97 件 ・ 関連度順
概要と使いどころ
Build a five-level rubric with coherent logic for a learning target within a developmental band. Use for Manning methodology programmes where Competent = success. For general curriculum rubrics, use criterion-referenced-rubric-generator instead.
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 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.
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。
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.
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。
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.
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。
Teaching home-economics skills as a durable practice across generations and capacity levels. Covers scaffolded task sequencing, the one-in-one-out rule, the apprenticeship model, learning by failure tolerance, family retros, the edible schoolyard framework, and the difference between teaching a recipe and teaching a kitchen. Use when designing a home-ec curriculum for children or adults, diagnosing why a taught skill is not being practiced, or building a household practice that survives the departure of the teacher.
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 and optimise novel small molecules with REINVENT 4 — de novo sampling from a chemical language model, scaffold decoration with LibInvent, fragment linking with LinkInvent, and similarity-constrained analogue generation with Mol2Mol. Use this skill to set up reinforcement-learning or curriculum runs, compose a multi-parameter scoring function from docking scores, predictive models, and physicochemical desirability, and read the resulting sampled sets. Also trigger on REINVENT, LibInvent, LinkInvent, Mol2Mol, scaffold hopping, R-group replacement, linker design, chemical language model, or reinforcement-learning molecule optimisation.
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。
Use this skill whenever the user wants to create, improve, rewrite, review, tailor, or ATS-optimize a PRODUCT MANAGER resume or CV. Triggers include any mention of 'PM resume', 'product manager resume', 'product resume', 'PM CV', 'product management CV', plain-language asks like 'create my resume', 'build my CV', 'optimize my resume', 'review my resume', 'make it ATS-friendly', 'tailor my resume to this job description', 'help me get hired', the Spanish terms 'hoja de vida' or 'curriculum vitae', or a request to turn product/PM experience into a resume, quantify product impact, write PM bullet points, or prepare a resume for an APM, PM, Senior, Lead, Group, Director of Product, Head of Product, or CPO application. Also use for AI Product Manager, Growth PM, Platform/Technical PM, and Product Owner resumes. Do NOT use for engineering-only resumes, LinkedIn rewrites, portfolios, or cover letters unless the resume is the main deliverable.
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 Bloom's revised taxonomy to classify learning objectives and design assessments across six cognitive levels. Use this skill when the user needs to write learning objectives at specific cognitive levels, align assessment with instructional goals, or evaluate curriculum for cognitive complexity distribution — even if they say 'how to write learning objectives', 'what level of thinking does this require', or 'higher-order thinking 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。
Use when a task needs the judgment of an Education and Childcare Administrator for Preschool/Daycare settings — running a preschool or childcare center's operations, evaluating a curriculum or staffing decision, handling a licensing/regulatory compliance issue, or balancing enrollment/financial sustainability against program quality.
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。
Use when a task needs the judgment of a Postsecondary Education Administrator (dean, department chair, provost-level, or program director) — making a program/curriculum decision, managing faculty and enrollment/budget tradeoffs, evaluating an accreditation or academic policy issue, or balancing academic mission against institutional financial sustainability.
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。
Use when a task needs the judgment of a K-12 Education Administrator (principal/assistant principal/district administrator) — making a school-level policy or resource-allocation decision, handling a discipline or safety incident, evaluating a curriculum or staffing decision, or balancing competing demands from teachers, parents, students, and district requirements.
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。
Use when a task needs the judgment of a Criminal Justice and Law Enforcement Teacher, Postsecondary — grading or defending a crime-trend assignment that must distinguish rate from raw count, mapping a CJ curriculum against ACJS certification standards or a state POST lesson-plan hour requirement, screening a student research protocol involving parolees, probationers, or incarcerated subjects for IRB Subpart C, or setting the liability and confidentiality terms for a ride-along or corrections practicum placement.
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。
Use when a task needs the judgment of a Postsecondary Computer Science Professor — diagnosing why a course's DFW (D/F/withdraw) rate spiked, redesigning an intro programming course's assessment structure, staffing TAs and grading load for a large course, deciding what to prioritize pre-tenure, running an academic-integrity (MOSS similarity) investigation, or mapping a curriculum change against ABET student outcomes.
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。
Use when a task needs the judgment of a Childcare Worker — checking ratio/headcount compliance across mixed-age groups, deciding whether a fall or minor incident needs a written report versus a verbal mention at pickup, redirecting a behavior problem in an unstructured (non-curriculum) setting, or triaging which of several simultaneous demands (a crying toddler, a fight over a toy, a diaper) gets attention first.
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。
Use when a task needs the judgment of a Career/Technical Education Teacher, Postsecondary — defending a shrinking trade or health-science program against a cutback decision, backward-mapping a shop or lab curriculum to an industry credential's exam blueprint, resolving a competency-based grading dispute where a passing average hides a failed safety check-off, or setting the terms of an advisory-committee review or work-based-learning placement.
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。
Comprehensive K-12 or higher-ed system analysis: predict student dropout risk with early warning indicators, optimize curriculum alignment and pacing, personalize learning paths for at-risk and diverse populations, and audit school operations for resource efficiency..
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。
ออกแบบคอร์สออนไลน์ตั้งแต่ curriculum, lesson plan, assessment, จนถึง sales page พร้อมวางแผน completion rate
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。
Designs novel molecules using REINVENT 4 (de novo, scaffold decoration, linker design, R-group, molecular optimization), MolMIM, Diffusion-based generators (DiGress, DiffSMol), and JT-VAE with explicit handling of multi-parameter optimization (MPO), goal-directed scoring functions, transfer/reinforcement/curriculum learning, synthetic accessibility scoring, and chemical space exploration vs exploitation. Use when designing new chemical matter against a target, decorating a scaffold, linking fragments, or optimizing a hit for multiple ADMET / activity properties simultaneously.
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。
Use when structuring a multi-session learning roadmap with milestones, gates, and pacing calibrated to learner level and 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。
Builds a DRAFT course outline from a training need and audience: learning objectives with an observable verb, condition and standard, modules in a stated order with a duration basis and sources, activities and an assessment plan aligned objective by objective, and a coverage table showing what each objective still lacks. Never sets a pass mark, declares learners competent or invents content. Use when the user asks to "build a course outline", "design a training programme for", "turn this need into modules and objectives", "draft the curriculum for this workshop" or "what should this training cover". Do not use for quiz items from finished content, use training-quiz-builder instead; for needs from surveys and manager notes, use training-needs-synthesis; for a new starter's first weeks, use onboarding-plan-builder. Drafts for human review; never approves, authorises or signs off.
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。
Designs novel molecules using REINVENT 4 (de novo, scaffold decoration, linker design, R-group, molecular optimization), MolMIM, Diffusion-based generators (DiGress, DiffSMol), and JT-VAE with explicit handling of multi-parameter optimization (MPO), goal-directed scoring functions, transfer/reinforcement/curriculum learning, synthetic accessibility scoring, and chemical space exploration vs exploitation. Use when designing new chemical matter against a target, decorating a scaffold, linking fragments, or optimizing a hit for multiple ADMET / activity properties simultaneously.
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。
Designs novel molecules using REINVENT 4 (de novo, scaffold decoration, linker design, R-group, molecular optimization), MolMIM, Diffusion-based generators (DiGress, DiffSMol), and JT-VAE with explicit handling of multi-parameter optimization (MPO), goal-directed scoring functions, transfer/reinforcement/curriculum learning, synthetic accessibility scoring, and chemical space exploration vs exploitation. Use when designing new chemical matter against a target, decorating a scaffold, linking fragments, or optimizing a hit for multiple ADMET / activity properties simultaneously.
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。
Designs novel molecules using REINVENT 4 (de novo, scaffold decoration, linker design, R-group, molecular optimization), MolMIM, Diffusion-based generators (DiGress, DiffSMol), and JT-VAE with explicit handling of multi-parameter optimization (MPO), goal-directed scoring functions, transfer/reinforcement/curriculum learning, synthetic accessibility scoring, and chemical space exploration vs exploitation. Use when designing new chemical matter against a target, decorating a scaffold, linking fragments, or optimizing a hit for multiple ADMET / activity properties simultaneously.
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。
Week 2 of the exploit development curriculum. Covers fuzzing methodology: target selection, corpus generation, coverage-guided fuzzing with AFL++/libFuzzer, structured fuzzing, and triage/deduplication. Use when setting up fuzz campaigns, selecting harness strategies, or triaging fuzzer output.
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。