psyclaw 0.27.23 → 0.28.1

package/vendor/ars/academic-paper/references/hei_domain_glossary.md

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+# HEI Domain Glossary
+
+Taiwan Higher Education domain-specific terminology. Used by all agents when writing papers in the HEI field.
+
+## Institutional Types
+
+| English | Romanized Chinese | Notes |
+|---------|------|-------|
+| Higher Education Institution (HEI) | Gao Deng Jiao Yu Ji Gou | General term for universities and colleges |
+| Comprehensive University | Zong He Da Xue | |
+| University of Science and Technology | Ke Ji Da Xue | Part of the technological/vocational system |
+| University of Technology | Ji Shu Xue Yuan | |
+| Junior College | Zhuan Ke Xue Xiao | 2-year / 5-year junior colleges |
+| Public Institution | Gong Li Xue Xiao | |
+| Private Institution | Si Li Xue Xiao | |
+| General Higher Education | Yi Ban Da Xue | As opposed to technological/vocational |
+| Technological/Vocational Higher Education | Ji Zhi Jiao Yu Ti Xi | |
+| Normal University / Teachers University | Shi Fan Da Xue | |
+| Medical University | Yi Xue Da Xue | |
+
+## Quality Assurance
+
+| English | Romanized Chinese | Notes |
+|---------|------|-------|
+| Quality Assurance (QA) | Pin Zhi Bao Zheng | |
+| Accreditation | Ping Jian (Ren Ke) | |
+| Institutional Accreditation | Xiao Wu Ping Jian | Administered by HEEACT |
+| Program Accreditation | Xi Suo Ping Jian / Pin Zhi Bao Zheng Ren Ke | |
+| Self-Assessment Report (SAR) | Zi Wo Ping Jian Bao Gao | |
+| Site Visit | Shi Di Fang Ping | |
+| Peer Review | Tong Chai Shen Cha | |
+| External Review | Wai Bu Shen Cha | |
+| Evaluation Criteria | Ping Jian Xiang Mu | E1-E4 for institutional accreditation |
+| Performance Indicator | Ji Xiao Zhi Biao | |
+| Benchmark | Biao Gan / Ji Zhun | |
+| Best Practice | Zui Jia Shi Wu | |
+| Continuous Improvement | Chi Xu Gai Jin | |
+| PDCA Cycle | PDCA Xun Huan | Plan-Do-Check-Act |
+| HEEACT | Gao Deng Jiao Yu Ping Jian Zhong Xin Ji Jin Hui | Higher Education Evaluation and Accreditation Council of Taiwan |
+
+## Governance & Strategy
+
+| English | Romanized Chinese | Notes |
+|---------|------|-------|
+| Board of Directors/Trustees | Dong Shi Hui | For private institutions |
+| University President | Xiao Zhang | |
+| Vice President (Academic) | Xue Shu Fu Xiao Zhang / Jiao Wu Zhang | |
+| Dean | Yuan Zhang | |
+| Department Chair | Xi Zhu Ren | |
+| University Autonomy | Da Xue Zi Zhi | |
+| Strategic Plan | Xiao Wu Fa Zhan Ji Hua | |
+| Medium-Term Plan | Zhong Chang Cheng Xiao Wu Fa Zhan Ji Hua | |
+| Mission Statement | Ban Xue Li Nian / Shi Ming | |
+| Vision | Yuan Jing | |
+| Core Competency | He Xin Neng Li | |
+| Institutional Research (IR) | Xiao Wu Yan Jiu | |
+| Key Performance Indicator (KPI) | Guan Jian Ji Xiao Zhi Biao | |
+| Balanced Scorecard (BSC) | Ping Heng Ji Fen Ka | |
+
+## Students & Enrollment
+
+| English | Romanized Chinese | Notes |
+|---------|------|-------|
+| Enrollment | Zhu Ce / Zhao Sheng | |
+| Enrollment Rate | Zhu Ce Lv | Actual enrollment / approved quota |
+| Admission | Ru Xue | |
+| Freshman | Da Yi Xin Sheng | |
+| Undergraduate | Xue Shi Ban / Da Xue Bu | |
+| Master's Program | Shuo Shi Ban | |
+| Doctoral Program | Bo Shi Ban | |
+| In-Service Master's | Shuo Shi Zai Zhi Zhuan Ban | |
+| Student Retention | Xue Sheng Liu Xiao Lv | |
+| Dropout Rate | Xiu Tui Xue Lv | |
+| Graduation Rate | Bi Ye Lv | |
+| Employment Rate | Jiu Ye Lv | |
+| Declining Birthrate | Shao Zi Hua | A key issue in Taiwan higher education |
+| Student-Faculty Ratio | Sheng Shi Bi | |
+
+## Teaching & Curriculum
+
+| English | Romanized Chinese | Notes |
+|---------|------|-------|
+| Curriculum | Ke Cheng | |
+| Curriculum Design | Ke Cheng She Ji | |
+| Program Learning Outcomes | Xi Suo Xue Xi Cheng Xiao | |
+| General Education | Tong Shi Jiao Yu | |
+| Capstone Course | Zong Zheng Ke Cheng | |
+| Practicum / Internship | Shi Xi | |
+| Service Learning | Fu Wu Xue Xi | |
+| Competency-Based Education | Neng Li Dao Xiang Jiao Yu | |
+| Outcome-Based Education (OBE) | Cheng Guo Dao Xiang Jiao Yu | |
+| Teaching Evaluation | Jiao Xue Ping Liang | |
+| Course Evaluation | Ke Cheng Ping Jian | |
+| Credits | Xue Fen | |
+| Interdisciplinary | Kua Ling Yu | |
+| Digital Learning | Shu Wei Xue Xi | |
+| Distance Learning | Yuan Ju Jiao Xue | |
+
+## Research & Faculty
+
+| English | Romanized Chinese | Notes |
+|---------|------|-------|
+| Faculty | Jiao Shi / Zhuan Ren Jiao Shi | |
+| Full-Time Faculty | Zhuan Ren Jiao Shi | |
+| Part-Time Faculty / Adjunct | Jian Ren Jiao Shi | |
+| Assistant Professor | Zhu Li Jiao Shou | |
+| Associate Professor | Fu Jiao Shou | |
+| Professor | Jiao Shou | |
+| Tenure | Chang Pin | |
+| Research Output | Yan Jiu Chan Chu | |
+| Publication | Xue Shu Fa Biao / Zhu Zuo | |
+| Citation | Yin Yong | |
+| Impact Factor | Ying Xiang Yin Zi | |
+| H-Index | H Zhi Shu | |
+| Industry-Academia Collaboration | Chan Xue He Zuo | |
+| Technology Transfer | Ji Shu Yi Zhuan | |
+| Research Grant | Yan Jiu Ji Hua Bu Zhu | |
+
+## Internationalization
+
+| English | Romanized Chinese | Notes |
+|---------|------|-------|
+| Internationalization | Guo Ji Hua | |
+| International Student | Guo Ji Xue Sheng / Jing Wai Xue Sheng | |
+| Exchange Student | Jiao Huan Xue Sheng | |
+| Dual Degree | Shuang Lian Xue Zhi | |
+| Memorandum of Understanding (MOU) | He Zuo Bei Wang Lu | |
+| English-Taught Program (ETP) | Quan Ying Yu Shou Ke Xue Cheng | |
+| Bilingual Education | Shuang Yu Jiao Yu | |
+| Study Abroad | Chu Guo Jiao Liu | |
+| Inbound Mobility | Jing Wai Xue Sheng Lai Tai | International students coming to Taiwan |
+| Outbound Mobility | Ben Guo Xue Sheng Chu Guo | Domestic students going abroad |
+
+## Finance & Resources
+
+| English | Romanized Chinese | Notes |
+|---------|------|-------|
+| Tuition and Fees | Xue Za Fei | |
+| Government Subsidy | Zheng Fu Bu Zhu | |
+| Endowment | Xiao Wu Ji Jin / Juan Zeng Ji Jin | |
+| Operating Revenue | Ying Yun Shou Ru | |
+| Financial Sustainability | Cai Wu Yong Xu | |
+| Higher Education Sprout Project | Gao Deng Jiao Yu Shen Geng Ji Hua | A key MOE funding program |
+| USR (University Social Responsibility) | Da Xue She Hui Ze Ren | |
+
+## Policy & Regulatory
+
+| English | Romanized Chinese | Notes |
+|---------|------|-------|
+| Ministry of Education (MOE) | Jiao Yu Bu | |
+| University Act | Da Xue Fa | |
+| Private School Act | Si Li Xue Xiao Fa | |
+| Program Adjustment | Xi Suo Tiao Zheng | |
+| Merger | He Bing | |
+| Exit Mechanism | Tui Chang Ji Zhi | |
+| Enrollment Cap | Zhao Sheng Ming E (He Ding Ming E) | |
+| Performance-Based Funding | Ji Xiao Xing Bu Zhu | |
+
+## Assessment Domains (HEEACT)
+
+| Code | English | Romanized Chinese |
+|------|---------|------|
+| E1 | Governance and Management | Xiao Wu Zhi Li Yu Jing Ying |
+| E2 | Teaching and Learning | Jiao Xue Yu Xue Xi |
+| E3 | Student Support | Xue Sheng Fu Dao Yu Zhi Chi |
+| E4 | Social Responsibility and Sustainability | She Hui Ze Ren Yu Yong Xu Fa Zhan |
+| D1 | Goals and Features | Mu Biao Yu Te Se |
+| D2 | Curriculum and Teaching | Ke Cheng She Ji Yu Jiao Shi Jiao Xue |
+| D3 | Student Learning and Outcomes | Xue Sheng Xue Xi Yu Cheng Xiao |

package/vendor/ars/academic-paper/references/intro_title_rhetoric_guide.md

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+# Introduction & Title Rhetoric Guide
+
+Used by `draft_writer_agent` (Step 1 pre-writing setup; Step 2 Introduction drafting; Step 3 title page assembly). Complements `references/paper_structure_patterns.md` (section architecture) and `references/abstract_writing_guide.md` (abstract composition). This guide covers the rhetorical work inside the Introduction and the title, not their placement.
+
+---
+
+## Part 1: Introduction Rhetoric (CARS Model)
+
+The Introduction is a persuasion problem, not a summary problem. The reader must finish it convinced that (a) the territory matters, (b) something specific is missing or unresolved, and (c) this paper supplies it. Swales' Create A Research Space (CARS) model names these as three moves. Draft the Introduction move by move, in order.
+
+### Move 1 — Establish the territory
+
+Show that the topic is real, active, and consequential for this journal's readers.
+
+**Steps** (use one or more):
+- Claim centrality: why the field cares now (policy pressure, empirical anomaly, methodological turn)
+- Make topic generalizations: what is broadly known or practiced
+- Review prior work: the specific findings this paper builds on, synthesized rather than listed
+
+**Discipline calibration**: empirical social science leans on centrality + prior findings; humanities may open with a text, case, or tension; engineering often opens with an application constraint.
+
+**Anchor to materials**: every Move 1 claim about the field must trace to the Literature Search Report. Centrality claims without a citation are decoration and will be flagged at the integrity gate.
+
+### Move 2 — Establish the niche
+
+Show what is missing, unresolved, or contested. This is the pivot of the whole Introduction.
+
+**Steps** (pick the one that matches the evidence):
+- Indicate a gap: a population, setting, mechanism, or method prior work has not covered
+- Counter-claim: prior findings conflict, and the conflict is unresolved
+- Raise a question: known facts do not yet explain an observed pattern
+- Continue a tradition: an established line of work licenses a next step
+
+**The gap must be licensed by the review.** A gap statement is only as credible as the Move 1 synthesis that precedes it. If the annotated bibliography does not support "X has not been examined in Y," soften to what it does support ("evidence in Y remains limited to Z designs") or return to literature_strategist_agent for a targeted search. Never manufacture a gap.
+
+**Avoid the universal-negative trap.** "No study has examined X" is an unverifiable claim and a common desk-reject irritant. Prefer scoped negatives tied to a documented search — "our search of [named databases], covering [period and design scope], identified no..." — or positive framings of the limit of current evidence.
+
+### Move 3 — Occupy the niche
+
+State what this paper does, in terms that mirror the niche just established.
+
+**Steps** (in typical order):
+- Announce purpose: one sentence, active, specific ("This study estimates..." not "This study aims to explore...")
+- State RQs or hypotheses: verbatim the same RQs as the Paper Configuration Record, not paraphrases
+- Preview contribution: what the reader will know afterward that they do not know now
+- Outline structure: optional; many venues now cut it. Include only if the paper type template calls for it.
+
+**Purpose-sentence discipline**: the purpose sentence is the most-quoted sentence in peer review. Draft it before drafting the rest of the Introduction, and check it answers the niche exactly. A Move 2 gap about "mechanism" answered by a Move 3 purpose about "prevalence" is a structural mismatch reviewers catch immediately.
+
+### Proportions and length
+
+- Introduction budget: typically 10-15% of body word count (respect the outline allocation from structure_architect_agent)
+- Move 1 is the widest, Move 2 the shortest and sharpest, Move 3 concrete and unhedged about what was done (hedge findings, not actions)
+- One move per paragraph is a safe default; Move 1 may take two
+
+### Common failures
+
+| Failure | Symptom | Fix |
+|---------|---------|-----|
+| Funnel too wide | Opens with "Since ancient times" scope | Start at the narrowest context that still shows stakes |
+| Literature dump | Move 1 is a list of "A found X. B found Y." | Synthesize by theme or tension; cite in support of claims |
+| Unlicensed gap | Move 2 asserts a gap the review never scoped | Rescope the gap or extend the search |
+| Universal negative | "No study has ever..." | Scope it: database, period, design |
+| Buried purpose | Move 3 purpose sentence hidden mid-paragraph | Lead the paragraph with it |
+| Niche-purpose mismatch | Gap says mechanism, purpose says description | Rewrite the purpose to answer the stated gap |
+| Findings leak | Full results narrated in the Introduction | Preview contribution type, keep numbers for Results (unless the discipline expects announced findings) |
+
+---
+
+## Part 2: Title Crafting
+
+A title does three jobs: retrieval (search engines and databases), screening (a reader deciding whether to open the paper), and framing (setting the claim's ambition level). Draft 3-5 candidates at Step 3 assembly and select against the checklist below.
+
+### Title anatomy
+
+Most strong empirical titles carry: **key concept** (front-loaded) + **specifics** (population, setting, or mechanism) + optional **design signal** (e.g., "a longitudinal study," "evidence from X"). Word budget: aim for 15 words or fewer unless the venue's norms run longer.
+
+### Title types
+
+| Type | Shape | Norms and risks |
+|------|-------|-----------------|
+| Descriptive | "X and Y in Z context" | Safe default across disciplines; risk is blandness |
+| Declarative | "X increases Y under Z" | Growing in high-impact science venues; the title becomes a claim, so it must carry the same hedging discipline as the abstract. Do not declare what the design cannot support |
+| Interrogative | "Does X change Y?" | Accepted in social sciences and commentary; rare in engineering; some editors read it as hedging |
+| Compound (colon) | "Catchy phrase: specific subtitle" | Common in humanities and social sciences; keep the pre-colon phrase informative, not merely cute |
+
+### Checklist
+
+- [ ] Front-loads the most important concept (first 3-4 words carry the topic)
+- [ ] Contains the terms a searcher in this field would actually type (align with the abstract's keyword list; see `references/abstract_writing_guide.md`)
+- [ ] 15 words or fewer, or a documented venue norm otherwise
+- [ ] No abbreviations unless universally known in the field (DNA yes, HEI depends on venue)
+- [ ] No throwaway openers: "A study of," "An investigation of," "Toward an understanding of"
+- [ ] Claim level matches the design (no causal verbs on cross-sectional data)
+- [ ] Specific enough to exclude papers it is not (a title that fits fifty papers screens none)
+- [ ] Metaphor or wordplay, if any, is decoded by the subtitle
+
+**Cross-check with the wording-pattern advisory**: several AI-typical RQ shells double as weak title shells, notably "A study of X and Y" (WP06), "A comparative study of X and Y" (WP17), and "Toward a framework for X" (WP18) from the Socratic mentor's reference table. If a candidate title matches one of those surface forms, treat it as a prompt to name the specific mechanism, site, or tension instead.
+
+### Worked examples
+
+| Weak | Stronger | Why |
+|------|----------|-----|
+| "A Study of AI and Higher Education" | "Generative AI in Programme-Level Quality Assurance: Evidence from 42 Taiwanese Universities" | Names the mechanism, population, and evidence base; survives the fifty-papers test |
+| "Exploring the Impact of Feedback on Learning" | "Rubric-Anchored Peer Feedback and Revision Depth in First-Year Writing" | Replaces shell verbs with the actual instrument and outcome |
+| "Toward a Framework for Teacher Wellbeing" | "Workload Rhythm, Not Workload Volume, Predicts Teacher Burnout: A Nine-Month Diary Study" | Declarative form carried by a design that can support it |
+
+Examples are illustrative shapes, not field-verified claims; never reuse their content in a real paper.
+
+---
+
+## Provenance
+
+Added for #500. The coverage gap (introduction rhetoric and title guidance) was surfaced by PR #485 (@lorenzo392), which proposed these topics inside a broader new-skill shape the suite declined. Content here was written fresh for this repo. Model source: the CARS model as introduced in Swales, J. M. (1990), *Genre Analysis: English in Academic and Research Settings*; a revised model appears in Swales, J. M. (2004), *Research Genres: Explorations and Applications*. This guide keeps the 1990 three-move structure and move labels but adapts the step inventory for this pipeline (e.g., Move 3 adds RQ/hypothesis restatement and contribution preview, and treats announcing full findings as a failure mode rather than a step).

package/vendor/ars/academic-paper/references/journal_submission_guide.md

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+# Journal Submission Guide
+
+Used by `formatter_agent` and `intake_agent`.
+
+## Pre-Submission Checklist
+
+### 1. Journal Selection Criteria
+- [ ] Scope alignment: Does the journal publish papers on your topic?
+- [ ] Audience match: Will the journal's readers care about your findings?
+- [ ] Impact: Is the journal recognized in your field?
+- [ ] Predatory check: Verify via Beall's List, DOAJ, or Cabells
+- [ ] Open access: Does the journal offer OA options? What are the APCs?
+- [ ] Timeline: What is the typical review turnaround?
+- [ ] Rejection rate: Is it realistic for your paper's quality?
+
+### 2. Manuscript Preparation
+- [ ] Follow journal's Author Guidelines exactly
+- [ ] Word/page count within limits
+- [ ] Correct citation format (may differ from your preferred style)
+- [ ] Figures/tables meet resolution and format requirements
+- [ ] Anonymized for double-blind review (if required)
+- [ ] Author information page separate from main text
+- [ ] Running head (if required)
+- [ ] Line numbers (if required)
+
+### 3. Required Components
+| Component | Usually Required | Notes |
+|-----------|:---------------:|-------|
+| Cover letter | ✓ | Addressed to Editor-in-Chief |
+| Title page | ✓ | Title, authors, affiliations, corresponding author |
+| Abstract | ✓ | Check word limit (often 150-250) |
+| Keywords | ✓ | Usually 4-7 |
+| Main text | ✓ | Following journal structure |
+| References | ✓ | In journal's required format |
+| Tables | Often | Separate files or embedded |
+| Figures | Often | High-resolution, specific formats |
+| Supplementary materials | Sometimes | Data, code, extended analyses |
+| Author contributions (CRediT) | Increasingly | Who did what |
+| Conflict of interest statement | ✓ | Even if no conflicts |
+| Data availability statement | Increasingly | Where data can be accessed |
+| Funding statement | ✓ | Grant numbers and funders |
+| Ethics statement | If applicable | IRB approval, informed consent |
+| AI disclosure | Increasingly | Nature, Science require this |
+
+## Common Journal Types in Higher Education
+
+### Top HEI Journals (International)
+
+| Journal | Impact | Citation Style | Typical Length |
+|---------|--------|---------------|---------------|
+| Higher Education | High | APA | 8,000-10,000 |
+| Studies in Higher Education | High | APA | 6,000-8,000 |
+| Research in Higher Education | High | APA | 6,000-10,000 |
+| Quality in Higher Education | Medium | APA | 5,000-7,000 |
+| Assessment & Evaluation in Higher Education | Medium | APA | 5,000-8,000 |
+| Journal of Higher Education | High | Chicago | 8,000-12,000 |
+| Tertiary Education and Management | Medium | APA | 5,000-7,000 |
+| International Journal of Educational Development | Medium | APA | 6,000-8,000 |
+
+### Major Multidisciplinary Journals
+
+| Journal | Impact | Citation Style | Typical Length | Open Access |
+|---------|--------|---------------|---------------|-------------|
+| Nature | Very High | Nature style | 3,000-5,000 | Hybrid |
+| Science | Very High | Science style | 2,500-4,500 | Hybrid |
+| PLOS ONE | Medium | Vancouver | No limit | Full OA |
+| Frontiers (series) | Medium-High | Vancouver | 3,000-12,000 | Full OA |
+| SAGE Open | Medium | APA | No limit | Full OA |
+
+### Major Education Journals (Beyond HEI)
+
+| Journal | Impact | Citation Style | Typical Length |
+|---------|--------|---------------|---------------|
+| Review of Educational Research | Very High | APA | 15,000-20,000 |
+| Educational Researcher | High | APA | 5,000-8,000 |
+| American Educational Research Journal | High | APA | 8,000-12,000 |
+| British Educational Research Journal | High | APA | 6,000-8,000 |
+| Teaching and Teacher Education | High | APA | 6,000-8,000 |
+| Computers & Education | High | APA | 6,000-10,000 |
+
+### Taiwan HEI Journals (TSSCI)
+
+| Journal | Romanized Chinese Name | Citation Style |
+|---------|---------|---------------|
+| Journal of Research in Education Sciences | Jiao Yu Ke Xue Yan Jiu Qi Kan | APA |
+| Bulletin of Educational Research | Jiao Yu Yan Jiu Ji Kan | APA |
+| Journal of Taiwan Normal University: Education | Shi Da Xue Bao: Jiao Yu Lei | APA |
+| Journal of Educational Practice and Research | Jiao Yu Shi Jian Yu Yan Jiu | APA |
+| Higher Education Review | Gao Deng Jiao Yu | APA |
+
+## Cover Letter Template
+
+```markdown
+[Date]
+
+[Editor Name, if known]
+Editor-in-Chief
+[Journal Name]
+
+Dear [Editor Name / Editor-in-Chief],
+
+RE: Submission of Original Manuscript — "[Paper Title]"
+
+I am writing to submit our manuscript entitled "[Paper Title]" for
+consideration for publication in [Journal Name] as a [Research Article /
+Review Article / Brief Communication].
+
+**What the paper addresses:**
+[1-2 sentences describing the research problem and why it matters]
+
+**Key findings:**
+[1-2 sentences highlighting the most important results]
+
+**Why this journal:**
+[1 sentence explaining why this paper fits the journal's scope and readership]
+
+**Confirmations:**
+- This manuscript has not been published previously and is not under
+  consideration elsewhere.
+- All authors have read and approved the final manuscript.
+- [If applicable: This research was approved by [IRB/Ethics Committee]
+  (approval number: XXX).]
+- [If applicable: AI-assisted tools were used in the preparation of this
+  manuscript, as disclosed within.]
+
+**Suggested Reviewers** (optional):
+1. [Name, Affiliation, Email] — expert in [area]
+2. [Name, Affiliation, Email] — expert in [area]
+
+**Excluded Reviewers** (optional):
+1. [Name] — [brief reason, e.g., "recent collaborator"]
+
+Thank you for considering our submission. We look forward to hearing from you.
+
+Sincerely,
+
+[Corresponding Author Name]
+[Title, Department]
+[Institution]
+[Email]
+[ORCID: xxxx-xxxx-xxxx-xxxx]
+```
+
+## CRediT Author Contributions
+
+| Role | Description |
+|------|-------------|
+| Conceptualization | Ideas; formulation of research goals |
+| Data curation | Management activities for research data |
+| Formal analysis | Application of statistical or computational techniques |
+| Funding acquisition | Financial support for the project |
+| Investigation | Conducting the research and data collection |
+| Methodology | Development or design of methodology |
+| Project administration | Management and coordination |
+| Resources | Provision of study materials or tools |
+| Software | Programming, software development |
+| Supervision | Oversight and leadership |
+| Validation | Verification of results |
+| Visualization | Preparation of data presentation |
+| Writing – original draft | Initial writing |
+| Writing – review & editing | Critical review and revision |
+
+## Data Availability Statement Templates
+
+### Open Data
+```
+The data that support the findings of this study are openly available in
+[repository name] at [URL/DOI].
+```
+
+### Restricted Data
+```
+The data that support the findings of this study are available from
+[source] but restrictions apply to the availability of these data, which
+were used under license for the current study, and so are not publicly
+available. Data are available from the authors upon reasonable request
+and with permission of [source].
+```
+
+### No Data Sharing
+```
+Data sharing is not applicable to this article as no new data were
+created or analyzed in this study.
+```
+
+## AI Disclosure Templates
+
+### Minimal Disclosure
+```
+AI Disclosure: AI-assisted tools were used during the preparation of
+this manuscript. The authors reviewed and take full responsibility for
+the content.
+```
+
+### Detailed Disclosure
+```
+AI Disclosure: The authors used [tool name] during the preparation of
+this work. Specifically, [tool name] was used for [specific tasks: e.g.,
+literature search assistance, language editing, data visualization].
+After using this tool, the authors reviewed and edited the content as
+needed and take full responsibility for the content of the published
+article.
+```
+
+## Post-Submission: Responding to Peer Review
+
+### Response Letter Structure
+```markdown
+Dear Editor and Reviewers,
+
+Thank you for your constructive feedback on our manuscript "[Title]"
+(Manuscript ID: XXX). We have carefully addressed all comments and
+revised the manuscript accordingly. Below we provide point-by-point
+responses.
+
+---
+
+## Reviewer 1
+
+**Comment 1**: [Quote the reviewer's comment]
+**Response**: [Your response explaining what you did]
+**Changes**: [Describe specific changes, with page/line numbers]
+
+**Comment 2**: [...]
+**Response**: [...]
+**Changes**: [...]
+
+---
+
+## Reviewer 2
+
+[Same format]
+
+---
+
+We believe these revisions have substantially strengthened the
+manuscript and hope it is now suitable for publication.
+
+Sincerely,
+[Authors]
+```
+
+### Response Best Practices
+1. Respond to EVERY comment (even if you disagree)
+2. Be respectful and grateful
+3. If you disagree, explain why with evidence
+4. Reference specific page/line numbers for changes
+5. Use tracked changes in the revised manuscript
+6. Submit a clean copy AND a tracked-changes copy