rhachet-roles-ehmpathy 1.15.12 → 1.15.14

package/dist/roles/bhrain/.briefs/librarian.context/article.variant.vision.[article].md

@@ -1,60 +0,0 @@
-# 🧩 .brief: `[vision]`
-
-## .what
-a **vision** is an imaginative depiction or scenario illustrating a potential future state of a concept, entity, or project. it serves as a creative projection aimed at inspiring and guiding transformative thinking or strategic planning by showcasing what is possible.
-
----
-
-## 🎯 purpose
-- to **inspire innovation** and broad thinking about potential futures
-- to **guide strategic decision-making** by providing a target state to work towards
-- to **engage stakeholders** by vividly portraying the benefits and impact of pursuing the vision
-
----
-
-## 🛠 components
-
-### 1. **imagination**
-   - creatively constructed possibilities that envision a future state
-   - may involve speculative scenarios or conceptual explorations
-
-### 2. **impact**
-   - describes the anticipated results or changes if the vision is realized
-   - typically highlights positive transformations or advancements
-
-### 3. **feasibility**
-   - considers the practicality and potential challenges in achieving the vision
-   - often includes contingency thoughts to address uncertainties
-
-### 4. **engagement**
-   - a compelling narrative that captures the interest of diverse audiences
-   - calls for alignment and participation from stakeholders
-
----
-
-## 🔍 features
-- **vivid and illustrative** to make abstract ideas tangible
-- **aspirational tone** to elevate thinking beyond current limitations
-- includes **elements of storytelling** to foster emotional connection
-
----
-
-## 🏗 creating a vision
-1. **research trends and scenarios**: understand ongoing changes and potential future shifts.
-2. **brainstorm creatively**: think imaginatively about what is possible without current constraints.
-3. **storyboard your vision**: craft a narrative that conveys the exciting, transformative potential.
-4. **seek feedback and iteratively refine**: engage others in reviewing and enhancing the vision for broader resonance.
-
----
-
-## 📚 examples
-- vision of a sustainable future city: "the city of tomorrow is a zero-emission urban paradise where nature and technology coexist, providing a thriving, inclusive, and adaptive ecosystem for all."
-- vision for an education system: "an educational landscape where personalized learning and novel pedagogies empower every student to realize their full potential, unbounded by their starting point."
-
----
-
-## 💡 notes
-- a vision can be abstract and speculative, unlike a mission or strategy, which are typically more grounded and specific.
-- ensure a vision remains **flexible** to evolve with new insights and realities.
-
----

package/dist/roles/bhrain/.briefs/librarian.context/term.expectation.vs_assumption._.md

@@ -1,60 +0,0 @@
-# 🧩 .brief: `assumption vs expectation`
-
-## .what
-**assumption** and **expectation** are two closely related concepts that shape how we perceive and interact with the world. An **assumption** is a belief or supposition taken as true without proof or concrete evidence. It often functions unconsciously to fill gaps in what we think we know. An **expectation**, on the other hand, is a belief about the anticipated outcome or behavior of someone or something; it is often based on past experience, communication, or desire.
-
----
-
-## 🎯 purpose
-- distinguish between passive beliefs (assumptions) and active forecasts (expectations)
-- clarify how each informs decision-making and mindset
-- prevent misunderstandings and misalignments in communication and planning
-
----
-
-## 📐 dimensions
-
-### assumption
-- **definition**: a belief taken for granted without substantiation; a starting point for reasoning that lacks direct evidence.
-- **origin**: emerges from prior experiences, cultural norms, or incomplete data.
-- **effect**: shapes perspective subtly, often unacknowledged; can lead to blind spots if unexamined.
-  
-### expectation
-- **definition**: an anticipated outcome or behavior considered likely or desired, inferred from patterns of past interactions or guidance.
-- **origin**: formed from past experience, explicit statements, or personal goals and desires.
-- **effect**: guides behavior and emotional responses; unmet expectations can result in disappointment or frustration.
-
----
-
-## 🔗 relations
-- **assumptions can influence expectations**: unacknowledged assumptions can set unrealistic or inaccurate expectations.
-- **expectations shape interactions**: clear expectations improve communication and collaboration, reducing surprises and conflict.
-  
----
-
-## 💡 examples
-
-### assumptions
-- assuming someone knows how to operate a device without instruction.
-- believing a project will take a standard amount of time without considering unique complexities.
-
-### expectations
-- expecting a colleague to reply to emails within 24 hours based on previous patterns.
-- anticipating software to perform a specific function because it was advertised to do so.
-
----
-
-## 🌀 contrast & synthesis
-
-### distinguish
-- assumptions are often less conscious and lack immediate validation.
-- expectations are typically more explicit and testable against reality.
-
-### integrate
-- actively recognizing and questioning assumptions can refine expectations into more effective tools for predicting and navigating future scenarios.
-
----
-
-## 📌 application
-- **in planning**: explicitly state and validate assumptions to ensure realistic expectations and successful outcomes.
-- **in communication**: acknowledge and align on expectations to foster understanding and collaboration.

package/dist/roles/bhrain/.briefs/librarian.context/term.frame.vs_perspective.[article].md

@@ -1,96 +0,0 @@
-# 🧩 .brief: `frame vs perspective`
-
-## .what
-**frame** and **perspective** are paired tools for concept articulation:
-- **frame** = a **structural skeleton** — a variant pattern of slots and relations that can be applied to a concept to shape *how* it is organized in articulation. Multiple frames may be applied to the same concept to produce structurally different materializations.
-- **perspective** = the **viewpoint** or **angle of approach** used to fill that skeleton with content, shaping emphasis, tone, and interpretation.
-
----
-
-## 🎯 goal
-- **frame**: provide an organizing pattern for a concept’s articulation.
-- **perspective**: give a contextual lens for filling the pattern.
-- together: allow re-framing (structural variation) and re-viewing (interpretive variation) of the same concept.
-
----
-
-## 🔎 core distinctions
-
-| aspect | **frame** | **perspective** |
-|---|---|---|
-| nature | structural pattern (variant skeleton) | interpretive angle (role, motive, context) |
-| function | determines *what slots exist* and *how they relate* | determines *how slots are filled* and *what’s emphasized* |
-| multiplicity | many possible per concept | many possible per concept |
-| change effect | reorganizes the articulation | shifts tone, focus, interpretation |
-| metaphor | skeleton blueprint | lens |
-
----
-
-## 🧭 minimal definitions
-
-### frame
-- **slots**: named fields/dimensions (e.g., `.what`, `.why`, `.how`)
-- **relations**: how slots link or depend on each other
-- **order/shape**: sequence, grouping, or hierarchy
-- **constraints**: invariants within that frame variant
-- **acuity rules**: expected detail per slot
-
-### perspective
-- **vantage**: whose view or role is filling the frame
-- **tone/style**: language and metaphor choices
-- **priority**: which slots get richer vs minimal detail
-- **filter**: what’s omitted or downplayed
-- **interpretation**: how the facts are cast in meaning
-
----
-
-## ⚙️ workflow pattern
-
-1. **<select.frame>** — choose the skeleton variant best suited to the goal.
-2. **<choose.perspective>** — pick the lens: role, priorities, style.
-3. **<materialize>** — fill the frame from that perspective.
-4. **<compare.perspectives>** — same frame, varied fills.
-5. **<compare.frames>** — same concept, varied skeletons.
-
----
-
-## 🧷 interplay rules
-
-- **frame** = structural variation; **perspective** = interpretive variation.
-- multiple **frames** allow reorganizing the same concept into different slot structures.
-- multiple **perspectives** allow different voices or priorities for the same structure.
-- changing **frame** may change the relationships between elements; changing **perspective** does not.
-
----
-
-## 🧯 blue-collar example
-
-**concept**: “buying a work truck”
-
-- **frame A** (decision frame):
-  1. purpose
-  2. requirements
-  3. options
-  4. decision
-  5. rationale
-
-- **frame B** (risk–benefit frame):
-  1. risks
-  2. mitigations
-  3. benefits
-  4. trade-offs
-  5. selection
-
-- **perspectives** for either frame:
-  - **owner**: ROI, fuel, maintenance cost.
-  - **foreman**: uptime, ruggedness.
-  - **driver**: comfort, safety.
-
-Same **concept**, different **frames** change *structure*, different **perspectives** change *interpretation*.
-
----
-
-## 📌 summary
-- **frame** = skeleton variant — structural pattern that organizes articulation.
-- **perspective** = lens — interpretive angle that colors the fill.
-you can re-frame for structural changes, re-view for interpretive changes, or combine both for maximum variation.

package/dist/roles/bhrain/.briefs/librarian.context/term.invariant.[article].md

@@ -1,29 +0,0 @@
-# 🧩 .brief: def(`invariant`)
-
-## .what
-an **invariant** is a property, condition, or quantity that remains unchanged while other elements of a system vary — as long as the system’s rules or constraints are respected.
-
----
-
-## 🎯 goal
-to define and preserve **consistency** across changes, ensuring that certain truths or conditions hold steady regardless of variation in other factors.
-
----
-
-## 📍 scope
-- **mathematics** — values or relationships that remain constant under specific transformations
-- **programming** — conditions that must always be true during program execution
-- **physics** — measurable properties that do not change across frames of reference or states
-- **logic / reasoning** — truths that persist across all considered cases
-
----
-
-## 💡 examples
-- **math**: in euclidean geometry, the distance between two points is invariant under rotation.
-- **programming**: in a sorted array, `array[i] <= array[i+1]` is an invariant.
-- **physics**: the speed of light in a vacuum is invariant for all inertial observers.
-
----
-
-## 🔍 note
-violating an invariant often signals a **break in the system’s rules** or a **logical error** in reasoning or implementation.

package/dist/roles/bhrain/.briefs/librarian.context/term.lesson._vs_article.[article].md

@@ -1,36 +0,0 @@
-# 🧩 .brief: lesson vs article
-
-## .what
-**lesson** and **article** are both structured forms of knowledge delivery, but they differ in **purpose, orientation, and test of success**.
-- a **lesson** is pedagogical — built to **teach** through the fusion of **explain × articulate**.
-- an **article** is expository — built to **inform or persuade**, relying primarily on **articulation**, sometimes with partial explanation.
-
----
-
-## .why (purpose)
-- **lesson:** to transfer ability → the learner should *do, apply, or restate*.
-- **article:** to convey information or stance → the reader should *understand, believe, or reflect*.
-
----
-
-## .model
-
-| axis              | **lesson**                                   | **article**                               |
-|-------------------|-----------------------------------------------|-------------------------------------------|
-| **core fusion**   | explain × articulate                          | articulate (may include explain)           |
-| **orientation**   | audience-centered (learner progression)       | content-centered (author’s theme)         |
-| **structure**     | scoped, stepwise, with checks/examples        | expository/narrative, theme-driven         |
-| **tone**          | directive, guiding, scaffolded                | declarative, expressive, author-driven     |
-| **success test**  | learner can apply or restate concept          | reader grasps or resonates with argument   |
-
----
-
-## .examples
-- **lesson:** “solving quadratic equations” → rule explained, worked example, practice, recap.
-- **article:** “why quadratic equations matter in physics” → narrative of relevance, context, implications.
-
----
-
-## .tl;dr
-- **lesson = packaged teaching**: explain + articulate, bounded, learner-focused.
-- **article = expository writing**: articulate, theme-focused, author-driven.

package/dist/roles/bhrain/.briefs/librarian.context/term.ref._vs_brief.md

@@ -1,90 +0,0 @@
-## `.brief: ref.vs_brief`
-## `.brief: concept.form`
-
-a **concept** may be stored in one of two primary forms, distinguished by the length, completeness, and intended usage of their content:
-
-| form     | role        | description | length scope | typical usage |
-|----------|-------------|-------------|--------------|---------------|
-| **[brief]** | instance  | a complete, self-contained work that may be of arbitrary length. represents the *full file* body, containing all details, structure, and data needed for its intended use. | unlimited | final documents, source code, datasets |
-| **[ref]**   | reference | a short, single-sentence concept reference. names or anchors a concept without providing substantive content. | one sentence | quick reference, index listings, choice menus |
-
-**notes**
-- `[brief]` is the **instance** form; `[ref]` is the **reference** form.
-- concepts can transition between forms — a `[ref]` (reference) can later expand into a `[brief]` (instance), and a `[brief]` can be condensed into a `[ref]`.
-- in storage, `[brief]` consumes more resources and may require versioning; `[ref]` is lightweight and suitable for fast retrieval or indexing contexts.
-
----
-
-## examples
-
----
-
-**[ref] example**
-\`\`\`md
-raspberry
-\`\`\`
-
-**[brief] example**
-\`\`\`md
-# `.brief: raspberry`
-
-## .what
-a **raspberry** is a small, edible fruit composed of numerous tiny drupelets, typically red, black, purple, or golden in color. it grows on the perennial plant *rubus idaeus* and related species.
-
-## goal
-to provide nutrition, flavor, and culinary versatility as a fruit in human diets.
-
-## core elements
-1. **botanical family** — rosaceae
-2. **growth habit** — perennial shrub with biennial canes
-3. **nutritional value** — rich in fiber, vitamin c, and antioxidants
-4. **culinary uses** — eaten fresh, made into jams, baked goods, or beverages
-\`\`\`
-
----
-
-**[ref] example**
-\`\`\`md
-duck
-\`\`\`
-
-**[brief] example**
-\`\`\`md
-# `.brief: duck`
-
-## .what
-a **duck** is a waterfowl belonging to the family anatidae, characterized by its broad bill, webbed feet, and short legs. ducks are found worldwide in both freshwater and marine environments.
-
-## goal
-to thrive as part of aquatic ecosystems and serve as a source of food, feathers, and cultural symbolism for humans.
-
-## core elements
-1. **habitat** — lakes, rivers, marshes, and coastal waters
-2. **diet** — aquatic plants, invertebrates, and small fish
-3. **behavior** — dabbling, diving, migratory patterns
-4. **human uses** — meat, eggs, feathers, ornamental breeding
-\`\`\`
-
----
-
-**[ref] example**
-\`\`\`md
-ship
-\`\`\`
-
-**[brief] example**
-\`\`\`md
-# `.brief: ship`
-
-## .what
-a **ship** is a large vessel designed for transporting people, cargo, or equipment across bodies of water. ships can be powered by sails, engines, or other propulsion methods.
-
-## goal
-to facilitate transportation, trade, exploration, and defense across oceans, seas, and other navigable waters.
-
-## core elements
-1. **types** — cargo ship, passenger ship, warship, research vessel
-2. **propulsion** — sail, steam, diesel, nuclear
-3. **construction materials** — wood, steel, composite materials
-4. **functions** — commerce, military, scientific research, recreation
-\`\`\`

package/dist/roles/bhrain/.briefs/librarian.context/term.referent.[article].md

@@ -1,43 +0,0 @@
-# 🧩 .brief: `referent`
-
-## .what
-a **referent** is the actual thing in the world (object, person, event, or idea) that a word, phrase, or symbol points to. it is the entity being referred to, distinct from the sign itself (the word or symbol) and from the concept it evokes in the mind.
-
----
-
-## 🎯 purpose
-- anchors language to reality by specifying *what exactly* is being indicated
-- distinguishes between linguistic form (signifier), mental concept (sense), and the external entity (referent)
-- enables precision in communication, logic, and semantics
-
----
-
-## 🔍 contrasts
-- **signifier vs referent**
-  - *signifier* = the form (e.g., the word "dog")
-  - *referent* = the actual creature running in the yard
-- **sense vs referent**
-  - *sense* = the mental concept or descriptive content ("domesticated four-legged canine")
-  - *referent* = the particular dog you’re pointing at
-
----
-
-## 📐 examples
-1. saying *"the Eiffel Tower"*
-   - **signifier:** the phrase “Eiffel Tower”
-   - **sense:** concept of “a famous tower in Paris”
-   - **referent:** the specific iron structure standing in Paris
-
-2. in a classroom, pointing to a triangle on the board while saying “this shape”
-   - **signifier:** the phrase “this shape”
-   - **referent:** that specific chalk triangle
-
-3. in logic:
-   - the expression “2 + 2” → **referent = 4**
-
----
-
-## 📊 applications
-- **linguistics & semantics:** clarifies meaning by tying words to things
-- **logic & philosophy:** distinguishes between naming, meaning, and existence
-- **computer science (NLP, programming):** a variable may act as a signifier, its value as the referent

package/dist/roles/bhrain/.briefs/librarian.context/usage.lesson_vs_article.[lesson].md

@@ -1,31 +0,0 @@
-# 🧩 .brief: lessons vs articles in llm context
-
-## .what
-within an llm’s **context window**, the choice between feeding it **lessons** or **articles** determines how it will generalize and respond.
-- **lessons** = structured, causal, example-driven scaffolds → optimized for clarity and reuse.
-- **articles** = expository, narrative, stylistic content → optimized for articulation and tone.
-
----
-
-## .why (purpose)
-- **lessons:** maximize transfer of reasoning patterns, problem-solving steps, and teaching clarity.
-- **articles:** maximize stylistic fidelity, genre mimicry, and rhetorical richness.
-
----
-
-## .model
-
-| axis              | **lessons in context**                          | **articles in context**                     |
-|-------------------|-------------------------------------------------|---------------------------------------------|
-| **core fusion**   | explain × articulate (scaffolded knowledge)     | articulate (may include explain)            |
-| **strengths**     | clarity, stepwise structure, reusable templates | tone, breadth, rhetorical and stylistic form |
-| **weaknesses**    | narrow scope, less stylistic variety            | verbose, less causal scaffolding             |
-| **best use**      | teaching, tutoring, applied reasoning tasks     | style transfer, perspective capture          |
-
----
-
-## .takeaway
-- **lessons compress more usable value per token** → best for clarity, reasoning, and consistency.
-- **articles provide articulation patterns** → best for stylistic or rhetorical goals.
-
-**in llm context:** if the task is *teach or solve*, prefer **lessons**. if the task is *sound like or persuade*, prefer **articles**.

package/dist/roles/bhrain/.briefs/librarian.context/usage.lesson_vs_article_vs_demo.[lesson].md

@@ -1,37 +0,0 @@
-# 🧩 .brief: lessons vs articles vs demos in llm context
-
-## .what
-within an llm’s **context window**, you can load knowledge in the form of **lessons**, **articles**, or **demos**. each has a distinct function:
-- **lessons** = structured scaffolds → optimize for clarity & transfer.
-- **articles** = expository text → optimize for articulation & tone.
-- **demos** = concrete examples → optimize for showing *how it looks in practice*.
-
----
-
-## .why (purpose)
-- **lessons:** to make the llm *reproduce structured reasoning* and stepwise clarity.
-- **articles:** to make the llm *mirror articulation, genre, and style*.
-- **demos:** to make the llm *imitate patterns through example-based learning*.
-
----
-
-## .model
-
-| axis              | **lessons in context**                          | **articles in context**                        | **demos in context**                        |
-|-------------------|-------------------------------------------------|------------------------------------------------|---------------------------------------------|
-| **core fusion**   | explain × articulate (scaffolded knowledge)     | articulate (may include explain)               | example (observable instance)                |
-| **strengths**     | clarity, stepwise structure, reusable templates | tone, breadth, rhetorical and stylistic form   | concreteness, fast pattern transfer          |
-| **weaknesses**    | narrow scope, less stylistic variety            | verbose, less causal scaffolding               | shallow (shows *what*, not *why*)           |
-| **best use**      | teaching, tutoring, problem-solving             | style transfer, persuasion, context-rich tasks | training-by-example, template replication   |
-
----
-
-## .takeaway
-- **lessons** compress rules into structured, reusable scaffolds.
-- **articles** convey style and breadth of articulation.
-- **demos** shortcut learning by showing *what to do*, often with minimal explanation.
-
-**in llm context:**
-- for *clarity & reasoning* → use **lessons**.
-- for *style & rhetoric* → use **articles**.
-- for *pattern mimicry* → use **demos**.

package/dist/roles/bhrain/.briefs/librarian.tactics/.readme.md

@@ -1,12 +0,0 @@
-librarian tactics are all [brief]work
-- [article]s (<articulate>)
-- [catalog]s (<catalogize>)
-- [gallery][example]s (<illustrate>)
-- [gallery][review]s (<?>) (no generator for them? since they're detected / pulled / measured)
-
-the librarian gets and sets [brief]s
-
-the librarian is commonly asked to mutate focus
-- get briefs
-- compress per goal
-- set focus.context

package/dist/roles/bhrain/.briefs/librarian.tactics/<articulate>._.[article].frame.cognitive.md

@@ -1,33 +0,0 @@
-# 🗣️ .brief: `<articulate>`
-
-## 🧭 .what
-`<articulate>` is a **focus.motion.acuity** primitive on the `.attributes` subaxis. it moves **inward** (`.attributes++`) to enrich the **same** anchor concept by surfacing explicit traits. the anchor does not change; only the **resolution** of its description increases.
-
----
-
-## 🎯 purpose
-- transform a minimal or vague seed into a **clear, operational brief**
-- answer guiding questions to surface **surface-level attributes**
-- unlock **variation potential** by increasing `focal.acuity`
-
----
-
-## 🔗 relation to `focus.motion.acuity`
-- **subaxis** → `.attributes`
-- **motion** → `++` (enrich)
-- **direction** → inward (sharpen)
-- **effect** → reveals finer surface traits without changing the anchor
-
----
-
-## 🌿 treestruct interaction
-- **anchor** stays fixed: `focus.concept` is not swapped
-- **acuity** increases: more traits are cognitively present
-- surfaced traits can be used immediately for `<cluster>`, `<compare>`, or `<generalize>`
-
----
-
-## 📎 notes
-- `<articulate>` is for **attributes** only — use `<decompose>` for internal parts (`.substructs++`).
-- It is often run **after `<gather>`** and **before `<cluster>`**.
-- Higher acuity increases cognitive load; apply when precision directly benefits the reasoning goal.

package/dist/roles/bhrain/.briefs/librarian.tactics/<articulate>._.[article].frame.tactical.md

@@ -1,45 +0,0 @@
-# 🧩 .brief: `articulate`
-
-## .what
-**`articulate`** is a **focus.motion** primitive that transforms an in-progress concept into a **clear, explicit, and shareable form**.
-It takes an internal, often fuzzy understanding and **renders it into precise language or representation**, making it accessible for others — or for one’s own future self.
-
----
-
-## 🎯 goal
-- convert **implicit understanding** into **explicit expression**
-- ensure the concept is **comprehensible, accurate, and usable**
-- provide a **stable reference** for discussion, reasoning, or implementation
-
----
-
-## ⚙️ method
-1. **anchor**
-   - establish the core concept or seed you’re articulating
-   - lock in scope and avoid redefining mid-process
-
-2. **structure**
-   - choose an organizational frame (outline, template, narrative, gallery-based, etc.)
-   - match format to purpose and audience
-
-3. **express**
-   - render the concept in clear, direct language
-   - surface key attributes, context, and distinctions
-
-4. **refine**
-   - check for clarity, completeness, and fidelity to the original intent
-   - adjust wording or structure as needed
-
----
-
-## 📐 when to use
-- when a concept needs to move from **thought** to **communicable form**
-- when collaborating, teaching, or documenting
-- when ambiguity is blocking decision-making or action
-
----
-
-## 💡 notes
-- articulation is **not invention** — the core concept should already exist, even if only as a seed
-- the **acuity** of articulation depends on how well attributes, context, and boundaries are surfaced
-- can be combined with other tactics (e.g., template-driven, exemplar-driven) for different use cases

package/dist/roles/bhrain/.briefs/librarian.tactics/<articulate>.tactic.[catalog].md

@@ -1,83 +0,0 @@
-# 📚 .catalog: `<articulation>.tactics`
-
-## .what
-A reference set of professional strategies for improving the **clarity, completeness, and resonance** of a concept when composing an [article].
-
----
-
-## 🛠 tactics
-
-### 1. **checklist-driven articulation**
-> use a predefined list of *must-cover* elements to ensure completeness.
-- best for compliance, standards, and repeatable formats
-- example: medical case reports, technical audits
-
----
-
-### 2. **progressive refinement**
-> start broad, then iteratively zoom into detail (high → medium → low acuity).
-- prevents getting stuck in minutiae early
-- example: write `.what` at overview level, then deepen `.how` and `.why` in passes
-
----
-
-### 3. **compare-and-contrast framing**
-> define the concept by placing it alongside similar or opposite concepts.
-- accelerates reader understanding via reference points
-- example: feature comparison charts, pros-vs-cons lists
-
----
-
-### 4. **story-path anchoring**
-> embed the concept in a narrative arc — problem → struggle → resolution.
-- engages attention, aids memory
-- example: user journey stories, before/after scenarios
-
----
-
-### 5. **taxonomy positioning**
-> locate the concept within a larger system or hierarchy.
-- clarifies scope, boundaries, and related concepts
-- example: placing a technology in a standards stack diagram
-
----
-
-### 6. **question-driven expansion**
-> use targeted interrogatives (`what`, `why`, `how`, `when`, `who`, `where`) to systematically fill gaps.
-- works well with `<ponder>` and `<enquestion>`
-- example: investigative reporting, root-cause analysis
-
----
-
-### 7. **pattern abstraction**
-> generalize from specific instances to reveal the underlying structure or principle.
-- good for reusable methods and cross-domain lessons
-- example: abstracting a “sales funnel” pattern from multiple case studies
-
----
-
-### 8. **reverse articulation**
-> start from the end result or key takeaway and work backward to the core concept.
-- ensures purpose-driven clarity
-- example: explaining a research conclusion by retracing the evidence path
-
----
-
-### 9. **visual scaffolding**
-> pair text with diagrams, charts, or schemas that mirror the article structure.
-- improves retention and helps readers navigate complex content
-- example: flowcharts for process explanations, mindmaps for relationships
-
----
-
-### 10. **multi-perspective synthesis**
-> integrate views from different roles, disciplines, or stakeholders.
-- reveals hidden constraints and broader implications
-- example: combining engineer, designer, and end-user perspectives in a product spec
-
----
-
-## 🔄 usage
-- select 1–3 tactics per [article] depending on **goal**, **audience**, and **acuity**
-- can be sequenced (e.g., start with **story-path anchoring**, end with **taxonomy positioning**)
-- most effective when paired with **templates-exemplars** to keep structure coherent

package/dist/roles/bhrain/.briefs/librarian.tactics/<articulate>.tactic.concept_dimension.examples.[article][seed].md

@@ -1,4 +0,0 @@
-an # examples section on the [article] helps illustrate meaning via practice
-
-
-examples = concept practice; learn via usage