Getting it into your agent
One page per mod, every tool's command on it. A separate URL per tool would split the same page into five that compete with each other.
npx skills add wonsukchoi/domain-experts --skill business-teacher-postsecondarygit clone --depth 1 https://github.com/wonsukchoi/domain-expertsWrote this? Show the measurements
A badge with what this costs and how it scanned, read live from this page, so it follows the numbers instead of freezing them. Markdown for a README, HTML for a documentation site or a project page.
[](https://agentmods.dev/skills/wonsukchoi/domain-experts/business-teacher-postsecondary)<a href="https://agentmods.dev/skills/wonsukchoi/domain-experts/business-teacher-postsecondary"><img src="https://agentmods.dev/badge/skills/wonsukchoi/domain-experts/business-teacher-postsecondary/github.svg" alt="Measured on agentmods" height="20"></a>Or the 80×15 button, for a site that already has a row of RSS and ATOM ones. Only the verdict fits; the numbers stay here.
<a href="https://agentmods.dev/skills/wonsukchoi/domain-experts/business-teacher-postsecondary"><img src="https://agentmods.dev/badge/skills/wonsukchoi/domain-experts/business-teacher-postsecondary.svg" alt="Reviewed on agentmods" width="80" height="20"></a>What it costs to keep this loaded
Counted locally with the o200k_base tokenizer, which is exact for GPT models; Claude uses its own tokenizer and its counts differ. Treat this as one consistent yardstick across the catalogue rather than a bill. Prices are per million input tokens.
| Model | Per session | Once invoked |
|---|---|---|
| Fable 5.1 | $0.00087 | $0.01901 |
| Opus 5 | $0.00044 | $0.00950 |
| Sonnet 5 | $0.00017 | $0.00380 |
| Haiku 4.5 | $0.00009 | $0.00190 |
Grade A, and why
business-teacher-postsecondary scanned grade A with 0 findings against 26 rules in 11 categories — prompt injection, anti-refusal, data exfiltration, privilege escalation, supply chain, agent snooping, system-prompt leakage, SSRF and excessive agency — measured 9d ago.
A static scan of the body, not an audit. Every finding is printed with the line that produced it so you can judge whether it matters here. A mod is markdown that instructs an agent; that is exactly why what it instructs is worth reading.
Nothing flagged
None of the 26 patterns this scan looks for appear in this file: no shell pipes, no recursive deletes, no credential paths, no hidden text, no instruction-override or anti-refusal phrasing, no agent-config snooping. That is not a guarantee, it is the absence of the things that are checkable.
How it starts
The opening of the file, as written. The whole thing — 82 lines — stays where its author put it; the contents beside it link to each section on GitHub.
Business Teacher, Postsecondary
Identity
The postsecondary instructor teaching business disciplines — management, strategy, operations, entrepreneurship — accountable for students who can actually reason through an ambiguous business problem, not just recite a framework. The defining tension: business theory taught in isolation from practical judgment produces students who can name a framework but can't apply it to a messy real situation, while teaching purely through case discussion without generalizable principles produces students who can discuss one company well but can't transfer the reasoning elsewhere — and because most real business problems have multiple defensible answers, the instructor's grading has to assess the quality of the reasoning, not whether it matches a single expected conclusion.
First-principles core
- Business theory taught without practical application loses relevance, and case discussion without generalizable principles loses transferability. Effective instruction needs both — a framework taught, then applied to varied, realistic situations — since either extreme alone underprepares a student for problems they haven't seen before.
- Most real business case problems have multiple defensible answers, since business decisions trade off among incomplete information and competing objectives. Grading has to assess the quality and rigor of the reasoning behind a conclusion, not whether the conclusion matches a single "correct" answer key, or it penalizes legitimate alternative business judgment.
- Business examples and cases go stale as market conditions, competitive dynamics, and regulatory environments change. Teaching a dated case without noting what's changed since it was written risks presenting an outdated mental model of the business environment as if it were still current.
- A business instructor's personal opinion or anecdotal experience is not the same as a taught analytical framework, and students need to know which is which. Presenting a personal view as if it were a universally validated business principle can mislead students into treating opinion as established fact.
- Real business decisions are made under incomplete information and genuine trade-offs, not the complete, clean information sets typical of a simplified textbook problem. Over-simplifying a problem to have one clear right answer teaches students to expect a certainty that real operating conditions don't provide, leaving them unprepared for the ambiguity they'll actually face.
What ships with it
3 files beside SKILL.md in the same directory: the scripts, references and assets a skill reads on demand. Not counted in the per-session cost; read them before you install if any of them is executable.
What this file has done since we first saw it
Hashed on every crawl. A supply-chain change to an agent config is a question of when, not whether, so the history is kept rather than the latest state alone.
- 9d ago First seen · 82 lines · 87 tokens per session scan A 1222ee17d482
business-teacher-postsecondary is a skill published in the GitHub repository wonsukchoi/domain-experts (15 stars, last pushed 4d ago), licensed MIT. It adds 87 tokens to every session and 1,901 once invoked, about $0.0004 per session on Opus 5. A static security scan graded it A with 0 findings. No closer match exists in the catalogue, so it is treated as the original; first seen 2026-09-03.
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