「oss」の検索結果

Diagnose and fix mini-program failures through reproducible, evidence-driven root-cause analysis across source, state, asynchronous timing, caches, mock data, build versions, platform behavior, devices, cloud calls, and external services. Use when users report white screens, crashes, stale or jumping values, missing data, intermittent behavior, permission failures, performance stalls, device-only defects, API or cloud-function errors, source-versus-build mismatches, or regressions whose cause is not yet established. Freezes the observation environment, ranks competing hypotheses, runs discriminating checks, creates a failing regression test before repair, covers analogous states, and never hides a known failure with longer waits, swallowed errors, forced success, or cosmetic patches.

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。

Apply evidence-first engineering discipline to any agent-built software project: fact discovery before action, evidence-calibrated status reporting, explicit change boundaries and stage gates, controlled confirmation for risky or external actions, sensitive-information redaction for anything shared publicly, and resumable continuity after interruptions. Use when users ask an agent to take over an existing codebase, deliver a feature across stages, verify whether work is actually complete, judge release readiness, or keep conclusions honest about what is proven versus assumed. This foundation skill is domain-neutral; vertical suites (for example mini-program engineering) build on it by adding domain facts and platform rules.

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, preview, implement, and assess mini-program interfaces against an approved prototype, screenshot, visual reference, design system, or bounded UI request while preserving product semantics and existing accepted behavior. Use when users ask to reproduce a mini-program screen, refine visual hierarchy, adapt layouts across device sizes, handle safe areas or keyboards, inspect touch targets, scrolling, media, or gesture conflicts, compare an implementation with a reference, or prepare a device-verification matrix. Separates proposed visual previews, user approval, source integration, local checks, and real-device evidence; never invents product functionality for visual completeness or claims device validation without device-specific proof.

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。

Audits and optimizes websites for search engine visibility (SEO) and AI search citation (GEO), covering technical health, E-E-A-T content scoring, domain authority, structured data, rich results, and entity signals. Use when running SEO audits, diagnosing traffic drops or ranking losses, generating Schema.org JSON-LD, checking Core Web Vitals, crawlability, robots.txt, sitemaps, hreflang, backlinks, planning content strategy or site migrations, fixing indexing issues, or optimizing for AI Overviews, ChatGPT, and Perplexity. NOT for paid ads (PPC/SEM), social media strategy, email marketing, or general web development unrelated to search.

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。

Analyse text complexity across quantitative, qualitative, and reader-task dimensions with scaffolding recommendations. Use when selecting texts, assessing readability, or planning reading support.

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。

Cross-model benchmark for gstack skills. (gstack)

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。

Design a scope and sequence showing vertical and horizontal curriculum coherence across a programme or year. Use when building new programmes, restructuring subjects, or ensuring progression.

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 scaffolds supporting student self-regulation across planning, monitoring, and evaluation phases. Use when students struggle to manage their own learning during extended or independent tasks.

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。

Seven-role depersonalised panel review of framework artefacts (KUD, criterion bank, LT definition, crosswalk, scope-and-sequence) in sequential-isolation mode. Gate rule mean>=88 AND no role<70.

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。

Redesign a classroom as a prepared environment optimised for independent learning, calm transitions, and material access. Use when classroom layout hinders independence or self-directed work.

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。

Modify a lesson plan using SIOP sheltered instruction principles to support language learners across all four skills. Use when planning lessons for classes that include EAL students.

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。

Identify and navigate genuine dilemmas in curriculum, school, or community contexts — tensions between competing goods that cannot be solved, only navigated. Produces a structured dilemma map with both poles named and both/and possibilities.

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 sequence where students compare AI's handling of the same question across disciplines, developing a mental model of where AI is reliable vs. distorting based on knowledge type.

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。

Redesign a blocked topic sequence into an interleaved plan with mixed practice across related topics. Use when planning units, homework schedules, or revision programmes.

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。

Track performance across sessions and reduce scaffolding as competence grows. Makes fading visible — the learner knows when scaffolds are removed and why. Use for sustained learning engagement where independence is the goal.

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。

Authors or reviews Know/Understand/Do charts for competency-based learning targets across developmental bands. Handles seven input types from raw curriculum documents to existing LT sets. Routes to upstream skills when stronger inputs are available.

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。

Author learning targets for a competency across developmental bands with precise, observable progression language. Use when writing 'I can' statements for competency-based programmes.

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。

Synthesise completed KUD charts into a developmental progression matrix and per-competency narrative sections. Use when you need a programme-level view of how knowledge, understanding, and performance develop across bands.

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 compare accounts across multiple historical sources — identifying agreements, contradictions, and gaps. Use when students treat individual documents as complete answers rather than partial perspectives.

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 argument structure scaffolds using Toulmin, PEEL, or CER frameworks for a specific claim or question. Use when teaching argumentative or analytical writing across any subject.

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 tiered sentence frames for academic tasks that scaffold language production across proficiency levels. Use when EAL students need structured language support for classroom discourse.

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。

When the user wants to apply psychological principles, mental models, or behavioral science to marketing. Also use when the user mentions 'psychology,' 'mental models,' 'cognitive bias,' 'persuasion,' 'behavioral science,' 'why people buy,' 'decision-making,' 'consumer behavior,' 'anchoring,' 'social proof,' 'scarcity,' 'loss aversion,' 'framing,' or 'nudge.' Use this whenever someone wants to understand or leverage how people think and make decisions in a marketing context. For applying psychology to specific pages, see cro; for pricing tactics, see pricing; for copy framing, see copywriting.

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。