Scope/Frame of Reference: Knowledge represented by Lores has a scope of what a particular context (setting and experience) has the potential of exposing the possessor to. A character may not be able to apply their full lore once they are taken to a different world, with different species and cultures (or even physics).
Only a single measure of Lore can be gained at a time. Add 2 Measure to time/cost calculations if initially acquiring the first measure and usually need a Primer reference work.
SIGNIFICANT EXPERIENCE: Reference works and basic exposure alone may only provide the foundation for gaining a [mechanics based] advantage. To reflect the practice and experience to gain that benefit consistently, typically requires a cost in Character Points.
Rudimentary Apprehension: They reflect a very small bit of knowledge of a particular subject detail, person, a particular time and/or a particular place. These are often acquired through casual in-game experience as Rewards. The Game Master, Setting, and/or story elements will determine what is relevant and/or appropriate. Typically its a gain of the pervasive knowledge.
Lores have a unique implementation for i20 – THEY ARE NOT SKILLS. Normally, most lores are informational only and have only a “knowing” component (typically an Intelligence based skill). A Lore that has an associated i20 Tool proficiency has 2 components with separate measures: “knowing” (discuss, assess, recognize, elucidate, predict, extrapolate) and “making” (make, safely dispose/destroy, replicate, fix, manufacture en masse, discover new formulae/process). Making can never be higher than Knowing. Making can never produce an item requiring a DC more than 1 level higher than their Knowing measure. Example: Lore: Poison (Know 2/Make 1)
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These are generally self explanatory and do not require in depth explanation.
The building of a body of knowledge, a Lore, is generally logical and structured (epistemological approach) but also filtered through the understanding and perspectives bound to the current time/place. The limits of technology, other foundational bodies, religion and social custom can fill it with misapprehensions through specific interpretations and implementations by institutions, mentors, and teachers that are in turn part of an education/curriculum.