORGETTING. 6. RECALL (THINK OF) SOMETHING YOU WOULDN'T MIND ANOTHER PERSON FORGETTING ABOUT ANOTHER PERSON. (Run consecutively, i.e., 1,2,3,4,5,6,1,2, etc., to EP) ________ 7. NOT-IS STRAIGHTWIRE (Ref: HCOB 3 July 59, GENERAL INFORMATION) 1. RECALL A TIME YOU IMPLIED SOMETHING WAS UNIMPORTANT. 2. RECALL A TIME SOMEBODY ELSE THOUGHT SOMETHING WAS IMPORTANT. (Run alternately to EP.) ________ 8. TIME LIES (Ref: Tape: 6307C18 SHSBC-287, ERRORS IN TIME) RECALL A LIE ABOUT TIME. (Run repetitively to EP.) ________ 9. RECALL SOME SPACE (Ref: Ability Major 6 1955, ca. early September) 1. RECALL SOME SPACE. 2. IS IT TOO MUCH OR TOO LITTLE? (Run alternately to EP.) ________ 10. SELF ANALYSIS LISTS (Ref: Book: Self Analysis, Chapter, "Processing Section") NOTE: All lists are run per instructions in the book. LIST ONE: GENERAL INCIDENTS to EP ________ LIST TWO: TIME ORIENTATION to EP ________ LIST THREE: ORIENTATION OF SENSES: TIME SENSE to EP ________ SIGHT to EP ________ RELATIVE SIZES to EP ________ SOUND to EP ________ OLFACTORY to EP ________ TOUCH to EP ________ PERSONAL EMOTION to EP ________ ORGANIC SENSATION to EP ________ MOTION PERSONAL to EP ________ MOTION EXTERNAL to EP ________ BODY POSITION to EP ________ LIST FOUR: STANDARD PROCESSING to EP ________ LIST FIVE: ASSISTS TO REMEMBERING to EP ________ LIST SIX: FORGETTER SECTION to EP ________ LIST SEVEN: SURVIVAL FACTORS to EP ________ LIST EIGHT: IMAGINATION to EP ________ LIST NINE: VALENCES to EP ________ LIST TEN: INTERRUPTIONS to EP ________ LIST ELEVEN: INVALIDATION to EP ________ LIST TWELVE: THE ELEMENTS to EP ________ 11. STRAIGHTWIRE (Ref: Ability Major 4 1955, ca. early July, Article 7) Get from the preclear any subjects of any concern or consideration, whether theta or entheta. Note down the reads on each item pc gives and run all reading items in order of largest read. On any items that are not reading, put in the Suppress and Invalidate buttons. For example, if the pc gave a reading item "studious," you would run "studiousness" in the commands below as "Recall a moment of studiousness" and "Recall a moment of prevented studiousness." 1. RECALL A MOMENT OF ________. 2. RECALL A MOMENT OF PREVENTED ________. (Run command #1 until it seems flat, then command #2 until it seems flat and so on, back and forth to EP) ________ 12. THE ONLY BASIC AFFINITY PROCESS (Ref: HCOB 20 Oct. 59, AN EXPERIMENTAL PROCESS) F1 WHAT WOULD YOU LIKE TO CONFRONT? (Run repetitively to EP.) ________ F2 WHAT WOULD ANOTHER LIKE TO CONFRONT? (Run repetitively to EP.) ________ F3 WHAT WOULD OTHERS LIKE TO CONFRONT? (Run repetitively to EP.) ________ F0 WHAT ABOUT YOURSELF WOULD YOU LIKE TO CONFRONT? (Run repetitively to EP.) ________ 13. FIRST POSTULATE PROCESS (Ref: PAB 64, FIRST POSTULATE) F1 WHAT ISN'T LOOKING AT YOU? (Run repetitively to EP.) ________ F2 WHAT AREN'T YOU LOOKING AT? (Run repetitively to EP.) ________ F3 WHAT AREN'T OTHERS LOOKING AT? (Run repetitively to EP.) ________ F0 WHAT ABOUT YOURSELF AREN'T YOU LOOKING AT? (Run repetitively to EP.) ________ 14. PAST AND FUTURE EXPERIENCE (Ref: HCOB 16 Feb. 59, HGC PROCESSES FOR THOSE TRAINED IN ENGRAM RUNNING OR TRAINED IN THESE PROCESSES STAFF AUDITORS' CONFERENCE OF FEBRUARY 16,1959) 1. WHAT PART OF YOUR LIFE WOULD YOU BE WILLING TO REEXPERIENCE? 2. WHAT PART OF THE FUTURE WOULD YOU BE WILLING TO EXPERIENCE? (Run alternately to EP.) ________ 15. CAUSE ELEMENTARY STRAIGHTWIRE (Ref: HCOB 9 Mar. 60, EXPANSION OF OT-3A PROCEDURE, STEP TWO, HGC ALLOWED PROCESSES) F1 WHAT WOULD IT BE ALL RIGHT FOR YOU TO MAKE FORGOTTEN? (Run repetitively to EP.) ________ F2 WHAT WOULD IT BE ALL RIGHT FOR ANOTHER TO MAKE FORGOTTEN? (Run repetitively to EP.) ________ F3 WHAT WOULD IT BE ALL RIGHT FOR OTHERS TO MAKE FORGOTTEN? (Run repetitively to EP.) ________ F0 WHAT ABOUT YOURSELF WOULD IT BE ALL RIGHT TO MAKE FORGOTTEN? (Run repetitively to EP.) ________ 16. DUPLICATION STRAIGHTWIRE (Ref: HCOB 9 Mar. 60, EXPANSION OF OT-3A PROCEDURE, STEP TWO, HGC ALLOWED PROCESSES) F1 WHAT WOULD YOU PERMIT TO HAVE HAPPEN AGAIN? (Run repetitively to EP.) ________ F2 WHAT WOULD ANOTHER PERMIT TO HAVE HAPPEN AGAIN? (Run repetitively to EP.) ________ F3 WHAT WOULD OTHERS PERMIT TO HAVE HAPPEN AGAIN? (Run repetitively to EP.) ________ F0 WHAT WOULD YOU PERMIT TO HAVE HAPPEN TO YOURSELF AGAIN? (Run repetitively to EP.) ________ 17. WHAT WOULD YOU BE WILLING TO FORGET (Ref: HCOB 7 Apr. 60, A NEW SUMMARY OF AUDITING) F1 WHAT WOULD YOU BE WILLING TO FORGET? (Run repetitively to EP.) ________ F2 WHAT WOULD ANOTHER BE WILLING TO FORGET? (Run repetitively to EP.) ________ F3 WHAT WOULD OTHERS BE WILLING TO FORGET? (Run repetitively to EP.) ________ F0 WHAT ABOUT YOURSELF WOULD YOU BE WILLING TO FORGET? (Run repetitively to EP.) ________ 18. FORGETTINGNESS (Ref: Tape: 6108C08 SHSBC-35, FORGETTINGNESS) WHAT SHOULD BE FORGOTTEN? (Run repetitively to EP.) ________ 19. UNKNOWN DATUM (Ref. PAB 60, "ANYTHING-EVERYTHING-NOTHING") GIVE ME AN UNKNOWN DATUM. (Run repetitively to EP.) ________ 20. OBJECTIVE NOT-KNOW (Ref: HCO Training Bulletin 6 Feb. 57, PROCEDURE CCH) F1 LOOK AROUND HERE AND FIND SOMETHING YOU WOULDN'T MIND NOT KNOWING. (Run repetitively to EP.) ________ F2 LOOK AROUND HERE AND FIND SOMETHING ANOTHER WOULDN'T MIND NOT KNOWING. (Run repetitively to EP.) ________ F3 LOOK AROUND HERE AND FIND SOMETHING OTHERS WOULDN'T MIND NOT KNOWING. (Run repetitively to EP.) ________ F0 FIND SOMETHING IN OR ON YOURSELF YOU WOULDN'T MIND NOT KNOWING. (Run repetitively to EP.) ________ 21. KNOWING PROCESS (Ref: HCOB 5 May 72R, THE REMEDY OF HAVINGNESS) F1 WHAT WOULDN'T YOU MIND KNOWING? (Run repetitively to EP.) ________ F2 WHAT WOULDN'T ANOTHER MIND KNOWING? (Run repetitively to EP.) ________ F3 WHAT WOULDN'T OTHERS MIND KNOWING? (Run repetitively to EP.) ________ F0 WHAT ABOUT YOURSELF WOULDN'T YOU MIND KNOWING? (Run repetitively to EP.) ________ 22. HAS CO-AUDIT PROCESS I (Ref: HCOB 29 Dec. 60, THE NEW PE AND THE NEW HAS CO-AUDIT) 1. FIND SOMETHING YOU DISAGREE WITH. 2. FIND SOMETHING YOU AGREE WITH. 3. FIND SOMETHING YOU WOULD RATHER NOT COMMUNICATE WITH. 4. FIND SOMETHING YOU WOULD COMMUNICATE WITH. 5. FIND SOMETHING THAT SEEMS UNREAL. 6. FIND SOMETHING THAT IS REAL. (Run consecutively, i.e., 1,2,3,4,5,6,1,2, etc., to EP.) ________ 23. ARC PROCESSING (Ref: Book: Dianetics 55!, Chapter on "ARC Processing") Part One: F1 1. TELL ME SOMETHING YOU MIGHT COMMUNICATE WITH. 2. TELL ME SOMETHING THAT WOULD COMMUNICATE WITH YOU. (Run alternately to EP.) ________ F2 1. TELL ME SOMETHING ANOTHER MIGHT COMMUNICATE WITH. 2. TELL ME SOMETHING THAT WOULD COMMUNICATE WITH ANOTHER. (Run alternately to EP.) ________ F3 1. TELL ME SOMETHING OTHERS MIGHT COMMUNICATE WITH. 2. TELL ME SOMETHING THAT WOULD COMMUNICATE WITH OTHERS. (Run alternately to EP.) ________ F0 1. TELL ME SOMETHING IN OR ON YOURSELF YOU MIGHT COMMUNICATE WITH. 2. TELL ME SOMETHING IN OR ON YOURSELF THAT WOULD COMMUNICATE WITH YOU. (Run alternately to EP.) ________ Part Two: F1 1. WHAT MIGHT YOU AGREE WITH? 2. WHAT MIGHT AGREE WITH YOU? (Run alternately to EP.) ________ F2 1. WHAT MIGHT ANOTHER AGREE WITH? 2. WHAT MIGHT AGREE WITH ANOTHER? (Run alternately to EP.) ________ F3 1. WHAT MIGHT OTHERS AGREE WITH? 2. WHAT MIGHT AGREE WITH OTHERS? (Run alternately to EP.) ________ F0 1. WHAT IN OR ON YOURSELF MIGHT YOU AGREE WITH? 2. WHAT IN OR ON YOURSELF MIGHT AGREE WITH YOU? (Run alternately to EP.) ________ Part Three: F1 1. TELL ME SOMETHING YOU COULD LIKE. 2. TELL ME SOMETHING THAT MIGHT LIKE YOU. (Run alternately to EP.) ________ F2 1. TELL ME SOMETHING ANOTHER COULD LIKE. 2. TELL ME SOMETHING THAT MIGHT LIKE ANOTHER. (Run alternately to EP.) ________ F3 1. TELL ME SOMETHING OTHERS COULD LIKE. 2. TELL ME SOMETHING THAT MIGHT LIKE OTHERS. (Run alternately to EP.) ________ F0 1. TELL ME SOMETHING IN OR ON YOURSELF YOU COULD LIKE. 2. TELL ME SOMETHING IN OR ON YOURSELF THAT MIGHT LIKE YOU. (Run alternately to EP.) ________ Part Four: NOTE: Clear the commands for F1 of this process with both "something" and "someone" and run whichever reads best. Then use the same version (either "something" or "someone") in clearing and running F2 and F3. Run F0 as written. F1 1. TELL ME SOMETHING (SOMEONE) YOU COULD UNDERSTAND. 2. TELL ME SOMETHING THAT (SOMEONE WHO) COULD UNDERSTAND YOU. (Run alternately to EP.) ________ F2 1. TELL ME SOMETHING (SOMEONE) ANOTHER COULD UNDERSTAND. 2. TELL ME SOMETHING THAT (SOMEONE WHO) COULD UNDERSTAND ANOTHER. (Run alternately to EP.) ________ F3 1. TELL ME SOMETHING (SOMEONE) OTHERS COULD UNDERSTAND. 2. TELL ME SOMETHING THAT (SOMEONE WHO) COULD UNDERSTAND OTHERS. (Run alternately to EP.) ________ F0 1. TELL ME SOMETHING IN OR ON YOURSELF YOU COULD UNDERSTAND. 2. TELL ME SOMETHING IN OR ON YOURSELF THAT COULD UNDERSTAND YOU. (Run alternately to EP.) ________ 24. ARC STRAIGHTWIRE QUAD (Ref: HCOB 27 Sept. 68 II, ARC STRAIGHTWIRE) SW F1 1. RECALL A TIME THAT WAS REALLY REAL TO YOU. WHAT WAS IT? 2. RECALL A TIME YOU WERE IN GOOD COMMUNICATION WITH SOMEONE. WHAT WAS IT? 3. RECALL A TIME YOU REALLY FELT AFFINITY FOR SOMEONE. WHAT WAS IT? 4. RECALL A TIME YOU KNEW YOU UNDERSTOOD SOMEONE. WHAT WAS IT? (Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP.) ________ SW F2 1. RECALL A TIME THAT WAS REALLY REAL TO ANOTHER. WHAT WAS IT? 2. RECALL A TIME SOMEONE WAS IN GOOD COMMUNICATION WITH YOU. WHAT WAS IT? 3. RECALL A TIME SOMEONE REALLY FELT AFFINITY FOR YOU. WHAT WAS IT? 4. RECALL A TIME ANOTHER KNEW HE/SHE UNDERSTOOD YOU. WHAT WAS IT? (Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP.) ________ SW F3 1. RECALL A TIME THAT WAS REALLY REAL FOR OTHERS. WHAT WAS IT? 2. RECALL A TIME OTHERS WERE IN GOOD COMMUNICATION WITH OTHERS. WHAT WAS IT? 3. RECALL A TIME OTHERS REALLY FELT AFFINITY FOR OTHERS. WHAT WAS IT? 4. RECALL A TIME OTHERS KNEW THEY UNDERSTOOD OTHERS. WHAT WAS IT? (Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP.) ________ SW F0 1. RECALL A TIME THAT YOU MADE SOMETHING REALLY REAL TO YOURSELF. WHAT WAS IT? 2. RECALL A TIME YOU WERE IN GOOD COMMUNICATION WITH YOURSELF. WHAT WAS IT? 3. RECALL A TIME YOU REALLY FELT AFFINITY FOR YOURSELF. WHAT WAS IT? 4. RECALL A TIME YOU KNEW YOU UNDERSTOOD YOURSELF. WHAT WAS IT? (Run consecutively, i.e., 1,2,3,4,1,2, etc., to EP.) ________ 25. ARC STRAIGHTWIRE HAVINGNESS SWH F1 LOOK AROUND HERE AND FIND SOMETHING THAT IS REALLY REAL TO YOU. (Run repetitively to EP.) ________ SWH F2 LOOK AROUND HERE AND FIND SOMETHING THAT WOULD REALLY BE REAL TO ANOTHER. (Run repetitively to EP.) ________ SWH F3 LOOK AROUND HERE AND FIND SOMETHING THAT WOULD BE REALLY REAL TO OTHERS. (Run repetitively to EP.) ________ SWH F0 FIND SOMETHING IN OR ON YOURSELF THAT WOULD BE REALLY REAL TO YOU. (Run repetitively to EP.) ________ L. RON HUBBARD Founder Compilation assisted by LRH Technical Research and Compilations LRH:RTRC:rw.gm