Heterogeneous Acceptance Cases

The cases show how the methods combine across teaching, fiction, mathematics and live commentary. Each route can be shortened to the work the current difficulty needs.

Use a route to construct a narrative or to locate a defect in an existing one. An existing draft can be evaluated immediately; the absence of its production history does not prevent judging a visible problem. Return to the relevant construction step when repair needs it.

Case A - FPF Learning Route Probe With Seminar Carrier

Use: a seminar or slide series that teaches readers to apply FPF patterns. The complete course is a separate teaching publication; a worked teaching example may also appear in a pattern.

Patterns opened: NSTD.1, NSTD.2, NSTD.3, NSTD.5, NSTD.6, NSTD.8.

Selected content: what a pattern concerns, when and how to use it, how methods relate, when to consult a source, and how to evaluate and improve the result.

Temporal posture and rendering mediation mode: prospective planned learning route over current FPF source structures; direct source-structure mode unless an architecture-of-FPF explanation is explicitly opened as architecture-mediated support.

Ordering rule: didactic prerequisite order, with explicit divergence from monolith order when helpful.

Construction route:

1. NSTD.1: relate the learner’s task to the needed pattern content. For a first-use lesson, select a recognizable difficulty, the method’s first operation, its result and the next relevant method.
2. NSTD.2: order the selected content so that each exercise has the needed prerequisites. Depart from the source’s chapter order where that serves the lesson, retaining a return to any omitted condition.
3. NSTD.3: turn each session into a reconstruction target: after the session, the learner should be able to reconstruct one pattern-use route from source basis and selected source structure, not only repeat the teaching story.
4. NSTD.5: add motivation devices only where they protect attention without replacing source return; slogans and examples remain subordinate to reconstructable source structure.
5. NSTD.8: try a short learning sequence with a recurring anchor, a reconstruction or application task, and the support needed at that point. Drafting a slide can reveal a missing prerequisite; record the route when course coordination or revision needs it.
6. NSTD.6: evaluate the route once the above source and use basis is recoverable. A missing structural-amount basis returns to source-spine selection; a demonstrated relation loss calls for repair of the selection, expression or usable source return through the relevant NSTD method before style polish. Compare any numerical amount only at its stated scale and conditions.

Intentionally lost or deferred: full monolith detail, all neighboring patterns, all source-pack rows, and advanced formal variants. These return through source links.

Related work: use E.17 and E.17.AUD for teaching-publication and audience-unit questions, NSTD.6 for narrative quality, the subject sources for the taught claims, and A.10 for evidence claims. G.2/G.11 apply when synthesizing or refreshing a SoTA basis.

Low NSTD.6 repair: if learners enjoy sessions but cannot reconstruct pattern use, repair NSTD.2, NSTD.3, and NSTD.8 before changing only style.

Case B - Franchise Continuation Storycraft

Use: plan a continuation of an existing fictional world, such as a space-opera franchise. This case concerns narrative construction; it does not determine publication rights.

Patterns opened: NSTD.1, NSTD.2, NSTD.3, NSTD.4, NSTD.5, NSTD.6, NSTD.7 when generation is used.

Selected constraints: canon and continuity, the premise and theme, character motivation, causal plot relations, viewpoint and stakes. New events can be invented within those chosen constraints.

Temporal posture: prospective fiction based on a chosen canon or local premise set. Compare directly with those sources; an architecture description is needed only if the story work itself uses one.

Ordering rule: choose how plot events and revelations reach the reader. A delayed reveal can be intentional; repair a missing connection when it defeats the intended plot or understanding.

Construction route:

1. NSTD.1: choose the premise and the canon constraints the continuation will retain. Existing excerpts or a compact note may suffice; build a maintained source collection only when repeated work needs it.
2. NSTD.2: distinguish event order from reveal order. For a consequential action, ensure that the necessary means or motive are available in the story, even if the reader learns them later.
3. NSTD.3: build an event or mechanism support map for the proposed plot: initiating condition, constraint, conflict, action, consequence, update, and unresolved tension.
4. NSTD.4: choose the viewpoint and protagonist’s contribution. Clarify an attribution or omitted perspective only when it changes the intended account.
5. NSTD.5: try stakes, curiosity, identification or a familiar allusion for the intended reader effect. Keep a device when its contribution is worth its cost and it preserves the chosen narrative constraints.
6. NSTD.7: inspect generated candidates against the chosen premise and continuity. Repair, retain or reject them before deciding their use.
7. NSTD.6: evaluate continuity, character agency, causal plot support, viewpoint discipline, and NarrativeRenderingEpiplexity; repair structure before increasing drama.

Intentionally lost or deferred: exhaustive canon, production rights, fan-service catalogue, and publication permission. These are outside this DPF case.

Related work: select canon and its constraints through NSTD.1; inspect generated continuations through NSTD.7 and NSTD.6. Use NSTD.4 for voice and attribution. Additional agency, responsibility, ethics or publication-rights questions depend on the claim and intended use. Maintaining canon alone selects neither G.2 nor C.35.

Low NSTD.6 repair: continuity drift, premise mismatch, character-agency collapse, escalation without causal structure, fan-service replacing plot function, viewpoint confusion, or stakes without source return repair through NSTD.1 through NSTD.4, not by adding more dramatic prose.

Case C - Homotopy Theory Explanation

Use: graph-heavy and structure-heavy mathematical theory rendered into sequential explanatory narrative for learners.

Patterns opened: NSTD.1, NSTD.2, NSTD.3, NSTD.5, NSTD.6, and NSTD.8 if taught as a series.

Source structures that must survive: definitions, dependency order, examples, counterexamples, proof-status boundaries, theorem prerequisites, and source return to formal statements.

Temporal posture and rendering mediation mode: retrospective or atemporal explanatory route over existing mathematical source structures; direct source-structure mode unless a teaching architecture or knowledge-graph architecture is explicitly used as mediation.

Ordering rule: didactic dependency order with source-return to formal proof order.

Construction route:

1. NSTD.1: select the learner use and source structures: definitions, dependency graph, examples, counterexamples, theorem prerequisites, proof-status boundaries, and formal-source return.
2. NSTD.2: choose didactic dependency order; explicitly mark where it differs from formal proof order, historical order, or publication order.
3. NSTD.3: define the reconstruction target for each step: what the learner must be able to state, distinguish, use in an example, or return to as formal proof status.
4. NSTD.5: introduce an analogy, question or visual example where it helps the learner. Supply a condition before the learner’s next inference needs it; distinguish an intuitive image from a formal result.
5. NSTD.8: if the explanation becomes a series, turn dependencies into session anchors and reconstruction tasks rather than a sequence of entertaining analogies.
6. NSTD.6: evaluate whether learners can recover definitions, dependency order, example boundaries, proof-status boundaries, and source-return points; low values repair source selection and ordering before adding more metaphor.

Intentionally lost or deferred: full proof detail, every lemma, historical order, and advanced generalizations not needed for declared learner use.

Related work: C.29 supports a mathematical lens when one is being constructed; the mathematical source supplies the definition or proof. A.10 applies to an evidence claim and E.17 to the explanation’s publication form.

Low NSTD.6 repair: if learners can retell an analogy but cannot state definitions, dependency order, example boundaries, or proof status, repair NSTD.1, NSTD.2, and NSTD.3; do not raise engagement alone.

Case D - Live Event Commentary

Use: live commentary for an unfolding football match or analogous event stream, used for listener orientation and later review only under source-return conditions.

Patterns opened: NSTD.1, NSTD.2, NSTD.3, NSTD.4, NSTD.5, and NSTD.6.

Source structures that must survive: score state, event sequence, possession or control changes, tactical or situational structure, actor roles, uncertainty, provisional interpretation, and return to official result, telemetry, statistics, or recording.

Temporal posture and rendering mediation mode: live unfolding event stream; direct source-structure mode. Architecture-mediated mode opens only if the commentary is explicitly about structure of a team, venue, broadcast system, or other holon and uses architecture descriptions as admitted source basis.

Ordering rule: live event order with explicit prediction and uncertainty markers; later recap may use causal or tension order but must not erase which claims were provisional during the live event.

Construction route:

1. NSTD.1: identify what the listener needs from the live account, the available event source, the commentator’s viewpoint and which interpretations remain provisional.
2. NSTD.2: follow live event order while marking when the sequence is observation, inference, tactical interpretation, or prediction.
3. NSTD.3: preserve event and state-update support so listeners can reconstruct what changed, who acted, and what remains uncertain.
4. NSTD.4: keep viewpoint and agency wording from assigning responsibility, intention, or capability beyond the observable or sourced basis.
5. NSTD.5: use tension and suspense only as attention support; it cannot make predictions, disputed rulings, or emotional framing into settled evidence.
6. NSTD.6: evaluate whether the listener can distinguish observed event, provisional interpretation, uncertainty, and source-return obligation.

Intentionally lost or deferred: full official statistics, all off-camera events, post-match medical or disciplinary facts, and later tactical analysis. These return through official source refs, telemetry, or recording.

Related work: return to the official record for a disputed fact or correction. Use the relevant publication guidance for broadcasting; use D.1–D.5 when an actual harm or value conflict arises and G.11 when a changed source affects a maintained account.

Low NSTD.6 repair: if listeners remember drama but cannot distinguish observed event from commentator inference or later official correction, repair NSTD.1, NSTD.2, NSTD.3, and NSTD.4 before increasing engagement.