Research & Search

tiennguyen1203 Skill

Generate a concise PR description with Problems and What does this PR do sections. Use when the user asks to describe a PR, write a PR description, or summarize changes for a pull request.

professor-gpt Bundle

Expert UX design partner that runs research, structures information architecture, critiques designs against Nielsen's heuristics, and turns user insights into testable interfaces.

johnson68878-ops Bundle

Use the official Firecrawl CLI for live-web research, search, scraping, mapping, crawling, structured extraction, browser interaction, downloads, monitoring, and web content collection.

steffencarlsen Bundle

Use when asked to run deep research or AI-Q research through a reachable NVIDIA AI-Q Blueprint backend.

steffencarlsen Bundle

Conduct thorough research using authoritative sources and produce evidence-backed findings with citations. Use this skill only when the user asks specifically for Deep research, uses $deep-research, or selects Deep research in Work mode. Do not use it for ordinary research requests.

zxbdzh Bundle

TicNote API integration: API Key获取说明、Token认证、文件上传、知识库项目列表查询。 Triggers: - "ticnote", "TicNote" - "获取apikey", "获取api key", "get api key" - "获取token", "get token", "ticnote token" - "上传文件到ticnote", "upload to ticnote" - "知识库列表", "项目列表", "knowledge base list" - "ticnote api", "ticnote接口"

yoruuuchan Bundle

Turn AI project materials into a public-facing application-case video planning package. Use when the user needs to present an AI product, research result, deployment, pilot, or industry application through a short video, including fact extraction, missing-information questions, communication angle, script, storyboard, shooting checklist, post-production brief, and platform copy. Do not use for pure event recording, fictional commercials, or technical-paper writing.

micooz Bundle

Product naming and domain research workflow for proposing creative English/Chinese product names, explaining naming metaphors, and checking matching domain availability and price signals. Use when the user asks to name or rename a product/project/company/tool and wants domain checks such as .com, .design, .art, registration status, premium/price caveats, or a concise shortlist rather than broad brainstorming.

ilog3 Skill

Use when checking whether claims, theory choices, research questions, variable relationships, or literature review statements in education papers are supported, contradicted, weakly supported, outdated, or missing citations. Uses Scite-style citation context, Elicit evidence reports, Semantic Scholar citation relationships, and manual source verification.

ilog3 Skill

Use when creating education literature maps, bibliometric analyses, keyword co-occurrence maps, co-citation maps, research trend summaries, author/institution networks, and topic evolution views using VOSviewer, bibliometrix/Biblioshiny, OpenAlex, Semantic Scholar, or exported citation files.

ilog3 Bundle

Analyze and design family education through Yang Baozhong's ‘large education’ perspective in 大教育视野中的家庭教育. Use when connecting family, school, and social education; clarifying family-education goals, functions, processes, principles, methods, guidance, parent learning, or learning-family development; or studying family education as a discipline. Apply the 2003 framework critically: update empirical claims and policy, avoid pathologizing disability, single-parent, migrant, only-child, or justice-involved families, and tailor support to current family structures and children's rights.

ilog3 Bundle

Develop grounded theory from qualitative data using Juliet Corbin and Anselm Strauss's third-edition approach. Use for iterative data collection and analysis, constant comparison, concept and category development, properties and dimensions, memoing and diagramming, theoretical sampling and saturation, context and process analysis, category integration, analytic writing, or quality appraisal. Do not reduce the approach to mechanical three-stage coding or claim theory without an auditable data-to-concept chain.

ilog3 Bundle

Analyze in-depth interviewing in Chinese-language education and social research through He Xiaoxing's power-knowledge critique. Use when examining speech-writing separation, transcription loss, indigenous concepts, disciplinary discourse, cultural hegemony, or reflexivity; do not treat interview technique as culturally neutral or the essay's provocation as universal empirical proof.

ilog3 Bundle

Plan, conduct, analyze, write, and ethically manage ethnographic research using David M. Fetterman's step-by-step framework. Use for cultural description, educational or organizational fieldwork, emic/etic interpretation, participant observation, interviewing, triangulation, pattern and key-event analysis, thick description, reporting, and applied ethnography.

ilog3 Bundle

Use Ruth Hayhoe's narrative study of Li Bingde, Zhu Jiusi, Pan Maoyuan, Xie Xide, Wang Yongquan, and Lu Jie to analyze twentieth-century Chinese educational change, educator life histories, university development, cultural borrowing, and narrative-comparative research. Use for historically grounded interpretation, not present-day causal or representative claims.

ilog3 Bundle

Analyze school reform as educational, organizational, cultural, and political work using Donna E. Muncey and Patrick J. McQuillan's five-year ethnography of eight Coalition of Essential Schools sites. Use when diagnosing how reform principles are locally interpreted, comparing whole-school and classroom change, tracing teacher and student participation, distinguishing coordination from resistance, assessing principal leadership, or designing longitudinal multi-site reform research. Do not treat resistance as ignorance, formal membership as implementation, or the historical CES principles as universal current standards.

ilog3 Skill

Use when decomposing a broad education research topic into focused subtopics, searchable concepts, research gaps, candidate study designs, and writing directions. Best for thesis/article topic selection, narrowing a vague idea, or turning an education policy/practice issue into researchable tracks using STORM-style multi-perspective questioning plus OpenAlex/Semantic Scholar evidence search.

ilog3 Skill

Use for education papers combining quantitative and qualitative data, including explanatory sequential, exploratory sequential, convergent parallel, embedded, intervention mixed methods, and action research with mixed evidence. Produces integration logic, sampling, data collection sequence, joint displays, and mixed-methods validity plan.

ilog3 Skill

Use for design-based research (DBR) in education, including iterative design of learning environments, AI teaching tools, curriculum models, learning activities, instructional systems, and design principles tested in authentic education settings.

ilog3 Skill

Use for teacher-led action research, teaching practice papers, classroom improvement studies, lesson reform, iterative intervention reflection, and practitioner inquiry in education. Produces problem diagnosis, action plan, implementation cycle, classroom evidence, reflection framework, and practice-paper structure.

ilog3 Skill

Use after descriptive statistics when an education research project needs hypothesis testing or statistical relationships, including t-tests, ANOVA/ANCOVA, chi-square tests, correlations, linear/logistic regression, simple mediation/moderation screening, effect sizes, assumptions, post-hoc tests, and APA/Chinese education paper result reporting. This second-layer execution skill supports quantitative, mixed-methods, experimental, quasi-experimental, survey, program evaluation, and action research studies.

ilog3 Skill

Use when designing survey instruments, questionnaires, scales, rubrics, or measurement tools for education research after research questions, variables, or constructs are identified. Covers scale selection, construct-dimension mapping, item generation, reverse-coded items, response formats, expert validity review, pilot testing, reliability/validity planning, and questionnaire deployment tools. This is a second-layer execution skill used by quantitative, mixed-methods, program evaluation, psychometric, and action research workflows.

ilog3 Bundle

Apply Manabu Sato's Quiet Revolution framework to diagnose and redesign classroom interaction, lesson study, curriculum, parent participation, and school reform as a learning community. Use when improving learning quality and collegial practice; do not equate visible activity or loud participation with learning.

ilog3 Bundle

Apply D. Jean Clandinin and F. Michael Connelly's narrative inquiry to study experience through temporality, sociality, and place. Use when designing relational fieldwork, composing field texts, moving from field texts to research texts, negotiating voice and authorship, or addressing narrative ethics; avoid reducing stories to variables or treating them as transparent facts.

ilog3 Bundle

Apply Zhao Juan's qualitative study of migrant-worker family parenting when analyzing parenting mechanisms, designing small-sample family research, interpreting interview evidence, or locating the study's findings and limits. Use for migrant-family education questions; do not generalize the 12-household case as a current population estimate.

ilog3 Bundle

Study what school leaders actually do through Harry F. Wolcott's The Man in the Principal's Office. Use for shadowing a principal, designing educational ethnography, distinguishing prescribed roles from observed practice, sampling formal and informal encounters, tracing annual cycles, analyzing system maintenance and socialization, integrating observation with documents, interviews, questionnaires, or interval records, and writing descriptive cultural accounts. Keep the single-case, male-principal, mid-twentieth-century U.S. setting explicit; do not turn Ed Bell into a universal effectiveness standard.

ilog3 Bundle

Design, communicate, and critically evaluate educational research using Wiersma and Jurs's Research Methods in Education: An Introduction, ninth edition. Use when formulating variables, operational definitions, questions, and hypotheses; reviewing literature; preparing or reviewing proposals and reports; choosing experimental, quasi-experimental, nonexperimental quantitative, qualitative, historical, ethnographic, mixed, modeling, or Delphi designs; or planning sampling, measurement, descriptive statistics, and inferential statistics. Emphasize control of variation, validity and reliability, design diagrams, and a transparent chain from problem to conclusion; update all ethics, technology, and statistical guidance beyond the 2008/2010 edition.

ilog3 Skill

Use when analyzing qualitative education data such as interviews, focus groups, classroom observations, reflective journals, student work, policy documents, teaching artifacts, AI feedback texts, and open-ended survey responses. Covers open coding, axial coding, selective coding, thematic analysis, grounded theory, content analysis, discourse-oriented coding, memo writing, evidence extraction, codebook development, and qualitative findings structure. This is a second-layer execution skill for qualitative, mixed-methods, action research, DBR, policy/comparative analysis, program evaluation, and AI-assisted education research.

ilog3 Skill

Use for education systematic reviews, scoping reviews, evidence maps, and rigorous literature syntheses requiring PRISMA/PRISMA-ScR logic, search strategy, inclusion/exclusion criteria, duplicate screening, evidence extraction tables, quality appraisal, and transparent reporting.

ilog3 Bundle

Analyze gifts, reciprocity, obligation, status, alliance, redistribution, and social integration using Marcel Mauss's The Gift. Use for educational, organizational, community, legal, or economic exchanges that appear voluntary or free but bind persons and groups through giving, receiving, and reciprocating; treat ethnographic comparisons historically and avoid reducing all exchange to self-interest.

ilog3 Bundle

Design, conduct, preserve, evaluate, interpret, and present oral-history research using Paul Thompson's The Voice of the Past. Use when recovering excluded voices, building community or life-history projects, selecting narrators, conducting recorded interviews, assessing memory and representativeness, creating archives and transcripts, or integrating oral testimony with documentary evidence. Treat testimony as situated, co-produced evidence rather than either literal fact or disposable anecdote.

ilog3 Bundle

Design, conduct, analyze, write, and appraise qualitative social research using the integrated framework in 质性研究方法导论. Use when choosing a paradigm or qualitative tradition, defining a study, selecting purposive samples, combining participant observation, in-depth interviews, focus groups, oral history, narrative, grounded theory, or action research, coding and interpreting data, improving rigor, writing reflexively, or planning qualitative–quantitative integration. Keep epistemology, ethics, relationships, methods, claims, and quality criteria aligned.

ilog3 Bundle

Analyze twentieth-century educational thought, reform, and institutional change using Lu Youquan's 躁动的百年：20世纪的教育历程. Use when comparing progressivism, reconstructionism, essentialism, perennialism, analytic philosophy, existentialism, or postmodern education; tracing reform waves before 1945, during Cold War bipolarity, or amid post-1970s multipolar change; studying lifelong/adult education; or historically locating Chinese educational theory and practice. Use the book as a historically situated interpretation: distinguish event, source, authorial explanation, and value judgment; verify contested claims with current scholarship and primary sources; and never reproduce ideological classifications as neutral fact.

ilog3 Bundle

Analyze education as a complex, open social system using Ye Lan's 教育概论 (1991). Use when defining an educational activity, mapping educator–learner–content–material relations, linking policy and society to school and classroom practice, examining education's reciprocal relations with population, production, politics, or culture, reasoning about individual development across the lifespan, or balancing education's social and individual-development functions. Apply the framework historically and critically: verify present-day evidence and policy, protect learner agency and rights, and do not reproduce period-specific ideological, demographic, disability, or developmental assumptions as current facts.

ilog3 Bundle

Analyze adolescence, socialization, family, peer groups, sexuality, personality, and education through Margaret Mead's Coming of Age in Samoa. Use for cross-cultural questions about whether adolescent conflict is biologically inevitable or culturally organized, and for designing education that prepares young people to choose; always include the study's historical, methodological, and contested status.

samraddhashrivastavatech Skill

Compare entities or sources across dimensions. Use when the user wants a side-by-side assessment, not two separate facts.