Certified Practitioner
Noble Energy® Maps

One Page Summary

The entire program on one page.

For: Dr. Eleanor and the team

Everything on one page. The printed version is the Certification Checklist.

Program structure

Session counts

30 readings delivered. Plus or minus the elective, 6 to 30 hours.

The twelve required artifacts

Your own Noble Energy® Map, read and written up

Four Worlds Assessment, self, at entry and at exit

Chart Anatomy workbook

Patterns of Orientation workbook

Report Production workbook

Book report on one title from her library

Practice plan, 30 day, 3 month, 12 month

Client agreement, your own, reviewed by faculty

Referral list, built before your first reading

Program review, self-administered

Mentor evaluation, completed by Dr. Eleanor

Elective, one of six

The six gates

1 · Chart literacy. Notation, the eight layers and their windows, the ten printed charts, Foundation Patterns, color coding, the natal wheel. End of Intensive I.

2 · Patterns of Orientation. The sixty-four entries, and why Profile and Lines are not interpreted. End of Intensive I.

3 · Matrix filter and priority. Which Gates form Channels in each World, and correct Channel Priority ordering. End of Intensive II.

4 · Practicum and conduct. All logs complete with the two practicum tiers logged separately, anonymization standard applied, client agreement and referral list in place. Wk 29.

5 · Report portfolio. Three reports marked against the Template Specification by the Program's report marker, countersigned by Dr. Eleanor. Opens wk 27.

6 · Reading portfolio and oral defense. Three recorded readings, each with a written rationale for what was omitted and why. One defended live. Wk 29–34.

What the credential confers

Conduct paid readings of Noble Energy® Maps

Produce and sell reports, and use the designation and mark, under annual license

Directory listing, continuing education, and the practitioner community

Report fulfillment at practitioner rate, optional

What a graduate may not do

Diagnose, treat, or advise on any medical or psychological condition

Represent the work as clinical, psychological, or medical care

Make claims about health outcomes, or read a chart to decide a medical question

Continue a reading once clinical material appears

Read for anyone under eighteen

Refer to a licensed clinician, and tell the person why

Elective, choose one

Advanced astrology paper · Relationship report case study, two charts plus synastry · Longitudinal case study, three subjects · Teach one recorded lesson to the cohort · Facilitate a community practice group · Additional self-study workbook, submitted

Pricing

The paid-in-full discount is for direct payment, not financing.

Terminology

Every short code used in these documents.

For: Everyone

The short codes used across these documents, in one place.

If you see a code you do not recognise anywhere in this folder, it is on this page.

The five code families

⚠ Note that A does two jobs. A1 to A12 are the artifacts a student hands in. A1 to A22 in the Decisions tab are things for you to confirm. They are never in the same document, but it is worth knowing.

What Recorded Core means

Twelve recorded lessons, thirty hours, watched by a student on their own rather than in a live session.

Each one has a week by which a student should have watched it, and those weeks appear in the spine.

The rule that decided what goes in them: anything that already exists in your material and does not need a live room.

Which is why two things are not in them. Nothing from Intensive II, because that intensive is blocked on the four gate lists. And nothing from Gate 6, because a recording of you explaining a reading is not a recording of a reading.

Terms that mean something specific

The Three Intensives

Twenty-four sessions in full.

For: Dr. Eleanor and faculty

Version 1 · 6 August 2026

SECTION 3 — THE TWENTY-FOUR INTENSIVE SESSIONS

Two sessions a day, four days, two hours each. Sixteen taught hours per intensive.

Day shape. 11:00 opening block, 30 min. 11:30 Session A, 120 min. 1:30 break, 45 min. 2:15 Session B, 120 min. 4:15 integration and what happens next, 45 min. 5:00 close.

The opening block differs by intensive. Intensive I opens on the candidate's own chart, because logs do not open until week 8 and there is no practice to report. Intensives II and III open on field reports.

INTENSIVE I · THE INSTRUMENT · Week 7 · 18 to 21 February 2027

Target: Gates 1 and 2 passable at the close.

I-1 · Body Map, Not Body Graph

Thursday, Session A

Objectives. State the Four Worlds and what each governs. Explain why one World is not enough. Locate the five components of the Mandala of Synthesis®. Derive four from two from one.

Source. Beyond Human Design pp.1 to 3 and p.84. Living From Soul Ch.2 to 6. Astrology Essentials Part I, Sacred Synthesis Components, and Part III with Illustration 4. SOURCED: Astrology Essentials opens with the Mandala, so the frame precedes the mechanics.

Teacher does. Opens with the thesis in her own words: Human Design maps one World and you live in four. Names the two itemised omissions from Beyond Human Design p.2. Draws the Mandala of Synthesis® and names all five components. Walks Yang and Yin, one becomes two becomes four, so the Four Worlds arrive derived rather than asserted.

Students do. Label a blank Mandala with all five components. Write, in one sentence each, what each World governs.

Exercise. Pairs. Each names a client who did everything right and did not change, and says which World the work was done in.

Materials. Mandala handout, blank and labeled. Illustration 4. Four Worlds reference card.

At the end they can. Explain the system's architecture and its derivation to a skeptical colleague without a chart in front of them.

I-2 · Your Own Chart, Page by Page

Thursday, Session B

Objectives. Separate Design from Personality activations. Read gate and line notation. Identify the thirteen planetary glyphs including Chiron.

Source. Human Design & Health, Personality and Design Calculations figure, which sits in the introductory material ahead of the Types chapter. SOURCED. Astrology Essentials Illustration 10. Cosmic Secrets pp.17 to 18 for Chiron.

Teacher does. Puts her own chart on screen and reads the page furniture before any interpretation. Names every glyph. Explains why Chiron is there and is not in Human Design.

Students do. Work on their own chart, generated from the birth data they gave at application. Mark Design and Personality columns. Circle every glyph they cannot name.

Exercise. Individual, then table review. Every candidate holds their own Map on day one, which is the strongest available start and costs nothing.

Materials. Each candidate's own chart, printed and on screen. Glyph reference sheet.

At the end they can. Point at any activation on their own chart and say what it is, without interpreting it.

I-3 · The 88-Unit Rule

Friday, Session A

Objectives. Name the four units. Name the eight layers, their windows and their Worlds. Derive the windows from the rule. State the halving relationship. Distinguish eight layers from ten printed charts.

Source. Science of Human Design p.5, which gives the rule ahead of the Type distribution at p.14. SOURCED. Template Specification §5 and §7. The printed chart, page 2, for the Integrated Vehicles.

Teacher does. Gives the rule: 88 solar degrees, 88 solar minutes, 88 lunar degrees, 88 lunar minutes, before and after birth, where minute means arcminute. Derives three of the four windows at the board from two rates of motion.

⚠ One exception is taught as an exception. 88 lunar arcminutes computes to roughly 160 minutes and the printed layer reads 90. Taught as an open question, not smoothed over.

Students do. Derive the eight windows from the rule and the two rates. Label all ten printed charts on their own Map.

Exercise. Tables race to derive the windows. First correct set explains it back.

Materials. Calculators. Layer naming sheet. Both sample charts.

At the end they can. Derive the eight windows from first principles and name all eight layers with their Worlds.

I-4 · The Five Types

Friday, Session B

Objectives. Name the five Types and their mechanical definitions. State the distribution. Explain how Type differs by layer. State the over-99% finding and what it measures.

Source. Human Design & Health, The Types chapter, which follows the introduction. SOURCED, chapter order. Science of Human Design Table 1.1 p.14 and pp.5, 84. Cosmic Secrets p.16 for the worked layer example.

Teacher does. Defines each Type mechanically. Gives the distribution. Works Cosmic Secrets p.16, a Manifestor in one layer and a Generator in another, on a real chart. Then the over-99% finding: roughly 34% are Manifesting Generators in the Mental/Waking World alone, over 99% in the Integrated Body Map. Stated as what it measures and nothing beyond.

Students do. Determine Type in each of their own eight layers.

Exercise. Tables compare. Whoever has the most Type variation across layers presents it.

Materials. Type definition card. Distribution table.

At the end they can. Determine Type per layer and explain why a one-World Type reading is incomplete.

I-5 · The Nine Centers

Saturday, Session A

Objectives. Name and locate all nine. Read definition. Name the four Definition types. State that Center definition does not predict medical conditions. State that only the Mental/Waking and Physical/Biological Worlds carry the Solar Plexus.

Source. Human Design & Health, the Nine Centers chapter with a figure per Center. SOURCED, chapter order. Beyond Human Design p.2 for the medical finding, p.88 for the Solar Plexus, p.89 for intuition requiring Emotional/Angelic integration.

Teacher does. One Center at a time, using her own figures. Then the negative finding, stated plainly: medical conditions occur independently of Center definition, and language that treats an undefined Center as a vulnerability is disempowering.

Students do. Mark defined and undefined Centers in each of their own layers. Identify their Definition type.

Exercise. Scripted client questions. One candidate asks "does my undefined Throat mean I have thyroid problems," the other answers. Rotates through four scripts.

Materials. Nine Center figures. Definition type sheet. Scripted question cards.

At the end they can. Read Center definition across layers and decline a medical inference without losing the client.

I-6 · What Is Not Interpreted

Saturday, Session B

Objectives. Explain why Profile carries no inferable interpretation. Explain why Lines are a mathematical artifact. Name what replaces each. Decline to interpret either.

Source. Science of Human Design p.4. Beyond Human Design p.1. Human Design & Health p.124 for Lines and the substitution of the sign with its dwad. Human Design & Health places Profiles and Lines last. SOURCED, chapter order.

Teacher does. Shows that Profile occurs at exactly the regularity the hexagram structure predicts, and that frequency does not vary across populations, so nothing can be inferred. Then the general principle: what is mathematically determined carries no information. Then p.124: the sign with its dwad yields more specific information than Lines do. Names Thyrza Escobar and Pamela Crane for the dwad technique.

⚠ The displacement principle is ASSUMED as a general rule. Both instances are hers. The generalisation is ours and is marked.

Students do. Write the two displacements and their replacements in their own words.

Exercise. Pairs. One plays a Human Design practitioner arguing for Profile. The other holds the finding without dismissing the person.

Materials. Displacement one-pager. Escobar citation.

At the end they can. Explain both displacements and decline both interpretations, with the reasoning and the attribution.

I-7 · Patterns of Orientation

Sunday, Session A

Objectives. Locate the Sun's Gate. Read all six fields of a Patterns of Orientation entry. Name the sixteen Foundation Patterns, four variants each, and the six Pattern qualities. Read a Foundation Pattern as printed on a chart.

Source. Patterns of Orientation workbook, sixty-four rows, and its own header: statements for the Sun position and keynote instead of Profile. Template Specification §5 for the six qualities. Both sample charts for printed Patterns. SOURCED by substitution: it arrives immediately after I-6 removed what it replaces.

Teacher does. Reads her own entry aloud, all six fields. Then walks the sixteen Patterns and the four-variant structure resolving to sixty-four. Then reads Foundation Patterns off both sample charts.

⚠ Two open items are named to the room rather than hidden. The printed charts label everything a Foundation Pattern while the workbook distinguishes Foundation, Transitional and Changing. And the sixteen Pattern names are being checked for provenance.

Students do. Read their own entry, all six fields. Read the Foundation Patterns printed on their own chart.

Exercise. Trios. Each reads their own orientation statement aloud. The other two say whether it lands. The person is present, so the reading can be checked against what they already know, which is the whole argument for cohort charts.

Materials. Patterns of Orientation workbook, proofed. Pattern quality card. Own charts.

At the end they can. Read a person's orientation from the Sun's Hexagram, across all six fields.

I-8 · The Astrology You Need

Sunday, Session B

Objectives. Read a tropical Placidus natal wheel. Name house rulerships and sign keynotes. Apply the four color coding rules. State why birth time precision matters.

Source. Astrology Essentials Parts II, IV and V, with the color key closing the book. SOURCED, chapter order: the mechanics follow the frame and the color key is last.

Teacher does. Wheel, houses, rulerships, keynotes. Then Part V: two minutes changes the Moon, and the 90-minute Physical layer makes minute-level precision consequential. Then the four color rules.

⚠ Color is taught as ASSUMED. Three palettes exist and none is authoritative. The four coding rules are hers and are taught as fact. The specific World hex values are flagged as provisional.

Students do. Read their own natal wheel. Color a supplied chart against the four rules.

Exercise. Two candidates with birth times two minutes apart compare charts. If nobody qualifies, a constructed pair is supplied.

Materials. Natal wheels for all twelve. Color key. Blank chart for coloring.

At the end they can. Read a natal wheel, apply the color rules, and explain to a client why birth time matters.

Sunday 4:15 to 5:00. Gates 1 and 2 assessed. Peer dyad partners assigned. Tier One protocol issued.

INTENSIVE II · THE MAP · Week 18 · 6 to 9 May 2027

⚠ The four World gate matrices are a named variable throughout: [M-SPIRITUAL] 15 Gates, [M-PHYSICAL] 25 Gates, [M-EMOTIONAL] 33 Gates, [M-MENTAL] all 64.

Every session below is fully specified. The lists drop into the exercises and the answer keys without restructuring anything. Where a list is required, the session says which.

⚠ The order revises Pass 2 and the reason is logical rather than pedagogical. Pass 2 opened with the matrices and closed with factor structure. A candidate cannot filter Gates by World until they know what defines a World, so factor structure comes first. ASSUMED, with that reasoning.

II-1 · Factor Structure and the Four Worlds

Thursday, Session A

Objectives. Name the four factors and their Centers. State the Ajna and Crown dual membership. State the factor to World mapping. Explain the Sacral dual loading and the bridge it creates.

Source. Science of Human Design Tables 6.1 to 6.2 pp.75 to 79 and p.77 for the Sacral. Her April 5 slide, THE FOUR WORLD MATRICES. Her ruling of 5 August: Ajna and Crown are their own factor and also operate with the Sacral, the G/Self and the Throat.

Teacher does. Presents the four factors with loadings. Explains dual membership for Ajna, Crown and the Sacral. Gives the factor to World mapping and the gate counts, 15, 25, 33, 64. Explains the Sacral connecting the Spiritual/Archetypal and Emotional/Angelic Worlds.

Students do. Build the four factors from a supplied loading table. Map each to its World.

Exercise. Tables assemble the four Worlds from the nine Centers, unaided, then check against her table.

Materials. Loading table. Four World Matrices slide. Factor card.

At the end they can. State what defines each World in terms of Centers, factors and gate count.

Variable needed. None. This session teaches why the counts are what they are.

II-2 · The World Matrices

Thursday, Session B

Objectives. State the matrix rule. Determine, for a given layer, which activated Gates can form a Channel in that World and which cannot.

Source. Template Specification §7: each World reads only the Gates of its own matrix, Channels form only within a World whose matrix carries both Gates, and activated Gates outside a World's matrix are read as transit imprints.

Teacher does. States the rule. Issues the four lists. Works one layer of a supplied chart, marking every activated Gate as in-matrix or out.

Students do. Filter three supplied layers against the lists. Then filter their own eight layers.

Exercise. Individual, timed, against an answer key.

Materials. ⚠ [M-SPIRITUAL], [M-PHYSICAL], [M-EMOTIONAL] as printed reference cards. Answer keys for three worked layers.

At the end they can. Filter any layer against its World's matrix.

Variable needed. All three lists, plus keys derived from them.

II-3 · Channel Formation and Transit Imprints

Friday, Session A

Objectives. Form Channels within a World. Identify activated Gates that cannot form a Channel. Read those as transit imprints.

Source. Template Specification §7. CAPTURE: transit imprints exist as one sentence, unconscious predisposing perceptions, and need her expansion.

Teacher does. Forms Channels on a worked layer. Then the disposal rule: what happens to every activated Gate that cannot complete. In most layers that is the majority of them.

⚠ This is the thinnest source in the whole program. One sentence. Until it is captured, the session teaches the rule and states plainly that the interpretive treatment is under development.

Students do. Form all Channels in their own eight layers. List every leftover Gate per layer.

Exercise. Pairs check each other's Channel formation and imprint lists.

Materials. Matrix cards. Channel formation worksheet, eight layers.

At the end they can. Form Channels correctly and account for every activated Gate that does not.

Variable needed. All three lists.

II-4 · Portals

Friday, Session B

Objectives. Define a Portal. Identify Portals on a chart. Explain how Portals produce 148 Channels from 36.

Source. Beyond Human Design p.3 and the 34-57 worked example. ⚠ Glossary item: Portal means something different in the Triple Design Matrix, 2000. The 2024 meaning is current and both are taught so nobody is confused later.

Teacher does. Works 34-57 in full. Then shows how a Gate whose partner sits outside its World's matrix behaves.

Students do. Identify every Portal across their own eight layers.

Exercise. Tables build the arithmetic from 36 to 148 and check it against the book.

Materials. 34-57 worked example. Matrix cards. Portal worksheet.

At the end they can. Identify Portals and explain the 148.

Variable needed. All three lists.

II-5 · The 148 Channels and Channel Master

Saturday, Session A

Objectives. Navigate the 148 entries. Use Channel Master's conditional structure. Match an interpretation to the World a Channel is active in. Proceed from the primary source when Channel Master has no block.

Source. Beyond Human Design, 148 entries, primary. Channel Master, 278 conditional blocks, secondary cross-reference. Template Specification §7: synthesize, never quote either.

Teacher does. Reads one Channel across three different World configurations from Channel Master. Then Channel 5-15, the only Channel carrying all fifteen configurations, because Gates 5 and 15 are the only pair present in all four matrices. Then 19-49, which has seven for the same reason.

⚠ Coverage is uneven and taught as such. Most Channels have three to six blocks. A candidate who draws an uncovered configuration works from Beyond Human Design, and that is a competency rather than a failure.

Students do. Read three of their own Channels, matching each to its World. One deliberately chosen where no block exists.

Exercise. Tables take the same Channel in four Worlds and compare their four readings.

Materials. Beyond Human Design. Channel Master. Coverage map showing which configurations have blocks.

At the end they can. Interpret a Channel in the language of the World it is active in, and handle a gap.

Variable needed. All three lists, for the World matching.

II-6 · Channel Priority

Saturday, Session B

Objectives. Order a layer's Channels by Channel Priority. Name Channels completing only across layers or only in integration.

Source. Channel Priorities, forty-one entries, columns D and E. Template Specification §7: always name Channels that complete only across layers or only in integration, because these are frequently the person's highest priority energies.

Teacher does. Issues the sheet and explains how to read it. Orders a full chart live.

Students do. Order their own Channels across all eight layers.

Exercise. Individual, against a key.

Materials. Channel Priorities sheet, printed. Ordering worksheet.

At the end they can. Produce a correctly ordered priority list for any chart.

Variable needed. None.

II-7 · Frequency Is Not Priority

Sunday, Session A

Objectives. Judge priority independently of frequency. Work her Channel 30-41 case.

Source. Her worked example: in the eclipse chart, Channel 30-41 appears in all eight layers and is the lowest priority Channel across all priorities, ranking forty-one of forty-one.

Teacher does. Presents 30-41 in all eight layers, invites the room to call it the dominant theme, then gives the ranking. This is the single most likely place a self-taught reader goes wrong and the session is built around that.

Students do. Four constructed cases where frequency and priority diverge.

Exercise. Pairs. One argues from frequency, the other from priority. Then swap.

Materials. The eclipse chart. Four constructed cases with keys. Priorities sheet.

At the end they can. Explain to a client why the thing appearing everywhere is not the thing to work on.

Variable needed. None.

II-8 · The Integration Composites

Sunday, Session B

Objectives. Name the five composite Integration Channels. Explain why they rank above all thirty-six standard Channels. Identify them on a chart.

Source. Channel Priorities, where 10-57-34-20, 10-34-20, 20-57-34, 20-34, 10-57-34 and 10-34 occupy the top six ranks. Science of Human Design p.77 for the Sacral dual loading.

⚠ CAPTURE. The ranking exists and the rationale does not. Until captured, the session teaches the ranking as fact and the reasoning as her documented reading of the Sacral dual loading, marked as our reconstruction.

Teacher does. Shows the top of the priority sheet. Connects the composites to the Sacral bridging the Spiritual/Archetypal and Emotional/Angelic Worlds.

Students do. Identify any composites in their own chart. Those without any pair with those who have.

Exercise. Trios. Read one composite for its holder, present, and check it against what they know about themselves.

Materials. Priorities sheet. Composite reference card.

At the end they can. Identify and read the Integration composites, and say why they come first.

Variable needed. None.

Sunday 4:15 to 5:00. Gate 3 assessed. Tier Two protocol issued. Practicum readings 6 to 15 open.

INTENSIVE III · THE READING · Week 28 · 15 to 18 July 2027

Target: Gates 5 and 6.

III-1 · The Specification as a Standard

Thursday, Session A

Objectives. Name all nine report sections in order. Apply the format, typography and language rules. Name the fixed text blocks.

Source. Template Specification §1 to §6 and §8. SOURCED: §2 is the order.

Teacher does. Walks all nine sections against a completed report. Gives the language rules: capitalisation, bolding, trademark placement, hyphenation. Names the Teaching Notes.

⚠ One fixed block is void and taught as void. The science paragraph has been withdrawn. Candidates are told it was withdrawn and why, because a graduate holding an old Specification would keep publishing it.

Students do. Audit a supplied report against the nine sections and the rules. Twelve deliberate errors are planted.

Exercise. Individual audit, then table comparison of what each found.

Materials. Template Specification, current version. Completed model report. Audit report with planted errors and a key.

At the end they can. Say whether a report meets the standard, and where it does not.

III-2 · The Method Rules

Thursday, Session B

Objectives. Execute §7 end to end. Compute each layer's Channels, pair prenatal with postnatal correctly, filter against the matrix, order by priority, name integration-only Channels, confirm Sun and Moon correspondences.

Source. Template Specification §7. SOURCED.

Teacher does. Works a chart from raw activations to an ordered, World-matched Channel list, narrating every rule as she applies it.

Students do. The same, on a supplied chart, against a key.

Exercise. Timed, individual. This is Gate 5's technical content and the drill is the assessment in rehearsal.

Materials. Supplied chart. §7 checklist, which is also Raz's marking checklist. Answer key.

At the end they can. Execute the method rules on any chart and check their own work against the checklist a marker will use.

III-3 · Synthesize, Never Quote

Friday, Session A

Objectives. Produce a Channel description from the primary source with no verbatim overlap.

Source. Template Specification §7: synthesize from Beyond Human Design using Channel Master as secondary, and never quote either. SOURCED: §7 places this before the astrology sections.

Teacher does. Takes one Channel entry and rewrites it three ways at three registers, showing what survives and what must change.

Students do. Synthesize four Channel descriptions. Submitted and scored for verbatim overlap.

Exercise. Pairs swap and mark each other's for overlap against the source.

Materials. Beyond Human Design. Channel Master. Overlap scoring sheet, which is a BUILD item.

At the end they can. Write a Channel description that is theirs and is faithful.

III-4 · The Astrology Chapters

Friday, Session B

Objectives. Produce the natal structure, house rulership, dwad and current sky sections. Identify eclipses in the prenatal and postnatal Solar windows and keep degrees approximate unless certain.

Source. Template Specification §2 and §7. Astrology Essentials Parts II, IV, V. Human Design & Health p.124 for the dwad. Escobar and Crane credited.

⚠ BUILD. The dwad technique has a published external derivation and her own treatment beyond p.124 is not located. Taught against Escobar, credited, and marked as ASSUMED until she supplies her own.

Teacher does. Produces each astrology section live. Derives a dwad. Locates the eclipse thread.

Students do. Produce all four astrology sections for one chart.

Exercise. Individual, then compared against her worked version.

Materials. Ephemeris access. Dwad reference. Eclipse tables for the cohort's birth years.

At the end they can. Produce every astrology section the Specification requires.

III-5 · Keys and Action Points

Saturday, Session A

Objectives. Select from the full ranked set what a person can act on. Produce about six Keys to Empowerment and about six Action Points.

Source. Template Specification §2, which closes with them. Beyond Human Design, where every one of the 148 entries carries both. SOURCED by position.

Teacher does. Takes a forty-item priority list and reduces it to six, saying out loud what she is discarding and why.

Students do. Reduce a supplied forty-item list to six Keys and six Action Points, with a written reason for each discard.

Exercise. Tables compare their six. Divergence is the lesson.

Materials. Supplied priority list. Keys and Action Points format sheet.

At the end they can. Produce Keys and Action Points a person can act on this week.

III-6 · Delivering the Reading

Saturday, Session B

Objectives. Identify which World a person is speaking from and answer in it. Run the chart, close it, and enter the session on the person. Deliver Stop, Observe, Align. Acknowledge rather than claim to understand.

Source. Beyond Human Design p.3. Four Worlds Mastery Weeks 1 to 4. The Soul Knows slide 7 for Stop, Observe, Align. Brugh Joy credited for acknowledgment. David Grove credited for Clean Language.

⚠ CAPTURE, and it is the whole of the credential. Three transcript instances have her running the chart, closing it, and going to the person, and none explains it. This session is built around recorded footage of her doing it. Until that exists, the session is a live demonstration by her and cannot be delivered by anyone else.

Teacher does. Delivers a full reading to a volunteer, in front of the room, with the chart closed for the first ten minutes.

Students do. Watch, then debrief what she did in those ten minutes.

Exercise. Trios. Reader, receiver, observer. Chart closed for the first ten minutes. Observer logs every point where the reader reached for the chart.

Materials. Recorded reading, CAPTURE. Observer log sheet. Clean Questions card, Grove credited.

At the end they can. Open a reading on the person rather than on the chart.

III-7 · What You Do Not Say

Sunday, Session A

Objectives. Recognize clinical material. Stop the reading. Refer, and say why. Decline to diagnose without losing the client. Decline to consult the chart when direct Knowing is available.

Source. The Referral Protocol, in full. CAPTURE for her handling of the moment. Three transcript instances for the refusal.

⚠ The Referral Protocol is drafted against external professional standards and not from her corpus, because her threshold is a licensed psychologist's threshold and a graduate's must be more conservative. Taught as standard of care, attributed as such.

Teacher does. Works the three referral categories. Then the refusal: a moment where she declines to look at the chart because she already Knows, and what told her.

Students do. Eight scripted scenarios, four requiring referral and four requiring only a stated boundary.

Exercise. Pairs, scripted. Then each writes their own referral list and has it checked.

Materials. Referral Protocol. Eight scenario cards. Referral list template. Recorded refusal, CAPTURE.

At the end they can. Recognize the line, stop, refer, and explain the boundary without losing the person.

III-8 · The Omission Rationale

Sunday, Session B

Objectives. Write a rationale for what was left out of a reading and why. Defend it.

Source. No source. This is the assessment instrument. BUILD. SOURCED by position: it is the last thing taught, and it is the credential.

Teacher does. Takes the reading she delivered in III-6 and writes the omission rationale for it in front of the room. Names everything she saw and did not say, and the rule she was following each time.

Students do. Write the omission rationale for the reading they gave in III-6's exercise.

Exercise. Pairs. Each reads their rationale aloud. The partner asks, once, why that thing was left out. The answer is the assessment in miniature.

Materials. Omission rationale form and rubric, both BUILD. Their III-6 observer logs.

At the end they can. Account for their own restraint in writing, which is what Gate 6 assesses.

Sunday 4:15 to 5:00. Portfolio requirements issued. Defense scheduling. Gate 4 pack due week 29.

The Recorded Lessons

Twelve lessons, thirty hours.

For: The team

Version 1 · 6 August 2026

SECTION 4 — THE TWELVE RECORDED CORE MODULES

Thirty hours, self-paced, in the Skool classroom. Everything tagged EXISTS that does not need a live room.

Nothing from Intensive II is here, because it is blocked. Nothing from Gate 6 is here, because a recording of her explaining a reading is not a recording of a reading.

Watch-by dates place RC-1 and RC-2 inside Module 1, which is why the first six weeks carry 5 hours of recorded content and only 3.5 hours a week overall.

⚠ RC-5 and RC-7 are four hours each and both are straight book chapters. They are the two to produce first, and they are the two where a faculty member other than her can present the material because the figures do the teaching.

⚠ RC-11 must carry a version number on screen. A graduate holding an old Specification would keep publishing a withdrawn claim, and the license obliges them to operate on the version in force.

Homework And Due Dates

Eleven assignments with dates.

For: Students and the team

Version 1 · 6 August 2026

SECTION 5 — HOMEWORK

Eleven assignments. Modeled on the reference set's post-module structure: a short ordered list issued immediately after each intensive, each item with a deliverable and a due week.

Total roughly 27 hours, inside the 20 allocated to artifacts plus the practicum, not on top of it.

⚠ HW-9 is formative and says so. The reference set has no formative step before its terminal assessment, and Phase 1B recorded that as a weakness. A candidate who first learns their reports fail the standard at Gate 5 has no route back.

Peer Practice Guide

Pairs, groups, mentor sessions, calls, check-ins.

For: Students and the team

Version 1 · 6 August 2026

SECTION 6 — PEER DYAD PROTOCOL

Twelve readings received, twelve given, weeks 8 to 19. Partners rotate roughly every four to six sessions, which is the reference pattern: a candidate works with two or three partners across the program rather than one.

Tier One reading · peer-facing

Sixty minutes. The reader has the receiver's chart. The receiver is in the room.

Reader prepares 30 minutes beforehand. Reader submits: the log entry, and the one-line omission note. Receiver submits: the log entry, and one line on whether the reading landed.

Feedback order is fixed and it is not ours. The receiver speaks first, then anyone observing. Three questions: what was done well, what could be even better, what could be included. Adopted from the reference model, which is a format primitive and a good one, because observers who speak first frame the receiver's own experience.

Tier Two reading · subject-facing

Ninety minutes with the subject, plus report production. Weeks 19 to 27.

Before. Subject signs the practice subject consent form. The candidate states in writing that they are a candidate in training, are not certified, and are not charging. Chart generated by the Program.

After. The practicum report, Map chapters only, roughly three hours. Log entry. Omission note, one paragraph.

The subject receives the report. The subject never receives their birth data back in writing and their initials only appear in any derived work.

⚠ If clinical material appears, the reading stops. Referral Protocol categories one and two govern and the candidate logs that a referral was made, to what category of professional, and the date. Never the content.

SECTION 7 — PEER GROUP PROTOCOL

Twelve sessions, sixty minutes, weekly, weeks 14 to 27. Groups of four.

Structure adopted from the reference model. Ten specified topics and two group choice sessions at the end. Each session names what to review beforehand and what happens in the room. The facilitator role rotates weekly. A group leader is appointed by the Program, not elected, and their job is scheduling, attendance and reporting problems to the Program, not facilitating.

⚠ No absent person's chart is discussed in any session. Practice is on the chart of somebody present.

Sequenced by her World order: Spiritual, Physical, Emotional, Mental. SOURCED.

Ten-minute practice intervals, taking turns. Feedback order is receiver first, then observers, three questions. Both adopted from the reference set.

SECTION 8 — PRACTICE INTEREST GROUP PROTOCOL

Eleven meetings, weeks 12 to 27. Eight peer-led at sixty minutes, three faculty-led at ninety. Groups of four to six, self-selected by niche.

⚠ The three faculty-led meetings run to all groups together, three sessions rather than nine, and every recording is available to every group regardless of niche. Both adopted from the reference model, which already shares facilitated recordings across niches.

Four niches, from her own audiences: Parents and Children · Clinicians and Therapists · Relationships · Health and Wellness.

One volunteer coordinator per group handles scheduling and attendance. Adopted from the reference model, which pushes group administration to the students.

⚠ Meeting 7 is the highest-exposure session in the program. Reading children's charts is parent-facing by design, and a practitioner in the Clinicians niche will have clients already in treatment. The protocol produced there must be reviewed by faculty, not just written by the group.

SECTION 9 — THE SIX MENTOR SESSIONS

Thirty minutes each, with Dr. Eleanor, at weeks 10, 15, 20, 23, 25 and 27. At least three weeks apart.

Session one is gated on two completed peer readings. Adopted exactly from the reference model, and the reason is that a candidate must have something to bring.

The candidate books each session individually on her calendar, one at a time. Not a block booked in advance.

Not recorded. The reference model prohibits recording mentor sessions and recommends audio only. Adopted, and the reason is candour: a candidate will not bring the reading that went badly to a session that is being filmed. She writes an assessment note. The note is the record.

⚠ This is the one place the capture plan is deliberately overruled. Mentor sessions are where the most useful material would be, and recording them would destroy the thing being captured.

Cancellation. Rescheduling online up to twenty-four hours before. Inside twenty-four hours, contact her directly. A missed session or a cancellation inside twenty-four hours may carry a fee. Adopted from the reference model, which sets $75.

⚠ Session 6 can end a candidate's cohort. If the readiness statement is negative, the candidate defers to the next cohort's assessment window rather than failing Gate 6. That needs to be in the Agreement and it is not.

SECTION 10 — THE SEVEN GROUP CALLS

Two hours, monthly. Weeks 6, 10, 14, 17, 20, 24, 27. An agenda each, not a template.

Standing shape. Field reports first, always. Then the business of the call. Then the next milestone named, and what to bring to the next call.

Call 1 · Week 6 · The whole cohort, first time

The only moment before Intensive I with everyone present, including those who joined at week 6 with the Mastery credit.

Introductions, fifteen minutes, one Map each. Everyone has their own chart from the application, so introductions happen through the charts rather than through biographies.

The Certification Checklist, walked line by line. What every log is, when it opens, and what it means that nothing opens until week 8.

The eight rehearsals, explained as pedagogy. Said here rather than discovered later.

Scope of practice and the referral protocol, read aloud, in full. Before any teaching happens.

What to bring to Intensive I: their own chart printed, and their birth time confirmed to the minute if they can get it.

Call 2 · Week 10 · First readings

Field reports from the first two peer readings.

One question round: what did the receiver say that you had not seen in the chart.

The mentor session one gate explained: two completed peer readings, and what she will be looking for.

Milestone 1 due this week. What it asks and why the last question is the one that matters.

Call 3 · Week 14 · The instrument in use

Field reports.

Two candidates present a full Tier One reading of their own Map, ten minutes each, group response.

Peer groups open this week. The twelve-session arc explained, and the standing shape: ten minutes each, person read gives feedback first.

Common errors from HW-1 to HW-4, named without naming candidates.

Call 4 · Week 17 · Before the Map

Field reports, including the five Tier One practicum readings.

What changed when the subject was not a peer. Everyone answers.

Intensive II briefed. What the matrices are, why the lists matter, and that everything before this has been reading a chart rather than reading a Map.

Milestone 4 due. Practicum Tier One closes.

Call 5 · Week 20 · The first full reading

Field reports from the first Tier Two readings.

The gap between an ordered priority list and something a person can act on. She works one live, from a candidate's own chart.

The practicum report format, and what formative comment on HW-9 will look like.

Call 6 · Week 24 · Portfolio briefing

Field reports.

The three portfolio readings: what makes three readings different enough from each other to demonstrate range. This is what mentor session 6 assesses and candidates hear it four weeks early.

The omission rationale, worked once by her on a reading she has just described.

Elective proposals due. Each candidate says theirs in one sentence.

Call 7 · Week 27 · Defense briefing

Portfolios are in. Nothing new is taught.

What the oral defense is: one reading, defended live, thirty to forty-five minutes.

What she will ask. Why that reading, what you left out, and what you would do differently. Said plainly, because a defense is not an ambush.

Scheduling. Renewal, the license, and what happens at graduation.

SECTION 11 — THE SEVEN MILESTONE SUBMISSIONS

Asynchronous. A form, not a call. Thirty minutes. Reviewed by faculty, not marked.

Weeks 10, 13, 15, 17, 21, 24, 27. Identical every time, deliberately.

The form

1. Readings completed since the last milestone. Received, given, practicum, by number.

2. Hours logged since the last milestone.

3. One thing that improved.

4. One thing that did not.

5. One question for faculty.

6. In a reading this period, what did you choose not to say, and why.

7. Anything you want us to know that these questions did not ask.

Why it is identical every time

Because the point is the series, not the entry. Seven answers to question 6 across eighteen weeks show whether a candidate's judgment is developing, and that cannot be seen in one submission.

And because a form that changes every time takes longer to complete than one that does not, which matters when the whole thing is meant to take thirty minutes.

The review rubric

Not marked. Reviewed, with three possible outcomes.

⚠ Nothing left out is a flag, not an acceptable answer. A candidate who says they said everything either did not notice what they withheld or withheld nothing, and both need a conversation. This is the earliest available signal of a Gate 6 failure and it fires at week 10.

⚠ Field 4 blank on three consecutive milestones is a flag because a candidate reporting only improvement across nine weeks of learning to read is not reporting accurately.

⚠ The escalate row and Gate 6's fourth omission-rationale failure condition are the same failure, detected twenty-one weeks apart.

At week 10 it is a milestone answer. At week 31 it fails the credential.

A reviewer who notices it at week 10 and files it as a flag has converted a recoverable teaching moment into a certification failure, and that would be the program's error rather than the candidate's.

So the instruction to the reviewer is explicit: escalate, do not note. The candidate is contacted within forty-eight hours, the Referral Protocol is worked with them, and the incident is recorded against the referral competency rather than against their character.

This is the single most important line in the milestone rubric and it is the reason the rubric exists at all.

What faculty does with the series

At mentor session 6, week 27, all seven milestone answers to question 6 are read together as one input to portfolio readiness.

A candidate whose answers to question 6 have not changed in eighteen weeks is not ready for Gate 6, and that is a judgment stated here so it is not a surprise at week 27.

Sections 1, 4, 10 and 11 complete. Next: 13, 14, 15 and 16.

Logs And Forms

Ten forms and their fields.

For: The team

Version 1 · 6 August 2026

SECTION 12 — LOGS AND FORMS

One reading log, not four. The reference set uses a single sheet for every reading type, distinguished by a type column, and that is the primitive worth taking.

The Reading Log

Two documents, linked by Subject ID.

The Subject Roster is yours and you never submit it. It carries the full name and contact details of everyone you read, because you cannot follow up with somebody called JS, and a practitioner has to be able to reach the people they have worked with.

The Reading Log is what you submit. It carries the Subject ID and initials, and everything about the reading itself.

⚠ This is why Subject ID exists. It lets you resolve an entry to a real person and it lets faculty assess your practice without holding a list of your subjects.

The Subject Roster · private, never submitted

Retention is yours to manage. You hold it as long as you have a professional reason to and no longer. If a subject asks to be removed, remove them.

⚠ The roster never leaves your possession. Not to faculty, not at Gate 4, not in a case write-up, not in anything you publish. Everything outside this one document uses the Subject ID and initials.

The Reading Log · submitted at Gate 4

⚠ Field structure diverges from the reference set deliberately. Their log stores client name, telephone number and email address in the log itself. Ours puts those in the Roster instead, so the log can be submitted without handing anyone a list of your subjects.

The omission note in the log is deliberate. Gate 6 requires a written rationale on three readings. Writing one line on every reading from week 8 means the candidate has done it thirty times before it is assessed.

The other logs and forms

Grading Rubrics

Every row a grader marks.

For: Faculty and the report marker

Version 1 · 6 August 2026

THE SIX GATES, WITH RUBRICS

Every rubric is marked against four criteria: technical accuracy, priority judgment, world-congruent delivery, and restraint. Not every gate touches all four, and each rubric says which.

Three bands throughout. Meets, Developing, Not yet. Meets is required to pass. A Developing result carries one further attempt. A Not yet result carries one further attempt and a named remediation.

Gate 1 · Chart literacy · End of Intensive I

Criteria: technical accuracy only.

Gate 2 · Patterns of Orientation and the displacements · End of Intensive I

Criteria: technical accuracy, and restraint.

⚠ The Declining row is a restraint criterion inside a technical gate, deliberately. A candidate who knows the finding and interprets anyway when a client pushes has not met this gate.

Gate 3 · The matrices and priority · End of Intensive II

Criteria: technical accuracy, and priority judgment.

⚠ Gate 3 cannot be assessed until the four gate matrix membership lists exist. The rubric is complete and the answer keys are derived from the lists.

Gate 4 · Practicum and conduct · Week 29

Criteria: restraint, and completeness. Marked as complete or incomplete, per line.

⚠ The anonymization line is pass or fail on a single instance, because a practitioner who publishes birth data once will do it again.

⚠ The Subject Roster is deliberately outside this gate. A candidate needs the full names of everyone they read, because a practitioner cannot follow up with initials. So the names live in a document the Program never sees, and the log submitted here carries the Subject ID instead. Faculty assess the practice without holding a list of the subjects.

Gate 5 · Report portfolio · Opens week 27, marked from week 30

Criteria: technical accuracy, and priority judgment. Three reports. Marked by the Program's report marker against the Template Specification, countersigned by Dr. Eleanor.

Full rubric in section 13.

Gate 6 · Reading portfolio and oral defense · Week 31

Criteria: all four, weighted to restraint. Three recorded readings, three omission rationales, one defended live. Assessed by Dr. Eleanor.

Full rubric in section 13.

GATE 5 · REPORT PORTFOLIO

Assessed across weeks 29 to 34.

Marked by the Program's report marker against the Template Specification. Countersigned by Dr. Eleanor.

The threshold, stated before the criteria

Four conditions. Every one must hold on every report.

Any one condition failing is a resubmission of that report. It is not a partial pass and it is not a Developing band.

⚠ This threshold exists because two people mark this gate. Without a stated pass line, a marker and a countersigner will apply different standards and the countersignature becomes a rubber stamp. The four conditions are objectively determinable, which is what makes them safe to delegate.

Two resubmissions on the same report escalate to Dr. Eleanor directly. She marks it herself, and the marker's assessment is set aside rather than appealed.

The rubric, once the threshold holds

Meets on all eight rows to pass. A single Developing row carries one revision, not a resubmission.

GATE 6 · READING PORTFOLIO AND ORAL DEFENSE

Assessed by Dr. Eleanor across weeks 29 to 34. All four criteria, weighted to restraint.

The omission rationale, and what constitutes a fail

This is the criterion the whole credential rests on and it is the one most open to a generous marker, so the failure conditions are named rather than left to judgment.

A rationale fails on any one of these.

1. It states that nothing was withheld. A reading in which a practitioner said everything they saw is either a reading of a chart rather than a person, or a rationale that was not attempted.

2. Everything listed is a lapse rather than a decision. Things the candidate did not notice at the time are not omissions. An omission is a choice, and a rationale that lists only oversights is describing incompetence rather than restraint.

3. No rule is given. A withholding justified only by preference or by how it felt is not accounted for. The candidate must name what they were following.

4. ⚠ Clinical material was withheld and the rationale treats the withholding as sufficient.

This is the failure most likely to be marked generously and it is the most serious. A candidate who writes that they chose not to raise the subject's depression, or the subject's disclosure about their drinking, and presents that as restraint, has confused withholding with referring. The referral protocol requires them to stop and connect the person to someone qualified. Saying nothing and continuing the reading is a Category Two failure wearing restraint as a costume, and it fails the gate rather than reducing the band.

⚠ And this failure is detectable from week 10. Milestone question 6 asks what the candidate chose not to say. A milestone answer describing withheld clinical material is this same failure, twenty-one weeks earlier, and the milestone rubric now escalates it within forty-eight hours rather than noting it. If it reaches Gate 6 undetected, the program failed the candidate before the candidate failed the gate.

5. The rationale itself breaches anonymization. Birth data, a full name, or a description of personal circumstances in the rationale is a fail, on one instance.

The rubric

Meets on all eight rows to pass. A Not yet on the boundary row or the omission row is a Not yet on the gate, regardless of the other six.

The oral defense

Thirty to forty-five minutes, one to one, with Dr. Eleanor.

One of the three readings, chosen by her.

Three questions, given to candidates in advance at group call 7. Why that reading. What did you leave out. What would you do differently.

A defense is not an ambush and the questions are published, because what is being assessed is whether the candidate can account for their own judgment, not whether they can be surprised.

If A Student Does Not Pass

Three results, two attempts, the appeal route.

For: Students and faculty

Version 1 · 6 August 2026

This page says what happens when a student fails a gate, in plain language. The detailed grading is in Grading_Rubrics.

Three results, not two

How many tries

Two further attempts at any gate, and no more.

The first is included in the price.

A second, where it is allowed at all, costs a fee.

After that, the student receives a letter saying they completed the coursework. That is not a certification and it allows them to use nothing.

Why there is a limit

Without one, passing comes down to who keeps trying rather than who can do the work.

It also protects Dr. Eleanor. She is the only person grading the last gate. By the end she has taught that student for eight months and mentored them six times, and they have paid $14,997. Without a limit she is the person who has to keep saying no to someone she knows well.

A stated limit means the answer belongs to the agreement rather than to her.

Two gates work differently

Gate 5, the three written reports. If a report fails on one of the four basic conditions, that report is done again. If the same report fails twice, Dr. Eleanor takes over marking it herself.

Gate 6, the three readings. If a student fails on the boundary or on the written account of what they left out, they cannot revise it. They do a new reading with a new person. The judgment being graded happened in the room, and rewriting the account of it is not a second attempt at making it.

Appeals

Appeals are decided by Marvin Portner, MD, in consultation with Dr. Eleanor and not by her.

Lodged in writing within fourteen days, saying which part is disputed.

For Gate 5 this is fully independent: Raz marks, Dr. Eleanor signs off, Marvin decides. Nobody reviews their own decision.

⚠ For Gate 6 in the first cohort it is not fully independent, because she is the only person who can grade it. From the second cohort a certified graduate grades it, she signs off, and Marvin decides. That is stated plainly rather than dressed up.

Timing

No sooner than two weeks after a result. No later than eight weeks after it.

Application Form Spec

Nine sections, forty fields.

For: The team

Cohort One · Build specification and applicant-facing copy

Calendar revised to a January 2027 start

Prepared for Brendan McCauley, Growing Entrepreneur, LLC · 2026-08-05

For build in GoHighLevel. Applications open Monday 2 November, close Friday 20 November 2026.

HOW THIS IS BUILT

An application, not a checkout. No payment field anywhere. No place is created by submitting, and no card is taken until an offer is made and accepted.

One page, nine sections, roughly twenty-five minutes to complete. The three written answers are most of that, and the time is stated honestly because someone who budgets twelve minutes abandons the form exactly where the signal is. Every question either screens or informs the interview, and anything that does neither is not here.

The three written answers are capped at 150 words each. The cap is the point. A candidate who cannot say why in 150 words will not write a report a client can act on.

Birth data is collected, and that is the distinctive part. Dr. Eleanor reads the applicant's Noble Energy® Map before the interview. She selects by reading the person, which is what she has done for fifty years, and it turns the interview into a reading rather than a screen. It also gives every applicant something of value whether or not they are offered a place.

⚠ Section 8 records interest in a future faculty pathway and creates no obligation. It is worded to be safe under either structure counsel selects for Section 16 of the Participant Agreement, so it does not need rebuilding when that ruling lands.

APPLICANT-FACING OPENING COPY

Above the form. Her register.

Apply for Cohort One

This is an eight-month professional certification in reading Noble Energy® Maps.

Twelve people will be accepted.

Every hour of live instruction is taught by me, and your mentor sessions are with me.

I am careful about who I bring into this work.

That is why this is an application and an interview rather than a purchase.

Applications close Friday 20 November, interviews run 1 to 9 December, and Cohort One begins Monday 4 January 2027.

Before you begin, one thing to know.

I will read your Noble Energy® Map before we speak.

That is why the form asks for your birth date, time and place, and it is why our conversation will be a reading rather than an interview.

In Loving Light, Dr. Eleanor

THE FORM

Section 1 · About you

Section 2 · Your work

Section 3 · Your route in

Section 4 · Why this, and why now

Three answers, 150 words each. Hard character limit with a live counter.

4.1 ✓ Why do you want to read Noble Energy® Maps for other people?

4.2 ✓ Tell me about one person you have worked with who did not get what they came for. What do you think was missing?

4.3 ✓ What do you intend to do with this certification in the year after you finish?

⚠ 4.2 is the question that does the work. It is drawn from her own thesis, that everyone who came to her came because nobody recognized their soul. An applicant who blames the client answers it one way, and an applicant who looks at their own map answers it another.

Section 5 · Your own Map

Introductory copy, applicant-facing:

I will read your Noble Energy® Map before we speak.

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For that I need your birth date, your birth time as precisely as you can give it, and your birth place.

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Birth time matters more than people expect, because two minutes changes the Moon.

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If you do not know your birth time, apply anyway and tell me so.

⚠ Data handling, and this needs to be true before the form goes live. Birth data is identifying. It is used for this application only, it is not published in any form, and it is deleted on request. Applicants who are not offered a place should be told what happens to their data. This is the same standard as Section 14 of the Participant Agreement and it should be stated on the form rather than buried in a policy.

Section 6 · Scope of practice

Applicant-facing copy, then one acknowledgment. This appears before any commitment question, deliberately.

I am a licensed clinical psychologist.

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A graduate of this certification will not be.

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That boundary is not a footnote in this program, it is one of the six things you will be assessed on.

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A certified practitioner will not diagnose, treat, or advise on any medical or psychological condition.

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A certified practitioner will not represent this work as clinical, psychological, or medical care.

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A certified practitioner will not make claims about health outcomes, and will not read a Map to decide a medical question.

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A certified practitioner will not continue a reading once clinical material appears.

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A certified practitioner will refer the person to a licensed clinician, and will tell the person why.

Section 7 · Time, dates and terms

Section 8 · The faculty pathway

Applicant-facing copy:

Cohort One is the first, and the people in it become the people who mentor the ones who follow.

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There is nothing to agree to here.

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I am asking because I would like to know who is interested.

⚠ Do not add a commitment field here until counsel rules on Section 16. Under Structure B there is no commitment to make and this section stays exactly as written.

Section 9 · Declarations

⚠ 9.3 and the Certification Checklist now agree. The founding-rate row has been pulled from the Checklist pending the counsel ruling on the barter structure. If Structure A survives, 9.3 and the Checklist change together or not at all.

CONFIRMATION SCREEN AND EMAIL

Same copy for both.

Thank you.

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Your application is with me.

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Applications close Friday 20 November, and I will write to everyone by Monday 30 November.

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If we speak, I will have read your Noble Energy® Map first.

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In Loving Light, Dr. Eleanor

SCREENING NOTES

Internal. Not applicant-facing.

Hard stops

Time zone beyond roughly six hours of Eastern, unless 7.1 is confirmed anyway and the applicant has raised it themselves.

Any of the three intensive boxes at 7.1 left unchecked.

6.1 unchecked, which is a form validation failure rather than a judgment.

Flags for the interview rather than for rejection

Never charged for their work. 2.7 No and 2.8 empty. Not disqualifying, and the practice plan artifact matters more for this candidate than for any other.

No current clients. 2.6 None. The practicum requires fifteen readings and 7.4 tells you whether they know how they will find them.

"I am not sure" on 7.2. Nine hours a week through the practice cycles is the real cost and an honest uncertainty is better information than a confident yes.

Anything written in 6.2. Whatever an applicant says unprompted about the clinical boundary is the highest-signal field on the form.

Licensed clinician, 2.3 Yes. Not a flag against. It changes the interview, because a licensed applicant may assume the scope limits do not apply to them and they need to hear that the license and the certification are separate things.

What to look for in 4.2

The question asks about someone who did not get what they came for.

An answer that locates the failure in the client is the wrong answer and it is the one that predicts trouble in Gate 6, where the candidate has to write down what they chose not to say.

An answer that locates it in the practitioner's own map is the right one, and it is what her whole thesis rests on.

BUILD DEPENDENCIES

The applicant timeline, as set

✓ Both calendar collisions resolved. Notification moved off the day before Thanksgiving to Monday 30 November. Intensive II moved off the final day of Passover to 6 to 9 May, which sits in week 18.

Chart reading is split three ways, matching how her report pipeline already works. Raz generates a chart for every applicant, on arrival rather than in a batch. Raz then summarises the shortlist Maps. Dr. Eleanor reads the summary and the chart before each interview, which is the same sequence as a report: the pipeline produces, she reviews. The applicant-facing copy in Section 5 already scopes this correctly, since it promises a reading before we speak rather than a reading for everyone who applies.

⚠ One consequence to settle, and it is a one-line decision. The internal note claiming every applicant receives something of value is only true if every applicant receives their chart. Recommendation: send it. It is already generated, it is the applicant's own data, it costs one automation, and it leaves a declined applicant holding something real rather than a rejection. If that is not wanted, delete the value claim rather than leaving it unsupported.

End of specification. Sales page next.

Invitation Emails

Four emails, in full, with send dates.

For: The team

Certification Cohort One · January 2027

Prepared for Brendan McCauley, Growing Entrepreneur, LLC · 2026-08-05

First email needed on or before Tuesday 11 August 2026.

WHY THIS IS A SEQUENCE AND NOT ONE EMAIL

The cohort finishing 11 August is being asked to wait until 2 November to apply, for a program starting 4 January.

That is nearly five months between the invitation and the application. One email in August asking someone to remember something in November will not survive the gap.

So the approach is three touches, and each one has a different job.

Two audiences, not one list

Correcting this document's own earlier assumption. It said Email 1 is reused with one line changed for every cohort. That is wrong, and the reason is the gap.

Audience A needs a reason for the delay. Audience B has no delay to explain, and giving them one invents a problem they do not have. Both then join the same first-access list and receive Emails 2 and 3.

⚠ Email 1 deliberately does not describe the practicum. Dependency 0, student chart access, is unresolved, and the practicum is the part of the program that depends on it. Nothing in this sequence promises a number of readings. That stays out until Charles answers.

EMAIL 1A · Audience A · on or before 11 August

To: Four Worlds Mastery graduates, cohort completing 11 August

From: Dr. Eleanor

Send: the day after their final session

Subject line, primary

There is a level above Mastery, and you have first access

Alternates

You have finished Mastery. Here is what comes next.

I am certifying twelve people, and you are on the list first

You finished.

I want you to sit with that for a few days before you read the rest of this, because five weeks in the Four Worlds changes what you notice, and that change keeps arriving after the calls stop.

When you are ready, here is what comes next.

I am running a certification.

Eight months, twelve people, and it teaches the thing I have never taught outside my own practice.

How to read a person's Noble Energy® Maps.

Not how to understand the Four Worlds, which you now do.

How to sit with another human being, read their Maps across all four Worlds, and tell them something they can act on.

I have been reading these Maps for over fifty years, and this is the first time I am teaching someone else to read them.

That is what this is.

A few things you should know now rather than later.

I teach all of it myself.

Your mentor sessions are with me, six of them, one to one.

The cohort is twelve, and twelve is not a marketing number, it is how many people I can mentor properly.

And your Mastery investment carries forward.

Your $2,997 is credited in full, so your tuition is $12,000.

You also skip the first five weeks, because you have already done them.

Paid in full, direct to us, that is $10,500.

Across seven monthly payments it is $1,715 a month, and there is a financing route as well if that suits you better.

The dates.

Applications open Monday 2 November and close Friday 20 November.

The cohort begins Monday 4 January, assessment runs through August, and you graduate in September 2027.

There are three intensives, Thursday to Sunday, eleven to five Eastern, and everything is virtual.

Why I am writing now if applications are months away.

Because you should be first, and because I would rather you had time to think about it than a deadline to react to.

There is nothing to decide today.

If you want to be told first when applications open, add your name here.

[ Add my name to the first-access list ]

That is all it does.

In Loving Light, Dr. Eleanor

This version is for Audience A only. A cohort finishing closer to November gets Email 1B instead, not a reworded 1A.

EMAIL 1B · Audience B · at their Mastery completion

To: Four Worlds Mastery graduates from the cohort fed by Sunday's masterclass

From: Dr. Eleanor

Send: the day after their final session

Subject line, primary

You have the Four Worlds. Now learn to read them in someone else.

Alternates

What comes after Mastery, and it starts in January

Twelve people, and applications open next month

You finished.

Take a few days with it, because five weeks in the Four Worlds keeps arriving after the calls stop.

Then read this, because the next thing is close and I would rather you heard it from me while Mastery is still in your hands.

I am certifying practitioners.

Eight months, twelve people, and it teaches the one thing I have never taught outside my own practice.

How to read a person's Noble Energy® Maps.

You now understand the Four Worlds.

This is how you sit with another human being, read their Maps across all four, and tell them something they can act on.

I have been reading these Maps for over fifty years, and this is the first time I am teaching someone else to read them.

A few things to know.

I teach all of it myself.

Your mentor sessions are with me, six of them, one to one.

The cohort is twelve, and twelve is not a marketing number, it is how many people I can mentor properly.

Your Mastery investment carries forward.

Your $2,997 is credited in full, so your tuition is $12,000.

You also skip the first five weeks, because you have just done them.

The dates.

Applications open Monday 2 November and close Friday 20 November.

The cohort begins Monday 4 January, assessment runs through August, and you graduate in September 2027.

Three intensives, Thursday to Sunday, eleven to five Eastern, all of it virtual.

One thing to be clear about.

It is an application and an interview, not a purchase.

I read your Noble Energy® Maps before we speak, so if we talk it will be a reading rather than an interview.

Applications open in a few weeks, and I want you on the list before anything is public.

[ Add my name to the first-access list ]

In Loving Light, Dr. Eleanor

What 1B does not do, deliberately. It does not explain a delay, because there is not one. It does not ask them to keep practicing between now and then, because they are still practicing. And it does not carry 1A's "why I am writing now if applications are months away" section at all, which is the whole difference between the two.

EMAIL 2 · Monday 26 October

To: the first-access list

Send: Monday 26 October, one week before applications open

Subject line

Applications open next Monday. Two things to have ready.

Applications for the certification open next Monday, 2 November, and close on Friday 20 November.

Twelve places.

Two things are worth having ready before you sit down to it, because one of them takes longer than people expect.

The first is your birth time.

The application asks for your birth date, your birth time, and your birth place, because I read your Noble Energy® Map before we speak.

If you make it to the interview, that conversation is a reading rather than an interview.

Birth time matters more than most people think.

Two minutes changes the Moon.

So if you are not certain of yours, this is the week to find your birth certificate or ask the person who was there.

If you cannot find it, apply anyway and tell me so.

The second is three short answers.

The application asks you three questions and holds you to about 150 words each.

The one that matters most asks you about someone you worked with who did not get what they came for, and what you think was missing.

I am not looking for a right answer.

I am looking at where you look for the answer.

The rest, briefly.

Applications close 20 November, I write to everyone by 25 November, interviews run 1 to 9 December, and the cohort begins 4 January.

Your Mastery credit brings tuition to $12,000, and you begin at week seven rather than week one.

Paid in full, direct to us, that is $10,500. Across seven monthly payments it is $1,715 a month. Financing is available through our partner at $12,000 to the lender, and the paid-in-full discount does not apply to it.

If you have a question you would rather ask before you apply, reply to this and I will answer it myself.

In Loving Light, Dr. Eleanor

EMAIL 3 · Monday 2 November

To: the first-access list

Send: Monday 2 November, morning Eastern

Subject line

Applications are open

Applications are open.

[ Apply for Cohort One ]

They close on Friday 20 November.

Twelve places, and if they fill, later applications go to the waitlist for the following cohort.

I am not going to raise the cap.

Twelve is how many people I can mentor myself, and the mentoring is the part that makes this worth doing.

Your Mastery credit is applied automatically once you tell me on the form that you have completed it.

The application takes about twelve minutes and asks for your birth time, so have that to hand.

I will read your Map before we speak.

In Loving Light, Dr. Eleanor

MECHANICS

THE THREE DECISIONS, SETTLED

✓ DECIDED. The public page goes live three or four days after Email 3. First access is a fact rather than a claim.

✓ DECIDED. Affordability is answered by financing and by the paid-in-full discount, and the price stays plainly stated in 1A, 1B and 3. Financing carries the affordability message, not the monthly plan. Anyone who cannot pay in full is pointed at financing, and the seven-payment plan reads as the option for someone who would rather not take a credit inquiry.

✓ DECIDED. Manifest Your Dreams attendees with no Mastery get a separate email. Their route is Mastery first, so the offer is Mastery with the certification named as what it leads to. Not mixed into this sequence, and not written yet.

✓ DECIDED on Dependency 0. Emails 1A and 1B send. They promise no readings and no numbers, and the cost of waiting is a five-month gap becoming six. Email 3 holds until Charles answers on student chart access, because Email 3 points at a page that does make the promise.

✓ DECIDED. The Checklist is at v6 and now agrees with the calendar, so a recipient who replies can be sent it.

End of sequence. Email 1 is the only item with an August date on it.

Pricing And Payment

Three routes and the one rule.

For: Everyone

Version 1 · 6 August 2026

What it costs

Four Worlds Mastery is included as the first five weeks. Someone who already did it has their $2,997 credited in full and starts at week seven.

Most of the first cohort will be in the second column, because we are inviting Mastery graduates first.

Three ways to pay

Paid in full takes $1,500 off. The monthly plan is the plain division with nothing added.

The one rule that has to be stated everywhere

The discount is for money paid directly to us.

Financing is also a payment in full, made by the lender, and the discount does not apply to it.

Without that line, every applicant takes the financing and the discount together.

Which route to point people at

Anyone who cannot pay in full is pointed at financing.

The monthly plan is for someone who would rather not have a credit check, not for someone who cannot afford it.

What it works out to per hour

296 hours at $14,997 is about $50 an hour.

An accredited coach certification is typically around 150 hours for roughly $10,000, which is about $65 an hour.

This is not cheap. It is less per hour than the accredited alternative, and the four things it adds are the founder teaching all of it, a cap of twelve, mentor sessions with her, and a graduate leaving with a product that already has a price on it.

After the credential

There is no founding rate

It was withdrawn on 6 August 2026. Everyone pays standard tuition. Graduates of the first cohort who go on to mentor the second are paid separately as contractors.

Client Agreement Template

Twelve clauses a graduate adapts.

For: Counsel, then students

Version 1 · 6 August 2026

ARTIFACT 8 — THE CLIENT AGREEMENT TEMPLATE

Higher priority than the participant agreement, because this document has to contain a template a candidate can adapt. Twelve clause categories, taken as form from the reference template. Every word below is ours or hers.

⚠ DRAFT. For counsel review before it is issued to any candidate. A candidate adapts it and faculty reviews their version at Gate 4.

Minors, decided

Graduates do not read for anyone under eighteen. Executive decision, not a counsel question.

Why it is the right line. The Soul Knows material is parent-facing, so unpaid practice subjects will include children the moment a template permits it. An unlicensed graduate reading a child's chart and telling a parent what they see about that child's inner life is the highest-exposure act in the credential. It sits closest to the clinical line, the person being read cannot consent, and the person receiving it is making decisions about someone else's development. She is a licensed clinical psychologist with a parent-facing body of work. Her graduates are not, and the gap between them is widest exactly here.

And it becomes a product rather than a prohibition. Reading for minors moves into the Parents and Children specialization, which is already one of the four niches. Additional training, separate standard, priced separately.

Propagated to: clause 4 as fixed unalterable text, clause 12 with the guardian line removed, the Checklist may-not list, and the sales page.

⚠ Clause 4 is the only clause a candidate may not alter. It is issued as fixed text and Gate 4 checks that it is present and unmodified.

Referral Protocol

When a practitioner stops and refers.

For: Students, you, counsel

Version 1 · 6 August 2026

THE REFERRAL PROTOCOL, IN FULL

⚠ This protocol is not drawn from Dr. Eleanor's corpus. It is drafted against general helping-profession scope norms, because her own threshold is a licensed clinical psychologist's threshold and yours must be more conservative. She has reviewed it as a clinician. It is standard of care, not doctrine.

The standing rule

You are not a licensed clinician.

Your work is to read a person's Noble Energy® Maps and help them recognize what their design shows them.

Your work is not to assess, diagnose, treat, or manage any condition.

When clinical material appears, your competence is recognizing it and connecting the person to someone qualified, and nothing further.

Where the line sits

A conservative line is the correct line.

You will sometimes refer someone who did not need it, and that error costs a conversation.

The opposite error costs more, and it is the error a practitioner makes when they feel capable.

Feeling capable is not the test. The test is whether you hold a license.

Category one · Stop the session

Stop the reading, address only what is in front of you, and connect the person to emergency or crisis support before the session ends.

Any indication that the person intends to harm themselves.

Any indication that the person intends to harm someone else.

Any indication that a child or a vulnerable adult is being harmed.

Any state in which the person appears to have lost contact with shared reality, including hearing or seeing what others do not, or holding beliefs that cannot be reasoned with.

Any state in which the person does not appear to know where they are or who you are.

What you do. Stay with them. Say plainly that you are concerned and that you want to get them to someone who can help now. In the United States, call or text 988 with them, or help them reach their own clinician, or call emergency services if there is immediate danger. Do not end the call until they are connected or somebody else is with them.

What you do not do. You do not assess how serious it is. You do not ask what they are planning. You do not agree to keep it between the two of you. You do not continue the reading.

Category two · Refer before continuing the work

Complete the session if it is safe to do so, and do not schedule further work until support is in place.

Active symptoms of a diagnosed condition the person is not currently in treatment for.

Trauma material surfacing with physical distress, dissociation, or loss of the thread of the conversation.

Substance use the person names as out of their control.

Disordered eating, including restriction, purging, or a preoccupation with food or weight that shapes their day.

A recent bereavement, assault, or other acute event.

Any request that you address a medical or psychiatric condition.

Any situation where the person is in someone else's clinical care and is asking you for a second opinion on it.

What you say. That what they have brought is real and important, that it belongs with someone trained for it, and that you would like to help them find that person.

What you do not do. You do not tell them what they have. You do not comment on their treatment, their medication, or their clinician. You do not position the Maps as an alternative to care they are already receiving.

Category three · Hold the boundary and continue

Questions about physical health, symptoms, or diagnosis arising from what a chart shows.

Requests to read a chart to decide a medical question.

Requests to read a child's chart in place of an assessment.

Requests for reassurance that a decision is the right one.

What you say. That the Maps show how their energy is designed to move, and that they do not show what is happening in their body or what they should decide.

Before you see anyone

A referral list, built before your first non-peer reading and confirmed at week eleven. At least one licensed mental health clinician, one physician, and the crisis number for every jurisdiction where your subjects live.

One named person you can consult. A practitioner does not carry this alone, and the moment to arrange it is not the moment you need it.

A client agreement stating what you do and do not do.

Your own support. Reading people surfaces material in the reader. That is expected and it is not a failure.

Records

Note that a referral was made, to what category of professional, and the date.

Do not record the clinical content.

Mandatory reporting

⚠ This cannot be written as one rule and it is not.

Reporting duties for suspected harm to a child or a vulnerable adult are set by the jurisdiction where you practice, and they differ in who is obliged to report.

In some jurisdictions the duty falls on every adult, regardless of profession or license.

You are responsible for knowing the duty that applies where you practice and complying with it.

Your practitioner agreement requires you to confirm this before your first reading and again at each renewal.

Answering honestly is safe, and here is why that matters

Question six on every milestone asks what you chose not to say.

You will sometimes answer it with something you should have referred instead of withheld.

When that happens, we contact you within two days and we work through the referral protocol with you.

It is recorded against the referral competency, so that we know to teach it again.

It is never recorded against you.

I want you to understand the reason plainly.

The same answer at week ten is a lesson, and at week thirty-one it fails the gate.

If you learn to answer question six thinly, we lose the only instrument that finds it early, and you lose the twenty-one weeks in which it could have been taught.

So answer it honestly, including the answers you are not proud of.

That is the whole point of asking eight times.

5. # THE SPINE, WEEK BY WEEK

Week One begins Monday 4 January 2027. Graduation is the week of 20 September.

Reading the columns: Taught is what is delivered. Due is what a candidate submits. Opens and Closes are the practice structures.

Module 1 · The Four Worlds

Candidates entering with the Mastery credit join at week 6. Group call 1 is their first contact and the reason it moved here.

Intensive I

Cycle one

Intensive II

Cycle two

Intensive III and assessment

What closes when, at a glance

Mentor sessions are at least three weeks apart and the first is gated on two completed peer readings, which is the reference pattern adopted exactly.

6.

Questions For Counsel

Thirteen questions, two closed.

For: Counsel

Version 1 · 6 August 2026

21. QUESTIONS FOR COUNSEL, IN PRIORITY ORDER

THREE DOCUMENTS THIS AGREEMENT INCORPORATES AND WHICH ARE NOT YET FINAL

The Referral Protocol. Drafted, awaiting her clinical review and then counsel. Section 9 depends on it.

The Code of Conduct. Section 18 depends on it. No longer a dependency. Section 18 is narrowed to four enumerated grounds, and the Code becomes a Cohort Two build.

The Certification Checklist. Final at v3. Section 6 depends on it and it is the one that is ready.

And one that does not exist at all. A complaints and misconduct process. No longer blocking, because Section 18 no longer relies on it, but the notice, cure and response steps inside Section 18 still need drafting.

End of draft. Not for execution. Section 21 first.