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Apply a latticework of mental models from multiple disciplines to improve decision quality. Use this skill when the user needs to think more clearly, avoid cognitive blind spots, apply cross-disciplinary reasoning, or evaluate a complex decision from multiple angles — even if they say 'how should I think about this', 'what am I missing', 'give me a different perspective', or 'what frameworks apply here'.

Apply first principles thinking to break problems down to fundamental truths and reason up from there. Use this skill when the user is stuck in conventional thinking, needs to challenge assumptions, find breakthrough solutions, or evaluate whether something is truly impossible vs just assumed to be — even if they say 'everyone does it this way', 'is there a fundamentally better approach', 'why does it have to cost this much', or 'challenge my assumptions'.

Apply structured decision analysis using decision matrices, decision trees, expected value, and multi-criteria decision analysis (MCDA). Use this skill when the user faces a complex decision with multiple options and criteria, needs to compare alternatives objectively, quantify risk vs reward, or facilitate group decisions — even if they say 'which option should we choose', 'help me decide', 'how do we compare these options', or 'what's the expected outcome'.

Use when the user wants to write a sports news piece — game recaps, athlete profiles, league/rule changes, injury reports, trade announcements, doping/discipline coverage — from supplied material (box scores, interviews, official statements, stats, medical updates). Specializes med-news-reporter for the sports beat: era-adjusted stats, source vetting for sports data, medical/injury disclosure limits, athlete-as-public-figure doctrine, doping allegations vs. allegations, sports-betting sensitivity, and on-field performance ≠ off-field authority. Triggers on phrases like 'write up this game', 'turn into a sports feature', 'cover this athlete trade', 'draft a piece on this injury', '寫一篇 MLB 賽季報導', '整理 NBA 交易消息', '寫一篇選手專訪', 'draft an Olympic piece', '報導棒球禁賽風波'. Do NOT use for fantasy sports tips (use fin-*), gambling advice, team marketing/press releases (use pr-*), or player agents' PR (use pr-press-release).

Use when the user wants to write a political news piece — election coverage, legislative reporting, policy analysis, official-statement coverage, poll interpretation, or political profile — from supplied material (transcripts, press releases, poll data, vote records, leaked documents, interviews). Activates political-beat-specific workflow on top of the general news-reporter workflow: stance tagging, poll-reading discipline, defamation/election-law red lines, and frame-neutrality audit. Also triggers on phrases like 'write up this 質詢', 'turn into an election report', 'analyze this poll', '幫我寫成政策追蹤報導', '寫一篇選戰分析', '把這份立委發言整理成新聞', 'cover this candidate's policy platform'. Defers general news craft to med-news-reporter; do NOT use for press releases (use pr-press-release) or government PR (use pr-*).

Use when the user wants to turn raw material — transcripts, interviews, event notes, data, direct quotes — into a publishable news piece (breaking news, investigative report, feature, or op-ed). Activates the full newsroom workflow: type selection, material audit, fact-checking, balance, media-ethics red lines, and media-literacy self-check. Also triggers on phrases like 'write up this transcript', 'turn into a news article', 'organize into a feature', 'polish into a report', 'draft an op-ed', '幫我寫成新聞稿', '潤成一篇報導', '整理成專訪', '寫一篇關於 X 的評論', '把逐字稿做成 feature' — even when the user does not say the word 'news'. Do NOT use for press releases (use pr-press-release) or marketing copy (use mkt-*).

Use when writing an international news piece — foreign affairs, diplomatic coverage, cross-border conflict, UN/multilateral updates, development news, or geopolitical analysis. Activates international-beat workflow: primary-source verification for distant claims, translation accuracy, conflict-side balance, regional context, source-chain auditing. Triggers on phrases like 'write this UN report', '寫一篇國際新聞', 'international story', 'draft conflict analysis', '整理聯合國決議', 'foreign affairs coverage'. Do NOT use for domestic political stories (use med-political), company press releases (use pr-press-release), or international business news (use med-business).

Use when writing a medical or health news story — clinical research breakthroughs, public health alerts, drug approvals, epidemiology, health policy, patient stories, risk communication — from research papers, press releases, health authority statements, or interviews. Specializes the med-news-reporter workflow for health-beat discipline: relative risk framing, absolute baseline inclusion, evidence-hierarchy verification, deidentification protocol, and WHO suicide-reporting compliance. Triggers on phrases like '寫一篇醫學新研究', 'draft a health news piece', '整理流行病新聞', '幫我把這份臨床試驗結果寫成新聞', '健康新聞報導', 'write up this drug approval', 'health story from this study'. Do NOT use for medical advice (→ consult healthcare provider), pharmaceutical marketing (→ mkt-pharma), hospital PR/press release in house voice (→ pr-press-release).

Use when writing entertainment news — reviews, box office analysis, streaming reports, festival coverage, casting news — from supplied material (junkets, studio PR, embargoed reviews, interviews). Activates beat-specific discipline: press-junket disclosure, embargo-compliance, PR-vs-news, entertainment-law, industry-data literacy. Triggers: '寫電影評論', 'draft streaming piece', '整理藝人新聞', 'cover premiere', 'analyze box office'. Defers general workflow to med-news-reporter. NOT for fan content, movie marketing (mkt-*), or press releases (pr-press-release).

Use when the user wants to write an education news piece — school policy, research findings, student achievement data, teacher issues, curriculum reform, or campus events — from supplied material (transcripts, press releases, research papers, data, policy documents, interviews). Specializes the parent med-news-reporter skill for the education beat with research-methodology discipline, demographic verification, effect-size auditing, and education-law red lines. Triggers on phrases like 'write up this education story', 'turn this research into a news piece', '整理校園事件成新聞', '寫一篇教育政策新聞', '幫我把這份 108 課綱新聞寫好', 'draft an education research story', '解讀這份 PISA 排名報導'. Do NOT use for press releases (use pr-press-release), school marketing (use mkt-*), or teacher-training content (use tech-teaching or ecom-*)

Use when the user wants to write a culture-and-arts news piece — exhibition coverage, performance reviews, artist interviews, cultural policy analysis, art market reporting, or cultural heritage reporting — from supplied material. Activates culture-beat-specific workflow on top of the general news-reporter workflow: cultural appropriation audit, indigenous knowledge protection, source credibility (institutional PR vs. independent critic), aesthetic judgment marking, and translation/cross-cultural framing discipline. Also triggers on phrases like 'draft an exhibition review', 'write up this gallery opening', 'turn into an album review', '整理展覽新聞', '寫一篇評論', '幫我做藝術家訪談', 'cover this museum exhibition', '草擬一篇文化評論'. Defers general news craft to med-news-reporter; do NOT use for art-marketing copy (use mkt-*) or artist/gallery press releases (use pr-press-release).

Use when writing financial news — earnings, IPO/M&A, regulatory changes, industry trends — from transcripts, filings, or investor materials. Activates business-beat workflow: financial-figure provenance, analyst-stake disclosure, securities-law risk, and number stewardship. Triggers on '寫一篇財報季報導', '分析這份財報', '整理 IPO 新聞', 'turn earnings call into a piece', 'write up M&A announcement'. Defers general craft to med-news-reporter. Do NOT use for press releases (pr-press-release), investment advice (fin-investment-thesis), or marketing (mkt-*).

Analyze Taiwan labor law fundamentals under the Labor Standards Act including working hours, overtime, leave, and termination rules. Use this skill when the user needs to understand employment obligations, calculate overtime pay, evaluate whether a termination is lawful, or design compliant HR policies — even if they say 'how much overtime pay do I owe', 'can I fire this employee', 'what leave are employees entitled to', or 'are we complying with labor law'.

Apply IRAC (Issue, Rule, Application, Conclusion) method for structured legal analysis. Use this skill when the user needs to analyze a legal question systematically, write a legal memo, evaluate whether a law applies to a situation, or structure a legal argument — even if they say 'does this law apply', 'analyze this legal issue', or 'write a legal analysis'.

Analyze intellectual property rights across patents, trademarks, copyrights, and trade secrets. Use this skill when the user needs to understand IP protection options, evaluate whether their work is protectable, assess infringement risk, or design an IP strategy — even if they say 'can I patent this', 'someone copied our design', 'how do we protect our brand name', or 'what IP do we have'.

Analyze data privacy compliance requirements under GDPR, Taiwan's Personal Data Protection Act (PDPA), and related regulations. Use this skill when the user needs to assess data privacy obligations, design compliant data handling processes, evaluate cross-border data transfer risks, or understand data subject rights — even if they say 'do we comply with GDPR', 'can we collect this data', 'what are our privacy obligations', or 'how do we handle user data in Taiwan'.

Analyze contract fundamentals including formation requirements (offer, acceptance, consideration), essential clauses, and common risk areas. Use this skill when the user needs to review a contract, understand contract terms, identify risky clauses, or draft contract provisions — even if they say 'review this agreement', 'what should I watch out for in this contract', or 'is this clause standard'.

Evaluate source credibility using primary/secondary classification, internal/external criticism, triangulation, and misinformation detection. Use this skill when the user needs to assess whether information is trustworthy, evaluate research sources, fact-check claims, or detect misinformation — even if they say 'can I trust this source', 'is this real', 'how reliable is this data', or 'fact-check this for me'.

Apply Socratic questioning — systematic inquiry via clarification, assumption-probing, evidence-testing, perspective-shifting, implication-tracing, and meta-questions — to coach learning or surface hidden assumptions in a person's reasoning. Use this skill when the user is explicitly facilitating learning, coaching a person through their own thinking, or needs a structured questioning sequence to probe a held belief, even if they say 'play devil's advocate on this claim' or 'how should I coach my team through this problem via questions'. Do NOT use for open-ended brainstorming, information gathering, or requirements-discovery question lists where no belief is being probed.

Apply classical rhetoric — Ethos, Pathos, Logos — to analyze persuasive communication and craft effective arguments. Use this skill when the user needs to make a speech more persuasive, analyze why a piece of communication is effective, write a compelling proposal, or evaluate rhetorical strategies — even if they say 'make this more convincing', 'why is this speech so powerful', or 'how do I persuade the board'.

Apply narrative structure and storytelling techniques for brand, business, and communication contexts. Use this skill when the user needs to craft a compelling story, build a brand narrative, structure a presentation around a story arc, or use storytelling to communicate data or strategy — even if they say 'tell a better story', 'make this presentation more engaging', or 'how do we build our brand story'.

Use historical analogies to inform strategic decisions by identifying structural similarities and differences between past and present situations. Use this skill when the user draws on historical precedent to justify a strategy, needs to evaluate whether a historical comparison is valid, or wants to learn from past events — even if they say 'this is like the dotcom bubble', 'history repeats itself', or 'what can we learn from how X handled this'.

Apply ethical frameworks — deontology, utilitarianism, virtue ethics, and justice theory — to analyze moral dilemmas and make principled decisions. Use this skill when the user presents a concrete moral dilemma, a decision with ethical implications, or needs a structured multi-framework ethical analysis, even if they say 'is this the right thing to do', 'what are the ethical implications of this decision', or 'evaluate this dilemma through different ethical lenses'.

Apply discourse analysis to examine how language constructs meaning, power relationships, and social reality in texts and communications. Use this skill when the user needs to analyze how a text frames an issue, uncover hidden assumptions in language, examine power dynamics in communication, or deconstruct media/corporate/political messaging — even if they say 'what's really being said here', 'how is this framing the issue', or 'analyze the language in this document'.

Apply Hegelian dialectics (thesis-antithesis-synthesis) to analyze contradictions and generate higher-order understanding. Use this skill when the user needs to resolve opposing viewpoints, find creative synthesis between conflicting positions, or move past binary thinking — even if they say 'both sides have valid points', 'how do we reconcile these views', or 'is there a third option'.

Apply structured critical thinking — identifying claims, evidence, reasoning chains, hidden assumptions, and logical fallacies — to evaluate or construct specific written arguments rigorously. Use this skill when the user presents a concrete argument, claim, op-ed, research finding, or piece of reasoning to be analyzed for logical validity or flaws, even if they say 'is this argument valid', 'what logical fallacies are in this', or 'what assumptions am I making in this thesis'. Do NOT use for casual plan review, trip planning, project risk brainstorming, or pre-mortems — 'poke holes in my plan' requests are red-team / risk review, not argument analysis.

Apply the Uppsala Internationalization Model to analyze gradual foreign market entry based on psychic distance and experiential learning. Use this skill when the user needs to plan a staged internationalization sequence, understand why firms enter culturally similar markets first, or evaluate whether a firm's international expansion follows the establishment chain from export to subsidiary.

Apply the Theory of Planned Behavior to predict behavioral intentions from attitudes, subjective norms, and perceived behavioral control, and identify intervention leverage points. Use this skill when the user needs to predict adoption of a new behavior, diagnose why an intended behavior does not occur, design behavior change campaigns, or when they ask 'why do people not follow through', 'what predicts behavior change', or 'how to increase adoption rates'.

Apply the TPACK framework to evaluate and design technology-integrated instruction at the intersection of technological, pedagogical, and content knowledge. Use this skill when the user needs to assess teacher readiness for technology integration, design professional development for ed-tech, or evaluate whether technology use is pedagogically grounded — even if they say 'how to integrate technology in teaching', 'ed-tech evaluation', or 'teacher technology competency'.

Apply the Technology Acceptance Model (Davis, 1989) and Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2003) to predict technology adoption. Use this skill when the user needs to evaluate user acceptance of a new system, diagnose adoption barriers, design interventions to improve technology uptake, or when they ask 'why aren't users adopting this', 'what drives technology acceptance', or 'how do we increase adoption rates'.

Conduct a systematic literature review following the PRISMA framework with explicit search strategy, inclusion and exclusion criteria, quality assessment, and transparent synthesis. Use this skill when the user needs to design a reproducible literature search, apply PRISMA flow documentation, develop inclusion and exclusion criteria, assess study quality, or when they ask 'how do I do a systematic review', 'what is PRISMA', or 'how do I make my literature review reproducible'.

Apply sustainability frameworks (triple bottom line, SDGs, ESG, circular economy) to evaluate whether strategies balance economic, social, and environmental dimensions. Use this skill when the user needs to assess ESG performance, design circular economy strategies, align business models with SDGs, or when they ask 'is this strategy truly sustainable', 'how do we measure ESG impact', 'what does a circular business model look like', or 'how do we avoid greenwashing'.

Apply rigorous survey design principles including construct operationalization, Likert scale development, reliability and validity assessment, and common method variance control. Use this skill when the user designs questionnaires, develops measurement items, needs to evaluate Cronbach's alpha or AVE, or when they ask 'how do I operationalize this construct', 'is my scale reliable', or 'how do I control for CMV'.

Apply Giddens' structuration theory to analyze the duality of structure — how social structures are both the medium and outcome of the practices they organize. Use this skill when the user needs to bridge agency and structure in organizational or social analysis, explain how routines reproduce or transform institutional patterns, analyze the recursive relationship between action and structure, or when they ask 'do people shape institutions or do institutions shape people', 'how are these routines maintained', or 'where does change come from if structures constrain action'.

Apply Upper Echelons Theory (Hambrick and Mason, 1984) to analyze how top management team characteristics — demographics, experiences, values — shape strategic choices and organizational outcomes. Use this skill when the user needs to evaluate TMT composition effects on strategy, predict strategic direction from leadership profiles, assess whether managerial discretion enables or constrains executive influence, or when they ask 'does leadership background matter for strategy', 'how does TMT composition affect decisions', or 'why did this management team make that choice'.

Apply Transaction Cost Economics (Williamson, 1975, 1985) to analyze governance structure choices — market, hybrid, or hierarchy — based on transaction characteristics. Use this skill when the user needs to decide make-or-buy, evaluate outsourcing vs vertical integration, design governance mechanisms for inter-firm relationships, or when they ask 'should we build this in-house or outsource', 'why do firms vertically integrate', or 'how should we structure this partnership'.

Apply Stakeholder Theory (Freeman, 1984) and the Mitchell et al. (1997) salience model to identify, classify, and prioritize stakeholders based on power, legitimacy, and urgency. Use this skill when the user needs to map stakeholders for a project or strategy, determine which stakeholders demand immediate attention, balance competing stakeholder interests, or when they ask 'who are our key stakeholders', 'how do we prioritize conflicting demands', or 'which stakeholders can block this initiative'.

Apply the Resource-Based View (Barney, 1991) and VRIO framework to evaluate whether a firm's resources and capabilities confer sustained competitive advantage. Use this skill when the user needs to assess internal resources for strategic value, determine if a competitive edge is sustainable, audit resource portfolios for VRIO criteria, or when they ask 'what makes our advantage sustainable', 'which resources matter most', or 'can competitors replicate this'.

Apply the Knowledge-Based View (Grant, 1996) and Nonaka and Takeuchi's SECI model to analyze how organizations create, transfer, and integrate knowledge for competitive advantage. Use this skill when the user needs to design knowledge management systems, understand why knowledge transfer fails across teams, evaluate knowledge creation processes, or when they ask 'how do we capture tacit knowledge', 'why does knowledge stay siloed', or 'how can we turn individual expertise into organizational capability'.

Apply Institutional Theory (DiMaggio and Powell, 1983) to analyze how coercive, mimetic, and normative isomorphic pressures shape organizational structures and practices. Use this skill when the user needs to explain why organizations in the same field look alike, evaluate whether a practice was adopted for legitimacy vs efficiency, analyze regulatory or social pressures on strategy, or when they ask 'why do all firms in this industry do the same thing', 'is this best practice or just conformity', or 'how do regulations shape our structure'.

Apply the Dynamic Capabilities framework (Teece et al., 1997) — sensing, seizing, and transforming — to analyze how firms adapt, integrate, and reconfigure competences in rapidly changing environments. Use this skill when the user needs to explain why some firms sustain advantage while others decline, evaluate organizational agility, distinguish operational from strategic capabilities, or when they ask 'how do we stay competitive as the market shifts', 'why did this firm fail to adapt', or 'what capabilities do we need to build'.

Apply Agency Theory (Jensen and Meckling, 1976) to diagnose principal-agent problems — moral hazard, adverse selection — and design governance mechanisms to align interests. Use this skill when the user needs to analyze conflicts of interest between owners and managers, design incentive or monitoring structures, evaluate corporate governance effectiveness, or when they ask 'how do we ensure managers act in shareholders interest', 'why is this incentive plan failing', or 'what governance mechanisms reduce agency costs'.

Apply spiral of silence theory (Noelle-Neumann) to analyze how perceived opinion climate suppresses minority expression. Use this skill when the user needs to understand why certain viewpoints disappear from public discourse, evaluate the role of fear of isolation in opinion expression, or assess opinion climate dynamics — even if they say 'why are people afraid to speak up', 'silent majority', or 'social pressure on opinions'.

Apply Sociotechnical Systems Theory to analyze and design work systems through joint optimization of social and technical subsystems. Use this skill when the user needs to diagnose why a technology implementation disrupted work practices, design IT-enabled work systems that balance human and technical needs, or when they ask 'why did this system hurt productivity despite being technically sound', 'how do we design work around new technology', or 'why are people resisting this technically superior system'.

Apply Social Identity Theory to analyze how group categorization, identification, and intergroup comparison drive behavior, bias, and conflict. Use this skill when the user needs to explain in-group favoritism or out-group hostility, diagnose organizational silo dynamics, design inclusive team structures, or when they ask 'why do groups polarize', 'how does team identity affect collaboration', or 'what drives us-vs-them thinking'.

Apply social capital theory (Putnam, Coleman, Bourdieu, Burt) to analyze how network structures and trust generate value or impose constraints. Use this skill when the user needs to evaluate bridging vs bonding capital, identify structural holes or network closure benefits, assess community or organizational trust dynamics, or when they ask 'how does our network create value', 'are we too insular', or 'where are the structural holes we can exploit'.

Apply signaling theory (Spence, 1973) to analyze how agents communicate private information through costly, credible signals under information asymmetry. Use this skill when the user needs to evaluate whether a corporate action serves as a credible signal, analyze dividend or IPO signaling, assess separating vs pooling equilibria, or when they ask 'why do firms pay dividends', 'is this signal credible', or 'how does underpricing signal quality'.

Apply the SERVQUAL model (Parasuraman, Zeithaml, and Berry, 1988) to measure service quality gaps across five dimensions. Use this skill when the user needs to diagnose service quality shortfalls, benchmark customer expectations against perceptions, design service improvement programs, or when they ask 'where is our service failing', 'what do customers expect vs experience', or 'how do we measure service quality'.

Apply Weick's sensemaking theory to analyze how individuals and organizations construct meaning from ambiguous situations. Use this skill when the user needs to analyze organizational responses to crises, understand how interpretive frames shape action, diagnose breakdowns in collective understanding, or when they ask 'how did they interpret this situation', 'why did the organization fail to see the warning signs', or 'how do people make sense of disruption'.

Apply Structural Equation Modeling (SEM) to test hypothesized causal structures by combining measurement models (CFA) and structural models (path analysis). Use this skill when the user needs to validate latent constructs, test mediation or moderation paths, assess model fit with CFI/TLI/RMSEA/SRMR, or when they ask 'do these variables form a causal chain', 'how do I test my theoretical model', or 'is my measurement model valid'.

Apply Self-Determination Theory to analyze motivation quality along the autonomy continuum and design interventions that satisfy basic psychological needs. Use this skill when the user needs to diagnose why intrinsic motivation is declining, evaluate incentive structures for motivational crowding, design need-supportive environments, or when they ask 'why did rewards backfire', 'how to foster intrinsic motivation', or 'what needs drive engagement'.

Apply Service-Dominant Logic (Vargo and Lusch, 2004) and value co-creation principles to reframe exchange and value creation. Use this skill when the user needs to redesign value propositions around service exchange, analyze co-creation dynamics between firms and customers, shift from goods-dominant to service-dominant thinking, or when they ask 'how is value created with customers', 'what is our service logic', or 'how do we enable co-creation'.

Apply real options analysis to value managerial flexibility embedded in investment decisions. Use this skill when the user needs to evaluate projects with significant uncertainty and flexibility, assess the value of deferring or expanding investments, compare traditional NPV with expanded NPV, or when they ask 'should we wait to invest', 'what is the option to abandon worth', or 'why does NPV undervalue this project'.

Apply public choice theory to analyze political decision-making as rational self-interested behavior. Use this skill when the user needs to evaluate government policy failures, rent-seeking costs, voting outcomes, or bureaucratic incentives, especially when the assumption of benevolent government is questionable.

Apply pragmatist philosophy (Peirce, James, Dewey) to frame knowledge as instrumental for action, evaluate ideas by their practical consequences, and conduct inquiry as problem-solving. Use this skill when the user needs to bridge theory and practice, evaluate competing theories by their usefulness, employ abductive reasoning to generate hypotheses, or when they ask 'which theory is more useful here', 'how do I move from abstract ideas to actionable knowledge', or 'what practical difference does this distinction make'.

Apply Kingdon's multiple streams framework to analyze how problems, policies, and politics converge to open policy windows. Use this skill when the user needs to explain why certain policies get adopted while others don't, identify policy windows and entrepreneurial opportunities, or analyze the agenda-setting process in public policy — even if they say 'why did this policy pass now', 'policy window', or 'how do issues get on the agenda'.

Apply Partial Least Squares SEM (PLS-SEM) with reflective and formative measurement models to maximize explained variance in endogenous constructs. Use this skill when the user has small samples, formative indicators, or exploratory models, needs to assess AVE/CR/HTMT, or when they ask 'should I use PLS or CB-SEM', 'how do I handle formative constructs', or 'what is the path coefficient significance'.

Apply platform economics to analyze network effects, solve chicken-and-egg problems, and design multi-sided platform pricing strategies. Use this skill when the user needs to evaluate a platform business model, diagnose why a platform is failing to scale, or choose a subsidy strategy for bootstrapping a two-sided market.

Apply phenomenological methods including bracketing (epoche), lived experience inquiry, and Interpretive Phenomenological Analysis (IPA) to uncover the essence of human experience. Use this skill when the user needs to study how people experience a phenomenon from the first-person perspective, apply Husserlian descriptive or Heideggerian interpretive phenomenology, conduct IPA with idiographic focus, or when they ask 'what is the lived experience of X', 'how do I bracket my assumptions', or 'how do I do IPA'.

Apply pecking order theory (Myers and Majluf, 1984) to analyze how information asymmetry drives financing hierarchy decisions. Use this skill when the user needs to explain why firms prefer internal over external financing, interpret equity issuance as a negative signal, evaluate capital raising decisions, or when they ask 'why did the stock drop on the equity offering', 'should we use debt or equity', or 'why do firms hoard cash'.