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Provides incident response best practices covering severity classification, on-call rotation, war room protocols, runbook templates, escalation policies, and blameless postmortems. Use when handling an incident, setting up on-call, writing a postmortem, creating a runbook, configuring PagerDuty or OpsGenie, or building incident management processes.

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Provides web accessibility best practices for semantic HTML, ARIA, keyboard navigation, color contrast, and screen reader patterns. Use when building UI components, reviewing accessibility, or when user mentions 'a11y', 'accessibility', 'ARIA', 'screen reader', 'keyboard navigation', 'WCAG'.

日本語の概要は準備中です。原文の説明を表示しています。

Provides Docker and containerization best practices including multi-stage builds, security hardening, and compose patterns. Use when writing Dockerfiles, optimizing images, setting up containers, or when user mentions 'Docker', 'container', 'Dockerfile', 'docker-compose', 'image'.

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A survey of the best-known active scientific controversies in nutrition — saturated fat and cardiovascular disease, dietary cholesterol, low-carb vs low-fat, ultra-processed foods, red meat and cancer, salt and blood pressure, and the replication status of popular single-nutrient claims. Use when a question asks whether a widely reported nutritional claim is settled, or when the department needs to distinguish "contested but plausible" from "settled" from "disproven."

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Runtime HAL for multi-runtime agent orchestration. Detects active AI assistant (Claude Code, Codex, Gemini, Cursor) and exposes uniform interface for startup injection, GUPP enforcement, and communication selection.

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The pedagogy of feeding — how to talk about food with children, what the Division of Responsibility model says, age-appropriate autonomy in eating, how to handle picky eating without creating disordered eating, and how to teach nutrition concepts to learners at different levels without either moralizing or oversimplifying. Use when a question is about raising, teaching, or advising a child or learner on eating, or when planning curriculum or parent guidance.

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Deliberate practice as a rigorous training method distinct from ordinary repetition. Covers Ericsson's four conditions (specific goals, full attention, immediate feedback, repetition at the edge of current ability), the role of mental representations, coach-directed vs. self-directed practice, the plateau escape pattern, and practical drill design for procedural skills. Use when designing practice sets, diagnosing why practice is no longer producing gains, or distinguishing productive effort from busywork.

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Mindset theory, implicit theories of intelligence, and motivation research applied to learning. Covers fixed vs. growth mindset, the difference between process praise and ability praise, the "not yet" intervention, attribution patterns after failure, mindset critiques and the replication record, and the integration of mindset work with self-determination theory (autonomy, competence, relatedness). Use when a learner is stuck on motivation, disengaging after failure, or when a curriculum's feedback language is undermining persistence.

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Piaget's constructivism, schema theory, and cognitive development as practical tools for curriculum design. Covers assimilation, accommodation, equilibration, the four stages (sensorimotor, preoperational, concrete operational, formal operational), conservation tasks, schema-based reading and problem-solving, and the distinction between developmental readiness and domain-specific expertise. Use when designing age-appropriate material, diagnosing why a learner is not assimilating new content, or building on prior knowledge.

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Bloom's Taxonomy of Educational Objectives and mastery learning as practical instructional design tools. Covers the six cognitive levels (remember, understand, apply, analyze, evaluate, create), the revised 2001 taxonomy, the knowledge dimension, mastery learning loops, formative vs. summative assessment, and the writing of learning objectives that are both specific and verifiable. Use when designing lessons, writing objectives, building assessments, or diagnosing why a learner is stuck at one cognitive level.

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Vygotsky's Zone of Proximal Development and scaffolding as a working framework for learning support. Covers the ZPD definition, the distinction between independent and assisted performance, the six scaffolding functions (recruitment, reduction in degrees of freedom, direction maintenance, marking critical features, frustration control, demonstration), fading, sociocultural mediation, and the relationship between ZPD and deliberate practice. Use when deciding how much help to give, designing collaborative learning, or assessing a learner's ceiling rather than just their current floor.

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Pragmatics and communicative competence across languages -- speech acts (Austin/Searle), Grice's conversational maxims and implicature, politeness theory (Brown & Levinson), face-threatening acts, discourse structure, turn-taking, repair strategies, register and formality, cross-cultural communication, communicative strategies (circumlocution, approximation, appeal for assistance), and the gap between grammatical competence and communicative performance. Use when teaching communication skills, analyzing cross-cultural misunderstandings, building conversational fluency, or understanding why grammatically correct sentences can be pragmatically inappropriate.

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Translation and interpretation as language meta-skills -- equivalence theory (Nida's formal vs. dynamic equivalence), translation strategies (borrowing, calque, transposition, modulation, adaptation), interpretation modes (simultaneous, consecutive, sight), source text analysis, register preservation, cultural adaptation, untranslatability and compensatory strategies, machine translation literacy, and back-translation for verification. Covers literary, technical, legal, and community interpreting contexts. Use when translating between languages, evaluating translation quality, teaching translation skills, or understanding the limits of cross-linguistic transfer.

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Diagnosis of why structural materials fail — ductile overload, brittle cleavage, fatigue, creep, stress-corrosion cracking, hydrogen embrittlement, and corrosion. Covers Griffith fracture mechanics, the ductile-to-brittle transition, the S-N and Paris fatigue frameworks, fractographic interpretation, and the J.E. Gordon view that strength, stiffness, and toughness are distinct properties that must be understood together to prevent collapse.

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Use when working with the non-metallic engineering materials — polymers, ceramics, or composites — and you need to reason about structure, processing, or properties. Covers thermoplastics versus thermosets, chain structure, glass transition, and viscoelasticity in polymers; ionic and covalent bonding, sintering, brittleness, and Weibull statistics in ceramics; and fiber-reinforced laminates, matrix and reinforcement roles, the rule of mixtures, and anisotropy in composites. Reach for it to choose a plastic, understand why a ceramic fails, or predict the stiffness of a laminate.

日本語の概要は準備中です。原文の説明を表示しています。

Meta-cognitive and practical strategies for learning any language -- learner autonomy, goal setting, strategy taxonomy (Oxford's SILL framework), memory strategies, cognitive strategies (note-taking, summarizing, analyzing, reasoning), compensation strategies, metacognitive strategies (planning, monitoring, evaluating), affective strategies (managing anxiety, self-encouragement), social strategies (collaboration, questioning, empathy), immersion design, study habit optimization, plateau diagnosis, and motivation maintenance. Use when designing a language learning plan, diagnosing a learner's stuck points, selecting study methods, or building self-directed learning skills.

日本語の概要は準備中です。原文の説明を表示しています。

Vocabulary learning strategies and retention science for any language -- frequency-based word selection, spaced repetition systems (Ebbinghaus forgetting curve, Leitner system, SM-2 algorithm), cognate exploitation, word family networks, context-based learning, collocations, depth of word knowledge (form, meaning, use), reading progression from controlled to authentic texts, and productive vs. receptive vocabulary thresholds. Use when building vocabulary plans, optimizing review schedules, selecting learning materials, or diagnosing vocabulary gaps.

日本語の概要は準備中です。原文の説明を表示しています。

The logical structure of mathematical proof -- how first-order logic, natural deduction, and semantic reasoning combine to produce rigorous mathematical arguments. Covers the logical skeleton of direct proof, contraposition, contradiction, cases, and induction; the role of definitions, lemmas, and theorems; how informal mathematical prose maps to formal deductive structure; and the difference between proof-as-object and proof-as-activity. Use when the question is "why is this a valid proof?" rather than "what proof technique applies?"

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Traditional Chinese internal arts — tai chi chuan and qigong — as transmitted by classical lineages (Chen, Yang, Wu, Wu/Hao, Sun for tai chi; Ba Duan Jin, Yi Jin Jing, Liu Zi Jue, Wu Qin Xi, and other named sets for qigong) with an emphasis on alignment, rooted stance, breath-posture-mind coordination (the three harmonies), and the traditional lineage voice that Dr. Yang Jwing-Ming's YMAA line preserves. Also covers the safety boundary between traditional practice and clinical "medical qigong" claims. Use for queries about tai chi form learning, qigong set selection, internal-arts pedagogy, and the practical question of where to start.

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Measurement techniques for identifying composition, microstructure, and properties of engineering materials — optical and electron microscopy, x-ray diffraction, EDS and WDS spectroscopy, thermal analysis, mechanical testing, and fractography. Covers when to use which technique, sample-preparation pitfalls, and how to build a characterization plan that answers a specific engineering question rather than accumulating data for its own sake.

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Somatic movement and whole-body retraining as Joseph Pilates designed it in the Contrology method and as Moshé Feldenkrais designed it in Awareness Through Movement and Functional Integration, with enough cross-reference to the broader somatics landscape (Alexander Technique, Hanna Somatics, Body-Mind Centering) that an agent can place a user into the right method. Covers the Pilates reformer and mat system, the six Pilates principles, the Feldenkrais ATM lesson structure, the nervous-system learning frame that distinguishes somatics from exercise, and the safety posture that matters for rehab populations. Use for queries about core training, rehab-adjacent movement, chronic pain patterns, and learning-based movement re-education.

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Sound systems of human language -- phoneme inventories, the International Phonetic Alphabet, articulatory and acoustic phonetics, phonological rules, suprasegmental features (stress, tone, intonation), and ear training for non-native sound perception. Covers place and manner of articulation, voicing contrasts, vowel space, minimal pair analysis, allophonic variation, phonotactic constraints, connected speech phenomena (assimilation, elision, liaison), and prosody across language families. Use when analyzing pronunciation, teaching sound systems, performing phonemic transcription, or diagnosing intelligibility problems in any language.

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Experience-based and environment-based learning design drawn from Dewey and Montessori. Covers Dewey's criterion of continuity and interaction, the reflective-thinking cycle, Montessori's prepared environment, sensitive periods, child-led inquiry, the role of self-correcting materials, project-based learning, and the relationship between autonomy and discipline. Use when designing hands-on activities, arranging learning spaces, integrating classroom work with real experience, or evaluating whether a lesson is genuinely experiential versus merely "activity-based."

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Systematic materials selection for engineering design using performance indices, Ashby charts, multi-constraint optimization, and case-based reasoning. Covers the five-step Ashby method — function, objective, constraint, free variable, index — with worked examples for stiffness-limited beams, strength-limited ties, thermally shocked vessels, and minimum-cost components. Use when choosing among metals, polymers, ceramics, and composites under competing objectives.

日本語の概要は準備中です。原文の説明を表示しています。