ra6.memo

[Clearing Archive Roboposter]

Howdy, howdy:
Again, in order to save a little time, and a lot of typing, I have
posted these Meter drills for the perusal of those who have some
interest in the area.


One learns how to use the device by doing each of the E-Meter drills in
order. Having mastered the skill of each drill, one then moves on to the
next drill. When all the drills have been done, this integration of
skills comprises the single skill of the ability to read and use an
E-Meter.

The fastest method of learning each of these skills is to work with
another person. Whoever is learning the skill is called a student, and
the person assisting the student in the drilling: is called a coach.

These are the crucial skills and drills:

EM-l:

Touch and let go of the E-Meter. Its purpose is to familiarise the
student with the meter and to get the student into present, non-reactive
communication with the device. The commands are -Touch the meter and
-Let go of the meter. You acknowledge each cycle of action. In the event
of a sudden emotional or physical change on the student, the coach would
ask -How is this going?

One does this until there are 3 identical length comm.-lags, extremely
short comm.-lags, and the student is happy with it. Of course, a
comm.-lag is the length of time between the receipt of a command or
question, and the person responding to the command or question

EM-2:

E-Meter Familiarisation. Its purpose is to familiarise the student with
the parts of the meter. One gives these commands to the student in this
order until he can do them correctly and rapidly. The commands are

Touch the sensitivity knob
Move the tone arm to 5
Touch the trim knob
Plug in the electrodes
Turn the meter on
Set the sensitivity knob at 16
Turn the meter on test
Unplug the cans
Turn the meter on set
By turning the tone arm, with your thumb, adjust the needle
to -set on the meter dial
Turn the meter to transit
Switch the meter off
Set the tone arm to 2
Point to the needle
Switch the meter on
Turn the meter to set
Move the tone arm to 3
Turn the sensitivity knob to 8
Set the tone arm at 6
Switch the meter off
Plug in the electrodes
Set the tone arm to 2.0
Turn the meter to transit
Point to the electrode plug
Unplug the electrodes
Switch the meter-on
Set the sensitivity knob at l6
Turn the meter to set
Set the tone arm at 3.0 (also known as -male clear read)
Set the tone arm at 2.0 (also known as -female clear read)
Set the sensitivity knob at l
Set the tone arm at 4
Switch the meter off
Move the tone arm to 3
Touch the tone arm
Touch the sensitivity knob
Switch the meter on
Adjust the needle to set by moving the tone arm
Move the tone arm to 5
Switch the meter off
Touch the sensitivity booster

EM-3:

Reading and setting up a Tone Arm counter Its purpose is to train the
student to set the TA Counter at 99.9 Divisions before session start and
to mark the total on the worksheets at session end. This is done by
using a pen or ones finger to spin the star-wheel to -9 and hand
cranking the Tone arm to 9.9. It should be noted that the star-wheel
cannot freely be rotated in the unlikely event that you attempt to spin
it with the second column between 8.5 and 1. A few meters were produced
with manual reset counters, on which you just push a button and they
reset to zero.

EM-3A:

Calibration of the E-Meter by resistors. Its purpose is to teach the
student to calibrate and mark on the TA dial any significant variance on
the meter from its specifications.

The student switches the meter on, sensitivity to 16, turn the set-
transit switch to set, sensitivity booster to 32, TA at 2,0, and brings
the meter to normal trim by turning the trim knob until the needle comes
to set. This action is normally done everytime the meter is used before
the session. It is called -trimming the meter.
To verify this trim plug in the electrodes and instead of cans-in-hands
put a 5000 ohm resister across the leads.

Now bring the needle to set, by moving the TA, if that is necessary. If
you have to move it more than .1 of a division, then take a magic marker
and draw a line on your TA dial at that reading.

Next, you remove the 5000 ohm resister from the leads, and put a 12,500
ohm resister in its place. Bring the needle to set . It should be at 3.0
on the TA dial. If the TA is more than .1 of a division above or below
3.0 then mark that position with a line on the dial.

This check is done only once per machine to make sure the internal
calibration is correct. Use only precision resisters ( tolerance of only
plus or minus 1%) Make sure the meter is well charged before this test,
and always before using it. You check the charge by turning it on, and
turning the -set-transit knob to -test. The needle will slam all the way
across the dial and test area. If it is not completely to the right of
the test area, .the meter needs charging. Charging it is simply an
action of turning it on, turning it to test, make sure there are no
electrodes plugged in, connecting the charging cord, and letting it
charge overnight, (A full charge is 24 hours which you should do every
50 or so hours it is on. )

EM-4:

Setting up an E-meter. It purpose is to train the student in how to set
up a meter before a session The coach gives the students these commands;

1. Take the lid off the meter.
2. Put the lid on the far edge of the meter and secure the lid with the
catches.
3. Turn the sensitivity knob on and to 16.
4. Turn the set knob to -test for a battery test.
5. Turn the se t knob back to set.
6. Adjust the TA to 2.0.
7. Adjust the trim knob to bring the needle to set on the needle dial.
8. Place the electrodes, not touching each other, across the table for
the PC to pick up.
9. String the electrode wire under you E-meter shield, if you are using
one, and plug it into the meter.
10. Set the tone arm counter, as described in EM-3.

EM-5:

Havingness and metabolism checks. Its purpose is to train the student
auditor on how to get an accurate measurement of the PC's present
havingness and metabolism.

First, one makes sure there are no rings on the fingers, and the cans
are being held properly. The cans should be held loosely, with all the
fingers and thumb in contact with the surface of the metal. You ask the
PC to -Pick up the cans and then do this step of insuring there are no
rings, and good, natural contact is made. Next, you turn the meter on,
with sensitivity booster at 32 (always there is no time you would ever
put it at a higher setting except to save a life in exact dating a
person in shock with a stuck needle), sensitivity at 1. Then say
-Squeeze the cans. That is your havingness check. You should have
trimmed the meter, brought the needle to set before the can squeeze. You
observe the needle falling to the right on the can squeeze. If you
missed that read, do it a second time. You thank the PC for doing it. If
it falls (the needle) all the way across the dial, then the havingness
of the preclear is up, and you write on your worksheet - HAV_Dial. This
is adequate to audit over, and with two or three bounces of the needle
hitting the right side is better 3/4 of a dial fall is barely adequate
to audit with. If it only falls 1/2 a dial or less you will need to run
a havingness process before you can audit. Regardless, of the size of
the fall, mark -Hav and the size of the fall on the worksheet. An
example would be -Hav-1 inch. Make sure its a good firm squeeze.

That is how you measure havingness. Get the student to do it on self or
others, to see how it goes down throughout the day, is brought up by
food and sleep, and other havingness remedies. In auditing a PC, you do
this the first few sessions, and run havingness processes (and confront
processes) to bring it up to full dial, and an outstanding change in the
individual. It will stay that way for eternity. Havingness is the
ability and willingness to duplicate. Don't ever audit over low
havingness. If you were to do so, the fellow couldn't copy, and
therefore as-is, the material and data he encounters. Things just won't
erase for him.

Likewise, you would not audit over low metabolism. It is the same
procedure as checking havingness, except instead of having him squeeze
the cans you have him -Take a deep breath and let it out. You write -
Met and the size of the read on the worksheet. A one inch fall is what
you want, but you can audit with anything over 1/2 inch. If the needle
only falls an inch or less you probably have a PC that is too tired to
audit. This gives the best read the second time you test it. It is very
much affected by salt, tobacco, coffee, sleep, number of hours awake,
sugar level in the bloodstream, and the confront level of the person. If
its too low to audit, either schedule them for earlier in the day, have
them take a nap, or have a cup of coffee or orange juice.

The coach insures the student can check these two things on any PC and
himself.

EM-6:

Handling the Tone arm and Sensitivity Knob. The purpose is to train the
student in handling these two without over compensating. The coach holds
the cans and changes the needle around by squeezing the cans and taking
fingers off and on the cans. The student is to keep the needle on the
dial at all times and as near to -set on the dial as possible.

When the student has become proficient at keeping the needle on the dial
at all times, not only at sensitivity 1 but at 16 also, you then call
out various positions of the TA and sensitivity you want the student to
move the knobs to. The coach doesn't have to be on the cans for this 2nd
step of calling out positions of both knobs. This is done until the
student can move either knob without error to any position the coach
calls, quite rapidly. The last step is for the coach to move the knobs
himself and have the student declare the position they are in, to insure
that the student can properly read the positions, without hesitation.
This last step was known as EM-7 by the Hubbards. This is an excellent
time to train the student in moving the TA only with the left thumb.

EM-8:

Recognising TA motion and No TA motion. Its purpose is to get the
student to recognise these two phenomenon, and to get used to the idea
that when the TA is moving he needn't do anything, but when it is not
moving he should be doing something. The coach silently, while on the
cans, reads some moderately exciting material, and the student notices
when the TA is moving and when it isn't, reminding himself when he
should be doing something or not.

EM-9:

TA motion and body motion. Its purpose is to teach the student to notice
the difference between the reaction of thought and of the body on the
E-meter, and also that the TA should not be adjusted until a body motion
is completed. The coach should laugh, squirm, breathe deeply, sigh,
yawn, stretch, move the cans around, grip the cans, and so forth, until
it is obvious to the student that these are recognisably different in
character of reads from those produced by thought. The coach should make
sure the student doesn't adjust the TA during a body motion.

EM-10:

Tone arm blowdowns. (abbreviated -BD). Its purpose is first to define a
blowdown as a sudden movement of the TA .2 of a division or more in a
downward direction. This is marked on the worksheets as -3.0- 2.8+ as an
example. The second purpose is to get a student to observe and mark them
down on the worksheets. Thirdly, the student should note -That which
blows the tone arm down will produce further TA motion.

The coach reads a moderately exciting piece of literature so that the
student can get good TA.

EM-11:

Superlative TA Handling. This is to train the student to handle the TA
properly while asking a metered question. Specifically, the PC must be
still, the needle in sight on the needle dial, and the thumb off the TA
at the end of the question. If not, the question must be repeated, so
that one can measure an accurate mental response to the question. Any
moderate list of questions will suffice in doing the drill. The coach
complicates the drill by moving his body at the end of the question,
causing the student to repeat the line.

EM-12:

Needle actions. This teaches the student to recognise the various needle
actions. Eleven are reads, one is a no response to a question, and three
describe general needle condition. Thus there are 16 needle actions The
coach demonstrates what they look like, then has the student demonstrate
what they look like. In each instance this is done by finger pressure,
not by thought, as will be taken up in EM-16 All of these are measured
at sensitivity 16, of course These needle actions are listed in their
most general order of frequency and importance; and are listed by name,
appearance, and abbreviation:

Name and Abbreviation (for the worksheets) Appearance

Long Fall Blowdown - LFBD movement of the needle to the right all the
way across the dial, to where the
TA has to be moved down .2 of a Division or more to bring the needle to
-set
on the needle dial

Long Fall - LF movement of the needle to the right more than 1 1/2
inches

Fall - F movement of the needle to the right more than 3/4 of an inch
and less than
1 1/2 of an inch

Small Fall - SF movement of the needle to the more than l/8th of an
inch but less than 3/4 of
an inch.

Free - F/N or F/N Needle floats back and forth without interruption
(is also called a - Floating Needle)

Rocket Read - RR movement of the needle to the right across most of the
dial, starting out
slowly and picking up speed as it progresses, as in a rocket taking off

Theta Bop - TB a steady dance of the needle back and forth about an
eighth of an inch wide,
always the same speed and distance, moving 2 to 5 times a second.

Rockslam - RS or R/S movement of the needle in a crazy, irregular, and
jerky motion happening
several times a second from between one to three inches wide

Rise - R movement of the needle to the left on the needle dial one
inch or more

Tick - T movement of the needle to the right very slightly, less than
l/8th of an inch.

Stop -STP sudden stopping of the needle

(These are the 11 reads which are needle actions)

If there is no instant response on the needle to a question being asked,
this is called:

Null no response X

Three conditions of the needle can exist:

Clean needle - CLN A needle which has no reads on it, it just flows
back and forth

Dirty needle - DN needle which has reads on it, with no question
being asked.

Stuck needle - STKN needle doesn't move, is stuck,

The coach insures that the student can define, recognise, and produce
each of these rapidly without error or hesitation.

EM-13:

is more drilling on recognising body actions with the coach doing the
body actions as he sits behind you. In that it is improbable that you
will be auditing people that sit behind you, and you learned the
difference between body and mental reads on EM-9, this drill is omitted.

EM-14:

is Needle motion and no motion recognition It is omitted because a
person already has this skill in being able to see reads or not on
EM-12.

EM-15:

Familiarisation with reading an E-meter. Its purpose is to train the
student to recognise accurately with certainty when the PC has mentally
reacted to something asked or said The coach holds the electrodes, and
the student calls a line off a list. After it is called the coach asks
-What did the needle do at the end of the line? The coach sits beside
the student so he can observe the student and the meter. The drill is
complete when the student can observe and describe the reads at the end
of each line flawlessly.

EM-16:

The productions of needle actions. This is the most important drill of
them all because if it is done properly, the student will gain certainty
that he can handle any bank on anyone , in or out of session, whether
that bank belongs to God or whoever. Outside of my personal experience,
I have never seen it done properly, which is to produce that ability on
a person. The purpose of this drill is to train the student to produce
these needle actions on another, to recognise the fact he has done so,
and to show him he can handle any bank. The coach holds the cans, and
the student uses any type of questions he wants, along the lines of
-Tell me about a ? + or Recall a time when you had or were.+

The student produces the read on each, not just one, of the things which
produce each read. Thus he will produce five different falls with each
of the five things that produce a fall. The student acknowledges the
coach doing the commands, and the coaches communication The student will
see real, instantaneous mental reaction on the coach, and with his
questioning find how to turn these things on and off in the coach and
with other people out in life. These are the needle actions and things
that cause them:

1. A Fall: Losses, lies, present time problems, locks, and disagreements
with a reality.

2. A Rise: Non-confront, an ARC break restimulation, unreality,
out-of-sessionness, fear, irresponsibility, identification,
elsewhereness, dispersal, or confusion
3. A stuck needle: betrayal, anger, stopped, stopping, hate, fixed
attention, failed help, refused help, terror, or failure.

4. A theta bop: exteriorizations, operations, desires to leave anything,
violent injuries, or shocks.

5. A Rock Slams: committing the ultimate evil, being super criminal,
ruining everything, being pushed beyond ones limits to where you
couldn't stand it anymore.

6. A Rocket read: your this lifetime goal, the thing you want to
accomplish the most, or what never yet has happened.

7. A free needle: A time you got away from everything, a wonderful time,
a time you were very happy.

Naturally, the coach sits beside the student to observe that the student
has produced the reads, and the coach allows himself to be controlled by
the student in having this very personal material addressed. On reads
number 5,6, and 7 the student should let the coach talk about each of
these until the read comes off (turns off) Number 5, the rockslam, is
stressful on the coach so let him unwind it all until it is gone for
him. Prematurely shutting down a running rockslam is a method of killing
the person, so do not do that. The thetan (person) is actually
convulsing in and out of the body on it.

EM-17:

What makes the- E-meter read (disagreements), and cleaning a read. The
purpose of this drill is to teach the student that the E-meter reacts on
thought and disagreements and further to teach him how to clean a read
off of the preclear, and thusly the meter. The coach reads a bulletin or
literature while holding the cans, reading silently. The student
observes a read, notes what it is on a sheet of paper, and then asks
-What did you just read?

. The coach then reads the line out loud, and the student observes on
what few words the read reoccurs. The student then asks for the coaches
disagreements with those few words, and gets them verbalised and
acknowledges them. Then the same line is read aloud again. If the read
is gone the student then knows he got it off. If the read is still
there, he would continue to pull disagreements off those few words until
the read is gone. Sometimes it can take as long as 20 minutes.

This is pretty rare though. Most of the time the first disagreement
verbalised is what caused the read. The drill is complete when the
student can observe a read, find that same read by locating the
disagreement, and thus clean the read off the preclear and meter. The
student will realise that when a preclear thinks something, the E-meter
reads. He will also realise that the E-meter reads on disagreements, as
that is all a case is. Of course, the coach will sit beside the student,
to observe that the drill is done correctly.

EM-18:

Instant Rudiment Reads. Its purpose is to train the student to recognise
and call instant rudiment reads The coach sits beside the student, to
insure that the reads are seen, and marked correctly. Instant reads
occur instantly at the end of the last word of the command or question
with perfect auditors. In that imperfect auditors exist, the definition
of an instant read has had to be amended as follows:

-the instant read can occur anywhere within the last word of the
question or when the major thought has been anticipated by the
preclear...this is not a prior read. Preclears poorly in session, being
handled by auditors with indifferent TR-1, anticipate the instant read
reactively as they are under their own control. Such a read occurs in
the body of the last meaningful word in the question. It never occurs
latent.

These are considered reads. The only thing you consider a read in most
auditing and this drill is a Fall, Long Fall, or Long Fall Blowdown.

Ignore anything else. The drill is done by the coach being silent, as
the student checks these questions, marking either -X+ (no read), F, LF,
or LFBD by the numbers he has written down vertically on a sheet of
paper.

1. Today has there been a suppression?
2. Today is there something you have been careful of ?
3. Today is there something you did not reveal?
4. Today is there something you have notised?
5. Today has there been a suggestion?
6. Today has there been a mistake?
7. Today is there something you have been anxious about?
8. Today has something been protested?
9. Today has anything been decided?
10. Today is there anything you left unsaid?
11. Today has there been a problem?
12. Today is there any objection you have had to the room?

The student calls these out loud and marks down what he sees. Prior and
latent reads are not marked. Only instant reads are marked. The drill is
complete when the student can rapidly, easily, correctly, and without
confusion call the questions and mark the reads.

EM-19:

is omitted as it teaches the same skill as EM-18.

EM-20:

How to clean and dirty a needle. This drill will teach the student the
parts of the comm. cycle in auditing and life whether he wants to learn
it or not. Its purpose is to train the student what causes a dirty
needle and how to clean a dirty needle. The coach sits beside the
student holding the cans, with the E-meter at sensitivity 16, of course.
The following questions the student will be using on the drill (asking
the coach):

What is your name?
What is your height?
What is your weight?
What colour is your hair?
What is your nationality?
Are you married or single?
Where do you live?
Where are you from?
What is your occupation?
What types of work have you done?
Do you like walking?
Do you drive?
Do you like sports?
Do you read a lot?
Do you like fiction?
Do you watch television?
What groups do you belong to?
What pets have you had?
Do you like cats?
Have you ever voted?

The student will learn that the E-meter reacts first on the session, and
second on the PC's bank, therefore it is important to maintain a good
communication cycle and a good repetitive process cycle on the preclear
You see, the comm. cycle and process cycle come first, and what is being
run comes second. If you are not running good comm. and process cycles
on the PC, the E-meter will begin to react on this and not on the
process. Such reaction is manifested by a dirty needle.

Thus, it becomes very important to know what causes a dirty needle, and
how a dirty needle is cleaned, when it occurs.

The needle is cleaned by asking -What considerations have you had while
doing this drill?

, maintaining a good comm. cycle in doing so, and pulling considerations
until the needle is clean. The student should dirty and then clean the
needle in each of the following fashions.

1. Ask the questions before the coach is ready to receive the question.
2. Ask the questions in such a way that the coach will not receive the
questions.
3. Ask the questions in such a way that the coach doesn't feel he can
answer fully. (Intonation and smirk, not by early acknowledgement, which
is #6)
4. Ask the questions, let the coach answer, and then pretend to
misunderstand his answer by saying you don't understand.
5. Ask the questions of the coach and then query all of his answers by
checking them on the meter, asking further invalidative questions, and
asking further evaluative questions. Dirty the needle and then clean it
on each of these three separate methods, which are three types of
invalidation.
6. Ask the questions, but cut all the answers with a premature
acknowledgement.
7. Ask the questions, but never acknowledge an answer.
8. Ask the questions, but then answer them all for him.
9. Ask the questions on the meter, cleaning cleans (re-asking a non
reading question) at every opportunity.
10. Ask the questions on the meter, and miss any and all reads.

EM-21:

E-meter steering Its purpose is to train the student in how to assist
the PC in finding an answer to a question This is done by saying - that
each time a latent read duplicates the instant read that occurred at the
end of the question This is also a method of cleaning a needle, to just
say -that each time the read occurs on the needle until the PC spots it
and verbalises it off. The student tells the coach to -Consider the
events of the day which the coach does silently. When a read occurs the
student says -that. The coach then thinks a few other thoughts and
thinks the same thought again. When the read reoccurs the student says -
that was the same thought and the coach nods. This is done until the
student is perfect at it. The coach then thinks of an irritating area so
he will have a dirty needle, and the student cleans all the reads off
the needle by saying -that on each of the reads, getting the coach to
talk out each one, until the needle is clean, and the coach is satisfied
the student can clean any needle on anyone.

EM-22:

Dating, we will take up after EM-23 and EM-24.

EM-23:

Assessment by Tone Arm. Its purpose is to train the student to assess a
list accurately by selecting that item which, upon brief discussion,
produces the most movement of the tone arm. The student gets the coach
to discuss briefly each item on the list, The student listens, and notes
on a worksheet the TA motion on each item. When the list is finished the
student circles the one which produced the most TA action. Use this list
and question.

Which do you dislike the most?

a tarantula
a mosquito
a cockroach
a rattlesnake
a scorpion
an alligator
a flea
a shark
an octopus
a crocodile
a bee
a leech

EM-24:

Assessment by Instant Read. Its purpose is to train the student to
assess a list accurately and rapidly by instant read. The coach holds
the cans silently and the student marks the reads, after having called
off the question Usually one can cheat on this, as the read on the
question will appear on one of the items. The proper way to do it is to
call the question, mark that read, call each item, and mark its read. If
more than one read, call the remaining reading ones only over until it
comes down to one read. That action is called nulling. The student then
gives the item to the coach by saying -In response to the question (
question ), your item is ( item ).+ On this drill use this question and
these items.
What country would you like to live in?

The US
England
Russia
Germany
France
Sweden
Brazil
Mexico
Denmark
Australia
Canada
Japan
Italy
Spain
Holland
Egypt
India
Switzerland

If you have to do a lot of drilling on this, you can make up other
prepared lists on foods, colours, music, etc.

EM-22:

Dating. Its purpose is to train the student to locate a date with the
E-meter The coach writes a date on a sheet of paper from this lifetime.
The coach remains silent The student, by using logical bracket and
assessment questions, which he asks checking for reads, finds the date
and announces it to the coach First it is done with a this lifetime
date.

Let us say the date was May 9th, 1950 that the coach had written down.
The student would ask when the coach was born before the drill, and lets
say that was 1939. The student would ask on the meter:

-Is it before 1960?

-Is it after 1960?

-Is it 1960?

to determine the year range. The worksheet admin would look like this:

-60 LF
+60 X
60 X

The following admin would reflect the subsequent questions asked in
finding this date on the meter:

-50 X
+50 X
50 LF
(the month)
-June LF
+June X
June X
Before June LF
-March X
+March LF
March X
April X
May LF
Its May LF
-15th LF
+15th X
15th X
-7th X
+7th LF
7th X
8th X
9th LF
10th X
11th X
12th X
13th X
14th X
Its the 9th LF
May 9th, 1950 LF LF

Thus finding a date with an E-meter is logically accomplished by
assessing logical brackets and list to first determine the year, second
the month, and thirdly the date. One simply uses the -before, after, is
it method of questioning The drill is complete when the student can
easily, accurately find a date on the meter on another.

If one were to find a track date (EM-25), you would find it by exactly
the same procedure, but there would be more brackets, and more work, You
would initially determine how much work you had to do by finding the
order of magnitude. You would do so by asking the order of magnitude
question and taking the instant read.

The order of magnitude question is -Is the order of magnitude hundreds
of years, thousands of years, tens of thousands of years, hundreds of
thousands of years, millions of years, tens of millions of years,
hundreds of millions of years, billions of years, tens of billions of
years, hundreds of billions of years, trillions of years, tens of
trillions of years, hundreds of trillions of years, quadrillions of
years, tens of quadrillions of years.

It is extremely rare that you will ever have to date on the meter, but
the dating drill properly done proves all previous drills are in well,
and provides the student with a very complete confidence in his
competence EM- 26: Differentiation between the sizes of needle reads is
omitted as it is insulting. The student learned the sizes of reads on
EM-12.

EM-27:

Needle observation involves peripheral vision of the E-meter which is
irrelevant, as you should have it on a table in front of you, not 10
inches from your forehead, or 90 degrees angled away from your line of
vision. I spent weeks learning to read one held behind my body It would
have been better to have spent those weeks doing something more
relevant, I suspect.

Those are the E-meter drills you need to do and know to use this device
I have abbreviated and corrected them as a courtesy, to the reader.
best wishes, and thanks to Mr Filbert
tommy
--
"A being is only as valuable as he can serve others."
pth...@pacbell.net
http://home.pacbell.net/pthorn1/
http://wwp.mirabilis.com/232039 (icq pager)





--
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Homer Wilson Smith The paths of lovers Art Matrix - Lightlink
(607) 277-0959 cross in Internet Access, Ithaca NY
ho...@lightlink.com the line of duty. http://www.lightlink.com

================ http://www.clearing.org ====================
Mon Nov 28 18:06:02 EST 2022
FTP://ftp.lightlink.com/pub/archive/ra/ra6.memo
WWW://www.clearing.org
BLOG://adoretheproof.blogspot.com
Send mail to arc...@lightlink.com saying help
================== http://www.lightlink.com/theproof ===================
Learning implies Learning with Certainty or Learning without Certainty.
Learning across a Distance implies Learning by Being an Effect.
Learning by Being an Effect implies Learning without Certainty.
Therefore, Learning with Certainty implies Learning, but
not by Being an Effect, and not across a Distance.