LETTER TO MR. RICHARD M. HELMS FROM AMBROSE G. RASMUSSEN

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP75B00157R000100120001-9
• Release Decision: RIFPUB
• Original Classification: K
• Document Page Count: 35
• Document Creation Date: December 9, 2016
• Document Release Date: May 24, 2001
• Sequence Number: 1
• Publication Date: February 3, 1972
• Content Type: LETTER

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RAYVOLANT
P.O. Box 4022
TOHRANCE, CALIFORNIA 90510
Ambrose G. Rasmussen Electro-Optical Designs
Owner-Manager Technical Consultant
Feb. 3, 1972
Central Intelligence Agency
;dashing ton, D. C. 20505
Ref.: ltr dtd July 22, 1971
Atten.: :ar. Richard 1E. Helms, Director
Dear Sir,
3ub.mitted herewith is a complimentary copy of a design study
entitled 'The Delta-i~abla Idiom and a Colloquial 'tdord Polo
Game, Instructions and Directions for Entertaining', which
references the academic study 'the Delta-i~dabla Four Hypothesis
of Evolutionary Involvement' submitted on July 22, 1971.
The design study includes product design information and text
instructions towards implementing the hypothesis as may be
Within the interests of the Agency.
'._eproduct i on of the enclosure for Agency/internal control may
be m.:-de as rec_uired to agree with a corresponding number of
copies ::ade of the academic study previously submitted.
yours very truly,
Ambrose G. Rasmussen
;,Manage r
1 cpy, design study, 'The Delta-Nabla Idiom and a
Colloquial `lord Polo Game, Instructions and Direc-
tions for Entertaining,
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Ai?]) A
COLLC)QU'J_AL ) POLO
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For want of a better 'riarie and title, the delta-
71^ bo..revii-th, is a des_i_-;n
study oriented for ._ d s further study and for
no er7-?'~~; reference as &. possi'bl e project for
manufacture of a prod e. t, the de1.taa--nab1a -1 C1ien
itselfe
The text, C: Ltri iii n.ii,,,'~al U22, 7"` y be required
for both uric en i neer and the cu.sto? >r s' -u -0
the ma:,u~: ct~,red a--I-t-i cle be sold co _ncrci-o.i )_yti
A r
'Gft'.rG .C:.' !.Or eZrr^..lu:,'t1.3!c, t}1 e-' des-C-n s- sF i.`>
a study and reference r?an7~_'. entitled "The
T
Del ta.--,T ~.bla Four Hy-comes; s of _E olutioxia. -y-
iS O
IT T _VG'2?tG~ 2`G" ;C 1`y A'1tpr0`"a C, 'I a:;r'7s se s
0. fox '-022, ` or ance= California 9051.0.
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`i'111'1,', C CO ;i ;, C S
Pro: cc
Part raa ph
Paragr. Ph
Paragraph
Paragraph
Parag- ph
4-
5.
Page
i
IntroduetLon 1
DC,-; -11 P i of 'L}_~; De7_ta-- ab1 a Idiom I
The Dc:~_t ?Nahl~ Tdio.'l _',i? ert1ined 3
Title C,-:3.7.'Q Lit: i".al'' :-'or 31g 4.
t}a.c Delta?-i abl s IdioY!.
Perso m ie1 _',equired for Entertaining
the Delta: -;; bZ a, Idiom
ParaErF,
Paragraph 7
Paragraph 8
Paragraph 9
Pa ragra:,ph 10
'aragrapyi 11
1
Appondix
Illus trail one
Pro _r_ a,I? it or }nti;oori..:init 6
the a)Ul G~'.--JabIa IdiUI,1
Procedure for t,'ntert .:irl .ng the 7
Delta-Pa'u'la Idiom
Corollary Of the Delta- abla Idiom 8
with the Center Delta Linked Delta_
T abla Four Pigaro
Corollary of the Del'i? -i,T ihla, Idi c:1 10
with Established School! G?ade Le4els
- Totes Rega.rdin the Delta- IIabIa Id; om 12
Conclusion 13
Colloquialisms and Abbreviations 15
(I].lustra-tions are figure referenced
:il) . sequc1 =(. c; follo,, in{~ 6, he text.
(T,_ist of illustrations np iii)
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ji-Y'ST Oil"
.
Double Dock
Delt . is _ k1 h .Id i_om, -- Design, 13 - Double Dcck
Figure 2. - D'~_t- !ch]a d De ign Doable Deck
rl'4,i)i
Pigu?'e 3 - Delt,-,:,mi abla Idiom, Desi l-, C - Double Deck
Bloc',: Diagram .. rl', p is l
Figure C. - Double' Deck
Figure Idiom Design D ?" Quan.ro Deck
Figure 6 . D It -J a b `ii l~ c~ o ,. r:i nt, Schematic
Single Deck Tymical
( Sheets 1 t~iru 8 )
Figure 7 c - Dcl ta- la1) 1, 1- Idiom Tiring Schematic -
Single Deck ?-? T,rpical -, Center Delta
Test and Tell Sv i tai Configuration -
Typical (Sheets 1 thru 2)
A C-h
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11 01-s
L~G
! -ice
DE,
i) .i.
COIJ1iOQ1)! ~~!, ./oH]) POLO ?AI]E
1. I'' T?IOI)UCl11_J Ltti.
1.1 The delta?-nahTa idiom is an ins tru.":}en t for motiva ting
compositions co rver'sa t i. on and vocal e p,,ess,ion~ of the many
variations o= the sociR ph _1.o ,ophi.c:~.l. scene; at home _ at work
and at school within a meaning of re i_evancy with form.
1.2 The mo tiva Ling feature of the delta-nabla idiom is the
cross referencing of ready or researched infor',natlon with
information available from G Lher sources `Within a, form that
is evoluti o?."'-v.Y`y towards an (,i) joe-'C?ve and common to languages
respective to Ca ch other, _iYtCs1.1l itl~? 1.1_f-`hcc'c
1.3 A collo ui:1_, iYOr'd po_! o g l `e g ()I C ?)l c neC1 or spontaneously
occ rr'iilg ?hit C C rater G .1:'iin`' the del L n._.-.,bla idiom may range:
over indefinite pc:1`iods o lime, Depe'!.C7.'i dig it )071 the subject
selected, it w_il_l_ not be unlikely that the game v:i-i 1 resin t
in one ti-t;le card becoming ill_um
jec t or TIC) t e clu _ir a. proao 'tionm.te d.e-eree of
-11
l P: e c o?:} .: onCMA, -'t. s time
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Ti.? b ] rte fr, `, ?
3.1 The del l ??-lnabl a ida as is cx Len ta_i n ~ d prim, a ri1_y by pre-
paring; and vocally ef:pre - inn t'r;.e coup i_ :ted_ pictu:,: e-par graph
at the co nCiusjon O E c"t.t h prof ram;. The summary p:iCtL'_. E
graph is 1, .sed upon t1 tl_e: of topics tip-:t are illuminated on
l
tie 'tit; 1 e card panel. Titles a_ c -.,lords or ',Ta-'d pl1'_'ases that
have 11. ter ',ry import-L- nc'e to pens C)r S at-Id have
the cbsrect nistics o.,.-= do1'htq t-1-10 know or t e unknown. The
printed, typced, or electrical pr ii;.t-out of words or ";ord. .
r
phrases are provided fror'i a library file and illur _l na:ted.?
during T)ro ari C'.ctivities.
3.2 The title card paanel and a del_t .-na.bla fol--r key pane*
l.,
tot-,ether with a respective switch panel Lr%. 7i "Eii?F').'! l? for
li ;h"iin the title cards s pro- vide,,, a
isu .l reference with
all. o t h r ti tl e c a, r c. s r ti t.1e ~ L. s a. J o z "t l es f or a c'
p J. c t ~ U . pE. rs oli.;
0.I i S ~sUC_1.~d_ resolve of a. giver s_,lu jest arid the acne Esi ni -['ica.nt,
and leaP(c).r n L tOp) i CS -U b. at; a.t'e; l( rev bey related. to a subjec`t",.
The dE 1_t^ -na.;Jl_a foul' key panel provides a re C?y r e 0
efe et1~
the eerier c~-elt:~. linked (1_o,_t;a-na bla four figure.
3.3 The title cards and the Ire`' are 1. I_iil:;!i7?B.teC1 by
7'?oans Of, the pu l 1 ? 'G' O:rl s', _i_'tches on the switch pa.11el during
program activity. As each title c rd is i ll-w-i inated ~ the cor-
rel of each subject-delta and topic titles
becomes a.:)paren"L as they may have an association with other
delta and nabl^. f-i__e res and to i c tii.tles, or the absence of
for "'_C t1 tles, tow rds the compos .tion of a form al COIi prehen-
sive piCtU s,-Lil r..iary at the conclusion of the pr o-
r1.
3.4- The delta-nab la four key panel raa:r have a switch arrenr;e-.
mont o: test and tell switcy!es. The test and. tell Switch
arrangement is designed to be optional on sonic models of the
delta-naable idiom, and ;Ihich. may be defined as an ar07'c.nge-
n - nt of s?,:ri tches for setting the stage for a, pro,rare.
3.5 The test and tell. s;-!itches provides for establishing a
basis for progress with pointed impromptu quest ions of person,
tense a. 1d pre: ogat:i_ e that do not have to be answered directly
brut are questions 't~ha t should be brought to mind, as concerns
the subject.-delta. odels of the d.clt~i--nablaa, id.iolrm t}iat do not
the sub ject--clelte test and l_ itch ar. . nger~_ r_ may have
substituted ?: very):-l resolve of the iolloa, ing before proceeding
to push--button s';:i-tch on the s',itch panel.;
for subject topic "i" - who, ;,1l,atr when, where, how and
why; arid, to wh t extent*
for subject topic 111311 -^ 1st person, 2nd p'ers ons jrd. person!
past, present '11`1 ~ e
for subject topic "C" life, ??7'E seil ;, d{)_, i s ~C, t, t' xes
a nc_ o 'k .
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3.6 The sw:!. Leli 'c nal. T n?h--'hr tom a':. fiches ;`1 thru 116
correspond to title card positions on the title card panel
having a like nuaber locations and key lights on the delta--
na.bla four key- panel; and sgitchcs 117, 113 and ;:ri9 corre-
spond to a like air 1b t:` of key lights on the key panel only.
Lamp, or readout 120, provides the luminous or numerical
reading of the co?'mlcted picture-paragraph,
4. TIM C_ -M J IJi_-tttR FOR :i;i.T RTfJI:Il''.G THE DELTA--TB BLA IDIOI:'I
4.1 The library ~ r, r for entertaining the a
d cl-~ a-,z.~;talc.. idiom is
comprised of various forms of i_nforma-t;_i.on input. The limi-ted
input form herein described consists of a library of title
cards, or the electrical print--out of, words and word phrases.
The title cord file may be comprised of the followi? :
a. Title cards made up of separate words or word-phrases.
b. Title cards made up of delta- and na:. bla - figures of
c. Title cards We up of complete delta.--nabla four panels
r
of words or word-phrases.
d. Blank title cards for write-in or type-in of words orword?-phrases ,
4.2 Title cards may have variations whet can include code
nun her cross reference to a sub j ect y or ca, talo"ue number
reference to a subject, or variations multiple.
1.3 Title cards are preprinted, or typej or printed up on
the spur of a moment, on transparent or translucent plastic
or parer c=rd nnterial suitable for mounting on the title
card panel.
4.4 Title cards are filed in an alphabetized or numerical.
order respective to Catalogue or as may r
~. be referencen F and
are drawn from the library and mounted in posi tion on the
title card panel during program activities.
4.5 Other forms of information inrut for entertaining the
delta.--nabia idiom may include the following:
a. Touch (Braille)
b. Touch (temperature)
c. Pictorial (illus Lrmt:iv e )
d. Snell (scent)
e. Sound (hearing) or (silence)
f. Taste
4.6 Reference m terial for program activities may include
the followin-
a. Yard dictionnries.
b. Tees-=ti nus Of words or word nbrases.
c. Cl rcl.e?-"scheme s t,uo_I_aae
A i)
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5o PEil:3O :J'hL !i!.a!)ljI..?Wh MO E l R `l1M ft r'` TAT 3 A IBIW''i
5.1 The del tom?.-nabla idiom any be entertained during any pro-
gram program variation , C
~;r~3.Iii by person or groups of persons
referenced in the following
p",?.,r"';'[~phs:
u-
5.1.1 One (1) per son s i ngn ;,r or one (1) person plural who is,
objectively speakin ~ p!rr.: ] ty oriented, providing or comparing
vied: points of both the first and second persons and applying
patterns of discerh for both banks (opposite or adjacent) of
title card panels of the basic ;?c1ta--na1.la idiom, and preparing
either a single (1) or two (2) 1, , re--p ^ np ~_e ~,l:lL..~..=t.':'g~C'csummary summary (,`o1,'lpo-,;
v
siti_ons. (A single or a double deck dolta.--nabla idiom is thus
entertained.) (;refer to Paragraph 2.3.)
01.2 u0 (?_ singular who . t l r
5 persons s:i.ng _;L._~ riare, objectively s~,e,nking,
first and second persons, each providing the other with points
of discussion ':, Y! ~ d_ reference by reference to his own title card
panel, and the other title card panel is observed or not ob
served, seen or not Seen.; each preparing a single picture-
~ .3
paragraph summary composition. P.r
p=^. ~ (Refer i ~o Paragraph 2 ~ )
51 Two
.l.5 (2) groups of person: singular who are, objectively
speaking, first and second persons; ^n
-- each 1 haveing a s~-~oke,~,n~..
and each group pr ovi.d. 1n' the other L group with points of dis-
e ..11Ci r~.'~0 -
cussion reference // 7'~? ~card panel and the
other title card pane"1_ is observed or not observed, soon or
not seen; each group prepaying a single picture-paragraph
summary composition* (Refer to Paragraph 2.3. )
5.1.4 Four (4) persons singular who are, objectively speaking,
first, secoAd, third and fourth persons, each providing the
other three
persons with points of discussion and reference
by reference to their own title card panel, and the other title
card. panels are observed or not observed, seen or not seen;
each person preparing a single picture-paragraph summary "
osi-c_io_l respective to his own title card panel. ('defer to Para-
graph 2.5. )
5.1.5 Pour (4) groups of persons singular comprised of from
one (1) to more than one (1) person who are, objectively speak-
ing, first, second. third and fourth persons, each having a
spokesman, each group providing the other three groups with
points of disc ssion and reference by reference to their own
title card panel, and the other title card panels are observed
or not observed, seen or not seen; each group preparing a
L
single picture-pare rEiph summary composition respective to
their own title card ^ : S fe_ to Paragraph 2.5.)
5.1.6 W out (0) persons singular , or four (4) groups of persons
slntular, each engaged in circle--sphere studies towards the
pre-: ra _on of a -~ si:1.li e pic%l.cc -
- ~.,r ,a1 g~'acl ~ `u
, 1=:1 y composition.
Two ~(2), or three (5) 'C,.-.Sic double deck d.ei to-n 'oin idioms
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may be regvired. Or monitor f1 f'\:
_ sGlv ci? program nn:)_.ZCn. tI(-l n:~~
involving circle- re studleo o this type and form of enter--
ta_l.!?ing the del t`' i%:01.a Wor. T ho re _'1
;~ 1i'`i?;' p__C L,1Lrr'-vj,)`?.ra{;iJ.p'~l
slm1 ary composition will to typical as that for one (1_) person
plural. ( iefer to i'a.ragrapilc J2.5 and 2c3s )
5.2 Critique preliminary to any program or program variation
entertaining the del idiot is, that, a first person
addreosing a second person may want to real
_ _ _i_ze; on the basis
of the delta-nabla four hypothesis of evolutionary involvementp
that a thirds a fourth and a. fifth person is presents The
third, fourth and fifth person C-':n be defined as one of f1
following (allowing for the plurality factor of each individual):
as The first Dcrson who initiated a dlscussione
b. A person who is not real (fictitious)
c. The delta.-'n bla. idiom
d. An audience seen on not scar.
ec The person who OI1i:1.ud.:::> the reSp2G',iv e activity
or pr ogr am o
5.2.1 The identity 'i~ ca.c1 ! person would ~ thus `~' be .~
of ptom,!'" deu designated as:
X, t Y , ! X1, Y', and Z for any two party conversation.
5.3 A subject study can include any side or segment of any
side, or point of any delta or nabla figure of the center o_cl.ta
linked delta--nabla four figure.
~ i i "I J - J PO.L 1Jli_~~i11_ ENTA .,TY .__~.lI ~ih N ` riL;1_B 1 !f1 y rl
6. 7 PkOckti._ " THE ~iS_..111-1 -.,T r,~- MOM
6.1 Programs for entertaining the delta--nabla idiom and gen-
erated with reference to Appendix C of the del.ta.n Lbla four
hypo-thosis of evolutionary involvement are;
a. Preplanned programs.
b. Prot rans progressive with development of a specified or
an unspecified b 1ive. A ojetg program having an unspecified
objective will omit title card L13 until resolve by key 017, WlS and 119.
c. Programs revised on changed during activities, dependent
upon program outlook.
tote: Separate oc,ra.ms are described
.~~r~ for entertaining the
delta.-n abia idiom
_ as may be conforming to the singular center
delta linke d del ta--na.bl_ four figure of the delta-nabla four
hypothesis.
6.2 A prepla.nned program is typical of a particular lesson
or course of instruction or study. A singular dank or double
deck delta -nabla idiom is e ?oloyed and complete delta-nabla
four panels of identical title cards would be provided. for all
panels o- banks of each del ].o id io! while entertaining
prepia; ned programs.
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..
>.3 A~ pro ;_C' a m p 'Ogre iive 7i 1l,! d.Cv 1C1T):``.1C 7 t is typical 01
mounting first the title os-. d for the sub j c t,-del_ 1, , v is L1,
Or l.-,h Ling the subject ti e transposed to i,l, of a, par-
ticular s ub ject-delta , on ,he title card paI1^1; and p.-I
oceeding
from push-but-ton 1i, ht switch mounting successive title
cards as each title card Ii.,. ht blank is illum:i na. ted. Needed
reference and. motivating encouragement for self ctin~g the next
and subsequent title cards, to ards the picture-para/ raph
composition, is rrovided by discussions, v.'o rd-play, and circle-
sphere studies either -~!i Lh. the aid of additional delta-nabla
idioms or by individual initiative.
6. ; Prograans revised or changed during activities are , in
effect, a combination of p ?eplanned programs and programs
progressive with development, with activities detour nilig
the necessary title selections or changes towards the pie--
turf?-paragraph summary composition.
P~.OC_,JUJ.L i f is Dig ,T~:-iIAi ICI01'
7.1 The procedure for entertaining the delta-nabia idiom
towards the preparation of a picture-para.#raph composition
at the conclusion of P. program is as follo-:,is:
7.1.1 Voicing, or e< press. ng silently or with sound, words
or word phrases having sign. _i ica,nt meaning to a person, or
per sons, not excluding ones' self.
7.1.2 Selecting the subject, subject-delta,, and topic title
cards respective Of the words or i.,ord phrases expressed, and
mounting then at respective locations on the title card panel
in an order typical of the order described in Appendix C of
the del to-nabla four hypothesis of evolutionary involveme;rIt,
and depending upon the program selected. ('defer to the study
entitled 't 7.e delta.-nabla four hypothesis of evolutionary
involvement' . )
7.1.3 Observing the alpha-numerical order and. following the
sequence of lighting the title cards or. title card blanks,
per the alpha-numerical sequence of push-button s-:! tches on
the switch panel. The center delta test and tell switches, or
the substituted pointed questioned resolve of t_? e sub ject?_
delta, A, B, and C precedes the numerical order of lighting
the title card panel. 1;oted., however, title card manel lights
for Ll, L5 and L13 will illuminate as the subject-delta is
staged. (Refer to Paragraph 3.5. )
7.1-A, CGS+,su a.l voicing and informal discussion) ord--clay or
verbal circle--s here studies of ti e be green
each title c?rd lighting oreration. Any title card blanks
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ill ..:i.-?o tcd II o~' co:~~.- : e s to 1),- ti tlec bcJf.ore _nroce dJ.nf~
to she next nci ear( nlf,hber. If cons( _tuent
e>..trc;ic; become an -int~':r- t r jc -T_i.~i 1A '
ue I ~ti la. i.c,.ior:z rna.v 1e
ente- LeJ ncd. i'or each study. (E'Lc fer to 11aragraph 5,1.6. )
75 Casual ;'.rc for the second, or third, or foarth banks
of title cord. pr ',nels t''. at, voiced _ end ~, '. icli nay not
arc > ~ ?" nay or
CO:t'..'ES1)Ui1G whin the Sub eCt-de l . an ,,I tc,)j_c titTes 0-11, ' e
first b.-,n1;_ of t:? tic card ti i,l_es, observe(:; Or not observed,
seen or not seen.
7.2 An a l or:a"tl_a t 10U. h pre ;r'E) ~s~_Z ely s, nchro71ous and
S i7ii).1_'taneous progr='il; bet!,ec'n1 and 1:%i_th. -respect :1'U?.? other ies
of discl1SS_.on and. ploy Con be realized towards the co_o,,,-)ositJ.Gri
of de LIU co- jl:ar'. rap'_r1 sun.i 1a_r'i es for each bank of title cord
t bpl,es c "t' of '1 @~'.C'
11 p!'0!~1'aI"l.
7.3 1, s in-].e summary comnos _ lion enC;or pass-
in ; a four dcci: de-e ta-ssnab1c. :ic..o.;. nay be an objective,' Should
i.l:LFi be tr1c' C2.Se f. i,f1E' 'o--y- would be entertained . for
Sep rate S Gt:!Ci.7_C' 0' res eG t:i_ve C:Lrcl_e-'SO'iore co-,,-,-s ,i tuent inter
est;-, f o11.oa,an s Gan Edo ,.e, placing;
t''; e n on. o1, t cr c~ c r ~- e t c
er esc ,ih;7- t' fi ar re-.
Snect?1V to perso:'7., t'?~ foil C'. i.?1 m ?j .1So be 1thc0re
a '_
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C) e 9 c 1 r, ~. c l). -'.C (-)n l ;-', r. i ST rl t; -f-?
Z
8e9.2 Upon an ac ivi ty, a per on `iovld. be
_de tiff e d
at point ;mot 17i1f hor DO Cons i.d ers !"1i. ?1se1.f at a .lay one oer
pr L :tt? po l1~. location or note The pro 'i'eSs i on of
events l0`tii%?._'t7 a resolve i11 o__ EC civi r LIMB evolve:, iroi]I
point lit s to ailu though points t , XI, i' and then to Z.
8.9.3 s: e-!'t.ex X, and vortex I may be said to be, con ers C"t' on
the s r'le 1 c el, ands a ] hone h + (y may be heard by a.11- others,
Co]' it nicL L10-i1 is by linct31 direct ;7ith I:1ore cone rn Lo:-' Z; and
d-~,,clls on the details of )'Lt and. Xt', which are n.- la i/~2 and
ni'.b1.a
8.9.4 Vertex Y1 and vertex be said to be conversant on
7 ?1F' _~_ e , c^.Sl".' , a t'"S.ou`;h they may he heard by all O"th 1 S ;
cc_::1 n"i c c_ or is by light line over the top so to speak with
concern for de ate pro and con, (usu.a.lly concerning Z but
cir:el_1ir,,; or the details of "_ , and Y' r which are delta i' and
delta, s; 3 E ) .
8.10 The theoretic,.]. conversion of a person thus is defined
as a, technical. description of one cerl er delta. 1 inked delta.
nabla four figure, or, a single deck delta-nabla idiom,. A
double deck c.elta--nabl< idiom concerns two (2) person, and
a ouadro deco delta 'nab1_?, ?_Cio?".1 concerns four (/,'-) persons.
8.11 Upon enumerating all constituent extremes (poip-1,s of
circle-sphere studies encor,lpassin/ one (I) center delta linked
delta--nL,b.la Four' fie,-are, 2, total of 100 sep .r..te points are
found to :?take up a, complete figure (Person). ri:Ele 1.00 sc n te
points are T ound as li_?ghts , flip--"Flop c: onnecti n~ poi nts and
o=re lamp provided in the -;Tiring di gram of the single deck
del La~na.bta idi.a?:t (F_} lure 6 )
JA Y l (l- -?`i :1 J n .U .1 ? f'1" 1-., ry (-t _ - ~.~
0 1
" ~ D , ~_:;- .~ i IDICI:i ,,T.~ ~l IXIS i~sL1:.51 L
SCIIO L LT_ .''. - L1,NELS
9.1 The relation o_" the cen"ter" delta linked delta--na.bla four
fi.gu-ce 1'1%th the i?.L'_ itber of alp,-ha--nur i eric~'?.l 1 i t s';T1 tch es of
t',e delta-naAbla idiom is noted and found to be unique, coi'res--
c;~']~"
pOn(k 1=ci (~ o , if not tii' e Srte establiS ned. s f1 r ^- G
levels. .Toted, are a :,otal of i;`;7en y- four (24) ircrCD_ -1
e--
Meni`i;S o=r' s-G e ,,s f?1~OI'1 thie -on-wer s`,7i.tch to -.nd including he
.
or rc:C?.(.0 . t. 1'.1 .'C i s ~f1 tli Tl. 12 j i tGi_ r t
1 l S .S
t r ;e 8.1?) 1''.a,b iical. _Li C- t't ch des I i." i ons ne-
t' e?.1 (19) nus'.b ;red _1.i' alt Sv:1-t
eb
des~i ;nations.
(c) AGli
1
0
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902 Toe in t,errc l..`'., 1, on.siiin of al! noints and sides of the
center delta linked del u%i?Aabla fo,;r figure as de teiled
and represented as l..:i.ghts in the illustration of the d.elta-
nabla idiom WgUre 4) and I t reference to the wiring,
schematic (Fi?;yre 6) beers notation o~:= the correlation of
school Crude level designations with the del ta---nabl a idiom.
9.3 The subject--delta (or center delta) initiate A. B and Of
can be i "iternalated as corresponding to pre-school levels, or
subject material At is or has to be le?arniedo "IA" designate
for subject, "" designate for capability for learning, and
"C" for studied research.
9* 4 Pre-school C_on _-Lgij#;ti0;.1, cor.i;~ared with the center delta
3 ;,~ ':7 ~
~? ,.
As By and C as converted to the delta-ne.bla four circle of
involvement, may be transposed further mud ~' interpolated
,, to
ind ce: e that pre-school orient ntion should include, with
such meaning as the a. os of the students would allow, ' in
x
i ormation that would be covered specifically, at grade levels
ij2., 55, and 11 3.
9.5 Co :-:municat .om links would be noted by the illustration
of Figure 4:
9.5.1 An intercommunication link is established at the com-
pletion of grade level 3 and while attending grade level. 4
with grade level 12 c
9.5e2 An inuercon iunicn.ti on link is established at the com-
pletion of grade level 7 and while attending grade level 8
with grade level 17,
9.5.3 An inierconaunjcation link is established at the com-?,
Action of grade level 11 and while attending grade 12 with
grade level 4.
9.5.2 An interco 7 nnicati on link is established at the com-
pletion of grade love! 15 and while attending grade level 16
with grade level 18.
9.5.5 An intercoreunication link is established at the com-
pletion of grade level 16 with grad e level 1,
9.5.6 An intercorrienicatiori link is established at the com-
pletion of grpde level 17 with grade level 8.
9.5.7 An i nterco_: i:ueic-.tion link is e .tabli shed at the Gcom-
pletion of grade level 18 with grade level 16..
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9.: TI-,e- third o tee delta.- n;tbla four (1)])
corresponds to school levels ;9, ;;`10, and 11,12, not
,1 and ,
for ;e t, n '; t.C].e Y a level 24
Of ;: e evcl ; a__v_c versa, the
first figure (Dl) corresponds to school. level-; I'-l_, 'P, r3,
and n- with an in't roduc tion, or C07I3 :1~?_ili-C~"t1 on l.ir'_IC, estab-
lished with school grade level. R2.
9.7 The corres-uond:ing relationship of theory by long est a.b-
lisbed school levels precludes the si gnif'i_c.ance of the
hypothesis.
9.8 The delta-sna'ola idiom is intended to serve, but not
ta:1 e the lace of, tr '1e5, rd.
p e cou_~c__ ,~ schools professional with-
in an envi r onracut of peoples conversant.
9.9 The 1J1"tercor1;il??17_C#'.'t:l_on lin between grade levels 4. and 12
may have a.:n introduction for students at tc,-~,-ing both r de
levels by the following example e.:,pla:i_na.ti_o : Each student
of g r