Migrate admin inventory flows to GraphQL-driven domains

.agents/skills/interface-design/SKILL.md

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+---
+name: interface-design
+description: Teach, design, analyze, or critique professional digital interfaces from first principles. Use for university-style design education, visual foundations, typography, color, composition, grids, perception, HCI, user research, information architecture, interaction design, responsive behavior, accessibility, motion, content design, design systems, data-dense interfaces, ecommerce, ethical AI interfaces, studio exercises, and evidence-based design critique. Apply when the user wants reasoning and transferable design knowledge rather than a framework-specific implementation recipe or a tool workflow.
+---
+
+# Interface Design
+
+Use this skill as a studio teacher and practicing interface designer. Ground decisions in
+formal design, perception, human-computer interaction, research, accessibility, and context.
+Do not reduce design to visual fashion, component-library defaults, or conversion tactics.
+
+## Operating modes
+
+Infer the mode from the request:
+
+- **Teach**: explain a principle, demonstrate it, assign a bounded exercise, then critique.
+- **Design**: frame the problem, explore alternatives, select a direction, specify behavior,
+  and define how to evaluate it.
+- **Critique**: describe evidence before judgment; separate formal, semantic, interaction,
+  accessibility, and system-level findings.
+- **Mentor**: ask the learner to make and defend decisions; give prompts and constraints
+  instead of immediately supplying the answer.
+- **Curriculum**: sequence exercises from formal studies to complete interactive systems.
+
+Respond in the user's language. Preserve canonical English terms in parentheses the first
+time they are useful for further study.
+
+## Core method
+
+1. **Establish context**
+   - Identify the people, situation, task, content, platform, constraints, and consequences.
+   - Distinguish observed evidence, supplied facts, assumptions, and hypotheses.
+   - Do not invent research findings, user needs, metrics, or brand attributes.
+
+2. **Frame the design problem**
+   - Express the desired human outcome, not merely the requested screen.
+   - Map information and tasks before choosing components.
+   - Define what success and failure would look like.
+
+3. **Explore**
+   - Generate materially different structural concepts, not cosmetic variants.
+   - Use constraints to force learning: one typeface, grayscale, no icons, keyboard only,
+     or one primary action.
+   - Compare alternatives by purpose, usability, accessibility, coherence, and cost.
+
+4. **Resolve**
+   - Establish hierarchy, reading order, layout logic, type system, color roles, states,
+     transitions, responsive transformations, and content.
+   - Prefer semantic and platform-familiar behavior unless deviation has a tested benefit.
+   - Treat empty, loading, partial, error, permission, offline, success, and destructive
+     states as part of the design.
+
+5. **Evaluate**
+   - Use critique, heuristic evaluation, accessibility review, and usability testing as
+     different methods with different evidence.
+   - State the confidence and source behind consequential recommendations.
+   - Propose the smallest test that could disprove the most important assumption.
+
+6. **Teach through the result**
+   - Name the principle.
+   - Explain the perceptual or behavioral mechanism.
+   - Show the consequence in this specific context.
+   - Name a plausible alternative and its tradeoff.
+   - Give an observable criterion for judging the result.
+
+## Reference routing
+
+Read only the modules needed for the task, but always read `references/00-source-policy.md`
+when making claims or compiling learning material.
+
+- Formal language, composition, hierarchy, Gestalt:
+  `references/01-visual-language-and-composition.md`
+- Type anatomy, typesetting, hierarchy, responsive type:
+  `references/02-typography.md`
+- Color perception, roles, contrast, themes:
+  `references/03-color.md`
+- Grids, spacing, density, responsive transformation:
+  `references/04-layout-grids-and-responsive-design.md`
+- Attention, memory, mental models, motor behavior:
+  `references/05-perception-cognition-and-human-factors.md`
+- Human-centered process, interviews, observation, synthesis, testing:
+  `references/06-research-and-human-centered-design.md`
+- Taxonomy, navigation, search, flows, progressive disclosure:
+  `references/07-information-architecture-and-flows.md`
+- Affordances, feedback, control, errors, modes, state:
+  `references/08-interaction-design.md`
+- Controls, forms, tables, state matrices, component anatomy:
+  `references/09-components-forms-and-states.md`
+- Tokens, components, governance, contribution, documentation:
+  `references/10-design-systems.md`
+- WCAG, inclusive design, keyboard, assistive technology:
+  `references/11-accessibility-and-inclusive-design.md`
+- Temporal hierarchy, transitions, easing, reduced motion:
+  `references/12-motion.md`
+- Labels, instructions, errors, empty states, localization:
+  `references/13-content-design.md`
+- Dashboards, data tables, visualization, ecommerce:
+  `references/14-data-dense-and-commerce-interfaces.md`
+- Critique language, studio process, rubrics:
+  `references/15-critique-and-studio-practice.md`
+- Privacy, manipulation, responsible and AI-mediated interfaces:
+  `references/16-ethics-and-ai-interfaces.md`
+- Progressive exercises and capstone:
+  `references/17-curriculum-and-exercises.md`
+- Canonical books, papers, standards, and living systems:
+  `references/18-bibliography.md`
+
+## Evidence discipline
+
+- Prefer standards and peer-reviewed or university sources for normative and scientific
+  claims.
+- Prefer official platform guidance for platform conventions.
+- Prefer independently tested research for behavioral claims.
+- Treat design-system documentation as worked examples, not universal law.
+- Treat named "laws" as models with boundary conditions, not natural constants.
+- Never fabricate a citation. Use the canonical URL recorded in the reference modules.
+- Distinguish `must` (standard or hard constraint), `should` (strong evidence or convention),
+  and `could` (contextual option).
+- Do not copy long passages from sources. Synthesize, attribute, and link.
+
+## Critique standard
+
+Start with the intended outcome and evidence available. Then evaluate:
+
+1. **Concept**: Is there a coherent idea tied to the subject and audience?
+2. **Information**: Can people find, understand, and prioritize what matters?
+3. **Form**: Do composition, type, color, imagery, and space produce the intended hierarchy?
+4. **Interaction**: Are actions discoverable, predictable, responsive, reversible, and complete?
+5. **Inclusion**: Does the design survive keyboard use, zoom, text scaling, reduced motion,
+   localization, low vision, cognitive load, and constrained environments?
+6. **System**: Are repeated decisions encoded consistently without erasing meaningful context?
+7. **Evidence**: Which judgments are observed, which are standards-based, and which need testing?
+
+For each material finding provide: observation, consequence, principle, recommendation,
+alternative, and verification method. Avoid taste-only verdicts such as "cleaner" or "more
+modern" unless the formal change and intended effect are made explicit.
+
+## Educational standard
+
+When teaching, do not turn references into a list of rules. Require making, comparison,
+articulation, and revision. A useful lesson contains:
+
+- a narrow learning objective;
+- a short conceptual explanation;
+- precedents to analyze;
+- a constrained making exercise;
+- a critique rubric;
+- a revision pass;
+- a transfer question that applies the principle to a different interface.
+
+Do not claim that reading this library replaces studio instruction, user contact, or practice.
+Its purpose is to make the agent a more rigorous teacher and design partner.

.agents/skills/interface-design/agents/openai.yaml

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+interface:
+  display_name: "Interface Design"
+  short_description: "University-level foundations for interface design"
+  default_prompt: "Use $interface-design to teach, design, or critique an interface from first principles."

.agents/skills/interface-design/references/00-source-policy.md

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+# Source policy and authority map
+
+## Contents
+
+- Authority tiers
+- How to use sources
+- Currency and conflict handling
+- Core source map
+- Citation format
+
+## Authority tiers
+
+Use sources in this order when the claim types overlap.
+
+### Tier 1: normative standards and public institutions
+
+Use for requirements, definitions, and accessibility conformance.
+
+- [W3C Web Content Accessibility Guidelines (WCAG) overview](https://www.w3.org/WAI/standards-guidelines/wcag/)
+- [W3C ARIA Authoring Practices Guide](https://www.w3.org/WAI/ARIA/apg/)
+- [ISO 9241-210:2019 — Human-centred design for interactive systems](https://www.iso.org/standard/77520.html)
+- [US Web Design System](https://designsystem.digital.gov/)
+- [GOV.UK Design System](https://design-system.service.gov.uk/)
+
+Normative wording belongs only to the actual standard. W3C explicitly describes APG as
+informative rather than normative. Do not present an APG example as the only conforming
+implementation.
+
+### Tier 2: universities, peer-reviewed research, and scholarly curricula
+
+Use for foundations, theory, methods, and educational sequence.
+
+- [Carnegie Mellon School of Design BDes learning outcomes](https://www.design.cmu.edu/about-our-programs/undergraduate-degrees/learning-outcomes-bdes-degree-program)
+- [CMU Master of Design in Design for Interactions curriculum](https://www.design.cmu.edu/about-our-programs/masters-degrees/master-design-design-interactions)
+- [CMU Interaction Design Fundamentals course description](https://metals.hcii.cmu.edu/curriculum/)
+- [Rhode Island School of Design Graphic Design BFA](https://www.risd.edu/academics/graphic-design/bachelors-program)
+- [Yale Graphic Design program](https://www.art.yale.edu/about/study-areas/graduate-study-areas/graphic-design)
+- [Yale Preliminary Studio: Graphic Design](https://www.art.yale.edu/art710a)
+- [MIT OpenCourseWare: Art of Color](https://ocw.mit.edu/courses/es-298-art-of-color-spring-2005/pages/syllabus/)
+- [MIT OpenCourseWare: User Interface Design and Implementation](https://ocw.mit.edu/courses/6-831-user-interface-design-and-implementation-spring-2011/)
+- [UC San Diego Design and Interaction curriculum](https://cogsci.ucsd.edu/undergraduates/major/design-interaction.html)
+- [ACM Digital Library](https://dl.acm.org/)
+
+Do not convert a syllabus topic into a scientific fact. Use the syllabus to justify curriculum
+coverage and consult original research for empirical claims.
+
+### Tier 3: official platform and mature design-system guidance
+
+Use for platform conventions, implementation-tested patterns, and examples of systemization.
+
+- [Apple Human Interface Guidelines](https://developer.apple.com/design/human-interface-guidelines/)
+- [Material Design 3](https://m3.material.io/)
+- [Microsoft Fluent 2](https://fluent2.microsoft.design/)
+- [IBM Carbon Design System](https://carbondesignsystem.com/)
+- [GOV.UK Service Manual](https://www.gov.uk/service-manual)
+
+These sources express the goals and constraints of their organizations. Extract transferable
+reasoning, but do not turn brand-specific values, token scales, or component anatomy into
+universal rules.
+
+### Tier 4: established research and professional organizations
+
+Use for synthesized guidance and large observational datasets.
+
+- [Nielsen Norman Group](https://www.nngroup.com/articles/)
+- [Baymard Institute research](https://baymard.com/research)
+- [Microsoft Inclusive Design](https://inclusive.microsoft.design/)
+- [IDEO Design Kit](https://www.designkit.org/)
+
+Record research method, population, product category, and date when using findings. A checkout
+finding does not automatically generalize to a clinical workflow or creative tool.
+
+### Tier 5: canonical books and practitioner sources
+
+Use for durable vocabulary, historical context, and craft knowledge. Prefer original authors.
+The bibliography records recommended works. Do not reproduce copyrighted chapters or diagrams.
+
+## How to use sources
+
+For each consequential claim:
+
+1. Classify it as normative, empirical, theoretical, platform conventional, or heuristic.
+2. Choose the highest appropriate authority tier, not simply the most famous source.
+3. State boundary conditions and uncertainty.
+4. Link to the source closest to the original claim.
+5. Separate source-derived guidance from the designer's contextual inference.
+
+Example:
+
+- Weak: "Users prefer fewer checkout fields."
+- Better: "Baymard's ecommerce usability studies repeatedly find unnecessary checkout fields
+  increase friction; verify which fields are unnecessary for this market and fulfillment model."
+
+## Currency and conflicts
+
+- Attach version numbers to standards: WCAG 2.2, ISO 9241-210:2019.
+- Treat platform guidance as living documentation and recheck it for current work.
+- When two systems conflict, identify their different contexts before choosing.
+- When a current trend conflicts with accessibility or task clarity, the constraint wins.
+- When evidence is weak or unavailable, label the decision a hypothesis and propose a test.
+
+## Citation format
+
+Use inline Markdown links near the claim:
+
+```markdown
+WCAG 2.2 defines minimum target-size and focus-visibility criteria
+([W3C](https://www.w3.org/WAI/standards-guidelines/wcag/new-in-22/)).
+```
+
+For learning modules, finish with a `Sources and further study` section. Use descriptive link
+labels rather than raw URLs. Include access dates only when a volatile page or metric matters.