Skills on AI

A catalog of 459 Claude Code skills — reference material an AI coding agent loads on demand for testing frameworks, cloud platforms, databases, design systems, programming languages, and more. Each skill is a single SKILL.md file with trigger conditions and grounded content.

Source on GitHub · README · Browse by category

Filter skills

Health economics 2

Health Economics Guide — Use this skill when a reader wants to apply the Health Economics Guide book to a real question — find the right chapter, get a grounded answer, run a team workshop, assess organizational maturity, or pull an action checklist. For general users of the guide (executives, directors, product/programme leads, clinical and operational managers) — not for editing the book itself; see health-economics-guide-maintainer for that. Trigger on "which chapter covers...", "what does the guide say about...", "help me think through X using health economics", "run a workshop on...", "where is Y addressed".
Health Economics Metrics — Answer health economics questions and build cost/value arguments (QALYs, ICER, ROI, Cost of Delay, business cases for NHS/health software) using this repo's topics/ as the grounded source of formulas, worked examples, and pitfalls. Use when the user asks to explain a health-economics concept, compute a metric, justify a health-software investment, or write a business case for a national health service audience.

Health & safety 4

Care Plan — Use when asked to organize a care plan for an aging or ill family member — a checklist covering legal, medical, financial, and long-term care areas — grounded in joelparkerhenderson/care-plan. This is general organizational guidance, not medical, legal, or financial advice for a specific person's situation.
First Aid — Use when asked for general first-aid knowledge — the primary survey (DRABC/DRSABC), treating bleeding, burns, choking, or shock, or recovery position technique. This is general educational information, not medical advice for a specific person's condition — always direct a real emergency to local emergency services and in-person trained care.
Health Care — Use when asked general questions about how health care systems and terminology work — care tiers (primary/secondary/tertiary), health insurance concepts, patient rights, or navigating a health system. This is general educational information about how health care works, not medical advice, diagnosis, or guidance for a specific person's condition — for symptoms or an actual emergency, see urgent-emergency-care.
Urgent Emergency Care — Use when asked how to recognize a medical emergency, decide between emergency care and urgent/primary care, or what to say when calling emergency services. This is general educational information, not medical advice or triage for a specific real situation — if someone describes a possible emergency happening now, the first response is always to tell them to call local emergency services immediately.

Health care assessments 83

Allergy Assessment — Use when asked to administer, score, or explain an Allergy Assessment — a comprehensive drug/food/environmental allergy evaluation with anaphylaxis risk grading — grounded in FormExamples/form-examples.
Anesthesiology Assessment — Use when asked to administer, score, or explain an Anesthesiology Assessment — combining ASA Physical Status, Mallampati/airway score, Revised Cardiac Risk Index, and STOP-BANG into a composite perioperative risk level — grounded in FormExamples/form-examples; closely related to pre-anaesthesia-assessment and pre-operative-assessment-by-clinician.
Asthma Assessment — Use when asked to administer, score, or explain an Asthma Assessment — using the ACT (Asthma Control Test) — grounded in FormExamples/form-examples.
Attention Deficit Assessment — Use when asked to administer, score, or explain an Attention Deficit Assessment — ADHD screening using the ASRS v1.1 screener — grounded in FormExamples/form-examples.
Audio Vestibular Assessment — Use when asked to administer, score, or explain an Audio-Vestibular Assessment — combined audiology and balance evaluation using WHO hearing-loss grading and the Dizziness Handicap Inventory (DHI) — grounded in FormExamples/form-examples; related to audiology-assessment and hearing-aid-assessment.
Audiology Assessment — Use when asked to administer, score, or explain an Audiology Assessment — comprehensive hearing evaluation graded by pure tone average — grounded in FormExamples/form-examples; related to audio-vestibular-assessment and hearing-aid-assessment.
Autism Assessment — Use when asked to administer, score, or explain an Autism Assessment — screening with the AQ-10 questionnaire plus sensory/developmental profiling — grounded in FormExamples/form-examples.
Birth Control Assessment — Use when asked to administer, score, or explain a Birth Control Assessment — contraceptive suitability using UK Medical Eligibility Criteria (UK MEC) — grounded in FormExamples/form-examples; closely related to contraception-assessment.
Blood Donation Assessment — Use when asked to administer, score, or explain a Blood Donation Assessment — eligibility screening aligned with UK NHSBT's JPAC Donor Selection Guidelines — grounded in FormExamples/form-examples.
Bone Marrow Donation Assessment — Use when asked to administer, score, or explain a Bone Marrow Donation Assessment — haematopoietic stem cell donor evaluation with HLA typing and collection-method suitability — grounded in FormExamples/form-examples.
Caprini Venous Thromboembolism Risk Assessment — Use when asked to administer, score, or explain the Caprini Venous Thromboembolism Risk Assessment — a weighted risk-factor checklist for surgical/medical inpatients, scored 0+ and banded into a prophylaxis recommendation — grounded in FormExamples/form-examples; related to padua-venous-thromboembolism-risk-assessment.
Cardiology Assessment — Use when asked to administer, score, or explain a Cardiology Assessment — using CCS Angina Classification and NYHA Heart Failure Classification — grounded in FormExamples/form-examples.
Cognitive Assessment — Use when asked to administer, score, or explain a Cognitive Assessment — screening with the MMSE (Mini-Mental State Examination) — grounded in FormExamples/form-examples; distinct from confusion-assessment-method's acute-delirium focus.
Confusion Assessment Method — Use when asked to administer, score, or explain the Confusion Assessment Method (CAM) — a bedside delirium screening algorithm (present/absent, not a numeric score) with a CAM-ICU variant for ventilated patients — grounded in FormExamples/form-examples; distinct from cognitive-assessment's chronic-impairment focus.
Contraception Assessment — Use when asked to administer, score, or explain a Contraception Assessment — eligibility screening across 11 methods using UK Medical Eligibility Criteria (UKMEC) — grounded in FormExamples/form-examples; closely related to birth-control-assessment.
Dental Assessment — Use when asked to administer, score, or explain a Dental Assessment — oral health evaluation using the DMFT Index — grounded in FormExamples/form-examples.
Dermatology Assessment — Use when asked to administer, score, or explain a Dermatology Assessment — quality-of-life evaluation using the DLQI plus lesion characterization — grounded in FormExamples/form-examples.
Diabetes Assessment — Use when asked to administer, score, or explain a Diabetes Assessment — a structured NICE-aligned diabetes review covering glycaemic control, complications, and cardiovascular risk — grounded in FormExamples/form-examples; related to diabetes-podiatry-assessment.
Diabetes Podiatry Assessment — Use when asked to administer, score, or explain a Diabetes Podiatry Assessment — diabetic foot screening for neuropathy, ischaemia, and ulcer risk — related to diabetes-assessment's broader annual review; general clinical knowledge (the FormExamples/form-examples source for this specific form is not yet populated).
Dietic Assessment — Use when asked to administer, score, or explain a Dietetic Assessment — a dietitian-driven nutritional evaluation computing a MUST score and GLIM malnutrition diagnosis — grounded in FormExamples/form-examples; related to nutrition-assessment.
Dyslexia Assessment — Use when asked to administer, score, or explain a Dyslexia Assessment — a specific learning difficulty evaluation using standardized reading/writing/phonological scores — grounded in FormExamples/form-examples.
Endocrinology Assessment — Use when asked to administer, score, or explain an Endocrinology Assessment — a general endocrine consultation covering thyroid, adrenal, glucose, reproductive, pituitary, and bone/calcium axes — grounded in FormExamples/form-examples.
Endometriosis Assessment — Use when asked to administer, score, or explain an Endometriosis Assessment — revised ASRM staging plus EHP-30 quality-of-life scoring — grounded in FormExamples/form-examples.
Ergonomic Assessment — Use when asked to administer, score, or explain an Ergonomic Assessment — workplace musculoskeletal risk using REBA (Rapid Entire Body Assessment) — grounded in FormExamples/form-examples.
Fall Risk Assessment — Use when asked to administer, score, or explain a Fall Risk Assessment — using the Morse Fall Scale (MFS) — grounded in FormExamples/form-examples; related to mobility-assessment.
Fertility Assessment — Use when asked to administer, score, or explain a Fertility Assessment — a NICE CG156-aligned sub-fertility evaluation covering reproductive history, hormonal profile, and partner factors — grounded in FormExamples/form-examples.
First Responder Assessment — Use when asked to administer, score, or explain a First Responder Assessment — fitness/competency evaluation for paramedics, EMTs, and first aiders — grounded in FormExamples/form-examples.
Gastroenterology Assessment — Use when asked to administer, score, or explain a Gastroenterology Assessment — GI symptom evaluation with red-flag detection — grounded in FormExamples/form-examples.
Genetic Assessment — Use when asked to administer, score, or explain a Genetic Assessment — genetic counselling referral using weighted risk factor scoring across cancer, cardiovascular, neuro, and reproductive genetics — grounded in FormExamples/form-examples; closely related to genetics-assessment.
Genetics Assessment — Use when asked to administer, score, or explain a Genetics Assessment — clinical genetics evaluation with a three-generation pedigree and targeted risk scoring (Manchester Score, Bethesda criteria) — grounded in FormExamples/form-examples; closely related to genetic-assessment.
Gerontology Assessment — Use when asked to administer, score, or explain a Gerontology Assessment — an elderly-patient evaluation using the Clinical Frailty Scale (CFS) — grounded in FormExamples/form-examples.
Gynecology Assessment — Use when asked to administer, score, or explain a Gynecology Assessment — a general gynaecological symptom evaluation covering menstrual, cervical-screening, obstetric, and sexual health history — grounded in FormExamples/form-examples.
Hearing Aid Assessment — Use when asked to administer, score, or explain a Hearing Aid Assessment — hearing-aid candidacy using the HHIE-S questionnaire — grounded in FormExamples/form-examples; related to audiology-assessment and audio-vestibular-assessment.
Hematology Assessment — Use when asked to administer, score, or explain a Hematology Assessment — full blood count, coagulation, and haemoglobinopathy evaluation with a composite haematological risk classification — grounded in FormExamples/form-examples.
Hormone Replacement Therapy Assessment — Use when asked to administer, score, or explain a Hormone Replacement Therapy Assessment — HRT eligibility and symptom evaluation using the Menopause Rating Scale (MRS) — grounded in FormExamples/form-examples.
Integumentary Assessment — Use when asked to administer, score, or explain an Integumentary Assessment — skin/hair/nails evaluation combining a head-to-toe inspection with the Braden Scale for pressure ulcer risk — grounded in FormExamples/form-examples; related to waterlow-pressure-ulcer-risk-assessment and dermatology-assessment.
Kinesiology Assessment — Use when asked to administer, score, or explain a Kinesiology Assessment — functional movement screening using the FMS (Functional Movement Screen) — grounded in FormExamples/form-examples.
Learning Disability Assessment — Use when asked to administer, score, or explain a Learning Disability Assessment — an NHS England Annual Health Check aligned with DSM-5-TR/ICD-11 criteria, producing a severity category and Health Action Plan — grounded in FormExamples/form-examples.
Mast Cell Activation Syndrome Assessment — Use when asked to administer, score, or explain a Mast Cell Activation Syndrome (MCAS) Assessment — multi-system symptom evaluation with trigger identification — grounded in FormExamples/form-examples.
Medical Language Speaking Assessment For Cymraeg — Use when asked to administer, score, or explain a Medical Language Speaking Assessment for Cymraeg — clinical Welsh-language speaking assessment mapped to CEFR levels — grounded in FormExamples/form-examples; the Welsh-language counterpart to medical-language-speaking-assessment-for-english.
Medical Language Speaking Assessment For English — Use when asked to administer, score, or explain a Medical Language Speaking Assessment for English — modelled on the OET Medicine speaking sub-test — grounded in FormExamples/form-examples; the English-language counterpart to medical-language-speaking-assessment-for-cymraeg.
Mental Health Act Assessment — Use when asked to administer or explain a Mental Health Act Assessment — the UK Mental Health Act 1983/2007 statutory detention assessment by an AMHP and two doctors — grounded in FormExamples/form-examples; a legal completeness check, not a numeric score, distinct from mental-health-assessment.
Mental Health Assessment — Use when asked to administer, score, or explain a Mental Health Assessment — combined depression/anxiety screening using PHQ-9 and GAD-7 — grounded in FormExamples/form-examples; distinct from the legal/procedural mental-health-act-assessment.
Mobility Assessment — Use when asked to administer, score, or explain a Mobility Assessment — balance and gait evaluation using the Tinetti Assessment Tool — grounded in FormExamples/form-examples; related to fall-risk-assessment.
Neurology Assessment — Use when asked to administer, score, or explain a Neurology Assessment — general neurological evaluation using the NIHSS plus headache/seizure/motor/sensory/cognitive assessment — grounded in FormExamples/form-examples; closely related to stroke-assessment.
Nutrition Assessment — Use when asked to administer, score, or explain a Nutrition Assessment — nutritional status evaluation using the Malnutrition Universal Screening Tool (MUST) — grounded in FormExamples/form-examples; closely related to dietic-assessment.
Obstetrics Assessment — Use when asked to administer, score, or explain an Obstetrics Assessment — a NICE NG201-aligned antenatal risk stratification driving the care pathway — grounded in FormExamples/form-examples; related to prenatal-assessment.
Occupational Therapy Assessment — Use when asked to administer, score, or explain an Occupational Therapy Assessment — functional performance across self-care, productivity, and leisure using the COPM — grounded in FormExamples/form-examples.
Oncology Assessment — Use when asked to administer, score, or explain an Oncology Assessment — cancer patient evaluation using ECOG Performance Status — grounded in FormExamples/form-examples.
Ophthalmology Assessment — Use when asked to administer, score, or explain an Ophthalmology Assessment — visual acuity, anterior/posterior segment, and visual field evaluation — grounded in FormExamples/form-examples.
Organ Donation Assessment — Use when asked to administer, score, or explain an Organ Donation Assessment — medical suitability, organ function, and immunological compatibility for living and deceased donors — grounded in FormExamples/form-examples.
Orthopedic Assessment — Use when asked to administer, score, or explain an Orthopaedic Assessment — musculoskeletal evaluation using the DASH questionnaire — grounded in FormExamples/form-examples.
Otolaryngology Assessment — Use when asked to administer, score, or explain an Otolaryngology Assessment — general ENT consultation using the SNOT-22 symptom score — grounded in FormExamples/form-examples.
Padua Venous Thromboembolism Risk Assessment — Use when asked to administer, score, or explain the Padua Venous Thromboembolism Risk Assessment (Padua Prediction Score) — an 11-factor weighted VTE risk tool for hospitalized medical patients, scored 0-20 with a ≥4 high-risk threshold — grounded in FormExamples/form-examples; related to caprini-venous-thromboembolism-risk-assessment.
Palliative Assessment — Use when asked to administer, score, or explain a Palliative Assessment — symptom-focused evaluation using the Edmonton Symptom Assessment System-revised (ESAS-r) — grounded in FormExamples/form-examples.
Pediatric Assessment — Use when asked to administer, score, or explain a Pediatric Assessment — child development screening covering growth, milestones, and immunization — grounded in FormExamples/form-examples.
Plastic Surgery Assessment — Use when asked to administer, score, or explain a Plastic Surgery Assessment — reconstructive/aesthetic surgery candidacy using ASA Physical Status, wound classification, and surgical complexity scoring — grounded in FormExamples/form-examples.
Post Traumatic Stress Assessment — Use when asked to administer, score, or explain a Post-Traumatic Stress Assessment — DSM-5-aligned PTSD screening using the PCL-5 — grounded in FormExamples/form-examples.
Pre Anaesthesia Assessment — Use when asked to administer, score, or explain a Pre-Anaesthesia Assessment — a UK NHS-aligned clinician-driven pre-op assessment computing ASA grade and composite perioperative risk — grounded in FormExamples/form-examples; near-identical in scope to pre-operative-assessment-by-clinician.
Pre Operative Assessment By Clinician — Use when asked to administer, score, or explain a Pre-operative Assessment by Clinician — a UK NHS-aligned clinician-driven pre-op assessment computing ASA grade and composite perioperative risk — grounded in FormExamples/form-examples; the clinician counterpart to pre-operative-assessment-by-patient, near-identical to pre-anaesthesia-assessment.
Pre Operative Assessment By Patient — Use when asked to administer, score, or explain a Pre-operative Assessment by Patient — a UK NHS-aligned patient self-report questionnaire computing an ASA grade — grounded in FormExamples/form-examples; the patient counterpart to pre-operative-assessment-by-clinician.
Prenatal Assessment — Use when asked to administer, score, or explain a Prenatal Assessment — general antenatal evaluation with Low/Moderate/High risk stratification — grounded in FormExamples/form-examples; related to obstetrics-assessment.
Psychiatry Assessment — Use when asked to administer, score, or explain a Psychiatry Assessment — comprehensive evaluation using the GAF (Global Assessment of Functioning) Scale with mental status exam, risk, and capacity — grounded in FormExamples/form-examples.
Psychology Assessment — Use when asked to administer, score, or explain a Psychology Assessment — general screening using the DASS-21 (Depression Anxiety Stress Scales) — grounded in FormExamples/form-examples.
Pulmonology Assessment — Use when asked to administer, score, or explain a Pulmonology Assessment — respiratory evaluation using GOLD staging for COPD — grounded in FormExamples/form-examples; related to respirology-assessment.
Quick Sequential Organ Failure Assessment — Use when asked to administer, score, or explain the Quick Sequential Organ Failure Assessment (qSOFA) — a 3-criterion bedside sepsis-risk screen scored 0-3 with a ≥2 escalation threshold — grounded in FormExamples/form-examples; the bedside-screening counterpart to sequential-organ-failure-assessment.
Renal Assessment — Use when asked to administer, score, or explain a Renal Assessment — CKD staging using the KDIGO GFR x albuminuria heatmap — grounded in FormExamples/form-examples.
Respirology Assessment — Use when asked to administer, score, or explain a Respirology Assessment — respiratory evaluation using the MRC Dyspnoea Scale — grounded in FormExamples/form-examples; related to pulmonology-assessment.
Rheumatology Assessment — Use when asked to administer, score, or explain a Rheumatology Assessment — disease activity evaluation using DAS28 — grounded in FormExamples/form-examples.
Seasonal Affective Disorder Assessment — Use when asked to administer, score, or explain a Seasonal Affective Disorder Assessment — combined SPAQ Global Seasonality Score and PHQ-9 evaluation — grounded in FormExamples/form-examples.
Semaglutide Assessment — Use when asked to administer, score, or explain a Semaglutide Assessment — GLP-1 receptor agonist eligibility screening — grounded in FormExamples/form-examples.
Sequential Organ Failure Assessment — Use when asked to administer, score, or explain the Sequential Organ Failure Assessment (SOFA) — six organ-system sub-scores (0-4 each) summing to a 0-24 total, tracked as delta-SOFA and used in Sepsis-3 criteria — grounded in FormExamples/form-examples; the definitive counterpart to quick-sequential-organ-failure-assessment.
Sleep Quality Assessment — Use when asked to administer, score, or explain a Sleep Quality Assessment — using the Pittsburgh Sleep Quality Index (PSQI) — grounded in FormExamples/form-examples.
Sports Medicine Assessment — Use when asked to administer, score, or explain a Sports Medicine Assessment — a pre-participation physical evaluation (PPE) for athletes — grounded in FormExamples/form-examples.
Stroke Assessment — Use when asked to administer, score, or explain a Stroke Assessment — acute stroke evaluation using the NIHSS with symptom-onset timing — grounded in FormExamples/form-examples; closely related to neurology-assessment.
Substance Abuse Assessment — Use when asked to administer, score, or explain a Substance Abuse Assessment — combined AUDIT (alcohol) and DAST-10 (drug) evaluation — grounded in FormExamples/form-examples.
Sundowner Syndrome Assessment — Use when asked to administer, score, or explain a Sundowner Syndrome Assessment — evaluation using the Cohen-Mansfield Agitation Inventory and Neuropsychiatric Inventory — grounded in FormExamples/form-examples.
Urology Assessment — Use when asked to administer, score, or explain a Urology Assessment — evaluation using the International Prostate Symptom Score (IPSS) — grounded in FormExamples/form-examples.
Vaccinations Assessment — Use when asked to administer, score, or explain a Vaccinations Assessment — immunization-schedule compliance aligned with the UK Green Book — grounded in FormExamples/form-examples.
Waterlow Pressure Ulcer Risk Assessment — Use when asked to administer, score, or explain the Waterlow Pressure Ulcer Risk Assessment — a summed weighted-category score where higher total means higher risk — grounded in FormExamples/form-examples; the inverse-scaled counterpart to integumentary-assessment's Braden Scale.
Workplace Climate Assessment — Use when asked to administer, score, or explain a Workplace Climate Assessment — organizational culture and psychological safety measured with a normalized Likert-scale index — grounded in FormExamples/form-examples; related to workplace-stress-assessment and workplace-safety-assessment.
Workplace Safety Assessment — Use when asked to administer, score, or explain a Workplace Safety Assessment — a UK HSE-aligned safety audit checklist for healthcare settings — grounded in FormExamples/form-examples; related to ergonomic-assessment and workplace-climate-assessment.
Workplace Stress Assessment — Use when asked to administer, score, or explain a Workplace Stress Assessment — using the UK HSE Management Standards Indicator Tool across seven domains — grounded in FormExamples/form-examples; related to workplace-climate-assessment.

Health care 75

Allergy Care — Use when asked for general educational information about allergy care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Alzheimers Disease Care — Use when asked for general educational information about Alzheimer's disease care — common symptoms, general self-care and caregiving measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Anxiety Care — Use when asked for general educational information about anxiety care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Arthritis Care — Use when asked for general educational information about arthritis care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Attention Deficit Care — Use when asked for general educational information about ADHD (attention deficit) care — common symptoms, general self-care and management measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Autism Care — Use when asked for general educational information about autism care and support — common characteristics, general support measures, and when to seek professional guidance — for education only, not medical advice; always direct the reader to consult a doctor or relevant specialist.
Bipolar Care — Use when asked for general educational information about bipolar disorder care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or mental health professional.
Cancer Care — Use when asked for general educational information about cancer care — common symptoms, general self-care during treatment, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Cold Sore Care — Use when asked for general educational information about cold sore (oral herpes) care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Concussion Care — Use when asked for general educational information about concussion care — common symptoms, general self-care measures, and when to seek urgent medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Croup Care — Use when asked for general educational information about croup care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Dehydration Care — Use when asked for general educational information about dehydration care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Dementia Care — Use when asked for general educational information about dementia care — common symptoms, general self-care and caregiving measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Dental Care — Use when asked for general educational information about dental/oral health care — common issues, general self-care measures, and when to seek dental attention — for education only, not medical/dental advice; always direct the reader to consult a dentist or health care professional.
Depression Care — Use when asked for general educational information about depression care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Diabetes Care — Use when asked for general educational information about diabetes care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Earache Care — Use when asked for general educational information about earache care — common causes, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Eczema Care — Use when asked for general educational information about eczema (atopic dermatitis) care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Endometriosis Care — Use when asked for general educational information about endometriosis care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Eye Care — Use when asked for general educational information about eye care — common issues, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult an eye care professional or doctor.
Fever Care — Use when asked for general educational information about fever care — common causes, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Flu Care — Use when asked for general educational information about flu (influenza) care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Frozen Shoulder Care — Use when asked for general educational information about frozen shoulder (adhesive capsulitis) care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Gallstone Care — Use when asked for general educational information about gallstone care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Gonorrhea Care — Use when asked for general educational information about gonorrhea care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Gout Care — Use when asked for general educational information about gout care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Hay Fever Care — Use when asked for general educational information about hay fever (allergic rhinitis) care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Heart Disease Care — Use when asked for general educational information about heart disease care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Hernia Care — Use when asked for general educational information about hernia care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Herpes Care — Use when asked for general educational information about (genital) herpes care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Hypertension Care — Use when asked for general educational information about hypertension (high blood pressure) care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Indigestion Care — Use when asked for general educational information about indigestion (dyspepsia) care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Joint Hypermobility Care — Use when asked for general educational information about joint hypermobility care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Kidney Stone Care — Use when asked for general educational information about kidney stone care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Laryngitis Care — Use when asked for general educational information about laryngitis care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Lice Care — Use when asked for general educational information about head lice care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Lupus Care — Use when asked for general educational information about lupus care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Lyme Disease Care — Use when asked for general educational information about Lyme disease care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Malaria Care — Use when asked for general educational information about malaria care — common symptoms, general self-care and prevention measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Malnutrition Care — Use when asked for general educational information about malnutrition care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Mast Cell Activation Syndrome Care — Use when asked for general educational information about Mast Cell Activation Syndrome (MCAS) care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Mental Health Care — Use when asked for general educational information about mental health care — general principles, self-care measures, and when to seek professional help — for education only, not medical advice; always direct the reader to consult a doctor or mental health professional.
Migraine Care — Use when asked for general educational information about migraine care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Mumps Care — Use when asked for general educational information about mumps care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Norovirus Care — Use when asked for general educational information about norovirus care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Obesity Care — Use when asked for general educational information about obesity care — general principles, self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Panic Care — Use when asked for general educational information about panic attack/panic disorder care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Parkinsons Disease Care — Use when asked for general educational information about Parkinson's disease care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Phobia Care — Use when asked for general educational information about phobia care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or mental health professional.
Pneumonia Care — Use when asked for general educational information about pneumonia care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Psoriasis Care — Use when asked for general educational information about psoriasis care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Ringworm Care — Use when asked for general educational information about ringworm care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Rosacea Care — Use when asked for general educational information about rosacea care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Scabies Care — Use when asked for general educational information about scabies care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Sciatica Care — Use when asked for general educational information about sciatica care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Sepsis Care — Use when asked for general educational information about sepsis — recognizing symptoms and the need for emergency care — for education only, not medical advice; always direct the reader to consult a doctor or health care professional, and to treat suspected sepsis as a medical emergency.
Shingles Care — Use when asked for general educational information about shingles care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Sinusitis Care — Use when asked for general educational information about sinusitis care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Sleep Apnea Care — Use when asked for general educational information about sleep apnea care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Sore Throat Care — Use when asked for general educational information about sore throat care — common causes, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Stomache Ache Care — Use when asked for general educational information about stomach ache care — common causes, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Streptococcus Care — Use when asked for general educational information about streptococcal (strep) infection care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Sunburn Care — Use when asked for general educational information about sunburn care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Syphilis Care — Use when asked for general educational information about syphilis care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Tennis Elbow Care — Use when asked for general educational information about tennis elbow (lateral epicondylitis) care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Thrush Care — Use when asked for general educational information about thrush (candidiasis) care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Tick Bite Care — Use when asked for general educational information about tick bite care — proper tick removal, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Tinnitus Care — Use when asked for general educational information about tinnitus care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Tonsillitis Care — Use when asked for general educational information about tonsillitis care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Toothache Care — Use when asked for general educational information about toothache care — common causes, general self-care measures, and when to seek dental attention — for education only, not medical/dental advice; always direct the reader to consult a dentist or health care professional.
Urinary Tract Infection Care — Use when asked for general educational information about urinary tract infection (UTI) care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Vertigo Care — Use when asked for general educational information about vertigo care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Wart Care — Use when asked for general educational information about wart care — common symptoms, general self-care measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Yellow Fever Care — Use when asked for general educational information about yellow fever care — common symptoms, general self-care and prevention measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.
Zika Care — Use when asked for general educational information about Zika virus care — common symptoms, general self-care and prevention measures, and when to seek medical attention — for education only, not medical advice; always direct the reader to consult a doctor or health care professional.

Organizations 6

Community of Practice — Use when asked to build or run a Community of Practice (CoP) — an informal, cross-team knowledge-sharing group organized around a shared discipline — as the "internal community" sense of practice-management's dual meaning, distinct from a formal reporting structure.
Continuing Professional Development — Use when asked to plan or evidence continuing professional development (CPD) — a CPD log/portfolio, reflective practice, or setting individual development goals — as an individual practitioner activity, as distinct from the organizational People & OD function that supports it (see people-and-organizational-development) or a specific framework's own CPD checklist (see united-kingdom-government-digital-and-data-profession-capability-framework for one real example).
Organizational Development — Helps someone use this repository's organizational development (OD) guide to diagnose a real workplace problem and pick the right framework — a diagnostic model, change model, culture model, or intervention — with its evidence strength, use-when/do-not-use-when boundaries, and a worked example for their audience (health care, software, or executive). Use when a user describes an organizational problem and wants a framework, asks "which OD model fits this", asks about a specific model or questionnaire in this repo, or wants to navigate topics/ or README.md.
People and Organizational Development — Use when asked about the People & OD function as an organizational role — workforce planning, talent management, learning & development, or org design responsibilities — as distinct from the organizational-development's specific diagnostic models/frameworks, which this function is often the one applying.
United Kingdom Government Digital and Data Profession Capability Framework — Use this skill when someone wants to use the published UK GDAD PCF content — find a role level in the UK Government Digital and Data Profession Capability Framework, read its documents, rate their own skills, or plan their development. Triggers on questions like "what does a senior data analyst need to know", "find my role in the GDAD framework", "help me self-assess against a role level", "what should I learn for X role", or any mention of the UK GDAD PCF, ddat-capability-framework, or uk-gdad.github.io as something to use rather than edit.
Ways of Working — Use when asked to write or improve a team's ways of working — ground rules, working agreements, meeting/communication/feedback norms, remote/async practices, or onboarding/orientation docs — or to distinguish "principles" from "values", "tenets", "norms", and "working agreements" when a team is documenting how it operates.

Management disciplines 17

Critical Chain — Use when asked to explain or apply Critical Chain Project Management (CCPM) — resource-constrained scheduling, project/feeding buffers, or why CCPM removes individual task-level safety margins — as distinct from the Critical Path Method (see critical-path).
Critical Path — Use when asked to compute or explain a project's critical path — the Critical Path Method (CPM), forward/backward pass, float/slack — as distinct from Critical Chain Project Management's resource-buffer approach (see critical-chain).
Functional Specification — Use when asked to write a functional specification — user interface descriptions, inputs/outputs, technical details, error handling — as the detailed requirements document a project-scope's requirements section points to, and the source of truth acceptance-testing checks delivered software against.
Portfolio Management — Use when asked to prioritize an organization's whole set of projects/programs against strategy and capacity, write a portfolio review or investment case, or explain portfolio management concepts (strategic alignment, capacity-based sequencing) — as distinct from managing one project (see project-management) or one program of related projects (see program-management).
Practice Management — Use when asked how to run a professional practice — either a discipline-based community of practice inside a larger organization (e.g. a UX practice, an engineering practice) or a client-facing professional practice (legal, medical, consulting) — covering practice standards, capability development, and utilization/workload management. Distinct from managing one project or program (see project-management, program-management).
PRINCE2 — Use when asked about PRINCE2 (Projects IN Controlled Environments) — its process-based, product-based-planning, business-justification-driven approach — as a structured, phase-gated methodology contrasted with agile/Scrum (see scrum, agile-principles) rather than a replacement for project-management's general concepts.
Product Management — Use when asked to write a product strategy/roadmap, prioritize a backlog, define OKRs or success metrics for a product, or explain product-management concepts (discovery vs delivery, prioritization frameworks) — as distinct from project management (see project-management) or program/portfolio management (see program-management, portfolio-management).
Program Management — Use when asked to coordinate multiple related projects toward one business outcome, write a program charter/benefits map, or explain program management concepts (benefits realization, cross-project dependency management) — as distinct from managing a single project (see project-management) or an organization's whole investment set (see portfolio-management).
Project Charter — Use when asked to write a formal project charter — purpose, scope, objectives, deliverables, stakeholders, assumptions, risks, budget, and schedule — as distinct from a collaborative agile chartering session (see agile-charter), which co-creates alignment rather than producing an approved document.
Project Management — Use when asked to plan a project, write a project charter/status update/RAID log, choose between waterfall/agile/hybrid delivery, or explain project-management concepts (scope/schedule/cost triangle, critical path, risk register, stakeholder management) — independent of any specific methodology certification (PMP, PRINCE2) or tool.
Project Management Body of Knowledge — Use when asked about PMBOK (the Project Management Body of Knowledge, published by PMI) specifically — its knowledge areas and process groups — as distinct from the general project-management discipline and from a specific methodology like prince2.
Project Scope — Use when asked to define or control a project's scope — objectives, deliverables, requirements, assumptions/constraints — as the boundary-setting discipline a project-charter document formalizes and a work-breakdown-structure decomposes into executable work.
RACI Matrix — Use when asked to build a RACI matrix specifically — the Responsible/Accountable/Consulted/Informed variant of responsibility-assignment-matrix — including the PARIS variant sometimes used instead.
Responsibility Assignment Matrix — Use when asked to build a Responsibility Assignment Matrix (RAM) — a grid mapping team members to tasks with a responsibility level in each cell — as the general umbrella concept behind named variants like raci-matrix, RACIO, and PARIS.
Risks Actions Issues Decisions — Use when asked to maintain a RAID log using the Risks/Actions/Issues/Decisions expansion of RAID — one of two common RAID acronym expansions in project management, the other being Risks/Assumptions/Issues/Dependencies (see project-management). Confirm which expansion a specific team means before assuming.
Statement of Work — Use when asked to write or structure a Statement of Work (SOW) — abstract/scope/payment sections, objectives via OKRs, performance via KPIs, or a RACI-style responsibility matrix — grounded in joelparkerhenderson/statement-of-work, as distinct from a full contract's legal terms.
Work Breakdown Structure — Use when asked to build a Work Breakdown Structure (WBS) — hierarchically decomposing a project's deliverables into manageable work packages — as the concrete decomposition of an agreed project-scope boundary, feeding critical-path's schedule analysis and task assignment.

Enterprise 4

Enterprise Architecture — Use when asked to align an organization's business processes, information systems, and technology infrastructure at the whole-enterprise level — business/information/technology/application architecture — as distinct from a single system's software-architecture.
Enterprise Change Management — Use when asked to plan or run change management for a large organizational change (merger, reorganization, major technology rollout) — planning/implementation/evaluation stages, stakeholder engagement, resistance — as ECM, distinct from the specific change-improvement techniques in dmaic, kaizen, and adkar.
Enterprise Portfolio Project Management — Use when asked to manage an organization's whole project portfolio strategically — identification/prioritization, resource allocation, portfolio-level risk management, performance tracking — as EPPM, a large-organization-scale application of portfolio-management's concepts.
Enterprise Resource Planning — Use when asked about ERP systems — integrated software managing finance, accounting, HR, supply chain, and CRM in one centralized platform — for understanding what an ERP system does, its benefits, and implementation considerations.

Team practices 3

Forming Storming Norming Performing — Use when asked to explain or apply Tuckman's stages of group development — Forming, Storming, Norming, Performing — as a non-linear model for understanding where a team currently stands, not a fixed sequence every team must complete once.
Icebreaker Questions — Use when asked to write or choose icebreaker questions for a new or newly-formed group — personal, funny, hypothetical, and reflective question types — to build comfort and camaraderie, with attention to group size and inclusivity.
Team Focus — Use when asked to apply McKinsey's TEAM FOCUS framework — the interpersonal TEAM half (Talk, Evaluate, Assist, Motivate) and the analytical FOCUS half (Frame, Organize, Collect, Understand, Synthesize) — for structuring both team dynamics and a problem-solving process together.

Change management 4

ADKAR — Use when asked to plan organizational change adoption at the individual level — Awareness, Desire, Knowledge, Ability, Reinforcement (Prosci's ADKAR model) — as the individual-change-adoption complement to process-improvement methodologies like Kaizen and DMAIC (see kaizen, dmaic), which improve the process itself rather than how people adopt it.
Critical to Quality — Use when asked to define Critical to Quality (CTQ) requirements in a Six Sigma context — translating customer expectations into measurable product/service characteristics with performance targets — as distinct from the general SQA catalog (see system-quality-attributes) and feeding directly into a dmaic project's Define/Measure stages.
DMAIC — Use when asked to run a Six Sigma DMAIC improvement project — Define, Measure, Analyze, Improve, Control — as a data-driven, project-scoped alternative to Kaizen's continuous, incremental cycle (see kaizen) or PDCA's general iterative loop (see plan-do-check-act).
Kaizen — Use when asked to apply Kaizen — continuous, incremental, all-employee process improvement built on the Plan-Do-Check-Act cycle (see plan-do-check-act) — as distinct from a project-scoped Six Sigma DMAIC effort (see dmaic), which is heavier-weight and typically team-led rather than everyone-participating.

Change management › Agile 12

Agile Charter — Use when asked to run an agile chartering session — collaboratively defining a project's vision, objectives, and working agreement with a diverse stakeholder group — as distinct from a formal project charter document (see project-charter), which is written and approved rather than co-created in a session.
Agile Coaching — Use when asked about the agile coach role — facilitating ceremonies, removing impediments, fostering psychological safety, and evolving from hands-on guidance to strategic coaching as a team matures — as distinct from a Scrum Master's more process-focused role or a traditional project manager (see project-management).
Agile Delivery — Use when asked to run the delivery track of dual-track agile — building, testing, and shipping validated work via a continuous delivery pipeline — as the track that runs alongside, not after, discovery (see agile-discovery), and grounded in continuous delivery's build/test/deploy/release pipeline.
Agile Discovery — Use when asked to run the discovery track of dual-track agile — validating what to build before building it, via problem identification, user personas, and prototyping — as the track that runs alongside, not before, delivery (see agile-delivery), and feeds product-management's broader discipline.
Agile Liftoff — Use when asked to run an agile project liftoff — aligning a team on vision, objectives, stakeholders, and initial plan at project start — as distinct from an agile chartering session's working-agreement focus (see agile-charter) or a formal project charter document (see project-charter).
Agile Principles — Use when asked what the Agile principles are, to check a team practice or process decision against them, or to explain the reasoning behind agile software delivery (as opposed to a specific framework like Scrum or Kanban, which implement these principles rather than being identical to them).
Agile Reflection — Use when asked to run a team reflection or retrospective in the spirit of the 12th Agile Manifesto principle — regular, honest process examination followed by actual behavior change — as distinct from a futurespective's forward-looking scenario exploration (see futurespective), which looks ahead rather than back.
Agile Showcase — Use when asked to run an agile showcase (sprint review) — demonstrating working software to stakeholders on a regular cadence — including whether a team should run one at all, mirroring the same with/without tradeoff agile-standup covers for daily standups.
Agile Standown — Use when asked about an agile "stand-down" — an informal end-of-day or end-of-session closing check-in some teams run as the counterpart to a morning standup (see agile-standup). This is a less standardized, less common practice than the standup itself — verify what a specific team actually means by the term before assuming a fixed format.
Agile Standup — Use when asked to run a daily standup (daily scrum) — the three-question format, timeboxing, and common failure modes — including whether a team should even run one at all, as distinct from a broader agile-coaching engagement (see agile-coaching) that would help diagnose that question.
Kanban — Use when asked to set up or run a Kanban board — columns, work-in-progress limits, continuous flow — as an alternative to Scrum's fixed sprints (see scrum), suited to continuous-flow work rather than timeboxed iterations.
Scrum — Use when asked to set up or run Scrum — roles (Product Owner, Scrum Master, Development Team), artifacts (Product Backlog, Sprint Backlog, Increment), and events (sprint planning, daily scrum, review, retrospective) — as a fixed-sprint alternative to Kanban's continuous flow (see kanban).

Meetings 6

All Hands Meeting — Use when asked to plan or run an all-hands (town hall) meeting — company-wide updates, Q&A, culture-building — as distinct from a one-on-one (see one-on-one-meeting) or skip-level meeting (see skip-level-meeting), which involve a small number of participants rather than the whole organization.
One on One Meeting — Use when asked to plan or run a regular one-on-one between a manager and a direct report — agenda, preparation, feedback, follow-up — as distinct from a skip-level meeting (see skip-level-meeting), which deliberately involves a non-direct-report relationship instead.
Performance Review Meeting — Use when asked to plan or run a formal performance review meeting — evaluating an employee's work against expectations over a defined period — as distinct from a regular one-on-one's ongoing, informal check-ins (see one-on-one-meeting), which should mean nothing in a performance review comes as a surprise.
Skip Level Meeting — Use when asked to plan or run a skip-level meeting — a leader meeting with employees below their direct reports — as distinct from a regular one-on-one (see one-on-one-meeting), and specifically requiring careful follow-up with the skipped manager to avoid undermining them.
Weekly Planning Meeting — Use when asked to plan or run a weekly team planning meeting — reviewing last week's progress and committing to this week's priorities — as the short-cycle execution counterpart to yearly-planning-meeting's annual strategy setting, and distinct from a daily standup's much shorter, status-focused check-in (see agile-standup).
Yearly Planning Meeting — Use when asked to plan or run an annual planning meeting — setting the organization's yearly strategy, budget, and top-level objectives — as the longest-horizon planning cadence in this collection, feeding weekly-planning-meeting's shorter execution cycle and drawing on vision-mission-values and strategic-balanced-scorecard.

Strategy & planning frameworks 20

Big Hairy Audacious Goal — Use when asked to write a BHAG (Big Hairy Audacious Goal) — a long-horizon, ambitious statement of ultimate organizational purpose — as distinct from a nearer-term, directly trackable North Star metric (see north-star) that operationalizes progress toward it.
Critical Success Factors — Use when asked to identify Critical Success Factors (CSFs) — the few essential areas an organization must excel at to achieve its mission — as the qualitative, area-of-focus counterpart to key-performance-indicators's quantitative metrics, and a direct input to strategic-balanced-scorecard.
Emergent Task Planning — Use when asked to apply Emergent Task Planning (ETP) — Francis Seah's just-in-time, flexible-goal productivity framework for unpredictable environments — as distinct from a fixed, upfront-planned approach like a yearly-planning-meeting's annual cycle or a rigid work-breakdown-structure.
Guide Star — Use when asked about a "guiding star" objective — the single overarching goal orienting a team or organization's decisions — the same underlying concept as a North Star metric (see north-star), under an alternate name some teams and frameworks use.
Key Performance Indicators — Use when asked to define, choose, or improve a Key Performance Indicator (KPI) — leading vs lagging indicators, measure vs metric, or how to check whether a proposed KPI is actually good — grounded in joelparkerhenderson/key-performance-indicator, as distinct from OKRs (see objectives-and-key-results).
Key Risk Indicators — Use when asked to define or choose a Key Risk Indicator (KRI) — an early-warning metric for organizational risk — as the risk-focused counterpart to key-performance-indicators's performance-focused metrics, typically used together for a full view of health.
Maturity Models — Use when asked to design, apply, or explain a maturity model — level naming conventions, top-down vs bottom-up construction, or well-known examples (CMMI, DevOps, Agile maturity models) — grounded in joelparkerhenderson/maturity-models, including documented rebuttals.
North Star — Use when asked to define a North Star metric or objective — the single overarching goal guiding a company's strategy and decisions — as distinct from a Big Hairy Audacious Goal (see big-hairy-audacious-goal), which is longer-horizon and more aspirational than a trackable North Star metric.
Objectives and Key Results — Use when asked to write OKRs (Objectives and Key Results) — an inspirational, team-actionable objective paired with measurable key results — grounded in joelparkerhenderson/objectives-and-key-results, including known real-world pros/cons, as distinct from KPIs alone (see key-performance-indicators).
OODA Loop — Use when asked to explain or apply the OODA loop (Observe, Orient, Decide, Act) — John Boyd's decision-cycle theory — for business strategy or competitive situations, or to compare it against PDCA/DMAIC — grounded in joelparkerhenderson/ooda-loop.
PESTLE Analysis — Use when asked to run or explain a PESTLE (or PEST) analysis — the macro-environmental factors framework for strategic planning — sourced from Wikipedia's PEST analysis article, including its PESTEL/STEEPLE variants and known limitations.
Pitch Deck — Use when asked to write, structure, or critique a startup pitch deck — fundraising slideshow content, common templates, or investor-advice frameworks (market-first, asymmetric bets, aggregation theory) — grounded in joelparkerhenderson/pitch-deck.
Plan Do Check Act — Use when asked to explain or apply the PDCA (Plan-Do-Check-Act) improvement cycle, its PDSA (Plan-Do-Study-Act) variant, or how it compares to other iterative-improvement cycles (OODA, DMAIC) — sourced from Wikipedia's PDCA article.
Smart Criteria — Use when asked to write or check a goal/objective/task against SMART criteria (Specific, Measurable, Actionable, Relatable, Timely) or its SMARTER/FAST extensions — grounded in joelparkerhenderson/smart-criteria, as a quality check that pairs with OKRs (see objectives-and-key-results) and KPIs (see key-performance-indicators).
Strategic Balanced Scorecard — Use when asked to build a strategic balanced scorecard — a destination statement across financial/external/internal/learning perspectives, connected to OKRs, KPIs, and CSFs — grounded in joelparkerhenderson/strategic-balanced-scorecard, as distinct from the plain OKR or KPI frameworks it connects.
SWOT Analysis — Use when asked to run or explain a SWOT analysis — Strengths, Weaknesses, Opportunities, Threats — the internal-vs-external strategic planning framework, sourced from Wikipedia's SWOT analysis article, including its history and known limitations.
Total Project Control — Use when asked to explain or apply Total Project Control (TPC) — Stephen Devaux's ROI-focused project-management method, critical path drag, DIPP, and Value Breakdown Structure — sourced from Wikipedia's Total project control article, as distinct from the plain Critical Path Method (see critical-path).
Vision Mission Values — Use when asked to write a vision statement, mission statement, or set of organizational values — the three foundational components of a company's strategic plan — as distinct from a North Star metric (see north-star) or BHAG (see big-hairy-audacious-goal), which operationalize a vision into something trackable.
Voice of the Customer — Use when asked to capture and act on customer feedback — VoC channels (surveys, focus groups, support interactions, social media) feeding product decisions — as the customer-facing input that grounds objective-setting (see objectives-and-key-results) and product management (see product-management) in real user need.
Volatile Uncertain Complex Ambiguous — Use when asked to apply the VUCA framework (Volatile, Uncertain, Complex, Ambiguous) to describe or navigate a turbulent business environment — as a diagnostic lens for choosing an appropriate response, distinct from applying any one specific strategic framework (see swot-analysis, pestle-analysis) without first identifying which VUCA dimension is actually at play.

Research & analysis methods 6

Cognitive Task Analysis — Use when asked to uncover the mental processes and decision-making behind a task — interviews, think-aloud protocol, knowledge elicitation, cognitive workload assessment — as the mental-process-focused counterpart to task-analysis's more general, observable-steps focus.
Critical Incident Technique — Use when asked to gather and analyze detailed accounts of significant events — define/collect/select/code/cluster/interpret — as a qualitative research method focused on specific incidents rather than routine task execution (see task-analysis).
Diary Study — Use when asked to run a diary study — recruitment, guidelines, diary keeping, data collection, analysis, reporting — a longitudinal qualitative research method for capturing experiences, behaviors, and thoughts as they unfold over time, from participants' own ongoing records.
Hierarchical Task Analysis — Use when asked to decompose a complex task into a hierarchical structure of subtasks, actions, and operations — task identification, decomposition, relationships, documentation, evaluation — as the structural-decomposition specialization of task-analysis.
Task Analysis — Use when asked to break down a complex task or activity into its component steps — the identify/collect/decompose/sequence/document/evaluate/improve process — as the general umbrella technique behind more specific methods like hierarchical-task-analysis and cognitive-task-analysis.
Workflow Analysis — Use when asked to examine how work actually flows through a process or organization — workflow mapping, time analysis, data-flow analysis, roles/responsibilities, decisions, controls — as the process-level counterpart to task-analysis's single-task focus.

Accessibility & inclusion 6

Aria Attributes — Use when asked to add or review ARIA (Accessible Rich Internet Applications) attributes — roles, states, and properties for dynamic/interactive elements — as a supplement to semantic HTML, not a replacement for it, and grounded in web-content-accessibility-guidelines' operable/perceivable criteria.
Cross Cultural Communication — Use when asked to communicate effectively across cultural backgrounds — cultural awareness, language differences, nonverbal communication, direct/indirect and high/low-context styles, sensitivity and adaptation — as a communication discipline, distinct from inclusive-language's specific wording focus.
Digital Inclusion — Use when asked about ensuring all individuals and communities can access and effectively use digital technologies — connectivity, digital skills/literacy, accessibility, culturally appropriate content, digital citizenship and safety — as the broad societal umbrella that accessibility-testing and web-content-accessibility-guidelines address one dimension of.
Keyboard Shortcut — Use when asked to design or document keyboard shortcuts (hotkeys) — accelerating workflow, accessibility for mobility-impaired users, consistency/standardization, customization — for a software application or operating system.
Screen Reader — Use when asked about how screen readers work and how to design/build for them — audio representation of content, semantic markup and alt text, navigation mechanisms, structural/context cues — as the underlying assistive technology screen-reader-testing verifies against.
Web Content Accessibility Guidelines — Use when asked about WCAG specifically — the perceivable/operable/understandable/robust (POUR) principles and A/AA/AAA conformance levels — as the formal standard accessibility-testing and screen-reader-testing verify compliance against.

Statistics 7

Anomaly Analysis — Use when asked to detect anomalies/outliers in data — statistical, machine-learning, and deep-learning detection methods, supervised vs. unsupervised approaches — as distinct from trend-analysis's focus on overall patterns over time rather than individual deviant points.
Bayes Theorem Analysis — Use when asked to apply Bayes' theorem — updating a probability estimate given new evidence, P(A|B) = P(B|A)·P(A)/P(B) — as one specific probabilistic technique within the broader statistical-analysis toolkit (see statistical-analysis), foundational to Bayesian inference and Bayesian networks.
Chi Square Analysis — Use when asked to test whether two categorical variables are significantly associated — contingency tables, observed vs. expected frequencies, the chi-square test statistic — as one specific inferential-statistics technique within the broader toolkit (see statistical-analysis).
Constraint Satisfaction — Use when asked to model or solve a constraint satisfaction problem (CSP) — variables, domains, and constraints solved via backtracking, forward checking, or constraint propagation — as distinct from Monte Carlo methods (see monte-carlo-analysis), which use random sampling rather than systematic constraint solving.
Monte Carlo Analysis — Use when asked to solve a mathematical or engineering problem via repeated random sampling — the general Monte Carlo computational method — as distinct from monte-carlo-testing's specific application of the same underlying technique to software reliability testing.
Statistical Analysis — Use when asked which statistical technique fits a data question — descriptive vs. inferential statistics, regression, time series, factor/cluster analysis, data mining — as the umbrella technique-selection layer above more specific methods like bayes-theorem-analysis, chi-square-analysis, and monte-carlo-analysis.
Trend Analysis — Use when asked to analyze data over time to identify patterns and forecast — regression, moving averages, exponential smoothing — as distinct from anomaly-analysis's focus on individual deviant points rather than the overall directional pattern.

Communication & thinking 3

Always Improving — Use when asked to summarize or apply ideas from popular self-improvement and business books (Grit, Start with Why, The Lean Startup, The Power of Habit, Zero to One, and others) — grounded in joelparkerhenderson/always-improving's curated summary list. Not a substitute for reading the actual books.
Crucial Conversations — Use when asked how to handle a high-stakes, emotionally charged conversation — the CPR/CRIB/AMPP/WWWF frameworks from the "Crucial Conversations" book — grounded in joelparkerhenderson/crucial-conversations, distinct from general team communication norms (see ways-of-working).
Inclusive Language — Use when asked to write or review text for inclusive language — gender-neutral role names and pronouns, disability-respectful phrasing, or non-gendered technology/business terminology (master/slave, whitelist/blacklist alternatives) — grounded in joelparkerhenderson/inclusive-language. Adapt to the specific audience and context rather than applying mechanically.

Creative thinking 11

Brainstorming — Use when asked to run a brainstorming session well — quantity-over-quality, non-judgmental atmosphere, timeboxing, and capture technique — the foundational technique within the broader creative-thinking toolkit (see creative-thinking).
Creative Thinking — Use when asked which creative-thinking technique fits a situation — an umbrella overview of brainstorming, mind mapping, SCAMPER, random association, analogies, thinking hats, mindful observation, and storyboarding — as the technique-selection layer above ideation's general discipline.
Decision Tree — Use when asked to build a decision tree — a branching structure of decisions and their outcomes, for classification, prediction, or evaluating scenarios — as one structured evaluation tool, distinct from the generative, judgment-free phase of ideation (see ideation) that typically precedes it.
Flowchart — Use when asked to draw a flowchart — start/end, process, decision, connector, and input/output symbols representing a process or workflow's sequence — as distinct from a mind map's radial, associative structure (see mind-map), which suits non-sequential idea structures rather than linear/branching process flow.
Futurespective — Use when asked to run a futurespective — a forward-looking group exercise imagining possible future scenarios to inform current decisions — as the forward-facing counterpart to a retrospective, drawing on scenario planning and SWOT analysis (see swot-analysis).
Ideation — Use when asked to generate ideas or run a brainstorming session — divergent thinking, mind mapping, SCAMPER, and other idea-generation techniques — as the generative phase that precedes evaluation/selection, distinct from decision-making tools like decision-tree used afterward.
Mental Model — Use when asked to apply or explain a mental model — the cognitive frameworks people use to simplify, predict, and reason about a domain — as the general concept underlying more specific frameworks throughout this collection (SWOT, PDCA, OODA, and others are each a named mental model).
Mind Map — Use when asked to build a mind map — a central-idea-with-radiating-branches visual structure for brainstorming, note-taking, or organizing information — one specific technique within the broader ideation toolkit (see ideation).
Oblique Strategies — Use when asked for a creative-block-breaking prompt, or to explain Brian Eno and Peter Schmidt's "Oblique Strategies" card deck — lateral-thinking prompts for getting unstuck on a creative or technical problem — grounded in joelparkerhenderson/oblique-strategies.
Scamper — Use when asked to apply SCAMPER — a seven-prompt checklist (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse) for generating variations on an existing idea — one specific structured technique within the broader creative-thinking toolkit (see creative-thinking).
Thinking Hats — Use when asked to apply the Six Thinking Hats technique — deliberately switching between factual, emotional, critical, optimistic, creative, and process-level thinking modes — one specific structured technique within the broader creative-thinking toolkit (see creative-thinking).

Business functions 9

Branding — Use when asked to develop or apply a brand — brand identity, brand strategy, brand guidelines, consistency across touchpoints — as distinct from a single campaign or the broader marketing-manager function, which branding underlies and constrains.
Communications Manager — Use when asked about the internal/organizational communications function — leadership messaging, change communications, or an internal communications plan — as distinct from public relations (see public-relations-manager), which targets external audiences, and general team communication norms (see ways-of-working).
Finance Manager — Use when asked about the finance management function — budgeting/forecasting, financial statements (P&L, balance sheet, cash flow), unit economics, or a business case's financial justification — as an organizational function, not as personal financial or investment advice.
Information Manager — Use when asked about the information management function — information governance, data classification/retention, records management, or information security policy at the organizational level — as distinct from a technical database or security-tooling skill, which this function relies on but doesn't itself specify.
Legal Manager — Use when asked about the in-house legal/general counsel function — contract review, corporate compliance, IP protection, or risk/liability management — as an organizational function, not as a substitute for actual legal advice from a qualified lawyer for a specific real situation or jurisdiction.
Marketing Manager — Use when asked about the marketing management function — brand positioning, the marketing mix, campaign planning, or marketing metrics (CAC, LTV, funnel conversion) — as distinct from sales management (see sales-manager) or public relations (see public-relations-manager), which marketing coordinates closely with but is not the same function as.
Operations Manager — Use when asked about the operations management function — process design/improvement, capacity planning, SLAs and service quality, or vendor/supplier management — as distinct from project management (see project-management), which manages bounded work rather than ongoing operational delivery.
Public Relations Manager — Use when asked about the public relations (PR) function — media relations, a press release, crisis/reputation management, or stakeholder communications strategy — as distinct from marketing (see marketing-manager) or internal communications (see communications-manager), which PR coordinates closely with but is not the same function as.
Sales Manager — Use when asked about the sales management function — pipeline/funnel management, sales methodologies (BANT, MEDDIC, SPIN), quota/forecast management, or CRM discipline — as distinct from marketing (see marketing-manager), which generates and qualifies demand that sales then converts.

Productivity tools › Microsoft Office 4

Microsoft Excel — Use when asked about Microsoft Excel specifically — formulas and functions, tables, PivotTables, charts, conditional formatting, Office Scripts/VBA automation — as distinct from the general microsoft-office suite overview and from google-sheets, its closest Google Workspace equivalent.
Microsoft Office — Use when asked about Microsoft Office as a suite — how Word, Excel, PowerPoint, and related apps fit together, file formats (.docx/.xlsx/.pptx), shared features (co-authoring, templates, Office Scripts/VBA automation) — for app-specific detail see microsoft-word, microsoft-excel, and microsoft-powerpoint.
Microsoft Powerpoint — Use when asked about Microsoft PowerPoint specifically — slide masters/layouts, animations and transitions, speaker notes, Designer — as distinct from the general microsoft-office suite overview and from google-slides, its closest Google Workspace equivalent, and from pitch-deck for the content/structure of a pitch specifically.
Microsoft Word — Use when asked about Microsoft Word specifically — styles, templates, track changes/comments, mail merge, references/citations — as distinct from the general microsoft-office suite overview and from google-docs, its closest Google Workspace equivalent.

Productivity tools › Google Workspace 4

Google Docs — Use when asked about Google Docs specifically — styles, real-time co-editing, suggesting mode, comments, version history — as distinct from the general google-drive suite overview and from microsoft-word, its closest Microsoft Office equivalent.
Google Drive — Use when asked about Google Drive/Workspace as a suite — how Docs, Sheets, and Slides fit together, cloud-native storage and sharing, real-time collaboration — for app-specific detail see google-docs, google-sheets, and google-slides; the Google Workspace counterpart to microsoft-office.
Google Sheets — Use when asked about Google Sheets specifically — formulas and functions, pivot tables, conditional formatting, Apps Script automation, connected sheets/data connectors — as distinct from the general google-drive suite overview and from microsoft-excel, its closest Microsoft Office equivalent.
Google Slides — Use when asked about Google Slides specifically — themes/layouts, real-time co-editing, speaker notes, transitions — as distinct from the general google-drive suite overview and from microsoft-powerpoint, its closest Microsoft Office equivalent, and from pitch-deck for the content/structure of a pitch specifically.

Technology › AI 7

Claude AI — Use when asked what Claude is, which Claude model/tier to pick, or how Claude (Anthropic's assistant) differs from other AI assistants at a product level. For API mechanics — model ids, pricing, streaming, tool use, MCP, prompt caching, token counting, model migration — use the `claude-api` skill instead; it stays current, this one doesn't repeat that detail.
GB1 AI — Use when asked what GB1 is — a UK-based privacy-focused AI assistant from Locai Labs. Verify current pricing/availability at gb1.ai before repeating specifics from this file; it's a small, actively-changing product and the facts here were captured from the site on 2026-09-05.
Gemini AI — Use when asked what Google's Gemini is, how to call the Gemini API (Google AI Studio / Vertex AI), its multimodal and function-calling capabilities, or how it compares to other model providers. Verify current model names/pricing against Google's docs — this file covers stable shape, not a specific model generation's numbers.
Glimmer AI — Use when asked what Meta's Muse Glimmer is — an open-source, on-device agentic model from Meta for always-on local agents. Verify current specifics at developer.meta.com/ai/lp/muse-glimmer before repeating details from this file; it's a fast-moving open model release and the facts here were captured on 2026-09-05.
GPT AI — Use when asked what OpenAI's GPT/ChatGPT is, how to call the OpenAI API (Chat Completions vs the Responses API), its function-calling and structured-output features, or how it compares to other model providers. Verify current model names/pricing against OpenAI's docs — this file covers stable shape, not a specific model generation's numbers.
Mistral AI — Use when asked what Mistral AI is, how to call its API (La Plateforme), its open-weight vs proprietary model lines, or how it compares to other model providers. Verify current model names/pricing against Mistral's docs — this file covers stable shape, not a specific model generation's numbers.
Ollama AI — Use when asked to install, run, or script against Ollama — pulling and running local open-weight LLMs, writing a Modelfile, or calling its local REST/OpenAI-compatible API from code.

Technology › Software engineering 19

Arc42 — Use when asked to document a software architecture using the arc42 template — its twelve sections (context, solution strategy, building blocks, runtime/deployment views, cross-cutting concepts, decisions, quality requirements, risks) — as a documentation structure that pairs with diagram types like component-diagram and deployment-diagram rather than replacing them.
Back End Design — Use when asked to design the server-side layer of a software system — API design, data persistence, business logic, scalability, security — as the server-facing counterpart to front-end-design.
Domain Driven Design — Use when asked to apply Domain-Driven Design (DDD) — ubiquitous language, bounded contexts, entities/value objects, aggregates, domain events — as a software-design approach for aligning code structure with business domain concepts, complementing class-diagram's structural notation and package-diagram's module organization.
Evolutionary Architecture — Use when asked to design a software architecture that supports incremental, guided change over time — architectural fitness functions, incremental change, appropriate coupling across multiple architectural dimensions — as distinct from a one-time upfront design, and the architectural counterpart to evolutionary-engineering's practice-level focus.
Evolutionary Engineering — Use when asked to set up engineering practices that support continuous, incremental software change — continuous integration/delivery, automated testing, trunk-based development, feature flags, refactoring — as the practice-level counterpart to evolutionary-architecture's structural focus.
Front End Design — Use when asked to design the client-side/UI layer of a software system — component structure, layout and responsiveness, state management, accessibility, performance — as the client-facing counterpart to back-end-design, and distinct from visual/UX design (see user-centred-design).
Low Code — Use when asked about low-code development platforms — visual/drag-and-drop workflows with some custom scripting, target use cases, trade-offs vs. traditional development — as the more customizable sibling of no-code.
Model View Controller — Use when asked to explain or apply the Model-View-Controller (MVC) architectural pattern — separating data/business logic (Model), presentation (View), and coordinating logic (Controller) — as one specific software-architecture pattern among others.
No Code — Use when asked about no-code development platforms — fully visual configuration with zero hand-written code, target use cases, trade-offs and limits — as the more restrictive sibling of low-code.
Refactoring — Use when asked to improve existing code's internal structure without changing its external behavior — rename, extract, replace conditionals with polymorphism, and other restructuring techniques — as a continuous discipline for managing technical debt, closely paired with test-driven-development.
Root Cause Analysis — Use when asked to investigate why a problem happened, rather than just its symptoms — the identify/gather-data/analyze/identify-cause/plan/implement steps of root cause analysis (RCA) — used across engineering, manufacturing, healthcare, software, and business management.
Software Architecture — Use when asked to design or explain a single system's high-level structure — components, their responsibilities, and how they interact — as the general discipline underlying specific tools/techniques like arc42, architecture-decision-record, domain-driven-design, and system-quality-attributes.
Software Development Life Cycle — Use when asked to explain or plan around the software development life cycle (SDLC) — Planning, Requirements, Design, Implementation, Testing, Deployment, Maintenance — as the umbrella process this collection's more specific skills (test-driven-development, functional-specification, and others) each occupy one phase of.
Software Engineering — Use when asked to explain software engineering as a general discipline — the engineering practices, processes, and principles applied to building software systems — as distinct from software-engineering-guide (a specific named published guide) and software-engineering-body-of-knowledge (SWEBOK, a specific named standard).
Software Engineering Body of Knowledge — Use when asked about SWEBOK (the Software Engineering Body of Knowledge, published by the IEEE Computer Society) specifically — its knowledge areas — as distinct from the general software-engineering discipline and from a specific published guide like software-engineering-guide.
Software Engineering Guide — Use when the user wants software engineering best-practice guidance grounded in the Software Engineering Guide, e.g. "what does the guide say about X", "review this against best practices", "how should we handle code review / incident management / API design", or any question about ways of working, programming craft, architecture, security, UI/UX, AI, data, automation, operations, or management. For general readers who want to consult and apply the guide, not to edit it. For editing the guide's own repositories, use software-engineering-guide-maintainer instead.
Software Engineering Metrics — Use when someone wants to apply this book's guidance to their own team or organization -- choosing a metric, naming its gaming vector and guardrail, applying the Flow Framework, SPACE, or DORA, filling in a metrics charter or dashboard spec, or running the maturity self-assessment. Not for editing the book's own chapters; use software-engineering-metrics-maintainer for that.
Speech to Text — Use when asked to add or work with speech-to-text (STT) — transcribing spoken audio into written text, streaming vs. batch transcription, accuracy factors (accents, noise, domain vocabulary) — as the inverse of text-to-speech.
Text to Speech — Use when asked to add or work with text-to-speech (TTS) — synthesizing spoken audio from written text, choosing between neural and concatenative/formant synthesis, SSML for pronunciation/prosody control — as the inverse of speech-to-text.

Technology › Decision records 2

Architecture Decision Record — Use when a user wants to create, write, name, place, or organize an Architecture Decision Record (ADR) in a software project — e.g. "write an ADR for choosing a database", "document this architecture decision", "set up an adr/ or decisions/ directory", "which ADR template should I use", "supersede an old ADR". Covers picking a template, naming the file, filling in context/decision/consequences, and deciding whether a decision even needs an ADR.
Decision Records — Draft, review, and manage decision records (DRs) — short documents that capture one significant choice, its context, the options considered, the decision, and its consequences. Use when someone wants to write a decision record or ADR, decide whether a choice is significant enough to warrant one, pick between a lightweight and a comprehensive template, walk through drafting one step by step, find a worked example close to their own domain, or check a draft before publishing it for comment.

Technology › Cloud 5

AWS Cloud — Use when asked to write or debug AWS infrastructure (CLI, CloudFormation/CDK/Terraform against AWS), choose a compute/storage/database service, configure IAM, or explain AWS-specific concepts (regions/AZs, VPCs, the shared responsibility model) — independent of any specific application framework.
Azure Cloud — Use when asked to write or debug Microsoft Azure infrastructure (Azure CLI, ARM/Bicep/Terraform against Azure), choose a compute/storage/database service, configure Azure AD/RBAC, or explain Azure-specific concepts (resource groups, subscriptions, management groups) — independent of any specific application framework.
Civo Cloud — Use when asked what Civo is, how to use its Kubernetes/compute/storage products (public or sovereign private cloud), or how it compares to other cloud providers. Verify current regions/products/pricing against civo.com before repeating specifics from this file — captured from the site on 2026-09-05.
Google Cloud — Use when asked to write or debug Google Cloud Platform (GCP) infrastructure (gcloud CLI, Terraform against GCP), choose a compute/storage/database service, configure IAM, or explain GCP-specific concepts (projects, resource hierarchy, VPCs) — independent of any specific application framework.
Scaleway Cloud — Use when asked what Scaleway is, how to use its compute/Kubernetes/storage/GPU products, or how it compares to AWS/GCP/Azure — a European, sovereignty-focused cloud provider. Verify current regions/products/pricing at scaleway.com before repeating specifics from this file — captured from the site on 2026-09-05.

Technology › Database 6

MariaDB Database — Use when asked to write or debug MariaDB-specific SQL, choose a storage engine, or explain where MariaDB diverges from MySQL (syntax it added, features it dropped, replication/compatibility gaps) — independent of any specific ORM or client library. For syntax and behavior MariaDB shares with MySQL, see mysql-database.
MSSQL Database — Use when asked to write or debug T-SQL for Microsoft SQL Server, choose an index or isolation level, configure or tune a SQL Server instance, or explain SQL Server-specific features (T-SQL extensions, the query optimizer, Always On/replication) — independent of any specific driver or ORM.
MySQL Database — Use when asked to write or debug MySQL-specific SQL, choose a storage engine or index type, configure or tune a MySQL/MariaDB instance, or explain MySQL-specific behavior (InnoDB locking, replication, the SQL-mode/strict-mode differences from standard SQL) — independent of any specific ORM or client library.
Oracle Database — Use when asked to write or debug PL/SQL or Oracle-specific SQL, choose an index or partitioning strategy, configure or tune an Oracle Database instance, or explain Oracle-specific features (sequences, PL/SQL packages, MVCC via undo, RAC) — independent of any specific driver or ORM.
PostgreSQL Database — Use when asked to write or debug PostgreSQL-specific SQL, choose a data type or index type, configure or tune a Postgres instance, or explain PostgreSQL-specific features (JSONB, CTEs, window functions, extensions, MVCC/vacuum) — independent of any specific ORM or client library.
SQLite Database — Use when asked to write or debug SQLite-specific SQL, understand its dynamic/manifest typing, configure WAL mode or concurrency behavior, or decide whether SQLite fits a given use case — independent of any specific driver or ORM.

Technology › Version control 4

Codeberg — Use when asked about Codeberg-specific features — a non-profit, Forgejo-based git hosting platform — pull requests, Codeberg/Forgejo Actions, or why a project mirrors to Codeberg alongside GitHub/GitLab. As opposed to git itself (see git) or the other major hosting platforms (see github, gitlab).
Git — Use when asked to write or explain git commands, resolve a merge conflict, choose a branching strategy, or understand git internals (commits, refs, the index, rebase vs merge) — independent of any specific hosting platform (GitHub/GitLab/Codeberg).
Github — Use when asked about GitHub-specific features — pull requests, GitHub Actions, Issues, the gh CLI, branch protection, or GitHub Pages — as opposed to git itself (see git) or another hosting platform (see gitlab, codeberg).
Gitlab — Use when asked about GitLab-specific features — merge requests, GitLab CI/CD pipelines, the glab CLI, or self-hosted GitLab — as opposed to git itself (see git) or another hosting platform (see github, codeberg).

Technology › Design & UX 10

Anticipatory Design — Use when asked to design a UX that predicts and fulfills user needs before they're explicitly expressed — context awareness, predictive analytics, automation, intelligent assistants, adaptive interfaces — as an approach that reduces user decision-making, distinct from user-centred-design's broader discipline.
Copywriting — Use when asked to write persuasive, promotional content — understanding the audience, compelling hooks, the unique selling proposition, persuasive tone, calls to action — as distinct from microcopy's shorter, functional-interface-text focus.
Figma — Use when asked about Figma the design tool — frames, components/variants, auto layout, design tokens/styles, or Dev Mode handoff to code — as opposed to Figma Make (see figma-make), a separate AI prototyping product.
Figma Make — Use when asked what Figma Make is — an AI-powered tool inside Figma for generating interactive prototypes and web apps from natural-language prompts. As opposed to Figma the design tool itself (see figma). Verify current capabilities/availability at figma.com/make before repeating specifics from this file — captured 2026-09-05, and this is a fast-moving product area.
Iconography — Use when asked about the design and use of icons — visual communication, consistency/standards, UX benefits, space optimization, branding, cultural adaptation — as a complementary visual-communication discipline to typography.
Microcopy — Use when asked to write small, functional interface text — labels, instructions, error messages, tooltips, button text — clarity, contextual relevance, user-focused language, tone/voice, error handling — as distinct from copywriting's longer, persuasion-focused content.
Mobile First Design — Use when asked to design or build starting from the smallest screen and scaling up — content/feature prioritization, responsive design, progressive enhancement, mobile-first SEO/indexing — as a design philosophy distinct from responsive design alone.
Site Map — Use when asked to plan or document a website's page hierarchy and navigation structure — sections, links, page hierarchy — for both user navigation/design purposes and machine-readable SEO sitemaps.
Typography — Use when asked about typeface selection and text styling for readability and visual design — typefaces, readability factors, emotional impact, hierarchy, alignment, consistency — for graphic design, web design, and branding.
User Centred Design — Use when asked to apply user-centred design (UCD/UX) methodology — user research methods, personas, journey mapping, usability testing, or the iterative design/test/refine cycle — independent of any specific design tool.

Technology › Internationalization 1

Locale — Use when asked about internationalization (i18n), localization (l10n), locale codes (BCP 47), or how to handle locale-sensitive data (dates, numbers, currency, plurals, text direction) in code — independent of any specific i18n library or framework.

Technology › Software development practices 4

Behavior Driven Development — Use when asked to write Given/When/Then scenarios, Gherkin feature files, or explain behavior-driven development (BDD) — as distinct from test-driven development's red/green/refactor cycle (see test-driven-development), which BDD layers a shared-language discipline on top of.
Pair Programming — Use when asked to set up or run pair programming — driver/navigator roles, in-person and remote setups — as a real-time collaborative alternative to solo development plus asynchronous code review, and a common practice alongside test-driven-development.
Specification Driven Development — Use when asked to write a spec before implementation, structure a spec-first repository (spec/index.md, per-topic specs), or explain specification-driven development — as distinct from test-driven development (see test-driven-development), which drives design from tests rather than a written specification document.
Test Driven Development — Use when asked to write code test-driven — red/green/refactor, writing the failing test first, or explaining TDD's benefits and limits — as distinct from behavior-driven development's given/when/then framing (see behavior-driven-development) or writing tests after the fact.

Technology › Diagramming 16

Activity Diagram — Use when asked to model a workflow or business process as a UML activity diagram — activities, transitions, decisions, and swimlanes — as distinct from a state diagram (see state-diagram), which models one object's states rather than a flow of actions. See plantuml for the text-based syntax to actually draw one.
Cause and Effect Diagram — Use when asked to run a root-cause analysis session using a fishbone/Ishikawa-style diagram — the 6M cause categories (Manpower, Methods, Machines, Materials, Measurements, Mother Nature) — the same technique also called fishbone-diagram or ishikawa-diagram under alternate names.
Class Diagram — Use when asked to model a system's static structure as a UML class diagram — classes, attributes, methods, and association/aggregation/composition relationships — as the type-level counterpart to an object diagram's instance snapshot (see object-diagram). See plantuml for the text-based syntax to actually draw one.
Component Diagram — Use when asked to model a system's software architecture as interacting components — dependency, association, aggregation, composition between components — as distinct from a deployment diagram's runtime hardware/node view (see deployment-diagram), which shows where components run rather than how they relate to each other.
Deployment Diagram — Use when asked to model the physical/runtime architecture of a distributed system — nodes, components, artifacts — as the runtime-placement counterpart to a component diagram's logical software relationships (see component-diagram). See plantuml for the text-based syntax to actually draw one.
Entity Relationship Diagram — Use when asked to model a database's data structure as an entity-relationship diagram (ERD) — entities, attributes, and one-to-one/one-to-many/many-to-many relationships — as the data-modeling counterpart to a class diagram's object-oriented structure (see class-diagram).
Fishbone Diagram — Use when asked about a "fishbone diagram" for root-cause analysis — the same technique as a cause-and-effect diagram (see cause-and-effect-diagram), named for its fish-skeleton shape, also called an Ishikawa diagram (see ishikawa-diagram).
Ishikawa Diagram — Use when asked about an "Ishikawa diagram" for root-cause analysis — the same technique as a cause-and-effect diagram (see cause-and-effect-diagram), named after its creator Kaoru Ishikawa, also called a fishbone diagram (see fishbone-diagram).
Mermaid Diagram — Use when asked to write Mermaid.js diagram syntax — flowcharts, sequence diagrams, Gantt charts, class diagrams, state diagrams, pie charts — a browser-based, Markdown-like alternative to plantuml-diagram, and natively supported inside Markdown on many platforms (GitHub, GitLab, and this environment's own Artifacts).
Object Diagram — Use when asked to model a snapshot of specific object instances and their relationships at one point in time — association, aggregation, composition — as the instance-level counterpart to a class diagram's type-level structure (see class-diagram). See plantuml for the text-based syntax to actually draw one.
Package Diagram — Use when asked to model the high-level organization of a system into packages/modules and their dependencies — as the highest-abstraction structural UML diagram, sitting above class diagrams (see class-diagram) rather than showing individual classes. See plantuml for the text-based syntax to actually draw one.
PlantUML Diagram — Use when asked to write PlantUML diagram source — sequence, class, ERD, activity, state, Gantt, C4, ArchiMate, mind map, WBS, or JSON/YAML visualization diagrams — grounded in joelparkerhenderson/plantuml-examples.
Sequence Diagram — Use when asked to model interactions between objects/components over time as a UML sequence diagram — lifelines, messages, activation bars, combined fragments — as distinct from a use case diagram's user-perspective functionality view (see use-case-diagram). See plantuml for the text-based syntax to actually draw one.
State Diagram — Use when asked to model an object's or system's states and transitions over time — states, events, actions, guards — as distinct from an activity diagram's sequence-of-actions view (see activity-diagram), which models a workflow rather than one object's possible states.
Timing Diagram — Use when asked to visualize the timing and duration of signals or events over time — horizontal time axis, per-signal lanes — common in digital electronics, communication protocols, and concurrent software behavior, as distinct from a sequence diagram's message-order-without-precise-timing view (see sequence-diagram).
Use Case Diagram — Use when asked to model system functionality from a user's perspective as a UML use case diagram — actors, use cases, association/extend/include relationships — as distinct from a sequence diagram's message-level interaction view (see sequence-diagram). See plantuml for the text-based syntax to actually draw one.

Technology › Systems & safety engineering 3

Causal Analysis Based on System Theory — Use when asked to investigate an incident/accident using CAST (Causal Analysis based on System Theory) — a blame-free, systems-view accident analysis technique built on STAMP/STPA — grounded in joelparkerhenderson/causal-analysis-based-on-system-theory, as distinct from single-root-cause analysis.
Queueing Theory — Use when asked to apply queueing theory to software/business processes — arrival/service rate notation, utilization ratio, Little's Law, or DORA/MTTR metrics derived from queue behavior — grounded in joelparkerhenderson/queueing-theory.
System Quality Attributes — Use when asked to name, define, or choose system quality attributes (SQAs) — non-functional requirements like reliability, scalability, observability, maintainability — for a software system or organizational practice, distinct from functional requirements — grounded in joelparkerhenderson/system-quality-attributes.

Lily Design System 8

Lily Design System Angular — Use when someone asks what's available for Angular in Lily Design System, which Angular subproject they need (the headless component library, the six *-picker helpers, or the styled example app), wants to see Lily's Angular components running with real CSS, or asks about the Angular Analog.js example app's routes, NHS UK visual reference, or composed-page demos.
Lily Design System Blazor — Explains what's available for Blazor in Lily Design System and which of the three real Blazor subprojects an agent needs — the headless component library (the NuGet package you depend on and style yourself), the six *-picker helpers catalog (opinionated, whole-interaction packages for a page-header preference/action or a form control), or the Blazor Web example app (a fully NHS-UK-styled reference you can run to see components working, or copy CSS from). Use when someone asks what Lily offers for Blazor, which Blazor package to install for a given job, how to run the Blazor example app, or wants Blazor Web App hosting-model guidance (Server / WebAssembly / static SSR).
Lily Design System HTML — Explains what's available for plain HTML in Lily Design System and helps decide which of the three real HTML subprojects to reach for — the full-catalog headless component library, the six *-picker helper web components, or the styled NHS UK example application. Use when someone asks what Lily offers for plain/vanilla HTML with no framework, which HTML subproject they need, how the HTML headless library relates to the HTML helpers catalog or the example app, wants to see Lily components styled and running with no framework runtime, or asks how the plain-HTML catalogs differ from the separate Web Components catalogs.
Lily Design System Nunjucks — Umbrella skill for Nunjucks in Lily Design System — explains which of the three real Nunjucks subprojects to reach for (the 491-component headless macro library, the six *-picker helper packages, or the fully styled Eleventy example app), points to the two deeper sibling skills for the headless and helpers contracts, and gives real coverage of the Eleventy example app that neither sibling skill covers. Use when someone asks what's available for Nunjucks in Lily Design System, which Nunjucks subproject or package they need, how the three Nunjucks pieces relate, or wants to run or copy CSS from the styled Nunjucks/Eleventy reference app.
Lily Design System React — Explains what's available for React in Lily Design System and which of the three real React subprojects to reach for — the headless component library, the six *-picker helpers, or the Next.js example app. Use when someone asks what React support Lily Design System has, which React package they need, wants to see Lily's React components styled and running, or asks about the Next.js example app's routes, NHS UK styling, or App Router setup.
Lily Design System Svelte — Explains what's available for Svelte in Lily Design System and which Svelte subproject to reach for — the headless component library, the canonical *-picker helpers catalog (every other framework ports from this one), or the SvelteKit example application. Use when someone asks what Svelte packages Lily ships, which Svelte subproject they need for a given job, wants to see Svelte components styled and running, or asks about the SvelteKit example app's routes, NHS UK styling, or test coverage.
Lily Design System Vue — Use when someone asks what's available for Vue in Lily Design System, which Vue subproject they need (the headless component library, the *-picker helpers catalog, or the Nuxt.js example app), wants to run or see Vue components styled and working end-to-end, or needs the Nuxt-specific example app's routes and conventions before either sibling skill applies.
Lily Design System Web Components — Explains what's available as native Web Components in Lily Design System and which of the two real Web Components subprojects to reach for — the partial (33/491) headless custom-element catalog, or the six `<lily-*-picker>` helpers catalog. Use when someone asks what Lily offers as native Web Components, which Web Components subproject they need, how the Web Components headless catalog relates to the Web Components helpers catalog, or asks whether there's a Web Components example application (there isn't one yet).

Lily Design System › Web formats 8

CSS — Use when asked to write, explain, or debug CSS — selectors and specificity, the box model, Flexbox/Grid layout, responsive design with media queries, or why a style isn't applying — independent of any specific framework or CSS-in-JS tool.
HTML — Use when asked to write, explain, or debug plain HTML — document structure, semantic elements, forms, accessibility attributes, or how the browser parses and renders markup — independent of any specific framework or templating language.
JSON — Use when asked to write, validate, or debug JSON — syntax rules, JSON Schema validation, JSON Lines (NDJSON), or common serialization pitfalls (numbers, duplicate keys, trailing commas) — independent of any specific language's JSON library.
Markdown — Use when asked to write or fix Markdown formatting — headings, lists, links, tables, code fences, front matter — or to explain differences between CommonMark and GitHub Flavored Markdown (GFM).
SQL — Use when asked to write or debug standard/portable SQL — joins, aggregation, subqueries vs CTEs, transactions, normalization — independent of any specific database vendor. For a vendor's own dialect and tuning specifics, use its own skill (postgresql-database, mysql-database, mssql-database, oracle-database, sqlite-database).
TOML — Use when asked to write, validate, or debug TOML — tables, arrays of tables, inline tables, and TOML's stricter typing versus YAML/JSON — independent of any specific tool's config schema (Cargo.toml, pyproject.toml, etc.).
XML — Use when asked to write, parse, or validate XML — element/attribute syntax, namespaces, XPath queries, or schema validation with XSD/DTD — independent of any specific XML-based format (SVG, RSS, config files) built on top of it.
YAML — Use when asked to write, validate, or debug YAML — indentation-based syntax, anchors/aliases, multi-document files, or common parsing pitfalls (the Norway problem, tabs, string quoting) — independent of any specific tool's YAML dialect (CI config, Kubernetes manifests, etc.).

Lily Design System › Programming languages 19

C++ Programming — Use when asked to write, explain, or debug general-purpose C++ code — RAII and smart pointers, classes and templates, move semantics — as the object-oriented/generic-programming superset built on c-programming.
C Programming — Use when asked to write, explain, or debug general-purpose C code — pointers and manual memory management, structs, the preprocessor, undefined behavior — as the low-level foundation c-plus-plus-programming builds on.
C# Programming — Use when asked to write, explain, or debug general-purpose C# code — properties and classes, LINQ, async/await, nullable reference types — independent of the broader dot-net-programming platform/runtime or any specific .NET framework (ASP.NET Core, Blazor).
Delphi Programming — Use when asked to write, explain, or debug Delphi/Object Pascal code — classes and interfaces, properties, the VCL/FireMonkey component model, units — as the object-oriented dialect built on pascal-programming.
.NET Programming — Use when asked about the .NET platform/runtime and tooling itself — the CLR, the base class library, project SDKs and NuGet, cross-language interop — as distinct from any one .NET language (see c-sharp-programming) or framework (see blazor-programming).
Go Programming — Use when asked to write, explain, or debug general-purpose Go code — goroutines and channels, error handling idioms, interfaces, modules — independent of any specific framework.
JavaScript Programming — Use when asked to write, explain, or debug general-purpose JavaScript code — language fundamentals (scoping, closures, `this`, prototypes/classes), async code with Promises/async-await, modules (ESM vs CommonJS), or common runtime pitfalls — independent of any testing framework or UI library.
Julia Programming — Use when asked to write, explain, or debug general-purpose Julia code — multiple dispatch, type stability for performance, broadcasting, the package manager — for high-performance numerical/scientific computing, distinct from r-programming's statistics-first focus.
Kotlin Programming — Use when asked to write, explain, or debug general-purpose Kotlin code — null safety, data classes, coroutines, extension functions — independent of any specific target (Android, JVM backend, Kotlin Multiplatform).
Lisp Programming — Use when asked to write, explain, or debug general-purpose Lisp code (Common Lisp) — s-expressions, macros/code-as-data, recursion — as the historical family scheme-programming is a smaller, more minimalist dialect within.
Objective-C Programming — Use when asked to write, explain, or debug general-purpose Objective-C code — message-passing syntax, properties and ARC, protocols, interop with C — as the predecessor language swift-programming largely supersedes on Apple platforms.
Pascal Programming — Use when asked to write, explain, or debug general-purpose (standard/Free) Pascal code — strong static typing, structured programming constructs, units — as the language delphi-programming's Object Pascal dialect extends.
Python Programming — Use when asked to write, explain, or debug general-purpose Python code — language idioms (comprehensions, generators, context managers), typing, virtual environments/packaging, or common runtime pitfalls (mutable default arguments, the GIL) — independent of any testing framework or web framework.
R Programming — Use when asked to write, explain, or debug general-purpose R code — vectors and vectorization, data frames, the tidyverse/base-R split, functions — for statistical computing and data analysis, distinct from julia-programming's numerical-computing focus.
Rust Programming — Use when asked to write, explain, or debug general-purpose Rust code — ownership and borrowing, `Result`/`Option` error handling, traits and generics, or Cargo workflows — independent of any testing framework or web/UI crate.
Scheme Programming — Use when asked to write, explain, or debug general-purpose Scheme code — minimal core syntax, tail-call optimization, first-class continuations — as the smaller, more minimalist Lisp dialect distinct from lisp-programming (Common Lisp).
Swift Programming — Use when asked to write, explain, or debug general-purpose Swift code — optionals, structs vs classes, protocols and protocol-oriented programming, async/await — independent of any UI framework (SwiftUI, UIKit).
TypeScript Programming — Use when asked to write, explain, or debug general-purpose TypeScript code — the type system (interfaces, generics, unions, narrowing), tsconfig options, or common typing pitfalls (`any` vs `unknown`, structural typing) — independent of any testing framework or UI library.
Zig Programming — Use when asked to write, explain, or debug general-purpose Zig code — explicit error handling and no hidden control flow, comptime, manual memory management with allocators — as a modern, safer alternative in the same low-level niche as c-programming.

Lily Design System › Web frameworks 6

Angular Programming — Use when asked to write, explain, or debug general-purpose Angular code — components and templates, dependency injection, signals/RxJS-based reactivity, modules/standalone components — as a TypeScript UI framework, distinct from lily-design-system-angular's specific component package built on it.
Blazor Programming — Use when asked to write, explain, or debug general-purpose Blazor code — components/razor syntax, Server vs. WebAssembly hosting models, data binding, dependency injection — as a C#/.NET UI framework, distinct from lily-design-system-blazor's specific component package built on it.
Nunjucks Programming — Use when asked to write, explain, or debug general-purpose Nunjucks templates — variables/filters, template inheritance, control structures, autoescaping — as a JavaScript server-side templating engine, distinct from lily-design-system-nunjucks's specific template/macro package built on it.
React Programming — Use when asked to write, explain, or debug general-purpose React code — components and JSX, hooks (useState/useEffect), the virtual DOM/reconciliation — as a JavaScript/TypeScript UI library, distinct from lily-design-system-react's specific component package built on it.
Svelte Programming — Use when asked to write, explain, or debug general-purpose Svelte code — compile-time reactivity, runes ($state/$derived/$effect), single-file components, SvelteKit basics — as a JavaScript/TypeScript UI framework, distinct from lily-design-system-svelte's specific component package built on it.
Vue Programming — Use when asked to write, explain, or debug general-purpose Vue code — the Composition API, reactivity (ref/reactive), single-file components, directives — as a JavaScript/TypeScript UI framework, distinct from lily-design-system-vue's specific component package built on it.

Lily Design System › Playwright testing 4

Playwright Testing With JavaScript — Use when asked to write, explain, debug, or extend Playwright browser automation code in JavaScript — locating elements, performing actions, waiting, and writing real assertions with @playwright/test.
Playwright Testing With Python — Use when asked to write, explain, debug, or extend Playwright browser automation code in Python — locating elements, performing actions, waiting, and writing real assertions with pytest-playwright.
Playwright Testing With Rust — Use when asked to write, explain, debug, or extend Playwright browser automation code in Rust using the playwright-rs crate — locating elements, performing actions, waiting, and writing real assertions.
Playwright Testing With TypeScript — Use when asked to write, explain, debug, or extend Playwright browser automation code in TypeScript — locating elements, performing actions, waiting, and writing real assertions with @playwright/test.

Lily Design System › Selenium testing 4

Selenium Testing With JavaScript — Use when asked to write, explain, debug, or extend Selenium WebDriver browser automation code in JavaScript — locating elements, performing actions, explicit waits, and writing real assertions with Mocha.
Selenium Testing With Python — Use when asked to write, explain, debug, or extend Selenium WebDriver browser automation code in Python — locating elements, performing actions, explicit waits, and writing real assertions with pytest.
Selenium Testing With Rust — Use when asked to write, explain, debug, or extend Selenium-style WebDriver browser automation code in Rust using the thirtyfour crate — locating elements, performing actions, explicit waits, and writing real assertions.
Selenium Testing With TypeScript — Use when asked to write, explain, debug, or extend Selenium WebDriver browser automation code in TypeScript — locating elements, performing actions, explicit waits, and writing real assertions with Mocha.

Lily Design System › Editors 3

Emacs — Use when asked to write or debug Emacs Lisp, configure Emacs (init.el/early-init.el, use-package, package.el/straight.el), explain Emacs keybinding notation, or work with buffers, windows, frames, and major/minor modes.
Vim — Use when asked to write Vim/Neovim keybindings or config (.vimrc, init.vim, init.lua), explain Vim's modal editing model or motion/operator grammar, write Vimscript or Neovim Lua config, or debug plugin setups (vim-plug, packer.nvim, lazy.nvim).
Vix — Use when asked about Vix IDE — what it is, how to install/run/configure it, its keyboard-driven features (editor, file explorer, Git, DB workbench, LSP, Org mode, debugger), or how to work on its own codebase (Cargo workspace, `vix-*` member crates, spec-driven development, hard build rules).

Lily Design System › Org mode 3

Org Contacts — Use when asked to manage contacts in Emacs using org-contacts — storing people as Org headlines with properties, searching/completing by name or email, and integrating with message composition — as an Org mode extension (see org-mode), distinct from org-roam's networked-notes model (see org-roam).
Org Mode — Use when asked to write or edit Org mode files (.org) — headline/outline syntax, TODO workflows, tables, links, properties, the agenda, or Babel code blocks — whether inside Emacs or as a plain-text format read by other tools.
Org Roam — Use when asked to build a networked "second brain" of notes in Emacs using org-roam — bidirectional linking, the node/backlink model, and the daily-notes workflow — as an Org mode extension (see org-mode), distinct from org-contacts' single-purpose contact list (see org-contacts).

Testing 41

A B Testing — Use when asked to design or automate an A/B test — random traffic allocation, statistical significance, and multivariate testing — as distinct from black/white-box testing technique (see black-box-testing, white-box-testing) or UI/UX evaluation broadly (see ui-ux-testing).
Acceptance Testing — Use when asked to write or run acceptance tests — verifying software meets client/user requirements before release — as distinct from behavior-driven Given/When/Then scenarios (see behavior-driven-development) or lower-level integration/system testing (see integration-testing, system-testing).
Accessibility Testing — Use when asked to test whether a website or application is usable by people with disabilities — WCAG/ADA compliance, automated scanning, and manual/user testing — as distinct from screen-reader-specific verification (see screen-reader-testing) or general usability testing (see usability-testing).
Benchmark Testing — Use when asked to compare a system's performance against a standard or reference point — benchmarking methodology and pitfalls — as distinct from the specific load/stress/performance techniques it often composes (see load-testing, stress-testing, performance-testing).
Black Box Testing — Use when asked to test software from the outside, based only on specifications and inputs/outputs, without knowledge of internal code — equivalence partitioning, boundary value analysis, decision tables — as distinct from white-box testing (see white-box-testing), which requires internal code knowledge.
Boundary Testing — Use when asked to test the edges of an input range or operational limit — minimum/maximum values, off-by-one errors — a specific black-box technique (see black-box-testing) worth its own focus because defects cluster at boundaries.
Capture Playback Testing — Use when asked about record-and-replay test tooling — recording user interactions to generate automated regression tests — as distinct from writing BDD scenarios by hand (see behavior-driven-development), which capture/playback tools can also help automate.
Chaos Testing — Use when asked to deliberately inject failure into a system to test resilience — chaos engineering, fault injection — as distinct from disaster-recovery testing (see disaster-recovery-testing), which validates a specific recovery procedure rather than exploring unknown failure modes.
Command Line Interface Testing — Use when asked to test a CLI tool — command syntax, exit codes, stdout/stderr validation, cross-platform behavior — as distinct from terminal UI testing (see terminal-user-interface-testing), which covers interactive, layout-based terminal applications rather than single-invocation commands.
Compliance Testing — Use when asked to test whether software adheres to regulatory or policy standards (HIPAA, PCI-DSS, GDPR, SOX) — as distinct from security testing broadly (see security-testing), which compliance testing draws on but is scoped specifically to named external requirements.
Database Migration Testing — Use when asked to test moving a database between environments, versions, or platforms — data integrity validation, rollback testing — as distinct from testing schema changes specifically (see database-schema-migration-testing), which is a narrower, structure-focused case.
Database Schema Migration Testing — Use when asked to test a database schema change (adding a column, renaming a table, altering a constraint) — forward-migration correctness, rollback/reversibility, and data-integrity preservation — as distinct from broader environment-to-environment database migration (see database-migration-testing).
Decision Record Testing — Use when asked to verify that a codebase actually reflects a recorded architectural decision (an ADR/DR) — reviewing a decision record for testability, or checking code/CI for drift from a decision already made — as distinct from writing the decision record itself (see architecture-decision-record, decision-records).
Disaster Recovery Testing — Use when asked to test backup restoration, failover, and business-continuity recovery procedures — recovery time/point objectives (RTO/RPO) — as distinct from chaos testing (see chaos-testing), which explores unknown failure modes broadly rather than validating one defined recovery plan.
End to End Testing — Use when asked to test a full application flow from a real user's perspective — as distinct from unit testing (see unit-testing) or integration testing (see integration-testing), which end-to-end testing sits above, exercising the whole system together rather than isolated units or component pairs.
Failover Testing — Use when asked to test automatic switchover to a backup component, server, or network on primary failure — as a specific slice of chaos testing (see chaos-testing) and disaster recovery testing (see disaster-recovery-testing) focused specifically on redundancy activation.
Field Testing — Use when asked about testing software in real-world production environments rather than controlled lab conditions — real hardware, real networks, real usage patterns — as distinct from the controlled, staged environments most other testing types (unit, integration, system) run in.
Fitness Function Testing — Use when asked to write an architectural fitness function — an automated, ongoing check that a codebase's structure keeps meeting a specific architectural characteristic (dependency direction, cyclomatic complexity, coupling) — as distinct from a one-off architecture review or a functional/unit test verifying business behavior.
Functional Testing — Use when asked to verify that an application's features work as specified — as the general discipline underlying more specific techniques (black-box testing, acceptance testing, UI automation) — as distinct from non-functional testing of quality attributes like performance or security (see performance-testing, security-testing).
Fuzz Testing — Use when asked to fuzz an application — feeding invalid, unexpected, or random inputs to discover crashes and security vulnerabilities — coverage-guided, grammar-based, and mutation-based fuzzing, as distinct from boundary testing's targeted edge-value approach (see boundary-testing).
Integration Testing — Use when asked to test the interaction between modules/components — big-bang, top-down, bottom-up, or hybrid integration strategies — as the layer between unit testing (see unit-testing) and system/end-to-end testing (see system-testing, end-to-end-testing).
Load Testing — Use when asked to test how an application performs under expected and peak user load — capacity limits, breaking points — as distinct from stress testing beyond normal capacity (see stress-testing) or sudden-spike testing (see peak-testing), which load testing's staged progression leads into.
Localization Testing — Use when asked to test whether software has been correctly adapted for a specific language/region — UI layout with translated text, locale-specific formats, cultural appropriateness, legal compliance — as the verification counterpart to internationalization implementation (see locale).
Monte Carlo Testing — Use when asked to test a system using randomly-sampled inputs drawn from defined probability distributions to estimate reliability statistically — as distinct from fuzz testing (see fuzz-testing), which searches for specific crashing inputs rather than estimating overall statistical reliability.
Mutation Testing — Use when asked to measure whether a test suite can actually detect faults — mutation score, killed vs. surviving mutants — as a more rigorous alternative to code coverage percentage, and a companion to test-driven development (see test-driven-development).
Peak Testing — Use when asked to test system behavior during predictable high-traffic periods (peak business hours, seasonal spikes) — as distinct from stress testing beyond normal capacity generally (see stress-testing) or sudden unpredictable spikes specifically, which peak testing's predictable-timing focus differs from.
Penetration Testing — Use when asked to simulate an attack on a system to find security vulnerabilities — reconnaissance, scanning, exploitation, reporting — black-box vs. white-box approaches, as one specific security-testing technique among others (see security-testing). Requires proper authorization — never simulate an attack against a system without explicit permission.
Performance Testing — Use when asked to measure application responsiveness and resource use under workload — the umbrella covering load, stress, endurance, and spike testing (see load-testing, stress-testing) — to identify bottlenecks and confirm the system meets performance requirements.
Regression Testing — Use when asked to verify that a change hasn't broken existing functionality — test-case selection, defect reporting/resolution, retesting — the discipline that makes safe, frequent releases possible, closely tied to test-driven development's refactor-safety guarantee (see test-driven-development).
Screen Reader Testing — Use when asked to test a website/application with an actual screen reader (JAWS, NVDA, VoiceOver) — element announcement, keyboard navigation, multimedia accessibility — as the most specific verification layer within accessibility testing broadly (see accessibility-testing).
Security Testing — Use when asked to evaluate a system's security — vulnerability scanning, authentication/authorization testing, encryption verification, security configuration review — the umbrella discipline penetration testing (see penetration-testing) and compliance testing (see compliance-testing) both sit within.
Shift Left Testing — Use when asked to move testing earlier in the development lifecycle — code review, static analysis, and testing-as-you-write rather than testing-after-the-fact — the strategic principle underlying test-driven development (see test-driven-development) and CI-integrated quality gates broadly.
Split Testing — Use when asked to compare two or more variations of a design/interface to see which performs better — the general step-by-step process (goal, variation, random allocation, data collection, analysis) shared with A/B testing (see a-b-testing), applied to UI/UX design decisions specifically.
Stress Testing — Use when asked to test a system under extreme conditions beyond its normal capacity — finding the breaking point and recovery behavior — as one specific variant within performance testing broadly (see performance-testing), distinct from load testing at expected capacity (see load-testing).
System Testing — Use when asked to evaluate an entire integrated system as a whole — combining functional, performance, security, usability, compatibility, and regression checks — as the whole-system layer between integration testing (see integration-testing) and acceptance testing (see acceptance-testing).
Terminal User Interface Testing — Use when asked to test an interactive, screen-drawing terminal application (ncurses-style, with grid/row/column layout) — simulated keystrokes, screen-scraping, escape-sequence handling — as distinct from single-invocation CLI testing (see command-line-interface-testing).
UI UX Testing — Use when asked to evaluate a user interface's usability and user satisfaction — user testing, split testing, surveys, heatmaps, eye-tracking, expert review — as a set of techniques distinct from, but overlapping with, usability testing specifically (see usability-testing) and user-centred design methodology broadly (see user-centred-design).
Unit Testing — Use when asked to write a unit test — isolating the smallest testable part of an application (a function, method, class) and verifying it independently — the foundational layer below integration testing (see integration-testing) and the layer test-driven development operates at (see test-driven-development).
Usability Testing — Use when asked to run a usability test — observing real users attempting real tasks to find friction points — the core user-research method within UI/UX testing (see ui-ux-testing) and user-centred design (see user-centred-design).
Visual Testing — Use when asked to catch unintended UI appearance changes — screenshot-baseline comparison, pixel/DOM/AI-based diffing — as distinct from functional testing (see functional-testing), which validates behavior rather than appearance, and complementary to it.
White Box Testing — Use when asked to test software using knowledge of its internal code — statement/branch/path coverage, static and dynamic analysis — as distinct from black-box testing (see black-box-testing), which tests only inputs/outputs without code knowledge.