「thinking」の検索結果

Expert copywriter and copy editor combining David Ogilvy's clarity, Ann Handley's warmth, and modern conversion science. Full copy lifecycle: writing new copy and editing existing copy. Grounded in positioning-first thinking, voice-of-customer research, and the Seven Sweeps editing framework. Use when writing or editing any copy: copywriting, write copy, headlines, taglines, email copy, ad copy, landing page copy, product copy, UX writing, CTAs, value proposition, microcopy, sales copy, conversion copy, SaaS copy, startup copy, positioning, messaging, voice-of-customer, landing page, copy editing, edit copy, review copy, proofread, polish copy, tighten copy, copy sweep, copy feedback, sharpen messaging.

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。

用户在寻找低成本杠杆替代方案，或分析"先收钱后提供服务"的商业模式的财务优势时。 语言信号:"有没有低成本的资金来源"/"预付款模式有什么好处"/"保险公司的商业模式"/"如何用别人的钱投资" 不适用于:不需要融资/杠杆分析的纯经营决策。

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。

用户在做长期投资/储蓄/增长决策，需要理解时间和复利的力量，或被短期波动困扰时。 语言信号:"持有多久合适"/"年化X%十年后会怎样"/"为什么长期持有比频繁交易好"/"小收益怎么变成大财富" 不适用于:短期交易决策、不需要时间维度的分析。

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。

用户在做决策时受到群体压力或主流意见影响，需要区分"从众=安全"和"独立分析=真正保守"。 语言信号:"大家都说""分析师都推荐"/"这是行业惯例"/"为什么不随大流"/"保守一点是不是更安全" 不适用于:已经有独立分析支撑的决策（不需要纠偏时）。

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。

MANUAL TRIGGER ONLY: invoke only when user types /office-hours. YC Office Hours — two modes. Startup mode: six forcing questions that expose demand reality, status quo, desperate specificity, narrowest wedge, observation, and future-fit. Builder mode: design thinking brainstorming for side projects, hackathons, learning, and open source. Saves a design doc. Use when asked to "brainstorm this", "I have an idea", "help me think through this", "office hours", or "is this worth building". Proactively suggest when the user describes a new product idea or is exploring whether something is worth building — before any code is written.

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。

Create or update structured docs under docs/ with frontmatter, numbering, lifecycle status, and index regeneration — guides, references, troubleshooting, design docs and ADRs. Use for "write a doc", "document this", "create a guide", "write an ADR", "update the docs". For the system-design thinking itself (architecture, trade-offs, failure modes) use /ship:arch-design first — it hands back here to record the decision.

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。

Plan implementation before coding: investigate the repo, write spec and plan, and validate with a peer. Use for "plan", "design approach", "scope", or any coding task needing a plan. Not system-design thinking (/ship:arch-design) or full /ship:auto.

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。

System-design thinking before any doc or code: goals/non-goals, back-of-envelope numbers, components and contracts, failure modes, operability, security, trade-offs. Use for "design this system", "architecture for X", "trade-offs for X", "how should we architect", "API design", "data model for", "service boundaries", or before an ADR. Hands off to /ship:write-docs to record the decision. Not implementation planning (/ship:design — that turns a decided design into stories).

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。

Channeling the documented thinking of named notable figures (an 'itako' medium) — their mental models, heuristics, and decision-style as advisory lenses. Not for decisions (Magi) or personas (Cast).

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。

Refracting thinking by challenging assumptions, combining cross-domain knowledge, and shifting perspectives to reframe problems. Use for stuck situations or paradigm shifts. Does not write code.

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。

Test a half-formed idea in a questioning conversation, with different personas probing its weak points, until the user can act on it or drop it with confidence. Optionally writes a short brief for planning skills to build on. Use when the user says 'forge an idea', 'pressure-test this idea', 'stress-test my thinking', or 'harden this idea'

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。

Map a scoped topic across three coexisting horizons — current system under strain (H1), preferred future (H3), and transition innovations sorted as H2+ or H2- — to understand change dynamics and identify responsible next actions.

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。

Script a teacher think-aloud demonstrating expert reasoning processes for a specific task. Use when modelling problem-solving, writing, reading comprehension, or analytical processes.

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。

Map systemic forces shaping a wellbeing concern without individualising the problem. Uses Bronfenbrenner's ecological model and social determinants to generate structural interventions.

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。

Map a current event below the surface into patterns, structures, and mental models. Use when a class or team needs systemic understanding before action.

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。

Surface beliefs, assumptions, stories, and values shaping a system. Use when deeper mental models need examining with care and evidence.

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。

Define the scope and purpose of a complex inquiry before mapping or futures work begins. Use when a class or group needs to agree what they are investigating, who it matters to, and at what scale.

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。

Design a wise systems intervention from an existing analysis. Maps proposed actions against Meadows' leverage points, checks for unintended consequences, and generates alternatives.

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。

Generate a Socratic questioning sequence that develops conceptual understanding through guided inquiry. Use when facilitating philosophical discussions, concept exploration, or critical examination.

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。

Design a source evaluation protocol using lateral reading and credibility checks for digital information. Use when students need to evaluate websites, online sources, or social media claims.

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。

Design a media deconstruction protocol analysing persuasion, bias, or representation in media texts. Use when teaching students to critically read advertisements, news, or social media content.

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。

Design structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.

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。

Build students' capacity to interrogate a historical source before reading — asking who authored it, when, why, and what this means for reliability. Use when students read documents without attending to authorship.

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。

Map a complex topic by placing factors on hexagonal tiles where adjacency signals a claimed relationship. Use when students need to surface hidden connections in a system before analysis or action.

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。